Symfony Profiler

[
  App\Entity\MediaTranslation {#1298
    -id: 382
    -title: "Pond ecosystem (biocoenosis and biotope)"
    -description: """
      <p>An ecosystem is a group of numerous populations of animal and plant species that share resources in the same area.</p>\r\n
      \r\n
      <p>In this area of life, we can distinguish the living beings (vegetation, animals) which constitute the <strong>biocoenosis</strong> and the geological environment (nature of the soils, climat, water), which constitute the <strong>biotope.</strong> The association of the biocoenosis and the biotope constitutes an ecosystem. There are many natural habitats here (forest, river, pond, desert, marsh). Life maintains itself due to the interactions that develop between the elements of an ecosystem (exchanges of energy, trophic relationships).</p>
      """
    -legends: """
      Ecosystem\n
      Biocoenosis\n
      Biotope
      """
    -goals: """
      <ul>\r\n
      \t<li>Understand the series of interactions that occur in an ecosystem.</li>\r\n
      \t<li>Identify the biocoenosis and the biotope.</li>\r\n
      </ul>
      """
    -more: """
      <p>All ecosystems function according to the same laws: Recycling of material and the transfer of energy.</p>\r\n
      \r\n
      <p><strong>Recycling of material</strong>: Living species in an ecosystem grow and reproduce. They find the necessary food for their needs. There are three structural trophic levels in an ecosystem:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The first level contains the <strong>autotrophs</strong>, capable of producing their own food from inorganic elements (salts, minerals, water) contained in the soil.&nbsp; These are the <strong>producers</strong> who utilize the sun&#39;s light to produce organic material by photosynthetic processes.</li>\r\n
      \t<li>In the second level are the <strong>consumers</strong>. They draw organic material from other living beings. They are the <strong>heterotrophs</strong>. They are separated into first order consumers (herbivores), second order consumers (carnivores), and third order consumers (large carnivores).</li>\r\n
      \t<li>The third level integrates all of the decomposers and detrivores who decompose organic waste into mineral components.</li>\r\n
      </ul>\r\n
      \r\n
      <p>The material cycle is maintained by the decomposers who return inorganic material indespensible to the development of the producers to the soil.</p>\r\n
      \r\n
      <p><strong>Transfer of energy</strong>: to live, each species takes its energy from its environment. An ecosystem is therefore characterised by a continuous energy fluctuation between the different trophic levels.</p>\r\n
      \r\n
      <p>While producing organic material, the producers store energy providing an inexhaustible source for the consumers. The consumers only use a part of this energy that they store in their tissues, the rest is lost in the form of heat or waste.</p>\r\n
      \r\n
      <p>Once the interactions between each trophic level are equal, the biomass (total mass of all organic material) of the ecosystem stabilizes. The ecosystem is therefore in equilibrium. However, this equilibrium is fragile and can be easily ruptured by natural disruptions (storm, volcanic eruption, forest fire, drought, flood) or human (deforestation, mine exploitation,...). Biodiversity depends on ecosystem preservation.</p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#1289
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1306 …}
    #status: "published"
    #createdAt: DateTime @1277071200 {#1290
      date: 2010-06-20 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086536 {#1295
      date: 2023-11-04 08:28:56.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1878
    -id: 436
    -title: "Metamorphosis in the Butterfly"
    -description: """
      <p>Etymologically speaking, the word metamorphosis comes from the Greek&nbsp; &ldquo;meta-morphosis&rdquo;, which referred to any change of form, or transformation.</p>\r\n
      \r\n
      <p>This word applies&nbsp; &nbsp;perfectly to the fascinating transformation undergone by certain animals in order to pass from their larval to their adult stage.</p>\r\n
      \r\n
      <p>This animation illustrates the principal stages in the metamorphosis of a butterfly &ndash; the Machaon.</p>
      """
    -legends: """
      Machaon (butterfly) egg\r\n
      1 week\r\n
      5 weeks\r\n
      8 weeks\r\n
      1 to 2 days\r\n
      Leaf\r\n
      Egg\r\n
      Hatching of the larva\r\n
      Larva\r\n
      1 mm\r\n
      Larval development\r\n
      Thorax\r\n
      Abdomen\r\n
      Head\r\n
      Leg\r\n
      False leg\r\n
      1 cm\r\n
      Shedding of caterpillar's old skin\r\n
      Old skin\r\n
      New skin\r\n
      Start of the nymphal stage\r\n
      Silk thread\r\n
      Segment\r\n
      Cremaster\r\n
      Pupation\r\n
      Skin of the chrysalis\r\n
      Prothorax\r\n
      Wing\r\n
      Mesothorax\r\n
      Metamorphosis of the nymph into an imago\r\n
      Antenna\r\n
      Proboscis\r\n
      Compound eye\r\n
      Legs\r\n
      Spiracles \n(openings of\nwindpipes)\r\n
      Flight of the Machaon\r\n
      Anterior wing\r\n
      Posterior wing
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate all of the stages in the metamorphosis of a caterpillar into a butterfly.</li>\r\n
      \t<li>To learn to observe and respect Nature.</li>\r\n
      \t<li>To define the terms <em>larva</em>, <em>shedding</em>, <em>nymph</em>, <em>chrysalis</em>, <em>perfect insect</em>.</li>\r\n
      </ul>
      """
    -more: """
      <ol>\r\n
      \t<li>The butterfly lays dozens, or even hundreds, of eggs --&nbsp; few among them will&nbsp; attain adult age.&nbsp; The egg is clear in color, and soft.</li>\r\n
      \t<li>As it dries, the egg darkens and hardens. It imeasures no&nbsp; more than a millimeter.</li>\r\n
      \t<li>The hatching of the larva takes place 5 or 6 days after the laying of the egg.&nbsp; The newly hatched larva has the form of a small caterpillar.&nbsp; It is quite vulnerable, and so camouflage is essential. The Machaon larva is black in color with a white spot on its back that enables it pass as a piece of bird excrement.</li>\r\n
      \t<li>The shell of its own egg is its first meal. During the five to seven weeks that follow, the larva&rsquo;s sole activity is to feed and grow. It eats only leaves, in great quantities.</li>\r\n
      \t<li>The larva grows and fattens to the point where it must change its skin several times.&nbsp; These are its shedding times.&nbsp; It must go through no less than ten such sheddings&nbsp; in order&nbsp; to grow from the&nbsp; few millimeters&nbsp; it measured at hatching to 6 centimeters at its final shedding.</li>\r\n
      \t<li>About 6 weeks after hatching, the caterillar is ready for pupation, which marks the beginning of its metamorphosis. It stops eating, and searchs for a place to attach itself. It attaches itself by&nbsp;&nbsp; its lower extremity&nbsp; (cremaster) to a wad of silk that it secretes, and becomes immobile, head at the top,&nbsp; and, not without difficulty, with a belt of silk around its abdomen.&nbsp; During this time, the transformation of its body and its internal organs has already begun.</li>\r\n
      \t<li>The caterpillar&rsquo;s skin splits open, revealing the new skin of the chrysalis.</li>\r\n
      \t<li>Some final movements enable the caterpillar to discard its old skin.</li>\r\n
      \t<li>The new skin of the chrysalis is still soft at this stage, enabling the nymph to change form and evolve toward its final form.</li>\r\n
      \t<li>As it dries, the skin of&nbsp; the chrysalis becomes more resistant. This envelope (or cocoon) provides protection throughout the duration of the metamorphosis.&nbsp; This takes about two weeks, but can take longer if environmental conditions are unfavorable. The chrysalis can even remain as is during the whole winter.<br />\r\n
      \tAlways a master of the art of camouflage, the chrysalis of the butterfly resembles a leaf.<br />\r\n
      \tThe nymph&rsquo;s immobility hides a true upheaval&nbsp;&nbsp; in its anatomy:&nbsp; wings form, antennas appear, the mandibles practically disappear and are replaced by a spiral proboscis,&nbsp; the digestive tube shrinks, and the reproductive organs form. The brain and the eyes grow larger. The butterfly in formation no longer has very much in common with the larva that it came from.</li>\r\n
      \t<li>Metamorphosis is finished. When conditions of sunlight and humidity permit, the butterfly (or imago)&nbsp; fills itself with air in order to break the envelope of the chrysalis.</li>\r\n
      \t<li>Its wings are soft and crumpled. The imago positions itself so that blood can descend into the veins of the wings under the influence of gravity.</li>\r\n
      \t<li>The wings&nbsp;&nbsp; spread and harden.&nbsp; The wings attain their final size in around 20 minutes but the butterfly cannot fly until those wings are completely dry, about 2 hours later.</li>\r\n
      \t<li>The butterfly takes flight. During its short life as a winged insect, it will have the objective of reproducing and so ensuring the survival of its species.</li>\r\n
      </ol>\r\n
      \r\n
      <p>About 150,000 species of butterfly, mostly nocturnal, have been recorded, and hundreds of new species are discovered every year.</p>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>on the right hand arrow to go forward in time, and on the left hand arrow to go backward in time.\n<strong>Click </strong>on the three bars in the circle at upper right to activate labels.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1873
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1879 …}
    #status: "published"
    #createdAt: DateTime @1243893600 {#1874
      date: 2009-06-01 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1705277855 {#1875
      date: 2024-01-15 00:17:35.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1891
    -id: 464
    -title: "Plane sections"
    -description: """
      <p>A cross-section of a 3-dimensional figure is a 2-dimensional shape (imagine&nbsp;a slice).<br />\r\n
      For any given 3-dimensional figure, the cross-section depends on the orientation of the plane.&nbsp;As a result, it is possible to get the same cross-sections from different objects, and get different cross sections from the same object.</p>
      """
    -legends: """
      Horizontal plane\n
      Vertical Plane\n
      Tilted plane
      """
    -goals: null
    -more: null
    -scenario: null
    -features: "<p><strong>Click&nbsp;</strong>and&nbsp;<strong>drag&nbsp;</strong>the plane.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1886
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1892 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1887
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086541 {#1888
      date: 2023-11-04 08:29:01.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1904
    -id: 687
    -title: "Wastewater treatment"
    -description: """
      <p>This animation illustrates the main stages of the wastewater treatment process.<br />\r\n
      The treatment of wastewater is essential before the water is returned to nature. With more than 16,500&nbsp; treatment plants, the United States&nbsp; collects and treats 90% of its wastewater.<br />\r\n
      <br />\r\n
      The treatment cycle combines mechanical procedures (screening, clarification&hellip;) and physiochemical ones (biological treatment).&nbsp; The net output of unpolluted water from these plants is estimated to be, on average, 75%.</p>
      """
    -legends: """
      Wastewater treatment\r\n
      Screening\r\n
      Grease removal\r\n
      Grit removal\r\n
      Primary\nclarification\r\n
      Sludge\r\n
      Biological\ntreatment\r\n
      Anaerobic\ntreatment\r\n
      Aerobic\ntreatment\r\n
      Secondary\nclarification\r\n
      Discharge\r\n
      Disinfection
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the wastewater treatment process.</li>\r\n
      \t<li>To distinguish between mechanical and biological processes.</li>\r\n
      </ul>
      """
    -more: """
      <p>Most of the wastewater produced by human activity (homes and industries) has to be treated before it is released back to the environment.</p>\r\n
      \r\n
      <p>Treatment plants reduce pollutants in wastewater to a level nature can handle.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The first treatment step applied to the influent after entering the plant is passing through a <strong>screen </strong>to remove large debris.</li>\r\n
      \t<li>A <strong>grit </strong>and <strong>grease chamber</strong> separates a large amount of the grit, oil and grease present in the influent. The removed material is then hauled to a sanitary landfill.</li>\r\n
      \t<li>The sewage flows by gravity to the primary <strong>clarifier</strong>(s) which remove(s) the easily settled material (both organic and inorganic material) . The settling&nbsp; solids drop down to the bottom to be collected by a slow rotating rake mechanism which carries the sludge to the center into a discharge sump. Notice that the rake rotates at much lower speed than shown in the animation.</li>\r\n
      \t<li>Once the settled solids have been removed, the wastewater enters the secondary treatment phase: The biological treatment process aims to remove dissolved pollutants in the wastewater. A large number of micro-organisms (bacteria) live in these basins and absorb organic matter from sewage as their food supply. Sometimes oxygen has to be provided for this process (aerobic treatment).</li>\r\n
      \t<li>The resulting sludge is allowed to settle and is then removed in the <strong>secondary clarifiers</strong>.</li>\r\n
      \t<li>The final stage is disinfection before the water is discharged. This stage is sometime necessary to kill organisms which may present public health hazards.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p>Click and drag the [slider] to focus a specific stage.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1899
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1905 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1900
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703185622 {#1901
      date: 2023-12-21 19:07:02.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1917
    -id: 2136
    -title: "Horseshoe magnet"
    -description: "<p>The magnetic field created by a magnet acts at a distance, and can be observed using an array of compasses. The field is quite uniform between the two poles of the magnet.</p>"
    -legends: """
      Lines of force\r\n
      N (north)\r\n
      N\r\n
      S (South)\r\n
      S
      """
    -goals: null
    -more: """
      <p>A magnet is made of hard magnetic material that attracts ferromagnetic materials (iron, nickel&hellip;). It has two opposite poles, called the <strong>north </strong>and the <strong>south</strong>, which generate the <strong>magnetic field</strong>. This field enters the magnet&rsquo;s south pole, and exits at the north pole, creating <strong>lines of force</strong> along which iron filings or the needle of a compass will align themselves.<br />\r\n
      <br />\r\n
      The magnetic field created by a magnet acts at a distance, and can be observed using an array of compasses. A single click shows how those lines of force are arranged around the magnet. Note that these lines are attached to the magnet.<br />\r\n
      <br />\r\n
      Further Information :<br />\r\n
      <br />\r\n
      In 1820, the Danish physicist C. Oersted realized that magnetism was created by the movement of <strong>electrons</strong>: electric current running through a wire could turn a nearby compass needle, in a direction that depended on the direction of the current.&nbsp; An <strong>electromagnet </strong>only functions when electricity is flowing, but <strong>natural magnets</strong>, made of magnetite (iron oxide), have a permanent magnetic field.<br />\r\n
      <br />\r\n
      The force created by a magnet is characterized by a direction, a polarity and an intensity that is greatest at the magnet&rsquo;s poles. The <strong>lines of force</strong> produced enable us to map this field.<br />\r\n
      <br />\r\n
      Like <strong>poles </strong>(two norths or two souths) repel one another, while opposite poles attract. Between the two prongs of a horseshoe magnet the field is <strong>uniform</strong>.<br />\r\n
      &nbsp;<br />\r\n
      The Earth&rsquo;s magnetic field is created by the movements of fluid metals in its core.</p>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> and <strong>drag</strong> the magnet around the screen.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1912
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1918 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1913
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704667267 {#1914
      date: 2024-01-07 22:41:07.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1930
    -id: 2897
    -title: "Crystal system"
    -description: "<p><strong>Click </strong>and <strong>drag </strong>to rotate.</p>"
    -legends: """
      Primitive cubic\n
      Body-centered cubic\n
      Base-centered cubic\n
      Face-centered cubic\n
      Hexagonal\n
      Compact hexagonal
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the 3D geometry of a crystal lattice.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>and <strong>drag </strong>to rotate.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1925
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1931 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1926
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086692 {#1927
      date: 2023-11-04 08:31:32.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1943
    -id: 3418
    -title: "Motion of the center of mass"
    -description: """
      <p>A hammer is thrown up in the air. A stroboscope illuminates the hammer at uniform time intervals when you select &quot;stroboscopy&quot;.<br />\r\n
      The trajectory of a particular point A can be plotted. It is also possible to move this point on the hammer to highlight the specific case of the center of mass (also known as center of inertia or center of gravity).</p>\r\n
      \r\n
      <p>The shape of the path is complex except for a very specific point: The <em>center of mass</em>.</p>
      """
    -legends: """
      Trajectory\r\n
      Stroboscopy\r\n
      CM or CG (center of mass/gravity)
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the distinctive features of the center of mass while studying the motion of a rigid body.&nbsp;</li>\r\n
      \t<li>To get a stroboscopic view of the parabolic free fall of a body.</li>\r\n
      </ul>
      """
    -more: """
      <p>The center of mass is also called the center of inertia, center of gravity, or centroid. This is the point of a solid which greatly simplifies the study of the movement of the body.<br />\r\n
      <br />\r\n
      The center of gravity is, according to its definition, the center of weight. In physics, the study of the motion of a solid, the laws of physics are applied to the center of mass as if the entire mass of the solid were at this point. The center-of-mass frame of reference is centered about G.<br />\r\n
      <br />\r\n
      This simulation illustrates the uniqueness of this remarkable point G. The trajectory of all other points seem chaotic while the G-point follows the expected free fall trajectory: A parabola.</p>
      """
    -scenario: null
    -features: "<p>Click and drag the point A on the hammer.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1938
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1944 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1939
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703169674 {#1940
      date: 2023-12-21 14:41:14.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1956
    -id: 3745
    -title: "Cinematograph"
    -description: """
      <p>A cinematograph (Louis and Auguste Lumi&egrave;re -Paris - 1895) demonstrates moving images on a screen.<br />\r\n
      A light from a lamp mounted behind the semitransparent film projects a series of sequentially changing images onto the screen. If this goes quickly enough, a picture replaces another too quickly for the eye to perceive the change, thereby forming a moving image.&nbsp; You can vary the rate at which the images move by using the slider, but note that the indications of speed depend greatly on your computer&rsquo;s own speed. The animation can be used to approach the idea of an afterimage.</p>
      """
    -legends: "images / sec."
    -goals: """
      <ul>\r\n
      \t<li>To understand how the cinematograph works, including afterimages and the creation of animated images.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Drag </strong>the <em>slider </em>to change the speed at which the film passes.\n<strong>Click </strong>on the film to show it in its entirety.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1951
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1957 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#1952
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1705172691 {#1953
      date: 2024-01-13 19:04:51.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1969
    -id: 4540
    -title: "Quiz Weight and Mass"
    -description: """
      <p>Test and evaluate your knowledge about weight and mass.</p>\r\n
      \r\n
      <p>The evaluation at the end of the questionnaire takes into account the number of responses and the time taken to perform the test.</p>
      """
    -legends: """
      Which of the following terms represent the gravitational force?\n
      Weight\n
      Mass\n
      Weight is the measure of the quantity of matter.\n
      True\n
      False\n
      Which apparatus measures weight?\n
      A balance\n
      A spring scale\n
      Mass depends on the place of measurement.\n
      Which of these forces represent the weight.\n
      W1\n
      W2\n
      W3\n
      W4\n
      What is the relationship between weight and mass?\n
      MASS\n
      m\n
      WEIGHT\n
      W\n
      g (scale intensity)\n
      W = m × g\n
      m = W × g\n
      g = m × W\n
      g is the strength of the gravitational field.\nWhat is its unit?\n
      kg\n
      kg/N (or kg.N⁻¹)\n
      N/kg (or N.kg⁻¹)\n
      N.kg\n
      On the Moon, the strength of the gravitational field is...\n
      larger than on Earth.\n
      equal to that on Earth.\n
      smaller than that on Earth.\n
      What is the mass of a 70 kg man on the Moon,\nknowing that g=1.6 N/kg?\n
      112 N\n
      70 N\n
      112 kg\n
      70 kg\n
      The strength of the weight for a crate is 8500 N.\nWhat is its mass (g = 10N/kg)?\n
      Earth\n
      Moon\n
      8500 kg\n
      850 N\n
      850 kg\n
      8500 N\n
      Excellent\n
      Good\n
      Correct\n
      Average\n
      To be reviewed\n
      Time:\n
      Tries:\n
      Success rate:
      """
    -goals: """
      <ul>\r\n
      \t<li>To make the distinction between weight (the force exerted on the object in N) and the mass (fundamental property in kg).</li>\r\n
      \t<li>To apply the relationship W&nbsp;=&nbsp;mg.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Check</strong> the correct answer and then <strong>click</strong> on the button &quot;next image&quot;.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1964
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1970 …}
    #status: "published"
    #createdAt: DateTime @1316296800 {#1965
      date: 2011-09-17 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086807 {#1966
      date: 2023-11-04 08:33:27.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1982
    -id: 4615
    -title: "Chemical reaction"
    -description: """
      <p>All around us, but also inside our own bodies, numerous chemical transformations are in operation, A chemical reaction (chemical transformation) is characterized by an initial state, made up of reactants, and a final&nbsp; state composed of products.</p>\r\n
      \r\n
      <p>In the course of a reaction, matter is conserved. That is, an element&nbsp; may appear in different forms at the beginning and at the end of a reaction, but in no case is ever lost.</p>\r\n
      \r\n
      <p>The chemical equation enables us to indicate the proportions of reactants and products put into play. These proportions are referred to as the stoichiometric coefficients.</p>\r\n
      \r\n
      <p><strong>Fix</strong> the number of molecules using the sliding cursors, then <strong>click</strong> on&nbsp;[play]&nbsp;to initiate the reaction.</p>
      """
    -legends: """
      Dioxygen\n
      Dihydrogen\n
      Time\n
      Molar fraction\n
      Completed reaction\n
      \n
      In progress...\n
      Equation\n
      Initial state\n
      Final state\n
      2H₂ + O₂ →  2H₂O\n
      O₂\n
      H₂\n
      H₂O
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate what could be a microscopic model of chemical reaction.</li>\r\n
      \t<li>To introduce the notion of limiting reactant&nbsp; or reactant present in excess.</li>\r\n
      \t<li>To define stoichiometric&nbsp; proportions.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>chemical transformation</strong>&nbsp; between gaseous dihydrogen (H<sub>2</sub>) and gaseous dioxygen (O<sub>2</sub>) leads to the formation of water (H<sub>2</sub>O).</p>\r\n
      \r\n
      <p>This transformation is described&nbsp; by a single reaction for which the <strong>net equation</strong> is written<sub>: </sub></p>\r\n
      \r\n
      <p>2H<sub>2&nbsp;&nbsp; </sub>+&nbsp;&nbsp; O<sub>2 </sub>&nbsp;&nbsp;&nbsp;=&nbsp; 2H<sub>2</sub>O</p>\r\n
      \r\n
      <p>In this reaction, two molecules of dihydrogen react with one molecule of dioxygen to form two molecules of water.</p>\r\n
      \r\n
      <p>In this chemical reaction, one can indicate<sub>:</sub></p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The reactants: dioxygen and dihydrogen.</li>\r\n
      \t<li>The products: water.</li>\r\n
      \t<li>The <strong>stoichiometric coefficients</strong>:&nbsp; 2 for dihydrogen, 1 for dioxygen and 2 for water.</li>\r\n
      </ul>\r\n
      \r\n
      <p>The <strong>limiting reactant</strong>&nbsp;is the reactant that is totally transformed. It is the reactant that is responsible for the stopping of the reaction.</p>\r\n
      \r\n
      <p>A graph enables us to follow the <strong>progress of the reaction</strong> &nbsp;(formation of products and consumption of reactants) over the course of time.</p>\r\n
      \r\n
      <p>To model the reaction at the microscopic scale we will consider it to be the case that the reaction would not have taken place had the reactants not been present in stoichiometric proportions.</p>\r\n
      \r\n
      <p><em>Remark</em>: The chemical reaction is a model. Like all models, it does not necessarily correspond to the reality of an observable chemical&nbsp; transformation.</p>
      """
    -scenario: """
      <p><strong>Step 1:</strong> Have stoichiometric proportions emerge from the model of chemical transformation. The students use the animation and fix initial conditions for arriving at stoichiometric proportions.</p>\r\n
      \r\n
      <p>n(H<sub>2</sub><sub>)</sub>&nbsp; = &nbsp;2n(O<sub>2</sub>)</p>\r\n
      \r\n
      <p>How many molecules of dihydrogen and dioxygen remain in each case?</p>\r\n
      \r\n
      <p><strong>Step 2</strong>: Have the notion of limiting reactant and excess reactant emerge from the model of chemical transformation. The students use the animation and fix initial conditions.</p>\r\n
      \r\n
      <p>n(H<sub>2</sub><sub>)</sub>&nbsp; &nbsp; &gt;&nbsp;&nbsp; 2n(O<sub>2</sub>)&nbsp; and&nbsp; n(H<sub>2</sub><sub>)</sub>&nbsp; &nbsp;&lt;&nbsp; 2n(O<sub>2</sub>)</p>\r\n
      \r\n
      <p>How many molecules of dihydrogen and dioxygen remain in each case?</p>\r\n
      \r\n
      <p>For each step students can be asked to complete a table of progress.</p>
      """
    -features: "<p><strong>Fix</strong> the number of molecules using the sliding cursors, then <strong>click</strong> on&nbsp;[play]&nbsp;to initiate the reaction.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1977
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1983 …}
    #status: "published"
    #createdAt: DateTime @1273183200 {#1978
      date: 2010-05-06 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086813 {#1979
      date: 2023-11-04 08:33:33.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#1995
    -id: 4823
    -title: "The atom"
    -description: """
      <p>The word &ldquo;atom&rdquo; comes from the Greek a-tomos, which means &ldquo;indivisible&rdquo;. The Greek philosophers were the first to propose that all matter was composed of particles so small that they cannot be discerned.</p>\r\n
      \r\n
      <p>The first models&nbsp; rested on intuitions as it was&nbsp; strictly impossible to prove the existence of these particles of matter by observation.</p>\r\n
      \r\n
      <p>The discovery of the electron by J. J. Thomson in 1897 constituted the first experimental proof of the existence of elementary particles. The proton (1919) and the neutron (1932) were to follow.</p>\r\n
      \r\n
      <p>Particle Physics is still very active today, seeking to find the secrets of matter.</p>
      """
    -legends: """
      4th Century BC\r\n
      The atom concept according to the Greek philosophers Leucippus and Democritus.\r\n
      Atom (indivisible particle)\r\n
      1808: Atoms and their combinations according to the chemist John Dalton .\r\n
      1897: Discovery of the electron by the physicist J.J. Thomson.\r\n
      Electron (negative charge)\r\n
      Positively charged substance\r\n
      Thomson's 'Plum Pudding'\r\n
      1911: E. Rutherford discovers the atomic nucleus.\r\n
      1913: N. Bohr proposes the planetary model.\r\n
      Nucleus\r\n
      The probabilistic model of wave physics.\r\n
      Combination of locations\r\n
      Electron\r\n
      'A new System of Chemical Philosophy'\r\n
      J.Dalton - 1808
      """
    -goals: """
      <ul>\r\n
      \t<li>To teach the different representations of atoms through the ages.</li>\r\n
      \t<li>To describe certain properties of atoms and the elementary particles of which they are composed.</li>\r\n
      </ul>
      """
    -more: """
      <p>What is the matter that surrounds us made of? To answer this simple question we must&nbsp; look at more than 25 centuries of scientific research. In addition to being a scientific investigation, inquiring about the constituents of matter is also a<strong> philosophical </strong>&nbsp;investigation.</p>\r\n
      \r\n
      <p>The word &ldquo;atom&rdquo; comes from the Greek <strong>a-tomos</strong>, which means &ldquo;indivisible&rdquo;. It was the Greek philosophers who were the first to&nbsp; inquire about how the Universe functioned. Leucippus and his student Democritus defended a concept according to which matter was composed of particles and vacuums. These particles, all made of the same substance,&nbsp; and invisible to the eye, were indestructible&nbsp; and present in all matter. The variety in their shape, their size and their movements&nbsp; explained the great&nbsp; diversity of matter&nbsp; all around us. Naturally, this theory did not rest on any observations, and other theories opposed this theory of the discontinuity in matter.</p>\r\n
      \r\n
      <p>More than 2000 years later, The English chemist John Dalton proposed&nbsp; a more evolved model of the atom.&nbsp; He suggested that the matter that surrounds us is a combination of a limited number of elements.&nbsp; Respect for certain laws &nbsp;of proportions &nbsp;enables one to differentiate between elements based on their atomic mass. Note that this first classification contained numerous errors, as, for example, the water molecule being represented by Dalton as the combination HO.</p>\r\n
      \r\n
      <p>The discovery of the electron by J. J. Thomson in 1897 marked&nbsp; the first experimental observation of an&nbsp;<strong>elementary</strong> <strong>particle.&nbsp;</strong>Knowing the masses and charges involved, Thomson proposed the first model of the atom, known as &ldquo;The Plum Pudding Model&rdquo;.</p>\r\n
      \r\n
      <p>Ernest Rutherford, a student of Thomson&rsquo;s, discovered 14 years later that the atom contained a very tiny <strong>nucleus </strong>&nbsp;(50,000 times smaller than the assumed size of the entire atom) and very dense (99.9% of the mass of an atom is contained in the nucleus.) Matter is thus primarily made of emptiness, and much more so than the atomism of Democritus doubtless&nbsp; would have foreseen. Only 8 years later, in 1919, the same Rutherford participated in the discovery of&nbsp; a second elementary particle, the <strong>proton.&nbsp;</strong>Its charge was positive (the exact opposite of that of the electron) and its mass was 1836 times greater than that of the electron.</p>\r\n
      \r\n
      <p>Niels Bohr&nbsp; completed the Rutherford model after having proven, via consideration of energies, that only certain orbits were accessible to electrons. He proposed a &ldquo;planetary model&rdquo; in which electrons move around the nucleus in very precise orbits, in the same way that planets orbit the Sun. This model remains&nbsp; very famous for its graphic simplicity even though it has now been proven to be false.</p>\r\n
      \r\n
      <p>The experiments of Niels Bohr&nbsp; are nonetheless at the origin of the branch of mechanics&nbsp; known as <strong>Quantum Mechanics</strong>. This powerful theory , in the 1930&rsquo;s, succeeded in explaining the properties of matter at the atomic level. The &ldquo;problem&rdquo; was that the representation&nbsp; of electron orbits became complex because they do not rest on precise positions of electrons in orbit around the nucleus, but on a non-intuitive probability of being present.</p>\r\n
      \r\n
      <p>To conclude, note that, in 1932, James Chadwick discovered, in the Cambridge laboratories and directed by Rutherford, a third elementary particle in the atom: the neutron (neutral in charge, mass almost identical to that of the proton).</p>\r\n
      \r\n
      <p>In the 1960&rsquo;s Murray Gell-mann discovered the existence of <strong>quarks</strong> , which make up protons and neutrons.</p>
      """
    -scenario: null
    -features: "<p>Click on a tab to select it.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#1990
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#1996 …}
    #status: "published"
    #createdAt: DateTime @1272492000 {#1991
      date: 2010-04-28 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703184372 {#1992
      date: 2023-12-21 18:46:12.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#2008
    -id: 7017
    -title: "Delta ¹⁸O"
    -description: """
      <p>Today, glaciologists are able to reconstruct paleotemperatures by studying the isotopic composition of ice.</p>\r\n
      \r\n
      <p>The water molecule is composed of one oxygen atom associated with two hydrogen atoms. Oxygen is a mixture of three natural isotopes: <sup>16</sup>O (99.76%), <sup>17</sup>O (0.04%) and <sup>18</sup>O (0.20%). In the water cycle, the heavy isotope <sup>18</sup>O travels more difficultly&nbsp;than the light isotope <sup>16</sup>O. It evaporates less easily at the equator and falls more frequently with the precipitation that punctuates water&rsquo;s journey to the poles. The polar ice caps are therefore poorer in the heavy isotope than the oceans, especially in a cold climate.</p>\r\n
      \r\n
      <p>Thus, for glaciologists, ice poor in <sup>18</sup>O comes from a period of cold climate while ice less poor in <sup>18</sup>O comes from a period of warm climate.</p>\r\n
      \r\n
      <p>At the same time, the study of ice made it possible to analyze the carbon dioxide content of air bubbles contained in the ice (not shown in the animation). Scientists were thus able to detect a link between this variable and the evolution of temperatures over time.</p>\r\n
      \r\n
      <p>The study of marine sediments allows a similar analysis: Marine organisms develop their shells from the chemical elements contained in seawater, including oxygen. The isotopic ratio of oxygen constituting these shells found in marine sediments allows us to trace the climatic history of our planet. The evolution of the <sup>18</sup>O / <sup>16</sup>O isotope ratio in water evolves at the opposite rate from that of the ice caps. An ocean, and therefore sediments, rich in <sup>18</sup>O implies ice caps poor in <sup>18</sup>O and a cold climate.</p>\r\n
      \r\n
      <p>Cross Results</p>\r\n
      \r\n
      <p>Thanks to these different fields of study, whose results are in perfect agreement, scientists have demonstrated that climatic variations present alternating glacial and interglacial periods in a cycle of approximately 100,000 years. They also showed that atmospheric CO<sub>2</sub> concentrations have evolved in parallel with temperatures, proving the link between these two factors.</p>
      """
    -legends: """
      Low latitudes\r\n
      Tropic\r\n
      High latitudes\r\n
      Pole\r\n
      Glacial Period\r\n
      Warm Period
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate isotope fractionation by evaporation and precipitation.</li>\r\n
      \t<li>To explain how sediment or ice cores are analyzed for the study of ancient climates.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1584921600 {#2003
      date: 2020-03-23 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: App\Entity\Media {#2009 …}
    #status: "published"
    #createdAt: DateTime @1580597411 {#2004
      date: 2020-02-01 22:50:11.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1725021799 {#2005
      date: 2024-08-30 12:43:19.0 UTC (+00:00)
    }
  }
]

[
  "locale" => "en"
]

[
  "junior" => [
    "tree" => App\Service\vo\Tree\TreeItem {#3107
      +id: 106
      +slug: "junior"
      +status: "published"
      +entity: null
      +children: App\Service\vo\Tree\TreeItemCollection {#3153 …}
      +translations: App\Service\vo\Tree\TreeItemTranslationCollection {#3266 …}
      +medias: null
    }
  ]
  "www" => [
    "tree" => App\Service\vo\Tree\TreeItem {#4006
      +id: 105
      +slug: "www"
      +status: "published"
      +entity: null
      +children: App\Service\vo\Tree\TreeItemCollection {#3955 …}
      +translations: App\Service\vo\Tree\TreeItemTranslationCollection {#4495 …}
      +medias: null
    }
  ]
]

[
  "locale" => "en"
]

[
  App\Entity\MediaTranslation {#10950
    -id: 5190
    -title: "Emission and absorption spectra"
    -description: """
      <p>A prism (or an array) is used to break a beam of light according to its different frequencies.<br />\r\n
      <br />\r\n
      The spectrum obtained can be continuous or discrete (&quot;line spectrum&quot;).<br />\r\n
      <br />\r\n
      One of the great discoveries of quantum mechanics is that the energy of an atom can only have certain well-defined values. It is &quot;quantized&quot; (see animation <a href="https://www.edumedia-sciences.com/en/media/536-energy-level-diagram">line spectrum of the hydrogen atom</a>). For this reason, a gas composed of a single atom can absorb or emit a limited number of frequencies.<br />\r\n
      <br />\r\n
      For a given element, the emission spectrum (upper part of the animation) has the same frequency as its absorption spectrum (bottom part).</p>\r\n
      \r\n
      <p><em>Source for the values of spectral lines</em>: CDS Strasbourg University (<a href="http://cdsarc.u-strasbg.fr/viz-bin/Cat?VI/16">link</a>) from Reader J., and Corliss Ch.H. CRC Handbook of Chemistry and Physics; NSRDS-NBS 68 (1980).</p>
      """
    -legends: """
      Gas\r\n
      Slit\r\n
      Lens\r\n
      Grating\r\n
      Screen\r\n
      Wavelength (nm)\r\n
      Select an element\r\n
      Line intensity\r\n
      Experiment\r\n
      Emission Spectrum\r\n
      Absorption Spectrum\r\n
      Hydrogen\r\n
      Helium\r\n
      Lithium\r\n
      Berillium\r\n
      Boron\r\n
      Carbon\r\n
      Nitrogen\r\n
      Oxygen\r\n
      Fluorine\r\n
      Neon\r\n
      Sodium\r\n
      Magnesium\r\n
      Aluminium\r\n
      Silicon\r\n
      Phosphorus\r\n
      Sulfure\r\n
      Chlorine\r\n
      Argon\r\n
      Potassium\r\n
      Calcium\r\n
      Scandium\r\n
      Titanium\r\n
      Vanadium\r\n
      Chromium\r\n
      Manganese\r\n
      Iron\r\n
      Cobalt\r\n
      Nickel\r\n
      Copper\r\n
      Zinc\r\n
      Galium\r\n
      Germanium\r\n
      Arsenic\r\n
      Selenium\r\n
      Bromine\r\n
      Krypton\r\n
      Rubidium\r\n
      Strontium\r\n
      Yttrium\r\n
      Zirconium\r\n
      Niobium\r\n
      Molybdenum\r\n
      Technetium\r\n
      Ruthenium\r\n
      Rhodium\r\n
      Palladium\r\n
      Silver\r\n
      Cadmium\r\n
      Indium\r\n
      Tin\r\n
      Antimony\r\n
      Tellurium\r\n
      Iodine\r\n
      Xenon\r\n
      Cesium\r\n
      Barium\r\n
      Lanthanum\r\n
      Cerium\r\n
      Praseodymium\r\n
      Neodymoium\r\n
      Promethium\r\n
      Samarium\r\n
      Europium\r\n
      Gadolinium\r\n
      Terbium\r\n
      Dysprosium\r\n
      Holmium\r\n
      Erbium\r\n
      Thulium\r\n
      Ytterbium\r\n
      Lutetium\r\n
      Hafnium\r\n
      Tantalum\r\n
      Tungsten\r\n
      Rhenium\r\n
      Osmium\r\n
      Iridium\r\n
      Platinum\r\n
      Gold\r\n
      Mercury\r\n
      Thallium\r\n
      Lead\r\n
      Bismuth\r\n
      Polonium\r\n
      Astatine\r\n
      Radon\r\n
      Francium\r\n
      Radium\r\n
      Actinium\r\n
      Thorium\r\n
      Proctatinium\r\n
      Uranium\r\n
      Neptunium\r\n
      Plutonium\r\n
      Americium\r\n
      Curium\r\n
      Berkelium\r\n
      Californium\r\n
      Einsteinium
      """
    -goals: """
      <ul>\r\n
      \t<li>To distinguish between absorption spectra and emission spectra.</li>\r\n
      \t<li>To characterize an atom by its light spectrum and to introduce spectroscopy.</li>\r\n
      \t<li>To understand that the spectral emission lines of an element have the same frequencies as the lines of the absorption spectrum.</li>\r\n
      </ul>
      """
    -more: """
      <p>If the atom receives a &quot;quantum&quot; of energy in the form of a photon, for example, it can absorb this energy. Electrons gain energy and enter an excited state. This is an atomic transition. Spontaneously and randomly, the electron tends to go down to its ground state by &quot;jumping&quot; from a high energy state to a lower energy state. It then emits a quantum of energy as a photon (light energy). This photon is sent in a direction that is unlikely to be the same as the absorbed photon, which results in a dark stripe on the absorption spectrum.<br />\r\n
      <br />\r\n
      The line spectrum (light) emitted by an atom is a very precise testimony of its electron configuration. It is this &quot;atomic signature&quot; that allows us to know the precise chemical composition of a star or an interstellar cloud simply by spectral analysis of the light emitted or absorbed.</p>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on an element to select it.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#6545
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6839 …}
    #status: "published"
    #createdAt: DateTime @1369260000 {#10942
      date: 2013-05-22 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1722937610 {#10949
      date: 2024-08-06 09:46:50.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#10960
    -id: 7554
    -title: "AC electrical circuit generator"
    -description: """
      <p>An electrical circuit is a series of objects, including a generator, connected by conductive wires, forming a closed loop system.</p>\r\n
      \r\n
      <p>Electric circuits are fundamental to understanding modern technology. This simulator allows you to construct and experiment with both AC and DC circuits in a simple drag-and-drop environment. You can place components such as resistors, light bulbs, capacitors, inductors, and switches onto a virtual workspace, connect them to AC or DC sources, and observe real-time simulations of electrical behavior. Integrated measurement tools, including voltmeters and ammeters, provide immediate feedback and reinforce key scientific principles through hands-on exploration.</p>
      """
    -legends: """
      Real circuit\r\n
      Equivalent diagram\r\n
      Electrons\r\n
      Current\r\n
      Wire resistivity\r\n
      Conductor\r\n
      Voltage sources\r\n
      Current sources\r\n
      Resistors\r\n
      Measurements\r\n
      Battery\r\n
      Real Battery\r\n
      AC Voltage Source\r\n
      DC Current Source\r\n
      AC Current Source\r\n
      Light Bulb\r\n
      Ground Socket\r\n
      Switches\r\n
      Fuse\r\n
      Push Button\r\n
      Switch\r\n
      2-arm switch\r\n
      Measurements\r\n
      Ammeter\r\n
      Voltmeter\r\n
      Ohmmeter\r\n
      Return\r\n
      Discharge\r\n
      Repair\r\n
      Intensity\r\n
      Voltage\r\n
      Resistor\r\n
      R\r\n
      Ohm\r\n
      Ω\r\n
      Capacitor\r\n
      Capacitance\r\n
      C\r\n
      Faraday\r\n
      F\r\n
      Inductor\r\n
      Inductance\r\n
      L\r\n
      Henry\r\n
      H\r\n
      Intensity\r\n
      I\r\n
      Imax\r\n
      Ampere\r\n
      A\r\n
      Electromotive force\r\n
      Vs\r\n
      Volt\r\n
      V\r\n
      Time\r\n
      t\r\n
      Second\r\n
      s\r\n
      Frequency\r\n
      f\r\n
      Herz\r\n
      Hz\r\n
      Phase\r\n
      φ\r\n
      rad\r\n
      Length\r\n
      Meter\r\n
      m\r\n
      Slowed simulation
      """
    -goals: """
      <ul>\r\n
      \t<li>Explore basic electricity relationships for AC and&nbsp;DC circutis.</li>\r\n
      \t<li>Use an ammeter and voltmeter to take readings in circuits.</li>\r\n
      \t<li>Provide reasoning to explain the measurements and relationships.</li>\r\n
      \t<li>Describe how capacitors and inductors behave in a circuit.</li>\r\n
      \t<li>Experimentally determine the RC time constant.</li>\r\n
      \t<li>Simulate RLC circuits and determine the conditions for resonance.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>Drag items from the component library to the stage.</p>"
    -publishedAt: DateTimeImmutable @1738195200 {#10965
      date: 2025-01-30 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6758 …}
    #status: "published"
    #createdAt: DateTime @1725560425 {#10964
      date: 2024-09-05 18:20:25.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1762442657 {#10963
      date: 2025-11-06 15:24:17.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#10985
    -id: 7584
    -title: "pV = NkT"
    -description: """
      <p>Building Conceptual Understanding of Molecular Behavior.</p>\r\n
      \r\n
      <p>Beyond verifying mathematical proportionalities, the simulation offers a powerful window into the microscopic world that underlies macroscopic gas behavior. For instance, you can increase the number of molecules (N) or mols (n) while keeping volume and temperature fixed, and directly observe how a greater number of particles produces more frequent wall collisions, thus raising pressure.</p>\r\n
      \r\n
      <p>This makes the molecular interpretation of pressure deeply intuitive. Teachers can also guide students to connect the <strong>kinetic energy of molecules</strong> to temperature, helping them understand that temperature is not just a number on a thermometer but a measure of molecular agitation. By playing with all parameters, students can build a bridge between the particle model and the ideal gas equation <strong>PV = nRT</strong>. This multi-scale perspective &mdash; from individual molecules to measurable quantities &mdash; is essential for developing lasting conceptual understanding.</p>
      """
    -legends: """
      Menu\r\n
      Constant parameter\r\n
      None\r\n
      Temperature\r\n
      Volume\r\n
      Pressure\r\n
      p\r\n
      V\r\n
      n\r\n
      k\r\n
      N\r\n
      R\r\n
      T\r\n
      m\r\n
      K\r\n
      Pa\r\n
      s\r\n
      μ\r\n
      p\r\n
      n\r\n
      k\r\n
      Proportionality law\r\n
      Particles\r\n
      Moles\r\n
      mol
      """
    -goals: """
      <ul>\r\n
      \t<li>To describe the relationship between particle-wall collisions and pressure.</li>\r\n
      \t<li>To determine how changing a variable among P, V, N, and T influences the gas properties.</li>\r\n
      \t<li>To introduce some concepts about Kinetic Molecular Theory.</li>\r\n
      \t<li>To build conceptual understanding of molecular behavior.</li>\r\n
      \t<li>To&nbsp;reinforce&nbsp;the fundamental role of Avogadro&#39;s constant.</li>\r\n
      </ul>
      """
    -more: """
      <p><strong>Exploring Fundamental Gas Laws Through Visual Evidence</strong></p>\r\n
      \r\n
      <p>Using this interactive simulation, you can directly observe and verify the fundamental relationships between gas properties by manipulating one variable at a time while keeping others constant.</p>\r\n
      \r\n
      <p>For example: By fixing the temperature and the number of molecules, you will investigate <strong>Boyle&#39;s Law</strong>, watching in real time how increasing the volume causes pressure to drop, and vice versa. When the container shrinks, molecules hit the walls more frequently, resulting in an increase of&nbsp;the pressure.</p>\r\n
      \r\n
      <p>Similarly, by keeping volume and the number of particles constant, you can explore <strong>Charles&#39;s Law</strong>, observing how raising the temperature accelerates molecular motion and increases pressure, reinforcing the proportional relationship between T and P.</p>\r\n
      \r\n
      <p><strong>From Simulation Data to Quantitative Investigation</strong></p>\r\n
      \r\n
      <p>One of the most powerful features of this simulation is its ability to provide <strong>real-time numerical values</strong> for all four variables &mdash; pressure P, volume V, temperature T, and crucially, both the number of molecules N and the number of moles n &mdash; allowing students to move beyond qualitative observation into <strong>quantitative investigation</strong>. By recording these values systematically, students can collect data sets, plot graphs, and verify proportionality relationships, turning the simulation into a virtual laboratory.</p>\r\n
      \r\n
      <p>This is also an outstanding opportunity to address one of the most common sources of confusion in gas law studies: <strong>the distinction between N and n</strong>. While n represents the number of moles &mdash; a macroscopic, chemist-friendly quantity &mdash; N counts the actual number of individual molecules, a staggering figure rooted in the particle model. By toggling between both representations in the simulation, students can directly observe that N = n &times; Nₐ, giving <strong>Avogadro&#39;s number Nₐ</strong> a concrete and measurable meaning rather than an intimidating abstract constant. For instance, students can verify that doubling n from 1 to 2 moles exactly doubles N from 6.022 &times; 10&sup2;&sup3; to 1.204 &times; 10&sup2;⁴ molecules, while the effect on pressure remains identical regardless of which representation is used. This seemingly simple toggle between N and n thus becomes a remarkably rich teaching moment, bridging the <strong>macroscopic and microscopic scales</strong> of chemistry and reinforcing the fundamental role of Avogadro&#39;s constant in connecting the world we measure to the world of atoms and molecules.</p>
      """
    -scenario: null
    -features: "<p>Adjust the volume using the handles.\nAdjust the number of particles using the pump.\nHeat or cool by pressing the &quot;Flame&quot; or &quot;Ice&quot; buttons.</p>"
    -publishedAt: DateTimeImmutable @1772150400 {#10980
      date: 2026-02-27 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6782 …}
    #status: "published"
    #createdAt: DateTime @1763024025 {#10981
      date: 2025-11-13 08:53:45.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1772231367 {#10982
      date: 2026-02-27 22:29:27.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#10997
    -id: 104
    -title: "Artery"
    -description: """
      <p>Veins and arteries are the largest blood vessels in the human body. An artery can become clogged by fatty deposits, called plaques, that form on its internal walls. The flow of blood is thus reduced and surgical intervention becomes necessary.</p>\r\n
      \r\n
      <p>Angioplasty is a relatively non-invasive technique that permits dilation of the artery at the point of narrowing (also known as &ldquo;stenosis&rdquo;).</p>
      """
    -legends: """
      Normal blood flow\r\n
      Lumen\r\n
      Artery wall\r\n
      Reduced blood flow\r\n
      Plaque\r\n
      Guidewire\r\n
      Balloon catheter\r\n
      Balloon\r\n
      Compressed\nplaque\r\n
      Increased blood flow\r\n
      Stent\r\n
      Stent expanded\r\n
      Drug-coated stent\r\n
      Normal artery\r\n
      Clogged artery\r\n
      Balloon angioplasty\r\n
      Stent implantation
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate what atherosclerosis is.</li>\r\n
      \t<li>To illustrate the principle of angioplasty.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>circulation of the blood</strong> occurs in a closed circuit that transports the blood around the body. The largest vessels of the <strong>circulatory system</strong> are the <strong>arteries</strong> and <strong>veins</strong>. The heart is the pump that ensures a sufficient flow of blood through the circuit.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Arteries transport oxygen-rich blood from the heart to the body&rsquo;s tissues (except in the particular case of the Pulmonary Artery).</li>\r\n
      \t<li>Veins transport oxygen-deficient blood from the body&rsquo;s tissues to the heart (except in the particular case of the Pulmonary Vein).</li>\r\n
      </ul>\r\n
      \r\n
      <p>An artery is a piling up of concentric layers that are not represented here. One finds there, in particular, muscle fibers that enable the arterial wall to adapt to large variations in <strong>blood pressure</strong>.</p>\r\n
      \r\n
      <p>The internal section of the vessel that is left open for the circulation of blood is called the <strong>lumen of the artery</strong>. From a few millimeters for cerebral (or coronary) arteries, the diameter can be as large as almost 3 cm for the<strong> Aorta</strong>, which is the largest artery in the human body (diameter measured at the level of the arch of the Aorta, at its exit from the heart.)</p>\r\n
      \r\n
      <p>The flow of blood is reduced if deposits cause a thickening of the artery&rsquo;s internal wall.One speaks of stenosis, with the ultimate risk being that the artery will become blocked (occlusion).</p>\r\n
      \r\n
      <p><strong>Atherosclerosis</strong> is a common arterial pathology (Aorta, cerebral ateries, coronary arteries, arteries in the lower limbs).&nbsp; Atherosclerosis is characterized by the localized appearance of <strong>plaques of atheroma,</strong> made up of fatty deposits upon which, in addition, blood products accumulate via coagulation. <strong>(clot</strong>)</p>\r\n
      \r\n
      <p><strong>Angioplasty </strong>is a relatively non-invasive technique that &nbsp;permits localized&nbsp; treatment&nbsp; of a stenosis.&nbsp; Using&nbsp; a catheter inserted in the groin (the femoral artery,) or in the arm (the radial artery), one guides to the place of the stenosis a small balloon that one inflates and deflates several times to flatten the plaque.&nbsp; The surgeon sometimes places a metallic, spring-like &nbsp;&nbsp;prothesis (<strong>stent</strong>), which, while crushing the plaque, remains embedded in the internal wall of the artery. Some such protheses are coated with medications (active stent) to lower the risk of a relapse (re-stenosis).</p>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>on a tab to select a sequence.\n<strong>Click&nbsp; </strong>on the <em>play </em>button to run the sequence.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#10992
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7516 …}
    #status: "published"
    #createdAt: DateTime @1251410400 {#10993
      date: 2009-08-27 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703202066 {#10994
      date: 2023-12-21 23:41:06.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11009
    -id: 129
    -title: "The life cycle of HIV"
    -description: """
      <p>The <strong>HIV </strong>(Human Immunodeficiency Virus) is a <strong>retrovirus </strong>that causes <strong>AIDS </strong>(Acquired Immune Deficiency Syndrome). The HIV infects certain types of cells of the immune system inside of which it replicates itself. With time, the ability of the immune system to ward off infections weakens and opportunistic diseases flare up.</p>\r\n
      \r\n
      <p><strong>Click</strong> on [play] or [pause] to play or stop the animation.</p>
      """
    -legends: """
      Capsid\n
      gp 120\n
      gp 41\n
      Protease\n
      Integrase\n
      Reverse\ntranscriptase\n
      Matrix\n
      Viral envelope\n
      Viral RNA\n
      Coreceptor\n
      CD4 receptor\n
      Helper T cell\n
      Nuclear pore\n
      Nucleus\n
      DNA\n
      Single-stranded\nRNA\n
      Double-stranded\nDNA\n
      Host cell DNA\n
      Integrated\nviral DNA\n
      RNA polymerase\n
      Viral\nmessenger\nRNA\n
      Viral genome\nRNA\n
      Ribosome\n
      Polyprotein\n
      Virion\n
      Recognition\n
      Endocytosis\n
      Decapsidation\n
      Retrotranscription\n
      Integration\n
      Transcription\n
      Translation\n
      Maturation\n
      Assembly\n
      Exocytosis\n
      infection\n
      Labels\n
      Viral protein\n
      Viral DNA
      """
    -goals: """
      <ul>\r\n
      \t<li>\r\n
      \t<p>To understand how the HIV replicates itself inside the host cell.</p>\r\n
      \t</li>\r\n
      \t<li>&nbsp;To know the key role of the viral structures involved in the virus&rsquo;s life cycle.&nbsp;\r\n
      \t<p>&nbsp;</p>\r\n
      \t</li>\r\n
      </ul>\r\n
      \r\n
      <p>&nbsp;</p>\r\n
      \r\n
      <p>&nbsp;</p>
      """
    -more: """
      <p>Once in the bloodstream, the HIV starts <strong>its life cycle</strong> which comprises a series of steps :</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>\r\n
      \t<p><strong>Attachment</strong> to specific immune cells : this process is achieved by the recognition of cell surface markers (CD4 and a coreceptor) of the host cells by the viral gp 120 marker. This interaction allows the virus to get inside the host cells (helper T cells and macrophages),</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Entry</strong> into the host cell by <strong>endocytosis</strong>,</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Retrotranscription</strong> of the single-stranded viral RNA into a double-stranded viral DNA after the viral capsid has been shed. This step is catalysed by a viral enzyme called <strong>reverse transcriptase.</strong></p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Integration</strong> of the newly formed viral DNA into the host cell&rsquo;s DNA. This step requires an other viral enzyme known as <strong>integrase</strong>.</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Transcription</strong> of the viral DNA into viral RNA. These RNA can serve as the genome for new viruses and can de translated to produce viral proteins,</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p>&nbsp;<strong>Translation </strong>of the viral RNA by host cell&rsquo;s ribosomes in order to form viral proteins,</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p>&nbsp;<strong>Maturation </strong>of the viral proteins into functional ones thanks to another viral enzyme called protease.</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Assembly </strong>of the viral components below the host cell&rsquo;s plasma membrane.</p>\r\n
      \t</li>\r\n
      \t<li>\r\n
      \t<p><strong>Release </strong>of the newly formed HIV particles by <strong>exocytosis.</strong></p>\r\n
      \t</li>\r\n
      </ul>\r\n
      \r\n
      <p>The life cycle then repeats itself when newly formed HIV particles encounter new host cells.</p>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on [play] or [pause] to play or stop the animation.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11004
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7520 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11005
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086520 {#11006
      date: 2023-11-04 08:28:40.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11021
    -id: 267
    -title: "Thyroid scintigraphy"
    -description: """
      <p>Scintigraphy is an imaging technique that tracks the distribution of radioactive elements that have been introduced in minute quantities.<br />\r\n
      For the <strong>thyroid</strong>, which is an <strong>endocrine gland</strong> situated at the base of the neck,&nbsp;Iodine 123 is used, which is a radioactive isotope of Iodine.&nbsp;Sometimes, an isotope of Technetium might be preferred. The scintigraphic image&nbsp;tells us about the morphology of the gland, but also, most importantly, about its <strong>physiological activity</strong>.</p>
      """
    -legends: """
      Thyroid\n
      Normal thyroid\n
      Hyperthyroidism\n
      Hypothyroidism\n
      Cold nodule\n
      Warm nodule\n
      Salivary gland\n
      Scintigraphy\n
      Thyroid  scintigraphy\n
      © 2007 E. Itti - CHU Henri Mondor - France
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe images of the thyroid, both normal and pathological,&nbsp; produced by scintigraphy.</li>\r\n
      </ul>
      """
    -more: """
      <p><strong>Scintigraphy </strong>is an imaging technique which enables one to trace the distribution, in&nbsp; a patient&rsquo;s body, of&nbsp; radioactive elements (<strong>&ldquo;radioelements&rdquo;</strong>) that have been introduced there in minute quantities.<br />\r\n
      More important than the path of the radioactive element through the human body, it is the <strong>fixation </strong>of that element to the interiors of certain tissues which one wishes to examine. This enables us to explore in a very targeted manner the activity of certain organs or pathological processes.<br />\r\n
      This is why, here, we speak of <strong>functional imagery</strong> as opposed to the anatomical imagery (as in x-ray studies), which shows the contours and densities of organs in a more precise fashion.<br />\r\n
      The radioactive element is thus chosen according to its <strong>affinity </strong>for the organ one wishes to explore. For the <strong>thyroid</strong>, for example, which is an <strong>endocrine gland</strong> situated at the base of the neck, one uses a radioactive isotope of Iodine (Iodine 123), or, sometimes Technetium. The image obtained tells us about the morphology of the gland, but also, most important, about its <strong>physiological activity</strong>.<br />\r\n
      <strong>Hyperfixation </strong>portends <strong>hyperthyroidism</strong>, a hormonal disturbance.&nbsp; On the other hand, a weak fixation of the Iodine, given the same exposure time, reveals a reduced thyroid activity known as <strong>hypothyroidism</strong>.<br />\r\n
      The final two images show highly localized zones within the gland. These are <strong>nodules</strong>. A &ldquo;cold nodule&rdquo; is hypofixing , whereas &ldquo;hot nodules&rdquo; are hyperfixing.<br />\r\n
      Thyroid nodules are four times more common in women than in men. They are cancerous in only 5% of cases.</p>
      """
    -scenario: null
    -features: "<p><strong>Use&nbsp;</strong>the control button to proceed through the images.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11016
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7524 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11017
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086528 {#11018
      date: 2023-11-04 08:28:48.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11033
    -id: 6910
    -title: "Video: Animal cell"
    -description: """
      <p>The human body is made up of millions of billions of cells organized into tissues.</p>\r\n
      \r\n
      <p>There are about 200 different types of cells. All animal cells, as different as they are, share common characteristics.</p>\r\n
      \r\n
      <p>A cell measures less than a tenth of a millimeter (...) Under the optical microscope, only a membrane and a nucleus are visible, which bathe in cytoplasm.</p>\r\n
      \r\n
      <p>The plasma membrane separates the extracellular space from the intracellular space. It consists of a 8 nanometers thick lipid bilayer, in which there are various proteins that act as channels for the transfer of ions and nutrients. There are also receptors capable of fixing hormones.</p>\r\n
      \r\n
      <p>Cytoplasm is the living environment of the cell. It consists of a semi-viscous substance: Cytosol.</p>\r\n
      \r\n
      <p>The nucleus bathes in the cytoplasm. It is delimited by a double discontinuous membrane: called the inner and outer nuclear membranes. Nuclear pores allow the exchange of molecules between the cytoplasm and the nucleus.</p>\r\n
      \r\n
      <p>The nucleus has a dense central zone, the nucleolus, around which the nucleoplasm is located. The nucleolus contains long chromatin fragments containing the DNA. These fragments condense during cell division to form chromosomes.</p>\r\n
      \r\n
      <p>But the nucleus is not the only structure in the cytoplasm. An observation through an electron microscopic reveals other organelles such as the Rough Endoplasmic Reticulum. It is a membrane network formed from the outer nuclear membrane. It has on its surface small particles called ribosomes. The Endoplasmic Reticulum ensures the biosynthesis of proteins. In a way, it is the factory where proteins are made.</p>\r\n
      \r\n
      <p>The Golgi apparatus is a membrane network that packages and sorts proteins. The vesicles that form it contain these proteins. Some are released out of the cell by exocytosis. The Golgi apparatus is the center of distribution for the proteins.</p>\r\n
      \r\n
      <p>It also produces lysosomes that contain various digestive enzymes. Lysosomes help to recycle molecules that have become useless, and to degrade foreign materials like bacteria. They play a major role in the recycling of molecules and the disposal of cellular debris.</p>\r\n
      \r\n
      <p>All of these mechanisms consume energy. Mitochondria are organelles that produce energy in the form of ATP. This production takes place during cellular respiration thanks to the degradation of glucose in the presence of oxygen. Mitochondria are the cells power station.</p>\r\n
      \r\n
      <p>Some cells have accessory structures such as flagellum, cilia, or other organelles such as the chloroplasts of chlorophyllian plant cells; (...) but all have in common the different structures presented here, necessary for their functioning, their defense, or their reproduction.</p>
      """
    -legends: """
      Cells\r\n
      Plasma membrane\r\n
      0.1 mm\r\n
      Nucleus\r\n
      Cytoplasm\r\n
      Cytosol\r\n
      Phospholipid\r\n
      Nuclear pores\r\n
      Nucleolus\r\n
      Nucleoplasm\r\n
      DNA\r\n
      Rough Endoplasmic Reticulum\r\n
      RER\r\n
      Ribosomes\r\n
      Golgi apparatus\r\n
      Lysosome\r\n
      Mitochondria\r\n
      Oxygen\r\n
      Glucose\r\n
      ATP
      """
    -goals: null
    -more: null
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1555545600 {#11028
      date: 2019-04-18 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7461 …}
    #status: "published"
    #createdAt: DateTime @1547660547 {#11029
      date: 2019-01-16 17:42:27.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1701061726 {#11030
      date: 2023-11-27 05:08:46.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11045
    -id: 347
    -title: "Oscilloscope Waveform"
    -description: "<p>This animation allows you to see alternative ways in which waveforms can be displayed on an oscilloscope. You can modify both frequency and amplitude.</p>"
    -legends: """
      V/Div\r\n
      Time/Div\r\n
      Sweep time\r\n
      Waveform\n generator\r\n
      Input\r\n
      Output\r\n
      Ampl.\r\n
      Freq.\r\n
      Hide screen\r\n
      Hide values\r\n
      mV\r\n
      V\r\n
      Hz\r\n
      kHz
      """
    -goals: """
      <ul>\r\n
      \t<li>To define the frequency and the amplitude of an alternating signal.</li>\r\n
      \t<li>To determine the horizontal scale of the graph drawn on the oscilloscope screen (TIME/DIV).</li>\r\n
      \t<li>To determine the vertical scale of the graph drawn on the oscilloscope screen (VOLTS/DIV).</li>\r\n
      \t<li>To check the comprehension of the student by hiding the screen or the values.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>on a waveform to select it. You can hide both values and the screen for purposes of an exercise.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11040
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6805 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11041
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1701748681 {#11042
      date: 2023-12-05 03:58:01.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11057
    -id: 580
    -title: "Oscilloscope AC/DC"
    -description: """
      <p>The oscilloscope shows time on&nbsp; the horizontal axis and voltage on the vertical axis. This animation illustrates the ideas of sweeping, calibration, AC/DC.</p>\r\n
      \r\n
      <p><strong>Click </strong>on &#39;Power&#39; to switch on, then choose the settings.<br />\r\n
      <strong>Click </strong>on &#39;Source&#39; to plug into a source.</p>
      """
    -legends: """
      Power\r\n
      Intensity\r\n
      V/Div\r\n
      s/Div\r\n
      AC\r\n
      DC\r\n
      Gnd\r\n
      Sweep time\r\n
      Source\r\n
      Sine wave\r\n
      DC\r\n
      Amplitude\r\n
      Freq.\r\n
      Output\r\n
      Voltage\r\n
      Sine wave\r\n
      X Pos\r\n
      Y Pos\r\n
      ON\r\n
      OFF
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the main functions of an oscilloscope.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: """
      <p><strong>Click </strong>on &#39;Power&#39; to switch on, then choose the settings.<br />\r\n
      <br />\r\n
      <strong>Click </strong>on &#39;Source&#39; to plug into a source.</p>
      """
    -publishedAt: DateTimeImmutable @1431302400 {#11052
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6809 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11053
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704138700 {#11054
      date: 2024-01-01 19:51:40.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11069
    -id: 623
    -title: "Direct enzyme-linked immunosorbent assay (ELISA)"
    -description: "<p>ELISA, Enzyme Linked Immunosorbent Assay, is a is an immuno-enzymatic technique that enables the detection of antigen-antibody reactions thanks to a reaction with colored products. ELISA is a technique currently used in the process of screening for HIV infections.</p>"
    -legends: """
      Blood samples\n
      Box of cones\n
      Microtitration plate\n
      Micropipette\n
      Elisa reagents\n
      Step 1: introduction of sera\n
      Well 1\n
      Well 2\n
      Anti-HIV\nmonoclonal\nantibodies\n
      Retroviral antigens\n
      Non-specific antigen\n
      Immune complex \n
      HIV\nantigen\n
      Anti-HIV\nantibody\n
      Step 2: aspiration of non-fixed antigens\n
      Step 3: introduction of conjugate\n
      Conjugate\n
      AG-AB complimentarity\n
      Antigen\n
      Step 4: aspiration of non-fixed conjugates \n
      Step 5: introduction of the chromogen\n
      Colorless chromogen\n
      Enzyme-substrate complimentarity\n
      Chromogen\n
      Enzyme\n
      Antibody\n
      Step 6: revelation of positive wells\n
      Colored products\n
      Positive well\n(color)\n
      Negative well\n(no color)\n
      Retroviral antigens\n
      Immune complex\n
      Step 2: aspiration of non-fixed antibodies\n
      Specific recognition\n
      Colored products\n
      Indirect enzyme-linked immunosorbent assay (ELISA)
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the principle behind the use of the ELISA technique in screening for AIDS.</li>\r\n
      \t<li>To describe the different steps invloved in the ELISA technique.</li>\r\n
      \t<li>To point out the differences between direct ELISA and indirect ELISA.</li>\r\n
      </ul>\r\n
      \r\n
      <p>&nbsp;</p>
      """
    -more: """
      <p><strong>Antibodies</strong> (Ab) are secreted by the<strong> plasmacytes</strong> after a given <strong>antigen</strong> (Ag), a virus for example, is introduced into the organism. The presence of an antigen, or of its corresponding antibody, in a patient&#39;s serum is an objective indicator of <strong>infection</strong>. Searching for the antibody or antigen permits the determnation with certitude of the immunological status of the patient -- whether he is<strong> seropositive</strong> or <strong>seronegative</strong>.</p>\r\n
      \r\n
      <p>The ELISA technique is currently the one that is most widely used in the screening for&nbsp; infectious diseases, such as infection by HIV,&nbsp; used as&nbsp; an example in the animation.</p>\r\n
      \r\n
      <p><strong>ELISA</strong>, (<strong>E</strong>nzyme<strong> L</strong>inked Immuno<strong>S</strong>orbent <strong>A</strong>ssay), is an immuno-enzymatic technique that enables:</p>\r\n
      \r\n
      <ol>\r\n
      \t<li>the detection of antigens or antibodies in the serum.</li>\r\n
      \t<li>the determination of the concentration in the serum of such antigens and antibodies</li>\r\n
      </ol>\r\n
      \r\n
      <p>The technique is carried out in the wells of a microtitration plate. The bottom of each well is covered by either with the ant-HIV antibody (ELISA direct)&nbsp; or the antigen of the virus (ELISA indirect).</p>\r\n
      \r\n
      <p>The procedure is as follows:</p>\r\n
      \r\n
      <ol>\r\n
      \t<li>Introduction of the patient&#39;s <strong>serum</strong> into the wells of the microtitration plate.</li>\r\n
      \t<li><strong>Incubation</strong>, which permits the specific fixation of the viral antigen or the anti-HIV antibody, respectively,&nbsp; to the anti-HIV antibody or the viral antigen at the bottom of the wells. This step enables the formation of i<strong>mmune complexes</strong> -- that is&nbsp; Ab-Ag complexes.</li>\r\n
      \t<li>Washing of the plate results in the removal of antigens and antibodies with different specificities.</li>\r\n
      \t<li>Addition of a <strong>conjugate</strong> -- an antibody anti-antibody coupled with an enzyme -- which attaches to the immune complex previously formed.</li>\r\n
      \t<li>Washing of the plate permits the removal of non-fixed conjugates.</li>\r\n
      \t<li>Addition of <strong>chromogen</strong>.&nbsp; Chromogen is a colorless substrate which, when degraded by the conjugate&#39;s enzyme, is transformed into a yellow colored product.&nbsp; The contents of the wells thus turn yellow or remain colorless.</li>\r\n
      </ol>\r\n
      \r\n
      <p>If the wells remain colorless, this means that the serum does not contain either the viral antigen or the ant-HIV antibody, and so the patient is seronegative.</p>\r\n
      \r\n
      <p>If the wells turn yellow, then the serum does contain either the viral antigen or the anti-HIV antibody, and so the patient is seropositive.</p>\r\n
      \r\n
      <p>When screening for HIV, all positive ELISA tests must be confirmed by a more specific test known as <strong>Western Blot</strong>.</p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11064
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7528 …}
    #status: "published"
    #createdAt: DateTime @1224194400 {#11065
      date: 2008-10-16 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086551 {#11066
      date: 2023-11-04 08:29:11.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11081
    -id: 655
    -title: "Mitosis"
    -description: """
      <p>Illustration of the different stages of mitosis in an animal cell.</p>\r\n
      \r\n
      <p><strong>Click</strong> on the menu at the bottom of the animation to select a specific stage of the cycle.</p>
      """
    -legends: """
      Labels\r\n
      Interphase\r\n
      Prophase\r\n
      Metaphase\r\n
      Anaphase\r\n
      Telophase\r\n
      Cytokinesis\r\n
      Nucleus\r\n
      Chromatin\n(uncondensed DNA)\r\n
      Nuclear membrane\r\n
      Cytoplasm\r\n
      Plasma\nmembrane\r\n
      Cell\r\n
      Chromosome\nin the process\nof condensation\r\n
      Condensed chromosome\nwith two chromatids\r\n
      Mitotic spindle\r\n
      Metaphase plate\r\n
      Chromosomes line up\nin the middle of the spindle\r\n
      Two opposite ends\nof the cell\r\n
      Condensed chromosome\nwith one chromatid\r\n
      Cleavage furrow\r\n
      Two daughter\ncells\r\n
      10 µm
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the different stages of mitosis: prophase, metaphase, telophase, anaphase and cytokinesis.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>cell cycle</strong> is divided into two main phases: the <strong>interphase</strong> (G phase), in charge of DNA&rsquo;s semi-conservative replication, and <strong>mitosis</strong> (M phase), which includes the main stages of cellular division. The Mitosis mechanism is similar in all Eukaryotes, with slight differences. It is divided into 4 major phases (in an artificial way) and ends up with cytokinesis:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Prophase:</strong> DNA, which is present in the core as chromatin, condenses into neat, individualised structures called chromosomes. Each of them is composed of two chromatids containing the same genetic information. At the end of this phase, the nuclear membrane disappears.</li>\r\n
      \t<li><strong>Metaphase:</strong> linked together by their centromeres, the two chromatids of the chromosomes line up along the equatorial plate, perpendicular to mitotic spindle.</li>\r\n
      \t<li><strong>Anaphase:</strong> by retracting, mitotic spindles provoke the chromatids&rsquo; separation; these migrate away from each other to opposite sides of the cell, toward each of its poles.</li>\r\n
      \t<li><strong>Telophase:</strong> the chromatids, new chromosomes of each new daughter cell, start to unravel, and again become uncondensed chromatin. At the same time, the nuclear membrane is reconstituted from reticulum and the mitotic spindle depolymerises itself completely. The two nuclei are now entirely separated.</li>\r\n
      \t<li><strong>Cytokinesis:</strong> the new cellular wall is formed from the region between the daughter cells (phragmoplast) and divides the cell into two new, identical cells.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on the menu at the bottom of the animation to select a specific stage of the cycle.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11076
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6886 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11077
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1702669125 {#11078
      date: 2023-12-15 19:38:45.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11093
    -id: 1172
    -title: "Vernier scale"
    -description: "<p>The vernier (Pierre Vernier - Mathematician - 1580-1637) is used in length measurements to gain an additional digit of accuracy compared to a simple ruler.&nbsp; Two rulers are attached, but one can slide over the other. On the sliding one, 10 graduations corresponds to 9 graduations on the fixed one (on a vernier calibrated in tenths).</p>"
    -legends: """
      Length\r\n
      10th\r\n
      50th
      """
    -goals: """
      <ul>\r\n
      \t<li>To teach how to read a vernier.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>Click and drag the lower scale left or right.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11088
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6812 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11089
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703185108 {#11090
      date: 2023-12-21 18:58:28.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11105
    -id: 1233
    -title: "Inbreeding and Crossbreeding"
    -description: """
      <p>Corn (<em>Zea mays</em>) is an annual grass originating in Central America.</p>\r\n
      \r\n
      <p>It is monoecious, meaning it carries two types of unisexual inflorescence (flowers).</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Male inflorescence, at the top of the plant is called the panicule. These flowers produce pollen.</li>\r\n
      \t<li>The female flowers that give the corn cob is found in the pit of the leaves at the medial part of the plant. Their silk (flower styles) receive the pollen during pollination.</li>\r\n
      </ul>\r\n
      \r\n
      <p>This animation represents two controlled pollination techniques in corn.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Self-pollination consisting of forcing the pollination of the female flowers by the pollen of the male flowers on the same plant. This technique is used in order to obtain a pure lineage of corn (homozygous for the agriculturally interesting characteristics).</li>\r\n
      \t<li>Cross-pollination consists of the pollination of female flowers of one corn plant by the male flowers of another plant of a different variety. This technique is used in order to obtain hybrid plants (heterozygous).</li>\r\n
      </ul>
      """
    -legends: """
      Self-pollination\r\n
      Cross-pollination\r\n
      Corn plant\r\n
      Immature male\ninflorescence\r\n
      Immature female\ninflorescence\r\n
      Bag\r\n
      Mature male\ninflorescence\r\n
      Pollen liberation\r\n
      Pollen\r\n
      Mature female\ninflorescence\r\n
      Self-pollination\r\n
      Seeds\r\n
      Pure lineage\r\n
      A variety\r\n
      B variety\r\n
      Pollen (A variety)\r\n
      Mature female\ninflorescence (B variety)\r\n
      Cross-pollination\r\n
      Hybrid AB (F1)\r\n
      Seed
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the principle of cross-fertilization and self-fertilization.</li>\r\n
      \t<li>To know more about the reproduction of corn and the selection processes.</li>\r\n
      \t<li>To understand what a hybrid organism is.</li>\r\n
      </ul>
      """
    -more: """
      <p>In nature, crossings occur randomly, either by self-pollination or cross-pollination between different plants. However, in corn, like the majority of monoecious plants, cross-pollination is favourised because:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The male and female flowers are not mature at the same time on the same plant (pollen is produced by the tassel 2 to 4 days before the female flowers are ready to be fertilized from pollen)</li>\r\n
      \t<li>The pollen is dispersed by the wind, favourising the transportation from one plant to another.</li>\r\n
      </ul>\r\n
      \r\n
      <p>There is also genetic diversity. The characteristics of plants present a large heterogeneity and a large instability from one generation to another.</p>\r\n
      \r\n
      <p>Plants have mostly heterozygous genes.</p>\r\n
      \r\n
      <p>In the goal of increasing agricultural production, man has developed selection techniques to select varieties of cultivated species like corn. The&nbsp;use of crosses by controled fertilization techniques allows us to:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>select and create varieties while presenting an ensemble of criteria that is more advantageous in terms of yield, adaptation or resistance (genetic enhancement).</li>\r\n
      \t<li>Conserve and reproduce indentical varieties from generation to generation (homogenous and genetically limited varieties).</li>\r\n
      </ul>\r\n
      \r\n
      <p>The creation of new varieites of corn takes place in two stages:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Pure and stable lineages of one generation to another are created by successive self-fertilization over many generations, to stabilize characteristics of interest (varieties that are homozygous for agriculturally interesting characteristics).</li>\r\n
      \t<li>Two pure lineages are crossed between each other by cross-fertilization to obtain hybrids. All of the hybrid descendants are heterozygous. Hybrid varieties present homogenous characteristics. Additionally, the vigor and the yield are generally superior to the parental varieties from which they stem.</li>\r\n
      </ul>\r\n
      \r\n
      <p><strong>Self-fertilization:</strong></p>\r\n
      \r\n
      <p>The male and female&nbsp;inflorescence of the same ear of corn are enveloped before their maturity. The sack protects the female inflorescence from all uncontrolled pollination. When the male inflorescence is mature, its pollen is released in its sack. This here could be conserved until the silks of the female inflorescence appears. Finally, the mature female inflorescence are fertilized by the pollen that was collected earlier.</p>\r\n
      \r\n
      <p><strong>Cross-fertilization:</strong></p>\r\n
      \r\n
      <p>Plant B chosen as the female parent is altered; its male inflorescence is cut before maturation. Female inflorescence is protected from all uncontrolled pollination from the sack.</p>\r\n
      \r\n
      <p>The male inflorescence from plant A chosen as the male parent is enclosed before maturity. The pollen is collected in the sack. This here can be preserved if there is a significant change between the inflorescence maturity of each variety. Finally, the pollen from plant A serves to pollinate the female inflorescence of plant B.</p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11100
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7473 …}
    #status: "published"
    #createdAt: DateTime @1306447200 {#11101
      date: 2011-05-26 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703010872 {#11102
      date: 2023-12-19 18:34:32.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11117
    -id: 1243
    -title: "Pressure"
    -description: """
      <p>Pressure is directly tied to the microscopic behavior of matter. Gas molecules collide with one another continuously. The mass of any single molecule is extremely small, but they are so numerous that collisions with the walls exert a force that pushes on those walls.&nbsp;Pressure is the expression of this force per unit of surface area.</p>\r\n
      \r\n
      <p>The smaller the volume, the more numerous are these collisions, and the greater the resulting pressure is.</p>
      """
    -legends: "bar"
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the behavior of gas molecules.</li>\r\n
      \t<li>To link the pressure of a gas and the number of collisions with the wall of the container per unit of time.</li>\r\n
      \t<li>To introduce the relationship between volume and pressure.</li>\r\n
      \t<li>To avoid confusing pressure (a scalar quantity) and force (a vector quantity).</li>\r\n
      \t<li>To define the units of pressure (Pa, mb, atm).</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>Kinetic Theory of Gases</strong> shows a direct relationship between macroscopic quantities ( P, for <strong>Pressure</strong>,&nbsp; V for <strong>Volume</strong>,&nbsp; and T for <strong>Temperature</strong>) and the microscopic behavior of matter.</p>\r\n
      \r\n
      <p>According to this Theory, gas particles move freely through great distances (relative to their tiny size). Only collisions between them, or with the walls, change their direction and speed.</p>\r\n
      \r\n
      <p>The Conservation Laws of Mechanics&nbsp; indicate that the <strong>quantity of motion and the energy</strong> lost by a particle as a result of a collision are gained by other paricles or by the walls. The resulting force per unit of surface area of the wall of the container Is precisely the pressure measured.</p>\r\n
      \r\n
      <p>The smaller the volume, the more numerous are these collisions, and the greater the resulting pressure is.</p>\r\n
      \r\n
      <p>The <strong>manometer</strong> is an instrument that measures pressure. The SI unit of pressure is the <strong>Pascal</strong> (Pa), but the <strong>&ldquo;bar&rdquo;</strong> is also widely used, especially in the form of its subunit, the millibar (mb).</p>\r\n
      \r\n
      <p>1mb&nbsp;=&nbsp;1hPa&nbsp;(hecto pascal&nbsp;=&nbsp;100&nbsp;Pa)</p>\r\n
      \r\n
      <p>1013.25&nbsp;mb&nbsp;=&nbsp;1&nbsp;atm&nbsp;(atmosphere).</p>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>and <strong>drag </strong>the piston to modify the pressure.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11112
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6816 …}
    #status: "published"
    #createdAt: DateTime @1252965600 {#11113
      date: 2009-09-14 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699215169 {#11114
      date: 2023-11-05 20:12:49.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11129
    -id: 1389
    -title: "Morgan Experiment"
    -description: """
      <p>This animation represents an experiment of monohybrid crossing carried out by the geneticist Thomas H. Morgan.</p>\r\n
      \r\n
      <p>In this experiment, Morgan looks at the characteristic of eye colour in a fly, the fruit fly.&nbsp; It is composed of two lines &quot;pure&quot;, which means all crosses in the same line give individuals with the same parental phenotype. One of these lines presents the &quot;wildtype&quot; phenotype with red eyes and the other with the &quot;mutant&quot; phenotype with white eyes.</p>\r\n
      \r\n
      <p>Because of a rigorous statistical method over a large population of flies, Morgan studied the crossing of wildtype females with red eyes with mutant males with white eyes (parental generation P).</p>\r\n
      \r\n
      <p>It states that 100% of F1 descendants present the wildtype phenotype. One of two parental characteristcs has disappeared. It deduces that the mutant allele (w) of the gene responsible for eye colour is recessive, and the wildtype allele (W⁺) is dominant.</p>\r\n
      \r\n
      <p>In a second round, he crosses the individuals of the F1 generation and notices that in the F2 generation, the recessive characteristic reappears in 25% of the descendants. These results are confirmed with the laws established by Mendel, but there is a difference: The individuals of the F2 generation that present the recessive characteristic are all males.</p>\r\n
      \r\n
      <p>Morgan deduced that the gene for eye colour is carried by the sex chromosomes in the drosophila and, more particularily, by the X chromosome. It is not present on the Y chromosome. Also in males, only hte X chromosome carried by the maternal gamete, determines eye colout. The mode of transmission of the gene for eye colour is linked to the sex.</p>\r\n
      \r\n
      <p><em>In drosophila as in humans, the nuclei of cells contain a certain number of chromosomal pairs called autosomes (3 pairs in the drosophila and 22 in the human) and one pair of sex chromosomes. In the female, the pair of sex chromosomes is comprised of two X chromosomes whereas in the male, it is comprised of one X chromosome and one Y chromosome.</em></p>
      """
    -legends: """
      The Morgan experiment\r\n
      Theory\r\n
      Next step\r\n
      Red eyes\r\n
      White eyes\r\n
      P generation\r\n
      F₁ generation \r\n
      Phenotype\r\n
      Genotype (diploid)\r\n
      Gametes (haploid)\r\n
      Red eyes (W⁺) dominant\r\n
      White eyes (w) recessive\r\n
      Punnett square\r\n
      100% red eyes\r\n
      3:1 phenotypic ratio\r\n
      F₂ generation \r\n
      F₁ x F₁
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the heredity linked with sex</li>\r\n
      \t<li>To understand the notion of a mutant</li>\r\n
      \t<li>To understand the use of a Punnett Square</li>\r\n
      </ul>
      """
    -more: """
      <p>The work of <strong>Thomas H. Morgan</strong> (1866-1945) and his team allowed us to confirm the <strong>chromosomal theory of heredity</strong> according to which genes are carried by the chromosomes. He won the Nobel prize in physiology and medicine in 1933 for this discovery.</p>\r\n
      \r\n
      <p>Using a scientific approach integrating a statistical tool, Morgan studied character transmission (wildtype or mutant) in insects. These included the <strong>drosophila</strong> (<em>Drosophila melanogaster, </em>called the &quot;fruit fly&quot;), and a small fly (about 3 to 4mm long full-grown) that are especially useful in genetic studies:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>it is able to get up easily from flakes and feed on yeast.</li>\r\n
      \t<li>its life cycle is very short (about 10 to 15 days).</li>\r\n
      \t<li>this species is prolific (many descendants per female).</li>\r\n
      \t<li>Males and females are easily distinguished (sexual dimorphism). For example, the female is a little larger than the male, the terminal segments of the female abdomen are more clear than the males, the males possess sexual combs on a pair of anterior feet, etc.</li>\r\n
      \t<li>This species possesses a small number of chromosomes (2n=8): 3 pairs of autosomes and one pair of sex chromosomes (XX in the female and XY in the male).</li>\r\n
      </ul>\r\n
      \r\n
      <p>Morgan elaborates the <strong>theory of heredity related to sex</strong> due to monohybrid crossing concerning eye colour (red eyes/blue eyes). He also discovered the notions of genetic liason and of homologous recombination (crossing-over) due to dihybrid crossing concerning the gene that codes for body colour and the gene that codes for wing formation (grey body/black body and normal wings, long/vestigial, small wings).</p>\r\n
      \r\n
      <p>The &quot;<strong>wildtype</strong>&quot; <strong>phenotype</strong> is that which is prominant in nature. In the drosophila, the wildtype individuals have red eyes, a grey body and normal wings. These &quot;<strong>wildtype</strong>&quot; characteristics are due to &quot;<strong>wildtype</strong>&quot; alleles of the genes that determine these characteristics.</p>\r\n
      \r\n
      <p>The &quot;<strong>mutant</strong>&quot; <strong>phenotype</strong> is very rare. For example, in nature, there is a very small number of mutant flies with white eyes. This is due to a mutation of the wildtype allele of the gene that codes for eye colour. In the lab, it is possible to increase the frequency of the appearance of this mutation with X-ray treatment.</p>\r\n
      \r\n
      <p>A <strong>mutation</strong> is a modification of the sequence of the nucleotides of the DNA of chromosomes. If a mutation is produced in a gene, it can have a modification&nbsp;to the characteristic coded by that gene.</p>
      """
    -scenario: null
    -features: "<p>Click on the &quot;Next step&quot; button to progress through the animation.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11124
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7469 …}
    #status: "published"
    #createdAt: DateTime @1302818400 {#11125
      date: 2011-04-14 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703173833 {#11126
      date: 2023-12-21 15:50:33.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11141
    -id: 1473
    -title: "Dice throwing"
    -description: "<p>This tool&nbsp;is useful to make random draws end&nbsp;generate random selections.</p>"
    -legends: """
      1 die\r\n
      2 dice\r\n
      3 dice\r\n
      Roll
      """
    -goals: null
    -more: null
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11136
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6857 …}
    #status: "published"
    #createdAt: DateTime @1287266400 {#11137
      date: 2010-10-16 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704055451 {#11138
      date: 2023-12-31 20:44:11.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11153
    -id: 1541
    -title: "Probability and Dice Rolling"
    -description: """
      <p>Probability brings together the mathematical rules that enable us to calculate the chances that an event will occur.</p>\r\n
      \r\n
      <p>Its origin lies in the resolution of problems presented by games of chance. Thus, the probability of obtaining a 6 on rolling one sole die is 1/6. But the frequency observed for this event can differ from this theoretical value. The frequency approaches the probability when there are a a great number of rolls. When the law of probability follows a constant law, we say that all events are equiprobable. The probability of an event is always less than or equal to 1. The sum of the probabilities of all possible events is 1.</p>
      """
    -legends: """
      Occurence\n
      Probability\n
      Freq (%)\n
      Result (sum of two dice)\n
      Outcome\n
      1 die\n
      2 dice\n
      Total\n
      1 Roll\n
      100 Rolls\n
      1000 Rolls\n
      10000 Rolls
      """
    -goals: """
      <ul>\r\n
      \t<li>To define the probabilities (frequencies) in terms of percentage.</li>\r\n
      \t<li>To know that the sum of all the probabilities (frequencies) must equal 1 (100%).</li>\r\n
      \t<li>To teach that the relative frequency can be taken as an estimate of probability, only if the number of trials is large.</li>\r\n
      \t<li>To review and apply the rules of probability.</li>\r\n
      </ul>
      """
    -more: """
      <p>Some definitions:</p>\r\n
      \r\n
      <p><strong>Random experiment</strong>: A two dice throw. Any experiment whose outcome cannot be predicted in advance.</p>\r\n
      \r\n
      <p><strong>Sample space</strong>&nbsp;<strong>&#39;S&#39; or &#39;&Omega;&#39;</strong>: List of all the possible outcomes of an experiment. In our case, the sample space &#39;&Omega;&#39; can be represented by a 6&nbsp;x&nbsp;6&nbsp;=&nbsp;36 element array.</p>\r\n
      \r\n
      <p><strong>Event</strong>: Any subset of the sample space. {(1,4),(2,3),(3,2),(1,4)} is a <strong>compound event</strong>. {(1,4)} is called an elementary or <strong>simple event</strong>.&nbsp;</p>\r\n
      \r\n
      <p><strong>Random variable</strong>: Function that associates a unique numerical value with every outcome of a random experiment. Example of such a function. X is the random variable that associates the sum of the two dice :</p>\r\n
      \r\n
      <p>X =&nbsp;a&nbsp;+&nbsp;b&nbsp;</p>\r\n
      \r\n
      <p><strong>Probability</strong>: Ratio of the number of favorable outcomes to the total number of possible outcomes. Likelyhood that an event will occur. This is the theoretical value expected (a priori) for a favorable outcome to occur.</p>\r\n
      \r\n
      <p>P(7)&nbsp;=&nbsp;1/6&nbsp;=&nbsp;16.7&nbsp;%</p>\r\n
      \r\n
      <p><strong>Relative frequency</strong>: Ratio of the number of an observed event to the total number of events.</p>\r\n
      \r\n
      <p>If the event X&nbsp;=&nbsp;7 occurs only once in 5&nbsp;throws, then its relative frequency is 1/5&nbsp;=&nbsp;20&nbsp;%, which differs from P(7)&nbsp;=&nbsp;16.7&nbsp;%</p>\r\n
      \r\n
      <p>If the number of trials is large, the relative frequency can be taken as an estimate of probability.</p>\r\n
      \r\n
      <p>The main business model for insurance companies and the results of polls are based on this law.</p>
      """
    -scenario: """
      <ul>\r\n
      </ul>
      """
    -features: "<p><strong>Select </strong>the number of dice to be thrown, then <strong>click</strong> on the buttons to roll them.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11148
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6861 …}
    #status: "published"
    #createdAt: DateTime @1284933600 {#11149
      date: 2010-09-19 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086607 {#11150
      date: 2023-11-04 08:30:07.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11165
    -id: 1760
    -title: "Electrical Resistance"
    -description: """
      <p>This sliding array shows the great differences in the resistance values of conductors and insulators. The superconductors included in the animation are not new elements, but represent a physical phenomenon observable under certain conditions.</p>\r\n
      \r\n
      <p><strong>Click </strong>and <strong>drag </strong>the ruler horizontally.</p>
      """
    -legends: """
      Resistivity\n
      Superconductors\n
      Metals\n
      Copper\n
      Semiconductors\n
      Silicon\n
      Insulator\n
      Glass
      """
    -goals: """
      <ul>\r\n
      \t<li>To have an overview of some representative values of resistance/conductivity.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>and <strong>drag </strong>the ruler horizontally.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11160
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6797 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11161
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086619 {#11162
      date: 2023-11-04 08:30:19.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11177
    -id: 1849
    -title: "Normal distribution  -  Binomial distribution"
    -description: """
      <p>The normal&nbsp; distribution law describes a&nbsp;distribution&nbsp;of data which&nbsp;are arranged symmetrically around a mean. The majority of&nbsp;data&nbsp;is close to this average, others are moving away gradually. This forms a normal distribution bell curve also called Gaussian curve.</p>\r\n
      \r\n
      <p>Many physical quantities&nbsp;approach this&nbsp;normal distribution often described as the law of natural phenomena.</p>\r\n
      \r\n
      <p>Even though there&nbsp;are many laws of probability, a phenomenon born of chance, reiterated many times, follows a probability that tends towards the normal distribution. This theorem is illustrated with the binomial distribution.</p>\r\n
      \r\n
      <p><strong>Modify </strong>parameters with the help of the sliders. <strong>Click </strong>and <strong>drag </strong>the a and b limits.</p>
      """
    -legends: """
      Normal distribution\r\n
      Binomial distribution\r\n
      Standard normal distribution\r\n
      a\r\n
      b\r\n
      P(a<Z<b)\r\n
      μ\r\n
      μ (the mean)\r\n
      σ\r\n
      σ (the standard deviation)\r\n
      n\r\n
      n (Bernouilli trial)\r\n
      p\r\n
      p (probabilipy of success)\r\n
      Display N(np, np(1-p))\r\n
      Moivre-Laplace theorem\r\n
      lim P(a≤Z≤b), n→+∞
      """
    -goals: """
      <ul>\r\n
      \t<li>Know the normal distribution and the influences of its parameters (average and variance)</li>\r\n
      \t<li>Know the binomial distribution and the influence of its parameters (number of trials, n, and the Bernoulli parameter, p).</li>\r\n
      \t<li>Show that the binomial distribution behaves like the normal distribution when the number of trials, n, increases (the Moivre-Laplace theorem).</li>\r\n
      </ul>
      """
    -more: """
      <p>A random variable&nbsp;Z&nbsp;follows a <strong>normal distribution</strong> N (&mu;,&sigma;<sup>2</sup>) if it provides a probability density p (x) which satisfies:</p>\r\n
      \r\n
      <p>p(<em>x</em>) = 1/(&sigma;&radic;(2&pi;)).exp( -(<em>x</em>-&mu;)<sup>2</sup>/(2&sigma;<sup>2</sup>) )</p>\r\n
      \r\n
      <p>where &mu; is the <strong>mean</strong>, &sigma; the&nbsp;<strong>standard deviation</strong>&nbsp;and &nbsp;&sigma;<sup>2</sup>&nbsp;the&nbsp;<strong>variance</strong>.</p>\r\n
      \r\n
      <p>The special case corresponding to &mu; = 0 and &sigma; = 1 characterizes the <strong>standard normal distribution</strong> N (0,1) whose probability density is denoted</p>\r\n
      \r\n
      <p>&phi;(<em>x</em>)&nbsp;= 1/(&radic;(2&pi;)).exp( -<em>x</em><sup><sup>2</sup></sup>/2&nbsp;).</p>\r\n
      \r\n
      <p>The distribution function &Phi; (&phi; primitive) calculates the probability of presence of the random variable Z in the interval [a, b]:</p>\r\n
      \r\n
      <p>P(<em>a</em>&le;<em>Z&le;b</em>) = P(<em>Z</em>&le;<em>b</em>)- P(<em>Z</em>&le;<em>a</em>) = &Phi;(<em>b</em>)-&Phi;(<em>a</em>). &nbsp;In this animation, that probability corresponds to the green area under the curve.</p>\r\n
      \r\n
      <p>50% of random variables have a value less than or equal to the average. 68% of random variables are in the interval [&mu;-&sigma; and &mu;+&sigma; ] and 99% in the interval [&mu;-3&sigma; and &mu;+3&sigma;].</p>\r\n
      \r\n
      <p>The <strong>binomial distribution</strong> defines the probability density function which counts the number of k successes from n trials of independent <strong>Bernoulli trials</strong>. A Bernoulli trial results in a binary type &quot;success&quot; or &quot;failure&quot;. The probability of success is p, that of obtaining a failure is 1-p. This probability distribution corresponds to the binomial distribution with parameters (n,p), defined by:</p>\r\n
      \r\n
      <p>p (k) = (number of combinations of k successes in n trials). p<sup>k</sup> (1-p) <sup>(n-k)</sup></p>\r\n
      \r\n
      <p>The <strong>Moivre-Laplace</strong> theorem establishes the convergence of the binomial distribution with parameters (n, p) to the normal distribution with mean np and variance np(1-p) when the number of trials n increases.</p>
      """
    -scenario: null
    -features: "<p><strong>Modify </strong>parameters with the help of the sliders. <strong>Click </strong>and <strong>drag </strong>the a and b limits.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11172
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6853 …}
    #status: "published"
    #createdAt: DateTime @1334527200 {#11173
      date: 2012-04-15 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1702673732 {#11174
      date: 2023-12-15 20:55:32.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11189
    -id: 1943
    -title: "Law of Independent Assortment"
    -description: """
      <p>This animation represents a simplified example of gamete formation during meiosis, in the case of a diploid cell with two pairs of homologous chromosomes. The first pair carries gene A and the second pair carries gene B. Each homologous chromosome carries different alleles (A1 and A2 for gene A; B1 and B2 for gene B).</p>\r\n
      \r\n
      <p>The individual is therefore heterozygous for these two genes.</p>\r\n
      \r\n
      <p>The blue chromosomes are of paternal origin while the red chromosomes are from maternal origin.</p>\r\n
      \r\n
      <p>At the time of the first meiotic division, the homologous chromosomes separate and randomly migrate towards one of two poles opposite each other. There is a 50% chance that a chromosome will migrate from one side to the other.</p>\r\n
      \r\n
      <p>In our example, there are two possible arrangements at the end of the first meiotic division: either the maternal chromosomes migrate from one side and the paternal chromosomes the other, or we find a maternal and a paternal chromosome at each side. At the end of meuisis, there are four types of gametes possible, from the point of view of allele separation.</p>
      """
    -legends: """
      Inter-chromosomal diversity\r\n
      Which gametes are developed from the meiosis of this cell\r\n
      A1\r\n
      A2 \r\n
      B1\r\n
      B2\r\n
      Meiosis I \r\n
      Meiosis II\r\n
      50% Probability\r\n
      Arrangement 1\r\n
      Arrangement 2\r\n
      Gametes\r\n
      25%
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the principle of interchromosomal diversity.</li>\r\n
      \t<li>To understand how and why meosis is responsible for genetic diversity.</li>\r\n
      \t<li>To illustrate that with 2 pairs of chromosomes (n=2), we get 4 (2<sup>n</sup>) types of different gametes. In the case of humans, n=23, an individual can produce more than 8 million different gametes.</li>\r\n
      </ul>
      """
    -more: """
      <p>Thanks to <strong>sexual reproduction</strong>, each individual is genetically unique. Two phenomenons are at the origin of <strong>genetic diversity</strong>:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The formation of gametes during <strong>meiosis</strong></li>\r\n
      \t<li><strong>Fertilization</strong></li>\r\n
      </ul>\r\n
      \r\n
      <p>An individual produces a large diversity of <strong>halploid gametes</strong> (where the nucleus only contains one copy of each chromosome). This genetic variability of the gametes is due to intrachromosomal and interchromosomal diversity that takes place during meiosis.</p>\r\n
      \r\n
      <p>Fertilization randomly reunites a female gamete with a male gamete, resulting in a diploid individual (where the nucleus of each cell contains a maternal and paternal copy of each chromosome).</p>\r\n
      \r\n
      <p>The <strong>genes</strong> carried by the <strong>chromosomes</strong>, determine the <strong>hereditary characteristics</strong> transmitted from one generation to another. Each gene can exist in different forms called <strong>alleles</strong>. Generally, within a species, most genes present an allelic variability. An individual is heterozygous for a given gene if each homologous chromosome carries a different allele on each gene. Contrarily, the individual is homozygous if the two homologous chromosomes carry the same allele.</p>\r\n
      \r\n
      <p>What is <strong>interchromosomal diversity</strong> during meiosis?</p>\r\n
      \r\n
      <p>Meiosis allows for the production of haploid cells from diploid cells. It is comprised of two cellular divisions called meiosis I and meiosis II.</p>\r\n
      \r\n
      <p>During <strong>anaphase I</strong>, the homologous chromosomes of each pair separate and migrate randomly towards the cellular poles. Additionally, the separation of the different chromosomal pairs are independant of each other. This means that a chromosome of one pair can be found associated to one or another chromosome from the other pair.</p>\r\n
      \r\n
      <p><strong>Two genes</strong> situated on two distinct chromosomes are said&nbsp;<strong><em>independant</em>.</strong></p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11184
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7477 …}
    #status: "published"
    #createdAt: DateTime @1302818400 {#11185
      date: 2011-04-14 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704772760 {#11186
      date: 2024-01-09 03:59:20.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11201
    -id: 1987
    -title: "Heredity and ABO Blood group system"
    -description: """
      <p>This animation represents the characteristics of the A, B, O and AB blood groups.</p>\r\n
      \r\n
      <p>Also it addresses the <strong>inheritance</strong>&nbsp;of <strong>blood groups</strong>&nbsp;by using a pedigree chart.</p>\r\n
      \r\n
      <p><strong>Red blood cells</strong>&nbsp;(called erythrocytes) are the principle consituents of blood. They contain the hemoglobin that transports CO<sub>2</sub>&nbsp;and O<sub>2</sub>&nbsp;in an organism.</p>\r\n
      \r\n
      <p>The four blood groups A, B, O and AB get their names from the characteristic&nbsp;<strong>antigens</strong>&nbsp;(or agglutinations) that are found at the surface of the red blood cells. They exist in two types: A and B antigens.</p>\r\n
      \r\n
      <p>In addition, in the blood plasma, specific&nbsp;<strong>antibodies</strong>&nbsp;circulate called agglutinates. They can be of two types: anti-A antibodies and anti-B antibodies.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>In an individual of group A blood, the red blood cells present, at their surface,&nbsp;the type A antigens only. The plasma only contains anti-B antibodies</li>\r\n
      \t<li>In an individual of group B blood, the red blood cells present, at their surface, the type B antigens only. The plasma only contains anti-A antibodies.</li>\r\n
      \t<li>An individual of group AB blood, simultaneously possesses both the A and B antigen on the red blood cells, but no anti-A or anti-B antibodies in the plasma.</li>\r\n
      \t<li>An individual of group O blood, does not possess A or B antigens on the red blood cells but the plasma contains both anti-A and anti-B antibodies.</li>\r\n
      </ul>
      """
    -legends: """
      A-B-O blood groups\r\n
      On red blood cells \r\n
      In the plasma\r\n
      A antigens\r\n
      B antigens\r\n
      A and B antigens \r\n
      No antigen\r\n
      Anti-B antibodies\r\n
      Anti-A antibodies\r\n
      No antibodies\r\n
      Anti-A and anti-B\nantibodies\r\n
      Genealogy tree\r\n
      or\r\n
      Blood groups\r\n
      A\r\n
      B\r\n
      AB\r\n
      O\r\n
      Phenotype\r\n
      A group\r\n
      B group\r\n
      AB group\r\n
      O group\r\n
      Free Modification Mode\r\n
      Genotype
      """
    -goals: """
      <ul>\r\n
      \t<li>To define the following terms: gene, allele, homozygous, heterozygous, recessive, dominant, codominant, phenotype, genotype.</li>\r\n
      \t<li>To analyze the genealogy tree.</li>\r\n
      \t<li>To address the notion of blood group A-B-O.</li>\r\n
      </ul>
      """
    -more: """
      <p>Before a <strong>blood transfusion</strong>, it is important to assure that the blood group of the donor and recipient are compatible. Therefore, if the blood of the donor has complementary antibodies to the antigens carried on the blood cells of the recipient, they will form antibody-antigen complexes, resulting in a red blood cell agglutination dangerous for the health of the recipient.</p>\r\n
      \r\n
      <p>For example, anti-A antibodies of a blood group O donor, will provoke the agglutination of red blood cells carrying A antigens in a recipient of group A blood.</p>\r\n
      \r\n
      <p><strong>Heredity</strong></p>\r\n
      \r\n
      <p>The characteristic &quot;blood group A-B-O&quot; presents many variants. This is what we call <strong>polymorphism</strong>.</p>\r\n
      \r\n
      <p>The blood group A-B-O is determined by a gene situation on chromosome 9.</p>\r\n
      \r\n
      <p>The protein coding for this gene occurs during the synthesis of A and B antigens, present on the surface of red blood cells.<br />\r\n
      This gene is therefore called polyallelic and can have three different forms (alleles).</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The A allele determines the presence of A type antigens at the surface of red blood cells.</li>\r\n
      \t<li>The B allele determines the presence of B type antigens.</li>\r\n
      \t<li>The O allele determines the absence of A and B antigens.</li>\r\n
      </ul>\r\n
      \r\n
      <p>In the nucleus of each individual cell, each gene is present in two copies. One coming from the mother and the other from the father.</p>\r\n
      \r\n
      <p>The study of a&nbsp;pedigree chart&nbsp;allows us to determine the mode of transmission of a gene from one generation to another.</p>\r\n
      \r\n
      <p>For the genes of the A-B-O blood group, we say that:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The O allele is recessive when compared to the A and B alleles</li>\r\n
      \t<li>The A and B alleles are codominant</li>\r\n
      \t<li>An individual with the O allele in two copies (OO genotype) is from the O blood group (phenotype)</li>\r\n
      \t<li>An individual with the genotype AO or AA is from the A blood group</li>\r\n
      \t<li>An individual with the genotype BO or BB is from the B blood group</li>\r\n
      \t<li>An individual with the genotype AB is from the AB blood group</li>\r\n
      </ul>\r\n
      \r\n
      <p><em>Note: </em></p>\r\n
      \r\n
      <p><em>There is another system of blood groups called Rhesus.The gene responsible for the Rhesus blood group is on chromosome 1. It determines the presence or absence of the D antigen on the surface of red blood cells.</em></p>\r\n
      \r\n
      <p><em>The genes of blood group A-B-O and that of the Rhesus blood group are carried on different chromosomes and are transmitted independently from one generation to another.</em></p>
      """
    -scenario: null
    -features: "<p>In the tab &#39;Pedigree chart&#39;, <strong>click</strong> on the symbol for an individual to modify his/her phenotype. The descendants are not modified, therefore the&nbsp;pedigree chart&nbsp;may be false.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11196
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7481 …}
    #status: "published"
    #createdAt: DateTime @1304114400 {#11197
      date: 2011-04-29 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704048318 {#11198
      date: 2023-12-31 18:45:18.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11213
    -id: 2055
    -title: "Altimeter"
    -description: """
      <p>Contrary to what its name might lead you to believe, an altimeter does not directly measure altitude. It is a pressure measuring instrument used to estimate an altitude.</p>\r\n
      \r\n
      <p>Its utilization requires calibration.</p>\r\n
      \r\n
      <p>This animation shows an altimeter used in aviation. It is graduated in feet (1000 feet = 304.8 meters), and the pressures are in mb (millibars) or in inches (in) of Mercury.</p>\r\n
      \r\n
      <p>An adjustment enables one to make an altitude correction.&nbsp; See the Student Sheet for a simulation of its utilization in navigation by an aircraft.</p>
      """
    -legends: """
      Altimeter setting\r\n
      Barometric pressure\r\n
      Altitude\r\n
      4000 ft (feet)\r\n
      92.92 in Hg
      """
    -goals: null
    -more: """
      <p>Contrary to what its name might lead you to believe, an <strong>altimeter</strong> does not directly measure <strong>altitude</strong>. It is a pressure measuring instrument used to estimate an altitude. We set altitude zero as sea level. If airplanes fly only above water, a sort of &quot;telemeter&quot; can be effectively used to measure the actual altitude above the surface of that water. But how can one determine altitude when one is not flying over the sea?</p>\r\n
      \r\n
      <p>A simple way to do this is to measure the air <strong>pressure</strong> using a <strong>barometer</strong> as there is a close relationship between altitude and barometric pressure. We know that the pressure decreases with increasing altitude (by about 1 inch of Mercury per 1000 feet).</p>\r\n
      \r\n
      <p>In order to establish a simple link between altitude and pressure, the International Civil Aviation Organization has imposed the use of a international <strong>standard atmosphere (ISA)</strong> and, for obvious safefy reasons,&nbsp; all altimeters in all planes calculate their altitude using this standard.</p>\r\n
      \r\n
      <p>For this standard atmosphere, the following relationships hold:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Altitude zero (sea level): Pressure 1013 mb (29.92 inHg). Temperature: +15&deg;C</li>\r\n
      \t<li>Altitude 10,000 feet: Presssure 697mb (20.58 inHg)&nbsp; Temperature: -5&deg;C</li>\r\n
      </ul>\r\n
      \r\n
      <p>A pilot, A, who reads 10,000 feet on his altimeter isn&#39;t really at that altitude because there is very little chance that he is operating under conditions of a standard atmosphere.</p>\r\n
      \r\n
      <p>This is not a problem, because the instruments of all other flying aircraft in his vicinity are calibrated according to the same reference p&ocirc;int.</p>\r\n
      \r\n
      <p>A pilot, B, flying in the direction of A, and whose altimeter indicates 9000 feet, knows for sure that there is no risk of collision.</p>\r\n
      \r\n
      <p>The problem is very different when the pilot wants to make a landing.</p>\r\n
      \r\n
      <p>The pilot can no longer rely on an standard atmosphere reading. If the landing strip is at 500 feet (above sea level) he has to read his <strong>real altitude</strong> and has to <strong>correct</strong> his readings.</p>\r\n
      \r\n
      <p>To accomplish this, the control tower at the landing strip must send the approaching pilot the atmopheric pressure at his location (<strong>QNH</strong>). If the tower indicates, for example, that its QNH is 995 millibars (at sea level), then the pilot must recalibrate his altimeter using this new reference value. His indicators immediately display the correction; his real altitude is 550 feet higher than that indicated by his altimeter under standard conditions, a sign that he is entering an area of meteorological <strong>depression</strong>.</p>\r\n
      \r\n
      <p>He can thus complete his approach with an altimeter that indicates his real altitude&nbsp; vis a vis the airport in question.</p>
      """
    -scenario: null
    -features: "<p><strong>Drag </strong>and <strong>rotate </strong>the pointers to simulate an altitude.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11208
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6820 …}
    #status: "published"
    #createdAt: DateTime @1222725600 {#11209
      date: 2008-09-29 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704673373 {#11210
      date: 2024-01-08 00:22:53.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11225
    -id: 2119
    -title: "Meiosis"
    -description: "<p>Meiosis produces <strong>haploid cells</strong> from <strong>diploid cells</strong>. Meiosis is a peculiar type of cellular division in which diploid <strong>germ line cells</strong> give rise to <strong>haploid reproductive cells</strong> or <strong>gametes</strong>. Meiosis plays a key role in generating tremendous <strong>genetic diversity</strong>.</p>"
    -legends: """
      Labels\r\n
      Meiosis I\r\n
      Meiosis II\r\n
      Prophase I\r\n
      Metaphase I\r\n
      Anaphase I\r\n
      Telophase I\r\n
      Cytokinesis\r\n
      Microtubule\r\n
      Chromatin\r\n
      Centriole\r\n
      Diploid cell\r\n
      Nucleolus\r\n
      Chromosome\r\n
      Two pairs of\nhomologous\nchromosomes\r\n
      Crossing-over\r\n
      Centromere\r\n
      Chromosome with\n2 chromatids\r\n
      Nucleus\r\n
      Haploid\ndaughter cell 1\r\n
      Haploid\ndaughter cell 2\r\n
      Haploid\ndaughter cell 3\r\n
      Haploid\ndaughter cell 4\r\n
      Equatorial plate\r\n
      Chromosome with\n1 chromatid\r\n
      Cytoplasm\r\n
      Prophase II\r\n
      Metaphase II\r\n
      Anaphase II\r\n
      Telophase II
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the main features of the meiotic division.</li>\r\n
      \t<li>To understand how meiosis generates haploid cells from diploid cells.</li>\r\n
      \t<li>To understand how and why meiosis plays a key role in generating genetic diversity.</li>\r\n
      </ul>
      """
    -more: """
      <p>Meiosis consists of two divisions called <strong>meiosis I</strong> and <strong>meiosis II</strong>. Both divisions are traditionally divided into four stages: <strong>prophase</strong>, <strong>metaphase</strong>, <strong>anaphase</strong> and <strong>telophase</strong>. Meiosis I is thus divided into prophase I, metaphase I, anaphase I and telophase I.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Prophase I is by far the most important phase in which chromatin condenses into chromosomes, the nuclear envelope (or nuclear membrane) breaks down and the nucleolus vanishes. In prophase I, the two versions of each chromosome, called <strong>homologous chromosomes</strong>, pair up and exchange DNA segments between sister chromatids. This process of DNA exchange is called <strong>crossing-over</strong> and generates genetic diversity.</li>\r\n
      \t<li>Metaphase I is characterized by the alignment of chromosomes along the <strong>equatorial plate.</strong></li>\r\n
      \t<li>Anaphase I is the phase in which chromosomes <strong>move toward</strong> the poles of the cell.</li>\r\n
      \t<li>Telophase I is the phase in which the nuclear envelope (or nuclear membrane) reforms and each chromosome now contains two chromatids that are <strong>no longer identical.</strong></li>\r\n
      \t<li><strong>Cytokinesis</strong> is the process of cytoplasmic division leading to the formation of <strong>two daughter cells.</strong></li>\r\n
      </ul>\r\n
      \r\n
      <p><br />\r\n
      Meiosis II is much like a mitotic division. The main outcome of meiosis II is the formation of four <strong>daughter cells</strong> having haploid sets of chromosomes.</p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11220
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7417 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11221
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704062463 {#11222
      date: 2023-12-31 22:41:03.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11237
    -id: 2207
    -title: "Density altitude"
    -description: "<p>The force of lift, which enables an aircraft to fly, depends directly on the density of the air. Performance levels are always established according to a reference called the <strong>standard atmosphere</strong>.&nbsp; Flight conditions being rarely standard, one has recourse to the <strong>density altitude</strong> in order to estimate the standard altitude (ISA) that has the same value as the density of the air you are in.</p>"
    -legends: """
      Density altitude chart\r\n
      Standard Temperature\r\n
      Density\naltitude\n(ft)\r\n
      Air temperature (°C)\r\n
      Sea level\r\n
      Altimeter setting\r\n
      P: 29.82 in\r\n
      PA: 4000 ft\r\n
      ISA Std: A°C\r\n
      ISA Dev: 13°C\r\n
      OAT: 20°C
      """
    -goals: """
      <ul>\r\n
      \t<li>To distinguish Pressure Altitude from Density Altitude.</li>\r\n
      \t<li>To teach the importance of density altitude in terms of aircraft performance.</li>\r\n
      \t<li>To simulate the effects of variations in external temperature&nbsp; (OAT) on the density of air.</li>\r\n
      </ul>
      """
    -more: """
      <p>Lift, the amount of thrust provided by the engines and the distance available for takeoff are factors that are all directly related to the <strong>density of the air</strong>. Performance &nbsp;levels are always established according to a reference called the <strong>standard atmosphere </strong>&nbsp;(ISA).</p>\r\n
      \r\n
      <p>Flight conditions being rarely standard, one has recourse to the <strong>density altitude</strong> in order to estimate the standard altitude (ISA) that has the same value as the density of the air you are in.</p>\r\n
      \r\n
      <p>The <strong>temperature of the air outside the aircraft (OAT)</strong> greatly affects the density of the air.</p>\r\n
      \r\n
      <p>Thus, if we consider a helicopter whose altimeter indicates 2000 feet (<strong>pressure altitude</strong>) with an external temperature of 20&deg;C, we are looking at a <strong>non-standard atmosphere</strong>. The temperature at 2000 feet in a standard atmosphere is 11&deg;C. &nbsp;The density altitude chart&nbsp; enables us to find the standard altitude having the same density of air. This is what we mean by altitude density, which, in this example, has a value of 3000 feet.</p>\r\n
      \r\n
      <p>This estimate enables the pilot to determine that the performance level of his aircraft is less than what he would estimate necessary to operate under the assumption of having an altitude of 2000 feet. The greater the altitude, the lower the density of the air, and it will thus require more time for him to change altitude, or more thrust to maintain the same level of lift.</p>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>and <strong>rotate </strong>the pointers on the dials. You can also <strong>click </strong>and <strong>drag </strong>the control on the altimeter setting.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11232
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6824 …}
    #status: "published"
    #createdAt: DateTime @1228258800 {#11233
      date: 2008-12-02 23:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704673624 {#11234
      date: 2024-01-08 00:27:04.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11249
    -id: 2301
    -title: "Protein synthesis"
    -description: """
      <p>Animated summary of protein synthesis from DNA. 2 key stages are shown:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>transcription in the cell&rsquo;s nucleus.</li>\r\n
      \t<li>translation in the cell&rsquo;s cytoplasm.</li>\r\n
      </ul>
      """
    -legends: """
      Labels\r\n
      Transcription\r\n
      Translation\r\n
      Nucleus\r\n
      Nuclear membrane\r\n
      DNA\r\n
      Plasma membrane\r\n
      Cytoplasm\r\n
      gene 1\r\n
      RNA polymerase\r\n
      mRNA 1\r\n
      Ribosome\r\n
      Peptide chain\nelongation\r\n
      Protein 1\r\n
      Protein 2\r\n
      gene 2\r\n
      mRNA 2
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand mRNA&rsquo;s translation_paris into proteins.</li>\r\n
      </ul>
      """
    -more: """
      <p>Proteins&#39; synthesis from DNA is divided in 2 stages:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Transcription</strong>: the cell first transforms DNA into messenger RNA. This is done in the cell&rsquo;s nucleus thanks to an enzymatic complex called RNA polymerase, which uses one strand of DNA, the coding strand,&nbsp; as a matrix.. Once mRNA is transcribed, it is submitted to a maturation phase then goes into the&nbsp; cellular cytoplasm to be translated into protein.</li>\r\n
      \t<li><strong>Translation</strong>: an enzymatic complex in cytoplasm, called a ribosome, uses mRNA as a data base to be read, to synthesise proteins. This mechanism is called translation. To do this, a ribosome moves along mRNA and reads groups of 3 nucleotides, called codons.&nbsp; Interpreting what each codon means in terms of a specific amino acid is the job of a another kind of RNA, called transfer RNA (tRNA). Each type of tRNA codes for a specific amino acid (AA). There are 64 codons in the genetic code but they only code for 20 amino acids. The genetic code is, for this reason, said to be redundant.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on the menu at the bottom of the animation to go on the corresponding stage.&nbsp;&nbsp;&nbsp;</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11244
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6356 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11245
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704238470 {#11246
      date: 2024-01-02 23:34:30.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11261
    -id: 2400
    -title: "Mitosis #2"
    -description: "<p>Illustration of the different stages of mitosis in an animal cell.</p>"
    -legends: """
      Labels\r\n
      Interphase\r\n
      Prophase\r\n
      Metaphase\r\n
      Anaphase\r\n
      Telophase\r\n
      Cytokinesis\r\n
      Nucleus\r\n
      Chromatin\n(uncondensed\nDNA)\r\n
      Nuclear\n membrane\r\n
      Cytoplasm\r\n
      Plasma\nmembrane\r\n
      Cell\r\n
      Chromosome in the process of condensation\r\n
      Condensed chromosome\nwith two chromatids\r\n
      Mitotic\nspindle\r\n
      Metaphase plate\r\n
      Chromosomes\nline up in the middle\nof the spindle\r\n
      Two opposite ends of the cell\r\n
      Condensed\nchromosome with\none chromatid\r\n
      Cleavage\nfurrow\r\n
      Two daughter cells\r\n
      Centriole\r\n
      Nucleolus
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the different stages of mitosis: prophase, metaphase, telophase, anaphase and cytokinesis.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>cell cycle</strong> is divided into two main phases: the <strong>interphase</strong> (G phase), in charge of DNA&rsquo;s semi-conservative replication, and <strong>mitosis</strong> (M phase), which includes the main stages of cellular division. The Mitosis mechanism is similar in all Eukaryotes, with slight differences. It is divided into 4 major phases (in an artificial way) and ends up with cytokinesis:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Prophase:</strong> DNA, which is present in the core as chromatin, condenses into neat, individualised structures called chromosomes. Each of them is composed of two chromatids containing the same genetic information. At the end of this phase, the nuclear membrane disappears.</li>\r\n
      \t<li><strong>Metaphase:</strong> linked together by their centromeres, the two chromatids of the chromosomes line up along the equatorial plate, perpendicular to mitotic spindle.</li>\r\n
      \t<li><strong>Anaphase:</strong> by retracting, mitotic spindles provoke the chromatids&rsquo; separation; these migrate away from each other to opposite sides of the cell, toward each of its poles.</li>\r\n
      \t<li><strong>Telophase:</strong> the chromatids, new chromosomes of each new daughter cell, start to unravel, and again become uncondensed chromatin. At the same time, the nuclear membrane is reconstituted from reticulum and the mitotic spindle depolymerises itself completely. The two nuclei are now entirely separated.</li>\r\n
      \t<li><strong>Cytokinesis:</strong> the new cellular wall is formed from the region between the daughter cells (phragmoplast) and divides the cell into two new, identical cells.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11256
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7421 …}
    #status: "published"
    #createdAt: DateTime @1214949600 {#11257
      date: 2008-07-01 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1702668934 {#11258
      date: 2023-12-15 19:35:34.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11273
    -id: 2452
    -title: "Double pan balance"
    -description: """
      <p>A balance is used to measure the mass of an object. This animation is a game where the player is asked to find the weight of an object.</p>\r\n
      \r\n
      <p>You can <strong>drag&nbsp;</strong>masses on and off the trays of the balance.<br />\r\n
      <strong><strong>Click </strong></strong>on &quot;New object&quot; to select another object.</p>
      """
    -legends: """
      l\n
      kg\n
      New object\n
      g
      """
    -goals: """
      <ul>\r\n
      \t<li>To demonstrate and apply knowledge and sense of numbers, operations, ratios and proportions.</li>\r\n
      \t<li>To distinguish <em>gram </em>from <em>kilogram</em>.</li>\r\n
      \t<li>To learn how to use a balance to weigh an object.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>You can <strong>drag&nbsp;</strong>masses on and off the trays of the balance.\n<strong><strong>Click </strong></strong>on &quot;New object&quot; to select another object.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11268
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6827 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11269
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086664 {#11270
      date: 2023-11-04 08:31:04.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11285
    -id: 2705
    -title: "Translation #2"
    -description: "<p>Translation of messenger RNA (mRNA) in proteins synthesis.</p>"
    -legends: """
      5'\r\n
      Initiation\r\n
      Elongation\r\n
      Termination\r\n
      Messenger RNA\r\n
      Start codon\r\n
      Anticodon\r\n
      tRNA\r\n
      Subunit 30S\r\n
      Subunit 50S\r\n
      E site\r\n
      P site\r\n
      A site\r\n
      f-Met\r\n
      Ala\r\n
      Ser\r\n
      Arg\r\n
      Lys\r\n
      Leu\r\n
      Gly\r\n
      2nd codon\r\n
      3rd codon\r\n
      4th codon\r\n
      5th codon\r\n
      6th codon\r\n
      7th codon\r\n
      8th codon\r\n
      Stop codon\r\n
      Releasing\nfactor\r\n
      Completed\npolypeptide\nchain\r\n
      3'\r\n
      U\r\n
      A\r\n
      C\r\n
      G
      """
    -goals: """
      <ul>\r\n
      \t<li>&nbsp;To understand&nbsp;the translation_paris of mRNA&nbsp;into proteins.</li>\r\n
      </ul>
      """
    -more: """
      <p>A cell produces <strong>messenger RNA</strong> (mRNA) molecules from its <strong>DNA</strong>, to synthesize <strong>proteins</strong>. An enzymatic complex in cytoplasm, called a <strong>ribosome</strong>, uses mRNA as a data base to be read, to synthesise proteins. This process is called <strong>translation</strong>. To do this, ribosome moves along mRNA and reads groups of 3 nucleotides at a time. These groups of 3 nucleotides are called <strong>codons</strong>. Interpretation within a ribosome of codons as representing amino acids (AA) is carried out by another type of RNA called transfer RNA (tRNA). Each type of tRNA includes a specific anticodon at one end and a particular AA at the other.<br />\r\n
      There are 64 codons in the genetic code but they only code for 20 amino acids. The <strong>genetic code</strong> is for this reason said to be redundant.<br />\r\n
      &nbsp;<br />\r\n
      <strong>Translation </strong>is divided into 3 stages:</p>\r\n
      \r\n
      <ol>\r\n
      \t<li><strong>Initiation</strong>: to start the assembly of amino acids (the building blocks of proteins), the&nbsp; small ribosomal&nbsp; sub-unit (40S) fixes itself onto&nbsp; the mRNA at the location of an&nbsp; initiator codon&nbsp; (AUG). At the same time, a tRNA comes to this position thanks to its anticodon UAC (nucleotide triplets complementary to mRNA&rsquo;s codon), which corresponds to AA methionine. Once the first tRNA is fixed, the large ribosomal sub-unit (60S) comes along, and completes the functional ribosome.</li>\r\n
      \t<li><strong>Elongation</strong>: the small ribosomal sub-unit has a connection site to fix itself onto&nbsp; mRNA, whereas the large&nbsp; sub-unit has two such sites&nbsp; for tRNA. The A site permits the specific attachment of a tRNA&nbsp; linked to its&nbsp; AA; the attachment&nbsp; of AA&rsquo;s to one another is made at&nbsp; site P by a peptide bond. The ribosome then goes along the mRNA from codon to codon, in the direction 5&rsquo; to 3&rsquo;, to assemble the future protein&rsquo;s AA&rsquo;s.</li>\r\n
      \t<li><strong>Termination</strong>: the protein synthesis stops when the ribosome meets a codon called stop codon (UAA, UAG or UGA). As there is no tRNA corresponding to any of these codons, translation_paris stops and the ribosome breaks up. Termination factors that imitate tRNA&rsquo;s 3D structure then free the protein from its linkage to the ribosome.</li>\r\n
      </ol>
      """
    -scenario: null
    -features: "<p>Click on the menu at the bottom of the animation to go on the corresponding stage.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11280
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7425 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11281
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703185959 {#11282
      date: 2023-12-21 19:12:39.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11297
    -id: 2927
    -title: "Juggler"
    -description: "<p>Only the center of mass follows the expected parabolic trajectory.</p>"
    -legends: "Center of mass"
    -goals: """
      <ul>\r\n
      \t<li>To reveal the importance of the center of mass in the study of the motion of a rigid body.</li>\r\n
      \t<li>To show an original&nbsp; application of&nbsp;parabolic free fall.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click</strong> on &quot;Center of mass&quot; to show the paths of the centers of mass.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11292
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6723 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11293
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1706586510 {#11294
      date: 2024-01-30 03:48:30.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11309
    -id: 2949
    -title: "Lissajous figures"
    -description: """
      <p>If you consider one oscillation along the x axis and another one along the y axis then the addition results in a two dimensional motion. The traces are known as <em>Lissajous </em>curves.<br />\r\n
      The animation illustrates several of these according to their frequency and their phase relationships.</p>
      """
    -legends: null
    -goals: """
      <ul>\r\n
      \t<li>To observe some&nbsp;Lissajous curves.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>the button corresponding to your choice.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11304
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6754 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11305
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1707191351 {#11306
      date: 2024-02-06 03:49:11.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11321
    -id: 3229
    -title: "Mendel's Experiment (di-hybridism)"
    -description: """
      <p>Gregor Mendel&rsquo;s scientific work (1822-1884) and the publication of his discoveries (<em>Experiments in Plant Hybridisation - 1865</em>) mark the beginning of genetics (the study of heredity and genes).&nbsp;Using his now famous scientific approach, integrating&nbsp;a statistical tool, Mendel studied the transmission of traits in vegetable plants. &nbsp;He chose the pea (<em>pisum sativum)</em>&nbsp;that satisfied all of his requirements. The animation presented here recaptures the experiment on dihybridism. After stutudying the descendants of a P generation possessing one distinct characteristic (monohybridism), he artificially pollinated two varieties of peas from pure lineages each with distinct characteristics. One with the &quot;smooth and yellow seed&quot; characteristics, and other with the &quot;wrinkled and green seed&quot; characteristics. The descendant (F1) only possessed smooth yellow seeds.</p>\r\n
      \r\n
      <p>He&nbsp;followed the experiment&nbsp;carrying out&nbsp;the autopollination of generation F1. Just like in his monohybridism experiment, the reappearance of constant proportions of &quot;wrinkled seeds&quot; and &quot;green seeds&quot; characteristics were observed in the F2 descendant.</p>\r\n
      \r\n
      <p>Through his observation that these two characteristics are independantly transmittied from one to another, Mendel announced the principle of independant assortment in gamete production (gamete law of purity).</p>
      """
    -legends: """
      Mendel's experiment\r\n
      Theory\r\n
      P Generation\r\n
      F1 Generation\r\n
      Yellow and\nsmooth seeds\r\n
      Green and\nwrinkled seeds\r\n
      Next step\r\n
      Phenotype\r\n
      Genotype\r\n
      Gametes\r\n
      Sw (smooth dominant wrinkled recessive)\r\n
      S\r\n
      w\r\n
      Yg (Yellow dominant green recessive)\r\n
      Y\r\n
      g\r\n
      Punnett Square\r\n
      All yellow and smooth seeds\r\n
      Yellow (Y) and smooth (S) dominants.\r\n
      Green (g) and wrinkled (w) recessives.\r\n
      Self-cross of F1\r\n
      F2 Generation\r\n
      9:3:3:1 ratio\r\n
      9:3:3:1 phenotypic ratio
      """
    -goals: """
      <ul>\r\n
      \t<li>Describe the Mendel&#39;s experimental method.</li>\r\n
      \t<li>Understand the difference between monohybridism and dihybridism.</li>\r\n
      \t<li>From the experiment, deduce Mendel&#39;s second law, also called the law of purity.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>on <em>play </em>to go on step by step.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11316
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7486 …}
    #status: "published"
    #createdAt: DateTime @1283983200 {#11317
      date: 2010-09-08 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1707191643 {#11318
      date: 2024-02-06 03:54:03.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11333
    -id: 3735
    -title: "The cell cycle"
    -description: """
      <p>Multifaceted animation that shows the different stages of the cell cycle. Representation of the quantity of DNA as a function of elapsed time. Transformations in the cell, in chromosomes and in DNA molecules.</p>\r\n
      \r\n
      <p>See also a simplified version of this resource here: <a href="../media/851-cell-cycle-1" target="_blank">Cell Cycle #1</a></p>
      """
    -legends: """
      Cell\r\n
      Chromosome\r\n
      DNA Molecule\r\n
      Gap 1\r\n
      Replication\r\n
      S Phase\r\n
      Gap 2\r\n
      Mitosis\r\n
      Cytokinesis\r\n
      Time (hours)\r\n
      DNA quantity per cell (arbitrary unit)
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the different stages of the cell cycle at three different scales (cell, chromosome and DNA), simultaneously:</li>\r\n
      \t<li>To visualize the quantity of DNA which can be found in a cell during the different stages of the cell cycle.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>cell cycle</strong> is divided into 2 major phases:&nbsp; <strong>interphase </strong>(G phase, for&rdquo; gap&rdquo;) during which&nbsp; DNA&rsquo;s semi-conservative replication occurs, and <strong>mitosis </strong>(M phase),&nbsp; which includes the stages of cell&rsquo;s division.<br />\r\n
      The <strong>interphase </strong>is divided into three major stages which are:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>G1 phase</strong>: first stage for cellular growth. The cell includes 2n chromosomes with one chromatid. DNA&nbsp; quantity: 1.</li>\r\n
      \t<li><strong>S phase</strong>: The mass of chromosomes is doubled after the replication of each chromosome. They are duplicated in such a way to have an identical copy of the cell&rsquo;s genome in each new cell by the end of the division.</li>\r\n
      \t<li><strong>G2 phase</strong>: second stage of cellular growth. The cell includes 2n chromosomes with two chromatids. DNA quantity: 2.</li>\r\n
      </ul>\r\n
      \r\n
      <p><strong>Mitosis </strong>includes cell division&rsquo;s 5 main stages (cytokinesis included):</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Prophase</strong>: condensation of chromatin into&nbsp; individualized structures: chromosomes. Nuclear membrane disappears.</li>\r\n
      \t<li><strong>Metaphase</strong>: Chromosomes with two chromatids line up along the cell&rsquo;s equatorial plaque.</li>\r\n
      \t<li><strong>Anaphase</strong>: separation of chromatids which move away from each other, in opposite directions, toward the cell&rsquo;s poles.</li>\r\n
      \t<li><strong>Telophase</strong>: chromosomes return to uncondensed&nbsp; chromatin. The nuclear envelope is reconstructed.</li>\r\n
      \t<li><strong>cytokinesis</strong>: division of the cell into two identical daughter cells.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p><strong>Check</strong> a screen to select&nbsp;&nbsp;a view.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11328
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7429 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11329
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1705276712 {#11330
      date: 2024-01-14 23:58:32.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11345
    -id: 3754
    -title: "Transcription"
    -description: "<p>Transcription of DNA onto messenger RNA .</p>"
    -legends: """
      Labels\n
      Start signal for transcription\n
      DNA double helix\n
      RNA polymerase\n
      Sense strand\n
      Antisense\nstrand\n
      Growing RNA strand\n
      Stop signal for transcription\n
      Messenger RNA\n
      DNA template\nstrand\n
      Nitrogenous base: Cytosine\n
      Nitrogenous base: Thymine\n
      Nitrogenous base: Guanine \n
      Nitrogenous base: Adenine\n
      Nitrogenous base: Uracil\n
      Deoxyribose phosphate "backbone"\n
      Free nucleotide\n
      Hydrogen bonds between\nnitrogen-containing bases\n
      Synthesis of\nRNA strand\n
      Phosphodiester bond\n
      Ribose phosphate "backbone"
      """
    -goals: """
      <ul>\r\n
      \t<li>To visualize the DNA to mRNA transcription mechanism at the nucleoide scale.</li>\r\n
      </ul>
      """
    -more: """
      <p>A cell must transform its <strong>DNA </strong>into <strong>messenger RNA</strong> (mRNA) using a process called <strong>transcription</strong>, in order to synthesize proteins. This mechanism needs an enzymatic complex called <strong>RNA polymerase</strong>, which acts in the cell nucleus. Transcription only involves one the strands on <strong>DNA&rsquo;s double helix</strong>, the coding strand.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>In order to start transcription,&nbsp; <strong>RNA polymerase</strong> fixes itself to&nbsp; a particular zone of DNA, called promoter DNA, then moves along the DNA strand&nbsp; from 3&#39; to 5&#39;. The interaction between DNA and the enzymatic complex permits the opening of the double helix, but also to works to insert the nucleotides, which forms the first RNA piece, called primary or <strong>premessenger RNA</strong>.</li>\r\n
      \t<li>RNA Polymerase continues its extension of the premessenger RNA molecule until it reaches a specific nucleotide sequence, which indicates the end of transcription. This is the <strong>termination site</strong>.</li>\r\n
      \t<li>Premessenger RNA is composed of coding sequences called <strong>exons</strong>, interspersed with non-coding sequences called introns. After its synthesis, the molecule undergoes a maturation phase during which the introns are eliminated. The shortened RNA leaves the cell nucleus for the cytoplasm. It is then called mature messenger RNA and is ready to be translated into protein via a mechanism called <strong>translation</strong>.</li>\r\n
      </ul>\r\n
      \r\n
      <p><em>Note</em><em>: mRNA is composed of a series of nucleotides which are different from those in DNA, as&nbsp; thymine (T) which is replaced by Uracil (U). The Sugar which composes nucleotides is also different: ribose replaces deoxyribose, which explains the name RiboNucleic Acid (RNA). </em></p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11340
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7433 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11341
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086749 {#11342
      date: 2023-11-04 08:32:29.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11357
    -id: 4054
    -title: "Vaccination"
    -description: """
      <p>Vaccination is a procedure with the goal of <strong>protecting</strong> the organism from a specific infection by <strong>stimulating </strong>the <strong>immune system</strong>. The organism can defend itself thanks to the action of the <strong>lymphocytes</strong> which attack microorganisms and develop an <strong>immunological memory</strong>. A vaccine does not cure but protects the organism against an infectious disease, by a preventative and life-long mechanism.</p>\r\n
      \r\n
      <p>The&nbsp;dashed&nbsp;graph curve&nbsp;represents a non-vaccinated individual. The&nbsp;solid&nbsp;graph curve characterise a vaccinated individual. The scales of the graph are not respected.</p>\r\n
      \r\n
      <p>eduMedia has made a comprehensive interactive report on the topic of the epidemic. Click<a href="https://www.edumedia.com/docs/vaccine/" target="_blank">&nbsp;&ldquo;Virus, vaccine, viral subject&rdquo;&nbsp;</a>to access it.</p>
      """
    -legends: """
      Organism\r\n
      Graph\r\n
      1st injection\r\n
      2nd injection\r\n
      Inoculation of the disease\r\n
      Vaccinated individual\r\n
      Non vaccinated individual\r\n
      Injection of\ninactive\npathogenic agents\r\n
      Antigen recognition\r\n
      Multiplication\nof lymphocytes\r\n
      Lymphocyte\ndifferentiation\r\n
      Antibody\nsecretion\r\n
      Antigen/antibody\ncombination\r\n
      Phagocytosis\r\n
      Inactive infectious agents\r\n
      Pathogenic infectious agents\r\n
      Antibodies\r\n
      Zone of protection\r\n
      Time\r\n
      Muliplication\nof pathogen\r\n
      Injection\nof pathogen
      """
    -goals: """
      <ul>\r\n
      \t<li>Understand the principle of vaccination.</li>\r\n
      \t<li>Identify the agents that intervene&nbsp;with the immune response.</li>\r\n
      </ul>
      """
    -more: """
      <ul>\r\n
      \t<li>Infectious agents (bacteria, viruses)&nbsp;possess specific molecules called <strong>antigens </strong>on their surface. Faced with an attack by an infectious agent, the organism develops an <strong>immune response</strong> by activating specific cells (lymphocytes) capable of fighting the microorganisms.</li>\r\n
      \t<li><strong>B lymphocytes</strong> produce <strong>antibodies</strong> that circulate in the blood and that are targeted toward a specific type of antigen&nbsp;(<strong>innate</strong> <strong>immunity</strong>).</li>\r\n
      \t<li><strong>B lymphocytes</strong> (developed in the thymus) directly attack microorganisms (<strong>cellular immunity</strong>). They are not represented in this animation.</li>\r\n
      </ul>\r\n
      \r\n
      <p>The principle of vaccination aims to <strong>stimulate the immune response</strong> of the organism by injecting <strong>harmless infectious agents</strong> (in a controled quantity with no proliferation possible). To create a vaccine, the virus or bacteria must be <strong>isolated</strong> at the origin of the infectious disease. The pathogenic agent is then <strong>inactivated</strong> by heat or biochemical processes and <strong>cultured</strong>.</p>\r\n
      \r\n
      <p>There are 3 types of vaccines:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Attenuated vaccines</strong> fabricated from living pathogens that are attenuated (rubella, tuberculosis, measles...).</li>\r\n
      \t<li><strong>Inactivated vaccines</strong> fabricated from dead pathogens (flu, tetanus, diptheria...).</li>\r\n
      \t<li><strong>Genetically engineered</strong> <strong>vaccines</strong> fabricated from&nbsp;pathogens where the genes responsible for the virulence have been modified (hepatitis B).</li>\r\n
      </ul>\r\n
      \r\n
      <p>When the <strong>first injection</strong> of an inactivated infectious agent is administered, the immune response is slow and not very significant. During this first reaction, when a B lymphocyte is in contact with the antigen of the infectious agent, it multiplies by cellular divisions. The cells differentiate into:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Memory cells</strong>, cells capable of reacting rapidly in the case of a second exposure to the same antigen.</li>\r\n
      \t<li><strong>Plasmocytes</strong>, cells that secrete the <strong>antibodies</strong> capable of <strong>attaching to antigens</strong>. Antibody production is fast and significant (up to 5000 antibodies per second).</li>\r\n
      </ul>\r\n
      \r\n
      <p>The antibody-antigen complexes are then <strong>phagocytosed</strong> by the macrophages.</p>\r\n
      \r\n
      <p>The reaction of the organism is just as fast and efficient as the number of memory lymphocytes is large. Also, a <strong>second injection&nbsp;</strong>is usually necessary to reinforce the effect of the immunological memory of the organism.</p>\r\n
      \r\n
      <p>A vaccinated individual is immunized against the illness after a delay of a couple of weeks and consistently for many years. The plasmocytes and the antibodies have limited lifespans of a few days whereas memory cells persist in the organism for many years and guarantee its immunity. It is sometimes necessary to reactivate the immunization&nbsp;of the organism by the injection of a vaccine to stimulate the memory.</p>\r\n
      \r\n
      <p>The inoculation of the illness is an <strong>experimental stage</strong> that is not included&nbsp;in treatment but allows for the comparison of the defense processes&nbsp;of a vaccinated mouse and a non-vaccinated mouse.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Memory cells in a vaccinated organism immediately recognize antigens of pathogenic organisms. They multiply and differentiate to secrete a large number of antibodies and fight against the infection.</li>\r\n
      \t<li>In an unprotected organism, a slow and insignificant immune reaction is produced in the absence of memory lymphocytes. Here, B lymphocytes in contact with the antigens multiply and differentiate to synthesize specific antibodies in a quanitity that is not sufficient enough to fight against the infection.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p><strong>Click</strong>&nbsp;and&nbsp;<strong>slide</strong>&nbsp;the cursor to advance the animation.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11352
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7512 …}
    #status: "published"
    #createdAt: DateTime @1305324000 {#11353
      date: 2011-05-13 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704055382 {#11354
      date: 2023-12-31 20:43:02.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11369
    -id: 4138
    -title: "Fahrenheit Celsius Kelvin"
    -description: """
      <p>Temperature is a fundamental physical quantity</p>\r\n
      \r\n
      <p>Illustration of the three commonly used systems to measure temperature: Fahrenheit, Celsius and&nbsp;Kelvin.</p>\r\n
      \r\n
      <p>The Celsius scale, the one&nbsp;most widely used, is centigrade: 100&nbsp;divisions separate the freezing and boiling points of water. In what is now referred to as the English (or American) system, water&rsquo;s freezing and boiling points are separated by 180&deg;.&nbsp;The Kelvin scale (or Absolute scale) is primarily used only in Science.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The formula to convert Celsius to Fahrenheit is F&nbsp;=&nbsp;9*C/5&nbsp;+&nbsp;32</li>\r\n
      \t<li>The formula to convert&nbsp;Fahrenheit to Celsius is C&nbsp;=&nbsp;5*(F&nbsp;-&nbsp;32)/9</li>\r\n
      \t<li>The formula to convert Celsius to Kelvin is simply&nbsp; K&nbsp;=&nbsp;C&nbsp;+&nbsp;273</li>\r\n
      </ul>
      """
    -legends: null
    -goals: """
      <ul>\r\n
      \t<li>To show how to convert one temperature unit in another.</li>\r\n
      </ul>
      """
    -more: """
      <p>Temperature measures the motion of particles and can be quantified by several scales. The most widely used is the centigrade Celsius scale in which 100&nbsp;gradients separate the freezing point and the boiling point of water. In the Anglo-Saxon <strong>Fahrenheit </strong>scale the two points are separated by 180&nbsp;<strong>degrees</strong>. The Kelvin scale used in scientific measurements is an absolute scale.<br />\r\n
      <br />\r\n
      A wide range of devices are used to measure <strong>temperature</strong>: dilatation thermometers (mercury and alcohol) and thermocouples, which measure the difference in temperature between two bodies, one being used as a reference, by measuring their difference in electrical potential.<br />\r\n
      Temperatures measured in Fahrenheit can be converted to Celsius and vice versa using the following formulae : F&nbsp;=&nbsp;(9/5&nbsp;x&nbsp;C)&nbsp;+&nbsp;32 or C&nbsp;=&nbsp;5/9&nbsp;x&nbsp;(F&nbsp;-&nbsp;32). The Kelvin scale has no negative values. As it starts at absolute zero (-273.15&deg;), 0&deg;&nbsp;C equals 273.15&nbsp;K.<br />\r\n
      The coldest temperatures in the universe, near <strong>absolute zero</strong> (2.7&nbsp;K), are found in intergalactic space which is close to a vacuum. The highest temperatures are to be found in the heart of supernovae (giant exploding stars) where they exceed&nbsp;100 billion degrees.</p>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> and <strong>drag</strong> the temperature indicated by each thermometer.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11364
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6831 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11365
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703222247 {#11366
      date: 2023-12-22 05:17:27.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11381
    -id: 4174
    -title: "Multimeter"
    -description: """
      <p>The multimeter is an electrical measuring instrument that combines the functions of an ammeter (current measurement), a voltmeter (voltage measurement), and an ohmmeter (measurement of the value of resistance).<br />\r\n
      <br />\r\n
      This animation simulates the action of various electrical quantities. All configurations can be tested and any resulting connection errors are indicated.</p>
      """
    -legends: """
      DC\r\n
      AC\r\n
      Voltage\r\n
      Output\r\n
      Poor selection\r\n
      Amplitude
      """
    -goals: """
      <ul>\r\n
      \t<li>To know how to measure voltage, current and resistance with a multimeter.</li>\r\n
      \t<li>To understand how to connect a multimeter for each mode of operation.</li>\r\n
      \t<li>To understand the role of the graduations in measurement accuracy.</li>\r\n
      </ul>
      """
    -more: """
      <p>To measure electrical quantities with a multimeter, you must:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>know the type of measurement (current, voltage, resistance, and AC or DC amplitude)</li>\r\n
      \t<li>properly connect the multimeter in the electrical circuit,</li>\r\n
      \t<li>select the appropriate magnitude using the switch.</li>\r\n
      </ul>\r\n
      \r\n
      <p><strong>How to measure a voltage with a multimeter?</strong><br />\r\n
      The voltage is the potential difference between two points. The meter must be connected in parallel between these two points. For a positive voltage measurement, we must adopt the following convention:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The <strong>V&Omega;</strong> terminal of the meter connects to the terminal of the element whose potential is highest,</li>\r\n
      \t<li>The <strong>COM</strong> terminal of the meter is connected to the terminal of the element whose potential is lowest.</li>\r\n
      </ul>\r\n
      \r\n
      <p>The meter in voltmeter mode behaves like an open circuit. As a result&nbsp;no current is siphoned off disturbing the circuit.<br />\r\n
      <br />\r\n
      The graduation selected should be just above the value of the measured voltage. Without information as to the approximate value of the voltage, it is important to start measuring using the highest caliber and decrease the size to gain accuracy. Depending on the size, the unit of measurement is the <strong>millivolt (mV)</strong> or <strong>volts (V)</strong>.<br />\r\n
      When the voltage source is in AC mode (varies periodically over time), the meter displays the <strong>RMS value</strong> of voltage.<br />\r\n
      <br />\r\n
      <strong>Caution</strong>: It is dangerous to take the measurement of the AC voltage across a power outlet because of the high risk of electric shock by touching exposed metal parts.<br />\r\n
      <br />\r\n
      <strong>How do you measure current with a multimeter?</strong><br />\r\n
      <br />\r\n
      To measure the current passing through an electrical component, open the circuit and connect the meter in series. The current flows from the positive to the negative terminal of the source. The orientation of connection of the multimeter is important:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>the current enters the multimeter by the <strong>10A</strong> or <strong>mA</strong> terminals</li>\r\n
      \t<li>the current exits the multimeter at the <strong>COM</strong> terminal.</li>\r\n
      </ul>\r\n
      \r\n
      <p>Operating as an ammeter, the meter acts like a short circuit. It is therefore dangerous to connect the ammeter in parallel on a voltage source or any circuit element.<br />\r\n
      <br />\r\n
      The meter, of the animation, only measures continuous currents. &nbsp;It is important to always start the measurement action at the 10A terminal. The two terminals of the ammeter are sized to receive a maximum value of current (10 amps for terminal 10A, 250 milliamps for terminal mA). Beyond these limits, the fuse inside the unit is destroyed.<br />\r\n
      <br />\r\n
      For good accuracy, the magnitude selected should be just above the current value. Depending on the value, the unit of measurement is the <strong>ampere (A)</strong> or<strong> milliamp (mA)</strong>.<br />\r\n
      <br />\r\n
      <strong>How do you measure resistance values with the multimeter?</strong><br />\r\n
      <br />\r\n
      The resistor must be connected between terminals COM and V&Omega; of the meter. The orientation of connection is not important. The measurement is made with the <strong>power off</strong>.<br />\r\n
      For good accuracy, magnitude selected should be slightly greater than the resistance value. Depending on the size, the unit of measurement is the <strong>ohm (&Omega;), </strong>the<strong> kilo-ohm (kOhm)</strong> or the&nbsp;<strong>megohm (M&Omega;).</strong></p>
      """
    -scenario: null
    -features: """
      <p>Click on a terminal to draw a wire.</p>\r\n
      \r\n
      <p>Click in the middle of a wire to disconnect it.</p>\r\n
      \r\n
      <p>Click on a multimeter graduation to move the selector.</p>
      """
    -publishedAt: DateTimeImmutable @1431302400 {#11376
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6835 …}
    #status: "published"
    #createdAt: DateTime @1315346400 {#11377
      date: 2011-09-06 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703187736 {#11378
      date: 2023-12-21 19:42:16.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11393
    -id: 4194
    -title: "Roulette"
    -description: "<p><strong>Spin</strong>&nbsp;the wheel to complete a draw.</p>"
    -legends: """
      Number of segments\n
      My input
      """
    -goals: null
    -more: null
    -scenario: null
    -features: "<p><strong>Spin</strong>&nbsp;the wheel to complete a draw.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11388
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6864 …}
    #status: "published"
    #createdAt: DateTime @1283724000 {#11389
      date: 2010-09-05 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086782 {#11390
      date: 2023-11-04 08:33:02.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11405
    -id: 4218
    -title: "Heredity"
    -description: """
      <p>Human genome sequencing has allowed for more than 25,000 genes on our 23 chromosomes to be named. Genes contain the genetic information for each individual. With the exception of a certain number of genes carried by the sex chromosomes X and Y, each gene is present in two copies in our cells. Each copy is carried&nbsp;on one homologous chromosome of one pair of chromosomes. One chromosome comes from our mother, the other from our father.</p>\r\n
      \r\n
      <p>At the time of gamete formation, when a chromosome or a gene is altered, a genetic disease can occur and transmit through any descendants.</p>\r\n
      \r\n
      <p>Two types of genetic anomalies to be considered are:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>The anomalies of number or structure of a chromosome (chromosomal aberrations like trisomy 21).</li>\r\n
      \t<li>The mutation of a gene (localised modification of the DNA). This gene can therefore exist as different forms such as deadly or deleterious alleles. The non mutated form is called the normal allele.</li>\r\n
      </ul>\r\n
      \r\n
      <p>This animation illustrates many characteristic examples of the transmission of genetic anomalies due to the mutation of a gene. The study of a&nbsp;pedigree chart&nbsp;can determine the mode of transmission of a gene from one generation to another. It allows&nbsp;us to determine if the mutated allele of a gene responsible for the illness is recessive or dominant and if this gene is carried by an autosomal or a sex chromosome.</p>\r\n
      \r\n
      <p>&nbsp;</p>
      """
    -legends: """
      Healthy male\r\n
      Healthy female\r\n
      Healthy male carrier\r\n
      Healthy female carrier\r\n
      Affected male\r\n
      Affected female\r\n
      Autosomal recessive\r\n
      Autosomal dominant\r\n
      X linked recessive\r\n
      X linked dominant\r\n
      Inbreeding\r\n
      Display carriers\r\n
      Ex: Albinism\r\n
      Ex: Daltonism\r\n
      Huntington's disease\r\n
      Ex: Fragile X syndrome\r\n
      Autosomal recessive anomaly\r\n
      Free Modification Mode
      """
    -goals: """
      <ul>\r\n
      \t<li>To define the following terms: <em>gene</em>, <em>allele</em>, <em>homozygote</em>, <em>heterozygote</em>, <em>recessive</em>, <em>dominant</em>, <em>phenotype</em>, <em>genotype</em>.</li>\r\n
      \t<li>To analyze the pedigree chart.</li>\r\n
      \t<li>To illustrate the risks of inbreeding.</li>\r\n
      </ul>
      """
    -more: """
      <p>When the gene responsible for a genetic disease is localised on a pair of homologous chromosomes, it is said to be an <strong>autosomal</strong> disease.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Recessive</strong> autosomal heredity: The morbid allele is recessive. An affected subject is inevitably <strong>homozygous</strong>.<strong> </strong>He/she possesses the deleterious allele in two places, one coming from the father, and the other from the mother. A heterozygouse individual does not carry more than one copy of the allele, does not express the illness but is a carrier. He/she can therefore transfer the allele in question to his/her children. <strong>Cystic fibrosis</strong> is an autosomal recessive disease that touches approximately 1 in 2500 children. <strong>Albinism</strong> is another recessive autosomal disease.</li>\r\n
      \t<li><strong>Dominant</strong> autosomal heredity: the allele responsible for the illness, is dominant. A <strong>heterozygous</strong> individual will be affected. A healthy individual is inevitably homozygous (he/she possesses two copies of the normal allele). Dominant autosomal diseases are rare. Huntington&#39;s Disease which is characterized by neurological degeneration after 40 years is an example of a dominant autosomal disease.</li>\r\n
      </ul>\r\n
      \r\n
      <p>When the gene responsible for a genetic illness is localised on a pair of sex chromosomes, it is said to be an <strong>illness related to the sex</strong>.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Recessive heredity <strong>linked to the X</strong>: if chromosome X of a male carries the disease coding, it strongly expresses the illness because his Y chromosome, non homolgous for X, does not carry the normal allele allowing to compensate for the anomaly. A female that possess two X chromosomes will not be affected if she carries the disease allele in two copies (homozygous). Men are therefore more affected than females. <strong>Hemophilia</strong> type A is an example of a gonosomal recessive disease linked to the X chromosome. The same goes for <strong>daltonism</strong> or <strong>Duchennes muscular distrophy</strong>.</li>\r\n
      \t<li>Dominant heredity linked to the&nbsp;<strong>X </strong>chromosome: The dominant criteria signifies that only one allele is deleterious, this is enough to cause the disease. An affected father will most certainly transmit the anomaly to his girls but never to his boys who will get the Y chromosome. <strong>Fragile X syndrome</strong> is an example of a dominant X chromosome related disease.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on &quot;display the carriers&quot; to visualize the individual carriers of the deletrious allele but that do not express the illness.\n<strong>Click</strong> on the symbol for an individual to modify its phenotype. The decendants are not modified and therefore the geneaology tree may be false.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11400
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7490 …}
    #status: "published"
    #createdAt: DateTime @1303682400 {#11401
      date: 2011-04-24 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1707180480 {#11402
      date: 2024-02-06 00:48:00.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11417
    -id: 4515
    -title: "Quiz Heredity"
    -description: """
      <p>Test and evaluate your knowledge on the notions of heredity and genetics by responding to the questions in the least amount of time with the smallest number of errors.</p>\r\n
      \r\n
      <p><strong>Click </strong>on the right answer and then <strong>click</strong> on the [next-image] button to go to the next question.</p>
      """
    -legends: """
      A chromosome carries the genetic infomation of an individual\n
      How many chromosomes posess the nucleus of a human cell?\n
      thousands\n
      What is this chromosomal arrangement called?\n
      Genotype\n
      Phenotype\n
      Caryotype\n
      This caryotype is of a female\n
      A gene is the portion of DNA of a chromosome.\n
      It contains the information coding for proteins and determines one hereditary characteristic\n
      True\n
      False\n
      A pair of homologous chromosomes is comprised of a chromosome from your father and a chromosome from your mother\n
      When two homologous chromosomes possess two different alleles for the same gene, the individual is:\n
      Homozygous\n
      Heterozygous\n
      Healthy carrier\n
      Healthy female\n
      Unhealthy female\n
      Healthy male\n
      Unhealthy male\n
      What does this pedigree teach us about this family?\n
      The A2 allele is dominant\n
      The A2 allele is recessive\n
      Albinism is an anomaly caused by a recessive allele "a"\n
      The phenotype of parents is normal but one of the children is affected.\n
      What is the genotype of these parents?\n
      Genotype #1\n
      Genotype #2\n
      Genotype #3\n
      The allele responsible for the illness studied is dominant. What can you say about the unknown individual II.1?\n
      Male II.1. is healthy\n
      Male II.1. is unhealthy\n
      Male II.1. is either unhealthy or a healthy carrier\n
      The two parents are carriers of an autosomal recessive disease.\n
      Their first child, a girl, is unhealthy.\n
      They are expecting a boy. What is the probability that he will be unhealthy?\n
      The father suffers from a dominant illness linked to the X chromosome.\n
      He is married to a female non-carrier for this deadly allele.\n
      They are expecting a boy. What is the probability that he will be unhealthy?\n
      In this pedigree\n
      The deleterious allele is recessive\n
      The deleterious allele is dominant\n
      It is impossible to draw a conclusion\n
      Time:\n
      Attempts:\n
      Success Rate:\n
      Excellent\n
      Good\n
      Correct\n
      Average\n
      To be reviewed
      """
    -goals: """
      <ul>\r\n
      \t<li>To review and evaluate ones understandings of genetics.</li>\r\n
      \t<li>To study the transmission of characters from a pedigree chart.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click </strong>on the right answer and then <strong>click</strong> on the [next-image] button to go to the next question.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11412
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7494 …}
    #status: "published"
    #createdAt: DateTime @1303855200 {#11413
      date: 2011-04-26 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086805 {#11414
      date: 2023-11-04 08:33:25.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11429
    -id: 5029
    -title: "Gene cloning"
    -description: "<p>Cloning a gene is multi-step process involving&nbsp; the isolation of the gene of interest from one given organism, then the transfer of the gene of interest to a host cell which is capable of&nbsp; producing&nbsp; large quantities of recombinant protein.</p>"
    -legends: """
      Production of recombinant BST\r\n
      \r\n
      Growth medium\r\n
      Plasmid\r\n
      Bacterial chromosome\r\n
      Bacterial\ncell wall\r\n
      Promoter\r\n
      Lac Z gene\r\n
      Restriction site\r\n
      Antibiotic resistance gene\r\n
      Restriction enzyme\r\n
      Bovine cell\r\n
      Bovine DNA\r\n
      Bovine somatotropin hormone gene\r\n
      DNA fragments\r\n
      Gene of interest\r\n
      Open plasmid\r\n
      Ligase\r\n
      Recombinant plasmid\r\n
      Regular plasmid \nNonrecombinant plasmid)\r\n
      Functional Lac Z gene\r\n
      Not functional Lac Z gene\r\n
      Growth medium with bacteria and antibiotic\r\n
      Transformed bacteria\r\n
      Regular bacteria\n(Nontransformed bactéria)\r\n
      Petri dish\r\n
      Medium with Ab and X-gal\r\n
      White colony\nwith\nrecombinant DNA\r\n
      Blue colony\nwith plasmid\r\n
      Removal and purification of somatotropin\r\n
      Administration of the recombinant protein\r\n
      Enhanced milk output\r\n
      Steps in gene closing\r\n
      Bacteria\r\n
      Plasmide extraction\r\n
      Cleaving of the plasmid\r\n
      Extraction of source DNA to be cloned\r\n
      Cleaving of the source DNA\r\n
      Insertion of the gene of interest\r\n
      E. coli bacteria  2µm\r\n
      Transformation of bacteria\r\n
      \r\n
      Screening for gene of interest
      """
    -goals: """
      <ul>\r\n
      \t<li>To&nbsp;illustrate the different steps required to clone a gene of interest.</li>\r\n
      \t<li>To understand how a gene can be transferred to a host cell.</li>\r\n
      \t<li>To understand how the host cells having the recombinant DNA are selected.</li>\r\n
      </ul>
      """
    -more: """
      <p>The stages of a <strong>gene cloning technology </strong>are :</p>\r\n
      \r\n
      <ol>\r\n
      \t<li><strong>Cleaving DNA</strong>: this stage requires a restriction enzyme that specifically cuts the genomic DNA containing the gene of interest as well as the DNA of the cloning vector, or plasmid.</li>\r\n
      \t<li><strong>Producing recombinant DNA</strong>: the fragments of DNA are inserted into plasmids which have been cleaved with the same restriction enzyme as was the source DNA.</li>\r\n
      \t<li><strong>Cloning</strong>: recombinant DNA is placed into bacteria via&nbsp; a process called transformation.</li>\r\n
      \t<li><strong>Screening</strong>: since the plasmid contains a gene that confers resistance a specific antibiotic, it implies that bacteria that have not&nbsp; taken up the plasmid are antibiotic sensitive (AbS). When exposed to a medium containing the antibiotic, bacteria no longer grow,&nbsp; and die. Those that have taken up the plasmid are antibiotic resistant (AbR) and grow freely in a antibiotic-rich medium. Some bacteria may have taken up the plasmid but not the gene of interest. The screening involves a second gene (Lac Z) that confers a new metabolic property to the bacteria. This new metabolic property enables the bacteria to metabolize the sugar X-gal into a blue by-product. The clone turns blue. If source DNA has been placed into the vector, the LacZ gene no longer functions and the bacteria cannot metabolized the sugar X-gal. The clone remains colorless.</li>\r\n
      \t<li><strong>Production of the recombinant protein</strong>: bacteria into which the gene of interest has been introduced are grown in a fermentation tanks from which recombinant proteins are removed and purified.</li>\r\n
      </ol>\r\n
      \r\n
      <p>Finally, the recombinant protein can be used to take advantage of, for example, its therapeutic activity.</p>
      """
    -scenario: null
    -features: """
      <p>&nbsp;</p>\r\n
      \r\n
      <p>&nbsp;</p>\r\n
      \r\n
      <p>&nbsp;</p>\r\n
      \r\n
      <p>&nbsp;</p>
      """
    -publishedAt: DateTimeImmutable @1431302400 {#11424
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7437 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11425
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703106936 {#11426
      date: 2023-12-20 21:15:36.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11441
    -id: 5065
    -title: "Quiz: Time zones"
    -description: "<p><strong>Select </strong>the best response from among those offered. Then <strong>click </strong>on &#39;next step&#39;</p>"
    -legends: """
      Of these 3 countries, which is the one that is not\nin the same time zone as Portugal?\r\n
      It is 14h00 (2 p.m.) in Rio de Janeiro (Brazil), it is night in  Canberra (Australia)\r\n
      If it is 15h00 (3 p.m.)in Helsinki (Finland), what time is it in  Peking (China)?\r\n
      It is 20h00 (8 p.m.) in Moscow. What time is it in London?\r\n
      The Quatari television station announces that the match\nwill be broadcast at 20h00 (8 PM) in Doha.\nWhat time would that be in Berlin ?\r\n
      I take off on a Dakar-Madrid flight at 18h00 (6PM).\nThe flight takes 4 hours. What time will it be when I arrive?\r\n
      I take off from Munich at 10h (10 AM) and land in New York at noon.\nHow long was the flight?\r\n
      My return flight from New York takes off at 18h (6 PM) Monday.\nWhat day will it be when I land in Munich?\r\n
      Does the passage to a New Year (New Year's Eve -- December 31)\ntake place in Mexico 9 hours ahead of in Riyadh?\r\n
      There are more time zones extending across Canada than across all of Europe.\r\n
      Senegal\r\n
      Algeria\r\n
      England\r\n
      Rio de Janeiro\r\n
      Canberra\r\n
      Helsinki\r\n
      Beijin\r\n
      London\r\n
      Moscow\r\n
      Paris\r\n
      Doha\r\n
      Madrid\r\n
      Dakar\r\n
      New York\r\n
      Munich\r\n
      Mexico\r\n
      Riyadh\r\n
      True\r\n
      False\r\n
      14h \r\n
      Sunday\r\n
      Monday\r\n
      Tuesday\r\n
      Midnight\r\n
      Canada\r\n
      Europe\r\n
      Excellent\r\n
      Good\r\n
      Correct\r\n
      Average\r\n
      To be reviewed\r\n
      Time (time taken to do the test)\r\n
      Success rate:\r\n
      Tokyo\r\n
      It is 20h00 (8 PM) in Abu Dhabi (United Arab Emirates). What time is it in Marrakech (Morocco)?\r\n
      Marrakkech\r\n
      Abu Dhabi\r\n
      The Quatari television station announces that the match\nwill be broadcast at 20h00 (8 PM) in Quatar.\nWhat time would that be in Morocco?\r\n
      Rabat\r\n
      I take off on a Fez-Paris flight at 18h30 (6:30 PM). The flight takes 3 hours. What time will it be when I arrive in Paris?\r\n
      Fez\r\n
      I take off from Casablanca at 11h (11 AM) and land in New York at noon. How long was the flight?\r\n
      Casablanca\r\n
      My return flight from New York takes off at 18h (6 PM) Monday. What day will it be when I land in Casablanca?\r\n
      Does the passage to a New Year (New Year's Eve -- December 31) take place in Mexico 7 hours ahead of in Tunis?\r\n
      Tunis\r\n
      Portugal\r\n
      Of these 3 countries, which is the one that is not in the same time zone as Morocco?\r\n
      Morocco\r\n
      attempts\r\n
      11h\r\n
      21h\r\n
      22h\r\n
      17h\r\n
      23h\r\n
      midnight\r\n
      18h\r\n
      7h\r\n
      6h\r\n
      2h
      """
    -goals: """
      <ul>\r\n
      \t<li>To test your knowledge of time zones.</li>\r\n
      \t<li>To review Geography.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Select </strong>the best response from among those offered. Then <strong>click </strong>on &#39;next step&#39;</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11436
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6778 …}
    #status: "published"
    #createdAt: DateTime @1295823600 {#11437
      date: 2011-01-23 23:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1764609060 {#11438
      date: 2025-12-01 17:11:00.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11453
    -id: 5209
    -title: "Mass spectrometer"
    -description: """
      <p>Symbolic representation of Bainbridge&#39;s mass spectrometer (1933). Used to evaluate the masses of ions of the same charge.<br />\r\n
      Ejected from a collimator not shown here, the ions are first selected by their speed (v=E/B) then separated by mass. The device can also be used to separate different isotopes of the same element.</p>
      """
    -legends: """
      v\n
      B\n
      E\n
      q\n
      Fₑ\n
      Fₘ\n
      v<E/B\n
      v=E/B\n
      v>E/B\n
      m=1u\n
      m=2u\n
      m=3u
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the workings of a mass spectrometer.</li>\r\n
      \t<li>To observe the effect of&nbsp;electric and magnetic forces on a charged particle.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click</strong> in the array to select the mass and the speed of a molecule once ejected from the ion source.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11448
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6842 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11449
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086855 {#11450
      date: 2023-11-04 08:34:15.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11465
    -id: 5402
    -title: "From amniocentesis to karyotype"
    -description: """
      <p>A <strong>karyotype </strong>is an ordered display of an individual&rsquo;s chromosomes. A karyotype provides information about the number of chromosomes as well as&nbsp; about abnormalities in the chromosome structure. <strong>Amniocentesis </strong>is a technique for withdrawing&nbsp; fetal cells from which chromosomes can be extracted.</p>\r\n
      \r\n
      <p><strong>Click</strong> on [play] or drag [slider].</p>
      """
    -legends: """
      Completed normal Karyotype\n
      Schematic drawing\n
      Photography of the metaphase stage\n
      Chromosome staining stage\n
      Amniotic cells bursting stage\n
      Osmotic shock\n
      Cell transfer\n
      Metaphase blockage stage\n
      Normal cell division\n
      Colchicine\n
      Cell cycle arrest\n
      Successive cell division\n
      Growth medium\n
      Ultrasound image\n
      Fetus\n
      Amniotic fluid\n
      Transducer\n
      Amniotic fluid sample\n
      Growth medium\n
      Growth medium at 38°C\n
      Colchicine\n
      Prophase\n
      Metaphase\n
      Anaphase\n
      Telophase\n
      Two daughter cells\n
      Microscope slide\n
      Medium without colchicine\n
      Medium with colchicine\n
      Hypoosmotic solution\n
      Metaphase chromosomes\n
      Amniocytes arrested\nin metaphase\n
      Hypoosmotic\ncompartment\n
      Spread out\nmetaphasic\nchromosomes\n
      Coloring\n
      Pair of homologous chromosomes\n
      Mother's\nchromosome\n
      Father's\nchromosome\n
      Centromere\n
      Band pattern\n
      Chromosome formula 46,XY\n
      Sister\nchromatides\n
      Amniocentesis\n
      Amniocytes \n
      From amniocentesis to karyotype
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the principle of amniocentesis.</li>\r\n
      \t<li>To identify the main steps used in the the karyotyping procedure.</li>\r\n
      \t<li>To understand why one might be interested in analysing a karyotype.</li>\r\n
      </ul>
      """
    -more: """
      <p><strong>Amniocentesis</strong> is a prerequisite to analysing chromosomes from fetal cells. In amniocentesis, a long needle is placed into the <strong>amnion</strong> where a sample of fluid containing fetal cells is withdrawn.</p>\r\n
      \r\n
      <p>Cells are then cultured for 2-4 weeks with a mitogenic factor in order to further stimulate mitosis. A drug is added to the medium to stop cell divisions at metaphase. Metaphase is a peculiar phase where <strong>chromosomes </strong>are made up of two sister chromatids and highly condensed. A hypoosmotic solution is added in the medium so that the cells swell up to the point that they burst, thus releasing the chromosomes .<br />\r\n
      <br />\r\n
      The chromosomes are stained to reveal band patterns (dark and light) that are specific to each chromosome type. The band patterns are thus helpful in identifying chromosomes.<br />\r\n
      Chromosomal defects, if any, can then be established.</p>
      """
    -scenario: null
    -features: "<p><strong>Click</strong> on [play] or drag [slider].</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11460
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7441 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11461
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086870 {#11462
      date: 2023-11-04 08:34:30.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11477
    -id: 5450
    -title: "DNA replication"
    -description: """
      <p>DNA&rsquo;s replication: three levels of observation:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>uncondensed chromosomes during the S phase.</li>\r\n
      \t<li>The DNA molecule double helix.</li>\r\n
      \t<li>nucleotide sequences.</li>\r\n
      </ul>
      """
    -legends: """
      labels\r\n
      Uncondensed chromosome\nwith one chromatid\r\n
      Chromosome during\nreplication\r\n
      Replication fork\r\n
      Bubble of replication\r\n
      DNA-polymerase\n complex\r\n
      Separation of the\ntwo DNA strands\nin the double helix\r\n
      Double-helix of the\nparental molecule of DNA\r\n
      Nitrogen-containing\nbases\r\n
      Adenine\r\n
      Cytosine\r\n
      Guanine\r\n
      Thymine\r\n
      Process of synthesizing\na new DNA strand\r\n
      Template strand from\nthe parent molecule\r\n
      New complementary\nstrand\r\n
      New DNA\ndouble-helix\r\n
      Free nucleotide\r\n
      Template DNA\nstrand\r\n
      Deoxyribose\nphosphate\ngroups\r\n
      Nitrogen-containing\nbase: Thymine\r\n
      Nitrogen-containing\nbase: Adenine\r\n
      Nitrogen-containing\nbase: Guanine\r\n
      Nitrogen-containing\nbase: Cytosine\r\n
      Hydrogen\nbonding between\nthe base pairs\r\n
      Newly synthesized\n DNA strand\r\n
      Phosphodiester\nbond\r\n
      New DNA molecules\nwith identical base sequence \r\n
      New complementary\nstrand\r\n
      Template strand from\nthe parent molecule\r\n
      Uncondensed chromosome\nwith two identical chromatids \r\n
      Centromere\r\n
      Helicase\r\n
      100 nm\r\n
      1 nm\r\n
      0.1 nm
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the replication of DNA.</li>\r\n
      </ul>
      """
    -more: """
      <p>The synthesis of new DNA molecules requires a rigorous process to avoid any copying errors which might cause problems for cellular activities. This process is called <strong>replication</strong>, and occurs during the cell cycle&rsquo;s S phase. Several enzymes intervene during replication, such as <strong>DNA polymerase</strong>.<br />\r\n
      <br />\r\n
      Replication is divided into several stages:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>DNA&nbsp; replication starts in one or several special zones called replication origins. DNA exists at that moment as chromatin in the cell nucleus. Enzymes locally unravel the double helix and create openings which are individually called &ldquo;<strong>replication eyes</strong>&rdquo; (or &ldquo;<strong>bubbles</strong>&rdquo;), and which grow from replication forks. Pieces of DNA locally separated are used as a matrix for <strong>DNA polymerase</strong>. Each is composed of a piece that is able make new, complementary DNA pieces.</li>\r\n
      \t<li>DNA polymerase catalyses the elongation of the complementary strand near the replication forks, thanks to priming by RNA. Enzymes always progress on DNA in an identical way , from end 5 to end 3. They link free nucleotides to each complementary parent strand , at&nbsp; a speed of approximately 50 nucleotides per hour in a human body.</li>\r\n
      \t<li>Replication stops when&nbsp; two forks meet or when one arrives at the end of&nbsp; a chromosome. Two new DNA molecules are formed, each composed of a strand of the original molecule and of a strand of the new one. It is said that replication is done in a <strong>semi-conservative</strong> way.</li>\r\n
      \t<li>Within a few hours, all the DNA molecules have replicated. Each chromosome has its &ldquo;twin&rdquo;. The two copies, which are still linked together by their centromere, will be perfectly visible in the form of two chromatids&nbsp; once DNA molecules condense during the first stage of cell division.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11472
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7197 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11473
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704164056 {#11474
      date: 2024-01-02 02:54:16.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11489
    -id: 5496
    -title: "Translation"
    -description: """
      <p>Translation of messenger RNA (mRNA) in protein synthesis.</p>\r\n
      \r\n
      <p><strong>Click</strong> on [play] or&nbsp;[pause] to play/stop the animation.</p>\r\n
      \r\n
      <p><strong>Click</strong> on the menu at the bottom of the animation to go on the corresponding stage.</p>
      """
    -legends: """
      Initiation\n
      Elongation\n
      Termination\n
      Adenine (A)\n
      Uracil (U)\n
      Cytosine (C)\n
      Guanine (G)\n
      Nitrogen-containing bases\n
      Messenger RNA\n
      Start codon\n
      Small ribosomal\nsubunit\n
      Amino acid:\nMethionine (Met)\n
      tRNA\n
      Large ribosomal\nsubunit\n
      Amino acid:\nCysteine (Cys)\n
      Amino acid:\nTyrosine (Tyr)\n
      Amino acid:\nGlutamine (Gln)\n
      Amino acid:\nIsoleucine (Ile)\n
      Peptide bond\n
      Peptide chain\nelongation\n
      Stop codon\n
      Protein
      """
    -goals: """
      <ul>\r\n
      \t<li>&nbsp;To understand&nbsp;the translation of mRNA&nbsp;into proteins.</li>\r\n
      </ul>
      """
    -more: """
      <p>A cell produces <strong>messenger RNA</strong> (mRNA) molecules from its <strong>DNA</strong>, to synthesize <strong>proteins</strong>. An enzymatic complex in cytoplasm, called a <strong>ribosome</strong>, uses mRNA as a data base to be read, to synthesize proteins. This process is called <strong>translation</strong>. To do this, ribosome moves along mRNA and reads groups of 3 nucleotides at a time. These groups of 3 nucleotides are called <strong>codons</strong>. Interpretation within a ribosome of codons as representing amino acids (AA) is carried out by another type of RNA called transfer RNA (tRNA). Each type of tRNA includes a specific anticodon at one end and a particular AA at the other.<br />\r\n
      There are 64 codons in the genetic code but they only code for 20 amino acids. The <strong>genetic code</strong> is for this reason said to be redundant.<br />\r\n
      &nbsp;<br />\r\n
      <strong>Translation </strong>is divided into 3 stages:</p>\r\n
      \r\n
      <ol>\r\n
      \t<li><strong>Initiation</strong>: to start the assembly of amino acids (the building blocks of proteins), the&nbsp; small ribosomal&nbsp; sub-unit (40S) fixes itself onto&nbsp; the mRNA at the location of an&nbsp; initiator codon&nbsp; (AUG). At the same time, a tRNA comes to this position thanks to its anticodon UAC (nucleotide triplets complementary to mRNA&rsquo;s codon), which corresponds to AA methionine. Once the first tRNA is fixed, the large ribosomal sub-unit (60S) comes along, and completes the functional ribosome.</li>\r\n
      \t<li><strong>Elongation</strong>: the small ribosomal sub-unit has a connection site to fix itself onto&nbsp; mRNA, whereas the large&nbsp; sub-unit has two such sites&nbsp; for tRNA. The A site permits the specific attachment of a tRNA&nbsp; linked to its&nbsp; AA; the attachment&nbsp; of AA&rsquo;s to one another is made at&nbsp; site P by a peptide bond. The ribosome then goes along the mRNA from codon to codon, in the direction 5&rsquo; to 3&rsquo;, to assemble the future protein&rsquo;s AA&rsquo;s.</li>\r\n
      \t<li><strong>Termination</strong>: the protein synthesis stops when the ribosome meets a codon called stop codon (UAA, UAG or UGA). As there is no tRNA corresponding to any of these codons, translation_paris stops and the ribosome breaks up. Termination factors that imitate tRNA&rsquo;s 3D structure then free the protein from its linkage to the ribosome.</li>\r\n
      </ol>
      """
    -scenario: null
    -features: """
      <p><strong>Click</strong> on [play] or&nbsp;[pause] to play/stop the animation.</p>\r\n
      \r\n
      <p><strong>Click</strong> on the menu at the bottom of the animation to go on the corresponding stage.</p>
      """
    -publishedAt: DateTimeImmutable @1431302400 {#11484
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7445 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11485
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086878 {#11486
      date: 2023-11-04 08:34:38.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11501
    -id: 5841
    -title: "Karyotype activities"
    -description: "<p>A karyotype provides meaningful information regarding the overall chromosome makeup of the cell. Translocations, deletions, inversions are some chromosome structural abnormalities that can be analysed along with chromosome numerical abnormalities. A try-it-yourself activity will teach you how chromosomes should be arranged in order to further study these abnormalities.</p>"
    -legends: """
      Interstitial deletion is the loss of fragment located within the length of the chromosome. This type of deletion implies two breakpoints.\r\n
      Since the overall amount of the genetic material has not been preserved, deletions are always unbalanced.\r\n
      This activity is designed to make a karyotype so that randomly displayed chromosomes will be re-arranged by size.\r\n
      One extra homologous\nchromosome is present\r\n
      Trisomy [ 2n + 1 ]\r\n
      Abnormal gamete\n[ n+1 chromosomes ]\r\n
      Normal gamete\n[ n chromosomes ]\r\n
      One homologous chromosome\nis missing\r\n
      Monosomy [ 2n - 1 ]\r\n
      Abnormal gamete\n[ n-1 chromosomes ]\r\n
      Normal gamete\n[ n chromosomes ]\r\n
      Fertilization\r\n
      Abnormal gamete [ n - 1 ]\r\n
      Pair #1 nondisjunction\r\n
      Meiosis I\r\n
      Diploid parent cell [ 2n = 4 ]\r\n
      Pair #1 of\nhomologous\nchromosomes\r\n
      Pair #1\r\n
      These abnormalities can either be generated during the first meiotic (nondisjunction of homologous chromosomes) or/and during the second meiotic division (nondisjunction of sister chromatids)\r\n
      Numerical abnormalities are the consequences of chromosomes nondisjunction during meiosis.\r\n
      Numerical abnormalities\r\n
      Since the overall amount of the genetic material has not been preserved, intersticial deletions are always unbalanced.\r\n
      Since the overall amount of the genetic material has not been preserved, terminal deletions are always unbalanced.\r\n
      Terminal deletion is the loss of fragment located at one extremity of a chromosome. This kind of deletion implies only one breakpoint.\r\n
      In deletion a part of a chromosome is missing or deleted. According to the location of the deleted fragment, two kinds of deletion can be observed: Interstitial deletion or terminal deletion.\r\n
      In pericentric inversion, two breakpoints are required.\r\n
      Pericentric inversion is the breaking of chromosome fragment which comprises the centromere. This fragment then turns upside down and reattaches.\r\n
      Select the type of inversion you want to see.\r\n
      The breakpoints can either be located on both arms of a chromosome and the inverted segment spans the centromere (pericentric inversion) or confined to one arm of a chromosome (paracentric inversion).\r\n
      Inversion can be described as the breaking of a chromosome in two places and the piece in between turns upside down and reattaches into the very same chromosome.\r\n
      Build a caryotype\r\n
      comprendre l'origine des abérrations touchant le nombre des chromosomes,\r\n
      visualiser les principales aberrations touchant la structure des chromosomes,\r\n
      This application will introduce: \r\n
      Le caryotype permet l'étude des aberrations du nombre mais aussi de la structure des chromosomes. Un caryotype est réalisé à partir de cellules fœtales, de cellules cancéreuses ou de cellules de la moelle osseuse.   \r\n
      \r\n
      The reciprocal translocation is a balance translocation since it does not change the total amount of genetic material.\r\n
      Translocation occurs during a defective meiosis and especially during crossing-over.\r\n
      In reciprocal translocation, two non homologous chromosomes exchange pieces. \r\n
      Translocation occurs during a defective meiosis and especially during crossing-over.\r\n
      Translocation is the breakage and removal of chromosome fragments followed by attachment to a different non homologous chromosome.  \r\n
      Extended\nchromosome\r\n
      Select the type of translocation you want to see.\r\n
      There are several kinds of translocations, but they all share some common features. All chromosomes undergoing translocation bear breakpoints.\r\n
      Translocation occurs during a defective meiosis and especially during crossing-over.\r\n
      Translocation is the breakage and removal of chromosome fragments followed by attachment to a different non homologous chromosome.  \r\n
      Karyotype activities\r\n
      Structural abnormalities\r\n
      Numerical abnormalitites\r\n
      Making a karyotype\r\n
      Deletions\r\n
      Inversions\r\n
      Translocations\r\n
      See the animation\r\n
      home\r\n
      Click on the deletion types you are interested in on the top menu\r\n
      Intersticial deletion\r\n
      Terminal deletion\r\n
      Summary\r\n
      Pericentric inversion\r\n
      Paracentric inversion\r\n
      Simple translocation\r\n
      Reciprocal translocation\r\n
      Centromere\r\n
      Homologous\nchromosomes\r\n
      Part #1\r\n
      Shortened\nchromosome\r\n
      Deleted fragment\r\n
      Sister chromatids\r\n
      Part #2\r\n
      seul l'exemple de la non séparation des chromosomes homologues sera abordé\r\n
      Congratulations ! The karyotype you've just classified has the following formula : 46,XY The karyotype presents neither structural aberration nor numerical aberration. The karyotype is thus normal.\r\n
      In paracentric inversion, two breakpoints are required. \r\n
      Paracentric inversion is the breaking of a chromosome fragment which does not comprise the centromere. This fragment then turns upside down and reattaches.\r\n
      Pair #2\r\n
      Pair #2 of\nhomologous\nchromosomes\r\n
      Meiosis II\r\n
      Abnormal gamete [ n + 1 ]
      """
    -goals: """
      <ul>\r\n
      \t<li>To know and identify the main chromosome abnormalities.</li>\r\n
      \t<li>To understand the origin of abnormalities affecting chromosome number.</li>\r\n
      \t<li>To arrange randomly displayed chromosomes in order to complete a karyotype.</li>\r\n
      </ul>
      """
    -more: """
      <p><strong>Chromosome abnormalities </strong>can be classified as follows : structural abnormalities and numerical abnormalities.</p>\r\n
      \r\n
      <ol>\r\n
      \t<li><strong>Structural abnormalities</strong> do not affect the number of chromosomes but affect the overall chromosome <strong>shape</strong>. The changes can be analysed thanks to the specific <strong>band patterns</strong> that each chromosome displays. These abnormalities occur in a defective <strong>meiosis</strong>, a peculiar cell division playing a key role in gamete formation. <strong>Translocation </strong>is the breakage and removal of chromosome fragment followed by its attachment to a different chromosome. <strong>Inversion </strong>is the breakage of a chromosome fragment which then turns upside down and reattaches. <strong>Deletion </strong>is the loss of a chromosome fragment. The consequences of these abnormalities largely depends on the affected chromosome and the extent of the so called abnormality.</li>\r\n
      \t<li><strong>Numerical abnormalities</strong>, as its name implies, affect the number of chromosome. This type of abnormality stems from defective stage I and/or stage II <strong>meiosis </strong>(nondisjunction of homologous chromosomes or sister chromatids). The gamete ends up with extra chromosomes or missing chromosomes. The consequences, sometimes lethal, of these abnormalities largely depends on the affected chromosome.</li>\r\n
      </ol>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>on one of the categories.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11496
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7449 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11497
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704666841 {#11498
      date: 2024-01-07 22:34:01.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11513
    -id: 5928
    -title: "Karyotype game"
    -description: """
      <p>A karyotype provides meaningful information regarding the overall chromosome makeup of the cell. Translocations, deletions, inversions are some chromosome structural abnormalities that can be analysed along with chromosome numerical abnormalities.</p>\r\n
      \r\n
      <p>A try-it-yourself activity will teach you how chromosomes should be arranged in order to further study these abnormalities.</p>
      """
    -legends: """
      Karyotype game\r\n
      Hints on\r\n
      Hints off\r\n
      Chromosome correctly placed\r\n
      Chromosome not correctly placed\r\n
      Karyotype complete\r\n
      Congratulations ! The karyotype that you have just completed shows the following chromosome arrangement: 46, XY. Thus, this is a boy who has no numerical or structural chromosomal abnormalities
      """
    -goals: """
      <ul>\r\n
      \t<li>To arrange randomly displayed chromosomes in order to complete a karyotype.</li>\r\n
      </ul>
      """
    -more: """
      <p>Chromosome abnormalities can be classified as followed : structural abnormalities and numerical abnormalities.<br />\r\n
      <br />\r\n
      1- Structural abnormalities do not affect the number of chromosomes but affect the overall chromosome shape. The changes can be analysed thanks to the specific band patterns that each chromosome displays. These abnormalities occur in a defective meiosis, a peculiar cell division playing a key role in gamete formation. Translocation is the breakage and removal of a chromosome fragment followed by its attachment to a different chromosome. Inversion is the breakage of a chromosome fragment which then turns upside down and reattaches. Deletion is the loss of a chromosome fragment. The consequences of these abnormalities largely depends on the affected chromosome and the extent of the so called abnormality.<br />\r\n
      <br />\r\n
      2- Numerical abnormalities, as its name implies, affect the number of chromosome. This type of abnormality stems from defective stage I and/or stage II meiosis (nondisjunction of homologous chromosomes or sister chromatids). The gamete ends up with extra chromosomes or missing chromosomes. The consequences, sometimes lethal, of these abnormalities largely depends on the affected chromosome.</p>
      """
    -scenario: null
    -features: """
      <p><strong>Click </strong>and <strong>drag </strong>each chromosome on the right onto the screen&nbsp; to complete the karyotype.</p>\r\n
      \r\n
      <p><br />\r\n
      <strong>Clicking </strong>on &ldquo;Hints On&rdquo; will enable you to tell if you&rsquo;ve made the correct choice.</p>
      """
    -publishedAt: DateTimeImmutable @1431302400 {#11508
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7453 …}
    #status: "published"
    #createdAt: DateTime @1208988000 {#11509
      date: 2008-04-23 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703085542 {#11510
      date: 2023-12-20 15:19:02.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11525
    -id: 5945
    -title: "Mendel's Experiment (monohybridism)"
    -description: """
      <p>Gregor Mendel&rsquo;s scientific work (1822-1884) and the publication of his discoveries (<em>Experiments in Plant Hybridisation - 1865</em>) mark the beginning of genetics (the study of heredity and genes).&nbsp;Using his now famous scientific approach, integrating&nbsp;a statistical tool, Mendel studied the transmission of traits in vegetable plants. &nbsp;He chose the pea (<em>pisum sativum)</em>&nbsp;that satisfied all of his requirements.&nbsp;To understand the transmission of one characteristic from one generation to another, he artificially pollinated two varieties of peas from pure lineages. One with the &quot;smooth seed&quot; characteristic, the other with the &quot;wrinkled seed&quot; characteristic. The descendant (F1) only possessed smooth seeds.</p>\r\n
      \r\n
      <p>He&nbsp;followed the experiment&nbsp;carrying out&nbsp;the autopollination of generation F1. What a surprise to see a constant proportion of the &quot;wrinkled seed&quot; characteristic in the F2 descendant.</p>\r\n
      \r\n
      <p>From this experiment using millions of seeds,&nbsp;Mendel was able to confirm that:&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>It is not the characteristic that is transmitted during reproduction, but &quot;factors&quot; responsible for these characteristics.</li>\r\n
      \t<li>Every organism inherits two of these &quot;factors&quot;, one from each parent.</li>\r\n
      \t<li>One &quot;factor&quot; can be dominant over the other which is recessive. The characteristic corresponding to this &quot;factor&quot; does not blend like the scientists of that time thought. It&nbsp;is expressed&nbsp;or&nbsp;is not&nbsp;expressed but there is no intermediate situation.</li>\r\n
      </ul>\r\n
      \r\n
      <p>The word &quot;factor&quot; used above has been replaced by the word &quot;gene&quot; that was not discovered until the beginning of the XXth century.&nbsp; Note that his publication did not have the expected impact during that time and he had to wait almost a half-century for it to be rediscovered.</p>
      """
    -legends: """
      Mendel's experiment\r\n
      Theory\r\n
      P Generation\r\n
      F1 Generation\r\n
      Smooth seeds\r\n
      Wrinkled seeds\r\n
      Next step\r\n
      Phenotype\r\n
      Genotype\n(Diploid)\r\n
      Gametes\n(Haploid)\r\n
      Sw (Smooth dominant gene Wrinkled recesive gene)\r\n
      S\r\n
      w\r\n
      Punnett Square\r\n
      Smooth (S) is dominant.\r\n
      Wrinkled (w) is recessive.\r\n
      All smooth seeds\r\n
      Self-cross of F1\r\n
      F2 Generation\r\n
      3:1 ratio\r\n
      3:1 phenotypic ratio
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the steps of Mendel&#39;s experiment (monohybridism).</li>\r\n
      \t<li>To distinguish between Phenotype and Genotype: How the same phenotype can correspond to many genotypes.</li>\r\n
      \t<li>To draw a conclusion between the results and the steps of Mendel&#39;s experiments, and the theory of genetics.</li>\r\n
      \t<li>To understand the use of the Punnett square.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>Click&nbsp;on &#39;next step&#39; to go on step by step.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11520
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7499 …}
    #status: "published"
    #createdAt: DateTime @1283810400 {#11521
      date: 2010-09-06 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703173409 {#11522
      date: 2023-12-21 15:43:29.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11537
    -id: 6001
    -title: "Time Zones"
    -description: """
      <p>How do we facilitate communication between two far apart populations that do not have the same time&nbsp;?</p>\r\n
      \r\n
      <p>In the age of the Internet and mass tourism, this question is omnipresent and the manipulation of time discrepancies is part of our daily lives.</p>\r\n
      \r\n
      <p>But a quick look back shows us that these considerations are only recent.</p>\r\n
      \r\n
      <p>Until 1890, the majority of European cities used their own &ldquo;local time&rdquo;, calculated according to the position of the Sun. Not only did London and Paris not have the same time, but, within the same country, Strasbourg and Paris or Chicago and Atlanta didn&rsquo;t have the same time either. Still today, the clock of Bristol (England) has two minute hands in order to distinguish the historical time in Bristol from that in London.</p>\r\n
      \r\n
      <p>The principle of time zones, the creation of which is accredited to the Canadian Fleming in 1879, planned, logically, 24 zones. In reality, there are 40 time zones, which shows that the adoption of a local time is more complicated than it seems.</p>
      """
    -legends: """
      january\r\n
      february\r\n
      march\r\n
      april\r\n
      may\r\n
      june\r\n
      july\r\n
      august\r\n
      september\r\n
      october\r\n
      november\r\n
      december\r\n
      Monday\r\n
      Tuesday\r\n
      Wednesday\r\n
      Thursday\r\n
      Friday\r\n
      Saturday\r\n
      Sunday\r\n
      Today is Tuesday, January 21, 2011 \r\n
      Current local time is [time]\r\n
      Time zones
      """
    -goals: """
      <ul>\r\n
      \t<li>To justify the necessity of not having the same time everywhere on Earth.</li>\r\n
      \t<li>To understand that there are several local times on Earth.</li>\r\n
      \t<li>To understand that everyone in the same time zone is at the same time.</li>\r\n
      \t<li>To identify one&rsquo;s own time zone.</li>\r\n
      </ul>
      """
    -more: """
      <p>The problem of harmonizing <strong>local times</strong> wasn&rsquo;t worth considering as long as one remained tied to relationships between populations living nearby one another.</p>\r\n
      \r\n
      <p>The flowering of<strong> telecommunications</strong>, but above all the <strong>railroad</strong>, at the end of the 19<sup>th</sup> century, set things off. It became urgent to harmonize the clocks of two cities that were linked by telegraph or train.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>1847:&nbsp; First putting into effect of a time zone by the <strong>British Railway Company</strong>. But, despite this, there remained two clocks in the stations involved: one showing the local time and one the time of the company.</li>\r\n
      \t<li>1858: The Italian Quirico <strong>Filopanti</strong>&nbsp;proposes dividing the globe into 24 time zones, running along the meridians, with the meridian of Rome as the reference time. His proposition was not adopted.</li>\r\n
      \t<li>1863-1883: The American railroads experiment with dividing their territory into 4 or 5 time zones.</li>\r\n
      \t<li>1879: The Canadian Sandford <strong>Fleming</strong>, working for the <strong>Northern Railroad of Canada</strong>, &nbsp;defends the idea of time zones extended over the whole surface of the globe. But the application of this idea at the global scale was impossible as long as each country, or a majority of them, hadn&rsquo;t settled their internal management of local time.</li>\r\n
      \t<li>1880: Legal time for Great Britain was made Greenwich Mean Time (GMT) by Act of Parliament.</li>\r\n
      \t<li>1891: France imposes by law a single local time, applicable to metropolitan France.</li>\r\n
      \t<li>1930: The<strong> globalization</strong> of exchanges (trains, telegraphs, telephones) pushes a majority of countries (as well as their colonies) to adopt Fleming&rsquo;s time zone system.</li>\r\n
      </ul>\r\n
      \r\n
      <p>Certain particularities (geographical, political, economic) pushed some countries to not follow the standard time that their geographic location would impose:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Iran (UTC +3:30), Newfoundland (UTC &ndash;3:30) or Nepal (UTC +5:45), situated in the middle of a time zone, preferred to have a discrepancy with standard time (+30 min or +45min).</li>\r\n
      \t<li>Large countries, extending over several time zones, preferred to have a single time, as with China (UTC +8:00) and India (Indian Standard Time&nbsp; = UTC +5:30)</li>\r\n
      \t<li>France, Spain, &nbsp;Argentina and Nambia have a discrepancy of one hour from their &ldquo;ideal&rdquo; time zone (and even a discrepancy of two hours during Daylight Savings Time).</li>\r\n
      \t<li>The line at which dates change (The International Date Line), located in the Pacific around the 180&deg; meridian, arbitrarily separates the islands of several archipelagos. Numerous exceptions (not shown in the animation) enable certain of these countries to remain in the same time zone. Note the case of <strong>Tonga</strong>, which is in time zone UTC +13:00, instead of in UTC -11:00. These two time zones&nbsp; have the same time, but not the same day.</li>\r\n
      \t<li>These exceptions explain why the modern world has 40 time zones, which is quite far from the 24 zones originally proposed by Filopanti and Fleming.</li>\r\n
      </ul>\r\n
      \r\n
      <p><strong>Sources:</strong></p>\r\n
      \r\n
      <p>Derek Howse,&nbsp;Greenwich Time and the Longitude (National Maritime Museum / Philip Wilson Publishers, 1997)</p>\r\n
      \r\n
      <p><a href="http://www.webexhibits.org/daylightsaving/d.html">http://www.webexhibits.org/daylightsaving/d.html</a></p>
      """
    -scenario: null
    -features: "<p><strong>Rollover </strong>the map to find out the local times at different places.\n<strong>Click </strong>on &#39;Time zones&#39; to display the time zone boundary lines.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11532
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6774 …}
    #status: "published"
    #createdAt: DateTime @1292022000 {#11533
      date: 2010-12-10 23:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1707189877 {#11534
      date: 2024-02-06 03:24:37.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11549
    -id: 6077
    -title: "Crossing Over"
    -description: """
      <p>This animation represents a simplified example of gamete formation after one meiosis, in the first case without crossing over, and in the second case with crossing over.</p>\r\n
      \r\n
      <p>In this example, the nucleus of the diploid cell in the haploid gametes contains a pair of homologous chromosomes. Two genes, A and B, are located on this chromosome. They represent each of the two different forms (alleles) (A1 and A2 for gene A; B1 and B2 for gene B). The two homolgous chromosomes bear different alleles (the individual is heterozygous for these two genes).</p>\r\n
      \r\n
      <p>The blue chromosome is from paternal origin, and the red chromosome is from maternal origin.</p>\r\n
      \r\n
      <p>During meiosis without crossing over, the alleles of two genes located on each chromosome migrate together and stay attached. We obtain, therefore, gametes that are 100% <em>parental</em>, subdivided into two types of gametes from the point of view of allele separation.</p>\r\n
      \r\n
      <p>If crossing over occurs between the two genes, an exchange of alleles is produced between the homologous chromosomes. We therefore obtain 50% <em>parental </em>gametes and 50% <em>recombined </em>gametes, further divided in four types of gametes from the point of view of allele separation.</p>\r\n
      \r\n
      <p>Crossing over is the cause of larger genetic variability.</p>
      """
    -legends: """
      Prophase I\r\n
      Metaphase I\r\n
      Anaphase I\r\n
      Telophase I\r\n
      Cytokinesis I\r\n
      Meiosis II\r\n
      Crossing over\r\n
      Gametes\r\n
      Genes\r\n
      A1\r\n
      A2\r\n
      B1\r\n
      B2\r\n
      Meiosis with crossing over\r\n
      Meiosis without crossing over\r\n
      100% parental\r\n
      50% recombinant\r\n
      50% parental\r\n
      50%\r\n
      25%\nparental\r\n
      25%
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand the principle of intrachromosomal mixing.</li>\r\n
      \t<li>To understand how and why meiosis is responsible for genetic diversity.</li>\r\n
      </ul>
      """
    -more: """
      <p>Thanks to <strong>sexual reproduction</strong>, each individual is genetically unique. Two phenomenons are the cause of <strong>genetic mixing</strong>.</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>the formation of gametes during <strong>meiosis</strong></li>\r\n
      \t<li><strong>fertilization</strong></li>\r\n
      </ul>\r\n
      \r\n
      <p>An individual produces a large diversity of <strong>haploid gametes</strong> (where the nucleus only contains one copy of each chromosome). This genetic variability of gametes is due to intra- and interchromosomal mixing that takes place during meiosis.</p>\r\n
      \r\n
      <p>Fertilization reunites a female gamete with a male gamete at random, driving toward a diploid individual (where the nucleus of each cell contains one paternal copy and one maternal copy of each chromosome).</p>\r\n
      \r\n
      <p>The <strong>genes</strong> carried by the <strong>chromosomes</strong>, determine the <strong>hereditary characteristics</strong> transmitted from one generation to another. Each gene can exist in different forms called <strong>alleles</strong>. Generally, within a species, the majority of genes present an allelic variability. We say that an individual is heterozygous for a given gene if each homologous chromosome carries a different allele of this gene. Contrarily, we say that the individual&nbsp;is homozygous if the two homologous chromosomes are carried on the same allele.</p>\r\n
      \r\n
      <p>What occurs during <strong>intrachromosomal mixing</strong> (or <strong>homologous recombination by crossing over</strong>) during meiosis?</p>\r\n
      \r\n
      <p>Meiosis allows the production of haploid cells from diploid cells. It consists of two divisions called meiosis I and meiosis II.</p>\r\n
      \r\n
      <p>During <strong>prophase I</strong>, the homologous chromosomes can couple and exchange DNA fragments between sister chromatids. This phenomenon is called crossing over. An allele carried by a chromosomes can be exchanged with the allele of the homologous chromosome.</p>\r\n
      \r\n
      <p><strong>Two genes</strong> situated on the same chromosome are called <em><strong>linked</strong></em>. The greater the distance between the two genes, the greater the probability that a crossing over between these genes will be significant.</p>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1431302400 {#11544
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7503 …}
    #status: "published"
    #createdAt: DateTime @1302559200 {#11545
      date: 2011-04-11 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704773242 {#11546
      date: 2024-01-09 04:07:22.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11561
    -id: 6127
    -title: "Mechanical clock"
    -description: """
      <p>The principle of operation of all mechanical clocks rests&nbsp;on the combination of the following three functions:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>A source of energy that can produce rotary motion (here, a driving weight)</li>\r\n
      \t<li>A regulator:&nbsp; A pendulum measures time precisely and without variations. The escapement system, linked to the pendulum, &nbsp;enables control of the rate of energy release.</li>\r\n
      \t<li>A display:&nbsp; graduations and needles (&quot;hands&quot;) provide access to the measured information.</li>\r\n
      </ul>\r\n
      \r\n
      <p>Escapements generally use an anchor, as shown in this animation. For small angles (&lt;5&deg;) of oscillation of the pendulum, one approaches the condition of isochronism:&nbsp; the pendulum&#39;s period depends practically exclusively on local gravitational conditions and the length of the pendulum (bit not on either the mass of the pendulum or the amplitudes of its oscillations).&nbsp; For example, in Paris, a meter long pendulum has a period of two seconds. Lengthening the pendulum increases its period of oscillation.</p>
      """
    -legends: """
      Length of the pendulum\r\n
      Show dial\r\n
      Remove anchor\r\n
      Wind up the clock\r\n
      Anchor\r\n
      Escape wheel\r\n
      Main wheel\r\n
      Weight\r\n
      Pendulum
      """
    -goals: """
      <ul>\r\n
      \t<li>To simulate the operation of a device that permits the measurement of time.</li>\r\n
      \t<li>To approach the history of this invention (Galileo, Huygens, George Graham...)</li>\r\n
      \t<li>To show an application of the periodic motions of a pendulum.</li>\r\n
      \t<li>To illustrate the principle of operation of a coupled anchor-wheel escapement (control of energy)</li>\r\n
      </ul>
      """
    -more: """
      <p>The need to measure time precisely marks human history. We can distinguish between two different problems on this score:</p>\r\n
      \r\n
      <ol>\r\n
      \t<li>Long term measurements used to divide the year or the month into days : <strong>Calendars</strong></li>\r\n
      \t<li>Short term measurements used to divide the day into hours (where the term &quot;day&quot; here includes night):&nbsp;<strong>Clocks</strong>.</li>\r\n
      </ol>\r\n
      \r\n
      <p>The determination of the time of day (the hour) was accomplished in ancient times using <strong>sundials</strong> (of which the oldest date back to ancient Egypt) or <strong>astrolabes</strong> (at night). The<strong> clepsydras</strong> (water clocks) of ancient Greece and Rome were primarily used as timers -&nbsp;during debates, for example. They are&nbsp;difficult to synchronize with Solar Time.</p>\r\n
      \r\n
      <p>For several centuries, these were the only instruments available (above all in the monasteries and churches of Europe) principally for regulating the timing of religious services.</p>\r\n
      \r\n
      <p>The development of the <strong>mechanical clock</strong> radically changed this situation. <strong>Galileo</strong> (1583) is credited with having the idea of measuring time using the oscillations of a<strong> pendulum</strong>. &nbsp;He claimed that the natural<strong> period</strong> of oscillation of a pendulum depended only on its length.&nbsp;This is only true for small angles, and, in addition, it misses the point that circular motion does not permit the isochronism indispensable to precise measurements.</p>\r\n
      \r\n
      <p>It was the Dutch scientist <strong>Christiaan Huygens</strong> (1657) who produced the first complete theory of pendular motion (Horlogium Oscillatorium - 1673), to which we owe the first precision mechanical clocks. He described an ideal trajectory for a pendulum that permitted perfect <strong>isochronism</strong>. This trajectory is a cycloid (not described here).</p>\r\n
      \r\n
      <p>The operation of these clocks depends on the controlled fall of a weight that releases its energy at the precise rate of a pendulum, thanks to a mechanism called an <strong>escapement</strong>. The principle of the escapement wheel&nbsp;has been known since the 13<sup>th</sup>&nbsp;century: it is a matter of blocking the weight (and so the rotation of the wheels) for brief times at regular intervals.</p>\r\n
      \r\n
      <p>Since the 17<sup>th</sup> century, diverse sources of energy for clocks have developed:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Driving weight</li>\r\n
      \t<li>Driving spring</li>\r\n
      \t<li>Electricity</li>\r\n
      </ul>\r\n
      \r\n
      <p>The regulator can be a pendulum, a hairspring, a quartz crystal or a Cesium atom (atomic clocks).</p>
      """
    -scenario: null
    -features: "<p><strong>Click </strong>and <strong>drag </strong>the slider to modify the period of the pendulum.\n<strong>Wind up</strong> the clock by lifting the weight.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11556
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6846 …}
    #status: "published"
    #createdAt: DateTime @1230937200 {#11557
      date: 2009-01-02 23:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704049338 {#11558
      date: 2023-12-31 19:02:18.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11573
    -id: 6618
    -title: "Cell cycle #1"
    -description: """
      <p>Multifaceted animation that shows the different stages of the cell cycle. Representation of the quantity of DNA as a function of elapsed time including illustrations of the transformations occuring in the cell.</p>\r\n
      \r\n
      <p>This animation is a simplified version of this <a href="https://www.edumedia-sciences.com/en/media/505-the-cell-cycle" target="_blank">cell cycle</a> animation.</p>
      """
    -legends: """
      Cell\n
      Chromosome\n
      DNA Molecule\n
      Gap 1\n
      Replication\n
      S Phase\n
      Gap 2\n
      Mitosis\n
      Cytokinesis\n
      Time (hours)\n
      DNA quantity per cell (arbitrary unit)
      """
    -goals: """
      <ul>\r\n
      \t<li>To observe the different stages of the cell cycle at three different scales (cell, chromosome and DNA), simultaneously:</li>\r\n
      \t<li>To visualize the quantity of DNA which can be found in a cell during the different stages of the cell cycle.</li>\r\n
      </ul>
      """
    -more: """
      <p>The <strong>cell cycle</strong> is divided into 2 major phases:&nbsp; <strong>interphase </strong>(G phase, for&rdquo; gap&rdquo;) during which&nbsp; DNA&rsquo;s semi-conservative replication occurs, and <strong>mitosis </strong>(M phase),&nbsp; which includes the stages of cell&rsquo;s division.<br />\r\n
      The <strong>interphase </strong>is divided into three major stages which are:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>G1 phase</strong>: first stage for cellular growth. The cell includes 2n chromosomes with one chromatid. DNA&nbsp; quantity: 1.</li>\r\n
      \t<li><strong>S phase</strong>: The mass of chromosomes is doubled after the replication of each chromosome. They are duplicated in such a way to have an identical copy of the cell&rsquo;s genome in each new cell by the end of the division.</li>\r\n
      \t<li><strong>G2 phase</strong>: second stage of cellular growth. The cell includes 2n chromosomes with two chromatids. DNA quantity: 2.</li>\r\n
      </ul>\r\n
      \r\n
      <p><strong>Mitosis </strong>includes cell division&rsquo;s 5 main stages (cytokinesis included):</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>Prophase</strong>: condensation of chromatin into&nbsp; individualized structures: chromosomes. Nuclear membrane disappears.</li>\r\n
      \t<li><strong>Metaphase</strong>: Chromosomes with two chromatids line up along the cell&rsquo;s equatorial plaque.</li>\r\n
      \t<li><strong>Anaphase</strong>: separation of chromatids which move away from each other, in opposite directions, toward the cell&rsquo;s poles.</li>\r\n
      \t<li><strong>Telophase</strong>: chromosomes return to uncondensed&nbsp; chromatin. The nuclear envelope is reconstructed.</li>\r\n
      \t<li><strong>cytokinesis</strong>: division of the cell into two identical daughter cells.</li>\r\n
      </ul>
      """
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1487116800 {#11568
      date: 2017-02-15 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7457 …}
    #status: "published"
    #createdAt: DateTime @1487173530 {#11569
      date: 2017-02-15 15:45:30.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086963 {#11570
      date: 2023-11-04 08:36:03.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11585
    -id: 6680
    -title: "Fire alarm"
    -description: """
      <p>A bimetallic strip consists of two metal strips riveted or welded together in the longitudinal direction. The two blades are made of two different metals having different coefficients of thermal expansion. A variation in temperature causes a deformation of the bimetal. The deformation is all the more important as the length of the bimetallic strip is great. This is what can be observed on <a href="https://upload.wikimedia.org/wikipedia/commons/2/26/Bimetal_coil_reacts_to_lighter.gif" target="_blank">bimetals coiled in a spiral</a>.</p>\r\n
      \r\n
      <p>Since these are metals, it is sufficient that one of the two is a good enough conductor to be able to exploit this property in an electrical circuit. The bimetallic strip then becomes a switch that reacts depending on the temperature. There are bimetallic strips in circuit breakers, fire alarms, blinking bulbs and thermostats.</p>\r\n
      \r\n
      <p>See also the eduMedia animation <a href="../media/894-bimetallic-strip" target="_blank">bimetallic strip</a>.</p>
      """
    -legends: """
      Steel\r\n
      Copper\r\n
      Batteries
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate an application of a bimetallic strip.</li>\r\n
      \t<li>To observe the phenomenon of thermal expansion.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Place </strong>the heating source close to the bimetallic strip.</p>"
    -publishedAt: DateTimeImmutable @1505260800 {#11580
      date: 2017-09-13 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#4483 …}
    #status: "published"
    #createdAt: DateTime @1494444238 {#11581
      date: 2017-05-10 19:23:58.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1704667859 {#11582
      date: 2024-01-07 22:50:59.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11597
    -id: 6779
    -title: "Galton board"
    -description: """
      <p>The normal (gaussian) distribution is the most common type of distribution found in statistics. The importance of the normal curve stems primarily from the fact that the distributions of many natural phenomena are at least approximately normally distributed.</p>\r\n
      \r\n
      <p>Read <a href="http://onlinestatbook.com/2/normal_distribution/history_normal.html" target="_blank">this article</a> for more (Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/). Project Leader: David M. Lane, Rice University.)</p>\r\n
      \r\n
      <p>&nbsp;</p>
      """
    -legends: """
      Speed up\n
      Slow down\n
      Binomial distribution\n
      Number of columns:
      """
    -goals: null
    -more: null
    -scenario: null
    -features: null
    -publishedAt: DateTimeImmutable @1509321600 {#11592
      date: 2017-10-30 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6868 …}
    #status: "published"
    #createdAt: DateTime @1508362288 {#11593
      date: 2017-10-18 21:31:28.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086976 {#11594
      date: 2023-11-04 08:36:16.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11609
    -id: 6936
    -title: "From the cell to the organism"
    -description: """
      <p>All <strong>multicellular </strong>living beings, whether of <strong>animal </strong>or <strong>plant </strong>origin, are made up of different levels of organisation, which can be broken down into the following hierarchy, from macroscopic to microscopic scale:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li><strong>The organism level</strong> includes all the different levels of organisation capable of independent living. It is able to feed itself, reproduce, and communicate with its environment. It consists of a set of organs, sometimes referred to as systems, that function in a complementary and coordinated manner.</li>\r\n
      \t<li><strong>System level</strong>: A system consists of an assembly of different organs that contribute to an essential biological activity (e.g. breathing, digestion, reproduction or protection) through their coordinated functioning.</li>\r\n
      \t<li><strong>Organ level</strong>: an organ is defined as an assembly of specific tissues. It is an anatomical structure that is visible to the naked eye and performs one or more specific biological functions. In plants, for example, a leaf is an organ made up of different tissues, such as epidermal tissue, chlorophyllous tissue and sap-conducting tissue. In humans, the intestine is an organ composed of epithelial and connective dermal tissues.</li>\r\n
      \t<li><strong>Tissue level</strong>: A tissue is a multicellular structure formed by an assembly of cells that are more or less juxtaposed against each other. Histology is the discipline that studies tissues. Tissues are conventionally observed using an optical microscope (OM).</li>\r\n
      \t<li><strong>Cell level</strong>: At the cellular level, the cell is the basic structural and functional unit of any living organism. There is great diversity among cells, some of which are specialized to perform specific biological functions. A cell is conventionally composed of the following:\r\n
      \t<ul>\r\n
      \t\t<li>a&nbsp;<strong>plasma membrane</strong> that separates the extracellular medium from the intracellular medium. A plant cell has a wall.</li>\r\n
      \t\t<li>a&nbsp;<strong>cytoplasm</strong>&nbsp;in which there are various&nbsp;<strong>organelles</strong>&nbsp;(mitochondria, vacuole ...) and a&nbsp;<strong>nucleus.</strong></li>\r\n
      \t</ul>\r\n
      \t</li>\r\n
      </ul>
      """
    -legends: """
      Animal Organism\r\n
      Plant organism \r\n
      Shoot\nsystem\r\n
      Digestive system\r\n
      Leaves\r\n
      Stem\r\n
      Leaf\r\n
      Petiole\r\n
      Main root\n(Tuber)\r\n
      Rootlets\r\n
      Heart\r\n
      Brain\r\n
      Spinal cord \r\n
      Salivary gland\r\n
      Esophagus\r\n
      Stomach\r\n
      Small intestine\r\n
      Caecum\r\n
      Colon\r\n
      Kidney\r\n
      Bladder\r\n
      Liver\r\n
      Pancreas\r\n
      Endothelium\r\n
      Chlorenchyma\r\n
      Palisade\nparenchyma\r\n
      Spongy\nparenchyma\r\n
      Stoma\r\n
      Phloem\r\n
      Xylem\r\n
      Cuticle\r\n
      Epidermis\r\n
      Conducting\ntissue\r\n
      Vacuole\r\n
      Nucleus\r\n
      Mitochondrion\r\n
      Endoplasmic reticulum\r\n
      Chloroplasts\r\n
      Cell\nwall\r\n
      Plasma\nmembrane\r\n
      Cytoplasm\r\n
      Blood capillaries and\nlymphatic vessels\r\n
      Animal cell\n50 µm on average\r\n
      Plant cell\n200 µm on average\r\n
      1 cm\r\n
      5 cm\r\n
      50 µm\r\n
      100 µm\r\n
      5 µm\r\n
      20 µm\r\n
      2 cm\r\n
      Cell\r\n
      Organ\r\n
      Organism\r\n
      System\r\n
      Tissue
      """
    -goals: """
      <ul>\r\n
      \t<li>To illustrate the different levels of organization in living things.</li>\r\n
      \t<li>To conclude that the cell is the fundamental unit of life.</li>\r\n
      \t<li>To define the characteristics of a eukaryotic cell.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Click</strong> on a level of observation.</p>"
    -publishedAt: DateTimeImmutable @1558396800 {#11604
      date: 2019-05-21 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7465 …}
    #status: "published"
    #createdAt: DateTime @1549486472 {#11605
      date: 2019-02-06 20:54:32.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1773944005 {#11606
      date: 2026-03-19 18:13:25.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11621
    -id: 6975
    -title: "Quiz Multimeter"
    -description: """
      <p>Test and evaluate your knowledge of the multimeter.<br />\r\n
      <br />\r\n
      The evaluation at the end of the questionnaire takes into account the number of responses and the time taken to perform the test.</p>\r\n
      \r\n
      <p><strong>Select </strong>a block and <strong>choose </strong>the correct response. Then choose another block, etc.<br />\r\n
      <strong>Select </strong>the upper right arrow [next-image] for the next question.</p>
      """
    -legends: """
      DC voltage\n
      AC voltage\n
      DC current\n
      AC current\n
      Resistance\n
      Common terminal\n
      Voltmeter/Ohmmeter\n
      Ammeter\n
      Which assembly is correct?\n
      Circuit a\n
      Circuit b\n
      Voltage\n
      = 4.0 V\n
      = 6.0 V\n
      = 3.3 V\n
      A resistance measurement made without voltage.\n
      True\n
      False\n
      What value is shown for this meter position?\n
      1.200\n
      1.20\n
      01.2\n
      0.001\n
      ?\n
      Which corresponds to the  measure shown?\n
      78 mV Voltage\n
      7.8 V Voltage\n
      0.078 A current\n
      0.078 mA current\n
      What is the meter position for this measurement?\n
      10 A\n
      20 mA\n
      20 V\n
      2 k\n
      2 V\n
      Which meter position is best for this measurement?\n
      200 mA\n
      20 mA\n
      The voltmeter position measures:\n
      The maximum voltage in Volts.\n
      The RMS voltage in Volts.\n
      What proportional relationship exists between the maximum voltage and the RMS voltage?\n
      The maximum voltage in Volts\n
      The RMS voltage in Volts\n
      Vmax = V x √2\n
      V= √2 x Vmax\n
      Vmax = 2 x V\n
      V = 2 x Vmax\n
      Success rate:\n
      Excellent\n
      Good\n
      Correct\n
      Average\n
      To be reviewed\n
      Amp.\n
      1.2 kΩ
      """
    -goals: """
      <ul>\r\n
      \t<li>To understand how to connect a multimeter for each mode of operation.</li>\r\n
      \t<li>To understand the role of the graduations in measurement accuracy.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p><strong>Select </strong>a block and <strong>choose </strong>the correct response. Then choose another block, etc.\n<strong>Select </strong>the upper right arrow [next-image] for the next question.</p>"
    -publishedAt: DateTimeImmutable @1431302400 {#11616
      date: 2015-05-11 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6801 …}
    #status: "published"
    #createdAt: DateTime @1315519200 {#11617
      date: 2011-09-08 22:00:00.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1699086994 {#11618
      date: 2023-11-04 08:36:34.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11633
    -id: 7058
    -title: "Evolutionary tree (cladogram)"
    -description: """
      <p>Relationships between different organisms can be established from observable characteristics and translated into the form of a phylogenetic tree.<br />\r\n
      To do this, we must first choose comparable characteristics between the different living beings that we want to classify and then compare them.<br />\r\n
      Then, for each character, we determine whether it is an ancestral form or a derived (or evolved) form.<br />\r\n
      This is done by looking at the characteristics of the species that are known to have no derived characteristics among those chosen. This species is the outgroup.<br />\r\n
      Finally, a simple rule is applied:&nbsp;The larger the number of derived traits in common, the closer two species are. These similarities indicate that these species descend from a common ancestor. &nbsp;</p>\r\n
      \r\n
      <p>These species are therefore grouped together in groups called clades or taxa where all the species have the same common ancestor defined by the appearance of a derived trait.<br />\r\n
      A phylogenetic tree also makes it possible to tell an evolutionary story since the derived characters appear one after the other over time.</p>
      """
    -legends: """
      Select a collection\r\n
      \r\n
      Living beings\r\n
      Bacteria\r\n
      Cabage\r\n
      Rat\r\n
      Drosophila\r\n
      Chickadee\r\n
      Sardine\r\n
      Shrimp\r\n
      Human\r\n
      Nucleus\r\n
      Vertebra\r\n
      Nervous system\r\n
      Nervous\nsystem\r\n
      Nerv. syst.\r\n
      Exoskeleton \r\n
      Exoskel.\r\n
      Fur\r\n
      Four legged\r\n
      absent\r\n
      present\r\n
      Eukaryotes\r\n
      Animals\r\n
      Arthropods\r\n
      Vertebrates\r\n
      Tetrapods\r\n
      Mammals\r\n
      \r\n
      Vertebrates\r\n
      Lamprey\r\n
      Shark\r\n
      Cod\r\n
      Frog\r\n
      Crocodile\r\n
      Lizard\r\n
      Temporal fossa\r\n
      Temp. Fossa\r\n
      none\r\n
      one\r\n
      two\r\n
      Two temporal\nfossa\r\n
      Amnion\r\n
      Mandibular fenestra\r\n
      Mand. Fenestra\r\n
      Mandibular\nfenestra\r\n
      Fingers\r\n
      Jaw\r\n
      Skeleton\r\n
      cartilaginous\r\n
      bony\r\n
      Bony\nskeleton\r\n
      Gnathostomata\r\n
      Osteichthyes \r\n
      Tetrapods\r\n
      Diapsids\r\n
      Amniotes\r\n
      Archosaurs\r\n
      \r\n
      Primates\r\n
      Treeshrew\r\n
      Lemur\r\n
      Chimpanzee\r\n
      Gorilla\r\n
      Macaque\r\n
      Orangutan\r\n
      Tarsier\r\n
      Finger terminations\r\n
      Finger term.\r\n
      claws\r\n
      nails\r\n
      Nails\r\n
      Orbits\r\n
      open\r\n
      closed\r\n
      Closed orbits\r\n
      Thumbs\r\n
      non-opposable\r\n
      opposable\r\n
      Opposable thumbs\r\n
      Caudal appendage\r\n
      Caudal app.\r\n
      tail\r\n
      coccyx\r\n
      Loss of tail\r\n
      Nasal appendix\r\n
      Nasal app.\r\n
      Truffle\r\n
      nose\r\n
      Nose\r\n
      Primates\r\n
      Haplorhini\r\n
      Catarrhini\r\n
      Simians (apes)\r\n
      Great apes\r\n
      \r\n
      Hominins\r\n
      A. Afarensis\r\n
      A. Africanus\r\n
      H. Habilis\r\n
      H. Erectus\r\n
      H. Neandertalensis\r\n
      H. Sapiens\r\n
      Prognathism\r\n
      strong\r\n
      weak\r\n
      absent\r\n
      Prognathism\ndisappears\r\n
      Iliac blade\r\n
      long\r\n
      short\r\n
      Short iliac blade\r\n
      Big toe\r\n
      divergent\r\n
      convergent\r\n
      Convergent\nbig toe\r\n
      Mandible shape\r\n
      Mandible\r\n
      U-shape\r\n
      V-shape\r\n
      V-shape mandible\r\n
      Enamel thickness\r\n
      Enamel thickness\r\n
      end\r\n
      thick\r\n
      Thick enamel\r\n
      Cranial capacity\r\n
      Cranial cap.\r\n
      weak\r\n
      average\r\n
      strong\r\n
      Strong\ncranial capacity\r\n
      Human lineage\r\n
      \r\n
      Choose the organisms and the traits to study\r\n
      Submit\r\n
      Identify the traits for each organism\r\n
      Check\r\n
      Solution\r\n
      Separate ancestral trait from derivative traits\r\n
      Ancestral trait\r\n
      Derived trait\r\n
      Outgroup\r\n
      Organize the array\r\n
      Build the phylogenetic tree\r\n
      See taxons\r\n
      Common ancestor\r\n
      Key innovation\r\n
      Time
      """
    -goals: """
      <ul>\r\n
      \t<li>To teach the theory of&nbsp;evolution and the classification of living beings.</li>\r\n
      \t<li>To address biodiversity through the relationships between all living beings.</li>\r\n
      \t<li>To illustrate how the theory of evolution classifies species by establishing relationships that justify the existence of a common ancestor.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>Follow the instructions to create the character table.\nWhen the table is completed and organized, click on each of the characters to draw the tree.</p>"
    -publishedAt: DateTimeImmutable @1597881600 {#11628
      date: 2020-08-20 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#7508 …}
    #status: "published"
    #createdAt: DateTime @1588086563 {#11629
      date: 2020-04-28 15:09:23.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703106002 {#11630
      date: 2023-12-20 21:00:02.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11645
    -id: 7040
    -title: "Capture-mark-recapture"
    -description: """
      <p>When scientists want to know the size of a population in a given environment, such as a lake, they don&rsquo;t always have the opportunity to count all the individuals in that population.<br />\r\n
      In order to estimate this number, they first capture a certain number (n<sub>1</sub>) of individuals, mark them, and then release them back into their environment.</p>\r\n
      \r\n
      <p>In a second step (a few days later for example), they carry out a new capture campaign. Among the newly&nbsp;captured individuals (n<sub>2</sub>), a certain number (n<sub>3</sub>) bear the mark.<br />\r\n
      The total number (N) of individuals living in the environment can then be estimated by proportionality, using the following formula:<br />\r\n
      N = n<sub>1</sub> x n<sub>2</sub> / n<sub>3</sub></p>\r\n
      \r\n
      <p>However, since the recapture of individuals is random, the number of individuals bearing the mark can fluctuate significantly from one campaign to the next. In order to improve the accuracy of the estimate, it is generally necessary to carry out several recapture campaigns and to calculate an average.</p>
      """
    -legends: """
      Capture\r\n
      Mark\r\n
      Recapture\r\n
      XX fish were captured\r\n
      fish were captured\r\n
      fish were marked and released\r\n
      fish have been recaptured\r\n
      fish are marked\r\n
      There was\r\n
      fish in the lake.\r\n
      actual\r\n
      estimated\r\n
      Analysis\r\n
      Marked\r\n
      Total\r\n
      Lake\r\n
      Sample\r\n
      Captures\r\n
      Population\r\n
      Mean\r\n
      Real\r\n
      Estimated
      """
    -goals: """
      <ul>\r\n
      \t<li>To simulate the CMR method and assess an unknown population.</li>\r\n
      \t<li>To introduce the concept of confidence interval or probability of error.</li>\r\n
      </ul>
      """
    -more: """
      <p>The CMR method is a <strong>statistical inference</strong> method. It involves drawing conclusions about a global <strong>population</strong> from the study of a simple <strong>sample</strong>. Such a method has its limitations and the reliability of the result greatly depends on the experimental protocol.</p>\r\n
      \r\n
      <p>The result obtained is only an estimate and is always associated with a <strong>confidence interval</strong> or a <strong>probability of</strong> <strong>error</strong>. This is often difficult to assess. It depends on the context of the experiment (the <strong>protocol</strong>). Questions to ask include:</p>\r\n
      \r\n
      <ul>\r\n
      \t<li>Are the captures really <strong>random</strong> (unbiased)?</li>\r\n
      \t<li>Is the reservoir where the catch is made closed (closed population)?</li>\r\n
      \t<li>Should we recapture in the same place as the capture?</li>\r\n
      \t<li>Do some individuals escape capture more easily? This is often the case for juvenile populations.</li>\r\n
      \t<li>Is the period between the capture and the recapture short enough to ensure that the ecosystem has not been disturbed (birth, death, predation, diseases)?</li>\r\n
      \t<li>Is the number of individuals captured large enough to be representative?</li>\r\n
      \t<li>etc.</li>\r\n
      </ul>\r\n
      \r\n
      <p>One of the simplest ways to minimize the effect of these disturbances is to make several draws. The study therefore calls upon <strong>statistical</strong> analyzes that are often complex.</p>
      """
    -scenario: null
    -features: """
      <p>Once a recapture is completed, <strong>click </strong>on the question marks to show the values.</p>\r\n
      \r\n
      <p>It is possible to accomplish multiple recaptures.</p>
      """
    -publishedAt: DateTimeImmutable @1587686400 {#11640
      date: 2020-04-24 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#4485 …}
    #status: "published"
    #createdAt: DateTime @1581225787 {#11641
      date: 2020-02-09 05:23:07.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1703089171 {#11642
      date: 2023-12-20 16:19:31.0 UTC (+00:00)
    }
  }
  App\Entity\MediaTranslation {#11657
    -id: 6902
    -title: "Genetic drift"
    -description: """
      <p>The animation <a href="https://www.edumedia-sciences.com/en/media/58-the-role-of-chance-in-evolution">the role of chance in evolution</a> illustrates that the simple game of chance leads to a loss of biodiversity. This animation takes the same idea in the case of sexual reproduction for diploid organisms.</p>\r\n
      \r\n
      <p>This may seem counterintuitive, but the simple random mixing of alleles inevitably leads to a loss of genetic diversity. The graph shows the evolution over time of the frequency of alleles over generations. A marker identifies in which generation an allele is lost. The objective of this simulation is to confirm the hypothesis that the lower the number of individuals in a population, the faster the decline in diversity.</p>\r\n
      \r\n
      <p>As is often the case in statistics, it is important to carry out several draws with the same starting number of individuals before drawing any conclusions. This may raise the question whether there is a relationship between the size of a population and the number of generations at the end of which there remains only one allele for a given gene.</p>\r\n
      \r\n
      <p>A comparative study between two draws from the same initial conditions (numbers, genotypes) makes it possible to approach certain theories of evolution such as the founder effect, ecological insularization, bottleneck...</p>\r\n
      \r\n
      <p>It should be noted that the &quot;Activate mutation&quot; option illustrates that genetic drift can also be a source of diversity by revealing and spreading new genes.</p>
      """
    -legends: """
      1 kid\r\n
      1 generation\r\n
      10 generations\r\n
      Parameters\r\n
      Generation n°\r\n
      Generations\r\n
      Frequency (%)\r\n
      Meaning of symbols\r\n
      Female organism\r\n
      Male organism\r\n
      Female gamete \r\n
      Male gamete \r\n
      Offspring\r\n
      Fertilization\r\n
      Individuals\r\n
      Alleles\r\n
      Allele n°\r\n
      Maintain parity\r\n
      Activate mutation (1%)\r\n
      Launch
      """
    -goals: """
      <ul>\r\n
      \t<li>To develop and validate hypotheses to explain what mechanisms may account for the loss of diversity in a population.</li>\r\n
      \t<li>To define the link between genetic drift and population size.</li>\r\n
      </ul>
      """
    -more: null
    -scenario: null
    -features: "<p>Change the color of an allele in the parameter table.\nClick on a child to see its parents.\nMove the cursor over the graph.</p>"
    -publishedAt: DateTimeImmutable @1552521600 {#11652
      date: 2019-03-14 00:00:00.0 UTC (+00:00)
    }
    -preventIndexForSearch: false
    #locale: "en"
    #translatable: Proxies\__CG__\App\Entity\Media {#6872 …}
    #status: "published"
    #createdAt: DateTime @1543355888 {#11653
      date: 2018-11-27 21:58:08.0 UTC (+00:00)
    }
    #updatedAt: DateTime @1725022251 {#11654
      date: 2024-08-30 12:50:51.0 UTC (+00:00)
    }
  }
]