Viability Conditions for a Compartmentalized Protometabolic System: A Semi-Empirical Approach

In this work we attempt to find out the extent to which realistic prebiotic compartments, such as fatty acid vesicles, would constrain the chemical network dynamics that could have sustained a minimal form of metabolism. We combine experimental and simulation results to establish the conditions under which a reaction network with a catalytically closed organization (more specifically, an (M, R)-system) would overcome the potential problem of self-suffocation that arises from the limited accessibility of nutrients to its internal reaction domain. The relationship between the permeability of the membrane, the lifetime of the key catalysts and their efficiency (reaction rate enhancement) turns out to be critical. In particular, we show how permeability values constrain the characteristic time scale of the bounded protometabolic processes. From this concrete and illustrative example we finally extend the discussion to a wider evolutionary context.

Segregation: theoretical approach. an empirical analysis of gender segregation in undergraduate studies at the University of the Basque Country.

The aim of this study is to analyze the gender segregation in undergraduate studies in the University from Basque Country (UPV/EHU). We use data from UPV/EHU for the period 2003-2013. We focus on the period from 2003 to 2013 to analyze the changes in the segregation over ten years. We analyze the tendencies of the men and the women inside undergraduate studies. Undergraduate studies are decomposed into five fields: Legal and social sciences, experimental sciences, engineering, arts and humanities, and health sciences. We draw segregation curves and compute the Gini segregation index within the Lorenz approach. Our results show that the gender segregation in undergraduate studies in the UPV/EHU has decreased from 2003 to 2013.

Addressing students' difficulties with Faraday's law: A guided problem solving approach

In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.