Cell and Molecular Biology - Expert Opinions

Cell and Molecular Biology Assessment

Thank you for taking the time to answer and rate these assessment questions. Above each question, we have listed a course learning goal, so you can get a better idea of where we feel each question fits into a genetics course curriculum. After you answer each assessment question, please rate its quality by answering 3 follow up questions.

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Learning goal: Students should be able to explain what makes living organisms unique among the complex systems we are familiar with, in terms of how they process information, matter, and energy.

Which of the following illustrates how living organisms are unique compared to nonliving complex systems on earth?

not answered
a) Living organisms can sense and respond to their surroundings.
b) Living organisms have a tendency to increase entropy of their energy systems (a measure of disorder) rather than decrease it.
c) Living organisms require external control to carry out complex behaviors.
d) Living organisms contain the information and metabolic machinery necessary to reproduce themselves.
1. How well does this question test student achievement of the learning goal?
  not answered
  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to contrast the features that distinguish viruses, bacterial cells, and eukaryotic cells from each other.
Which of the following is a valid distinction between bacterial and eukaryotic (i.e. mouse or human) cells?

not answered
a) Eukaryotic cells have a nucleus surrounded by a nuclear membrane; bacterial cells don't.
b) Eukaryotic cells don't have cell walls; many bacteria do.
c) The genetic material of eukaryotic cells is DNA; bacterial genetic material can be either RNA or DNA.
d) Eukaryotic cells use a different genetic code than bacterial cells.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain what makes living organisms unique among the complex systems we are familiar with, in terms of how they process information, matter, and energy.
Which of the following statements is the best evidence that viruses are not living organisms?

not answered
a) Genomes of viruses can be either DNA or RNA.
b) Viruses can be surrounded by a lipid bilayer membrane.
c) Viruses cannot generate the energy required to replicate themselves.
d) Viruses can reprogram the metabolic machinery of the host cell.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to describe how the properties of water affect the three-dimensional structures and stabilities of macromolecules, macromolecular assemblies, and lipid membranes.
To study cell membrane assembly and function, scientists make artificial phospholipid membranes. A cartoon of a phospholipid molecule is shown in the diagram below. Which of the following types of phospholipid bilayers shown below (A - D) best represents how phospholipid molecules will organize if dispersed in a beaker of water?

Structure of a phospholipid:

not answered

a) b)

c) d)
1. How well does this question test student achievement of the learning goal?
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  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to describe how the properties of water affect the three-dimensional structures and stabilities of macromolecules, macromolecular assemblies, and lipid membranes.
Consider two short regions, A and B, of a long polypeptide chain (polymer of amino acids). Region A consists of amino acids with positively or negatively charged side chains. Region B consists of amino acids whose side chains include no charged or polar groups. When dissolved in water, the polypeptide will most likely fold to form a protein in which:

not answered
a) Region B (not A) is exposed on its surface.
b) Region A (not B) is exposed on its surface.
c) Region A is in contact with region B.
d) Both region A and B are exposed on its surface.
e) Neither region A nor B are exposed on its surface.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  b) Could be improved
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4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to recognize structures of the four major classes of building-block molecules (monomers) that make up cellular macromolecules and membranes.
6-10. The molecular structures shown below are representative of major classes of building block molecules that make up macromolecules and membranes in the cell. Match the structure with its class of building block.
not answered
a) Fatty acid
b) Amino acid
c) Nucleotide
d) Phospholipid
e) Monosaccharide
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
not answered
a) Fatty acid
b) Amino acid
c) Nucleotide
d) Phospholipid
e) Monosaccharide
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
not answered
a) Fatty acid
b) Amino acid
c) Nucleotide
d) Phospholipid
e) Monosaccharide
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
not answered
a) Fatty acid
b) Amino acid
c) Nucleotide
d) Phospholipid
e) Monosaccharide
1. How well does this question test student achievement of the learning goal?
  not answered
  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
not answered
a) Fatty acid
b) Amino acid
c) Nucleotide
d) Phospholipid
e) Monosaccharide
1. How well does this question test student achievement of the learning goal?
  not answered
  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to recognize structures of the four major classes of building-block molecules (monomers) that make up cellular macromolecules and membranes.
Polymeric macromolecules (like DNA and protein) are composed of repeating subunits (monomers) linked by chemical bonds. The function of these macromolecules in the cell depends on their stable polymeric structure. Which of the following chemical bonds would be most suited for linking the monomers into polymers?

not answered
a) Ionic
b) Hydrogen
c) Van der Waals
d) Covalent
e) Hydrophobic
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how cells drive energetically unfavorable biochemical reactions.
Which of the following statements DOES NOT apply to this chemical reaction at equilibrium?

not answered
a) The concentration of reactants and products remains the same over time.
b) The rates of the forward and reverse reactions are zero.
c) The same number of molecules of A and B are converted to C per unit time as are formed from the breakdown of C.
d) The free energy available to do work is zero.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how cells drive energetically unfavorable biochemical reactions.
Consider a series of reversible enzyme-catalyzed reactions in a living cell:

If conditions require the cell to hold the concentration of B constant, it will most likely do so by

not answered
a) Allowing the reactions A ↔ B and B ↔ C to come to equilibrium.
b) Excreting excess B or importing B from outside the cell as necessary.
c) Inactivating the enzymes that can convert B to either A or C.
d) Establishing a steady state in which the rates of conversion of A to B and B to C are equal.
e) Inactivating the enzymes that can convert B to C.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how an enzyme increases the rate of a biochemical reaction in terms of thermodynamics, kinetics, and molecular interactions.
Consider the following chemical reaction:

The dotted line represents the course of this reaction WITHOUT an enzyme. Which of the lines (a, b, c) in the diagram best represents the way an enzyme would affect the energy curve so that the reaction proceeds at a faster rate.

not answered
a)
b)
c)
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how an enzyme increases the rate of a biochemical reaction in terms of thermodynamics, kinetics, and molecular interactions.
The metabolic pathway shown below is carried out by enzymes e1, e2, and e3. L is converted to the product Q by e1, e2, and e3. Q, which differs structurally from L, inhibits the reaction catalyzed by e1. What is the most likely mechanism for the inhibition of the step L → M by Q?

not answered
a) Q binds to the active site of e1 and prevents L from binding.
b) Q binds to a site on e1 (not the active site) and inhibits e1�s activity.
c) Q binds to L and prevents L from binding to e1.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how an enzyme increases the rate of a biochemical reaction in terms of thermodynamics, kinetics, and molecular interactions.
An enzyme that catalyzes a reaction of the type A+B → C+D increases the rate of the reaction. Which of the following is NOT a way this enzyme could work?

not answered
a) Binding substrate molecules in the enzyme active site so that they are close together on the enzyme surface.
b) Holding substrate molecules in orientations that favor progress of the reaction.
c) Temporarily forming a covalent bond with one of the substrates.
d) Permanently forming a covalent bond with one of the reactants.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain the concept of free energy (G) and how it applies to biological systems.
The reaction 2H₂O₂ → 2 H₂O + O₂ produces heat (is exothermic). Which of the following statements is NOT true concerning this reaction?

not answered
a) The reactants have a higher free energy than the products.
b) The products have a higher free energy than the reactants.
c) The reaction can proceed spontaneously without the input of energy.
d) The reaction rate will be increased by the addition of an enzyme.
1. How well does this question test student achievement of the learning goal?
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  a) Well
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  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain how cells drive energetically unfavorable biochemical reactions.
Consider the following two sequential reactions catalyzed by the enzyme hexokinase:

This overall reaction is said to be "coupled". What does this term refer to in this particular case?

not answered
a) The first reaction needs to happen before the second one.
b) Both reactions are catalyzed by the same enzyme.
c) A product of the first reaction is a reactant for the second one.
d) Both reactions can occur spontaneously.
e) Each reaction is energetically unfavorable, but favorable when coupled.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to outline the flow of matter and energy in the processes by which organisms fuel growth and cellular activities, and explain how these processes conform to the laws of thermodynamics.
If a leaf cell from a plant is placed in a buffer solution containing only inorganic salts at room temperature, in daylight, and is exposed to carbon dioxide but no oxygen, it will:

not answered
a) Multiply rapidly.
b) Live for several hours, but be unable to multiply because there is no source of carbon in the medium.
c) Live for several hours, but be unable to multiply because no oxygen is present.
d) Die quite rapidly, because no oxygen is present.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
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2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to outline the flow of matter and energy in the processes by which organisms fuel growth and cellular activities, and explain how these processes conform to the laws of thermodynamics.
The majority of actual weight (biomass) gained by plants as they grow comes from which of the following?

not answered
a) Organic substances in soil that are taken up by plant roots.
b) CO2 in the air that enters through the leaf.
c) Minerals dissolved in water taken up by plant roots.
d) Energy from the sun captured by leaves.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to outline the flow of matter and energy in the processes by which organisms fuel growth and cellular activities, and explain how these processes conform to the laws of thermodynamics.
The conversion of light energy to chemical energy during photosynthesis requires H₂O. What is the fate of the oxygen atom in H₂O?

not answered
a) It is found in the O₂ ultimately used in cellular respiration.
b) It is found in the CO₂ used in the synthesis of carbohydrates generated during photosynthesis.
c) It is the source of the oxygen atoms in the ATP molecules generated during photosynthesis.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to outline the flow of matter and energy in the processes by which organisms fuel growth and cellular activities, and explain how these processes conform to the laws of thermodynamics.
The overall chemical equation describing the conversion of energy-rich glucose molecules into usable chemical energy is:

At what point during this process is O₂ utilized by the cell?

not answered
a) During the conversion of C₆H₁₂O₆ to 3 carbon sugar molecules.
b) In the formation of H₂O.
c) As a reactant in the synthesis of ATP from ADP.
d) In the formation of CO₂.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to outline the flow of matter and energy in the processes by which organisms fuel growth and cellular activities, and explain how these processes conform to the laws of thermodynamics.
A large amount of ATP is synthesized in cells at the end of a process called cellular respiration (the process of obtaining energy from fuel molecules). However, the generation of ATP from ADP and inorganic phosphate (ADP + P_i → ATP) in the cell requires an input of energy. What is the source of this energy?

not answered
a) Gradients of charged molecules across the cell membrane.
b) Light from an external source.
c) Heat from an external source.
d) Breakdown of high energy molecules like ATP.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to describe the chemical and physical structures of phospholipid bilayer membranes and their associated proteins in cells, and explain the various mechanisms by which small molecules can traverse them.
Animal cells maintain osmotic balance between their cytoplasm and the external environment. Which of the following is FALSE concerning the movement of water across the plasma membrane?

not answered
a) Plasma membranes have protein channels through which water can enter or leave the cell by passive transport.
b) Plasma membranes have protein channels that actively pump water into or out of the cell as necessary to maintain balance.
c) Water can diffuse freely across the lipid bilayer of the membrane in either direction with no need for protein channels.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this question scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to describe the chemical and physical structures of phospholipid bilayer membranes and their associated proteins in cells, and explain the various mechanisms by which small molecules can traverse them.
Which of the following statements is FALSE concerning the process of passive diffusion?

not answered
a) Passive diffusion of an ion, like Na⁺, requires the presence of a gradient of Na⁺ ions from high concentration to low concentration.
b) The movement of solutes by passive diffusion is random.
c) The movement of solutes by passive diffusion is driven by entropy.
d) Passive diffusion occurs without the input of energy.
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
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2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able describe the chemical and physical structures of phospholipid bilayer membranes and their associated proteins in cells, and explain the various mechanisms by which small molecules can traverse them.
Predict which of the following substances will be most likely to diffuse through a pure lipid bilayer membrane that contains no proteins?

not answered

a) b)

c) d)
1. How well does this question test student achievement of the learning goal?
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  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.
What does �genetic code� refer to?

not answered
a) The complete genetic information of a particular organism.
b) The DNA sequence that determines the uniqueness of organisms.
c) The way a gene is read into a protein.
d) The process of determining the sequence of DNA in an organism.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.
Suppose you have an identical twin. The genetic code that allows expression of information stored in your DNA is the same in you and (choose the most inclusive correct answer below):

not answered
a) Your twin.
b) Your twin and your immediate family.
c) Your twin and most animals.
d) Your twin and most eukaryotes.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.
A mutant strain of bacteria cannot produce the protein alkaline phosphatase. A plasmid with a bacterial promoter in front of a human alkaline phosphatase gene is introduced into this bacterium. Which alkaline phosphatase protein will be produced?

not answered
a) A bacterial alkaline phosphatase protein.
b) A human alkaline phosphatase protein.
c) A hybrid protein that is part human and part bacterial.
d) No alkaline phosphatase protein will be produced.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.
How is the sequence of bases in an mRNA read by the cell to produce a protein with a specific amino acid sequence?

not answered
a) The mRNA codon is copied into a tRNA anticodon to specify the correct amino acid.
b) The mRNA codon binds to the corresponding amino acid carried by the tRNA anticodon
c) The DNA codon binds to the mRNA anticodon to specify the correct amino acid.
d) mRNA codon binds to the anticodon of the tRNA to specify the correct amino acid.
1. How well does this question test student achievement of the learning goal?
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2. Is the information given in this questions scientifically accurate?
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  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
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  a) Yes
  b) Could be improved
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4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.

Each cell in your body, except for your sperm or egg cells, contains 46 human chromosomes. A single replicated chromosome is shown. This chromosome contains:

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a) One single-stranded DNA molecule.
b) One double-stranded DNA molecule.
c) Two double-stranded DNA molecules.
d) Many double-stranded DNA molecules

How well does this question test student achievement of the learning goal?
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a) Well
b) Could be improved
c) Not well
Is the information given in this questions scientifically accurate?
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a) Yes
b) Not completely
c) No
Is this question written clearly and precisely?
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a) Yes
b) Could be improved
c) No
Please make any additional comments or suggestions about this question here:

Learning goal: Students should be able to use diagrams, describe in general terms how the information in a gene is stored, replicated, and transmitted to daughter cells.

Transcription is best represented by which of the following pictures?

not answered

a) b)

c) d)
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2. Is the information given in this questions scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:
Learning goal: Students should be able to explain the theory of evolution, and cite evidence that it is an ongoing process affecting our daily lives.
Many infectious diseases are becoming difficult to treat because of bacterial resistance to antibiotics. This change in drug resistance results from the process of natural selection. What does natural selection mean in this context?

not answered
a) The antibiotic induced mutations in the genome of some of the bacteria that make them antibiotic-resistant.
b) The antibiotic turns on bacterial genes encoding enzymes that can destroy the antibiotic.
c) Some bacteria undergo random mutations that allow them to live and reproduce in the presence of the antibiotic.
d) The bacteria mutate specific genes in order to survive and reproduce in the presence of the antibiotic.
1. How well does this question test student achievement of the learning goal?
  not answered
  a) Well
  b) Could be improved
  c) Not well
2. Is the information given in this questions scientifically accurate?
  not answered
  a) Yes
  b) Not completely
  c) No
3. Is this question written clearly and precisely?
  not answered
  a) Yes
  b) Could be improved
  c) No
4. Please make any additional comments or suggestions about this question here:

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