Test Bank For Concepts In Biology 14th Edition by Eldon Enger, Frederick Ross, David Bailey

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Concepts In Biology 14th Edition by Eldon Enger, Frederick Ross, David Bailey – Test Bank

 

Chapter 02

The Basics of Life: Chemistry

 

 

Multiple Choice Questions

  1. An atom that has gained electrons is a
    A.reactant.
    B. negative ion.
    C. positive ion.
    D. compound ion.

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. An atom with twelve electrons, twelve protons, and fourteen neutrons has a mass number of
    A.fourteen.
    B. twenty-four.
    C. thirty-eight.
    D. twenty-six.

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. A hydroxide ion has an oxygen atom
    A.only.
    B. and an extra electron.
    C. and a hydrogen atom, and an extra electron.
    D. and a hydrogen atom, and an extra proton.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A negative charge is characteristic of a(n)
    A.positive ion.
    B. electron.
    C. neutron.
    D. proton.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. Solutions are always comprised of
    A.solvents and solute.
    B. liquids and solids.
    C. water and salts.
    D. compounds and ions.

 

Bloom’s Level: 2. Understand
Learning Outcome: Differentiate among solution, solvent, and solute.
Section: 02.07
Topic: Chemistry

 

  1. The greatest amount of kinetic energy is found in
    A.gases.
    B. liquids.
    C. solids.
    D. colloids.

 

Bloom’s Level: 2. Understand
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.03
Section: 02.04
Topic: Chemistry

  1. All chemical reactions
    A.involve the creation of new atoms.
    B. involve a change in chemical bonds.
    C. are dangerous.
    D. create energy.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.06
Topic: Chemistry

  1. A covalent bond is
    A.the attraction that one atom has for another atom.
    B. the attraction between two atoms, formed by the sharing of electrons.
    C. formed between the positive charge of a hydrogen atom in one molecule and the negative charge of a nitrogen atom in another nearby molecule.
    D. the attraction between a positive ion and a negative ion.

 

Bloom’s Level: 1. Remember
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

 

  1. Protons = 7, neutrons = 10, electrons = 7. The mass number of this atom is
    A.seven.
    B. ten.
    C. fourteen.
    D. seventeen.

 

Bloom’s Level: 3. Apply
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. An acid is a substance that, in solution, releases
    A.oxygen ions in H2SO4.
    B. hydrogen ions, for example, HCl.
    C. —COOR ions from beer.
    D. chloride ions from NaCl.

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. A particle in the atom that has neither a negative nor a positive electrical charge is the
    A.electron.
    B. element.
    C. isotope.
    D. neutron.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. In the expression C6H12O6 ® 2C2H5OH + 2CO2, the products are
    A.C6H12O6.
    B. C6H12O6 + zymase.
    C. zymase + 2C2H5OH + 2CO2.
    D. 2C2H5OH + 2CO2.

 

Bloom’s Level: 3. Apply
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. The correct symbol for a hydroxide ion is
    A.H.
    B. H+.
    C. (OH).
    D. (OH)+.

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. Kinetic energy is best defined as
    A.the energy of position.
    B. the energy of electrical charge.
    C. the energy of motion.
    D. stored energy.

 

Bloom’s Level: 2. Understand
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.04
Topic: Chemistry

 

  1. Which one of the following statements is false concerning matter?
    A.Matter is anything that has mass and takes up space.
    B. Air is matter.
    C. All matter has the same density.
    D. The phases of matter are determined by the relative amounts of energy in the matter’s molecules.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast matter and energy.
Section: 02.01
Section: 02.02
Topic: Chemistry

  1. When two atoms share a pair of electrons, this type of chemical bond is
    A.ionic.
    B. covalent.
    C. hydrogen.
    D. negative-positive.

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.06
Topic: Chemistry

  1. Given that an unknown atom’s mass number (AMU) is 27, its combination of particles could be
    A.27 electrons, 16 neutrons, 16 protons.
    B. 27 neutrons, 27 protons, 27 electrons.
    C. 15 neutrons, 12 electrons, 15 protons.
    D. 16 electrons, 11 neutrons, 16 protons.

 

Bloom’s Level: 3. Apply
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. A base can be defined as
    A.a hydroxide ion acceptor.
    B. an attraction between a positive ion and a negative ion.
    C. a substance that gives up hydrogen ions when dissolved in water.
    D. a substance that gives up hydroxide groups in a solution.

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. The smallest particle of an element that still retains the properties of that element is a(n)
    A.atom.
    B. proton.
    C. electron.
    D. element.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A chemical reactant is one that
    A.enters into a chemical reaction.
    B. is the newly formed molecule.
    C. is at a point when both sides of the equation are equal.
    D. during photosynthesis, is one molecule of sugar and six molecules of oxygen.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

 

  1. An isotope is an atom of an element that varies in mass number due to variation in the number of
    A.atoms.
    B. protons.
    C. neutrons.
    D. electrons.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.02
Topic: Chemistry

  1. A substance that is a solid
    A.contains a large amount of oxygen.
    B. contains molecules that are packed tightly together and vibrate in place.
    C. is bonded very tightly (covalent).
    D. contains a large amount of hydrogen bonds.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the differences among liquids, solids, and gases.
Section: 02.05
Topic: Chemistry

  1. An atom that has lost electrons is a
    A.cation.
    B. neutral atom.
    C. molecule.
    D. anion.

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. If a particular atom has 27 electrons, 27 protons, and 31 neutrons, its mass number would be
    A.52.
    B. 54.
    C. 56.
    D. 58.

 

Bloom’s Level: 3. Apply
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A solution that contains an excess of protons is(are)
    A.hydroxide ions.
    B. an acid.
    C. a base.
    D. the pH.

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. AgNO3 + NaCl ® AgCl + NaNO3. The AgNO3 in the equation is called a(n)
    A.reactant.
    B. acid.
    C. product.
    D. base.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

 

  1. An isotope shows which of the following?
    A.A change in atomic number
    B. Inability to form compounds
    C. A change in mass number
    D. More electrons

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A material composed of atoms vibrating in place
    A.has high kinetic energy and is a gas.
    B. has low kinetic energy and is a liquid.
    C. has low kinetic energy and is a solid.
    D. has high kinetic energy and is a solid.

 

Bloom’s Level: 2. Understand
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.04
Topic: Chemistry

  1. Which of the following is a chemical reaction that is also known as digestion?
    A.phosphorylation
    B. dehydration synthesis
    C. acid-base
    D. hydrolysis

 

Bloom’s Level: 1. Remember
Learning Outcome: List the five types of chemical reactions associated with all living things.
Section: 02.08
Topic: Chemistry

 

  1. Which kind of chemical reaction involves the attachment or removal of a phosphate group?
    A.oxidation-reduction
    B. acid phosphorylation
    C. phosphorylation
    D. hydrolysis

 

Bloom’s Level: 2. Understand
Learning Outcome: List the five types of chemical reactions associated with all living things.
Section: 02.08
Topic: Chemistry

  1. Which of the following is an acid?
    A.K2SO4
    B. NaNO3
    C. CaCO3
    D. H3PO4

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. An atomic particle with a weight of one, and a positive electrical charge is a(n)
    A.electron.
    B. proton.
    C. neutron.
    D. isotope.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. 6CO2 + 6H2O ® C6H12O2 + 6O2. In this reaction O2 is
    A.a reactant.
    B. a product.
    C. a reactant and a product.
    D. neither a reactant nor a product.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. One atom of sodium has a mass number of 22 units; another atom of sodium is 23 units. These two atoms are
    A.nonreactive.
    B. unstable.
    C. ions.
    D. isotopes.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between reactants and products.
Section: 02.02
Topic: Chemistry

  1. Which kind of attractive force holds two molecules together?
    A.ionic bond
    B. hydrogen bond
    C. covalent bond
    D. sticky bond

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain how atoms stick together to form compounds.
Section: 02.06
Topic: Chemistry

 

  1. A solution with a high concentration of hydrogen ions could have a pH of
    A.2.
    B. 6.
    C. 9.
    D. 11.

 

Bloom’s Level: 1. Remember
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. The attraction between a positively charged atom and a negatively charged atom within the same molecule is
    A.ionic bonding.
    B. hydrogen bonding.
    C. covalent bonding.
    D. ions.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

  1. A scale used to indicate the strength of an acid or base is called a ____ scale.
    A.thermodynamic
    B. aquatic
    C. pH
    D. reduction

 

Bloom’s Level: 1. Remember
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

 

  1. The part of an atom without a charge is a(n)
    A.ion.
    B. neutron.
    C. electron.
    D. molecule.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. Which of the following indicates “reactant”? C6H12O6 + O2 ® CO2 + 6H2O
    A.C6H12O6 + O2
    B. H2O
    C. CO2
    D. None of the choices is correct.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. In the expression 2H2S + 3O2 ® 2H2O + SO2, which is the acid?
    A.H2S
    B. O2
    C. SO2
    D. H2O

 

Bloom’s Level: 3. Apply
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

 

  1. An ion having eleven protons, twelve neutrons, and ten electrons will have a charge of
    A.+.
    B. -.
    C. ++.
    D. –.

 

Bloom’s Level: 2. Understand
Learning Outcome: Differentiate among atomic weight, atomic number, atomic mass, and mass number.
Section: 02.02
Section: 02.06
Topic: Chemistry

  1. A list of all of the elements in order of increasing atomic number is called the
    A.pH.
    B. law of thermodynamics.
    C. phase of matter.
    D. periodic table.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

  1. The mass of a given volume of matter is expressed as
    A.weight.
    B. energy.
    C. density.
    D. gravity.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the differences among liquids, solids, and gases.
Section: 02.01
Section: 02.05
Topic: Chemistry

 

  1. The reaction C6H12O6 + O2 ® CO2 + 6H2O is which type of chemical reaction?
    A.hydrolysis
    B. transfer
    C. dehydration synthesis
    D. oxidation-reduction

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. Which rule states that atoms attempt to acquire an outermost energy level with eight electrons through chemical reactions?
    A.octet
    B. atomic stability
    C. hybridization
    D. full energy level

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

  1. A person jogging displays what kind of energy?
    A.potential
    B. kinetic
    C. nuclear
    D. sweat

 

Bloom’s Level: 5. Evaluate
Learning Outcome: List the five types of chemical reactions associated with all living things.
Section: 02.08
Topic: Chemistry

 

  1. HCl + NaOH ® NaCl + H2O. This reaction is an example of a(n)
    A.oxidation/reduction reaction.
    B. hydrolysis reaction.
    C. phosphorylation reaction.
    D. acid-base reaction.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. The atomic number for carbon is 6. The isotope 14C has ____ neutrons.
    A.6
    B. 8
    C. 14
    D. 20

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. Given that an unknown atom’s mass is 11, its combination of subatomic particles could be
    A.11 protons, 11 neutrons, and 11 electrons.
    B. 6 protons, 5 neutrons, and 11 electrons.
    C. 4 protons, 3 neutrons, and 4 electrons.
    D. 5 protons, 6 neutrons, and 5 electrons.

 

Bloom’s Level: 3. Apply
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. One molecule of sodium nitrate (NaNO3) contains ____ atoms.
    A.6
    B. 5
    C. 4
    D. 3

 

Bloom’s Level: 4. Analyze
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. The statement that energy is never created or destroyed is known as
    A.thermodynamics.
    B. kinetic molecular theory.
    C. first law of matter and energy.
    D. law of conservation of energy.

 

Bloom’s Level: 1. Remember
Learning Outcome: Contrast matter and energy.
Section: 02.01
Topic: Chemistry

  1. Which one of the following rows best represents a gas in relation to a solid or liquid of the same compound?

    A.Row 1
    B. Row 2
    C. Row 3
    D. Row 4

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Describe the differences among liquids, solids, and gases.
Section: 02.05
Topic: Chemistry

 

  1. Which one of the following is true with regard to the numbers of subatomic particles in an atom?
    A.The number of neutrons always equals the number of protons.
    B. The number of electrons always equals the number of neutrons.
    C. The atomic number always equals the number of protons.
    D. The atomic number always equals the number of neutrons.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. The fact that all matter is made up of tiny particles that are in constant motion is known as the
    A.first law of thermodynamics.
    B. energy motion theory.
    C. kinetic molecular theory.
    D. first law of solids.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the differences among liquids, solids, and gases.
Section: 02.01
Section: 02.05
Topic: Chemistry

  1. The formulation Ca++Cl2, indicates
    A.covalent bonding between one calcium atom and two chlorine atoms.
    B. one calcium ion that has gained two electrons and formed ionic bonds with two chloride ions that have each lost one electron.
    C. one calcium atom with two protons and two chlorine atoms that share one electron.
    D. one calcium ion that has lost two electrons and formed ionic bonds with two chloride ions that have each gained one electron.

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

 

  1. One atomic mass unit (AMU) approximately equals the mass of one
    A.proton.
    B. electron.
    C. nucleus.
    D. proton plus the mass of one neutron.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A bond in which the positive end of one polar molecule is attracted to the negative end of another polar molecule is a(n)
    A.covalent bond.
    B. ionic bond.
    C. electron bond.
    D. hydrogen bond.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

  1. When a pencil falls from a tabletop to the floor
    A.kinetic energy is converted to potential energy.
    B. potential energy is converted to kinetic energy.
    C. energy is created.
    D. energy is destroyed.

 

Bloom’s Level: 3. Apply
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.03
Section: 02.04
Topic: Chemistry

 

  1. The pH of a strong base is closest to
    A.2.
    B. 6.
    C. 9.
    D. 12.

 

Bloom’s Level: 3. Apply
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. A neutral atom with an atomic number of 15 will have ____ electrons in its outermost energy level.
    A.3
    B. 5
    C. 8
    D. 15

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. Which one of the following represents the correct mass, location, and charge of a proton?

    A.Row 1
    B. Row 2
    C. Row 3
    D. Row 4

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. The higher the pH,
    A.the greater the hydroxide ion concentration.
    B. the more acidic the solution.
    C. the greater the hydrogen ion concentration.
    D. the lower the pH number.

 

Bloom’s Level: 2. Understand
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. A difference between an acid and a base is that
    A.acids are harmful and bases are not.
    B. acids release hydroxide ions and bases release hydrogen ions.
    C. acids have a high pH value and bases have a low pH value.
    D. acids have a low pH value and bases have a high pH value.

 

Bloom’s Level: 2. Understand
Learning Outcome: Identify compounds that are acids, bases, or salts.
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. A magnesium ion contains twelve protons and ten electrons. A chloride ion contains seventeen protons and eighteen electrons. Given this information, the chemical formula for magnesium chloride is
    A.MgCl.
    B. Mg2Cl.
    C. MgCl2.
    D. Mg2Cl2.

 

Bloom’s Level: 3. Apply
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

 

  1. Which reaction below produces a salt?
    A.KOH + H2O ® K+ + OH + H2O
    B. HC2H3O2 + H2O ® C2H3O2 + H+ + H2O
    C. HCl + NaOH ® NaCl + H2O
    D. C6H12O6 + C6H12O6 ® C12H22O11 + H2O

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between reactants and products.
Section: 02.08
Topic: Chemistry

  1. Fluorine has the atomic number 9. The correct notation for a flouride ion is
    A.F.
    B. F.
    C. F+.
    D. F++.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. The energy level listed below with the most energetic electrons is
    A.1.
    B. 2.
    C. 3.
    D. None of these. All energy levels contain electrons of equal energy.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

  1. An atom that contains 8 electrons in its outermost energy level is said to be
    A.inert.
    B. reactive.
    C. a cation.
    D. a molecule.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. Which of the following is monatomic?
    A.He
    B. H2
    C. O2
    D. N2

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

 

Short Answer Questions

  1. List and define two types of chemical bonds.

COVALENT–attractive force between two atoms that share electrons
IONIC–attractive force between ions of opposite charge
HYDROGEN–attractive force between polar molecules

 

Bloom’s Level: 1. Remember
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry


 

 

Multiple Choice Questions

  1. In which one of the following situations do the molecules have the greatest amount of energy?
    A.Ice in a Coke
    B. Cold tap water
    C. Water vapor
    D. Water condensed on your windshield

 

Bloom’s Level: 3. Apply
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.04
Topic: Chemistry

  1. If an atom has the atomic number 4 and the atomic mass 9.012 it will
    A.have 5 electrons.
    B. have 5 neutrons.
    C. have 9 electrons.
    D. weigh 13.012 atomic mass units.

 

Bloom’s Level: 2. Understand
Learning Outcome: Discriminate between atoms and elements; molecules and compounds.
Section: 02.02
Topic: Chemistry

  1. A measure of the average kinetic energy of the molecules making up a substance is known as
    A.temperature.
    B. heat.
    C. potential.
    D. phase of matter.

 

Bloom’s Level: 1. Remember
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.01
Section: 02.03
Topic: Chemistry

 

  1. Which of the following would have the smallest number of hydrogen ions (H+)?
    A.A solution with the pH 2
    B. A solution with the pH 6
    C. A container of acetic acid (vinegar)
    D. A container of a strong base

 

Bloom’s Level: 2. Understand
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. In which one of the following situations do the molecules have the greatest attraction for one another?
    A.An ice cube
    B. Cold tap water
    C. Water vapor
    D. Water condensed on your windshield

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.03
Section: 02.06
Topic: Chemistry

  1. If an atom has the atomic number 4 and the atomic mass 9.012 it will have ________ electrons in the first energy level.
    A.1
    B. 2
    C. 3
    D. 4

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

 

  1. If an atom has the atomic number 11 and the atomic mass 22.99, it will have
    A.1 electron in the third energy level.
    B. 1 electron in the second energy level.
    C. 3 electrons in the fourth energy level.
    D. 1 electron in the first energy level.

 

Bloom’s Level: 3. Apply
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

  1. Which of the following would have the largest number of hydrogen ions (H+)?
    A.A solution with the pH 11
    B. A solution with the pH 8
    C. A container of acetic acid (vinegar)
    D. A container of a strong base

 

Bloom’s Level: 1. Remember
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

  1. Which combination of elements is most likely to undergo a chemical reaction based on their positions in the Periodic Table of the Elements?
    A.Na and Cl
    B. Na and Mg
    C. F and Ne
    D. All would react.

 

Bloom’s Level: 3. Apply
Learning Outcome: Describe the information found in the periodic table of the elements.
Section: 02.02
Topic: Chemistry

 

  1. The lower the ___________, the slower the molecules are moving.
    A.density
    B. temperature
    C. potential energy
    D. gravity

 

Bloom’s Level: 2. Understand
Learning Outcome: Summarize the difference between potential and kinetic energy.
Section: 02.03
Topic: Chemistry

  1. The fact that the atomic weight of carbon is 12.0112 probably indicates that carbon atoms vary in the number of _______ they contain.
    A.electrons
    B. protons
    C. neutrons
    D. nuclei

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe how isotopes differ from one another.
Section: 02.02
Topic: Chemistry

  1. Human blood has a pH of about 7.4. If the pH should change to 7.0, this would indicate
    A.a decrease in pH.
    B. an increase in acidity.
    C. a change in electrolytes.
    D. All the choices are correct.

 

Bloom’s Level: 3. Apply
Learning Outcome: Work with the pH scale.
Section: 02.09
Topic: Chemistry

 

  1. When you sprinkle table salt on your food, the salt
    A.ionizes.
    B. dissociates.
    C. forms covalent bonds with the food.
    D. undergoes an acid-base reaction.

 

Bloom’s Level: 3. Apply
Learning Outcome: Explain how atoms stick together to form compounds.
Section: 02.06
Section: 02.08
Topic: Chemistry

  1. The type of chemical bond that holds OH and H+ together is
    A.ionic.
    B. covalent.
    C. hydrogen.
    D. All the choices are correct.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

  1. Which of the following is a base or alkaline material?
    A.NaOH
    B. HCl
    C. H2SO4
    D. NaCl

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

 

  1. Which of the following is an acid?
    A.NaOH
    B. HOH
    C. H2SO4
    D. NaCl

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. Which of the following is a salt?
    A.NaOH
    B. HOH
    C. H2SO4
    D. MgCl2

 

Bloom’s Level: 1. Remember
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. What is happening here? Water + NaCl ® Na+ + Cl
    A. A solution of ions is prepared.
    B. The dissociation of ions.
    C. Movement of an electron from the outermost energy level of Na to the outermost energy level of Cl.
    D. All the choices are true.

 

Bloom’s Level: 3. Apply
Learning Outcome: Understand the roles water plays in maintaining life.
Section: 02.07
Topic: Chemistry

 

  1. Why is the following reaction considered to be dehydration synthesis? H-NH3C2O-OH + H-NH3C2O-OH ® H-NH3C2O- NH3C2O-OH + H-OH
    A.Water molecules are hidden in the products H-NH3C2O-NH3C2O-OH.
    B. This is the same reaction that occurs during digestion and water is required.
    C. Water molecules are formed as a result of the breakdown of H-NH3C2O-NH3C2O-OH.
    D. Water molecules are formed as a new, more complex end product is formed.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the five types of chemical reactions associated with all living things.
Section: 02.08
Topic: Chemistry

  1. Comparing reactants to end products in the following chemical reaction, which end product will gain energy? Adenosine-tri-phosphate + sugar ® adenosine-di-phosphate + sugar-mono-phosphate
    A.sugar-mono-phosphate
    B. adenosine-di-phosphate
    C. adenosine-tri-phosphate
    D. None of these choices is correct.

 

Bloom’s Level: 3. Apply
Learning Outcome: Explain the difference between reactants and products.
Learning Outcome: List the five types of chemical reactions associated with all living things.
Section: 02.08
Topic: Chemistry

  1. Why is NaHCO3 considered a base in the following reaction? NaHCO3 + HCl ® NaCl + CO2 + H2O
    A.It contains hydrogen ions.
    B. It is a hydrogen ion acceptor.
    C. It donates hydroxide ions in this reaction.
    D. It results in the formation of CO2.

 

Bloom’s Level: 2. Understand
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

 

  1. When electrons in a covalent bond are not equally shared, the molecule is said to be
    A.polar.
    B. nonpolar.
    C. lopsided.
    D. unable to form hydrogen bonds.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

  1. Because this is happening Water + NaCl ®Na+ + Cl the solution formed is called
    A.ionic.
    B. an electrolyte.
    C. salty.
    D. All of the choices are true.

 

Bloom’s Level: 3. Apply
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

  1. These are mixtures of weak acids and the salts of weak acids that tend to maintain constant pH.
    A.buffers
    B. oxidants
    C. electrolytes
    D. soft drinks

 

Bloom’s Level: 2. Understand
Learning Outcome: Identify compounds that are acids, bases, or salts.
Section: 02.09
Topic: Chemistry

 

  1. When electrons in a covalent bond are shared equally, the molecule is said to be
    A.polar.
    B. nonpolar.
    C. lopsided.
    D. unable to form hydrogen bonds.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast chemical bonds and hydrogen bonds.
Section: 02.06
Topic: Chemistry

  1. When this energy is reradiated as infrared radiation (heat), it is absorbed by these gases in the atmosphere.
    A.greenhouse.
    B. refrigerants.
    C. isotopes of oxygen.
    D. isotopes of hydrogen.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast matter and energy.
Section: 02.01
Section: 02.02
Topic: Chemistry

Chapter 04

Cell Structure and Function

 

 

Multiple Choice Questions

  1. The difference between chromatin material and chromosomes is
    A.their structure.
    B. the kinds of atoms that they contain.
    C. where you find them.
    D. that one is a gas and the other is a liquid.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the typical organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. Antibiotics have ____ cells as their targets.
    A.animal
    B. eukaryotic
    C. fungus
    D. bacterial

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.08
Topic: Cell Structure

  1. One job of the nuclear membrane is to
    A.control entry to and exit from the nucleus.
    B. produce enzymes.
    C. digest chromosomes.
    D. contain excess water.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the typical organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. The endoplasmic reticulum
    A.functions in internal transport of macromolecules.
    B. carries on cellular respiration.
    C. is the site of photosynthesis.
    D. is dispersed nuclear material of DNA and protein.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the typical organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. The breakdown of which of the following leads to the self-destruction of the cell?
    A.polysome
    B. lysosome
    C. microsome
    D. centrosome

 

Bloom’s Level: 2. Understand
Learning Outcome: List the typical organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. A true cellular nucleus is found in
    A.bacteria.
    B. eukaryotic cells.
    C. blue-green algae.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Topic: Cell Structure

 

  1. A storage container in a cell is generally called a(n)
    A.vacuole.
    B. endoplasmic reticulum.
    C. pinocyte.
    D. nucleus.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Learning Outcome: Diagram the generalized structure of all eukaryotic cells and label the parts.
Section: 04.04
Topic: Cell Structure

  1. Pinocytosis would allow the intake of
    A.solid food.
    B. gas.
    C. molecules dissolved in water.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

  1. Ribosomes are the site of
    A.cellular respiration.
    B. photosynthesis.
    C. anaerobic respiration.
    D. protein synthesis.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Learning Outcome: Diagram the generalized structure of all eukaryotic cells and label the parts.
Section: 04.04
Topic: Cell Structure

 

  1. Stroma and grana are found in the
    A.chlorophyll.
    B. nucleus.
    C. chloroplast.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. A membrane is NOT necessary in
    A.diffusion.
    B. phagocytosis.
    C. active transport.
    D. osmosis.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. Which of the following is NOT true of cell membranes?
    A.They are composed of four carbohydrate layers.
    B. They contain protein molecules.
    C. They regulate movement of some substances into and out of the cell.
    D. They contain phospholipids.

 

Bloom’s Level: 5. Evaluate
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

 

  1. Chromatin material is
    A.one of six materials that make up a chromosome.
    B. really the same as a chromosome.
    C. one of the cytoplasmic organelles during the cell’s normal daily operation.
    D. not described by any of these statements.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. Normal cell functions of noneukaryotes are disrupted by
    A.enzymes.
    B. mitochondria.
    C. antibacterial antibiotics.
    D. cell walls.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Section: 04.08
Topic: Cell Structure

  1. Chromatin is
    A.immature nucleoplasm.
    B. a cytoplasmic organelle.
    C. the arrangement of proteins.
    D. uncoiled DNA of a chromosome.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

 

  1. Which of the following is involved in the synthesis and packaging of certain molecules produced for secretion by a cell?
    A.cell granule
    B. Golgi apparatus
    C. flagella
    D. nucleolus

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Which of the following organelles contains a green-colored pigment?
    A.lysosome
    B. mitochondria
    C. chloroplast
    D. leucoplastosome

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Protoplasm is all the living material
    A.that makes up the contents of a cell.
    B. inside the cell membrane except the nucleus.
    C. inside the nucleus.
    D. inside the cell except the protein material.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.01
Topic: Cell Structure

 

  1. Eukaryotic cells are found in the group known as the
    A.fungi.
    B. plants.
    C. animals.
    D. All of these answers are true.

 

Bloom’s Level: 2. Understand
Learning Outcome: Give examples of organisms composed of prokaryotic and eukaryotic cells.
Section: 04.01
Section: 04.08
Topic: Cell Structure

  1. An outside source of energy (ATP) is required for
    A.osmosis.
    B. diffusion.
    C. active transport.
    D. None of these answers is true.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

  1. Cilia are different from flagella in that the cilia are
    A.shorter and more numerous.
    B. longer and more numerous.
    C. shorter and less numerous.
    D. larger and less numerous.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. A carrier molecule is required for
    A.osmosis and active transport.
    B. active transport and facilitated diffusion.
    C. osmosis and diffusion.
    D. facilitated diffusion and endocytosis.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.07
Topic: Cell Structure

  1. Chromosomes are
    A.composed of DNA and lipid.
    B. found only in the cytoplasm.
    C. composed of DNA and carbohydrate.
    D. composed of DNA and protein.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. Which of the following lacks a cell wall?
    A.plant
    B. animal
    C. bacteria
    D. fungi

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.01
Section: 04.08
Topic: Cell Structure

 

  1. Nucleoplasm is (are)
    A.materials inside the nucleus.
    B. cytoplasm.
    C. nonliving protoplasm.
    D. the excessive amounts of particles located in the cytoplasmic region of the cell.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. The Golgi apparatus packages
    A.energy.
    B. hydrogen.
    C. waste.
    D. enzymes.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. The aerobic cellular respiration (release of energy from food) of carbohydrates occurs in the
    A.lysosome.
    B. mitochondrion.
    C. chloroplast.
    D. flagellum.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. Noneukaryotic cells lack
    A.granules.
    B. a nucleus.
    C. flagella.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Topic: Cell Structure

  1. What structure stores waste produced in the cell?
    A.vacuole
    B. nucleus
    C. lysosome
    D. pinocytic vesicle

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Molecules move from an area of low concentration to an area of high concentration during
    A.osmosis.
    B. facilitated diffusion.
    C. diffusion.
    D. active transport.

 

Bloom’s Level: 1. Remember
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

 

  1. Long structures used for cell movement are
    A.centrioles.
    B. cilia.
    C. flagella.
    D. granules.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. An energy-converting organelle is a
    A.stroma.
    B. chloroplast.
    C. granule.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Osmosis is the
    A.net movement of water across a differentially permeable membrane.
    B. diffusion of any molecule across a differentially permeable membrane.
    C. net movement of water from an area of low concentration to an area of high concentration.
    D. movement of any molecule from an area of high concentration to an area of low concentration.

 

Bloom’s Level: 1. Remember
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

 

  1. ____ is a cell engulfing large solid materials, and ____ is a cell engulfing materials dissolved in solution.
    A.Endocytosis; exocytosis
    B. Exocytosis; endocytosis
    C. Phagocytosis; pinocytosis
    D. Pinocytosis; phagocytosis

 

Bloom’s Level: 5. Evaluate
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

  1. The coiled DNA is found in
    A.chromosomes.
    B. centromeres.
    C. nucleoli.
    D. lysosome.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. Which of the following do NOT contain endoplasmic reticulum?
    A.noneukaryotes
    B. animal cells
    C. eukaryotic cells
    D. All of the choices are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Section: 04.04
Section: 04.08
Topic: Cell Structure

 

  1. Which of the following structures is found inside the nuclear membrane?
    A.endoplasmic reticulum
    B. centriole
    C. cell membrane
    D. nucleolus

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. The MAIN components of a cell membrane are
    A.phospholipids and proteins.
    B. steroids and carbohydrates.
    C. nucleic acids and simple sugars.
    D. proteins and steroids.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

  1. Food (organic molecules such as glucose) is produced in the
    A.mitochondria.
    B. nucleolus.
    C. centriole.
    D. chloroplast.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. Eukaryotic cells contain
    A.a nucleus.
    B. cell membranes.
    C. organelles.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Section: 04.06
Section: 04.08
Topic: Cell Structure

  1. The fluid material located outside of the nucleus is the
    A.vacuole.
    B. protoplasm.
    C. cytoplasm.
    D. nucleoplasm.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. For diffusion to occur ____ is necessary.
    A.a concentration gradient
    B. a differentially permeable membrane
    C. temperature above 0°C
    D. a carrier molecule

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

 

  1. The direct intake of a liquid, such as oil, into a cell is called
    A.osmosis.
    B. phagocytosis.
    C. induction.
    D. pinocytosis.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

  1. Proteins are made at the
    A.nucleolus.
    B. ribosome.
    C. Golgi apparatus.
    D. grana.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. ____ are NOT composed of microtubules.
    A.Cilia
    B. Flagella
    C. Chromosomes
    D. Centrioles

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. Diffusion of water through a differentially permeable membrane is called
    A.active transport.
    B. energy.
    C. osmosis.
    D. All of these answers are true.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. ____ is/are associated with ribosomes.
    A.Cilia and flagella
    B. Golgi apparatus
    C. Smooth endoplasmic reticulum
    D. Rough endoplasmic reticulum

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. Plant cell walls are primarily composed of
    A.protein.
    B. chromatin.
    C. glycogen.
    D. cellulose.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.01
Section: 04.08
Topic: Cell Structure

 

  1. What happens when an animal cell is placed into a hypertonic solution?
    A.plasmolysis
    B. crenation occurs
    C. it swells
    D. it is unchanged

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. What structure contains the main information storage system of eukaryotes?
    A.nucleolus
    B. nucleoplasm
    C. chloroplast
    D. nucleus

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.01
Section: 04.06
Section: 04.08
Topic: Cell Structure

  1. ____ are NOT composed of membranes.
    A.Golgi apparatus
    B. Microtubules
    C. Mitochondria
    D. Endoplasmic reticulum

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. The chloroplast is
    A.the site of photosynthesis.
    B. a reproductive structure.
    C. necessary for diffusion.
    D. a cause of fermentation.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. The phospholipids of a cellular membrane will have their ____ ends facing each other (inside) and their ____ ends facing away from each other (outside).
    A.hypotonic, hypertonic
    B. hypertonic, hypotonic
    C. hydrophilic, hydrophobic
    D. hydrophobic, hydrophilic

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.03
Section: 04.07
Topic: Cell Structure

  1. Noneukaryotic cells have
    A.chloroplasts.
    B. ribosomes.
    C. endoplasmic reticulum.
    D. nuclear membranes.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.04
Section: 04.08
Topic: Cell Structure

 

  1. ____ is not a component of a cellular membrane.
    A.Cholesterol
    B. Nucleic acid
    C. Phospholipid
    D. Protein

 

Bloom’s Level: 1. Remember
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

  1. Material is engulfed directly by the cell by
    A.diffusion.
    B. osmosis.
    C. phagocytosis.
    D. active transport.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

  1. Cell structures that function in cell division are
    A.Golgi bodies.
    B. ribosomes.
    C. granules.
    D. centrioles.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. A cell that is 98% water is placed in a solution containing 1% salt. This cell is now ____ compared to its surroundings.
    A.isotonic
    B. hypertonic
    C. hypotonic
    D. hydrophilic

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. Which of the following is composed of DNA?
    A.centriole and chromosomes
    B. chromosomes and chromatin
    C. chromatin and nucleoli
    D. nucleoli and centrioles

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. A cell encounters a change in its environment (electrical or heat) that could be fatal. However, it is able to respond in a protective manner because this information is sent indirectly through the cell membrane to the nucleus where it stimulates the appropriate response. This is more likely a process known as
    A.active transport.
    B. chemomodulation.
    C. phagocytosis.
    D. signal transduction.

 

Bloom’s Level: 5. Evaluate
Learning Outcome: List the possible roles played by molecules that extend from the cell surface.
Section: 04.03
Section: 04.04
Topic: Cell Structure

 

  1. A cell that is 98% water is placed in 50% salt water. This cell will
    A.shrink.
    B. swell.
    C. shrink and then swell.
    D. remain the same size.

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. A series of canals in the cell that are made up of membranes is/are called
    A.cilia.
    B. endoplasmic reticulum.
    C. mitochondria.
    D. ribosomes.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Lysosomes contain
    A.food.
    B. secretions.
    C. enzymes.
    D. waste.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. These antigens are responsible for the rejection of transplanted tissues or organs from donors that are “incompatible.”
    A.human leukocyte antigens
    B. histocompatibility antigens
    C. HLA
    D. All of the choices are true.

 

Bloom’s Level: 3. Apply
Learning Outcome: List the possible roles played by molecules that extend from the cell surface.
Section: 04.03
Topic: Cell Structure

  1. Which one of the following cell organelles contains RNA?
    A.ribosome
    B. endoplasmic reticulum
    C. Golgi body
    D. centriole

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. Most plant cells differ from animal cells in that they
    A.possess nucleoli.
    B. lack nucleoli.
    C. contain mitochondria.
    D. lack centrioles.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.01
Topic: Cell Structure

 

  1. Darker bodies located in the nucleus of some cells are called
    A.mitochondria.
    B. Golgi bodies.
    C. nucleoli.
    D. nucleus.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. A solution that has a higher concentration of dissolved materials than the solution it is compared to is
    A.hypertonic.
    B. hypotonic.
    C. hydrophobic.
    D. hydrophilic.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. Lysosomes originate from the
    A.Golgi apparatus.
    B. endoplasmic reticulum.
    C. mitochondria.
    D. chloroplast.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. Inclusions
    A.have a well defined function and structure.
    B. are permanent storage sites for nutrients and waste.
    C. are almost always located within the nucleus.
    D. are concentrated areas of stored materials.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. A cell containing 2% dissolved materials is placed in a solution consisting of 4% solute. The net movement of ____ molecules will be ____ the cell due to osmosis.
    A.solute, into
    B. solute, out of
    C. water, into
    D. water, out of

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. Which of the following help in defending humans against disease?
    A.immunoglobulins
    B. lysosomes
    C. peroxisomes
    D. All of the choices help defend against disease.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Section: 04.04
Topic: Cell Structure

 

  1. Which of the following cellular organelles is responsible for providing ATP energy for the cell?
    A.ribosomes
    B. centrioles
    C. Golgi apparatus
    D. mitochondria

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Which of the following structures is made of membranes?
    A.chromosomes
    B. microtubules
    C. endoplasmic reticulum
    D. ribosomes

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Section: 04.05
Topic: Cell Structure

  1. Which of the following organelles contains protein-digesting enzymes that break down proteins to amino acids?
    A.chloroplasts
    B. lysosomes
    C. ribosomes
    D. mitochondria

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

 

  1. Which of the following cells has the greatest number of different cellular organelles made of membranes?
    A.bacteria
    B. animals
    C. plants
    D. viruses

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.01
Section: 04.04
Section: 04.08
Topic: Cell Structure

  1. Which of the following cellular organelles is responsible for manufacturing proteins?
    A.ribosomes
    B. centrioles
    C. Golgi apparatus
    D. mitochondria

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. Which of the following structures is made of membranes?
    A.nucleolus
    B. centriole
    C. chloroplast
    D. ribosomes

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Section: 04.04
Topic: Cell Structure

 

  1. Which of the following organelles contains enzymes that are able to manufacture H2O2?
    A.chloroplasts
    B. peroxisomes
    C. ribosomes
    D. mitochondria

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Which of the following organelles contains microtubules?
    A.mitochondria
    B. cilia
    C. cell membrane
    D. ribosomes

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. The hydrophilic end of a phospholipid molecule is
    A.glycerol
    B. a fatty acid
    C. an amino acid
    D. water-insoluble

 

Bloom’s Level: 1. Remember
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

 

  1. When phospholipid molecules are placed in water
    A.the hydrophobic ends of the molecules exclude water from their surroundings.
    B. hydrophilic fatty acid ends mix well with the water.
    C. a single-layered membrane is formed.
    D. All of the choices occur.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

  1. Solution “A” has a solute concentration of 10% while solution “B” has a solvent concentration of 80%. If they are separated by a selectively permeable membrane
    A.the net direction of water movement will be from solution “A” to solution “B”.
    B. the net direction of water movement will be from solution “B” to solution “A”.
    C. there will be no net movement of water.
    D. the system is in dynamic equilibrium to begin with.

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. If molecules are taken into the cell and encased in a single membrane sac called a vacuole, the transport method used is most likely
    A.diffusion.
    B. osmosis.
    C. active transport.
    D. endocytosis.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the controlled methods by which materials can be transported through a cell membrane.
Section: 04.07
Topic: Cell Structure

 

  1. I just found out that some people get repeated fungal infections because they cannot destroy these dangerous microbes after their white blood cells phagocytize them. This most likely means that these people have _______ that do not work properly.
    A.ribosomes
    B. lysosomes
    C. mitochondria
    D. microtubules

 

Bloom’s Level: 3. Apply
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. “I wish my Dad would stop smoking! Doesn’t he know that nicotine inhibits the _________ lining his trachea, and when they stop moving, bacteria and viruses can settle down into his lungs causing pneumonia and emphysema?”
    A.cellular respiration
    B. mitochondria
    C. cilia
    D. lysosomes

 

Bloom’s Level: 3. Apply
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. Many of these non-membranous organelles of eukaryotic cells are necessary to form the cytoskeleton of a cell.
    A.cilia
    B. microfilaments
    C. ER
    D. chromatin

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. The respiration (release of energy from food) of carbohydrates occurs in the
    A.lysosome.
    B. mitochondria.
    C. chloroplasts.
    D. flagellum.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. Which of the following structures is found inside the nuclear membrane?
    A.endoplasmic reticulum
    B. centriole
    C. cell membrane
    D. nucleolus

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.06
Topic: Cell Structure

  1. A cell that is 98% water is placed in a solution containing 3% salt. This cell is now _________ compared to its surroundings.
    A.isotonic
    B. hypertonic
    C. hypotonic
    D. hydrophilic

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

 

  1. A cell that is 98% water is placed in pure water. This cell will
    A.shrink.
    B. swell.
    C. shrink and then swell.
    D. remain the same size.

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

  1. Which is arranged in proper order from largest to smallest?
    A.algal cell, bacterial cell, virus
    B. virus, bacterial cell, animal cell
    C. animal cell, virus, plant cell
    D. plant cell, animal cell, fungal cell

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Explain why cells are small.
Section: 04.08
Topic: Cell Structure

  1. Multi-stranded protein cords that function as cables inside of cells are the
    A.microtubules.
    B. microfilaments.
    C. intermediate filaments.
    D. all of these are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

 

  1. The 9 + 2 pattern is associated with
    A.eukaryotic flagella.
    B. noneukaryotic flagella.
    C. ribosomes.
    D. mitochondria.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.05
Topic: Cell Structure

  1. The _________ membranes stack up to form the ________ of the chloroplast.
    A.cristae, grana
    B. thylakoids, grana
    C. ER, thylakoids
    D. Golgi, ER

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the function of each of the organelles associated with eukaryotic cells.
Section: 04.04
Topic: Cell Structure

  1. As cells grow, the amount of surface area increases by the ____ but volume increases by the ____.
    A.square (X2), cube (X3)
    B. cube (X3), square (X2)
    C. minute, hour
    D. minute, day

 

Bloom’s Level: 3. Apply
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

 

  1. This is a process in which molecules from the cell’s surroundings bind to receptor molecules on the plasma membrane.
    A.phagocytosis
    B. receptor mediated endocytosis
    C. osmosis
    D. active transport

 

Bloom’s Level: 1. Remember
Learning Outcome: List the components and molecular parts of a typical cell membrane.
Section: 04.03
Topic: Cell Structure

  1. The three Domains in which all living things are classified are
    A.Animals, Plants, and Microbes.
    B. Noneukaryotic, Eukaryotic, and Archaea.
    C. Eubacteria, Archaea, and Eukarya.
    D. Bacteria, Plants, and Animals.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of organisms composed of prokaryotic and eukaryotic cells.
Learning Outcome: List the differences in organelles found in prokaryotic and eukaryotic cells.
Section: 04.08
Topic: Cell Structure

  1. As the size of a cell increases,
    A.the surface area increases faster than the volume.
    B. the surface area and the volume increase at the same rate.
    C. the volume increases faster than the surface area.
    D. there is no relationship between surface area and volume.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

 

  1. The surface area of a cell is important because
    A.the surface area limits the amount of molecular exchange that can take place between the cell and its surroundings.
    B. a small surface area allows the cell to protect itself from foreign organisms.
    C. a large surface area makes the cell more fragile.
    D. the surface area determines the genetic capabilities of the cell.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

  1. Which of the following cube-shaped objects would have the highest surface-area-to-volume ratio? A cell with a volume of
    A.10 cm3.
    B. 8 cm3.
    C. 3 cm3.
    D. 1 cm3.

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

  1. Diffusion of materials from outside to the middle of a cell depends upon
    A.the thickness of the cell membrane.
    B. the distance from the surface to the middle of the cell.
    C. the age of the cell.
    D. osmosis.

 

Bloom’s Level: 2. Understand
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

 

  1. Cells can be large if they
    A.are metabolically very active.
    B. have metabolically inactive central regions.
    C. actively pump nutrients into the cell.
    D. have a very small surface area compared to their volume.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

  1. Which of the following is false? As a cell grows, its
    A.volume increases.
    B. surface area increases.
    C. surface-area-to-volume ratio increases.
    D. metabolic needs increase.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

  1. The fluid-mosaic model considers the cellular membranes to consist of ________ layer(s) of phospholipid molecules and that the individual phospholipids are able to move about within the structure of the membrane.
    A.1
    B. 2
    C. 3
    D. 4

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the fluid mosaic model of membrane structure.
Section: 04.03
Topic: Cell Structure

 

  1. The ultimate size of a cell is NOT limited by which one of the following?
    A.the strength of the membrane
    B. the cell surface area
    C. the surface-area-to-volume ratio
    D. the size of the nucleus

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain why cells are small.
Section: 04.02
Topic: Cell Structure

  1. An intravenous (IV) solution must be __________________ to a person’s red blood cells to prevent injury to the cells.
    A.isotonic
    B. hypertonic
    C. hypotonic
    D. osmotic

 

Bloom’s Level: 3. Apply
Learning Outcome: Contrast diffusion, osmosis, and dialysis.
Section: 04.07
Topic: Cell Structure

Chapter 12

Diversity Within Species and Population Genetics

 

 

Multiple Choice Questions

  1. In dogs it’s called a breed. In other animals, it’s a subspecies. But in plants, it’s called a
    A.clone.
    B. strain.
    C. variety.
    D. division.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

  1. A genetic counselor could give help regarding inherited
    A.animal life.
    B. plant varieties.
    C. human diseases.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe why certain diseases are more common in some groups of people than in others.
Section: 12.07
Topic: Evolution—Population Genetics

 

  1. All of the following statements about the individuals in a population are TRUE except which one?
    A.They belong to the same species.
    B. They contain identical genes.
    C. They belong to the same gene pool.
    D. They live in the same geographic area.

 

Bloom’s Level: 1. Remember
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.01
Section: 12.04
Topic: Evolution—Population Genetics

  1. Hybrid plants are produced by ____ reproduction.
    A.cloning
    B. asexual
    C. vegetative
    D. sexual

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain how hybrid plants and animals are produced.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Interspecific hybrids differ from intraspecific hybrids in that
    A.interspecific hybrids are common and intraspecific hybrids are rare.
    B. interspecific hybrids are fertile and intraspecific hybrids are not.
    C. interspecific hybrids can introduce new genetic material to a population and intraspecific hybrids cannot.
    D. None of the choices is correct.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how hybrid plants and animals are produced.
Section: 12.05
Topic: Evolution—Population Genetics

 

  1. If 10% of the human population exhibited an undesirable recessive human trait, sterilizing all those showing the trait would completely eliminate this gene in humans in about ____ generation(s).
    A.one
    B. ten
    C. ninety
    D. It would never eliminate it.

 

Bloom’s Level: 4. Analyze
Learning Outcome: Describe how a lack of understanding about population genetics contributed to the eugenics movements.
Section: 12.07
Section: 12.08
Topic: Evolution—Population Genetics

  1. One species of plant contains several different groups. Each group is slightly different from the others and capable of sexual reproduction. These groups are called
    A.subspecies.
    B. clones.
    C. species.
    D. mutations.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

  1. All of the genes found in the striped bass in San Francisco Bay represent a
    A.gene frequency.
    B. gene pool.
    C. species.
    D. subspecies.

 

Bloom’s Level: 1. Remember
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.01
Topic: Evolution—Population Genetics

 

  1. If you want to obtain more plants that are exactly like the parent plant, reproduction would be done
    A.by producing hybrids.
    B. sexually.
    C. with gametes.
    D. asexually.

 

Bloom’s Level: 2. Understand
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Genetic engineering has
    A.reduced genetic diversity.
    B. expanded scientists’ ability to modify domesticated plants and animals.
    C. created entirely new species.
    D. produced interspecific hybrids.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe how genetic engineering differs from the development of intraspecific hybrids and clones.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Eugenic laws were enacted in an attempt to
    A.prevent some individuals from reproducing.
    B. eliminate “bad genes” from the human population.
    C. improve the human gene pool.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe how a lack of understanding about population genetics contributed to the eugenics movements.
Section: 12.07
Section: 12.08
Topic: Evolution—Population Genetics

 

  1. Populations of roses that have different gene frequencies from one another are
    A.clones.
    B. hybrids.
    C. varieties.
    D. communities.

 

Bloom’s Level: 1. Remember
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Topic: Evolution—Population Genetics

  1. Plants that are exactly alike genetically are
    A.homozygous.
    B. mutants.
    C. clones.
    D. highly genetically diverse.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe how genetic engineering differs from the development of intraspecific hybrids and clones.
Section: 12.05
Topic: Evolution—Population Genetics

  1. A particular type of common water snake is only found on islands in Lake Erie. This represents a
    A.recessive trait.
    B. genetically distinct population.
    C. clone.
    D. hybrid.

 

Bloom’s Level: 1. Remember
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. An advantage of sexual reproduction is to ____ among offspring.
    A.produce new gene combinations
    B. reduce genetic diversity
    C. introduce new genes into a species
    D. None of the choices is correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.02
Topic: Evolution—Population Genetics

  1. Amniocentesis is used mainly to obtain information about
    A.an unborn child.
    B. the mother.
    C. the father.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discuss the ethics matters in relation to human population genetics.
Section: 12.08
Topic: Evolution—Population Genetics

  1. Monoculture is associated with
    A.intraspecific hybrids.
    B. clones.
    C. single species.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the value and potential danger of the practice of monoculture.
Section: 12.05
Topic: Evolution—Population Genetics

 

  1. A genetic counselor could help people having a concern about
    A.smallpox.
    B. measles.
    C. sickle-cell anemia.
    D. the common cold.

 

Bloom’s Level: 1. Remember
Learning Outcome: Discuss the ethics matters in relation to human population genetics.
Section: 12.08
Topic: Evolution—Population Genetics

  1. The island water snake is one of several subspecies within the species that includes the common water snake. The island water snake has the same relationship to the common water snake as
    A.two different breeds of dog (collie and St. Bernard).
    B. a jellyfish to a goldfish.
    C. a cat to a wolf.
    D. a poisonous snake to a nonpoisonous snake.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

  1. A species is a group of organisms that
    A.can produce fertile offspring when mated.
    B. all live in the same geographic region.
    C. always look the same in size and color.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. Only one parent is needed for
    A.sexual reproduction.
    B. identical twins.
    C. intraspecific hybrids.
    D. asexual reproduction.

 

Bloom’s Level: 1. Remember
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

  1. The term used when specifically discussing how common a particular allele is in a population is
    A.population frequency.
    B. population number.
    C. allele number.
    D. allele frequency.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Section: 12.02
Topic: Evolution—Population Genetics

  1. If two populations of a species show significant structural differences, it is likely that
    A.there is little sexual reproduction between populations.
    B. they are reproductively isolated.
    C. each is specifically adapted to a certain environmental situation.
    D. All of the choices are correct.

 

Bloom’s Level: 2. Understand
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. A population that differs significantly from other populations of the same species is known as a
    A.breed.
    B. subspecies.
    C. variety.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

  1. A farmer practicing monoculture would plant
    A.several varieties of wheat.
    B. one variety of corn.
    C. small fields.
    D. None of these answers is true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the value and potential danger of the practice of monoculture.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Which of the following would have the LEAST genetic diversity?
    A.a population of mice adapted to a specific location
    B. a species with a world-wide distribution
    C. a population of intraspecific hybrid corn plants used by farmers
    D. a population of mice that only has 10,000 individuals

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Topic: Evolution—Population Genetics

 

  1. An outcome of asexual reproduction is
    A.reduced genetic diversity in the offspring.
    B. increased genetic diversity in the offspring.
    C. reduced ability to reproduce.
    D. new gene combinations in the offspring.

 

Bloom’s Level: 2. Understand
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Eugenic laws were an attempt to
    A.introduce new genes into the human gene pool.
    B. improve the human gene pool.
    C. identify the genes in the human gene pool.
    D. reduce the size of the human population.

 

Bloom’s Level: 1. Remember
Section: 12.08
Topic: Evolution—Population Genetics

  1. Distinctly different groups within a species are known as
    A.varieties.
    B. breeds.
    C. subspecies.
    D. All of these answers are true.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe how a lack of understanding about population genetics contributed to the eugenics movements.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. Controlled mating of two parents of the same species, with different genotypes, to get the best combination of traits results in
    A.a clone.
    B. a new species.
    C. an interspecific hybrid.
    D. an intraspecific hybrid.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how hybrid plants and animals are produced.
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

  1. All of the genes shared by a population are its
    A.gene frequency.
    B. gene pool.
    C. fitness.
    D. gene flow.

 

Bloom’s Level: 1. Remember
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.01
Topic: Evolution—Population Genetics

  1. Each of the following events actually occurs. Which case would be included in the definition of sexual reproduction?
    A.The female sex cell of a flower develops into a new generation after receiving the male sex cell from the same flower.
    B. A female sex cell develops into a new individual without fertilization.
    C. Three new plants develop from three branches cut from a plant and placed in potting soil.
    D. Twins develop.

 

Bloom’s Level: 4. Analyze
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.03
Topic: Evolution—Population Genetics

 

  1. Which term below is LEAST like the others?
    A.species
    B. subspecies
    C. variety
    D. clone

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

  1. For two types of organisms to belong to the same species, they must
    A.look alike.
    B. live in the same geographic region.
    C. be able to naturally produce fertile offspring.
    D. contain the same gene frequencies.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Section: 12.06
Topic: Evolution—Population Genetics

  1. Which of the following could NOT cause a gene frequency change?
    A.migration into or out of a population
    B. random mating
    C. mutation
    D. widespread epidemic disease causing the death of 90% of the organisms

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. A situation in which a genetically distinct local population is established by a few colonizing individuals is know as
    A.fitness.
    B. gene pooling.
    C. genetic drift.
    D. the founder effect.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Section: 12.04
Topic: Evolution—Population Genetics

  1. Our agricultural populations are maintained artificially. This means that
    A.mutation must be stopped.
    B. random mating is prohibited.
    C. gene frequencies are allowed to change.
    D. asexual reproduction must be prohibited.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe the value and potential danger of the practice of monoculture.
Section: 12.05
Topic: Evolution—Population Genetics

  1. A clone is a
    A.species.
    B. mutation.
    C. new kind of organism.
    D. genetically distinct population.

 

Bloom’s Level: 1. Remember
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

 

  1. The smaller a population, the
    A.more genetic diversity it contains.
    B. more likely it is that mutation will occur.
    C. more likely it is that random events will change the gene frequency.
    D. older the organisms are.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. Boxes 1 and 2 of the figure most likely represent different

    A.species.
    B. clones.
    C. gene pools.
    D. communities.

 

Bloom’s Level: 4. Analyze
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.01
Topic: Evolution—Population Genetics

 

  1. The two populations represented in boxes 1 and 2 of the figure

    A.have different allele frequencies.
    B. are genetically identical.
    C. contain the same alleles.
    D. are probably different species.

 

Bloom’s Level: 4. Analyze
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. The allele frequency of allele A for the collection of fish in box 2 of the figure is

    A.25%.
    B. 50%.
    C. 75%.
    D. 100% and 50%.

 

Bloom’s Level: 4. Analyze
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. The allele frequency of allele b for the collection of fish in box 1 of the figure is

    A.25%.
    B. 50%.
    C. 75%.
    D. 1:2:1.

 

Bloom’s Level: 4. Analyze
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. Which of the following are used to distinguish species from one another?
    A.differences in the physical characteristics of organisms
    B. differences in behavior
    C. differences in metabolism
    D. All of the choices are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List three methods used to distinguish species from one another.
Section: 12.02
Section: 12.06
Topic: Evolution—Population Genetics

  1. A danger associated with the use of specially developed plants in agriculture is that they
    A.are likely to escape and become pests.
    B. often show great genetic diversity.
    C. often have little genetic diversity.
    D. typically cannot reproduce.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe the value and potential danger of the practice of monoculture.
Section: 12.05
Topic: Evolution—Population Genetics

  1. A small group of white-tailed deer cross the frozen water of Lake Michigan and establish a population on a remote island. This small group of deer can best be described as
    A.renegades.
    B. a founding population.
    C. a newly formed species.
    D. a new gene pool.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. A way for a new genetic characteristic to be introduced into a species is through
    A.migration.
    B. mutation.
    C. sexual reproduction within the species.
    D. All of the choices are correct.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Section: 12.04
Topic: Evolution—Population Genetics

  1. Which one of the following would have the greatest genetic diversity?
    A.an organism
    B. a population
    C. a species
    D. All could have similar genetic diversity.

 

Bloom’s Level: 1. Remember
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.04
Topic: Evolution—Population Genetics

  1. A term used to describe genetic differences among members of a population is
    A.species.
    B. genetic diversity.
    C. community.
    D. biome.

 

Bloom’s Level: 1. Remember
Learning Outcome: Distinguish between gene pool and genetic diversity.
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. Which of the following is false concerning eugenics?
    A.The eugenics movement passed laws meant to eliminate bad genes from the human gene pool.
    B. Supporters of eugenics encouraged sterilization of the unfit.
    C. Eugenics methods have been highly successful in reducing the frequencies of bad recessive alleles from the human population.
    D. Eugenics methods have been unsuccessful, because recessive alleles are hidden in the heterozygous condition and can be passed on to offspring.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe how a lack of understanding about population genetics contributed to the eugenics movements.
Section: 12.08
Topic: Evolution—Population Genetics

  1. Which one of the following is false concerning intraspecific hybrids?
    A.An intraspecific hybrid is the offspring of two separate genetic lines.
    B. Intraspecific hybrids result from asexual reproduction.
    C. Selective breeding produces intraspecific hybrids for improved agricultural yields.
    D. An intraspecific hybrid can contain desirable characteristics from two different strains.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe how genetic engineering differs from the development of intraspecific hybrids and clones.
Section: 12.05
Topic: Evolution—Population Genetics

  1. You are studying populations of a certain species of frog in two ponds five kilometers apart. There are no other ponds in the area. In pond A all the frogs are small and have a few black spots on them. In pond B most of the frogs are large and lack spots but a few are small without spots and a few are large with spots. Which of the following is the most likely cause of the genetic diversity seen in pond B?
    A.The small frogs and spotted frogs in pond B are mutations.
    B. Pond A frogs resulted from individuals migrating from pond B.
    C. The small frogs and spotted frogs in pond B probably are the result of some frogs migrating from pond A to pond B.
    D. Meiosis generated more genetic diversity in pond B than in pond A.

 

Bloom’s Level: 5. Evaluate
Learning Outcome: State why all organisms of a species are not the same.
Section: 12.02
Section: 12.03
Topic: Evolution—Population Genetics

 

  1. Which of the following populations will have the smallest number of genetically different individuals in it?
    A.a population of asexually reproducing lizards initiated by one female
    B. a small island population of water snakes
    C. a large cornfield of hybrid corn in Iowa
    D. the robin population of Michigan

 

Bloom’s Level: 2. Understand
Learning Outcome: Relate cloning and hybridization to asexual and sexual reproduction.
Section: 12.05
Topic: Evolution—Population Genetics

  1. Which of the following would tend to produce populations with little genetic diversity?
    A.sexual reproduction between different subspecies
    B. increasing the size of the population
    C. encouraging the immigration of individuals into the population
    D. producing a population from two original parents

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Section: 12.05
Topic: Evolution—Population Genetics

  1. Which of the following would generate new genes for a species?
    A.inbreeding among a small number of individuals
    B. crossing over during meiosis
    C. independent assortment during anaphase I of meiosis
    D. mutations in the gametes

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Section: 12.05
Topic: Evolution—Population Genetics

 

  1. Which of the following would have the greatest genetic diversity?
    A.a subspecies
    B. a local population of a species
    C. a species
    D. a population produced by asexual reproduction

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Topic: Evolution—Population Genetics

  1. Tay Sachs disease is more common in people with a certain Jewish ethnic background because
    A.mutations are more common in people with that ethnic background.
    B. the frequency of the allele for Tay Sachs is higher in people with that ethnic background.
    C. they only marry within their group.
    D. the population has little genetic diversity.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe why certain diseases are more common in some groups of people than in others.
Section: 12.07
Topic: Evolution—Population Genetics

  1. Two kinds of mice live in the same area but one is black and the other is brown. The answer to which of the following questions would be most valuable in determining if they are of the same species.
    A.Do members of the two kinds mate with one another and have offspring that reproduce?
    B. Do the two kinds have other physical differences other than color?
    C. Are the brown mice eaten more often by owls than black mice?
    D. Do the brown mice climb trees more often than black mice?

 

Bloom’s Level: 4. Analyze
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

 

  1. You are studying two populations of a certain species of frog in two ponds five kilometers apart. There are no other ponds in the area. In pond A all the frogs are small and have a few black spots on them. In pond B most of the frogs are large and lack spots but a few are small without spots and a few are large with spots. Because of the differences in these two populations
    A.the distance between ponds is probably a barrier.
    B. there is probably little interbreeding between the two populations.
    C. the population in pond A could have gone through a genetic bottleneck.
    D. All of the choices could be correct.

 

Bloom’s Level: 5. Evaluate
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Section: 12.03
Topic: Evolution—Population Genetics

  1. All of the following can increase the genetic diversity of a population except
    A.migration of individuals into a population from another population.
    B. sexual reproduction.
    C. asexual reproduction.
    D. mutation.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Section: 12.05
Topic: Evolution—Population Genetics

  1. Genetic drift is associated with
    A.asexually reproducing populations.
    B. the size of the population.
    C. increased genetic diversity in a population.
    D. All of the choices are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Section: 12.04
Topic: Evolution—Population Genetics

 

  1. Some local populations, and occasionally entire species, have reduced genetic diversity because their populations were severely reduced in the past. This is called a
    A.genetic bottleneck.
    B. frequency loss effect.
    C. genetic drift.
    D. population drain.

 

Bloom’s Level: 2. Understand
Learning Outcome: Describe three processes that could result in different populations of the same species having different gene combinations.
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.04
Topic: Evolution—Population Genetics

  1. This term indicates that nearly all the individuals in the population have the same alleles.
    A.genetic bottleneck
    B. frequency loss effect
    C. low genetic diversity
    D. genetic drift

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain how each of the following affects the genetic diversity within populations: mutation, sexual reproduction, population size, and migration.
Section: 12.03
Topic: Evolution—Population Genetics

  1. Using structural characteristics to differentiate species on the basis of key physical characteristics is called the
    A.morphological species concept.
    B. fitness concept.
    C. gene frequency concept.
    D. biological species concept.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the difference between the biological species concept and the morphological species concept.
Section: 12.02
Topic: Evolution—Population Genetics

Chapter 21

The Nature of Microorganisms

 

 

Multiple Choice Questions

  1. The method of reproduction used most frequently by microorganisms
    A.is sexual reproduction.
    B. is parthenogenesis.
    C. is asexual reproduction.
    D. involves meiosis.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the features that differentiate organisms as microbes.
Section: 21.01
Topic: Bacteria and Archaea

  1. Which of the following taxonomic categories are normally included in the general classification of microorganisms?
    A.Domain Bacteria
    B. Kingdom Protista
    C. Domain Archaea
    D. All of the above are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the features that differentiate organisms as microbes.
Section: 21.01
Section: 21.02
Section: 21.03
Section: 21.05
Topic: Bacteria and Archaea

 

  1. All of the following characteristics are typical for microorganisms EXCEPT
    A.Generally consist of single cell or groups of cells with little specialization.
    B. Generally reproduce by asexual reproduction.
    C. Most are parasites.
    D. Generally live in moist environments.

 

Bloom’s Level: 2. Understand
Learning Outcome: Explain the features that differentiate organisms as microbes.
Section: 21.01
Section: 21.02
Section: 21.03
Section: 21.05
Topic: Bacteria and Archaea

  1. Which of the following is a mutualistic relationship involving bacteria?
    A.mycorrhiza
    B. lichen
    C. decomposer bacteria
    D. All of the above are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the relationships of bacteria with other organisms.
Section: 21.02
Topic: Bacteria and Archaea

  1. Members of the Domain Bacteria and Domain Archaea differ in that
    A.Archaea are larger than Bacteria.
    B. Archaea reproduce sexually and Bacteria do not.
    C. Archaea are mostly parasitic.
    D. Archaea have a more complex nature to their DNA than do Bacteria.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.01
Section: 21.02
Topic: Bacteria and Archaea

 

  1. A highly resistant bacterial structure having a low metabolic rate is a(n)
    A.pathogen.
    B. mutation.
    C. endospore.
    D. toxin.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. The cells of the members of the kingdom Protista differ from those of the domain Bacteria in that
    A.none of the Protista have cell walls.
    B. all of the Protista have a nucleus.
    C. none of the Protista have flagella.
    D. all of the Protista are smaller than Bacteria.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.02
Section: 21.03
Topic: Protists

  1. Which of the following organisms are major producers of oxygen by photosynthesis in the ocean?
    A.Cyanobacteria
    B. Diatoms
    C. Dinoflagellates
    D. All of the above are important producers of oxygen.

 

Bloom’s Level: 2. Understand
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.02
Section: 21.03
Topic: Protists

 

  1. Which of the following organisms has cell walls containing silica?
    A.Ciliated protozoa
    B. Archaea
    C. Diatoms
    D. Dinoflagellates

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Agar, widely used in microbiology growth media, is obtained from
    A.Protozoa.
    B. Mold.
    C. Bacteria.
    D. Algae.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. A heterotrophic, unicellular, eukaryotic cell is
    A.Alga.
    B. Bacterium.
    C. Archeon.
    D. Protozoan.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.03
Topic: Protists

 

  1. Protozoa are classified according to
    A.the type of chlorophyll they have.
    B. the number of cilia they have.
    C. their method of movement.
    D. the environment in which they live.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.03
Topic: Protists

  1. A vector is an organism that carries
    A.mutations.
    B. toxins.
    C. spores.
    D. parasites.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are harmful and describe the diseases they cause.
Section: 21.03
Topic: Protists

  1. Slime molds are a type of
    A.Algae.
    B. Bacteria.
    C. Protista.
    D. Pathogen.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. Many members of the domain Archaea have the ability to produce
    A.methane.
    B. acid.
    C. high temperatures.
    D. cellulose.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. In the ocean or freshwater a bloom is
    A.a major increase in the number of planktonic algae.
    B. the growth of flower-like structures on brown algae.
    C. an area where oxygen is depleted from the water.
    D. None of the above is correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Your large intestine is filled with bacteria that do you no harm. Therefore, they are referred to as _____________ bacteria.
    A.pathogenic
    B. mutualistic
    C. commensal
    D. parasitic

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe microbes that live in and on all humans.
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Ringworm and athlete’s foot are caused by
    A.fungi.
    B. bacteria.
    C. algae.
    D. protozoa.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. An organism that lives on dead organic matter is known as a
    A.commensal organism.
    B. saprophyte.
    C. parasite.
    D. None of the above is correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Fungi

  1. Which of the following is a common human use of bacteria?
    A.producing sugar
    B. decomposition in sewage treatment plants
    C. producing antibiotics
    D. All of the above are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Members of the Domain Archaea are important in the ocean as
    A.chemosynthetic producers near places where hot water comes from openings in the ocean floor.
    B. parasites on many kinds of algae.
    C. a cause of algal blooms.
    D. food for fish.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Section: 21.02
Topic: Bacteria and Archaea

  1. An example of a mutualistic relationship is that of bacteria
    A.decomposing organic material.
    B. causing diseases.
    C. producing nitrogen-containing molecules in the roots of plants.
    D. being used in the chemical industry.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the relationships of bacteria with other organisms.
Section: 21.02
Topic: Bacteria and Archaea

  1. Archaea that are halophiles live in
    A.extremely hot environments.
    B. extremely cold environments.
    C. extremely salty environments.
    D. extremely acid environments.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Bacteria are difficult to control because of their
    A.high reproductive rate.
    B. low metabolic rate.
    C. lack of a nucleus.
    D. lack of a cell wall.

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the features that differentiate organisms as microbes.
Section: 21.01
Section: 21.02
Topic: Bacteria and Archaea

  1. Members of the kingdom Protista are
    A.always colonial.
    B. prokaryotic cells.
    C. all photosynthetic.
    D. eukaryotic cells.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Single-celled, autotrophic organisms include
    A.fungi.
    B. protozoa.
    C. algae.
    D. plants.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. Phytoplankton is mainly found
    A.near the ocean surface.
    B. on the ocean bottom.
    C. growing on rocks in freshwater streams.
    D. only in very cold water.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. The location of phytoplankton in the ocean is determined by
    A.temperature.
    B. space.
    C. salt content.
    D. light.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. A bloom is a rapid increase in
    A.algae.
    B. temperature.
    C. light.
    D. fish.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. A vector is
    A.the organism that causes a disease.
    B. the organism that is harmed by a disease organism.
    C. the organism that carries a disease organism from one host to another.
    D. the organism that produces antibiotics.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protista

  1. Pseudopods are found on some
    A.protozoa.
    B. algae.
    C. bacteria.
    D. blue-green algae.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Nonphotosynthetic cells with cell walls belong to the Kingdom
    A.Plantae.
    B. Animalia.
    C. Fungi.
    D. Protista.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

 

  1. Fungi are
    A.saprophytes.
    B. mutualistic.
    C. decomposers.
    D. All of the above are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. The main method of fungus dispersal is by
    A.seeds.
    B. sperms.
    C. fertilized eggs.
    D. spores.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. Slime molds and water molds are not considered to be fungi because
    A.they are not decomposers.
    B. they do not have chitin in their cell walls.
    C. their reproductive cells do not have flagella.
    D. they do not have the ability to do photosynthesis.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. The control of Bacteria by antibiotics is often ineffective because
    A.Bacteria mutate.
    B. Bacteria destroy antibiotics.
    C. Bacteria produce cell walls.
    D. Bacteria reproduce asexually.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Section: 21.05
Topic: Bacteria and Archaea

  1. Benthic algae are found
    A.near the ocean shore.
    B. floating on the ocean surface.
    C. only in fresh water.
    D. in the deep parts of the ocean.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the types of environments in which microorganisms live.
Section: 21.03
Topic: Protists

  1. Algae with two flagella are
    A.diatoms.
    B. dinoflagellates.
    C. cyanobacteria.
    D. red algae.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. Which of the following kinds of protozoa are major consumers of Bacteria and other microorganisms in the ocean?
    A.Apicomplexa
    B. Foranimifera
    C. Dinoflagellates
    D. Thermophiles

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. The best way to control the spread of the protozoan that causes sleeping sickness is
    A.with antibiotics.
    B. with heat.
    C. to control the vector.
    D. to drink strong coffee.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are harmful and describe the diseases they cause.
Section: 21.03
Topic: Protists

  1. The organisms that cause strep throat, pneumonia, and botulism are
    A.viruses.
    B. bacteria.
    C. protozoa.
    D. fungi.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are harmful and describe the diseases they cause.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Which of the following statements is FALSE concerning bacteria?
    A.They are prokaryotic.
    B. They can form endospores under unfavorable conditions.
    C. They contain complex organelles composed of membranes.
    D. They can be autotrophic or heterotrophic.

 

Bloom’s Level: 2. Understand
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. Algae differ from protozoa in that
    A.algae are plants and protozoa are animals.
    B. protozoa are motile and algae are nonmotile.
    C. algae are autotrophs and protozoa are heterotrophs.
    D. algae are aerobic and protozoa are anaerobic.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Organisms important in sewage treatment and nitrogen fixation belong to the domain
    A.Protista.
    B. Fungi.
    C. Bacteria.
    D. Archaea.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. ____ are not considered microorganisms.
    A.Yeast cells
    B. Bacteria
    C. Protozoa
    D. Insects

 

Bloom’s Level: 1. Remember
Learning Outcome: Explain the features that differentiate organisms as microbes.
Section: 21.01
Topic: General

  1. Microbes of the same species that live together and cooperate in some way are
    A.mutualistic.
    B. colonial.
    C. commensal.
    D. opportunistic.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. Some ____ are able to metabolize oil and have been used in the cleanup of oil spills.
    A.Algae
    B. Protozoa
    C. Fungi
    D. Bacteria

 

Bloom’s Level: 1. Remember
Learning Outcome: Discuss the importance of bacteria in recycling and decomposing. Give examples.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Nitrogen is made available to legumes because of a symbiotic relationship between the plant and
    A.a virus.
    B. bacteria.
    C. fungi.
    D. protozoa.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the relationships of bacteria with other organisms.
Section: 21.02
Topic: Bacteria and Archaea

  1. Nitrogen is made available to aquatic ecosystems by
    A.Bacteria.
    B. Cyanobacteria.
    C. Archaea.
    D. All of the above are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. Under ideal conditions, some bacteria can reproduce as frequently as once every
    A.thirty seconds.
    B. twenty minutes.
    C. twenty-four hours.
    D. three days.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. ____ of the species of bacteria are pathogens.
    A.All
    B. The majority
    C. About half
    D. A minority

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are harmful and describe the diseases they cause.
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. The most effective way to kill an endospore is to
    A.dry it (dehydration).
    B. freeze it (-10°C).
    C. crush it.
    D. heat it (125°C).

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

  1. ____ do NOT belong to the kingdom Protista.
    A.Water molds
    B. Algae
    C. Protozoa
    D. Yeasts

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. Tiny aquatic organisms that swim or move with water currents are
    A.plankton.
    B. benthic.
    C. endospores.
    D. colonial.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. ____ are the major producers in the ocean food chain.
    A.Benthic organisms
    B. Phytoplankton
    C. Fungi
    D. Water molds

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Protozoa with complex cell structures and two kinds of nuclei are
    A.Apicomplexa.
    B. Flagellates.
    C. Ciliates.
    D. Radiolarians.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. Seaweeds are
    A.large fungi.
    B. multicellular algae.
    C. primitive members of Plantae.
    D. cyanobacteria.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. Malaria is directly caused by
    A.protozoa.
    B. mosquitoes.
    C. bacteria.
    D. unclean environments.

 

Bloom’s Level: 1. Remember
Learning Outcome: Diagram the life cycle of a pathogenic protozoan such as Plasmodium vivax.
Section: 21.03
Topic: Protists

  1. Which of the following is a major kind of benthic algae?
    A.Diatom
    B. Brown algae
    C. Cyanobacteria
    D. Radiolarians

 

Bloom’s Level: 1. Remember
Learning Outcome: List the types of environments in which microorganisms live.
Section: 21.03
Topic: Protists

 

  1. The characteristic blue color of blue cheese comes from
    A.cyanobacteria.
    B. algae.
    C. mold.
    D. protozoans.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.05
Topic: Fungi

  1. One type of symbiotic relationship between a fungus and a plant involves
    A.nitrogen fixation.
    B. lichen.
    C. mycorrhiza.
    D. endospores.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. Harmful chemicals produced by fungi are
    A.pathogens.
    B. mycotoxins.
    C. benthic.
    D. mycorrhiza.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

 

  1. In the mutualistic relationship of lichens, ____ provide moisture and attachment while ____ provide food.
    A.bacteria; fungi
    B. bacteria; algae
    C. fungi; algae
    D. algae; fungi

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.05
Topic: Fungi

  1. The immediate ancestors of plants, animals and fungi are thought to be similar to some modern day ______
    A.Protista.
    B. Bacteria.
    C. Archaea.
    D. Ciliates.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. In the process of obtaining food, Fungi ________.
    A.secrete enzymes into their surroundings
    B. take whole pieces of organic matter into their cells
    C. rely on bacteria to digest their food
    D. None of the above is correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

 

  1. Fungi are major pathogens for
    A.Animals.
    B. Bacteria.
    C. Insects.
    D. Plants.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. How are the algae economically important?
    A.They increase environmental calcium levels.
    B. They decrease the population of harmful fungi.
    C. They provide fiber in most diets.
    D. They provide food additives.

 

Bloom’s Level: 1. Remember
Learning Outcome: Give examples of microbes that are helpful and describe the benefits they provide.
Section: 21.03
Topic: Protists

  1. A major ecological role for fungi is as
    A.producers.
    B. decomposers.
    C. nitrogen-fixing organisms.
    D. vectors of disease.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

 

  1. The kingdom Protista is
    A.not considered a valid phylogenetic unit.
    B. composed of organisms that are very similar to one another.
    C. only contains single-celled organisms.
    D. not ecologically important.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

  1. The production of methane in the digestive system of cattle is primarily the result of action of
    A.Ciliates.
    B. Fungi.
    C. Archaea.
    D. Flagellates.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Section: 21.02
Topic: Bacteria and Archaea

  1. Bacteria differ from Archaea in that
    A.Archaea have peptidoglycan in their cell walls.
    B. Bacteria have peptidoglycan in their cell walls.
    C. Archaea have DNA which is in the shape of a ring.
    D. Bacteria have DNA which is in the shape of a ring.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of the Archaea.
Learning Outcome: List the basic characteristics of the Bacteria.
Section: 21.02
Topic: Bacteria and Archaea

 

  1. Members of this group of protozoa are decomposers responsible for these infectious diseases: giardiasis (gastroenteritis), trichomoniasis (sexually transmitted disease), and trypanosomiasis (sleeping sickness—Trypanosoma gambiense).
    A.flagellated protozoa
    B. sarcodina
    C. ciliates
    D. All of these answers are correct.

 

Bloom’s Level: 1. Remember
Learning Outcome: Describe microbes that live in and on all humans.
Learning Outcome: Give examples of microbes that are harmful and describe the diseases they cause.
Section: 21.03
Topic: Protists

  1. One-celled species of fungi such as Saccharomyces cerevisiae (used in bread-and beer-making) are commonly known as
    A.bacteria.
    B. viruses.
    C. yeast.
    D. molds.

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Fungi.
Section: 21.05
Topic: Fungi

  1. These are nonphotosynthetic plankton, including aquatic protozoa and tiny animals.
    A.phytoplankton
    B. thermophiles
    C. zooplankton
    D. diatoms

 

Bloom’s Level: 1. Remember
Learning Outcome: List the basic characteristics of members of the Protista.
Section: 21.03
Topic: Protists

 

  1. This process involves the use of naturally occurring microbes to break down unwanted or dangerous materials.
    A.biomagnification
    B. bioremediation
    C. bioamplification
    D. bioassimilation

 

Bloom’s Level: 1. Remember
Learning Outcome: Discuss the importance of bacteria in recycling and decomposing. Give examples.
Section: 21.02
Topic: Bacteria and Archaea


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