Biology The Essentials 3rd Edition By Hoefnagels – Test Bank

 

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Sample Questions

 

 

Biology: The Essentials, 3e (Hoefnagels)

Chapter 4   The Energy of Life

 

1) A ball at the top of a hill is an example of ________ and a ball rolling down the hill is an example of ________.

1.   A) potential energy; kinetic energy

2.   B) kinetic energy; potential energy

3.   C) exergonic reaction; endergonic reaction

4.   D) noncompetitive inhibition; competitive inhibition

5.   E) competitive inhibition; noncompetitive inhibition

 

Answer:  A

Explanation:  Potential energy is energy which may be used for some purpose, while kinetic energy is the energy of motion. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.

Accessibility:  Keyboard Navigation

 

2) The amount of energy required to raise the temperature of one gram of water by one degree Celsius is a

1.   A) calorie.

2.   B) joule.

3.   C) kilocalorie.

4.   D) measure of density.

5.   E) measure of light.

 

Answer:  A

Explanation:  Calories are a measure of energy related to heating potential. Kilocalories are the units commonly used to describe the energy in food. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.

Accessibility:  Keyboard Navigation

 

 

3) Examples of potential energy include

1.   A) chemical bonds and concentration gradients.

2.   B) light and chemical bonds.

3.   C) quartz crystals vibrating in a wristwatch.

4.   D) soil heated by sunlight.

5.   E) light and the motion of a muscle.

 

Answer:  A

Explanation:  Living things have potential energy stored in chemical bonds and in gradients, such as proton gradients in mitochondria. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.

Accessibility:  Keyboard Navigation

 

4) Which statement is not directly connected with the law about energy being conserved?

1.   A) The amount of energy in the universe is constant.

2.   B) Energy cannot be created or destroyed.

3.   C) Energy can be converted to other forms of energy.

4.   D) Any energy transformation loses some energy to its surroundings as heat.

5.   E) None of the answers are correct.

 

Answer:  D

Explanation:  Energy can neither be created nor destroyed. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  2. Understand

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.

Accessibility:  Keyboard Navigation

 

 

5) In which case is the energy involved farthest from being kinetic energy?

1.   A) heat

2.   B) light

3.   C) sound

4.   D) the energy in chemical bonds

5.   E) random molecular movement

 

Answer:  D

Explanation:  Chemical bond energy may have come from some kind of kinetic energy, but it is not itself kinetic energy. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  2. Understand

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.

Accessibility:  Keyboard Navigation

 

6) Entropy is a measurement of

1.   A) order.

2.   B) complexity.

3.   C) disorder.

4.   D) organizing potential.

5.   E) None of the answer choices are correct.

 

Answer:  C

Explanation:  Entropy is a measure of disorder and randomness. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.

Accessibility:  Keyboard Navigation

 

 

7) Cells use energy for which of the following?

1.   A) to do work

2.   B) to synthesize proteins

3.   C) to expel waste

4.   D) to move substances across membranes

5.   E) All of the answer choices are correct.

 

Answer:  E

Explanation:  Cells use energy to power all of their basic functions. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  2. Understand

Learning Outcome:  04.01.01 Describe how cells use energy to do work.

Accessibility:  Keyboard Navigation

 

8) The chemical formula for glucose is

6.   A) C6H6O6.

7.   B) C12H6O12.

8.   C) C12H22O11.

9.   D) C6H6O12.

10.                E) C6H12O6.

 

Answer:  E

Explanation:  Glucose is a six carbon sugar. Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.

Accessibility:  Keyboard Navigation

 

 

9) The energy source that powers photosynthesis is

1.   A) water.

2.   B) glucose.

3.   C) carbon dioxide.

4.   D) sunlight.

5.   E) oxygen.

 

Answer:  D

Explanation:  The name “photosynthesis” literally means “to build up with light.” Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

10) The reactants of photosynthesis are

1.   A) water and carbon dioxide.

2.   B) organic compounds.

3.   C) glucose and water.

4.   D) glucose and carbon dioxide.

5.   E) glucose and sunlight.

 

Answer:  A

Explanation:  In photosynthesis, water and carbon dioxide are converted into oxygen gas and glucose. Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.

Accessibility:  Keyboard Navigation

 

 

11) If you were looking for a card describing the breakdown of glucose to carbon dioxide and water, you would look in a drawer labelled with what information?

1.   A) takes up energy, photosynthesis

2.   B) takes up energy, cellular respiration

3.   C) releases energy, photosynthesis

4.   D) releases energy, cellular respiration

5.   E) No answer is correct

 

Answer:  D

Explanation:  Glucose contains a large amount of energy in its chemical bonds, energy which is released by cellular respiration. Please see section 4.2 and figure 4.4 for more information.

Section:  04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

12) When NaCl (table salt) forms, sodium (Na) loses energy by ________ and chlorine (Cl) gains energy by ________.

1.   A) giving up an electron in oxidation; gaining an electron in reduction

2.   B) going with its concentration gradient; going against its concentration gradient

3.   C) going against its concentration gradient; going with its concentration gradient

4.   D) gaining an electron in oxidation; by giving up an electron in reduction

5.   E) gaining an electron in reduction; giving up an electron in oxidation

 

Answer:  A

Explanation:  Read section 4.2 and see figure 4.5 for more information on redox reactions.

Section:  04.02

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.

Accessibility:  Keyboard Navigation

 

 

13) Oxidation-reduction reactions

1.   A) transfer electrons from one molecule to another.

2.   B) are not used by living cells.

3.   C) transfer protons from one molecule to another.

4.   D) reduce the amount of oxygen in the cell.

5.   E) increase the amount of oxygen in the cell.

 

Answer:  A

Explanation:  Redox reactions involve the transfer of electrons. Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

14) Oxidation is

1.   A) the gain of oxygen by a cell.

2.   B) the loss of electrons from an atom or molecule.

3.   C) the loss of oxygen from a cell.

4.   D) the gain of electrons by an atom or molecule.

5.   E) the loss of protons by an atom or molecule.

 

Answer:  B

Explanation:  Oxidation involves loss of control of electrons. Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

 

15) Reduction is

1.   A) the gain of oxygen by a cell.

2.   B) the loss of oxygen from a cell.

3.   C) the gain of electrons by an atom or molecule.

4.   D) the loss of electrons by an atom or molecule.

5.   E) the loss of protons by an atom or molecule.

 

Answer:  C

Explanation:  Reduction is the gain of electrons by atoms or molecules. Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

16) If you had to grade an exam question about oxidation-reduction reactions, you would give the most points if a student said that they

1.   A) never occur at the same time.

2.   B) remove electrons from both molecules involved.

3.   C) remove protons from one molecule and join them to another molecule.

4.   D) occur simultaneously.

5.   E) remove oxygen from the cell.

 

Answer:  D

Explanation:  Reduction and oxidation occur in the same reaction, thus the term “redox.” Please see section 4.2 for more information.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  4. Analyze

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

 

17) Redox reactions involve the loss of an electron by an electron donor, and a gain of an electron by an electron acceptor.

 

Answer:  TRUE

Explanation:  Redox stands for oxidation-reduction. To understand more about the process, see section 4.2.

Section:  04.02

Topic:  Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

18) Enzymes speed up reactions by lowering the activation energy of a reaction. This is analogous with

1.   A) reducing the force a ball needs to start rolling down a hill.

2.   B) increasing the height an apple will fall from a tree.

3.   C) blocking a flowing river with a dam to stop the flow.

4.   D) causing a snow storm in the middle of summer when temperatures are hot.

5.   E) All answers are correct.

 

Answer:  A

Explanation:  Enzymes’ shapes help lower the energy needed to start reactions. Please see section 4.4 and figure 4.11 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  3. Apply

Learning Outcome:  04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

 

19) In most cases, the chemical structure of enzymes represents a(an)

1.   A) carbohydrate.

2.   B) lipid.

3.   C) ion.

4.   D) protein.

5.   E) inorganic molecule.

 

Answer:  D

Explanation:  Enzymes in nature are almost always proteins. Please see section 4.4 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

20) Enzymes speed chemical reactions by

1.   A) lowering the amount of reactants that are needed.

2.   B) maintaining temperature.

3.   C) lowering the energy required to start a chemical reaction.

4.   D) raising the temperature of the surroundings.

5.   E) supplying energy to the reaction process.

 

Answer:  C

Explanation:  Enzymes have specific shapes into which reactants fit. Please see section 4.4 for more information.

Section:  04.04

Topic:  Energy; Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

 

21) The area on the enzyme where the substrate binds is called

1.   A) an active site.

2.   B) a binding pocket.

3.   C) a reaction site.

4.   D) a catalyst site.

5.   E) an analog.

 

Answer:  A

Explanation:  The active site of an enzyme is where the reaction occurs. Please see section 4.4 and figure 4.11 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

22) The two data curves on the figure illustrate that

1.   A) temperature ranges are not the same for all enzyme activity.

2.   B) temperature is not related to enzyme efficiency.

3.   C) optimal temperature ranges are the same for all enzymes.

4.   D) pH is not related to enzyme efficiency.

5.   E) All answers are correct.

 

Answer:  A

Explanation:  The two organisms shown live and do biological work at different temperatures. Please see section 4.4 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  3. Apply

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

 

23) The vertical drop slightly after the peak of each curve on the figure illustrates

1.   A) that enzymes will not work if temperatures are too hot (or too cold).

2.   B) an increased rate of reaction.

3.   C) a decreased temperature.

4.   D) that temperatures only affect enzymes up to a specific temperature.

5.   E) that enzymes are most efficient at cold temperatures.

 

Answer:  A

Explanation:  Enzymes are designed to work at temperatures which correspond with temperatures experienced by the organisms in which those enzymes are found. Please see section 4.4 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  3. Apply

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

24) Competitive inhibition of enzymes occurs

1.   A) when a substance other than the correct substrate binds at the active site of an enzyme.

2.   B) when a substance binds to an enzyme at a site away from the active site.

3.   C) by denaturation of an enzyme.

4.   D) by blocking the production of an enzyme.

5.   E) when two enzymes bind together.

 

Answer:  A

Explanation:  Competitive inhibitors compete with proper substrates for the active site. Please see section 4.4 and figure 4.12 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

 

25) Noncompetitive inhibition of enzymes occurs

1.   A) when a substance other than the correct substrate binds at the active site of an enzyme.

2.   B) when a substance binds to an enzyme at a site away from the active site.

3.   C) by denaturation of an enzyme.

4.   D) by blocking the production of an enzyme.

5.   E) when two enzymes bind together.

 

Answer:  B

Explanation:  Noncompetitive inhibitors bind at a site other than at the enzyme’s active site. Please see section 4.4 and figure 4.12 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

26) Enzymes speed up chemical reactions.

 

Answer:  TRUE

Explanation:  Enzymes speed chemical reactions without themselves being used up in the reactions. Please see section 4.4 for more information.

Section:  04.04

Topic:  Enzymes

Bloom’s:  1. Remember

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

27) Simple diffusion

1.   A) requires energy.

2.   B) utilizes proteins to move molecules across a membrane.

3.   C) moves molecules against a concentration gradient.

4.   D) cannot occur without a membrane present.

5.   E) does not require energy.

 

Answer:  E

Explanation:  Simple diffusion does not require any energy input. Please see section 4.5 and figure 4.14 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

 

28) The diffusion of water across a selectively permeable membrane is

1.   A) facilitated diffusion.

2.   B) active transport.

3.   C) a rare occurrence.

4.   D) osmosis.

5.   E) always beneficial to a cell.

 

Answer:  D

Explanation:  When water moves down its concentration gradient across a selectively permeable membrane, it is called osmosis. Please see section 4.5 and figure 4.15 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

29) If a cell contains 95% water in its cytoplasm and the environment surrounding the cell contains 90% water will flow

1.   A) into the cell by osmosis.

2.   B) out of the cell by active transport.

3.   C) out of the cell by osmosis.

4.   D) into the cell by active transport.

5.   E) into the cell by facilitated diffusion.

 

Answer:  C

Explanation:  Water, like other substances, will move down a concentration gradient. Please see section 4.5 and figure 4.15 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  4. Analyze

Learning Outcome:  04.05.02 Explain the relationship between diffusion and concentration gradients.

Accessibility:  Keyboard Navigation

 

 

30) Which of the following statements is incorrect about turgor pressure?

1.   A) It occurs in organisms with cell walls when placed into a hypertonic environment.

2.   B) It is necessary to keep plants from wilting.

3.   C) It is the force of water against the inside of the cell wall.

4.   D) It is maintained by osmosis.

5.   E) It occurs organisms with cell walls when placed into a hypotonic environment.

 

Answer:  A

Explanation:  Turgor pressure occurs when enough water is taken up by cells with cell walls that the cellular contents are pressurized and push against the wall. Please see section 4.5 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.02 Explain the relationship between diffusion and concentration gradients.

Accessibility:  Keyboard Navigation

 

31) Active transport is different from simple diffusion because active transport

1.   A) requires energy.

2.   B) moves molecules against a concentration gradient.

3.   C) requires the use of proteins embedded within the cell membrane.

4.   D) moves molecules from an area of lower concentration to an area of higher concentration.

5.   E) All answers are correct.

 

Answer:  E

Explanation:  Active transport requires an input of energy and results in the creation of a concentration gradient. Please see section 4.5 for more information.

Section:  04.05

Topic:  Active Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

 

32) Phagocytosis is an example of

1.   A) exocytosis.

2.   B) passive transport.

3.   C) simple diffusion.

4.   D) endocytosis.

5.   E) facilitated diffusion.

 

Answer:  D

Explanation:  Phagocytosis literally means “cell eating.” Please see section 4.5 for more information.

Section:  04.05

Topic:  Membranes; Active Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

33) Which of the following are examples of potential energy?

1.   A) electrons moving through the electron transport chain, proton gradient

2.   B) electrons in chemical bonds, proton gradient, ATP

3.   C) protons moving through ATP synthase, ATP

4.   D) electrons moving through the electron transport chain, and protons moving through ATP synthase

5.   E) All answer choices are correct.

 

Answer:  B

Explanation:  Potential energy is stored energy which may be used later. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

 

34) Which of the following are examples of kinetic energy?

1.   A) electrons moving through the electron transport chain, protons moving through ATP synthase

2.   B) electrons in chemical bonds, proton gradient, ATP

3.   C) electrons moving through the electron transport chain, proton gradient

4.   D) protons moving through ATP synthase, ATP

5.   E) All answer choices are correct.

 

Answer:  A

Explanation:  Kinetic energy is the energy of motion. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.01.02 Compare and contrast potential and kinetic energy.

Accessibility:  Keyboard Navigation

 

35) When electrons are removed from a food molecule, the molecule is

1.   A) reduced.

2.   B) in equilibrium.

3.   C) oxidized.

4.   D) polymerized.

5.   E) conducting an endergonic reaction.

 

Answer:  C

Explanation:  Loss of control of electrons, as when they are removed, is oxidation. Please see sections 4.1 and 4.2 and figure 4.5 for more information.

Section:  04.01; 04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  2. Understand

Learning Outcome:  04.01.01 Describe how cells use energy to do work.; 04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.

Accessibility:  Keyboard Navigation

 

 

36) If you drop a rubber ball and it does not bounce back to the height you dropped it from. This is consistent with

1.   A) conversion of entropy into potential energy.

2.   B) energy being neither created nor destroyed.

3.   C) conversion of kinetic energy into potential energy.

4.   D) conversion of kinetic energy into entropy.

5.   E) the tendency to increase disorder.

 

Answer:  E

Explanation:  Disorder, randomness, tends to increase in systems. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.

Accessibility:  Keyboard Navigation

 

37) The wood in a match is made of cellulose, a polymer of glucose molecules. When you light the match heat and light are given off, indicating that a(n) ________ reaction is occurring.

1.   A) endergonic

2.   B) kinetic energy

3.   C) exergonic

4.   D) potential energy

5.   E) equilibrium

 

Answer:  C

Explanation:  Exergonic reactions release energy in the process. Please see section 4.2 for more information.

Section:  04.02

Topic:  Energy

Bloom’s:  3. Apply

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.

Accessibility:  Keyboard Navigation

 

 

38) Plants require energy from light to perform photosynthesis in which glucose is formed from carbon dioxide and water. This is an example of

1.   A) a reaction that releases energy.

2.   B) kinetic energy.

3.   C) a reaction that takes up energy.

4.   D) potential energy.

5.   E) equilibrium.

 

Answer:  C

Explanation:  Photosynthesis puts the energy from absorbed light into the energy in chemical bonds. Please see section 4.2 for more information.

Section:  04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  3. Apply

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

39) The CFTR receptor moves chloride ions out of a cell by active transport. This is an example of

1.   A) a reaction coupled with the production of ATP.

2.   B) an oxidation reaction.

3.   C) a reduction reaction.

4.   D) a reaction requiring the input of ATP.

5.   E) equilibrium.

 

Answer:  D

Explanation:  ATP powers most reactions in cells where the reaction would otherwise not be spontaneous. Please see section 4.3 for more information.

Section:  04.03

Topic:  ATP

Bloom’s:  3. Apply

Learning Outcome:  04.03.01 Explain how ATP is used in coupled reactions.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

 

40) After ATP donates a phosphate group to a coupled reaction, then it becomes ADP. The ADP

1.   A) can be recharged with the release of energy to form ATP.

2.   B) is a waste product that will be broken down.

3.   C) can be recharged in an equilibrium reaction to form ATP.

4.   D) can be recharged in an oxidation reaction to form ATP.

5.   E) can be recharged with the uptake of energy to form ATP.

 

Answer:  E

Explanation:  ATP is recharged by adding phosphate to ADP, adding energy at the same time. Please see section 4.3 and figure 4.10 for more information.

Section:  04.03

Topic:  ATP

Bloom’s:  3. Apply

Learning Outcome:  04.03.01 Explain how ATP is used in coupled reactions.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

41) A bowl of sugar water is very stable. If you feed it to cells it is rapidly broken down into carbon dioxide, water, and ATP. What is the best explanation for this reaction?

1.   A) Enzymes in the cells catalyze the breakdown of the glucose.

2.   B) Cells use energy to break down the glucose.

3.   C) Glucose becomes more chemically reactive inside of  cells.

4.   D) Glucose cannot be broken down outside of cells.

5.   E) Glucose is removed from the cells by active transport.

 

Answer:  A

Explanation:  Enzymes speed the breakdown of glucose inside cells. Please see sections 4.1 and 4.4 for more information.

Section:  04.01; 04.04

Topic:  Energy; Enzymes; Metabolic Pathways

Bloom’s:  2. Understand

Learning Outcome:  04.01.01 Describe how cells use energy to do work.; 04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

 

 

42) If a drug is designed to denature enzymes involved in digesting phenylalanine, why would patients treated with this drug develop phenylketonuria?

1.   A) They lack an enzyme to break down phenylalanine.

2.   B) They lack an enzyme to produce phenylalanine.

3.   C) They produce too much phenylalanine.

4.   D) They lack an inhibitor of an enzyme to break down phenylalanine.

5.   E) They eat more phenylalanine than most people.

 

Answer:  A

Explanation:  PKU results when phenylalanine cannot be properly and safely broken down. Please see the Why We Care section in 4.4 for more information.

Section:  04.04

Topic:  Enzymes; Metabolic Pathways

Bloom’s:  2. Understand

Learning Outcome:  04.04.01 Explain how enzymes catalyze reactions.; 04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

 

43) Changes in the tide level can cover plants and animals that would usually not be covered by seawater. The exposure to seawater would result in the cells

1.   A) bursting by osmosis of water.

2.   B) dehydrating by facilitated diffusion of salts.

3.   C) dehydrating by osmosis of water.

4.   D) bursting by active transport of salts.

5.   E) dehydrating by active transport of salts.

 

Answer:  C

Explanation:  At high tide, cells would be covered with seawater, which would tend to draw out water from them by osmosis. Please see section 4.5 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  2. Understand

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

 

44) When the concentration gradient driving osmosis becomes larger, osmosis occurs at a faster rate.

 

Answer:  TRUE

Explanation:  A larger concentration gradient makes for a larger driving force and faster diffusion. Please see section 4.5 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  2. Understand

Learning Outcome:  04.05.02 Explain the relationship between diffusion and concentration gradients.

Accessibility:  Keyboard Navigation

 

45) Reactions that take up energy proceed spontaneously.

 

Answer:  FALSE

Explanation:  Reactions which release energy are spontaneous on their own. Please see section 4.2 for more information.

Section:  04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.

Accessibility:  Keyboard Navigation

 

46) Diffusion occurs against concentration gradients.

 

Answer:  FALSE

Explanation:  Diffusion occurs down, or with, concentration gradients. Please see section 4.5 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.02 Explain the relationship between diffusion and concentration gradients.

Accessibility:  Keyboard Navigation

 

 

 

47) Potential energy is the energy of motion.

 

Answer:  FALSE

Explanation:  Potential energy is stored energy, while the energy of motion is kinetic energy. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.01 Describe how cells use energy to do work.

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48) If a lion eats a gazelle, before the molecules have been broken down by its cells, the lion has gained

1.   A) potential energy.

2.   B) kinetic energy.

3.   C) entropy.

4.   D) respiratory capacity.

5.   E) enzymes for digesting grass.

 

Answer:  A

Explanation:  The energy in a meal of gazelle is potential energy. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.01 Describe how cells use energy to do work.

Accessibility:  Keyboard Navigation

 

49) The chloroplasts in plant cells create energy.

 

Answer:  FALSE

Explanation:  Energy is conserved−it can neither be created not destroyed. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  2. Understand

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.

Accessibility:  Keyboard Navigation

 

 

 

50) Dye placed at one end of a beaker of otherwise pure water will

1.   A) diffuse towards the other side.

2.   B) remain in place.

3.   C) slowly bleach.

4.   D) form crystals.

5.   E) No answer is correct.

 

Answer:  A

Explanation:  Dye will diffuse from where it is in high concentration out into pure water, where it is at low (zero) concentration to start. Please see section 4.5 for more information.

Section:  04.05

Topic:  Passive Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.02 Explain the relationship between diffusion and concentration gradients.

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51) Energy sometimes appears spontaneously in living systems.

 

Answer:  FALSE

Explanation:  Energy in living systems must be captured from a source, living or non-living. Please see section 4.1 for more information.

Section:  04.01

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.

Accessibility:  Keyboard Navigation

 

52) In the section “Investigating Life: Does Natural Selection Maintain Cystic Fibrosis?,” why does water leave the cell by osmosis after the active transport of chloride ions out of the cell by CFTR?

1.   A) The cell is now in a hypertonic solution.

2.   B) The cell is now in a hypotonic solution.

3.   C) The cell is now in an isotonic solution.

4.   D) The cell needs to regenerate the ATP used in active transport.

5.   E) The cell must pump out water to avoid bursting.

 

Answer:  A

Explanation:  Please see section 4.5 and the Investigating Life section in this chapter.

Section:  04.05

Topic:  Passive Transport; Active Transport

Bloom’s:  3. Apply

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

 

53) In the section “Investigating Life: Does Natural Selection Maintain Cystic Fibrosis?,” those with the genetic mutation in the protein are resistant to cholera infections. What did the scientists hypothesize about the relationship between cystic fibrosis and cholera resistance?

1.   A) Carriers with one copy of the defective CFTR gene have decreased resistance to cholera compared to those with no defective copies.

2.   B) These individuals were exposed to cholera, causing mutations in their CFTR gene that can then be passed on to their children.

3.   C) Carriers will be more likely to have children who develop cystic fibrosis.

4.   D) Carriers with one copy of the defective CFTR gene have increased resistance to cholera compared to those with no defective copies.

5.   E) Only carriers would be able to survive exposure to cholera.

 

Answer:  D

Explanation:  Please read the Investigating Life and section 4.5 in this chapter for more information.

Section:  04.05

Topic:  Membranes

Bloom’s:  4. Analyze

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

54) In the section “Investigating Life: Does Natural Selection Maintain Cystic Fibrosis?,” which infection did researchers hypothesize that the CFTR protected cystic fibrosis patients against?

1.   A) pneumonia

2.   B) malaria

3.   C) staph

4.   D) strep throat

5.   E) cholera

 

Answer:  E

Explanation:  Please see the Investigating Life and section 4.5 in this chapter for more information.

Section:  04.05

Topic:  Membranes

Bloom’s:  3. Apply

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

 

 

55) Whenever ATP is produced by a chemical reaction some energy is lost into the surroundings as heat.

 

Answer:  TRUE

Explanation:  Any energy transfers in the physical universe, including those in living things, involve some loss of useful energy, some increase in entropy. Please see sections 4.1 and 4.3 for more information.

Section:  04.01; 04.03

Topic:  Energy; ATP

Bloom’s:  1. Remember

Learning Outcome:  04.01.03 Explain how physical laws constrain energy use in organisms.; 04.03.01 Explain how ATP is used in coupled reactions.

Accessibility:  Keyboard Navigation

 

56) Studies of fireflies show that as they produce light, they constantly recycle ATP. Why might this be?

1.   A) ATP breakdown releases light.

2.   B) ATP is light-sensitive.

3.   C) ATP powers light production in fireflies.

4.   D) Fireflies need ATP for other processes.

5.   E) No answer is correct.

 

Answer:  C

Explanation:  ATP is used to power the light-producing reactions in fireflies. Please see section 4.3 for more information.

Section:  04.03

Topic:  Energy; ATP

Bloom’s:  2. Understand

Learning Outcome:  04.03.01 Explain how ATP is used in coupled reactions.; 04.00.01 Describe the energy transfers that are common to life.

Accessibility:  Keyboard Navigation

 

57) Reactions that break down substrates do not release any energy because enzymes are used.

 

Answer:  FALSE

Explanation:  Please see sections 4.2 and 4.4 for more information.

Section:  04.02; 04.04

Topic:  Energy

Bloom’s:  1. Remember

Learning Outcome:  04.02.01 Explain the relationship between reactions that absorb energy and those that release energy.; 04.04.01 Explain how enzymes catalyze reactions.

Accessibility:  Keyboard Navigation

 

 

58) Oxidation is the loss of electrons.

 

Answer:  TRUE

Explanation:  Oxidized molecules have lost some of their electrons. Please see section 4.2 for more information.

Section:  04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  2. Understand

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.

Accessibility:  Keyboard Navigation

 

59) Reduction is the gain of electrons.

 

Answer:  TRUE

Explanation:  Reduced molecules are those that have gained electrons in redox reaction. Please see section 4.2 for more information.

Section:  04.02

Topic:  Energy; Metabolic Pathways

Bloom’s:  2. Understand

Learning Outcome:  04.02.02 Explain how oxidation and reduction reactions are linked.

Accessibility:  Keyboard Navigation

 

60) The most common way for energy-absorbing reactions to be powered in cells is for them to be coupled with the breakdown of ATP.

 

Answer:  TRUE

Explanation:  The breakdown of ATP provides ample energy to power many cellular processes. Please see section 4.3 for more information.

Section:  04.03

Topic:  ATP

Bloom’s:  1. Remember

Learning Outcome:  04.03.01 Explain how ATP is used in coupled reactions.

Accessibility:  Keyboard Navigation

 

61) Some antibiotics target enzymes specific to bacteria.  Some work by binding to the active site and; therefore, act as noncompetitive inhibitors.

 

Answer:  FALSE

Explanation:  To differentiate between competitive and non-competitive inhibition please see section 4.4.

Section:  04.04

Topic:  Enzymes

Bloom’s:  2. Understand

Learning Outcome:  04.04.02 List the factors that influence enzyme activity.

Accessibility:  Keyboard Navigation

62) Phagocytosis is the process used by cells to bring in small amounts of fluid.

 

Answer:  FALSE

Explanation:  Pinocytosis is used to uptake fluids and dissolved substances. Please see section 4.5 for more information.

Section:  04.05

Topic:  Active Transport

Bloom’s:  1. Remember

Learning Outcome:  04.05.01 Compare and contrast the ways that molecules move across membranes.

Accessibility:  Keyboard Navigation

Biology: The Essentials, 3e (Hoefnagels)

Chapter 7   DNA Structure and Gene Function

 

1) The double helix of DNA is composed of building blocks called

1.   A) amino acids.

2.   B) monosaccharides.

3.   C) phospholipids.

4.   D) disaccharides.

5.   E) nucleotides.

 

Answer:  E

Explanation:  DNA is a double helix of two hydrogen-bonded strands. Please see section 7.1 for more information.

Section:  07.01

Topic:  DNA Structure

Bloom’s:  1. Remember

Learning Outcome:  07.01.01 Identify the components of double-stranded DNA.

Accessibility:  Keyboard Navigation

 

2) The rungs of the DNA ladder are formed by base pairs

1.   A) joined by covalent bonds.

2.   B) joined by hydrogen bonds.

3.   C) joined by ionic bonds.

4.   D) NOT joined to each other.

 

Answer:  B

Explanation:  Hydrogen bonds connect the two antiparallel strands of DNA in a double helix. Please see section 7.1 for more information.

Section:  07.01

Topic:  DNA Structure

Bloom’s:  1. Remember

Learning Outcome:  07.01.02 Explain how hydrogen bonds contribute to the structure of DNA.

Accessibility:  Keyboard Navigation

 

 

3) In DNA molecules,

1.   A) cytosine pairs with adenine.

2.   B) thymine pairs with uracil.

3.   C) adenine pairs with uracil.

4.   D) adenine pairs with thymine.

5.   E) cytosine pairs with thymine.

 

Answer:  D

Explanation:  AT and GC base pairs are critical for the structure of DNA. Please see section 7.1 for more information.

Section:  07.01

Topic:  DNA Structure

Bloom’s:  1. Remember

Learning Outcome:  07.01.01 Identify the components of double-stranded DNA.

Accessibility:  Keyboard Navigation

 

4) In DNA molecules,

1.   A) cytosine pairs with guanine.

2.   B) thymine pairs with uracil.

3.   C) adenine pairs with uracil.

4.   D) adenine pairs with guanine.

5.   E) cytosine pairs with thymine.

 

Answer:  A

Explanation:  AT and GC base pairs are critical for the structure of DNA. Please see section 7.1 for more information.

Section:  07.01

Topic:  DNA Structure

Bloom’s:  1. Remember

Learning Outcome:  07.01.01 Identify the components of double-stranded DNA.

Accessibility:  Keyboard Navigation

 

 

5) The “central dogma” of molecular biology described by Watson and Crick describes

1.   A) the passing of genetic information from DNA to RNA by translation.

2.   B) the passing of genetic information from RNA to protein by transcription.

3.   C) the inheritance of traits between generations.

4.   D) the production of energy in a cell.

5.   E) the directional flow of genetic information in cells.

 

Answer:  E

Explanation:  Information flows from DNA to RNA to protein. Please see section 7.2 for more information.

Section:  07.02

Topic:  Gene Regulation

Bloom’s:  2. Understand

Learning Outcome:  07.02.01 Explain the roles of DNA, RNA, and protein in gene function.; 07.00.01 Explain how cells use information in DNA to produce proteins.

Accessibility:  Keyboard Navigation

 

6) RNA differs from DNA in many ways, including

1.   A) DNA contains deoxyribose while RNA contains ribose.

2.   B) DNA contains thymine while RNA contains uracil.

3.   C) DNA is double stranded while RNA is single stranded.

4.   D) RNA can catalyze some chemical reactions and DNA cannot.

5.   E) All answers are correct.

 

Answer:  E

Explanation:  RNA has different bases than DNA and doesn’t form double helices as a normal matter of course. Please see section 7.2 for more information.

Section:  07.02

Topic:  RNA Structure

Bloom’s:  2. Understand

Learning Outcome:  07.02.01 Explain the roles of DNA, RNA, and protein in gene function.

Accessibility:  Keyboard Navigation

 

 

7) DNA differs from RNA because, unlike RNA,

1.   A) DNA contains uracil.

2.   B) DNA contains thymine.

3.   C) DNA can catalyze some chemical reactions.

4.   D) DNA is single-stranded.

5.   E) DNA contains ribose.

 

Answer:  B

Explanation:  DNA and RNA have different chemical letters in their languages. Please see section 7.2 for more information.

Section:  07.02

Topic:  DNA Structure; RNA Structure

Bloom’s:  2. Understand

Learning Outcome:  07.02.01 Explain the roles of DNA, RNA, and protein in gene function.

Accessibility:  Keyboard Navigation