Biology Quiz 1

This is the first quiz in a series for Biology content knowledge to help you assess your scientific literacy! This section covers Embedded Inquiry, Math, Engineering, and Technology associated with Biology! Best of luck and enjoy!

The course expectations and performance indicators are listed for each question. Those standards let you know what skills are associated with the question!

Welcome to your Biology Section 1

Name

1. Course Expectation: Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

Performance Indicator: Select a description or scenario that reevaluates and/or extends a scientific finding.

 

In 1838 Matthias Schleiden, published an article covering the structure as well as origin of plant cells. This was the first step towards cell theory. He stated all plant cells have similar structures and new plant cells form from nuclei of old plant cells. You are a biology student who intends to perform an experiment showing Schleiden is correct. You take a leaf cutting from a maple tree and follow an experiment to show you can grow a plant from this cutting. How can you best confirm both aspects of Schleiden's statement to satisfy critics of your work?

Check the length of the stalk and look at the maple leaf under the microscope comparing the cells.

Take cuttings from different plants, follow the same experiment, and compare all for growth and structures under the microscope.

Report your findings from your experiment of the maple leaf and cite references.

Perform the maple leaf experiment multiple times.

2. Course Expectations:  Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

Performance Indicator: Analyze the components of a properly designed scientific investigation.

 

Two scientists perform competing research. Scientist One works to confirm that a particular medication causes loss of cellular function. Scientist Two works to confirm that the medication is safe. Both follow similar methods using similar facilities and come up with a substantial difference in data. Scientist Two proved that the medication was safe while Scientist One had data that showed loss of cellular function. Scientist One had an independent research party review their work. Scientist Two had colleagues review their work. Which scientist is likely to have more compelling data?

Scientist One as they confirmed bias

Scientist Two as they confirmed bias

Scientist One as they eliminated bias

Scientist Two as they eliminated bias

3. Course Expectation: Use appropriate tools and technology to collect precise and accurate data.

Performance Indicator: Determine appropriate tools to gather precise and accurate data.

 

Which piece(s) of equipment is(are) best for measuring the mass of a solution before and after heating it?

Balance and graduated cylinder

Balance and beaker

Beaker and watch glass

Beaker and biuret

4. Course Expectations: Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.

Performance Indicators: Evaluate the accuracy and precision of data.

 

Common frogs were measured for mass and the balance measurements are listed below by each student. The known weight for the common frog is 22.7 g. Which student was the most precise?

Jane: 22.7 g, 21.3 g, 22.5 g

Rob: 21.7 g, 23.2 g, 21.1 g

Dean: 22.5 g, 22.3 g, 23.5 g

Sierra: 21.9 g, 22.1 g, 22.0 g

Jane

Rob

Dean

Sierra

5. Course Expectations: Compare experimental evidence and conclusions with those drawn by others about the same testable question.

Performance Indicators: Defend a conclusion based on scientific evidence.  Interpret a graph that depicts a biological phenomenon.

 

A biologist performed a study tracking the population of wolves and deer in a local sanctuary. The results of the study are listed below (Wolf = blue and Deer = gray). What conclusion is best supported by the evidence?

The population of the wolves and deer are inversely proportionate.

A harsh winter affected the wolf population allowing the deer population to grow.

The deer population and the wolf population are proportionate to one another.

There is not enough data to draw a conclusion.

6. Course Expectation: Communicate and defend scientific findings.

Performance Indicators: Determine why a conclusion is free of bias. Compare conclusions that offer different, but acceptable explanations for the same set of experimental data.

 

A nursing student investigated the relationship between blood pressure (BP) and LDL cholesterol count. The data is shown in the table below. The student concluded that the LDL cholesterol count affects blood pressure. Which statement supports the student's conclusion?

Patients 1 and 2 both have the same blood pressure.

Patients 1 and 3 have different blood pressure

Patients 2 and 4 are the same age

Patients 1 and 4 and different genders

7. Course Expectation: Utilize appropriate mathematical equations and processes to understand biological concepts. Understand the mathematical principles associated with the science of biology.

Performance Indicators:  Predict the outcome of a cross between parents of known genotype.

 

Muscular dystrophy is a sex linked disease. Women can be carriers while men can not be carriers. If a mother is a carrier for the allele for muscular dystrophy and the father of the child has not symptoms, what is the percentage that their child will have the disease, muscular dystrophy?

50% if male, 0% if female

0% if male, 50% if female

25% if male, 25% is female

0% if male, 0% if female

8. Course Expectation: Explore the impact of technology on social, political, and economic systems.

Performance Indicator: Distinguish among tools and procedures best suited to conduct a specified scientific inquiry.

 

A scientist wants to study the effect of a newly developed pesticide on weevils in the local cotton farms. The pesticide the scientist wants to use is not yet available to the population. What is the best course of action for the scientist to test the pesticide?

Find a small plot of land away from other farms/wildlife and test the pesticide.

Find a large farm away from other farms and test the pesticide.

Perform a controlled experiment in lab and test the pesticide.

Have an independent firm choose a plot of farm land and test the pesticide.

9. Course Expectation: Explain the relationship between the properties of a material and the use of the material in the application of a technology.

Performance Indicators: Evaluate the overall benefit to cost ratio of a new technology.

 

Patients often prefer generic medications over name brands due to the cost of purchase being considerably less. Why are pharmaceutical companies able to sell generic medications for considerably less than the premium brands?

Generic medications do not have the same cost of research and development as the name brands.

Generic medications have a different chemical makeup than name brands.

Generic medications require more advertising.

Generic medications have less child protective packaging.

10. Course Expectation:  Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. Describe the dynamic interplay
among science, technology, and engineering within living, earth-space, and physical systems.

Performance Indicators: Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. Use design principles to
determine how a new technology will improve the quality of life for an intended audience.

 

An environmental engineer has designed a device to aid individuals in sterilizing water supplies in 3rd world countries. She has the blue prints drawn out to scale. What is the next logical step in development?

Build a prototype.

Find a manufacturing company.

Test the device in a 3rd world country.

File for a patent.

Time is Up!

Time's up

Check out the Leader board -> See who is the top Bio nerd! 😀

Leaderboard for Biology Section 1

1. ScientistL3M-100%
2. ScientistL3M-100%
3. None-90%
4. None-90%
5. None-90%