Download L111 Exam I, FRIDAY, September 22, Fall Semester of 2006

L111 Exam I, FRIDAY, September 22, Fall Semester of 2006
NAME __________________________________________
ID NUMBER ___________________
Please READ CAREFULLY and FOLLOW these directions:
1] Use a No. 2 lead pencil only
2] Fill out the enclosed SCANTRON SHEET
a) NAME----LAST NAME FIRST
b) STUDENT NUMBER in columns A through D
c) Do NOT WRITE in the SPECIAL CODES area
3] SIGN THE ANSWER SHEET ACROSS THE TOP MARGIN (above the NAME
heading). We will NOT accept any unsigned answer sheets. By signing the answer sheet
you are stating that you have neither given nor received answers or information from
another student during the course of the examination.” By signing, you are ALSO
confirming that you understand that if you violate this policy “with suitable proof you
will receive a score of “0” for this examination and, depending upon the severity of the
offense, may receive an “F” for the L111 course and a letter describing your offense
placed in your permanent file in the Dean’s office.”
4] READ EACH QUESTION carefully and FILL IN THE CIRCLE that
corresponds to the SINGLE BEST ANSWER. NO PARTIAL CREDIT WILL BE
GIVEN FOR ANSWERS THAT ARE CORRECT BUT NOT THE BEST ANSWER.
5] The exam consists of 25 questions and each is worth 4 points.
6] Questions number 26 and 27 are BONUS questions. If you answer them correctly,
each is worth 4 extra points. If you answer them incorrectly, they will not be counted at
all.
7] Exams must be turned in by 9:55 AM
8] When you have completed the exam, TURN IN YOUR SIGNED ANSWER SHEET
AND THE QUESTIONS to the AI at the front of the room and SHOW YOUR
STUDENT ID CARD.
1. Darwin believed that these two forces reduce heritable variation in a population:
a.
b.
c.
d.
e.
Dominance and epistasis.
Blending inheritance and natural selection.
Mendelian inheritance and the environment.
Adaptation and diversity.
Geometric population growth and the struggle for existence.
.
2. What are the two ways to genetically describe a Mendelian population:
a.
b.
c.
d.
e.
In terms of the fitnesses and environments of the individuals.
In terms of the environments and biodiversity of the individuals.
In terms of the phenotypes and genotypes of the individuals.
In terms of the gene and genotype frequencies.
In terms of the numbers of breeding males and females.
3. If a population consists of individuals of THREE genotypes, AA, Aa, and aa, and the
genotype frequencies are GAA = 0.80, GAa = 0.10, and Gaa = 0.10, then the frequency
of the A allele, PA, is
a.
b.
c.
d.
e.
{0.80 + (1/2)(0.10)}.
(0.80)2
{(2)(0.80) + (1/2)(0.10)}
{0.80 + 0.10 + 0.10}.
{0.10 + (1/2)(0.10)}
4. A polymorphic gene has
a.
b.
c.
d.
e.
More than one individual.
More than one allele.
More than one phenotype.
More than one parent.
More than one species.
5. Which of the following are Haploid?
a.
b.
c.
d.
e.
Males in the bees, ants, and wasps.
Bacteria and viruses.
Chloroplast genes in plants.
X-linked genes in male mammals.
All of the above.
6. Vertebrate parthenogenic species
a.
b.
c.
d.
e.
Are triploid and have only females.
Are haplo-diploid and have both males and females.
Are one of several disease causing organisms.
Are evolving resistance to antibiotics.
(c), and (d).
7. Imagine a gene with 10 alleles. The number of possible genotypes is
a.
b.
c.
d.
e.
Greater for a diploid species than it is for a haploid species.
Greater for a haploid species than it is for a diploid species.
Is the same in a haploid species as it is for a diploid species.
Greater for a triploid species than it is for a diploid species.
(a) and (d).
8. An individual with two different alleles at a gene is
a.
b.
c.
d.
e.
Heterozygous.
Diploid.
Parthenogenic.
Homozygous.
(a) and (b).
9. The concept that the geological forces acting today are similar to those occurring in
the past
a.
b.
c.
d.
e.
Diversity.
Variation.
Gradualism.
Darwinism.
Uniformitarianism.
10. Henslow taught Darwin
a.
b.
c.
d.
e.
The theory of Blending Inheritance.
The theory of Geometric Population Growth.
The germ theory of disease.
The importance of individual variation.
The theory of formation of Oceanic Islands.
11. Refer to the Figure above. According to Darwin, the large grey dot on the Figure
represents
a.
b.
c.
d.
e.
The most recent common ancestor of species 1 and 2.
An extinct ancestral species.
The most recent common ancestor of species 2 and 5.
The most recent common ancestor of species 1, 2, 3, 4, and 5.
All of the above except (c).
12. Refer to the Figure above. According to Darwin, which pair of species should be the
MOST SIMILAR in phenotype
a. Species 1 and 2.
b. Species 1 and 3.
c. Species 2 and 5.
d. Species 3 and 4.
e. Species 4 and 5.
13. TRUE or FALSE: The Figure above represents descent with modification but not
natural selection?
a. True.
b. False.
14. Imagine a diploid population with 1,000 individuals of the following genotypes: 500
AA, 300 Aa, and 200 aa. The frequency of genotype Aa is
a.
b.
c.
d.
e.
(500 + 300)/2.
{(2)(300) + (1)(300)}/(2)(1,000).
(300)/(2,000).
(300)/(1,000).
{500/1,000} – {200/1,000}.
15. A scientific theory is
a.
b.
c.
d.
e.
Opinion-based rather than evidence-based.
A belief about cause and effect.
A logical guess about how something works.
A set of logical arguments.
Set of tested hypotheses with supporting evidence.
16. A virus lacks which of the following characteristics of a living organism:
a.
b.
c.
d.
e.
A cell wall.
Growth.
DNA or RNA based information.
(a) and (b).
None of the above.
17. On the voyage of the Beagle, Darwin became convinced of descent with
modification because of which evidence:
a. The unique species found on Oceanic Islands..
b. The resemblance between living species and fossils, both from South America.
c. The transition of oceanic islands from barrier reef to atoll.
d. All of the above.
e. (a) and (b)
18. These two features of the natural world result in a Darwinian struggle for existence:
a. Bi-parental and equal inheritance, because only two alleles out of hundreds
can get into an individual.
b. The capacity to reproduce in excess of replacement and geometric population growth.
c. Competition between species that drives one species to extinction.
d. A reproductive capacity in excess of replacement and finite resources.
e. The catastrophic forces and the weaker forces of gradualism.
19. A nosocomial infection is
a.
b.
c.
d.
e.
An infection with an anti-biotic resistant bacterium.
An infection acquired in a hospital.
An infection acquired from another species.
An infection caused by a virus.
An infection of the nasal passages, like the common cold.
20. The phrase, Cost of Resistance, refers to
a. The selective deaths that attend the struggle for existence.
b. The increase in medical expenses resulting from the evolution of anti-biotic
resistance in bacteria.
c. The trade-off between anti-biotic resistance and bacterial reproductive
capacity.
d. The change in the frequency of use of anti-biotics to combat infection before
and after 1970.
e. The reluctance of C. Lyell to accept Darwin’s theory of descent with
modification.
21. The Endogenous Retroviruses (ERTs) are:
a.
b.
c.
d.
e.
The cause of recurrent diseases in humans.
Produce a self-limiting epidemic in human populations.
Are transmitted like genes from parent to offspring.
Have co-evolved with primates for millions of years.
(c) and (d).
22. Which of the following are zoonotic infections?
a.
b.
c.
d.
e.
HIV, Human Immuno-deficiency Virus.
Foamy Virus infections in humans.
Seal Plague Virus.
High Plains Virus.
(a) and (b).
23. Blending Inheritance was believed to be incompatible with Darwin’s theory of
Evolution by Natural Selection because
a. Heritable variation in a population increases every generation.
b. With Blending Inheritance there could be no struggle for existence, since
individuals blend together.
c. The environment was not considered a cause of variation among individuals.
d. Blending Inheritance removes half of the variation from a population at
every generation.
e. None of the above.
24. Assume that the patterns in the Figure above are caused by Mendelian genes. The
Figure shows that
a.
b.
c.
d.
e.
Square is Dominant to Round, but Hatched is Dominant to Open.
Square and Hatched are both Recessive phenotypes.
Square and Hatched are both Dominant phenotypes.
Square and Round are both Dominant phenotypes.
Square is Recessive to Round, but Open is Dominant to Hatched.
.
25. The F2 generation in the Figure above is experimental evidence for
a.
b.
c.
d.
e.
Mendel’s Law of Segregation.
Mendel’s Law of Independent Assortment.
Mendel’s Law of Equal Bi-parental Reproduction.
Pleiotropy.
(a) and (b).
SEE NEXT PAGE FOR BONUS QUESTIONS!!!!!!
BONUS QUESTIONS: EACH IS WORTH 4 POINTS.
26. Referring to the two phenotypes, shape and color, in the Figure above, this figure
illustrates a violation of
a. Mendel’s Law of Dominance.
b. Mendel’s Law of Segregation.
c. Mendel’s Law of Independent Assortment.
d. Mendel’s Law of Equal, Bi-Parental Reproduction.
e. Mendel’s Law of Constancy of Factors.
27. Referring to the two phenotypes, shape and color, in the Figure above, this figure
illustrates
a. The effect of the environment on complex phenotypes.
b. The effect of epistasis on complex phenotypes.
c. The effect of pleiotropy on complex phenotypes.
d. All of the above.
e. None of the above.