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CAMPBELL BIOLOGY TENTH EDITION Reece • Urry • Cain • Wasserman • Minorsky • Jackson 47 Animal Development Clicker Questions by Roberta Batorsky © 2014 Pearson Education, Inc. An advantage of internal fertilization over external fertilization is that a) internal fertilization allows animals to reproduce sexually. b) internal fertilization requires much less expenditure of resources. c) internal fertilization produces more offspring, ensuring rapid population growth. d) internal fertilization prevents the drying out of gametes in a dry environment. © 2014 Pearson Education, Inc. An advantage of internal fertilization over external fertilization is that a) internal fertilization allows animals to reproduce sexually. b) internal fertilization requires much less expenditure of resources. c) internal fertilization produces more offspring, ensuring rapid population growth. d) internal fertilization prevents the drying out of gametes in a dry environment. © 2014 Pearson Education, Inc. Spermatogenesis and oogenesis differ in that a) oogenesis produces one haploid cell and spermatogenesis produces four. b) oogenesis begins at the onset of puberty. c) spermatogenesis begins in the embryonic stage of development. d) oogenesis produces one ovum and spermatogenesis produces four spermatozoa. © 2014 Pearson Education, Inc. Spermatogenesis and oogenesis differ in that a) oogenesis produces one haploid cell and spermatogenesis produces four. b) oogenesis begins at the onset of puberty. c) spermatogenesis begins in the embryonic stage of development. d) oogenesis produces one ovum and spermatogenesis produces four spermatozoa. © 2014 Pearson Education, Inc. A blood sample taken from a woman in her 40s showing high levels of estrogen, progesterone, hCG, and prolactin suggests that a) she will ovulate within one week. b) she has not been sexually active for several months. c) she is pregnant. d) she is undergoing early menopause. © 2014 Pearson Education, Inc. A blood sample taken from a woman in her 40s showing high levels of estrogen, progesterone, hCG, and prolactin suggests that a) she will ovulate within one week. b) she has not been sexually active for several months. c) she is pregnant. d) she is undergoing early menopause. © 2014 Pearson Education, Inc. An infant suckling on the breast of a woman who has recently given birth sends a nerve impulse to the pituitary gland. The pituitary gland then secretes oxytocin, which stimulates the mammary glands in the breasts to release milk. What type of hormonal feedback is this? a) negative feedback b) positive feedback © 2014 Pearson Education, Inc. An infant suckling on the breast of a woman who has recently given birth sends a nerve impulse to the pituitary gland. The pituitary gland then secretes oxytocin, which stimulates the mammary glands in the breasts to release milk. What type of hormonal feedback is this? a) negative feedback b) positive feedback © 2014 Pearson Education, Inc. In cleavages immediately after zygote formation, the cells generally skip the G1 and G2 portions of the cell cycle because the cell is a) not undergoing transcription. b) not undergoing translation. c) not undergoing replication. d) not translating its mother’s RNA. © 2014 Pearson Education, Inc. In cleavages immediately after zygote formation, the cells generally skip the G1 and G2 portions of the cell cycle because the cell is a) not undergoing transcription. b) not undergoing translation. c) not undergoing replication. d) not translating its mother’s RNA. © 2014 Pearson Education, Inc. The formation of the fertilization membrane and the slow block to polyspermy are dependent on a) the entrance of potassium ions into the egg. b) the departure of sodium ions from the egg. c) the entrance of calcium ions into the egg. d) the departure of hydrogen ions from the egg. © 2014 Pearson Education, Inc. The formation of the fertilization membrane and the slow block to polyspermy are dependent on a) the entrance of potassium ions into the egg. b) the departure of sodium ions from the egg. c) the entrance of calcium ions into the egg. d) the departure of hydrogen ions from the egg. © 2014 Pearson Education, Inc. Diploidy is first reestablished following a) fertilization. b) gastrulation. c) parthenogenesis. d) organogenesis. e) ovulation. © 2014 Pearson Education, Inc. Diploidy is first reestablished following a) fertilization. b) gastrulation. c) parthenogenesis. d) organogenesis. e) ovulation. © 2014 Pearson Education, Inc. Development must occur in the order of which of the following sequences? a) cleavage blastula gastrula morula b) cleavage gastrula morula blastula c) cleavage morula blastula gastrula d) gastrula morula blastula cleavage e) morula cleavage gastrula blastula © 2014 Pearson Education, Inc. Development must occur in the order of which of the following sequences? a) cleavage blastula gastrula morula b) cleavage gastrula morula blastula c) cleavage morula blastula gastrula d) gastrula morula blastula cleavage e) morula cleavage gastrula blastula © 2014 Pearson Education, Inc. In humans, identical twins are produced by the separation of cells during a) gastrulation. b) organogenesis. c) pattern formation. d) blastomere cleavage. e) the development of the notochord. © 2014 Pearson Education, Inc. In humans, identical twins are produced by the separation of cells during a) gastrulation. b) organogenesis. c) pattern formation. d) blastomere cleavage. e) the development of the notochord. © 2014 Pearson Education, Inc. The anatomical axis that is largely symmetrical in both frogs and humans is a) medial to lateral. b) dorsal to ventral. c) anterior to posterior. d) animal to vegetal. e) rostral to caudal. © 2014 Pearson Education, Inc. The anatomical axis that is largely symmetrical in both frogs and humans is a) medial to lateral. b) dorsal to ventral. c) anterior to posterior. d) animal to vegetal. e) rostral to caudal. © 2014 Pearson Education, Inc. See the data on the following slide. How were the researchers able to independently measure DNA synthesis and RNA synthesis? a) Uridine is a nucleoside building block for DNA but not RNA, whereas thymidine is a nucleoside building block for RNA but not DNA. b) Thymidine is a nucleoside building block for both DNA and RNA, but uridine is a nucleoside building block for RNA only. c) Thymidine is a nucleoside building block for DNA but not RNA, whereas uridine is a nucleoside building block for RNA but not DNA. d) Uridine is a nucleoside building block for both DNA and RNA, but thymidine is a nucleoside building block for DNA only. © 2014 Pearson Education, Inc. © 2014 Pearson Education, Inc. See the data on the following slide. How were the researchers able to independently measure DNA synthesis and RNA synthesis? a) Uridine is a nucleoside building block for DNA but not RNA, whereas thymidine is a nucleoside building block for RNA but not DNA. b) Thymidine is a nucleoside building block for both DNA and RNA, but uridine is a nucleoside building block for RNA only. c) Thymidine is a nucleoside building block for DNA but not RNA, whereas uridine is a nucleoside building block for RNA but not DNA. d) Uridine is a nucleoside building block for both DNA and RNA, but thymidine is a nucleoside building block for DNA only. © 2014 Pearson Education, Inc. The graph on the following slide shows DNA synthesis and RNA synthesis with and without the toxin that prevents cell division. For the DNA data, one straight line represents the general trend for time points 1–5, and another straight line represents that for time points 5–11. What changes in synthesis occur at the end of cleavage, at time point 5? a) The rate of DNA synthesis decreases, and RNA synthesis begins. b) The rate of DNA synthesis increases, and RNA synthesis begins. c) The rate of DNA synthesis does not change, but the rate of RNA synthesis increases. d) The rates of both DNA synthesis and RNA synthesis decrease. © 2014 Pearson Education, Inc. © 2014 Pearson Education, Inc. The graph on the following slide shows DNA synthesis and RNA synthesis with and without the toxin that prevents cell division. For the DNA data, one straight line represents the general trend for time points 1–5, and another straight line represents that for time points 5–11. What changes in synthesis occur at the end of cleavage, at time point 5? a) The rate of DNA synthesis decreases, and RNA synthesis begins. b) The rate of DNA synthesis increases, and RNA synthesis begins. c) The rate of DNA synthesis does not change, but the rate of RNA synthesis increases. d) The rates of both DNA synthesis and RNA synthesis decrease. © 2014 Pearson Education, Inc. The researchers hypothesized that the toxin increases diffusion of thymidine into the embryos. What was their reasoning? a) The rate of RNA synthesis is much higher with the toxin than without the toxin, suggesting that more thymidine was available to the embryo. b) The rates of DNA synthesis are the same with and without the toxin, so the likely explanation is that the DNA is labeled more extensively due to a greater uptake of the labeled thymidine. c) The rate of DNA synthesis is much higher with the toxin than without the toxin, suggesting that more thymidine was available to the embryo. d) Much higher amounts of thymidine are seen with the toxin than without the toxin, but uridine levels are about the same with the toxin and without the toxin. © 2014 Pearson Education, Inc. The researchers hypothesized that the toxin increases diffusion of thymidine into the embryos. What was their reasoning? a) The rate of RNA synthesis is much higher with the toxin than without the toxin, suggesting that more thymidine was available to the embryo. b) The rates of DNA synthesis are the same with and without the toxin, so the likely explanation is that the DNA is labeled more extensively due to a greater uptake of the labeled thymidine. c) The rate of DNA synthesis is much higher with the toxin than without the toxin, suggesting that more thymidine was available to the embryo. d) Much higher amounts of thymidine are seen with the toxin than without the toxin, but uridine levels are about the same with the toxin and without the toxin. © 2014 Pearson Education, Inc. Do the data support the hypothesis that the timing of the end of cleavage depends on counting cell divisions? a) No, because the toxin's blockage of cell division does not affect the timing of the end of cleavage. b) Yes, because the toxin's blockage of cell division causes cleavage to continue indefinitely. c) Yes, because the toxin's blockage of cell division lengthens the duration of cleavage. d) No, because the toxin's blockage of cell division lengthens the duration of cleavage but does not cause cleavage to continue indefinitely. © 2014 Pearson Education, Inc. Do the data support the hypothesis that the timing of the end of cleavage depends on counting cell divisions? a) No, because the toxin's blockage of cell division does not affect the timing of the end of cleavage. b) Yes, because the toxin's blockage of cell division causes cleavage to continue indefinitely. c) Yes, because the toxin's blockage of cell division lengthens the duration of cleavage. d) No, because the toxin's blockage of cell division lengthens the duration of cleavage but does not cause cleavage to continue indefinitely. © 2014 Pearson Education, Inc. What do these results indicate about the timing of the end of cleavage? a) The end of cleavage depends on the number of cell divisions, but this number changes when the block to polyspermy is disrupted. b) The end of cleavage depends on the nucleus-tocytoplasm ratio. c) The end of cleavage depends on the number of cell divisions. d) The end of cleavage depends on the number of nuclei present in each cell. © 2014 Pearson Education, Inc. What do these results indicate about the timing of the end of cleavage? a) The end of cleavage depends on the number of cell divisions, but this number changes when the block to polyspermy is disrupted. b) The end of cleavage depends on the nucleus-tocytoplasm ratio. c) The end of cleavage depends on the number of cell divisions. d) The end of cleavage depends on the number of nuclei present in each cell. © 2014 Pearson Education, Inc.