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A. chromosomes.
B. plasmids.
C. mitochondrial DNA.
D. chloroplast DNA.
E. All of the choices are correct depending on the type of microorganism observed.
2. Eukaryotic chromosomes differ from bacterial chromosomes because only eukaryotes have
A. histone proteins.
B. chromosomes in a nucleus.
C. several to many chromosomes.
D. elongated, not circular, chromosomes.
E. All of the choices are correct.
A. proteome
B. chromosome
C. genome
D. plasmid
E. prophage
A. nuclear membrane
B. rRNA
C. mRNA
D. histone
E. nucleolus
6. A ______ is a specific segment of DNA that codes for the production of one functional product.
A. intron
B. exon
C. gene
D. operator
E. triplet
A. genome
B. genotype
C. proteome
D. phenotype
E. proteotype
09-1
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8. The DNA of an organism is made up of subunits called _______.
A. histones
B. amino acids
C. nucleotides
D. mRNA
E. polymerases
A. peptide
B. nonpolar covalent
C. polar covalent
D. hydrogen
E. sulfhydryl
A. mitosis
B. replication
C. transcription
D. translation
E. mutation
16. During replication, each parent DNA strand serves as a _____ for synthesis of new DNA strands.
09-2
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A. copy point
B. template
C. comparison molecule
D. scaffold
E. reservoir
19. Okazaki fragments are attached to the growing end of the lagging strand by _______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
20. The enzyme that helps pack DNA into the cell by coiling the DNA into a tight bundle is _______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
21. The enzyme that can proofread replicating DNA, detect incorrect bases, excise them, and correctly replace them is
_______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
22. The site where the old DNA strands separate and new DNA strands will be synthesized is called the ________.
A. primer
B. Okazaki fragment
C. template
D. rolling circle
E. replication fork
09-3
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24. Helicase ______.
A. unwinds DNA
B. supercoils DNA
C. unwinds RNA
D. winds RNA
A. removes primers.
B. adds bases to new DNA chain.
C. seals DNA gaps.
D. proofreads DNA chain.
A. translation
B. transcription
C. a mutation
D. an alteration
E. regeneration
A. guanine-cytosine
B. uracil-adenine
C. adenine-thymine
D. adenine-cytosine
E. guanine-adenine
A. polymerase III
B. polymerase I
C. helicase
D. RNA
E. DNA
30. Groups of three consecutive bases along the DNA of a gene have the code for one _______.
A. protein
B. nucleotide
C. amino acid
D. purine
31. The three-base sequence on DNA that codes for an amino acid is called a/an ________.
A. codon
B. exon
C. anticodon
D. intron
E. triplet
32. The RNA molecules that carry amino acids to the ribosomes during protein synthesis are called ________.
09-4
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written consent of McGraw-Hill Education.
A. ribosomal RNA
B. messenger RNA
C. transfer RNA
D. primer RNA
E. ribozymes
A. Ribosomal RNA
B. Messenger RNA
C. Transfer RNA
D. Primer RNA
E. Ribozymes
34. RNA molecules differ from DNA molecules because only RNA
A. has ribose.
B. has uracil.
C. is typically one strand of nucleotides.
D. does not have thymine.
E. All of the choices are correct.
A. tRNA
B. miRNA
C. Antisense RNA
D. Riboswitch
E. siRNA
37. The nontranscribed region of DNA to which RNA polymerase binds to initiate transcription is called the
________.
A. promoter
B. operator
C. operon
D. exon
E. intron
A. start codon.
B. termination sequence.
C. regulation sequence.
D. promoter sequence.
09-5
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40. If a codon for alanine is GCA, then the anticodon is ______.
A. GCA
B. CGT
C. ACG
D. CGU
E. UGC
41. The following pertain to ribosomes during protein synthesis exceptev: 11_02_2012
A. It is a 70s holoenzyme.
B. It has a peptide (P) site.
C. It has an exit site.
D. Its small subunit provides the enzymes for making peptide bonds.
E. It has an amino acid (A) site.
44. A sequence of bases within a gene that does not code for protein is called a/n _______.
A. promoter
B. operator
C. operon
D. exon
E. intron
47. The operon segment composed of the gene that codes for a protein repressor is called the ________.
A. operator
B. structural locus
09-6
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C. regulator
D. promoter
A. lactose present.
B. lactose and glucose present.
C. lactose present without glucose.
D. lactose and arabinose present.
52. Gene regulation can involve a protein repressor that blocks ______ from initiating transcription.
A. DNA polymerase I
B. DNA polymerase III
C. RNA polymerase
D. mRNA
E. rRNA
53. Repressible operons require that ______ binds to the repressor protein before it can bind to the operator.
A. the product
B. a cofactor
C. a coenzyme
D. the substrate
E. the reactant
54. A mutation that changes a normal codon to a stop codon is called a ______ mutation.
A. point
B. silent
C. back
D. missense
E. nonsense
A. point
B. silent
C. frameshift
D. back
09-7
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56. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATA ETH EBI GRA T?
A. Missense
B. Nonsense
C. Insertion
D. Deletion
E. Silent
57. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATE THE BAG RAT?
A. Point
B. Nonsense
C. Insertion
D. Deletion
E. Silent
58. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATE (stop)?
A. Missense
B. Nonsense
C. Insertion
D. Deletion
E. Silent
60. What type of mutation alters the base but not the amino acid being coded for?
A. Silent
B. Back
C. Point
D. Nonsense
E. Missense
61. A screening system called the _______ test is used for detecting chemicals with carcinogenic potential.
A. Koch
B. Ames
C. mutation
D. cancer
E. Iowa
62. The process in which mutations are removed and the correct bases added is called ________.
A. transduction
B. excision repair
C. frameshift
D. back-mutation
E. transformation
09-8
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B. a donor cell with a plasmid that synthesizes a pilus.
C. naked DNA fragments from a lysed donor cell taken up by a recipient cell.
D. new progeny cells with genes from two parent bacterial cells.
A. F+ cell
B. F-cell
C. Hfr cell
D. R cell
E. B cell
A. Transformation
B. Conjugation
C. Mitosis
D. Transduction
68. The transfer of DNA fragments from a dead cell to a live, competent recipient cell that results in a changed
recipient cell is termed ________.
A. transduction
B. conjugation
C. transformation
D. transmission
E. mitosis
69. The development of virulent, toxin-producing bacterial strains due to the presence of a temperate phage can
occur through the process of ________.
A. bacterial conjugation
B. transformation
C. generalized transduction
D. specialized transduction
70. A bacteriophage transfers a random fragment of DNA of the previous host to the current host. This is an example
of
A. conjugation.
B. generalized transduction.
C. specialized transduction.
D. the creation of an Hfr cell.
71. The jumping of a gene from one location to another is done by ________.
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A. conjugation
B. transposons
C. transformation
D. transduction
E. transmission
73. Which of the following additions have been made to principles of the central dogma of biology?
74. In Griffith's experiments with Streptococcus pneumoniae, rough nonencapsulated streptococci were converted into
smooth encapsulated streptococci in the presence of the heat-killed smooth encapsulated streptococci. Which
microbial process had Griffith identified?
A. Transduction
B. Conjugation
C. Transformation
D. Cloning
A. Penicillin
B. Tetracycline
C. Chloramphenicol
D. Ciprofloxacin
E. Both tetracycline and chloramphenicol are correct.
True False
77. DNA polymerase can only add new nucleotides to the 3'DNA end of the template.
True False
78. DNA replication proceeds in one direction around the bacterial chromosome.
True False
True False
True False
09-10
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True False
True False
True False
True False
True False
86. DNA photolyase, in the presence of visible light, can repair DNA damage due to ultraviolet radiation.
True False
True False
88. An unidentified cell was found to contain introns and exons. It also expresses DNA polymerase and RNA
polymerase. Although it exhibits a promoter region, it has no operons. You conclude that this cell
A. is eukaryotic.
B. is prokaryotic.
C. is either a prokaryotic or eukaryotic cell.
D. is actually a virus.
89. Looking at your results of the Ames test using bacteriological agar medium plates lacking the amino acid histidine,
you find that there are many colonies growing on the agar. How do you interpret this result?
A. The bacterium has turned its operon genes on, producing proteins necessary for growth.
B. The chemical being tested is mutagenic.
C. The bacterium does not have any plasmids, so it cannot grow on the medium.
D. The drug being tested has no inhibitory effect on the bacterium; therefore, it is not a good antibiotic to give for
treatment of disease.
90. A mutation has occurred during DNA replication while the cell was preparing to divide. As a result of this, the codon
ACU of mRNA has now become ACC. Interestingly, there is no change to the protein being made. Why not?
91. A bacterial cell has replicated its plasmid, and when this cell divides into 2 daughter cells, each cell receives one
copy of the plasmid. This is an example of horizontal gene transfer.
True False
09-11
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Multiple Choice Questions
92. You have taken E. coli strain A which has its own plasmids, and mixed it with E. coli B strain without plasmids. E.
coli B cells now have plasmids but, in addition, they also carry some genes from E. coli A strain. What has
happened is
93. The fundamental difference between an organism's genotype and its phenotype is that
A. the phenotype refers to all of the genetic material in the organism, whereas the genotype represents only the
genetic material that is expressed into proteins.
B. the genotype refers to the organism's genes and the phenotype refers to the non-coding segments of DNA.
C. the genotype refers to eukaryotic genes that contain both introns and exons, whereas phenotype refers to
bacterial DNA that has only exons.
D. the genotype refers to all of the genetic material in the organism, whereas the phenotype represents only the
genetic material that is expressed into proteins.
94. The mechanism of DNA synthesis differs between the two new daughter strands during replication. This is due to
the fact that
A. both RNA primers attach to the 3'end of the template strands, which are at opposite ends from each other.
B. both daughter strands can't extend toward the replication fork because there would not be room for two DNA
polymerase enzymes.
C. one RNA primer attaches to the 5'end of the parent strand and the other primer to the 3'end.
D. the DNA strands run antiparallel to each other and the DNA polymerase can only add nucleotides to the 3'end
of the growing strand.
95. DNA polymerase can catalyze a dehydration synthesis reaction only at the 3'carbon of the daughter strand of
DNA. This means that
A. the antiparallel nature of the parent molecules determine that the leading strand must be grown in fragments
away from the fork and the lagging strand is synthesized continuously toward the fork.
B. the leading and lagging strands extend in the 3'- 5'direction toward the replication fork as the nucleotide bases
are exposed.
C. Okazaki fragments extend toward the replication fork as the parent strands are unzipped by helicase.
D. since the strands are antiparallel, one strand will grow toward the fork as it opens, and the other strand will grow
in fragments away from the fork.
96. In order for protein synthesis to begin, which of the following statements reflects the correct sequence of events?
A. The AUG codon on mRNA base pairs with the UAC anticodon on tRNA allowing the small and large ribosomal
subunits to join the complex.
B. Translation begins when the ribosome translocates from the A site to the P site on the mRNA
C. The 5'end of the mRNA binds to the small ribosomal subunit, and the large subunit joins, creating the P and A
sites where reactions between codons on the mRNA and anticodons on tRNA are stabilized.
D. The 3'end of the mRNA binds to the small ribosomal subunit and the AUG anticodon on the tRNA base pairs
with the UAC codon on the mRNA, allowing the large ribosomal subunit to attach.
A. the field of genomics involves the study of DNA replication and the field of proteomics refers to the study of
transcription and translation.
B. genomics refers to the study of an organism's entire genome, whereas proteomics is the study of expressed
proteins.
C. genomics is the study of an organism's chromosomes and the resulting proteins are studied in the field of
proteomics.
09-12
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D. genomics is the study of an organism's chromosomes and proteomics is the study of transcription and
translation of proteins.
A. the study of an organism's complete genome, including plasmid, mitochondrial, and chloroplast DNA.
B. the study of chromosomal DNA.
C. the study of an organism's plasmids.
D. the study of cellular, but not viral, genomes.
99. Proteomics is the study of all proteins that are expressed by an organism, whereas genomics refers to the study of
the organism's entire genome, not simply the protein-coding regions.
True False
100. The antibiotic rifamycin is selectively toxic in blocking protein synthesis in Mycobacterium tuberculosis because
A. the drug binds to the initiator tRNA, preventing the formation of the protein synthesis initiation complex in the
bacterial cell.
B. it binds preferentially to bacterial RNA polymerase rather than the eukaryotic protein, effectively halting
transcription in the pathogen but not the host.
C. the antibiotic binds to the mRNA once synthesized, preventing it from participating in the initiation complex with
the ribosome.
D. bacterial ribosomes are 70s whereas host ribosome are 80s, thus the antibiotic binds to the M. tuberculosis
ribosome but does not bind to the eukaryotic machinery.
A. an organism that has genes passed down from the parent cell to the daughter cells during binary fission.
B. genetically engineered cells, but not those that have new genes as a result of horizontal gene transfer.
C. an organism that expresses proteins coded for by genes that originated in a different organism.
D. an organism that has recombined its genes.
104. Recombinant organisms are those that have received new DNA in the form of a conjugated plasmid; genetically
engineered cells are not considered recombinant.
True False
09-13
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CH-09: Test Bank Key
A. chromosomes.
B. plasmids.
C. mitochondrial DNA.
D. chloroplast DNA.
E. All of the choices are correct depending on the type of microorganism observed.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.01 Define the terms genome and gene.
Section: 09.01
Topic: Nucleic Acid Structure/Function
2. Eukaryotic chromosomes differ from bacterial chromosomes because only eukaryotes have
A. histone proteins.
B. chromosomes in a nucleus.
C. several to many chromosomes.
D. elongated, not circular, chromosomes.
E. All of the choices are correct.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.01 Define the terms genome and gene.
Section: 09.01
Topic: Nucleic Acid Structure/Function
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.02 Differentiate between genotype and phenotype.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. proteome
B. chromosome
C. genome
D. plasmid
E. prophage
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.01 Define the terms genome and gene.
09-14
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. nuclear membrane
B. rRNA
C. mRNA
D. histone
E. nucleolus
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
6. A ______ is a specific segment of DNA that codes for the production of one functional product.
A. intron
B. exon
C. gene
D. operator
E. triplet
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.01 Define the terms genome and gene.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. genome
B. genotype
C. proteome
D. phenotype
E. proteotype
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.02 Differentiate between genotype and phenotype.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. histones
B. amino acids
C. nucleotides
D. mRNA
E. polymerases
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
09-15
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written consent of McGraw-Hill Education.
A. They are only found in DNA, not in RNA.
B. They are nitrogenous bases.
C. They are always paired with a specific pyrimidine.
D. They include adenine and guanine.
E. They are found within nucleotides.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA.
Section: 09.01
Topic: Nucleic Acid Structure/Function
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. peptide
B. nonpolar covalent
C. polar covalent
D. hydrogen
E. sulfhydryl
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
09-16
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule.
Section: 09.01
Topic: Nucleic Acid Structure/Function
A. mitosis
B. replication
C. transcription
D. translation
E. mutation
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
Blooms Level: 2. Understand
Learning Outcome: 09.01 Define the terms genome and gene.
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed by recent science.
Section: 09.02
Topic: Protein Synthesis
16. During replication, each parent DNA strand serves as a _____ for synthesis of new DNA strands.
A. copy point
B. template
C. comparison molecule
D. scaffold
E. reservoir
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: Nucleic Acid Structure/Function
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
09-17
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written consent of McGraw-Hill Education.
C. cannot add nucleotides to the lagging strand.
D. synthesizes an RNA primer.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
19. Okazaki fragments are attached to the growing end of the lagging strand by _______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Learning Outcome: 09.05 Compare and contrast the synthesis of leading and lagging strands during DNA replication.
Section: 09.01
Topic: DNA Replication
20. The enzyme that helps pack DNA into the cell by coiling the DNA into a tight bundle is _______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
21. The enzyme that can proofread replicating DNA, detect incorrect bases, excise them, and correctly replace
them is _______.
A. DNA ligase
B. DNA polymerase
C. DNA helicase
D. DNA gyrase
E. primase
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
22. The site where the old DNA strands separate and new DNA strands will be synthesized is called the
________.
A. primer
B. Okazaki fragment
C. template
D. rolling circle
E. replication fork
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
09-18
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written consent of McGraw-Hill Education.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
A. unwinds DNA
B. supercoils DNA
C. unwinds RNA
D. winds RNA
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
A. removes primers.
B. adds bases to new DNA chain.
C. seals DNA gaps.
D. proofreads DNA chain.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
A. translation
09-19
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written consent of McGraw-Hill Education.
B. transcription
C. a mutation
D. an alteration
E. regeneration
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
A. guanine-cytosine
B. uracil-adenine
C. adenine-thymine
D. adenine-cytosine
E. guanine-adenine
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
A. polymerase III
B. polymerase I
C. helicase
D. RNA
E. DNA
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
30. Groups of three consecutive bases along the DNA of a gene have the code for one _______.
A. protein
B. nucleotide
C. amino acid
D. purine
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed by recent science.
Section: 09.01
Topic: DNA Replication
31. The three-base sequence on DNA that codes for an amino acid is called a/an ________.
A. codon
B. exon
C. anticodon
D. intron
E. triplet
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed by recent science.
09-20
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Section: 09.01
Topic: DNA Replication
32. The RNA molecules that carry amino acids to the ribosomes during protein synthesis are called ________.
A. ribosomal RNA
B. messenger RNA
C. transfer RNA
D. primer RNA
E. ribozymes
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.09 List the three types of RNA directly involved in translation.
Section: 09.02
Topic: Protein Synthesis
33. Which molecule is translated into an amino acid sequence?
A. Ribosomal RNA
B. Messenger RNA
C. Transfer RNA
D. Primer RNA
E. Ribozymes
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.09 List the three types of RNA directly involved in translation.
Section: 09.02
Topic: Protein Synthesis
34. RNA molecules differ from DNA molecules because only RNA
A. has ribose.
B. has uracil.
C. is typically one strand of nucleotides.
D. does not have thymine.
E. All of the choices are correct.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA.
Section: 09.02
Topic: Nucleic Acid Structure/Function
A. tRNA
B. miRNA
C. Antisense RNA
D. Riboswitch
E. siRNA
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed by recent science.
Section: 09.02
Topic: Protein Synthesis
36. All of the following pertain to transcription except
09-21
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis.
Section: 09.02
Topic: Protein Synthesis
37. The nontranscribed region of DNA to which RNA polymerase binds to initiate transcription is called the
________.
A. promoter
B. operator
C. operon
D. exon
E. intron
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis.
Section: 09.02
Topic: Gene Regulation
Topic: Protein Synthesis
38. RNA polymerase binds to the
A. start codon.
B. termination sequence.
C. regulation sequence.
D. promoter sequence.
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis.
Section: 09.02
Topic: Gene Regulation
Topic: Protein Synthesis
39. Which of the following is incorrect about transfer RNA?
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.09 List the three types of RNA directly involved in translation.
Section: 09.02
Topic: Protein Synthesis
40. If a codon for alanine is GCA, then the anticodon is ______.
A. GCA
B. CGT
C. ACG
D. CGU
E. UGC
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons.
Section: 09.02
Topic: Protein Synthesis
41. The following pertain to ribosomes during protein synthesis except
09-22
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
A. they contain codons within their rRNA molecules.
B. they participate only in translation.
C. they bind to the 5'end of mRNA by their small subunit.
D. they use their large subunit to supply enzymes for peptide bonding.
E. they shift towards the 3'direction along the mRNA strand from one codon to the next.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.09 List the three types of RNA directly involved in translation.
Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P sites during translation.
Section: 09.02
Topic: Protein Synthesis
42. Which of the following is incorrect about termination codons?
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons.
Section: 09.02
Topic: Protein Synthesis
43. Which of the following is not associated with a bacterial ribosome?
A. It is a 70s holoenzyme.
B. It has a peptide (P) site.
C. It has an exit site.
D. Its small subunit provides the enzymes for making peptide bonds.
E. It has an amino acid (A) site.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
44. A sequence of bases within a gene that does not code for protein is called a/n _______.
A. promoter
B. operator
C. operon
D. exon
E. intron
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
45. Split genes
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
09-23
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
46. Which is incorrect about inducible operons?
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.14 Define the term operon and explain one advantage it provides to a bacterial cell.
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
47. The operon segment composed of the gene that codes for a protein repressor is called the ________.
A. operator
B. structural locus
C. regulator
D. promoter
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.14 Define the term operon and explain one advantage it provides to a bacterial cell.
Section: 09.03
Topic: Gene Regulation
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
A. lactose present.
B. lactose and glucose present.
C. lactose present without glucose.
D. lactose and arabinose present.
09-24
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
52. Gene regulation can involve a protein repressor that blocks ______ from initiating transcription.
A. DNA polymerase I
B. DNA polymerase III
C. RNA polymerase
D. mRNA
E. rRNA
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.14 Define the term operon and explain one advantage it provides to a bacterial cell.
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
53. Repressible operons require that ______ binds to the repressor protein before it can bind to the operator.
A. the product
B. a cofactor
C. a coenzyme
D. the substrate
E. the reactant
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
54. A mutation that changes a normal codon to a stop codon is called a ______ mutation.
A. point
B. silent
C. back
D. missense
E. nonsense
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
09-25
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
55. The most serious type of mutation is a ______ mutation.
A. point
B. silent
C. frameshift
D. back
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
56. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATA ETH EBI GRA T?
A. Missense
B. Nonsense
C. Insertion
D. Deletion
E. Silent
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
57. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATE THE BAG RAT?
A. Point
B. Nonsense
C. Insertion
D. Deletion
E. Silent
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
58. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the
sequence to THE CAT ATE (stop)?
A. Missense
B. Nonsense
C. Insertion
D. Deletion
E. Silent
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
09-26
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
D. deletion and insertion
E. insertion and nonsense
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
60. What type of mutation alters the base but not the amino acid being coded for?
A. Silent
B. Back
C. Point
D. Nonsense
E. Missense
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
61. A screening system called the _______ test is used for detecting chemicals with carcinogenic potential.
A. Koch
B. Ames
C. mutation
D. cancer
E. Iowa
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
62. The process in which mutations are removed and the correct bases added is called ________.
A. transduction
B. excision repair
C. frameshift
D. back-mutation
E. transformation
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
09-27
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
64. Which cell can transfer the most DNA?
A. F+ cell
B. F-cell
C. Hfr cell
D. R cell
E. B cell
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
A. Transformation
B. Conjugation
C. Mitosis
D. Transduction
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
68. The transfer of DNA fragments from a dead cell to a live, competent recipient cell that results in a changed
recipient cell is termed ________.
A. transduction
B. conjugation
C. transformation
D. transmission
E. mitosis
09-28
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
69. The development of virulent, toxin-producing bacterial strains due to the presence of a temperate phage can
occur through the process of ________.
A. bacterial conjugation
B. transformation
C. generalized transduction
D. specialized transduction
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
70. A bacteriophage transfers a random fragment of DNA of the previous host to the current host. This is an
example of
A. conjugation.
B. generalized transduction.
C. specialized transduction.
D. the creation of an Hfr cell.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
71. The jumping of a gene from one location to another is done by ________.
A. conjugation
B. transposons
C. transformation
D. transduction
E. transmission
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism.
Section: 09.04
Topic: Genetic Recombination in Bacteria
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism.
Section: 09.04
Topic: Genetic Recombination in Bacteria
73. Which of the following additions have been made to principles of the central dogma of biology?
09-29
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
A. DNA information cannot be converted into RNA information.
B. Protein information can be converted into DNA information.
C. RNA can be used to regulate gene function.
D. DNA codes for proteins.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed by recent science.
Section: 09.02
Topic: Protein Synthesis
74. In Griffith's experiments with Streptococcus pneumoniae, rough nonencapsulated streptococci were converted
into smooth encapsulated streptococci in the presence of the heat-killed smooth encapsulated streptococci.
Which microbial process had Griffith identified?
A. Transduction
B. Conjugation
C. Transformation
D. Cloning
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
A. Penicillin
B. Tetracycline
C. Chloramphenicol
D. Ciprofloxacin
E. Both tetracycline and chloramphenicol are correct.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.16 List several antibiotic drugs and their targets within the transcription and translation machinery.
Section: 09.03
Topic: Gene Regulation
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.01 Define the terms genome and gene.
Section: 09.01
Topic: Nucleic Acid Structure/Function
77. DNA polymerase can only add new nucleotides to the 3'DNA end of the template.
TRUE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.02
09-30
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Topic: Protein Synthesis
78. DNA replication proceeds in one direction around the bacterial chromosome.
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process.
Section: 09.01
Topic: DNA Replication
TRUE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis.
Section: 09.02
Topic: Protein Synthesis
80. In bacteria, initiator tRNA carries formyl methionine.
TRUE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
Blooms Level: 1. Remember
Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons.
Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P sites during translation.
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
81. Introns have no detectable functions.
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
82. Excised introns form structures called lariats.
TRUE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
Blooms Level: 1. Remember
Blooms Level: 4. Analyze
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: Protein Synthesis
83. Lactose is a corepressor in the lac operon.
FALSE
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.03
Topic: Gene Regulation
TRUE
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
09-31
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Topic: Module 04 Information Flow
Blooms Level: 1. Remember
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each.
Section: 09.04
Topic: Gene Regulation
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
86. DNA photolyase, in the presence of visible light, can repair DNA damage due to ultraviolet radiation.
TRUE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
88. An unidentified cell was found to contain introns and exons. It also expresses DNA polymerase and RNA
polymerase. Although it exhibits a promoter region, it has no operons. You conclude that this cell
A. is eukaryotic.
B. is prokaryotic.
C. is either a prokaryotic or eukaryotic cell.
D. is actually a virus.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea.
Section: 09.02
Topic: DNA Replication
Topic: Protein Synthesis
89. Looking at your results of the Ames test using bacteriological agar medium plates lacking the amino
acid histidine, you find that there are many colonies growing on the agar. How do you interpret this
result?
A. The bacterium has turned its operon genes on, producing proteins necessary for growth.
B. The chemical being tested is mutagenic.
C. The bacterium does not have any plasmids, so it cannot grow on the medium.
D. The drug being tested has no inhibitory effect on the bacterium; therefore, it is not a good antibiotic to
give for treatment of disease.
09-32
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
Blooms Level: 4. Analyze
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms.
Section: 09.05
Topic: Mutations
90. A mutation has occurred during DNA replication while the cell was preparing to divide. As a result of
this, the codon ACU of mRNA has now become ACC. Interestingly, there is no change to the protein
being made. Why not?
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 4. Analyze
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations.
Section: 09.05
Topic: Mutations
91. A bacterial cell has replicated its plasmid, and when this cell divides into 2 daughter cells, each cell
receives one copy of the plasmid. This is an example of horizontal gene transfer.
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
92. You have taken E. coli strain A which has its own plasmids, and mixed it with E. coli B strain without
plasmids. E. coli B cells now have plasmids but, in addition, they also carry some genes from E. coli A
strain. What has happened is
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 4. Analyze
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria.
Section: 09.04
Topic: Genetic Recombination in Bacteria
93. The fundamental difference between an organism's genotype and its phenotype is that
A. the phenotype refers to all of the genetic material in the organism, whereas the genotype represents only the
genetic material that is expressed into proteins.
B. the genotype refers to the organism's genes and the phenotype refers to the non-coding segments of DNA.
09-33
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written consent of McGraw-Hill Education.
C. the genotype refers to eukaryotic genes that contain both introns and exons, whereas phenotype refers
to bacterial DNA that has only exons.
D. the genotype refers to all of the genetic material in the organism, whereas the phenotype represents only the
genetic material that is expressed into proteins.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.02 Differentiate between genotype and phenotype.
Section: 09.01
Topic: Nucleic Acid Structure/Function
94. The mechanism of DNA synthesis differs between the two new daughter strands during replication. This is
due to the fact that
A. both RNA primers attach to the 3'end of the template strands, which are at opposite ends from each other.
B. both daughter strands can't extend toward the replication fork because there would not be room for two DNA
polymerase enzymes.
C. one RNA primer attaches to the 5'end of the parent strand and the other primer to the 3'end.
D. the DNA strands run antiparallel to each other and the DNA polymerase can only add nucleotides to the 3'
end of the growing strand.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 4. Analyze
Learning Outcome: 09.05 Compare and contrast the synthesis of leading and lagging strands during DNA replication.
Section: 09.01
Topic: DNA Replication
95. DNA polymerase can catalyze a dehydration synthesis reaction only at the 3'carbon of the daughter strand of
DNA. This means that
A the antiparallel nature of the parent molecules determine that the leading strand must be grown in
fragments
away from the fork andaway from thestrand
the lagging fork and the lagging continuously
is synthesized strand is synthesized continuously
toward the fork. toward the fork.
B. the leading and lagging strands extend in the 3'- 5'direction toward the replication fork as the nucleotide
bases are exposed.
C. Okazaki fragments extend toward the replication fork as the parent strands are unzipped by helicase.
D. since the strands are antiparallel, one strand will grow toward the fork as it opens, and the other strand
will grow in fragments away from the fork.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 5. Evaluate
Learning Outcome: 09.05 Compare and contrast the synthesis of leading and lagging strands during DNA replication.
Section: 09.01
Topic: DNA Replication
96. In order for protein synthesis to begin, which of the following statements reflects the correct sequence of
events?
A. The AUG codon on mRNA base pairs with the UAC anticodon on tRNA allowing the small and large
ribosomal subunits to join the complex.
B. Translation begins when the ribosome translocates from the A site to the P site on the mRNA
C. The 5'end of the mRNA binds to the small ribosomal subunit, and the large subunit joins, creating the P
and A sites where reactions between codons on the mRNA and anticodons on tRNA are stabilized.
D. The 3'end of the mRNA binds to the small ribosomal subunit and the AUG anticodon on the tRNA base
pairs with the UAC codon on the mRNA, allowing the large ribosomal subunit to attach.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 4. Analyze
Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P sites during translation.
09-34
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written consent of McGraw-Hill Education.
Section: 09.02
Topic: Protein Synthesis
97. The fields of genomics and proteomics differ in that
A. the field of genomics involves the study of DNA replication and the field of proteomics refers to the study
of transcription and translation.
B. genomics refers to the study of an organism's entire genome, whereas proteomics is the study of expressed
proteins.
C. genomics is the study of an organism's chromosomes and the resulting proteins are studied in the field of
proteomics.
D. genomics is the study of an organism's chromosomes and proteomics is the study of transcription
and translation of proteins.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.13 Explain the relationship between genomics and proteomics.
Section: 09.02
Topic: Nucleic Acid Structure/Function
A. the study of an organism's complete genome, including plasmid, mitochondrial, and chloroplast DNA.
B. the study of chromosomal DNA.
C. the study of an organism's plasmids.
D. the study of cellular, but not viral, genomes.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.13 Explain the relationship between genomics and proteomics.
Section: 09.02
Topic: Nucleic Acid Structure/Function
99. Proteomics is the study of all proteins that are expressed by an organism, whereas genomics refers to the
study of the organism's entire genome, not simply the protein-coding regions.
TRUE
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria,
Archaea, and Eukaryotes.
ASM Topic: Module 02 Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 09.13 Explain the relationship between genomics and proteomics.
Section: 09.02
Topic: Nucleic Acid Structure/Function
100. The antibiotic rifamycin is selectively toxic in blocking protein synthesis in Mycobacterium tuberculosis
because
A. the drug binds to the initiator tRNA, preventing the formation of the protein synthesis initiation complex in
the bacterial cell.
B. it binds preferentially to bacterial RNA polymerase rather than the eukaryotic protein, effectively halting
transcription in the pathogen but not the host.
C. the antibiotic binds to the mRNA once synthesized, preventing it from participating in the initiation
complex with the ribosome.
D. bacterial ribosomes are 70s whereas host ribosome are 80s, thus the antibiotic binds to the M.
tuberculosis ribosome but does not bind to the eukaryotic machinery.
09-35
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.16 List several antibiotic drugs and their targets within the transcription and translation machinery.
Section: 09.03
Topic: Gene Regulation
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.16 List several antibiotic drugs and their targets within the transcription and translation machinery.
Section: 09.03
Topic: Gene Regulation
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.16 List several antibiotic drugs and their targets within the transcription and translation machinery.
Section: 09.03
Topic: Gene Regulation
A. an organism that has genes passed down from the parent cell to the daughter cells during binary fission.
B. genetically engineered cells, but not those that have new genes as a result of horizontal gene transfer.
C. an organism that expresses proteins coded for by genes that originated in a different organism.
D. an organism that has recombined its genes.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 2. Understand
Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism.
Section: 09.04
Topic: Genetic Recombination in Bacteria
104. Recombinant organisms are those that have received new DNA in the form of a conjugated plasmid;
genetically engineered cells are not considered recombinant.
FALSE
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 04 Information Flow
Blooms Level: 3. Apply
Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism.
Section: 09.04
Topic: Genetic Recombination in Bacteria
09-36
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written consent of McGraw-Hill Education.
CH-09: Test Bank Summary
Category # of Questions
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation,
pathogenicity and 81
drug resistance).
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of
replication, transcription, 9
and translation differ in Bacteria, Archaea, and Eukaryotes.
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal
molecular cues and/ 15
or signals.
ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. 2
ASM Topic: Module 02 Structure and Function 1
ASM Topic: Module 04 Information Flow 99
Blooms Level: 1. Remember 47
Blooms Level: 2. Understand 37
Blooms Level: 3. Apply 11
Blooms Level: 4. Analyze 6
Blooms Level: 5. Evaluate 1
Learning Outcome: 09.01 Define the terms genome and gene. 6
Learning Outcome: 09.02 Differentiate between genotype and phenotype. 3
Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups
within the molecule. 7
Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used
in this process. 16
Learning Outcome: 09.05 Compare and contrast the synthesis of leading and lagging strands
during DNA replication. 3
Learning Outcome: 09.06 Explain how the classical view of the “central dogma” has been changed
by recent science. 5
Learning Outcome: 09.07 Identify important structural and functional differences between RNA and
DNA. 2
Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the
direction of mRNA synt 4
hesis.
Learning Outcome: 09.09 List the three types of RNA directly involved in translation. 4
Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and
stop codons. 3
Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P
sites during translati 3
on.
Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these
processes in bacteria 7
and archaea.
Learning Outcome: 09.13 Explain the relationship between genomics and proteomics. 3
Learning Outcome: 09.14 Define the term operon and explain one advantage it provides to a
bacterial cell. 3
Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an
example of each. 9
Learning Outcome: 09.16 List several antibiotic drugs and their targets within the transcription and
translation machin 4
ery.
Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism. 4
Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. 11
Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative
example of it in micro 7
organisms.
09-37
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without the prior written consent of McGraw-Hill Education.
Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense
mutations. 8
Section: 09.01 34
Section: 09.02 26
Section: 09.03 13
Section: 09.04 16
Section: 09.05 15
Topic: DNA Replication 19
Topic: Gene Regulation 16
Topic: Genetic Recombination in Bacteria 15
Topic: Mutations 15
Topic: Nucleic Acid Structure/Function 20
Topic: Protein Synthesis 22
09-38
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without the prior written consent of McGraw-Hill Education.