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Chapter 1: An Overview of Cells and Cell Research
TEST FILE QUESTIONS
Multiple Choice
1. RNA is believed to have been the original genetic system because it can
a. form a stable double helix with a complementary nucleic acid strand.
b. catalyze the polymerization of nucleotides into another RNA strand.
c. form ribosomes.
d. transfer amino acids to ribosomes.
ANS: b
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Explain how the first cell originated.
2. The initial importance of membrane-enclosing, self-replicating RNA
molecules andassociated proteins was that they
a. maintained these molecules as a unit capable of reproduction and evolution.
b. provided sites for proteins to function.
c. transported materials in and out of the compartment.
d. kept other molecules out of the compartment.
ANS: a
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Explain how the first cell originated.
3. Stanley Miller applied electric sparks to a reducing atmosphere of methane,
ammonia,water, and hydrogen, and the resulting products showed that under
these conditions,
a. amino acids can form.
b. nucleotides can form.
c. amino acids can polymerize into polypeptides.
d. nucleotides can polymerize into nucleic acids.
ANS: a
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Describe the major steps in evolution of metabolism.
.
4. Which energy-producing process is thought to have come first during
cellularevolution?
a. Photosynthesis
b. Glycolysis
c. Oxidative phosphorylation
d. Proteolysis
ANS: b
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Describe the major steps in evolution of metabolism.
5. At the time life arose on Earth, Earth’s atmosphere contained abundant
amounts of allof the following except
a. H2.
b. N2.
c. O2.
d. H2S.
ANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Describe the major steps in evolution of metabolism.
6. Organisms that evolved the ability to use H2O as a donor of electrons and
hydrogen forthe photosynthetic conversion of CO2 to organic compounds
radically changed Earth by producing
a. sugar.
b. cellulose.
c. H2.
d. O2.
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Describe the major steps in evolution of metabolism.
7. The feature that most clearly distinguishes eukaryotes from prokaryotes is
the presenceof
in eukaryotic cells.
a. ribosomes
b. oxidative phosphorylation
c. RNA molecules
d. a nucleus
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
8. Cytoplasmic organelles are
.
a. absent in prokaryotic cells and present in eukaryotic cells.
b. present in both prokaryotic and eukaryotic cells.
c. present in prokaryotic cells and absent in eukaryotic cells.
d. absent in both prokaryotic and eukaryotic cells.
ANS: a
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
9. The eukaryotic nucleus contains
DNA molecule(s).
a. a single linear
b. a single circular
c. multiple linear
d. multiple circular
ANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
10. The bacterial genome is located in a portion of the cell called the
a. nucleus.
b. nucleolus.
c. mesosome.
d. nucleoid.
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
11. Eukaryotic cell nuclei contain genes that are
a. primarily of bacterial origin.
b. primarily of archaebacterial origin.
c. partly archaebacterial and partly bacterial in origin.
d. all of eukaryotic origin.
ANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
12. Organelles such as mitochondria and chloroplasts are thought to have
originated ineukaryotic cells via a process called
a. phagocytosis.
b. endosymbiosis.
c. endocytosis.
d. exocytosis.
ANS: b
.
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
13. Mitochondria and chloroplasts resemble bacteria in that they
a. have their own DNA.
b. have their own ribosomes.
c. reproduce by simple division into two.
d. All of the above
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
14. Which of the following is a colonial organism closely related to the
evolutionaryprecursors of present-day plants?
a. Paramecium
b. Dictyostelium discoideum
c. Volvox
d. Arabidopsis
thalianaANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
15. The human body is composed of more than
different types of
cells.a. 100
b. 200
c. 400
d. 2,000
ANS: b
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
16. E. coli is a useful model system for molecular biology studies because
a. it has a small genome.
b. it reproduces rapidly.
c. mutants can easily be isolated from culture dishes.
d. All of the above
ANS: d
Textbook Reference: Experimental Models in Cell Biology
.
Bloom’s Category: 2. Understanding
Learning Objective: Explain the advantages of E. coli for studying basic
concepts ofmolecular biology.
17. A yeast cell divides in culture about every
a. 20 minutes.
b. 40 minutes.
c. 2 hours.
d. 12 hours.
ANS: c
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Contrast yeast with E. coli as a model system.
18. How many genes does the haploid yeast nuclear genome
contain?a. 1,000
b. 6,000
c. 10,000
d. 20,000
ANS: b
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Contrast yeast with E. coli as a model system.
19. The adult nematode worm Caenorhabditis elegans consists of
somatic cells.
a. 95
b. 959
c. 1,500
d. 9,590
ANS: b
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant
and animaldevelopment.
20. The simplicity and clarity of Caenorhabditis elegans allowed researchers to
a. trace the developmental lineages of all cells in the adult.
b. identify the genes involved in differentiation of each cell type.
c. observe the process of fertilization better than had been possible in the past.
d. follow the process by which cell aggregation forms a multicellular organism.
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
.
21. Drosophila melanogaster was an organism of choice for the study of
a. the process of fertilization.
b. the process of cell aggregation to form a multicellular organism.
c. the process of development.
d. mammalian genetics.
ANS: c
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant
and animaldevelopment.
22. Studies on which model organism led to the initial discovery of
importantmechanisms controlling the development of the animal
body plan?
a. Mice
b. Drosophila melanogaster
c. Xenopus laevis
d. Yeast
ANS: b
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
23. Arabidopsis thaliana is a model organism for studying the molecular biology of
a. plants.
b. fungi.
c. fruit flies.
d. vertebrates.
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
24. Which fish is proving to be a useful model organism for the study of
vertebratedevelopment?
a. Zebrafish
b. Goldfish
c. Salmon
d. Guppy
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant
and animaldevelopment.
.
25. Cultures grown from cells of a dissociated tissue are called
a. primary cell cultures.
b. transformed cell lines.
c. normal cell lines.
d. secondary cell cultures.
ANS: a
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the principles of animal cell culture.
26. Most laboratories make use of cultured cells to study human disease.
What makesthese cultured cells such useful models?
a. Cells only function when they are not organized into tissues.
b. Cells cultured in the lab behave exactly the same as cells in the human body.
c. Cells are very inexpensive to grow.
d. They provide a continuous and uniform source of new cells.
ANS: d
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 3. Applying
Learning Objective: Summarize the principles of animal cell culture.
27. Viruses are useful model systems for studying
a. tooth development.
b. cell signaling.
c. DNA replication.
d. regulation of cell cycle control.
ANS: c
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Explain how viruses can be used to study cell biology.
28. The light microscope was used to observe the cellular structure of cork by
,who named the chambers “cells.”
a. Schleiden and Schwann
b. Hooke
c. Virchow
d. Leeuwenhoek
ANS: b
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the uses and limitations of the light microscope.
29. The diffraction limited resolution of a standard light microscope is
determined bywhich equation?
a.R = 0.61λNA
b.R = 0.61NA / λ
.
c. R = 0.61λ / NA
d. R = 0.61 /
λNAANS: c
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the uses and limitations of the light microscope.
30. The diffraction limited resolving power of a standard light
microscope isapproximately
a. 0.2 mm.
b. 0.2 μm.
c. 0.2 nm.
d. 2 Å.
ANS: b
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the uses and limitations of the light microscope.
31. Living cells are commonly visualized by means of
microscopy.
a. phase-contrast
b. bright-field
c. fluorescence
d. electron
ANS: a
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the uses and limitations of the light microscope.
32. Fluorescent-labeled antibodies are used on cells primarily to locate a specific
a. DNA sequence.
b. RNA sequence.
c. protein.
d. carbohydrate.
ANS: c
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Explain how fluorescence microscopy is used to visualize
specificproteins.
33. A common use of green fluorescent protein (GFP) is to
a. label antibodies.
b. visualize proteins in living cells.
c. photobleach other fluorescent proteins.
d. label DNA sequences.
ANS: b
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
.
Bloom’s Category: 1. Remembering
Learning Objective: Describe how GFP can be used to study proteins in living cells.
34. Which of the following experimental approaches would be useful for
studyingprotein–protein interactions within a cell?
a. Differential interference-contrast microscopy
b. Differential centrifugation
c. Fluorescence pulse field gel electrophoresis (FPFGE)
d. Fluorescence resonance energy transfer (FRET)
ANS: d
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Describe how GFP can be used to study proteins in living cells.
35. In fluorescence photobleaching experiments, recovery time is defined as
the amountof time it takes the bleached area to regain its fluorescence. The
recovery time for a cellwith fluorescently labeled membrane proteins is
a. longer than the recovery time for a cell with fluorescently labeled lipids
because lipidsdiffuse faster than proteins.
b. shorter than the recovery time for a cell with fluorescently labeled
lipids becauseproteins diffuse faster than lipids.
c. equal to the recovery time for a cell with fluorescently labeled lipids
because proteinsand lipids diffuse at the same rate.
d. shorter than the recovery time for a cell with fluorescently labeled lipids
because lipidsdiffuse faster than proteins.
ANS: a
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 4. Analyzing
Learning Objective: Describe how GFP can be used to study proteins in living cells.
36. Super-resolution light microscopes extend the resolution limits of light
microscopy toa. 0.2 to 0.5 mm.
b. 0.2 to 0.5 μm.
c. 20 to 100 nm.
d. 20 to 100 Å.
ANS: c
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Explain super-resolution microscopy.
37. Electron microscopes have a resolution advantage over light microscopes because
a. electron microscopes allow the viewer to examine living cells.
b. electron microscope lenses have a larger numerical aperture.
c. electron microscopes are easier to use.
d. the wavelength of electrons is shorter than that of light.
ANS: d
.
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Compare electron microscopy and light microscopy.
38. Specific proteins can be localized in the transmission electron microscope by use of
a. positive staining.
b. negative staining.
c. fluorescent-labeled antibodies.
d. gold-labeled antibodies.
ANS: d
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 2. Understanding
Learning Objective: Compare electron microscopy and light microscopy.
39. The method by which cell components are separated by
centrifugation atprogressively higher speeds is called
centrifugation.
a. differential
b. velocity
c. density-gradient
d. equilibrium
ANS: a
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 1. Remembering
Learning Objective: Summarize procedures for isolation of subcellular organelles.
40. Which of the following cell components will be concentrated in the
first pelletproduced by differential centrifugation?
a. Mitochondria
b. Nuclei
c. Endoplasmic reticulum
d. The cytosol
ANS: b
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 3. Applying
Learning Objective: Summarize procedures for isolation of subcellular organelles.
Fill in the Blank
1. It is generally believed that Earth’s original cell enclosed a self-replicating
molecule.
ANS: RNA
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Explain how the first cell originated.
.
2. RNA, unlike DNA, is capable of
a number of different chemical reactions.
ANS: catalyzing
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Describe the major steps in evolution of metabolism.
3. The common source of electrons in the conversion of CO2 into organic
molecules inphotosynthesis is .
ANS: water
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Describe the major steps in evolution of metabolism.
4. The two major groups of prokaryotic cells are the
and the
,
whichdiverged early in evolution.
ANS: archaebacteria; bacteria
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
5. The DNA in a bacterium is located in a region termed the .
ANS: nucleoid
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
6. The cell lineage that eventually became the plants acquired before acquiring
.
ANS: mitochondria; chloroplasts
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
7. The amoeba exists as a unicellular organism in abundant nutrient
conditionsand forms multicellular fruiting bodies in starvation conditions.
ANS: Dictyostelium discoideum (slime mold)
Textbook Reference: The Origin and Evolution of
CellsBloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
8.
cells cover the surface of internal organs in the body, such as the intestine.
ANS: Epithelial
Textbook Reference: The Origin and Evolution of Cells
.
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
9. Short generation time is one of the major factors that support using yeast or
for many fundamental molecular genetics experiments.
ANS: E. coli
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Contrast yeast with E. coli as a model system.
10. Model systems serve as simplified examples in which the properties and
developmentof cells can be examined easily. For mammals, a common model
system is
,
and
is a common model for plants.
ANS: mice; Arabidopsis thaliana
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
11. Model systems such as Caenorhabditis elegans, Drosophila melanogaster,
and zebrafish are especially useful for studying problems in cell
differentiation and developmental biology because, in contrast to single cells
such as E. coli and yeast, theyare
systems.
ANS: multicellular (organismic)
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
12.
cells, the most commonly used cell line, were derived from a
biopsy of atumor carried by Henrietta Lacks.
ANS: HeLa
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the principles of animal cell culture.
13. Viruses have proven to be useful tools with which to explore the
properties of cellsand complex processes such as cancer because viruses are
dependent on
processes for much of their replication and metabolism.
ANS: host cell
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Explain how viruses can be used to study cell biology.
14.
.
is a light microscope technique for studying the interaction of proteins.
ANS: Fluorescence resonance energy transfer (FRET)
Textbook Reference: Tools of Cell Biology: Microscopy and
Subcellular Fraction
Bloom’s Category: 1. Remembering
Learning Objective: Explain how fluorescence microscopy is used to visualize
specificproteins.
15. In the
microscope, imaging is restricted to a single focal plane by
the use of an aperture pinhole to reject out of focus light; whereas in the
microscope, the same outcome is achieved through the use of light
wavelengths such that excitation of thefluorescent dye requires the
simultaneous absorption of two or more photons.
ANS: confocal; multiphoton excitation
Textbook Reference: Tools of Cell Biology: Microscopy and
Subcellular Fraction
Bloom’s Category: 1. Remembering
Learning Objective: Explain how fluorescence microscopy is used to visualize
specificproteins.
16. In transmission electron microscopy, objects are imaged by their differences in
density.
ANS: electron
Textbook Reference: Tools of Cell Biology: Microscopy and
Subcellular Fraction
Bloom’s Category: 1. Remembering
Learning Objective: Compare electron microscopy and light microscopy.
True/False
1. Similarities in basic metabolic mechanisms indicate that all present-day
cells on Earthdescended from a single primordial ancestor.
ANS: T
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Explain how the first cell originated.
2. Most of the genes of the bacterial symbionts that evolved into
mitochondria are nowfound in the nucleus.
ANS: T
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Explain how the first cell originated.
3. Eukaryotes contain a mixture of genes from eubacteria and archaebacteria.
ANS: T
.
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Explain how the first cell originated.
4. Photosynthesis first evolved in the green algae.
ANS: F
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Describe the major steps in evolution of metabolism.
5. Compared to humans, E. coli has about a thousand times less DNA.
ANS: T
Textbook Reference: Cells as Experimental Models
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
6. Higher plants and higher animals are similar in that they contain about
the samenumber of different cell types.
ANS: F
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
7. Epithelial cells form sheets that cover the surface of the animal body and
line internalorgans.
ANS: T
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
8. In good culture conditions, E. coli typically divides every two hours.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
9. Yeasts are simple eukaryotes.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
.
10. Caenorhabditis elegans is an important organism for the study of plant development.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
11. Studies on Arabidopsis thaliana have indicated that the mechanisms that
control development in plants are completely different from those that
control development inanimals.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
12. The frog Xenopus laevis is useful for studying early development because its
eggs aresmall and clear.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
13. Xenopus laevis, an amphibian vertebrate, is useful for developmental
studies becausewhen its eggs are fertilized, the embryos develop outside its
body.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
14. A single somatic animal cell in culture is capable of forming an entire animal.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the principles of animal cell culture.
15. Normal human fibroblasts can be grown only for 50–100 doublings in
culture, afterwhich they stop growing and die.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the principles of animal cell culture.
.
16. Immortal cell lines are cells that can continue to proliferate in culture for
an indefinitenumber of generations.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the principles of animal cell culture.
17. A single immortalized fibroblast in culture is capable of forming an entire human.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the principles of animal cell culture.
18. With appropriate stimulation, mammalian stem cells in culture can
give rise to individual mammalian cell types and hence may provide a
source of patient-specificreplacement cells.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 3. Applying
Learning Objective: Summarize the principles of animal cell culture.
19. Viruses are complexes of nucleic acid and protein that can replicate on their own.
ANS: F
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain how viruses can be used to study cell biology.
20. Viruses can have either RNA or DNA for their genetic material.
ANS: T
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain how viruses can be used to study cell biology.
21. Synthesis of DNA from RNA was first observed using retroviruses.
ANS: T
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain how viruses can be used to study cell biology.
22. Robert Hooke first coined the term “cell” following his observation,
with a lightmicroscope, of the pattern of cell walls in cork.
ANS: T
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the uses and limitations of the light microscope.
.
23. Because the wavelength of electrons is 100,000 times shorter than the
wavelength ofvisible light, the resolution of the electron microscope is
100,000 times better than the resolution of the light microscope.
ANS: F
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Compare electron microscopy and light microscopy.
24. Scanning electron microscopy is usually used for a three-dimensional
view of thesurface of cells.
ANS: T
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Compare electron microscopy and light microscopy.
25. Freeze fracture splits lipid bilayers and allows examination of the
distribution ofproteins that span the bilayer.
ANS: T
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Compare electron microscopy and light microscopy.
26. All implementations of the light microscope are absolutely limited in their
resolutionby the diffraction properties of the illuminating light.
ANS: F
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Compare electron microscopy and light microscopy.
27. In velocity centrifugation, a suspension is layered on top of a sucrose
density gradientand centrifuged until the density of the particles matches the
density of the sucrose solution.
ANS: F
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize procedures for isolation of subcellular organelles.
Short Answer
1. List three significant differences that distinguish prokaryotic cells from
eukaryoticcells.
ANS: Any three of these four answers are correct: (1) Prokaryotes have no
nucleus,whereas eukaryotes have a nucleus or nuclear envelope; (2)
prokaryotes have small circular DNA molecules, whereas eukaryotes have large
linear DNA molecules; (3)
.
prokaryotes have no organelles, whereas eukaryotes do; (4) prokaryotes have
small cellscompared to eukaryotes.
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic cells.
2. The formation of a phospholipid bilayer membrane around a set of
macromolecules was an important step in the origin and early evolution of
life. What two advantages of such a system are thought to have allowed the
first cells to grow and evolve?
ANS: (1) The membrane forms a barrier between the interior of the cell and its
environment, and (2) it allows a cell to grow and evolve as a unit, instead of
existing asisolated molecules.
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
3. Which technique would be best for studying whether cells from different
tissues of thebody have different nutritional requirements?
ANS: Use of primary animal cell culture (since established cell lines are
alreadyadapted to the medium in which they are grown)
Textbook Reference: Tools of Cell Biology
Bloom’s Category: 3. Applying
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
4. Which approach provides a good model for studying the effect of a
gene on thedevelopment of mammals?
ANS: Use of genetically engineered mice in which a mutant gene has replaced
the wildtype gene
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 3. Applying
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
5. Why is plant cell culture important to agriculture?
ANS: New genes can be introduced into plant cells in culture, and then
individual genetically engineered cells can be grown into entire plants with
new characteristics. Textbook Reference: Experimental Models in Cell
Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the simple models for studying plant
and animaldevelopment.
6. Embryonic stem cells are important because they have the potential to do what?
ANS: Differentiate into all the cell types present in an adult
Textbook Reference: Experimental Models in Cell Biology
.
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the principles of animal cell culture.
7. Studies of certain viruses have led to the discovery that DNA can be
synthesized froman RNA template. What are these viruses called?
ANS: Retroviruses
Textbook Reference: Tools of Cell Biology Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain how viruses can be used to study cell biology.
8. What technique would be best for initial examinations of the molecular
arrangement ofactin subunits in actin filaments?
ANS: Negative staining and transmission electron microscopy
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 3. Applying
Learning Objective: Compare electron microscopy and light microscopy.
9. What technique would reveal the morphological pattern of proteins
that span theplasma membrane of red blood cells?
ANS: Freeze fracture and transmission electron microscopy
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 3. Applying
Learning Objective: Compare electron microscopy and light microscopy.
10. What technique would be best for observing the detailed structure of the
surface ofsingle-celled eukaryotes like Paramecium?
ANS: Scanning electron microscopy
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 3. Applying
Learning Objective: Compare electron microscopy and light microscopy.
11. What technique would be best for separating rough endoplasmic
reticulum derivedmembrane vesicles from smooth endoplasmic reticulum
membrane vesicles?
ANS: Equilibrium centrifugation
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
Bloom’s Category: 3. Applying
Learning Objective: Summarize procedures for isolation of subcellular organelles.
12. Arrange the following in the order they will sediment out as
centrifugal speedincreases from low to high during differential
centrifugation.
Lysosomes
Microsome
sNuclei
Ribosomes (free cytosolic)
ANS: Nuclei, lysosomes, microsomes, ribosomes
Textbook Reference: Tools of Cell Biology: Microscopy and Subcellular Fractionation
.
Bloom’s Category: 3. Applying
Learning Objective: Summarize procedures for isolation of subcellular organelles.
.
DASHBOARD QUIZ QUESTIONS
Multiple Choice
1. The original cell was thought to have arisen from the enclosure of self-replicating
by a phospholipid membrane.
a.DNA
b.carbohydrate
c. protein
d. RNA
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Explain how the first cell originated.
Feedback A: Incorrect. Although DNA is the normal genetic material, it does
not havethe catalytic properties to be self-replicating.
Feedback B: Incorrect. Carbohydrate, whether a small sugar or a
polysaccharide, does nothave the information-encoding or catalytic properties
to be self-replicating.
Feedback C: Incorrect. Protein, although often catalytic, does not have the
information-encoding properties to be self-replicating.
Feedback D: Correct! RNA has the capacity to encode information and
catalyticproperties that DNA does not have. Therefore, RNA can be selfreplicating.
2. The source of the atmospheric oxygen necessary for the development of
oxidativemetabolism is thought to have been
a.glycolysis.
b.the formation of Earth.
c. the breakdown of ATP.
d. photosynthesis.
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Describe the major steps in evolution of
metabolism.Feedback A: Incorrect. Glycolysis does not generate
oxygen.
Feedback B: Incorrect. Oxygen was very low in the atmosphere of the
newly formedEarth.
Feedback C: Incorrect. Energy is released by the breakdown of ATP, but it does
not yieldoxygen.
Feedback D: Correct! Photosynthesis harnesses energy from the sun to generate
glucoseand oxygen; it is thought to have provided the oxygen necessary for the
evolution of oxidative metabolism.
3. The original atmosphere of Earth is thought to have been rich in
a.CO2, N2, O2, Rn, and Ne.
b. CO2, N2, O2, Ar, and Ne.
c. CO2, N2, H2, H2S, and CO.
.
d. CO2, N2, H2, Kr, and Xe.
ANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Describe the major steps in evolution of
metabolism. Feedback A: Incorrect. Oxygen (O2) was not at all
abundant in Earth’s originalatmosphere. It became abundant later
because of photosynthesis.
Feedback B: Incorrect. These are the five most abundant gases in the present
atmosphereof Earth.
Feedback C: Correct! These gases are thought to have been the most
abundant gases inthe original atmosphere of Earth.
Feedback D: Incorrect. Kr and Xe are not thought to have been among the most
abundantgases in the original Earth's atmosphere.
4. The feature that most clearly separates eukaryotes from prokaryotes is the presence of
in eukaryotic cells.
a.ribosomes
b. oxidative phosphorylation
c. DNA molecules
d. a nucleus
ANS: d
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Illustrate the structures of eukaryotic and prokaryotic
cells.Feedback A: Incorrect. Both eukaryotes and prokaryotes have
ribosomes.
Feedback B: Incorrect. Both eukaryotic and prokaryotic cells can carry out
oxidativephosphorylation.
Feedback C: Incorrect. Both eukaryotic and prokaryotic cells possess
DNA.Feedback D: Correct! Prokaryotic cells lack a nucleus.
5. Chloroplasts are thought to have originated from endosymbiosis of by a
largehost cell.
a.a naerobic bacteria
b.photosynthetic eubacteria such as cyanobacteria
c. fungi such as yeast
d. nonphotosynthetic aerobic bacteria
ANS: b
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
Feedback A: Incorrect. Anaerobic bacteria do not carry out photosynthesis.
Feedback B: Correct! Cyanobacteria can carry out photosynthesis and are
photosyntheticeubacteria. Chloroplasts are thought to have originated from
them via endosymbiosis.
Feedback C: Incorrect. Fungi, including yeast, do not carry out
photosynthesis. Feedback D: Incorrect. Mitochondria, not chloroplasts, are
thought to have originated
.
from nonphotosynthetic aerobic bacteria.
6. The genome of eukaryotes consists of genes derived from
a.archaebacteria alone.
b.bacteria alone.
c. both archaebacteria and bacteria.
d. neither archaebacteria nor bacteria.
ANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 2. Understanding
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
Feedback A: Incorrect. The eukaryotic genome is a mosaic with respect to its
origin. Feedback B: Incorrect. The eukaryotic genome is a mosaic with
respect to its origin. Feedback C: Correct! Individual eukaryotic genes appear
to have originated from eitherarchaebacteria or bacteria, with basic cellular
metabolism genes typically coming from eubacteria. Hence, the eukaryotic
genome is a mosaic with respect to its origin.
Feedback D: Incorrect. The eukaryotic genome is a mosaic with respect to its origin.
7. Which of these organisms is not a unicellular eukaryote?
a. Saccharomyces cerevisiae
b.Paramecium
c. Methanococcus
d. Chlamydomon
asANS: c
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
Feedback A: Incorrect. This yeast is a unicellular fungus—a
eukaryote. Feedback B: Incorrect. This ciliated protozoan is a
unicellular eukaryote.Feedback C: Correct! Archaebacteria are
prokaryotes.
Feedback D: Incorrect. This is a unicellular eukaryote; however, some green
algae, suchas Volvox, can form colonies of cells.
8. Solid tissues in animals include epithelial tissue,
tissue, nervous tissue,
andmuscle.
a.b lood
b.connective
c. ground
d. epidermal
ANS: b
Textbook Reference: The Origin and Evolution of Cells
Bloom’s Category: 1. Remembering
Learning Objective: Outline the evolution of eukaryotic cells and
multicellularorganisms.
.
Feedback A: Incorrect. Blood is considered a tissue, but mature blood cells are
typicallycirculating cells rather than solid tissue.
Feedback B: Correct! Connective tissue underlies epithelial cell layers and is
composedof fibroblasts as the major cell type.
Feedback C: Incorrect. Ground tissue is a tissue type found in plants that is
composed ofparenchyma cells that carry out most of the metabolic reactions
of the plant.
Feedback D: Incorrect. Epidermal tissues are found in plants and cover the
surface of theplant.
9. How many genes does an E. coli
have?a. 4,200
b. 6,000
c. 14,000
d. 20,000–25,000
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain the advantages of E. coli for studying basic
concepts ofmolecular biology.
Feedback A: Correct! This is the number of genes present in the bacteria E.
coli. Feedback B: Incorrect. This is the number of genes present in the yeast
Saccharomycescerevisiae.
Feedback C: Incorrect. This is the number of genes present in Drosophila
melanogaster.Feedback D: Incorrect. This is the number of genes present in
humans.
10. An E. coli cell under well-defined laboratory conditions divides about every
a. 20 minutes.
b. 2 hours.
c. 12 hours.
d. 24 hours.
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain the advantages of E. coli for studying basic
concepts ofmolecular biology.
Feedback A: Correct! On rich laboratory medium, a typical E. coli cell will
divide every20 minutes.
Feedback B: Incorrect. This is the approximate doubling time for
Saccharomycescerevisiae cells grown on rich medium.
Feedback C: Incorrect. E. coli cells double more quickly than this, unless they
possess amutation that slows their growth and division.
Feedback D: Incorrect. This is more typical of a mammalian cell, such as a
fibroblast,grown in culture.
11. Which of the following is the most commonly used mammal for genetic studies?
a.Human
.
b.Xenopus laevis
c. Mouse
d. Cat
ANS: c
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the simple models for studying plant and
animaldevelopment.
Feedback A: Incorrect. Aside from the ethical considerations prohibiting
the use ofhumans, humans reproduce and develop slowly and are not
easily manipulated genetically.
Feedback B: Incorrect. This is a type of frog and is thus an amphibian, not a
mammal. Feedback C: Correct! Although not as easily manipulated
genetically as organisms suchas C. elegans and D. melanogaster, mice are the
most commonly used mammals for genetic studies.
Feedback D: Incorrect. Cats are rarely used for genetic studies.
12. Embryonic stem cells are different from primary cell cultures or permanent
cell linesderived from a tissue in that they are capable of
a. generating many cell types.
b. growing and dividing.
c. synthesizing their own DNA.
d. transporting nutrients across their plasma membrane.
ANS: a
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the principles of animal cell culture.
Feedback A: Correct! Only embryonic stem cells are capable of generating all
of the celltypes present in the adult organism.
Feedback B: Incorrect. All cases cited are capable of growing and dividing.
Feedback C: Incorrect. All cases cited are capable of synthesizing their
own DNA.Feedback D: Incorrect. All cells must transport nutrients across
their membranes.
13. In contrast to yeast or bacterial cells, animal cell cultures are grown on
fairly complexmedia, with added amino acids, vitamins, and/or hormones. This
is primarily because animal cells
a. typically live in association with other cells.
b. are less capable of transporting small molecules across their membranes.
c. come from organisms that have specialized cell types.
d. have too many genes to be able to keep track of the biosynthesis of needed metabolites.
ANS: c
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 2. Understanding
Learning Objective: Summarize the principles of animal cell culture.
Feedback A: Incorrect. Animal cells typically are part of various solid tissues.
However,bacteria, for example, can associate with and signal to one another.
.
Feedback B: Incorrect. Animal cells must have an extensive set of transporters
in theirmembranes to be able to transport, for example, amino acids or
vitamins into cells.
Feedback C: Correct! Because of cell specialization and, as part of this, the
existence of acirculatory system, animal cells can be specialized and derive
nutrients from diet and vitamins and derive hormones from other cell types.
Feedback D: Incorrect. All cells have strong abilities to integrate their
metabolicnetworks.
14. Approximately how many doublings can normal human fibroblasts
undergo inculture?
a. 5
b. 50 to 100
c. They will go on proliferating indefinitely.
d. They will not double at all.
ANS: b
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Summarize the principles of animal cell
culture.Feedback A: Incorrect. They can divide more than five
times.
Feedback B: Correct! After 50 to 100 doublings, the cells will stop growing
and die.Feedback C: Incorrect. Immortalized cell lines, which are derived
from tumors, willproliferate indefinitely, but normal cells will divide only
a limited number of times. Feedback D: Incorrect. Normal human
fibroblasts will continue to proliferate for a number of generations after
being removed from an organism.
15. The Rous sarcoma virus (RSV) is
a. a strain of virus that causes neurodegeneration in chickens.
b. a virus which has been useful in the development of human gene therapy.
c. the causative agent of the disease chicken pox.
d. the first cancer causing animal virus to be identified.
ANS: d
Textbook Reference: Experimental Models in Cell Biology
Bloom’s Category: 1. Remembering
Learning Objective: Explain how viruses can be used to study cell biology.
Feedback A: Incorrect. Rous sarcoma virus (RSV) causes cancer, specifically
sarcomas,in chickens.
Feedback B: Incorrect. The RSV genome and mechanism of action is not
suitable as agene delivery tool in human.
Feedback C: Incorrect. Chicken pox is caused by the varicella zoster virus
(VZV). Feedback D: Correct! In 1911, Peyton Rous found that sarcomas (cancers
of connectivetissues) in chickens could be transmitted by a virus, now known as
Rous
sarcoma virus, or RSV.
16. What is the theoretical diffraction limit of resolution of a light
microscope used tolook at a sample through oil?
a. 0.22 μm
.