Pre/Post Test
Name_____________________________
1. The following diagram is found in an evolutionary biology textbook.
*From the 2009 OGT Test
This branching tree diagram is most likely used to represent the theory that suggests:
A. New species arise throughout time following rounds of mass extinction.
B. All species share a common ancestor and that change occurs through time.
C. Speciation occurs very quickly with long periods of no change in between.
D. All species originated during the same period and some have subsequently gone
extinct.
2. Which of the following is a function of DNA?
A. Encodes the information needing for making proteins within the cell.
B. Directs RNA to make lipids that are needed by the cell.
C. Directs RNA to produce glucose.
D. Produces carbohydrates.
3. The physical structure of the genetic code is DNA’s sequence of
A. Sugars
B. Nucleotides
C. Phosphates
D. Hydrogen bonds
4. What are codons?
A. Sequence of proteins
B. A site on a tRNA
C. Three-nucleotide sequences of mRNA
D. Sequences of polypeptides
5. Which of the following is a major component of the sides of a DNA ladder?
A. Amino acid
B. Helicase molecule
C. Nitrogen base
D. Phosphate group
6. If the sequence of nucleotides in one chain of a DNA molecule is T-C-A-A-G-C, a new
nucleotide chain will be produced during replication with the complementary sequence
A. T-C-A-A-G-C
B. A-G-T-T-C-G
C. C-T-G-G-A-T
D. G-A-C-C-T-A
7. What is a gene?
A. A segment of DNA
B. A chromosome
C. A segment of RNA
D. A protein
8. Classifying organisms according to their presumed evolutionary history is called a
A. Six-kingdom approach
B. Morphological approach
C. Phylogenetic approach
D. Three-domain approach
9. Taxonomists can use data from RNA-sequencing techniques to
A. Predict future changes in species
B. Estimate when two species diverged from a common ancestor
C. Determine species names
D. Explain the origin of life
10. A cross between dissimilar individuals to bring together their best characteristics is called
A. Genetic engineering
B. Inbreeding
C. Hybridization
D. Sequencing
11. Changing the DNA of an organism is called
A. Genetic engineering
B. Hybridization
C. Selective breeding
D. Inbreeding
12. Genetic engineering has been used to make plants
A. Toxic to insects
B. Immune to vaccines
C. Able to produce insulin
D. All of the above
13. A member of a population of genetically identical cells produced from a single cell is a
A. Clone
B. Plasmid
C. Mutant
D. Sequence
14. Genetic engineering involves inserting segments of DNA taken from one organism into the
DNA of another organism. What would be the likely result of an experiment in which a scientist
replaces a faulty stop codon in the DNA of mouse cells with the codon UAG taken from the DNA
of a frog, a pine tree, or a clam? What do the results of this experiment suggest about the
evolutionary ancestry of these organisms?
(Questions 2-14: Feldkamp, 2002)
Pre/Post Test Answer Key
1. B
2. A
3. B
4. C
5. D
6. B
7. A
8. C
9. B
10. C
11. A
12. D
13. A
14. The near universality of the genetic code indicates that the codon UAG would be a stop
codon in mouse mRNA, as it is in most organisms, including frogs, trees, and clams. This
suggests a common evolutionary ancestor for all organisms.
Genetic Engineering Research/Concept Map Guidelines
Category
4
3
2
1
Project has no
spelling or
grammatical errors
Project has one or
two spelling or
grammatical errors
Project has three or
four spelling or
grammatical errors
Project has five or
more spelling or
grammatical errors
Organization
Concept points are
in a logical
sequence (easy for
the reader to
follow).
One concept point
is not organized in a
logical sequence
(difficult for the
reader to follow;
topics jump around).
Two concept points
are not organized in
a logical sequence
(difficult for the
reader to follow;
topics jump around).
Three or more
concept points are
not organized in a
logical sequence
(difficult for the
reader to follow;
topics jump around).
Quality of the
information provided
about the three
topics that were
researched.
All of the
information is
accurate
There are one or
two errors in the
accuracy of the
information
presented.
There are three or
four errors in the
accuracy of the
information
presented.
The presentation
contains five or
more errors in
accuracy of the
information.
Positions on genetic
engineering and
GMO’s
Map contains
several examples of
viewpoints on both
sides of the issue
for genetic
engineering and
GMO’s.
Map contains
adequate examples
of viewpoints on
both sides of the
issue for genetic
engineering and
GMO’s.
Map contains few
examples of
viewpoints on both
sides of the issue
for genetic
engineering and
GMO’s.
Map contains
minimal examples
of viewpoints on
both sides of the
issue for genetic
engineering and
GMO’s.
Adequate # of
concept points
Presentation
contains at least
eight concept points
for each side of the
issue (16 total)
Concept map
contains description
and several
examples of genetic
engineering.
Presentation
contains 7 points for
each side.
Presentation only
contains 6 points for
each side.
Presentation
contains 5 or fewer
points for each side.
Concept map
contains a
description and an
example of genetic
engineering.
Concept Map
contains a
description or an
example of genetic
engineering.
GMO’s
Concept map
contains description
and several
examples of
genetically modified
organisms.
Concept map
contains a
description and an
example of
genetically modified
organisms.
Concept Map
contains a
description or an
example of
genetically modified
organisms.
References
Reference list
contains at least
four credible
websites that are
properly cited (e.g.,
author, title, date,
link).
Reference list
contains at least
three credible
websites with no
more than one error
in the citation
format.
Reference list
contains at least two
credible websites
with no more than
two errors in the
citation format.
Concept map
contains an
inaccurate or
incomplete
description of
genetic engineering.
Concept map
contains an
inaccurate or
incomplete
description of
genetically modified
organisms..
Reference list only
contains one
credible website OR
the citation format
has more than three
errors.
Mechanics
Genetic Engineering
Genetic Engineering Debate Rubric
Criteria
Opening &
Closing
Statements
Rebuttals
Effective use
of content
knowledge
Use of
persuasive
appeals
Performance
4
3
2
1
- Well-organized and
complete presentation of
arguments and evidence
-Organized and generally
complete presentation of
arguments and evidence
-Somewhat organized
presentation of arguments
and evidence
-Arguments are
unorganized, incomplete,
or completely lacking in
evidence
- Opening statement
successfully frames the
issues; closing statement
summarizes many
arguments made in the
debate
- Opening statement
outlines or lists arguments
and evidence but does not
generate interest; closing
statement does not reflect
remarks made during
debate.
-Opening statement
minimally outlines
arguments; closing
argument briefly restates
the ideas offered in the
opening statement
- Responds to issues raised
by opponents with
accurate and generally
concise answers
- Responds to most of the
issues raised by opponents
with generally accurate
answers
- Challenges the arguments
made by opponents;
challenges are generally
effective
- Offers arguments, but no
evidence, to counter the
arguments made by
opponents
-Seems to be caught offguard by opponents; offers
tentative, somewhat
accurate, but possibly vague
or illogical responses
- Demonstrates a
sophisticated
understanding of the
issues, events and facts
relevant to the topic
-Demonstrates an basic
and accurate
understanding of the
issues, events and facts
relevant to the topic.
-Demonstrates thorough
and accurate
understanding of details as
well as the ability to make
original connections and
interpretations
-Demonstrates the ability
to make basic connections
between facts and concepts
Uses logical, emotional and
ethical appeals to enhance
effectiveness of argument
Uses some appeals to make
argument more persuasive,
but may not include a mix
of logical, emotional and
ethical appeals
Makes minimal use of
persuasive appeals
Does not use persuasive
rhetoric
- Exhibits confidence and
energy in the course of the
hearing
- Appears nervous, yet
somewhat confident,
before the court
-Lacks confidence
-Demonstrates little or no
preparation
-Maintains respectful tone
- Maintains respectful tone
- Uses preparation
materials effectively
- Use of preparation
materials does not distract
- Use of preparation
materials distracts from
quality of performance
-Opening statement and
closing statements do
little more than state the
position of the team
-Is unable to respond to
issues raised by
opponents in a
meaningful or accurate
way
-Attempts to challenge
arguments of opponents
-Demonstrates a generally
accurate understanding of
relevant issues, events and
facts, but may exhibit minor
confusion or
misunderstandings
seem to understand general
ideas, but do not support
their ideas with relevant
facts; OR, seem to
understand facts but are
unable to connect them into
coherent arguments
-Maintains respectful tone
-Demonstrates an
inadequate understanding
of the content relevant to
the topic
-Supports statements
with vague or irrelevant
information, or no
information at all
-Fails to maintain
respectful tone
Persuasive Artifact Checklist
Your debate team’s next task is to create a persuasive artifact that advertises your
opinions about genetic engineering and genetically modified organisms. This artifact
can take form of a magazine ad, a newspaper editorial, a brochure, etc. It must include
the following information:
Neatness and Clarity: 5 pts.
_______
Your artifact must appear as though time and thought went into its design and
construction.
Clear representation of team opinion: 10 pts.
_______
The group’s consensus on the ethics of genetic engineering must be obvious to
any viewer.
Five points of supporting evidence: 25 pts.
_______
In order to support your claim, carefully choose five accurate supporting details
about the viewpoint.
Persuasive facts: 5 pts.
_______
The artifact should take the form of propaganda and be persuasive in nature.
Rebuttal Point: 5 pts.
_______
There must be some evidence of rebuttal of the opposing side’s viewpoints.
TOTAL_______