Compare and contrast the life cycles of ferns and flowering plants. Include the elements of alternation of generation they hold in common and differences in the forms of the two generations, and their relative independence and dominance. Test Section: LO3 and 12.4 Key Concept: relationship of life cycles of seedless vascular plants and angiosperms Level: Advanced critical thinking
What will be an ideal response?
See section below.*
*Questions 67, 68, and 69 represent possible life cycle questions. An instructor could substitute another alga, a liverwort, a horsetail, or one of the gymnosperms (where appropriate) for the organisms in these questions.
For all of these questions, the answer should include the basic outline of the alternation of generations common to all these plants. That is, an essay should be introduced by noting that all of these have a diploid sporophyte that produces spores by meiosis. The spores undergo mitosis to produce a haploid gametophyte that produces gametes by mitosis. The gametes fertilize and the resulting diploid zygote divides to form the sporophyte.
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You make a knockout of a gene involved in neurological development, and find that the mice have malformed semicircular canals. Instead of being orthogonal (at right angles) to each other, they are parallel. What aberrant behavior might you see in these mice?
A. overeating B. falling over C. not startling to sudden noise D. unable to respond to a call to locate another mouse E. low muscle tone Clarify Question What is the key concept addressed by the question? What type of thinking is required? Gather Content What do you already know about semicircular canals? What other information is related to the question? Choose Answer Given what you now know, what information is most likely to produce the correct answer? Reflect on Process Did your problem-solving process lead you to the correct answer? If not, where did the process break down or lead you astray? How can you revise your approach to produce a more desirable result?
Glucose is the most commonly used energy source by human cells because
A) this is the largest macromolecule available to cells for energy production. B) this monosaccharide yields the most energy of all macromolecules. C) fats and proteins yield too much energy for the cells to process. D) glucose is generally the most readily available substrate, derived from food or glycogen. E) no other macromolecule can be broken down enzymatically by cells to release energy.
A fourth type of restriction enzyme is identified that cleaves at precise locations like a type II enzyme, but it also occasionally makes mistakes and cuts elsewhere. Would this type of enzyme be a useful enzyme to use in molecular cloning?
A. No, because cutting mistakes could lead to incorrect cloning. B. Yes, because it cuts correctly sometimes. C. Yes, because cutting mistakes don't matter in molecular cloning. D. No, because it is a precise enzyme.