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End-of-topic test: Regulation of Gene Expression

Unit 6 · Topic 6.5 end-of-topic test

Suggested time: about 47 minutes. Answer everything, then press Submit the test to see the feedback and scoring guides.

Answer every question. For each multiple-choice question, pick one option. When you have answered every question, press Submit the test; the feedback then gives the reasoning for each. For the free-response questions, write one short sentence for each step of your reasoning, each on its own line, and make every link clear (so, because, therefore). That is what the exam’s ‘paragraph form’ means for you: linked sentences, not bullet points. Then open the scoring guide and mark your own work against it.
Question 1

A soil bacterium carries a gene for an enzyme that breaks down nylon. A biologist grows the bacterium in a broth with no nylon and tests one cell for three things: the gene, the gene's mRNA, and the enzyme.

Which set of results shows that the cell carries the gene and the gene is silent?

Question 2
A table with three columns, plant, mRNA of the wax-enzyme gene in the leaf cells in units, and thickness of the leaf wax, and four rows, plant 1 to plant 4plantmRNA of the wax-enzyme gene (units)leaf waxplant 11thinplant 23mediumplant 35thickplant 48very thick
Four plants: mRNA of the wax-enzyme gene in the leaf cells, and the thickness of the leaf wax.

Four plants of one species carry the same version of a gene for an enzyme that builds the waxy layer on a leaf. The table gives, for each plant, the mRNA of that gene in its leaf cells and the thickness of the leaf wax.

Which of the following best explains the relationship between the gene and the wax?

Question 3
A table with three columns, gene, iron scarce and iron plentiful, and three rows, gene Q, gene U and gene E, with a number in every cell; the footer reads levels in units (arbitrary)geneiron scarceiron plentifulgene Q205198gene U1415gene E12310levels in units (arbitrary)
Three genes of a fungus in two broths.

A biologist grows a fungus's cells in a broth with iron scarce and in the same broth with iron plentiful. The table gives the mRNA of three of the fungus's genes in each broth.

Which of the genes are constitutively expressed?

Question 4
A table with three columns, the 16-base stretch beside the gene, the regulatory protein, and mRNA of the gene in units, and four rowsthe 16-base stretchthe regulatory proteinmRNA of the gene (units)originalabsent10originalpresent52changed at four basesabsent10changed at four basespresent11
mRNA of the gene with the original or the changed stretch, with and without the regulatory protein.

In a yeast cell, a regulatory protein binds a 16-base stretch of DNA beside a gene. A biologist measures the gene's mRNA in cells that have the original stretch and in cells whose stretch is changed at four of its sixteen bases, each with and without the regulatory protein. The table gives the results.

Which of the following explains the pattern in the table?

Question 5
A table with five columns, strain, broth, and the mRNA of the first, second and third trehalose genes in units, and three rows, normal, normal and changedstrainbrothfirst genesecond genethird genenormalno trehalose647normaltrehalose added190186194changedtrehalose added765mRNA in units (arbitrary)
mRNA of the three trehalose genes in two strains and two broths.

A bacterium has three genes for taking up and breaking down trehalose, a sugar. They sit side by side on the chromosome. A biologist measures the mRNA of each gene in the normal strain, without and with trehalose, and in a changed strain, in which a change removed the DNA just before the first gene. The table gives the results.

Which of the following conclusions do the results best support?

Question 6
A horizontal line with two small open boxes near its left end and three long filled boxes to their right. A large oval floats above the first open box, clear of the line, labeled RNA polymerase and promoter. On the second open box sits a block with its two lower corners cut away, labeled repressor and operator, and a small circle touches the block's right side, labeled cellobiose. The three long boxes are labeled three cellobiose genespromoteroperatorthree cellobiose genesRNA polymeraserepressorcellobiose
The cellobiose operon just after cellobiose has entered the cell.

In the drawing, the small circle is a small molecule bound to the repressor. A full rectangle is the repressor in the shape that fits the operator. A block with its lower corners cut away is the repressor in its changed shape. An oval above the promoter is RNA polymerase off the DNA. A bacterium's operon holds three cellobiose-breaking genes. The drawing shows it just after cellobiose has entered the cell.

Which of the following happens next?

Question 7
A horizontal line with two small open boxes near its left end and four long filled boxes to their right. A large oval floats above the first open box, clear of the line, labeled RNA polymerase and promoter. On the second open box sits a full rectangular block, labeled repressor and operator, and a small circle touches the block's right side, labeled a small molecule. The four long boxes are labeled four serine-building genespromoteroperatorfour serine-building genesRNA polymeraserepressora small molecule
The serine-building operon at one moment.

In the drawing, the small circle is a small molecule bound to the repressor. A full rectangle is the repressor in the shape that fits the operator. A block with its lower corners cut away is the repressor in its changed shape. An oval above the promoter is RNA polymerase off the DNA. A bacterium's operon holds four genes for building the amino acid serine. The drawing shows the operon at one moment.

Which of the following describes the cell at this moment?

Question 8
A table with three columns, operon, mRNA without proline added and mRNA with proline added, and four rows, operon 1 to operon 4operonmRNA, no proline addedmRNA, proline addedoperon 18176operon 26158operon 345operon 414312mRNA in units (arbitrary)
mRNA of four operons without and with proline added.

A bacterium can build the amino acid proline. A biologist measures the mRNA of four of the bacterium's operons in a broth with no proline added and in the same broth with proline added. The table gives the results.

Which operon is a repressible system with proline as its corepressor?

Question 9

Suppose a change in an E. coli cell's DNA removes the stretch of DNA that the lac operon's activator binds, and changes nothing else. The cell grows in a broth of lactose alone, beside a normal cell in the same broth.

How much of the lactose enzymes does the changed cell make, compared with the normal cell?

Question 10
Two drawings side by side under circled letters Q and U. Q: one line threads through twelve shaded circles packed along a wave. U: a straight line threads through five shaded circles set apart, the line open between them. The circles are the same size in both drawings. No oval, no tags and no caption on eitherQU
Two copies of one gene, Q and U, on their histones.

In the drawings, beads set apart with the DNA open between them are a loosely wound gene. Beads packed along a wave are a tightly wound gene. Two cells of one goat each carry a copy of the same gene; the two copies match base for base. The drawing shows how each copy is wound on its histones: copy Q in the first cell and copy U in the second.

Which of the following could make copy Q wind the way copy U does?

Question 11
A table with three columns, treatment, methyl groups on the gene's promoter and mRNA of the gene in units, and four rowstreatmentmethyl groups on the promotermRNA of the gene (units)no signal, 18 hfew84the signal, 6 hmany19the signal 6 h, then 12 h withoutfew78the signal 6 h, then 12 h without, with the drugmany21
Methyl groups on the gene's promoter and the gene's mRNA in four dishes of the alga's cells.

Cells of a green alga grow in a dish. A signal molecule added to the dish makes the cells add methyl groups to one gene's promoter. A biologist treats four dishes of the cells as the table describes; the drug used in the last dish blocks the enzymes that remove methyl groups from DNA. The table gives the methyl groups on the promoter and the gene's mRNA in each dish.

Which of the following explains the difference between the third and fourth dishes?

Question 12
A table with three columns, gene, sweat-gland cells and inner-ear cells, and three rows, gene Q, gene U and gene E, with a number in every cell; the footer reads levels in units (arbitrary)genesweat-gland cellsinner-ear cellsgene Q4806gene U5620gene E5250levels in units (arbitrary)
mRNA of three genes in two kinds of cell from one person.

A biologist measures the mRNA of three genes in two kinds of cell from one person: the cells of a sweat gland and the sound-sensing cells of the inner ear. Both kinds of cell carry all three genes. The table gives the results.

Which of the following best explains why the sweat-gland cells transcribe gene Q often and the inner-ear cells transcribe it rarely?

Question 13

Suppose a change in an E. coli cell's DNA means the cell makes no lac repressor at all. The changed cell grows in a broth of glucose only. A normal E. coli cell grows in a broth of lactose only.

How much of the lactose enzymes does the changed cell make?

Question 14

Copper ions enter a fungus's cell. Within an hour, six of the cell's genes switch on together. The six genes sit on four different chromosomes. Copper switches on one transcription factor in the cell.

Which of the following does each of the six genes have beside its promoter?

Question 15
A table with three columns, a name column, at 37 degrees C and 30 minutes at 12 degrees C, and four rows, gene Q mRNA, gene Q protein, gene U mRNA, gene U protein, with a number in every cell; the footer reads levels in units (arbitrary)geneat 37 °C30 min at 12 °Cgene Q: mRNA3031gene Q: protein2095gene U: mRNA8812gene U: protein709levels in units (arbitrary)
Two genes' mRNA and protein at 37 °C and after 30 minutes at 12 °C.

A bacterium grows at 37 °C. A technician moves it into a broth at 12 °C. The table gives the mRNA and the protein of two of the bacterium's genes at 37 °C and after 30 minutes at 12 °C.

Which claim do the data support about gene Q?

Question 16

Cells from a sea sponge grow in a dish and transcribe a gene steadily. A technician adds a drug that blocks the enzymes that add acetyl groups to histones. After two days, the gene's histones carry half as many acetyl groups as before.

What happens to the gene's transcription over the two days?

Question 17

In a kale plant's leaf cells, a signal from a neighboring cell switches on a kinase. The kinase adds a phosphate group to a transcription factor, and the factor then binds the DNA beside gene Q. Suppose a change in the factor's gene gives a factor with no site for the kinase to add a phosphate group to.

What happens to gene Q in a leaf cell with the changed factor after the signal arrives?

Question 18
A table with five columns, gene and minutes after the signal 0, 15, 60 and 120, and two rows, gene Q mRNA and gene U mRNA, with a number in every cell; the footer reads levels in units (arbitrary)minutes after the signal01560120gene Q: mRNA2605812gene U: mRNA114570levels in units (arbitrary)
mRNA of the two genes at four times after the signal.

Cells taken from a toad embryo grow in a dish. At 0 minutes a signal reaches them. Gene Q codes for a transcription factor. A cell that lacks gene Q never transcribes gene U after the signal. The table gives the mRNA of the two genes at four times after the signal.

Which of the following best explains why gene U's mRNA rises only after 15 minutes?

How to tackle the free-response questions. Read the verb first: describe asks what you see or know; explain asks why or how, so name the mechanism; predict asks what will happen and why; justify asks for the evidence that supports a claim. Each point is earned by one idea, stated in a sentence that names the thing and the mechanism. Extra words earn nothing; a wrong extra can lose the point. If there is a figure or table, use what it shows. When you finish, check the box for each point your answer earns and compare your sentences with the full-credit answer.
Free response 1 · Analyze Data · 4 points
A biologist measures four genes in the root cells of one kind of plant growing in wet soil, in moist soil and in dry soil. For each gene she measures the level of its mRNA and the level of its protein. The results are drawn as a grid: each square is shaded by its value, darker for a larger value, and the value is written in the square, in arbitrary units.
An expression grid: three columns headed wet soil, moist soil and dry soil; eight rows, gene Q mRNA, gene Q protein, gene U mRNA, gene U protein, gene E mRNA, gene E protein, gene O mRNA, gene O protein; every square shaded, darker for a larger value, with its value written in it; a five-step shade legend from less to more at the right; the footer reads levels in units (arbitrary)wet soilmoist soildry soilgene Q: mRNA2095210gene Q: protein1580190gene U: mRNA575857gene U: protein72307gene E: mRNA404140gene E: protein434442gene O: mRNA160158162gene O: protein000lessmorelevels in units (arbitrary)
mRNA and protein of four genes in the root cells, across three soils.

(a) Identify the gene that is transcribed more often as the soil gets drier. (1 point)

A full-credit answer: Gene Q.

Check the box for each point your answer earns

(b) Describe the trend in gene E's mRNA and protein levels across the three soils. (1 point)

A full-credit answer: Gene E's mRNA stays at about 40 units (40, 41 and 40) and its protein at about 43 units (43, 44 and 42) in the three soils.
Neither level changes as the soil gets drier.

Check the box for each point your answer earns

Common slip: Reading a change of one or two units as a trend. Levels within a unit or two of each other are the same level.

(c) A student claims that drier soil lowers gene U's protein level by lowering transcription of gene U. Evaluate the student's claim using the data. (1 point)

A full-credit answer: The claim is not supported.
Gene U's mRNA reads 57, 58 and 57 units across the three soils: unchanged, so RNA polymerase transcribed gene U as often as before.
Gene U's protein fell from 72 to 30 to 7 units all the same.
So drier soil lowers gene U's protein level after transcription, not by lowering transcription.

Check the box for each point your answer earns

Common slip: Reading the falling protein as falling transcription. The mRNA row is the measure of transcription, and it is flat.

(d) Explain how the root cells can hold a high level of gene O's mRNA and no gene O protein. (1 point)

A full-credit answer: Gene O's mRNA is present in every soil, so RNA polymerase transcribes gene O.
Ribosomes do not translate that mRNA, so they build no protein from it.
So the root cells hold gene O's mRNA and none of its protein.

Check the box for each point your answer earns

Saying that the mRNA is broken down before it is read earns nothing: the mRNA is present at a high level.

Free-response score: 0 of 4
Free response 2 · Analyze Model or Visual Representation · 4 points
In a trout embryo, a cell becomes a scale-forming cell through a chain of three transcription factors. The drawing shows the chain in one embryo cell, with its words removed. In the drawing, a rounded block on a small box is a transcription factor bound to its regulatory sequence, an oval is RNA polymerase, and a light strand hanging from a gene is its mRNA. The site each factor binds is lettered Q, U or E, an arrow at the top left marks the signal, and an arrow leads from each row's genes down to the factor those genes code for. In this cell, one factor's genes are transcribed but the factor itself is absent. The bottom row's genes code for the proteins that build a scale.
Three copies of a short gene map stacked as a staircase, each with a small open box left of the promoter and a long filled gene. An arrow enters the top row's rounded shape from the left. Top row: a rounded shape sits on the box under a circled Q; an oval sits on the promoter and a second oval sits along the gene with a short light strand hanging from it; an arrow leads from the gene's end down to the second row's rounded shape. Middle row: a rounded shape sits on the box under a circled U; an oval on the promoter and one along the gene with a strand; an arrow leads from the gene's end down to the third row's box. Bottom row: the box under a circled E is empty; no oval sits on the promoter or the gene, and nothing hangs from the geneQUE
The chain of three transcription factors in one embryo cell, its words removed.

(a) Identify the transcription factor that this cell lacks. (1 point)

A full-credit answer: Factor E: the bottom row's slot is empty.

Check the box for each point your answer earns

(b) Describe how, in a normal embryo cell, factor Q leads to factor U being made. (1 point)

A full-credit answer: Factor Q binds the regulatory sequence beside the genes for factor U.
Bound there, factor Q helps RNA polymerase bind their promoter, so RNA polymerase transcribes those genes.
Ribosomes build factor U from the mRNA.

Check the box for each point your answer earns

(c) Explain why the genes for the scale proteins stay off in this cell. (1 point)

A full-credit answer: The genes for the scale proteins are switched on by factor E.
This cell has no factor E, so nothing binds the DNA beside those genes.
With no factor bound, RNA polymerase rarely binds their promoter, so the genes stay off.

Check the box for each point your answer earns

Accept reasoning consistent with the factor named in part (a).

Common slip: Saying the scale genes are missing or damaged. The genes are present; the factor that switches them on is missing.

(d) Explain why the genes for factor U are still transcribed in this cell. (1 point)

A full-credit answer: The genes for factor U are switched on by factor Q, which is upstream of the break.
The signal still switches on factor Q, and factor Q still binds beside the genes for factor U.
So RNA polymerase still transcribes them: the missing factor E plays no part in that step.

Check the box for each point your answer earns

Accept reasoning consistent with the factor named in part (a).

Common slip: Saying the whole chain switches off. A break stops everything after it, not before it.

Free-response score: 0 of 4
Feedback and scoring guides appear after you submit.
Multiple choice checked: 0 of 18 correct.