This resource is necessary for those who wish to do something in the rapidly developing field of human genetics and its applications, so if you are interested in our approach and methodology, make sure to check the new course available. Our test bank for the “Human Genetics Concepts and Applications 11th Edition by Lewis” serves as a tool to augment the elements provided in this course, giving it a newfound Apostolic touch, because this test bank was tailored to the difficulty of comprehending genes and their functions in mind, so its purpose is to help students and teachers alike.
Key Features of the Test Bank
In-Depth Coverage: Compiling a textbook for human genetics, undoubtedly test questions specific to every topic would have been an absolute necessity.
Question Diversity: From multiple choice questions to true or false questions, and finally to well-explicated answer questions, every concept is tested.
In-Depth Explanations: Assisted by in-depth explanations, every question shows you the concepts behind every answer.
How to Use the Test Bank
It does not come off as a surprise that the test bank for human genetics would be contributing positively to one’s understanding of the complex idea that is human genetics. Here are some ways to navigate the always difficult determination of one’s understanding of human genetics:
Set Targets: The undeniably difficult questions that get attempted are at deplorable percentages; still, one can manage to ace the genetic concepts by setting goals.
Target Holes in a Subject: The use of the bank makes it clear over time which topics are overlooked, enabling better planning sessions over those subjects.
Peer-to-Peer Teaching: Break out into a study group and make use of the test bank with your colleagues alongside other students to go over and answer the questions, helping everyone learn better as a whole.
Importance of the Test Bank
Better Understanding: The test bank helps in breaking down the more difficult topics, making them more approachable and easier to learn.
Examination Aid: It is an ideal approach to preparing for exams where a broad spectrum of questions relevant to the exam are provided.
Encouragement: A consistent application of the genetic test bank will help you gain a high level of self-assurance in answering both examination settings as well as real-world scenarios involving genetics-based questions.
Summary
So, it’s prudent for all those interested in learning genetics to try “Test Bank for Human Genetics Concepts and Applications 11th Edition by Lewis”, as it helps one prepare for examinations and also provides an in-depth understanding of genetic concepts. Make sure you seize this moment, improve your learning experience, and achieve success in your field of Human Genetics.
Test Bank for Human Genetics Concepts And Applications 11Th Edition By Lewis
Chapter 01
What is in a Human Genome?
Multiple Choice Questions
1. Genetics is the study of
A. variation of inherited traits.
B. how organisms reproduce.
C. how life originated.
D. how the environment causes disease.
Bloom’s Level: 01. Remember
Learning Outcome: 01.01 Explain what genetics is, and what it is not.
Section: 01.01
Topic: Genes and genomes
2. In which choice are the entries listed from smallest to largest?
A. DNA building block – gene – chromosome – genome
B. DNA building block – RNA building block – protein
C. Gene – cell – DNA – genome
D. Chromosome – genome – cell – DNA building block
Bloom’s Level: 02. Understand
Learning Outcome: 01.02 Distinguish between gene and genome.
Section: 01.01
Topic: Genes and genomes
3. The complete genetic material of an organism is its
A. genome.
B. chromosome.
C. phenotype.
D. genotype.
Bloom’s Level: 02. Understand
Learning Outcome: 01.02 Distinguish between gene and genome.
Section: 01.01
Topic: Genes and genomes
4
The number of copies of our genome in most of our cells is _____.
A. 1
B. 2
C. 3
D. 4
Bloom’s Level: 01. Remember
Learning Outcome: 01.02 Distinguish between gene and genome.
Section: 01.01
Topic: Genes and genomes
5. An estimated _____ DNA base pairs comprise the human genome.
A. 32,000
B. 320,000
C. 3.2 million
D. 3.2 billion
Bloom’s Level: 01. Remember
Learning Outcome: 01.02 Distinguish between gene and genome.
Section: 01.01
Topic: Genes and genomes
6. _____ was founded in the 1970s to address moral issues and controversies that arise in applying medical technology.
A.
Metaethics
B.
Bioethics
C.
Biotechnology
D.
Genetics
Bloom’s Level: 01. Remember
Learning Outcome: 01.03 Define bioethics.
Section: 01.01
Topic: Genes and genomes
7. Variants of a gene are called
A. genotypes.
B. phenotypes.
C. alleles.
D. single nucleotide polymorphisms.
Bloom’s Level: 01. Remember
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
8
Humans have _____ pairs of chromosomes.
A. 23
B. 38
C. 46
D. 32
Bloom’s Level: 01. Remember
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
9. A change in a gene’s DNA sequence is a(n)
A. genotype.
B. nucleotide.
C. mutation.
D. genome.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
10. In general, RNA molecules
A. comprise the chromosomes.
B. use the information in specific DNA sequences to construct proteins.
C. entwine with DNA molecules to encode proteins.
D. form double helices that encode DNA sequences.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
11. A genotype refers to
A. particular allele combinations.
B. expression patterns of certain genes.
C. the environmental components of a trait.
D. the number of chromosomes that a person has.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
12
A chart that displays paired chromosomes in order of size is a
A. phenotype.
B. genotype.
C. karyotype.
D. genome.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
13. A human cell has
A. 22 pairs of sex chromosomes and one pair of autosomes.
B. 22 pairs of autosomes and one pair of sex chromosomes.
C. 23 pairs of autosomes.
D. 23 pairs of autosomes and a pair of Y chromosomes.
Bloom’s Level: 01. Remember
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
14
Chromosome Y
A.
forms the somatic cells.
B.
is a sex chromosome.
C.
contains discontinuous DNA sequence.
D.
is present in all humans.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
15
Polydactyly is considered a Mendelian trait as
A.
it is caused by linked genes.
B.
it is caused by a single gene.
C.
it is caused due to environmental factors.
D.
it affects the stem cells.
Bloom’s Level: 02. Understand
Learning Outcome: 01.04 Describe the levels of genetics, from nucleic acids to chromosomes, to cells, body parts, families, and populations.
Section: 01.02
Topic: Levels of genetics
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