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Biology Quiz 1: Key Concepts and Answers

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0% found this document useful (0 votes)
6 views2 pages

Biology Quiz 1: Key Concepts and Answers

Uploaded by

preetam.j
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

(MODEL ANSWERS) BB101 Quiz 1: 2 marks, 15 minutes

Instructions:

 Each answer is worth 0.5 marks and there will be no partial marks (we cannot slice and dice
into tiny fractions)
 Because there are no partial marks, you need to think carefully and answer in only the given
space; we will not read anything outside that space.
 Because there are no partial marks, you need to keep your answers short and to-the-point.
 Have fun!

_________________________________________________________________________________

Biology is a science just like physics, chemistry and mathematics.

Qs. 1) Which of the four natural sciences span scales of size much, much bigger than those we find in
biology? Give an example of something/some phenomenon at the bigger scales.

Physics: light years, galaxies, any other answer that makes sense. TAs will Google the answer if
required.

Biology is a vocabulary-rich science. You will learn about DNA, proteins, mitochondria, organs, etc.

Qs. 2) Give 2 scientific names each from physics and chemistry.


Many, many correct answers! For example, in physics some scientific names are electron, protons,
any units like joules, etc. In chemistry, some scientific names are carbon, benzene ring, periodic table
names, etc.

The TAs should be able to figure this out. We will Google the answers if we are not sure.

You heard in class about the research studying how lizards’ tails break off.

Qs. 3) For research studying only this phenomenon, draw a large circle on the Stokes’ quadrant
where you would place this research. Briefly explain your choice.

Either of the quadrants will be given marks. Explanations will include that there is no obvious
application. Full marks only if correct quadrant is circled and explanation is correct.
Viruses cause many human diseases: SARS CoV2, HIV, flu, cough and cold, etc.

Qs. 4) Are viruses alive? Choose one of the following: (a) they are alive or (b) they are not alive and
explain why the statement might be correct.

(a) They are alive: order, evolutionary adaptation, bounded physical entity, information carrier
(they have genomes)
(b) They are not alive: MRS GREN (look back to the lecture slides), regulation, energy
processing, growth and development, reproduction, communication, responses, self-
sufficiency all need the host cell, otherwise they do not happen

Full marks will be given for any two correct answers from the above lists. If students choose
to answer both (a) and (b) completely correctly, they get full marks.

Common questions

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The study of lizard tail detachment could provide insights into natural regenerative processes, aiding in the development of medical techniques for regenerative medicine. By understanding these mechanisms, researchers might eventually develop ways to stimulate similar processes in humans, leading to advances in treating injuries and degenerative diseases .

Viruses challenge traditional definitions of life because they fulfill some criteria such as possessing a genome and being able to adapt through evolution, yet lack others such as independent reproduction and metabolic processes, as they rely on host cells for these functions, blurring the line between living and non-living .

Viruses could be considered alive because they exhibit order, can evolve, are bounded physical entities, and carry genetic information in genomes. However, they might not be considered alive because they do not independently meet critical life processes such as growth, development, and energy processing, as outlined by the MRS GREN criteria, requiring host cells for these functions .

Research into traits such as lizard tail detachment, while seemingly lacking immediate practical application, enhances understanding of evolutionary mechanisms, injury responses, and regenerative processes, contributing to broader biological insights that have the potential to inform fields like medicine and evolutionary biology .

Physics examines phenomena at vast scales such as galaxies and light years, indicating its broader scale compared to biology, which typically focuses on cellular to organismal-level phenomena. This illustrates the interdisciplinary differences in scale and scope between the two sciences .

In physics, units like joule are crucial for understanding energy, while terms like electron are fundamental to particle physics. In chemistry, elements like carbon are essential for studying organic compounds, and the concept of a benzene ring is key in understanding aromatic compounds, both critical for foundational scientific understanding .

Research on how lizards’ tails break off fits into Stokes' quadrant, typically in a quadrant indicating pure basic research, as it lacks an immediate practical application. This placement reflects the study's focus on understanding fundamental biological mechanisms without direct practical outcomes .

Areas of physics such as cosmology and astrophysics span larger scales than those in biology. For example, within these fields, phenomena like galaxies and light years are studied, which involve vast distances and timescales much greater than anything found in biology .

In physics, names such as electron and joule are significant as they represent fundamental particles and units of measurement respectively. In chemistry, terms like carbon and benzene ring are critical because they denote fundamental elements and molecular structures crucial for understanding chemical interactions .

A robust scientific vocabulary is crucial for understanding complex concepts, as terms encapsulate knowledge and facilitate communication across disciplines. Understanding and using terms like 'electron' or 'benzene ring' allows students to grasp fundamental principles and engage with advanced topics, highlighting the interconnectedness and depth across scientific fields .

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