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Click on the (+) symbol.
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Consider some of your own test items.

Use the item writing guidelines and work to improve TWO of your items.

Under your name (Q1 & Q2), post your original question and then copy and paste the revised question from Google Docs.

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In the coding strand for a gene that encodes the glycolytic enzyme phosphofructokinase (PFK), most people have the codon 5’-AGG-3’, but Jesse has codon 5’-CGG-3’. Might this mutation cause Jesse’s PFK to function differently than usual?  Explain your reasoning. [question includes a copy of the genetic code table]

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In the coding strand for a gene that encodes the glycolytic enzyme phosphofructokinase (PFK), most people have the codon 5’-AGG-3’, but Jesse has codon 5’-CGG-3’. Might this mutation cause Jesse’s PFK to function differently than usual?  Explain your reasoning, referring to the concepts of silent mutations, missense mutations, or nonsense mutations as appropriate. [question includes a copy of the genetic code table]

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Imagine that (in contrast to the usual situation) some K+ diffuses into a cell. If the Vm had previously been +30 mV, what might it be now? Explain your reasoning.

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Imagine that (in contrast to the usual situation) some K+ starts to diffuse into a cell. If the membrane potential (Vm) had been -30 mV, would this new diffusion of K+ depolarize the cell membrane, or hyperpolarize the cell membrane? Explain your reasoning.

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This area of a neuron can conduct an action potential.

T    F  Dendrites

T    F  Axon

T    F  Soma

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Which area(s) of a neuron listed below are capable of conducting an action potential?

a.  dendrite
b.  axon
c.  soma
d. dendrite and axon

e.  dendrite, soma and axon

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The threshold of an action potential is determined by when:

a.  voltage-gated sodium channels are triggered to open.

b.  voltage-gated potassium channels are triggered to open.

c.  voltage-gated sodium channels are triggered to close.

d.  ligand-gated sodium channels are triggered to open

e.  voltage-gated calcium channels are triggered to open

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A very hungry caterpillar, a.k.a. gypsy moth (Lymantria dispar dispar), defoliating a red oak.

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You are studying a stand of red oak trees. Unfortunately, some very hungry caterpillars start feeding on leaves of one tree at the side of the stand of trees. You initially are afraid your research will be ruined (since the caterpillars are consuming the tree at an alarming rate, and you fear they will spread and take over the entire stand), but you are happy to see that as they start moving to neighboring trees, these trees seem much more prepared to resist the attack. Propose an explanation for what has happened, and how the initially untouched trees seemed prepared for the insect attack much better than the first tree.

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Striped and yelllowish-white variants of the grove snail (Cepaea nemoralis). 

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You are a malacologist (a scientist that studies mollusks, including snails). You are studying the frequency of a rare yelllowish-white variant of the grove snail (Cepaea nemoralis) that is common in green spaces in Snohomish County. Yelllowish-white variants are known to be the result of a recessive gene. You survey snails in Lord Hill Regional Park and collect the following data for the grove snail population there.

Phenotype | Genotype | # Observed
Striped | SS, Ss | 624
Solid Yellowish or redish | ss | 576

Calculate the frequencies of the two alleles, assuming HWE. Please show your work.

In your study, you are interested in whether your population is actually in HWE because there appears to be more predation on striped snails. What do you report to your colleagues? Please show your work.

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A very hungry caterpillar, a.k.a. gypsy moth (Lymantria dispar dispar), defoliating a red oak.

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(Note: I am really bad at writing MC questions!)

You are studying a stand of red oak trees. Unfortunately, some very hungry caterpillars start feeding on leaves of one tree at the side of the stand of trees. You initially are afraid your research will be ruined (since the caterpillars are consuming the tree at an alarming rate, and you fear they will spread and take over the entire stand), but you are happy to see that as they start moving to neighboring trees, these trees seem much more prepared to resist the attack.

Which of the following is the best explanation for your observation:
a) Trees are sending chemical signals (aka green leaf volatiles)that activate a constitutive defense response in the neighboring trees.
b) Trees are sending chemical signals (aka green leaf volatiles) that cause an induced defensive response in neighboring trees.
c) Due to the defensive chemistry of the tree, the caterpillars can only ingest a certain amount of leaves before their feeding is slowed by the plant defensive chemistry.
d) Defoliation is slowed by viral, parasitoid or predator attack and caterpillars are unable to move to neighboring trees.
e) Caterpillars move to the next life stage (pupas!) and are not a threat to this stand of trees until the next generation of caterpillars emerge.

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Striped and yelllowish-white variants of the grove snail (Cepaea nemoralis). 

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You are a malacologist (a scientist that studies mollusks, including snails). You are studying the frequency of a rare yelllowish-white variant of the grove snail (Cepaea nemoralis) that is common in green spaces in Snohomish County. Yelllowish-white variants are known to be the result of a recessive gene. You survey snails in Lord Hill Regional Park and collect the following data for the grove snail population there.

Phenotype | Genotype | # Observed
Striped | SS, Ss | 624
Yelllowish-white | ss | 576

Calculate the frequencies of the S allele, assuming HWE.
Note: I didn't calculate the numerical answers below because I ran out of time.
a) correct answer
b) calculation error
c) frequency of the little s allele
d) 1/2 genotypic frequency of SS, Ss --> 312

Follow-up Q3
Your lab is interested in whether the population is experiencing more predation on striped snails. Using the analysis from the previous question, you can report that this population is unlikely to be experiencing the selection pressure of predation of striped snails are being predated more than yellowish-white snails.
a) True
b) False

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A very hungry caterpillar, a.k.a. gypsy moth (Lymantria dispar dispar), defoliating a red oak.

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You are a researcher studying oak caterpillar interactions. You observe an infestation of caterpillars on one third of the oak tre but as the summer progresses you notice the infestation never spreads to the remaining trees.

Which of the following is the best explanation for your observation:
a) Trees release chemical signals that activate a constitutive defense response in the neighboring trees.
b) Trees release chemical signals that cause an induced defensive response in neighboring trees.
c) Due to the defensive chemistry of the tree, the caterpillars can only ingest a certain amount of leaves before their feeding is slowed by the plant defensive chemistry.
d) Defoliation is slowed by viral, parasitoid or predator attack and caterpillars are unable to move to neighboring trees.
e) Caterpillars move to the next life stage (pupas!) and are not a threat to this stand of trees until the next generation of caterpillars emerge.
f) Caterpillars prefer closely related trees.

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What is the different between a hypothesis and theory?

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What is the different between a hypothesis and theory?

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 We have discussed the differences between a hypothesis and a theory all semester.  Why is it the Theory of Evolution?  How did the labs in the last part of the class help you understand evolution?  Be sure to explain the definition of both terms and explain how evolutions fits into the definition of a theory.  How does this differ from the way people use the word theory outside of the sciences 

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 We have discussed the differences between a hypothesis and a theory all semester.  Why is it the Theory of Evolution?  How did the labs in the last part of the class help you understand evolution?  Be sure to explain the definition of both terms and explain how evolutions fits into the definition of a theory.  How does this differ from the way people use the word theory outside of the sciences 

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Gwen, I love how your question is aligned with common errors and misconceptions that students have.  Nice job putting the distractors to work.

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Gwen, I love how your question is aligned with common errors and misconceptions that students have.  Nice job putting the distractors to work.

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Gwen,  This is an engaging question, but I would shorten the stem to decrease the reading load.  You could leave out the fear that the research will be compromised as state "As catepillars move ..."

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Gwen,  This is an engaging question, but I would shorten the stem to decrease the reading load.  You could leave out the fear that the research will be compromised as state "As catepillars move ..."

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Emily, could you put some common misconceptions about theories as options for a multiple choice?  Do you have a rubric for this question that helps you evaluate whether or not students get full credit/partial credit?

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Emily, could you put some common misconceptions about theories as options for a multiple choice?  Do you have a rubric for this question that helps you evaluate whether or not students get full credit/partial credit?

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Giving list of what terms are expected really helps students!

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I'm not sure I'm sold on multiple TF. I bet many students would look at your revised question and just pick all T or all F. Would be interesting to read the research or do experiment giving half your students each version.

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I like that in the Revised Q1 there is added guidance for what terminology they need to include in their answer. One thing that may make it even easier on the student (and on grading!) might be to have the question be a two parter where the student is asked to state what the mutation is (missense, nonsense, etc.) and then a second question asking them to talk about the function based on their answer.

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Fun question! I agree with anonymous above (I sometimes get carried away with scene-setting as well). I might also tweak the end to be something like: "Why did the initially untouched trees seem better prepared for the attack than the first tree? Propose a plausible explanation." [You could also extend this further with another question about how your hypothesis could be tested, of course....]

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Both of these revisions are great - much more clear and focused.

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I like the revised version of the action potential question compared to select all that apply. When it is written back to back the way you have it, it really does allow one to just focus on one idea at a time

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Overall just seems quite wordy. Suggest you go through and try to pare out any wors absolutely not necessary.

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similar to the first question, giving students prompts with a choice is really additional guidance for how a student should approach to a question

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The threshold of an action potential is determined by when:

a.  voltage-gated sodium channels are triggered to open.

b.  voltage-gated potassium channels are triggered to open.