BIOL 355 - 2021 Autumn
Past Exam Questions - Exam 2
Write concise, precise (not run-on) sentences or lists, as appropriate. Do not exceed the sentence limit
or space provided. Read all instructions carefully.
1. GTP-binding proteins play critical roles in many cellular processes, including membrane and
proteintrafficking, cytoskeleton dynamics, and cell signaling. For each component, write one example in each
column. Be as specific as possible.
COPII-coated vesicle Microtubule cytoskeleton
A. Component that changes
conformation due to GTP hydrolysis
B. GTP-binding protein
C. GTPase
D. GTPase-activating protein (GAP)
E. Guanine nucleotide exchange Here, we did not name a
factor (GEF) component.
2. Your study partner, who is interested in teaching, reads Vision and Change in Undergraduate Biology
Education (AAAS & NSF, 2009) and again calls your attention to the following statement: “In our discussions,
we came to a consensus that five organizing themes describe lines of inquiry in modern biology and, thereby,
help define core concepts for the discipline.”
A. With regard to the core concept of evolution, your study partner asks you to explain which domain (i.e.,
motor, rod, tail) of mammalian CENP-E, a kinetochore kinesin, would be the most useful for identifying
the frog homolog of mammalian CENP-E. Limit: 1 sentence.
B. With regard to the core concept of structure and function, your study partner challenges you to explain,
for β-tubulin, how a structural change mediates a functional role. Limit: 1 sentence.
C. With regard to the core concept of pathways and transformations of energy and matter, your study
partner asks you to illustrate how a kinetochore “collar” could play a role in the transformation of
potential energy into kinetic energy during anaphase. Use asterisk(s) to indicate potential energy and
arrow(s) to indicate kinetic energy. Limit: 1 sketch.
3. Imagine that you are one of the co-authors of the research paper that we discussed during our
“Elucidatingthe Molecular Mechanism of a Disease” activities. Moreover, imagine that you are introducing this
research paper to the faculty members who are interviewing you for a spot in graduate or medical school.
Page 1
, BIOL 355 - 2021 Autumn
Past Exam Questions - Exam 2
A. Write a four-sentence “elevator talk.” Be specific. Note: The faculty members happen to be biochemists
and physiologists, not cell biologists.
i. What scientific problem does this research address? Limit: 1 sentence.
ii. Why does the scientific problem matter? Limit: 1 sentence.
iii. From this research, what have we learned? Limit: 2 sentences.
B. During the interview, the faculty members ask the following questions to engage you in discussion and
to probe your understanding, as well as your ability to communicate concisely and precisely. Limit: 2
sentences per response.
i. For Figure 1, how is the evolutionary conservation of F382 relevant to your research?
ii. For Figures 2 and 3, you used immunofluorescence microscopy and electron
microscopy,respectively. What is one relative strength of each technique? iii. What conclusion is
supported more directly by Figure 4 than by Figures 2 and 3?
iv. For Figure 4, why did you choose to examine p58 and Sec22b? Hint: In general terms, what are
these items?
iv. For Figure 5, given that cranio-lenticulo-sutural dysplasia (CLSD) is a human disease, why did you
perform experiments in zebrafish? Hint: Consider correlation versus causation.
4. In this course, we strive to understand both the fundamental concepts of molecular cell biology and
theexperiments that underlie our conceptual understanding. Consider critical milestones in the development of
our understanding of the microtubule cytoskeleton. Limit: 2 sentences per response.
Page 2
Past Exam Questions - Exam 2
Write concise, precise (not run-on) sentences or lists, as appropriate. Do not exceed the sentence limit
or space provided. Read all instructions carefully.
1. GTP-binding proteins play critical roles in many cellular processes, including membrane and
proteintrafficking, cytoskeleton dynamics, and cell signaling. For each component, write one example in each
column. Be as specific as possible.
COPII-coated vesicle Microtubule cytoskeleton
A. Component that changes
conformation due to GTP hydrolysis
B. GTP-binding protein
C. GTPase
D. GTPase-activating protein (GAP)
E. Guanine nucleotide exchange Here, we did not name a
factor (GEF) component.
2. Your study partner, who is interested in teaching, reads Vision and Change in Undergraduate Biology
Education (AAAS & NSF, 2009) and again calls your attention to the following statement: “In our discussions,
we came to a consensus that five organizing themes describe lines of inquiry in modern biology and, thereby,
help define core concepts for the discipline.”
A. With regard to the core concept of evolution, your study partner asks you to explain which domain (i.e.,
motor, rod, tail) of mammalian CENP-E, a kinetochore kinesin, would be the most useful for identifying
the frog homolog of mammalian CENP-E. Limit: 1 sentence.
B. With regard to the core concept of structure and function, your study partner challenges you to explain,
for β-tubulin, how a structural change mediates a functional role. Limit: 1 sentence.
C. With regard to the core concept of pathways and transformations of energy and matter, your study
partner asks you to illustrate how a kinetochore “collar” could play a role in the transformation of
potential energy into kinetic energy during anaphase. Use asterisk(s) to indicate potential energy and
arrow(s) to indicate kinetic energy. Limit: 1 sketch.
3. Imagine that you are one of the co-authors of the research paper that we discussed during our
“Elucidatingthe Molecular Mechanism of a Disease” activities. Moreover, imagine that you are introducing this
research paper to the faculty members who are interviewing you for a spot in graduate or medical school.
Page 1
, BIOL 355 - 2021 Autumn
Past Exam Questions - Exam 2
A. Write a four-sentence “elevator talk.” Be specific. Note: The faculty members happen to be biochemists
and physiologists, not cell biologists.
i. What scientific problem does this research address? Limit: 1 sentence.
ii. Why does the scientific problem matter? Limit: 1 sentence.
iii. From this research, what have we learned? Limit: 2 sentences.
B. During the interview, the faculty members ask the following questions to engage you in discussion and
to probe your understanding, as well as your ability to communicate concisely and precisely. Limit: 2
sentences per response.
i. For Figure 1, how is the evolutionary conservation of F382 relevant to your research?
ii. For Figures 2 and 3, you used immunofluorescence microscopy and electron
microscopy,respectively. What is one relative strength of each technique? iii. What conclusion is
supported more directly by Figure 4 than by Figures 2 and 3?
iv. For Figure 4, why did you choose to examine p58 and Sec22b? Hint: In general terms, what are
these items?
iv. For Figure 5, given that cranio-lenticulo-sutural dysplasia (CLSD) is a human disease, why did you
perform experiments in zebrafish? Hint: Consider correlation versus causation.
4. In this course, we strive to understand both the fundamental concepts of molecular cell biology and
theexperiments that underlie our conceptual understanding. Consider critical milestones in the development of
our understanding of the microtubule cytoskeleton. Limit: 2 sentences per response.
Page 2
