how are lipids different than other organic molecules

HESI A2

HESI A2 Practice Test Biology

1. How are lipids different from other organic molecules?

A. They are indivisible.
B. They are not water soluble.
C. They contain zinc.
D. They form long proteins.

Correct answer: B

Rationale: The correct answer is B: 'They are not water soluble.' Lipids are not water-soluble, which distinguishes them from other organic molecules. Choice A is incorrect because lipids are not indivisible; they can be broken down into fatty acids and glycerol. Choice C is incorrect as lipids do not necessarily contain zinc; they are a diverse group of molecules. Choice D is incorrect because lipids do not form long proteins; proteins are made up of amino acids, not lipids.

2. How should a researcher test the hypothesis that eating chocolate leads to acne in teenagers?

A. Take 100 teenagers and feed each one a different amount of chocolate daily for 60 days; then test for acne.
B. Take 100 teenagers and feed 50 two bars of chocolate daily for 60 days while the other 50 eat no chocolate; then test for acne.
C. Take 1 teenager and feed him or her two bars of chocolate for 30 days and no chocolate for 30 days; then test for acne.
D. Take 100 teenagers and feed them no chocolate for 30 days and two bars of chocolate apiece for 30 days; then test for acne.

Correct answer: B

Rationale: Option B is the correct approach to test the hypothesis that eating chocolate leads to acne in teenagers. This method involves having a control group (50 teenagers not consuming chocolate) and an experimental group (50 teenagers consuming two bars of chocolate daily), which allows for comparison. By having two distinct groups, researchers can assess the impact of chocolate consumption on acne development. Option A lacks a control group for comparison, making it harder to attribute any observed effects specifically to chocolate consumption. Option C only involves a single subject, which limits the generalizability of the results. Option D, where all teenagers experience both conditions, does not allow for a direct comparison between chocolate consumption and acne development, as all subjects are exposed to both conditions.

3. How should a researcher test the hypothesis that radiation from cell phones is significant enough to raise the temperature of water in a test tube?

A. Dial a cell phone that rests beside a test tube of water, let it ring for two minutes, and record the temperature of the water before and after the two-minute interval.
B. Dial a cell phone that rests beside a test tube of water; let it ring for two, three, and four minutes; and record the temperature of the water before and after each interval.
C. Use three different brands of cell phone; dial each as it rests beside its own test tube of water, let it ring for two minutes, and record the temperature of the water before and after the two-minute interval.
D. Use three different brands of cell phone, dial each and let one ring for two minutes, one for three minutes, and one for four minutes; record the temperature of the water before and after each interval.

Correct answer: A

Rationale: To test the hypothesis that radiation from cell phones raises the temperature of water in a test tube, the most appropriate method is to dial a cell phone next to a test tube of water, let it ring for a consistent two-minute interval, and record the temperature before and after. Choice A is correct because it provides a controlled approach to isolate the impact of the phone's radiation on the water temperature. Choices B, C, and D introduce additional variables that could confound the results. Choice B varies the duration of exposure, making it difficult to attribute temperature changes specifically to the radiation. Choice C introduces the factor of different cell phone brands, which could introduce variability not related to radiation. Choice D also varies exposure times and introduces the factor of multiple phone brands, making it harder to determine the direct impact of cell phone radiation on water temperature. Therefore, choice A is the most suitable option for this experiment.

4. What happens to messenger RNA when it reaches the cytoplasm?

A. It attaches to a ribosome.
B. It unzips, exposing nitrogen bases.
C. It pairs with the DNA bases.
D. It pulls free of the DNA strand.

Correct answer: A

Rationale: Messenger RNA (mRNA) carries genetic information from the DNA in the nucleus to the ribosomes in the cytoplasm. When mRNA reaches the cytoplasm, it attaches to a ribosome. The ribosome functions as the site for protein synthesis through translation, where the genetic code carried by mRNA is read and translated into a specific sequence of amino acids. Choices B, C, and D are incorrect because mRNA does not unzip, expose nitrogen bases, pair with DNA bases, or pull free of the DNA strand in the cytoplasm. The primary function of mRNA in the cytoplasm is to serve as a template for protein synthesis by binding to ribosomes.

5. Which of the following describes the situation where one allele takes a different form from another in a gene?

A. phenotype
B. heterozygous
C. homolog
D. homozygous

Correct answer: B

Rationale: Heterozygous is the term used to describe the genotype of an individual with two different alleles for a specific gene. In this case, one allele takes a different form from another, resulting in genetic diversity and variation in trait expression. The other choices are incorrect: 'phenotype' refers to the observable traits of an organism, 'homolog' typically refers to chromosomes that are similar in structure, and 'homozygous' describes the genotype where both alleles for a gene are the same.