biology conception resource bank: general biochemistry and

Biology Conception Resource Bank: General Biochemistry and Cell Structure and Processes.

1

Supplemental Table 1. General Biochemistry and Cell Structure and Processes misconception table. Misconception item questions from the National Biology Competition, overall concept, specific misconceptions, and references where the misconceptions were reported are listed. References and questions in their entirety are found below. Further information on references in Supplemental Table 2. Year-Question

Concepts Specific Misconceptions Reference

General Biochemistry 1997-Q27 Bond formation

and type • Ionic bonds are a result of sharing electrons and covalent

bonds are a result of transfer1,2 • No rules govern chemical bonding (e.g., no proper concept

of electronegativity and thus no concept of electronegativity difference)2

1Butts & Smith, 1987; Luxford & Bretz, 2014 Nicoll, 2001; Tan & Treagust, 1999 2Boo, 1998

2001-Q22 Heat and state change

• Difference between small and large amounts of heat is not known (e.g., changing to a gaseous state can occur at low heat levels in some substances; the amount of heat required to change water to a gaseous state is relatively high)1

• State change is caused by many phenomena (e.g., air moving particles) so the contribution of heat can be small2,3

1Coştu & Ayas, 2005; Coştu et al., 2010

2Tsitsipis et al., 2010 3Osborne & Cosgrove,1983

2004-Q5 Protein formation

and stability • Proteins always remain in a fixed folded state once

synthesized1 • Only the interior of proteins contain reactive side chains

(R-groups) so proteins are protected from hydrophobic/hydrophilic interactions2

• Intermolecular forces are caused by gravity, not attractive and repulsive forces3

1Robic, 2010 2Villafañe et al., 2011 3Özmen, 2004

Cell Structure and Processes 1995-Q2; 2006-Q8; 2017-Q30

Biological orders of magnitude

• Relative sizes of different atoms, macromolecules, and organelles is not known (e.g., mitochondria are smaller than ribosomes, mitochondria are smaller than proteins etc.)1

• The different shapes of organelles is not known1,2

1Dreyfus & Jungwirth, 1988 2Storey, 1990

1996-Q1 Cell components • All cells have a nucleus1 1Dreyfus & Jungwirth, 1989

Fuchs, Bonney & Arsenault, 2021

2

1997-Q4 Cell size • Organism cell characteristics correlate to the characteristics of the organism (e.g., plants are large, sedentary, and grow and their cells do the same)1

• Mechanisms that control cell size are not known (e.g., only energy use dictates cell size)2

1Sadler et al., 2013 2Storey, 1990

1998-Q3; 2002-Q2; 2014-Q1

Chloroplast and mitochondria genetics

• Plants only contain chloroplast (no mitochondria)1 • Plants do not have chromosomes2 • Chloroplast do not contain DNA3 • Mitochondria do not contain DNA3

1Storey, 1991 2Banet & Ayuso, 2000 3Elrod, 2007

1999-Q7; 2004-Q31; 2006-Q8; 2015-Q2

Membrane transport

• Diffusion occurs quickly1 • Passive diffusion alone (without channel proteins) can

move ions across a cell membrane at biologically significant rates2

• Osmosis occurs through active transport2,3 • Membrane fluidity is of little/no importance to the function

of the cell membrane3,4 • All small materials can pass through a cell membrane5 • Particles actively seek (want) isolation or more room5,6

1Vogel, 1994 2Storey, 1992 3Rundgren & Tibell, 2010 4Storey, 1990 5Fisher et al., 2011 6Odom, 1995; Odom & Barrow, 1995; Odom & Barrow, 2007

2002-Q10 Taxonomy • Bacteria are part of the domain Eukarya1 1Byrne, 2011 2003-Q19 Vesicle function • During exocytosis vesicles pass through the plasma

membrane None found. For detailed information on movement across cell membranes see Fisher et al. (2011).

2005-Q6 Gene regulation • Transcription factors alone turn genes on/off None found. For details on misconceptions concerning oxidation-reduction reactions and other related chemical processes see Sanger (1996) and Sanger and Greenbowe (1997).

2016-Q6 RNA synthesis • RNA is synthesized in the cytosol1

1Elrod 2007; Wright et al. 2014


3

REFERENCES

General Biochemistry Boo, H. K. (1998). Students' understandings of chemical bonds and the energetics of chemical

reactions. Journal of Research in Science Teaching, 35(5), 569-581. Butts, B., & Smith, R. (1987). HSC chemistry students' understanding of the structure and

properties of molecular and ionic compounds. Research in Science Education, 17(1), 192-201.

Coştu, B., & Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions.

Research in Science & Technological Education, 23(1), 75-97. Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in first year students’

understanding of evaporation. Chemistry Education Research and Practice, 11(1), 5-16. Luxford, C. J., & Bretz, S. L. (2014). Development of the Bonding Representations Inventory to

identify student misconceptions about covalent and ionic bonding representations. Journal of Chemical Education, 91(3), 312-320.

Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of

Science Education, 23(7), 707-730.

Osborne, R. J., & Cosgrove, M. M. (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825-838.

Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical

bonding. Journal of Science Education and Technology, 13(2), 147-159. Robic, S. (2010). Mathematics, thermodynamics, and modeling to address ten common

misconceptions about protein structure, folding, and stability. CBE-Life Sciences

Education, 9(3), 189-195. Tan, D. K., & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding.

School Science Review, 81(294), 75-84. Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2010). The effect of three cognitive variables

on students’ understanding of the particulate nature of matter and its changes of state. International Journal of Science Education, 32(8), 987-1016.

Villafañe, S. M., Loertscher, J., Minderhout, V., & Lewis, J. E. (2011). Uncovering students'

incorrect ideas about foundational concepts for biochemistry. Chemistry Education

Research and Practice, 12(2), 210-218.


4

Cell Structure and Processes

Banet, E., & Ayuso, E. (2000). Teaching genetics at secondary school: a strategy for teaching about the location of inheritance information. Science Education, 84(3), 313-351.

Byrne, J. (2011). Models of MicroOrganisms: Children’s knowledge and understanding of

microorganisms from 7 to 14 years old. International Journal of Science Education, 33(14), 1927-1961.

Dreyfus, A., & Jungwirth, E. (1988). The cell concept of 10th graders: curricular expectations

and reality. International Journal of Science Education, 10(2), 221-229. Dreyfus, A., & Jungwirth, E. (1989). The pupil and the living cell: a taxonomy of dysfunctional

ideas about an abstract idea. Journal of Biological Education, 23(1), 49-55. Elrod, S. (2007). Genetics concepts inventory. Retrieved April, 24, 2019 from

http://bioliteracy.colorado.edu/Readings/papersSubmittedPDF/Elrod.pdf Fisher, K. M., Williams, K. S., & Lineback, J. E. (2011). Osmosis and diffusion conceptual

assessment. CBE-Life Sciences Education, 10(4), 418-429. Odom, A. L. (1995). Secondary & College Biology Students' Misconceptions About Diffusion &

Osmosis. The American Biology Teacher, 57(7), 409-415. Odom, A. L., & Barrow, L. H. (1995). Development and application of a twotier diagnostic test

measuring college biology students' understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61.

Odom, A. L., & Barrow, L. H. (2007). High school biology students' knowledge and certainty

about diffusion and osmosis concepts. School Science and Mathematics, 107(3), 94-101.

Rundgren, C. J., & Tibell, L. A. (2010). Critical Features of Visualizations of Transport through the Cell Membrane: An Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation. International Journal of Science

and Mathematics Education, 8(2), 223-246. Sadler, P. M., Coyle, H., Smith, N. C., Miller, J., Mintzes, J., Tanner, K., et al. (2013). Assessing

the life science knowledge of students and teachers represented by the K–8 National Science Standards. CBE-Life Sciences Education, 12(3), 553-575.

Sanger, M. J. (1996). Identifying, attributing, and dispelling student misconceptions in

electrochemistry (Doctoral Dissertation). Department of Chemistry, Iowa State University.


5

Sanger, M. J., & Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching,

34, 377–398. Storey, R. D. (1990). Textbook errors & misconceptions in biology: Cell structure. The American

Biology Teacher, 52(4), 213-218. Storey, R. D. (1991). Textbook errors & misconceptions in biology: Cell metabolism. The

American Biology Teacher, 53(6), 339-343. Storey, R. D. (1992). Textbook errors & misconceptions in biology: Cell physiology. The

American Biology Teacher, 54(4), 200-203.

Vogel, S. (1994). Dealing honestly with diffusion. American Biology Teacher, 56, 405-405. Wright, L. K., Fisk, J. N., & Newman, D. L. (2014). DNA→ RNA: What do students think the

arrow means?. CBE-Life Sciences Education, 13(2), 338-348.


6

Misconception Questions from General Biochemistry and Cell Structure and Processes Student results from the National Biology Competition 1995-2018, subject area General Biochemistry. Percent of student response are given beside each multiple-choice option. Correct answer is underlined, misconception is in bold. Item difficulty (fraction correct) and misconception strength are found below each question. Full exams can be found at the National Biology Competition website. 1997, Q27. What is the difference between covalent and ionic bonds? Percentage a. Covalent bonds are the sharing of neutrons; ionic bonds are the sharing of electrons.

1%

b. Covalent bonds are the electric attraction between two atoms; ionic bonds

are the sharing of electrons between atoms. 7%

c. Covalent bonds are the sharing of protons between atoms; ionic bonds are the electric attraction between two atoms.

1%

d. Covalent bonds are the sharing of protons between atoms; ionic bonds are the sharing of electrons between two atoms.

1%

e. Covalent bonds are the sharing of electrons between atoms; ionic bonds are the electric attraction between two atoms.

86%

blank. 3% Item Difficulty: 0.86; Misconception Strength: 54%

2001, Q22. What two characteristics make water different from most other compounds?

Percentage

a. Its solid state is less dense than its liquid state, and it takes up large amounts of heat to change to its gaseous state.

47%

b. Its solid state is less dense than its liquid state, and it takes up only small amounts of heat to change to its gaseous state.

29%

c. Its solid state is more dense than its liquid state, and it takes up large amounts of heat to change to its gaseous state.

12%

d. Its solid state is more dense than its liquid state, and it takes up only small

amounts of heat to change to its gaseous state. 9%

e. Its solid state is just as dense as its liquid state, and it takes up no heat to change to its gaseous state.

1%

blank. 3%

Item Difficulty: 0.47; Misconception Strength: 54%


7

2002, Q5. In a hydrogen molecule, the two atoms are held together by: Percentage a. a shared pair of electrons. 69% b. hydrogen bonds. 16%

c. van der Waal forces. 4% d. ionic attractions. 5% e. neutron gravity. 0% blank. 5% Item Difficulty: 0.69; Misconception Strength: 53%

2004, Q5. Which statement about the properties of water and its role in biological systems is FALSE?

Percentage

a. In a water molecule, hydrogen atoms are linked to the oxygen atom by polar covalent bonds.

5%

b. The combination of hydrophobic and hydrophilic interactions of a protein

with water can influence the shape of the protein. 31%

c. The solubility of NaCl in water is a product of the interactions between the water molecules and the ions in the salt.

6%

d. Water is a liquid at room temperature because of the hydrogen bonds that occur between individual water molecules.

10%

e. Water boils at 100oC as a result of the breakage of the bonds between the hydrogen and oxygen atoms.

38%



8

Student results from the National Biology Competition 1995-2018, subject area Cell Structure and Processes. Percent of student response are given beside each multiple-choice option. Correct answer is underlined, misconception is in bold. Item difficulty (fraction correct) and misconception strength are found below each question. Full exams can be found at the National Biology Competition website. 1995, Q2. Under a light microscope, tiny dots can be seen in the cytoplasm of living plant and animal cells. These are likely to be:

Percentage

a. chloroplasts. 7% b. ribosomes. 55%

c. mitochondria. 21% d. nuclei. 14% e. chromosomes. 1% blank. 2% Item Difficulty: 0.21; Misconception Strength: 70%

1996, Q1. All cells have: Percentage a. a cell membrane and nucleus. 4%

b. a nucleus and chloroplasts. 1% c. plastids and lysosomes. 2% d. a cell membrane and cytoplasm. 92% e. ribosomes and chloroplast. 0% blank. 0% Item Difficulty: 0.92; Misconception Strength: 57%

1997, Q4. Plant cells can often grow larger than animal cells because: Percentage a. photosynthesis produces more energy than does respiration. 2% b. plant cells need less food than animal cells. 1% c. plants use their energy for growth while animals spend much of their

energy on movement. 40%

d. plant cells have a cell wall which makes their surface to volume ratio very large.

19%

e. the large central vacuole of plant cells reduces the depth of the cytoplasm and allows entering molecules to rapidly diffuse from the plasma membrane to all parts of the cytoplasm.

20%



9

1998, Q3. Which statement about chloroplasts is FALSE? Percentage a. They are organelles with a double membrane. 4% b. They contain their own genetic information and ribosomes. 32% c. They are found in eukaryotic and prokaryotic cells. 37% d. The thylakoid membranes within the chloroplast contain chlorophyll. 4% e. They contain ATP. 12% blank. 12% Item Difficulty: 0.37; Misconception Strength: 50%

1999, Q7. Of the five properties listed below, which are the most important in relation to the function of the plasma membrane in living cells? i. Selective permeability ii. Strength iii. Elasticity iv. Hydrophilicity v. Fluidity

Percentage

a. i and ii 33%

b. i and v 51% c. ii and iii 3% d. iii and iv 3% e. iv and v 3% blank. 8%

Item Difficulty: 0.51; Misconception Strength: 66% 2002, Q2. A film producer suggested the subjects below for a horror movie. His assistant (who had a degree in biology) pointed out that one of the potential “monsters” was scientifically impossible. Which one was it?

Percentage

a. A giant tree 30 metres high that could turn sunlight into chemical energy. 2% b. A giant squid 3 metres long that could sink boats. 3% c. A giant spherical single animal cell that could engulf people. 55% d. A world-wide disease epidemic caused by bacteria. 6% e. A plant cell that contained DNA in three different types of organelles. 25%


2002, Q10. Which statement is CORRECT? Percentage a. Plastids are found in animal cells. 8% b. Bacteria are the most abundant eukaryotic cells. 20%

c. Chromatin is found in the Golgi apparatus. 3% d. Ribosomes are only found inside the nucleus. 2% e. Plant cells contain mitochondria. 60% blank. 7% Item Difficulty: 0.60; Misconception Strength: 50%


10

2003, Q19. Which statement is CORRECT? Percentage a. Endocytosis takes place in the endoplasmic reticulum. 3% b. Human cells do not undergo exocytosis, since the elimination of waste products is carried out by the excretory system.

3%

c. During the process of endocytosis, particles enter the cytoplasm through a transient pore in the plasma membrane.

11%

d. During the process of exocytosis, vesicles in the cytoplasm pass through

the plasma membrane and discharge their contents outside the cell. 45%

e. During the process of exocytosis, the plasma membrane increases in surface area.

20%

blank. 19%

Item Difficulty: 0.20; Misconception Strength: 56% 2004, Q31. A scientist added a solution of positively-charged ions to an animal cell and measured the concentration of the ions inside the cell 20 minutes later. If she repeated the experiment using a new cell and doubled the external concentration of the ions, the concentration inside the cell also was doubled. When she injected the living cell with a dye that specifically fluoresced when it bound to the ions, she saw that the cytoplasm fluoresced uniformly throughout the cell. What is the most likely explanation for how the ions were taken up into the cell?

Percentage

a. Via channel proteins in the plasma membrane. 12% b. Via carrier proteins in the plasma membrane. 5% c. By active transport. 12% d. By passive diffusion. 44%

e. By endocytosis. 3% blank. 23%

Item Difficulty: 0.12; Misconception Strength: 51% 2005, Q6. First there was the Human Genome Project. Then scientists around the world began cataloguing all the proteins in the proteome. Now the Canadian-led International Regulome Consortium is taking on the challenge of deciphering the biochemical code that switches the 30,000 genes in the human genome on and off. What type of proteins will they be studying?

Percentage

a. Transcription factors 24%

b. Proteases 5% c. Redox enzymes 62% d. Structural proteins 1% e. Neurotransmitters 5% blank. 3% Item Difficulty: 0.62; Misconception Strength: 63%


11

2006, Q8. The membrane illustrated below (at time zero, and again after two hours) allows molecules to pass through it according to what criterion?

Percentage

a. Temperature of the solution 3% b. Electric charge of the molecules 6% c. Size of the molecules 48% d. Concentration of the solution 31%

e. Isomer of the molecules 4% blank. 8% Item Difficulty: 0.48; Misconception Strength: 60%

2007, Q29. What process is used to transport glucose into animal cells? Percentage a. Active transport 37%

b. Facilitated diffusion 33% c. Endocytosis 14% d. Osmosis 3% e. Exocytosis 1% blank. 13% Item Difficulty: 0.33; Misconception Strength: 54%

2014, Q1. Both plants and animals are eukaryotes and therefore most cells in both plants and animals have:

Percentage

a. a nucleus and chloroplasts. 1% b. a nucleus and mitochondria. 53% c. a nucleus and either mitochondria or chloroplasts. 37%

d. a nucleus, a cell wall and mitochondria. 3% e. a nucleus, a cell wall and either mitochondria or chloroplasts. 4% blank. 1% Item Difficulty: 0.53; Misconception Strength: 80%


12

2015, Q2. When a living human red blood cell is placed in pure fresh water the cell will swell and burst. What is the reason for this?

Percentage

a. Water molecules move from higher to lower concentration of dissolved particles.

11%

b. The cell membrane dissolves in water. 1% c. Cells lose stability outside the human body. 2% d. Water molecules move from higher to lower concentration of water. 57% e. Water is actively transported into the cell because it is a hypotonic

solution. 23%


2016, Q6. In a eukaryotic cell, where does the synthesis of DNA, RNA, and proteins occur? (ER = endoplasmic reticulum)

Percentage

DNA RNA Proteins a. nucleus nucleus nucleus 3% b. nucleus cytosol cytosol + ER 22%

c. nucleus nucleus cytosol + ER 64% d. cytosol cytosol nucleus 1% e. cytosol nucleus cytosol + ER 2% blank. 9% Item Difficulty: 0.64; Misconception Strength: 59%

2017, Q30. Which statement has the cellular components arranged in order of increasing size, from smallest (left) to largest (right)?

Percentage

a. Amino acid < protein < mitochondrion < ribosome 4% b. Amino acid < protein < ribosome < mitochondrion 64% c. Amino acid < ribosome < protein < mitochondrion 22%

d. Protein < amino acid < mitochondrion < ribosome 2% e. Protein < ribosome < mitochondrion < amino acid 3% blank. 5% Item Difficulty: 0.64; Misconception Strength: 61%

2018, Q8. Which statement about organelles within eukaryotic cells is CORRECT?

Percentage

a. Chromosomes are located inside the nucleolus. 38%

b. Protein synthesis takes place inside lysosomes. 3% c. Organelles within eukaryotic cells have a cell wall. 4% d. Mitochondria transfer chemical energy from glucose to adenosine triphosphate.

46%

e. Unlike plant cells, animal cells lack lysosomes. 2% blank. 8% Item Difficulty: 0.49; Misconception Strength: 69%


13

Acknowledgements: We thank the many biology teachers and students we have spoken with throughout this study at West Point Grey Academy, The York School, and Lakefield College School. We especially thank Professor Emeritus Corey A. Goldman, University of Toronto, who provided the raw data for this article. Corey is the founding director of the University of Toronto National Biology Competition and coordinated the composition and grading of the exam questions from 1995-2019. This work was supported in part by funding from the Social Sciences and Humanities Research Council of Canada. Full citation can be found in the article. Fuchs, T.T., Bonney, K.M., & Arsenault, M. (2021). Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology. American Biology Teacher.


14

Supplemental Table 2. More information on the publications cited in the Supplemental Table 1. Sample size (n), age range, and country are given if stated in the study. Methodology is provided. Note: Literature reviews are included as they typically provide more

information on how to address the misconception.

Reference Sample Methodology

Banet & Ayuso, 2000 n=376, age=15-17, Spain Mixed-methods (written test and interviews)

Boo, 1998 n=48, age=17-19, England Semi-structured interviews

Butts & Smith, 1987 n=28, age=17-18, Australia Interviews

Byrne, 2011 n=458, age=7-14, England Mixed-methods (drawings, brainstorming, concept

mapping, semi-structured interviews)

Coştu et al., 2010 n=52, age=18-21, Turkey Written test (multiple choice, true/false, open answer)

Coştu & Ayas, 2005 n=313, age=15-17, Turkey Mixed-methods (written test and interviews)

Dreyfus & Jungwirth, 1988

n=219, age=14-15, Israel Mixed-methods (questionnaire and interviews)

Dreyfus & Jungwirth, 1989

n=219, age=14-15, Israel Mixed-methods (questionnaire and interviews)

Elrod, 2007 n=49, age=18-21, United States Written test (multiple choice, short answer, fill in the

blank, true/false)

Fisher et al., 2011 n=408, age=18-21, United States Multiple choice test

Luxford & Bretz, 2014 n=1072, age=15-21, United States Written test (multiple choice)

Nicoll, 2001 n=56, age=18-21, United States Interviews


15

Odom, 1995 n=356, age=15-21, United States Two tier multiple choice test (tier one, multiple choice, tier two, reasons for choosing tier one)

Odom & Barrow, 1995 n=240, age=18-21, United States Two tier multiple choice test (tier one, multiple choice, tier two, reasons for choosing tier one)

Odom & Barrow, 2007 n=58, age=14-18, United States Two tier multiple choice test (tier one, multiple choice, tier two, reasons for choosing tier one)

Osborne & Cosgrove,

1983

n=43, age=8-17, New Zealand Interviews

Özmen, 2004 N/A Literature review

Robic, 2010 N/A Literature review

Rundgren & Tibell, 2010 n=55, age=16-21, Sweden Mixed-methods (questionnaire and interviews)

Sadler et al., 2013 n=30,594, age=6-13, United States Multiple choice test

Sanger, 1996 n=16, age=18-21, United States Interviews, Literature Review

Sanger & Greenbowe, 1997

n=16, age=18-21, United States Interviews

Storey, 1990, 1991, 1992 N/A Literature review

Tan & Treagust, 1999 n=119, age=14-16, Singapore Written test (multiple choice)

Tsitsipis et al., 2010 n=329, age=14-15, Greece Written test (multiple choice and short answer)

Villafañe et al., 2011 n=136, age=18-21, United States Written test (multiple choice)

Vogel, 1994 N/A Literature review

Wright et al., 2014 n=174, age=18-21, United States Written test (open-ended question)


16

Supplemental Table 3. Removed questions and student results from National Biology Competition 2002 Question 5, 2007 Question 29, 2018 Question 8. Percent of student response are given beside each multiple-choice option. Correct answer is underlined, misconception item is in bold. All exams can be found online (University of Toronto, 2019).

2002, Q5: In a hydrogen molecule, the two atoms are held together by:

a. a shared pair of electrons. 69% b. hydrogen bonds. 16%

c. van der Waal forces. 4% d. ionic attractions. 5%

e. neutron gravity. 0% blank. 5%

Removed due to similarity of the question and wording of item B.

2007, Q29: What process is used to transport glucose into animal cells?

a. active transport. 37% b. facilitated diffusion. 33%

c. endocytosis. 14% d. osmosis. 3%

e. exocytosis. 1% blank. 13%

Though human red blood cells rely on facilitated diffusion to move glucose across their

membranes, human intestinal epithelial cells use active transport. This difference is due to

stable and fluctuating levels respectively of glucose in each cell’s external environment. It can

be expected that the misconception item identified could be due to the ill-defined nature of

animal cell found in the question.

2018, Q8: Which statement about organelles within eukaryotic cells is CORRECT?

a. Chromosomes are located inside the

nucleolus. 38%

b. Protein synthesis takes place inside

lysosomes. 3%

c. Organelles within eukaryotic cells have a

cell wall. 4%

d. Mitochondria transfer chemical energy

from glucose to adenosine triphosphate. 46%

e. Unlike plant cells, animal cells lack

lysosomes. 2%

blank. 8%

Although Elrod (2007) demonstrated that some students do not know the location of

chromosomes in a eukaryotic cell, we felt the similarity of nucleolus to what would be the

correct term of nucleus caused this item to be identified as a misconception.


17

Supplemental Table 4. Misconception item questions from NBC subject area Cell Structure and Processes, membrane transport. Correct answer (Ans), misconception item (Mis), and percent of student responses are provided. Complete questions can be found in the resource bank. All exams can be found online (University of Toronto, 2019).

1999, Q7: Of the five properties listed below, which are the most important in relation to the

function of the plasma membrane in living cells?

i. Selective permeability ii. Strength iii. Elasticity iv. Hydrophilicity v. Fluidity

Ans: i and v (51%) Mis: i and ii (33%)

2004, Q31: A scientist added a solution of positively-charged ions to an animal cell and

measured the concentration of the ions inside the cell 20 minutes later. If she repeated the

experiment using a new cell and doubled the external concentration of the ions, the concentration

inside the cell also was doubled. When she injected the living cell with a dye that specifically

fluoresced when it bound to the ions, she saw that the cytoplasm fluoresced uniformly throughout

the cell. What is the most likely explanation for how the ions were taken up into the cell?

Ans: Via channel proteins in the plasma

membrane. (12%)

Mis: By passive diffusion. (44%)

2006, Q8: The membrane illustrated below (at time zero, and again after two hours) allows

molecules to pass through it according to what criterion?

Ans: Size of the molecules (48%) Mis: Concentration of the solution (31%)

2015, Q2: When a living human red blood cell is placed in pure fresh water the cell will swell

and burst. What is the reason for this?

Ans: Water molecules move from higher to

lower concentration of water. (57%)

Mis: Water is actively transported into the cell

because it is a hypotonic solution. (23%)

biology conception resource bank: general biochemistry and

Documents