Biology Q7 – GM & transgenic in agriculture | VCE Units 3 & 4 Practice – StudyPulse
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Biology VCE Units 3 & 4 Practice Question 7 – GM & transgenic in agriculture

Q7 Biology GM & transgenic in agriculture Unit 3 - AOS 1

Question 7

1 mark

Which of the following statements best describes a direct benefit of using genetically modified (GM) crops in agriculture?

Your Answer

A

GM crops always lead to a decrease in biodiversity within the agricultural ecosystem.

B

GM crops can be engineered to produce higher yields or resist specific diseases, leading to increased crop productivity.

C

GM crops require significantly more pesticides and herbicides than non-GM crops.

D

GM crops are inherently less nutritious than their non-GM counterparts.

About This Biology Question

This is a free VCE Units 3 & 4 Biology practice question worth 1 mark, testing your understanding of GM & transgenic in agriculture. It falls under What is the role of nucleic acids and proteins in maintaining life? in Unit 3: How do cells maintain life?. Submit your answer above to receive instant AI-powered marking and personalised feedback.

Subject
Biology – Victorian Certificate of Education Units 3 & 4
Unit 3
How do cells maintain life?
Area of Study 1
What is the role of nucleic acids and proteins in maintaining life?
Key Knowledge
GM & transgenic in agriculture

Unit 3 Overview

In this unit students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices. Students apply their knowledge of cellular processes through investigation of a selected case study, data analysis and/or a bioethical issue. Examples of investigation topics include, but are not limited to: discovery and development of the model of the structure of DNA; proteomic research applications; transgenic organism use in agriculture; use, research and regulation of gene technologies, including CRISPR-Cas9; outcomes and unexpected consequences of the use of enzyme inhibitors such as pesticides and drugs; research into increasing efficiency of photosynthesis or cellular respiration or impact of poisons on the cellular respiration pathway. A student-designed scientific investigation related to cellular processes and/or responses to challenges over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format as outlined in the study design.

What is the role of nucleic acids and proteins in maintaining life?

In this area of study students explore the expression of the information encoded in a sequence of DNA to form a protein and outline the nature of the genetic code and the proteome. They apply their knowledge to the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students compare gene technologies used to address human and agricultural issues and consider the ethical implications of their use.

Key Knowledge Detail

the use of genetically modified and transgenic organisms in agriculture to increase crop productivity and to provide resistance to disease

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