Excerpt from “Research Riddle Resolved”

2021 Handbook

2021 Test A English · Question 51 of 57

Passage Excerpt from “Research Riddle Resolved”

Excerpt from “Research Riddle Resolved”

For centuries, scientists were confounded by an animal that seemed to look and act like a combination of a bird, a reptile, and a mammal. It has a bill like a duck and lays eggs but produces milk for its young. It lives in a burrow, has fur, and can make venom. We now know that this animal is called a duck-billed platypus. A platypus is a monotreme, a type of egg-laying mammal.

Hundreds of years after the first sightings of the platypus, the animal still captures our imagination anew and irresistibly attracts the attention of science writers everywhere. The May 2008 Nature report detailing the DNA insides of the duck-billed platypus invited colorful tales from just about every mainstream media outlet.

But cuteness and weirdness aside, the platypus research results are a gold mine for medical researchers. The findings cement what may have seemed totally obvious but turned out to be a bit of a scientific surprise: platypus DNA is a patchwork of genes from reptiles, birds, and mammals.

Evolution Fusion

In other words, the platypus heritage is laid out in an evolutionary DNA tapestry that marks the time, hundreds of millions of years ago, when reptiles and mammals branched off the evolutionary tree.

So what? The platypus is nothing like a human, so what can its DNA tell us about people and the diseases we get?

Plenty, says an international team of scientists who did this work.

The platypus genome results are far more than confirmation of a scientific oddity. They provide researchers a window into a time in history when mammals became unique—gaining the ability to bear live young, produce milk for them, and grow a warm, furry coat.

That’s important because our own, modern-day genomes are still a big mystery and researchers need much more information to be able to translate our genetic language into useful health knowledge.

One of the ways scientists can decipher meaning from within our 3 billion DNA “letters,” or nucleotides, is to compare human genes with those from animals, to see what has been kept the same and what has evolved to be different. . . .

Same and Different

In an approach called comparative genomics, scientists compare the genome sequences of several species: human, mouse, and a wide variety of other organisms from single-celled fungi to elephants and, now, the platypus.

The goal of this research is to find regions of similarity and difference in order to better understand the structure and function of human genes.

Comparative genomics is directly related to evolution because all living things share a common ancestor. By using computer tools to examine genes that have been kept the same in many organisms over millions of years, researchers can locate signals that control how genes work. This information may translate into ways to understand, treat, and prevent human diseases. . . .

Chicken or Egg?

When researchers analyzed platypus DNA and compared it to that of chickens, snakes, and lizards, the findings traced the evolutionary path from birds and reptiles to mammals. They learned that the platypus lost most of its genetic ability to produce egg yolk—as compared to chicken genes. This suggests its departure from “chicken-ness.”

But, through evolutionary change, the platypus gained the ability to make milk that is rich in nutrients. Platypuses have genes that make the milk protein casein: just like we do.

A male platypus can, like its ancestral snake and lizard cousins, produce venom. The platypus ejects this venom through special glands in its back legs. The evolutionary reason for maintaining such molecular weaponry isn’t yet clear, but what is fascinating is that it appears nature mixed and matched together DNA pieces separately to create the venom genes in reptiles and monotremes like the platypus.

The scientific value of pinning genetics to physiological function—like milk production—is high. Such investigations may help medical researchers understand health issues related to reproduction and lactation. Although lactation is an ancient reproductive trait, mammals—including the platypus—are unique in their ability to produce milk that is extraordinarily nutritious, containing a rich blend of sugars, fats, and proteins.

More generally, though, studying how nature cuts and pastes gene modules gives scientists an inside scoop on how genetic changes relate to health and disease risk.

One thing is clear—the stunning blend of reptile, bird, and mammal puts the platypus in a class of its own, and it gives researchers much more: information about how mammals like us came about.

[Scientists’] genetic sleuthing of platypuses, chimps, fish, sunflowers—you name it—continues to teach scientists how millions of years of evolution progressed. This provides vital information to understanding the role of genes in the health and disease of mammals like us and our pets, and can also help preserve our rich and diverse planet.

From “Research Riddle Resolved”—Public Domain/National Institutes of Health

Question

How do paragraphs 4–6 contribute to the development of ideas in the excerpt?

  • AThey summarize the evidence that the platypus genome is an evolutionary peculiarity.
  • BThey provide a transition from the discussion about the study of the platypus to a discussion about the study of the human genome.
  • CThey highlight the idea that mammals share several significant similarities even though the group is diverse.
  • DThey explain why the platypus’s genetic material is interesting to researchers who are trying to understand humans and other mammals.
Show the answer

Correct answer: D

The question asks how paragraphs 4–6 contribute to the development of ideas in the excerpt.

A. Incorrect. Although paragraph 6 states that the “platypus genome results are far more than confirmation of a scientific oddity,” the paragraphs do not summarize the evidence that the platypus is an evolutionary peculiarity, an idea which is primarily described in paragraphs 12–14. Rather, paragraphs 4–6 indicate why researchers are interested in platypus genetics as a way to deepen their understanding of humans and other mammals.

B. Incorrect. Although the paragraphs suggest that research on platypus DNA can provide useful information about humans (“what can its DNA tell us about people and the diseases we get?” [paragraph 4]; “Plenty, says an international team of scientists who did this work” [paragraph 5]), they do not provide a transition to the study of the human genome. Instead, they explain that researchers are interested in the genetic material of the platypus because it helps them understand the evolutionary development of mammals (“The platypus genome results . . . provide researchers a window into a time in history when mammals became unique” [paragraph 6]). Mammals are a group that includes humans and many other species, and the researchers are interested in learning more about the evolutionary development of the larger group (mammals), not a single species of mammal (humans).

C. Incorrect. Although paragraph 6 refers to unique features of mammal species (“the ability to bear live young, produce milk for them, and grow a warm, furry coat”), the paragraphs primarily focus on the scientific relevance of the platypus genome results and do not highlight the idea that mammals are a diverse group with some similarities.

D. CORRECT. The paragraphs explain why the genetic material of the platypus (or their “genome results” [paragraph 6]) is interesting to scientists who study mammals, a group that includes human beings. Paragraph 4 asks “what can [platypus] DNA tell us about people and the diseases we get?” Paragraphs 5 and 6 answer the question posed in paragraph 4, stating that scientists believe we can learn “plenty” from platypus DNA because it provides researchers “a window into a time in history when mammals became unique—gaining the ability to bear live young, produce milk for them, and grow a warm, furry coat.”

Question analysis

This question asks how paragraphs 4–6 of “Research Riddle Resolved” contribute to the development of ideas in the excerpt. The three short paragraphs come right after the opening’s account of the platypus’s patchwork DNA, and each long choice assigns them a different job, so students must see what they add to the article as a group.

NYS standards
  • 7R5 structure and genre features
  • 7R3 plot elements and ideas
Grade level
Grade 8 reading and task
Compared with grade 7
Above grade 7 Explaining how a group of paragraphs develops a text’s ideas is grade 7 structure work. These three are brief but abstract, and the long choices differ in fine points, which makes this harder than typical grade 7 work.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Evidence
Answered from several paragraphs or stanzas
Reading level
Passage: about grade 11, 809 words; question and choices: about grade 13, 83 words.
Corrected from the DOE handbook
  • A grammatical error in the explanation was corrected.
Students, last 30 days
Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)

Why it is hard

Paragraphs 4–6 are short, but they work through a rhetorical question and a one-word answer, so their role has to be inferred. The strongest pull comes from the human angle of paragraph 4: a student who sees people mentioned calls the section a bridge to the human genome, a job paragraphs 7 and 8 actually do. The question rewards reading the three paragraphs as one move, a doubt about the research and the scientists’ reply, before matching it to a choice.

  1. A very close wrong answer moderate Choosing the answer

    The bridge-to-the-human-genome choice and the key both tie the platypus to people; they differ on the job, a transition to a new topic or an explanation of why platypus DNA matters. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  2. Reading between the lines moderate Working it out

    Paragraph 6 speaks only of mammals becoming unique, so students must join it to paragraph 4’s question about “people and the diseases we get” to see that humans are among the mammals in view. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  3. How, not what moderate Working it out

    The three paragraphs work as a challenge and a reply, “So what?” then “Plenty,” then the reason, and students must name that job rather than repeat a phrase from one of them. (Anderson & Krathwohl, 2001)

  4. Evidence in several places minor Working it out

    Rejecting the transition choice needs what comes next: human genomes first appear in paragraph 7’s “our own, modern-day genomes,” and paragraph 8 turns to comparing human and animal genes. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)

Strategy: Put paragraphs 4, 5 and 6 each into a few words of your own, see how the three connect, and pick the choice that describes the group rather than one phrase from it.

Traps

  • Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
  • Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
  • Too narrow: A single detail offered as the central idea or a summary, or a summary that keeps minor details and leaves out an essential part.

The wrong answers, classified

What was corrected from the DOE handbook, and why

  • Explanation: The handbook’s explanation of Option D says “The paragraphs explain why the genetic material of the platypus (or their ‘genome results’ [paragraph 6]) are interesting to scientists who study mammals.” The subject is “the genetic material,” and the words in parentheses do not change the verb, so the site now says “is interesting.”

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This asks how three short paragraphs work together. You need the job of the whole group, not one phrase from it. So sum up each paragraph first. Then see how they connect.

  2. Sum up paragraph 4

    Paragraph 4 asks a question: “The platypus is nothing like a human, so what can its DNA tell us about people and the diseases we get?” The writer is voicing a doubt a reader might have. Why should we care about platypus DNA?

  3. Sum up paragraphs 5 and 6

    Paragraph 5 answers in one word: “Plenty.” Paragraph 6 explains why. The results give “a window into a time in history when mammals became unique.” Mammals are animals that make milk for their young. Humans are mammals too. So platypus DNA can show how animals like us came to be.

  4. Put the three together

    Together, the paragraphs raise a doubt and then answer it. Platypus DNA matters because it helps scientists understand mammals, and so it helps them understand people. That is why researchers who study humans care about it.

  5. Check each choice

    • A does not fit. Paragraph 6 says the results are “far more than confirmation of a scientific oddity.” It moves past the oddness. The evidence that the genome is odd comes later, in paragraphs 12–14.
    • B does not fit. These paragraphs stay on platypus DNA. The turn to “our own, modern-day genomes” comes in paragraph 7. A genome is all the genes of a living thing.
    • C does not fit. Paragraph 6 lists traits mammals gained. It never says mammals are a diverse, or very varied, group.
    • D fits. The paragraphs explain why platypus DNA interests people who study humans and other mammals.

    Watch out: B is tempting because paragraph 4 mentions people. But it asks what platypus DNA can teach us. It does not start a new topic.

  6. Choose the answer

    Paragraphs 4–6 explain why the platypus’s genetic material is interesting to scientists who study humans and other mammals. So the answer is D.

Why this answer and not the closest wrong one

B is the closest wrong choice. Both B and D connect the platypus to people. But B says the paragraphs move on to a new topic, the human genome. That move happens in paragraphs 7 and 8. Paragraphs 4–6 explain why platypus DNA matters to people. That is D.

The original DOE question

Question 51 as printed on page 68 of the DOE handbook.
As printed in the DOE’s NYC Guide to the Specialized High Schools Admissions Test (SHSAT) for 2022 Admissions, page 68, question 51. Open page 68 of the handbook (PDF) This is the DOE’s version, before the corrections listed in the analysis.
The passage “Excerpt from “Research Riddle Resolved”” as printed (pages 66–67)The passage “Excerpt from “Research Riddle Resolved”” as printed on page 66 of the DOE handbook.The passage “Excerpt from “Research Riddle Resolved”” as printed on page 67 of the DOE handbook.