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
Which sentence gives the best summary of the section “Same and Different” (paragraphs 9–11)?
- AThe platypus is the most recent of several species whose genomes have been compared with the human genome.
- BComparative genomics is an effective way to examine a variety of different species, from single-celled organisms to large mammals.
- CComparing human genes with the genes of other animals and studying which genes are the same across species yield valuable information that may lead to a greater understanding of human disease.
- DScientists are able to use computers in order to compare and examine evolutionary changes in genes across a number of species, including humans.
Show the answer
Correct answer: C
The question asks for the best summary of the section “Same and Different” (paragraphs 9–11).
A. Incorrect. The fact that the platypus is the latest species whose genome is being compared with the human genome is just a detail of this section. Paragraph 9 reveals this when it states that “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 focus of the section is on the fact that comparing genomes can teach us about human disease.
B. Incorrect. While comparative genomics is a way to examine many different species, this detail is not the main point of this section. Paragraph 10 notes that the “goal of this research” focuses on the fact that comparing genomes can teach us about human disease.
C. CORRECT. This sentence describes the most important idea of the section: the discovery of genes that humans have in common with other species that can yield information about human disease. As stated in paragraph 10, “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.”
D. Incorrect. While this section does mention the use of computers in comparative genomics, this information is a detail about how the research is carried out; the computers are a tool in discovering whether “this information may translate into ways to understand, treat, and prevent human diseases” (paragraph 11).
Question analysis
Students must choose the best summary of “Same and Different,” the three-paragraph section of “Research Riddle Resolved” that explains the method called comparative genomics. Most options are accurate as far as they go, drawing on the range of species studied or the computer tools used, so the challenge is finding the one that captures the section as a whole.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- At grade 7 A grade 7 reader is often asked to sum up a section. This one is three paragraphs of science writing, with terms like “comparative genomics” and “common ancestor,” but its point is stated plainly, keeping the demand ordinary.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly understand
- What makes it hard
- A very close wrong answer moderate
- An unfamiliar subject moderate
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 11, 809 words; question and choices: about grade 13, 104 words.
- Corrected from the DOE handbook
- In the explanation of a wrong choice, a sentence that cites paragraph 9 was attached to the wrong point; the sentences were put back in order.
- 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
Every summary is assembled from accurate details of the section, which makes this a test of completeness rather than accuracy. The section moves from method in paragraph 9 to goal in paragraph 10 to payoff in paragraph 11, and the tempting summaries stop at the method, the range of species or the platypus at the end of a list. Students who ask what the comparing is for reach the only summary that keeps human disease in view.
A very close wrong answer moderate Choosing the answer
The computer-tools summary and the key both describe comparing genes across species with humans included; only the key adds what the comparing is for, a better grasp of human disease, from paragraphs 10 and 11. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
An unfamiliar subject moderate Understanding the question
Few students have met comparative genomics, and the section defines it only in technical language, “genome sequences,” “regions of similarity and difference,” signals “that control how genes work,” without a concrete example. (Recht & Leslie, 1988; Kintsch, 1998)
Strategy: Read the three paragraphs as one unit and ask what the section is mainly telling the reader; then set aside any option that would fit just one of its paragraphs.
Traps
- 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.
- Word match: Repeats striking words or phrases from the text, so it looks supported, but its meaning does not fit the question.
The wrong answers, classified
A Too narrow (King et al., 2004)
Takes “and, now, the platypus,” the last item in paragraph 9’s list, as the section’s point, though it is one detail and says nothing about why the genes are compared.
B Word match (Freedle & Kostin, 1993)
Echoes paragraph 9’s range “from single-celled fungi to elephants” and calls the method effective, but the section compares those species to learn about human genes, which this summary leaves out.
D Too narrow (King et al., 2004)
Accurately describes the method, paragraph 11’s computer tools comparing genes across species, but drops its purpose, ways to “understand, treat, and prevent human diseases.”
What was corrected from the DOE handbook, and why
- Explanation: The handbook’s explanation of Option A says that the platypus being the latest species whose genome is compared with ours is just a detail, then that the section’s focus is on what comparing genomes can teach us about human disease, and then “Paragraph 9 reveals this when it states that ‘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.’” Paragraph 9 says nothing about disease: the quotation shows the platypus as the latest of the species compared, the point the explanation began with. The site moves the paragraph 9 sentence up to follow that point and ends with the section’s focus; no words were changed. The answer, C, is unchanged.
Working it out, step by step
Figure out what the question asks
This asks for the best summary of a section. A summary is a short statement of the main points. It covers the whole section, not one detail. The section “Same and Different” is paragraphs 9–11.
Sum up each paragraph
A species is one kind of living thing.
- Paragraph 9 names the method, comparative genomics. Scientists compare the genes of many species, from fungi to elephants “and, now, the platypus.”
- Paragraph 10 gives the goal: “to better understand the structure and function of human genes.”
- Paragraph 11 gives the payoff. Genes kept the same over millions of years point to signals that control genes. This “may translate into ways to understand, treat, and prevent human diseases.”
Find the main point
The section moves from a method, to a goal, to a payoff. Put together, it says this. Comparing human genes with other animals’ genes, and finding which ones stayed the same, may help us understand human disease.
Check each choice
- A does not fit. The platypus is the last item in a list in paragraph 9. It is a detail.
- B does not fit. The range of species is a detail too. B leaves out why scientists compare: to learn about human genes.
- C fits. It names the comparing, the genes that stay the same, and the payoff for human disease.
- D does not fit. The computer tools are how the work is done. D leaves out what the work is for.
Choose the answer
Watch out: D is tempting because every part of it is true. But a summary needs the main point, and D stops before it. So the answer is C.
Why this answer and not the closest wrong one
D is the closest wrong answer. D and C both describe comparing genes across species, humans included. But D ends with the tools. C goes on to the reason for the work: “valuable information that may lead to a greater understanding of human disease.” That reason is the point of paragraphs 10 and 11.
More questions like this
The original DOE question

The passage “Excerpt from “Research Riddle Resolved”” as printed (pages 66–67)

