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Test Bank For Campbell Biology Plus Masteringbiology, 9th Edition

Test Bank For Campbell Biology Plus Masteringbiology, 9th Edition will help you review exam topics quickly and effectively through a variety of questions.

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    Test Bank for Campbell Biology Ninth Edition Reece • Urry • Cain • Wasserman Minorsky • Jackson Louise Paquin, McDaniel College Michael Dini, Texas Tech University John Lepri, University of North Carolina, Greensboro Jung Choi, Georgia Institute of Technology John Zarnetske, Hoosick Falls Central School Ronald Balsamo, Villanova University A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page iii

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    Preface Welcome to the Test Bank for the ninth edition of Campbell Biology . What you will find is a thoroughly revised collection of questions based on the strong foundation established in the eight previous editions. Each member of the Test Bank team, along with editors, has reviewed each question carefully to ensure that the content and terminology of that question accurately reflects the material in the new edition of the text. The team of writers and editors revised each chapter of the Test Bank with the goal of replacing or signifi- cantly altering 40 to 60 percent of the questions. We hope that you will find ample ques- tions from which to choose in compiling your tests and assignments. We also hope that you will be guided by the assignment of skill levels (approximately 40 to 45 percent Knowledge/Comprehension, 40 percent Application/Analysis, and 15 to 20 percent Synthesis/Evaluation). The editing of prior questions and the writing of new questions for the ninth edition was accomplished by the following team of biologists: Chs. 1 and 11 through 21: Louise Paquin, McDaniel College, Westminster, MD Chs. 2 through 10: Jung Choi, Georgia Institute of Technology, Atlanta, GA Chs. 22 through 34: Michael Dini, Texas Tech University, Lubbock, TX Chs. 35 through 39: Ronald Balsamo, Villanova University, Villanova, PA Chs. 40 through 50: John Lepri, University of North Carolina, Greensboro, NC Chs. 51 through 56: John Zarnetske, Hoosick Falls Central School, Hoosick Falls, NY The Test-Your-Understanding multiple-choice questions found in the review section of each textbook chapter have also been included in the Test Bank, under the heading End- of-Chapter Questions. Please note that the answers to the End-of-Chapter Questions are in the textbook. We tried to classify each question according to the complexity of the mental processes involved. The model we used is modified from Bloom, Benjamin et al., Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain . New York: Longmans, Green, 1956. The categories in the cognitive domain that we used to classify questions are Level 1: Knowledge/Comprehension Recognizing or recalling information; understanding of facts and ideas by organizing, comparing, contrasting, translating, and interpreting; giving descriptions; explaining and stating main ideas; using information to deduce a best answer. Level 2: Application/Analysis Applying previously learned information in new situations to answer questions that have single or best answers; examining and breaking information into parts by identifying motives or causes; making inferences and finding Preface v K DESIGN SERVICES OF A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page v

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    evidence to support generalizations; applying knowledge to new situations; interpreting data; finding connections from one chapter to another. Level 3: Synthesis/Evaluation Compiling information in a different way by combining elements in a new pattern or proposing alternative solutions; making judgments about infor- mation, validity of ideas, or quality of work based on internal evidence or a set of criteria. We recognize that you may interpret our classifications of the questions differently; therefore, these classifications should be considered only as a rough guide to the knowledge and skills required for answering each question. The questions for each chapter are preceded by an introductory paragraph written by the person who revised the chapter. The paragraph is intended to help the user understand the changes in the content and scope of the information in the chapter that is to be assessed. vi Preface K DESIGN SERVICES OF A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page vi

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    Contents Chapter 1 Introduction: Themes in the Study of Life 1 Chapter 2 The Chemical Context of Life 19 Chapter 3 Water and Life 44 Chapter 4 Carbon and the Molecular Diversity of Life 68 Chapter 5 The Structure and Function of Large Biological Molecules 91 Chapter 6 A Tour of the Cell 120 Chapter 7 Membrane Structure and Function 141 Chapter 8 An Introduction to Metabolism 165 Chapter 9 Cellular Respiration and Fermentation 188 Chapter 10 Photosynthesis 217 Chapter 11 Cell Communication 240 Chapter 12 The Cell Cycle 259 Chapter 13 Meiosis and Sexual Life Cycles 281 Chapter 14 Mendel and the Gene Idea 301 Chapter 15 The Chromosomal Basis of Inheritance 324 Chapter 16 The Molecular Basis of Inheritance 343 Chapter 17 From Gene to Protein 359 Chapter 18 Regulation of Gene Expression 382 Chapter 19 Viruses 408 Chapter 20 Biotechnology 424 Chapter 21 Genomes and Their Evolution 445 Chapter 22 Descent with Modification: A Darwinian View of Life 458 Chapter 23 The Evolution of Populations 475 Chapter 24 The Origin of Species 500 Contents xi K DESIGN SERVICES OF A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page xi

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    Chapter 25 The History of Life on Earth 521 Chapter 26 Phylogeny and the Tree of Life 546 Chapter 27 Bacteria and Archaea 570 Chapter 28 Protists 596 Chapter 29 Plant Diversity I: How Plants Colonized Land 618 Chapter 30 Plant Diversity II: The Evolution of Seed Plants 641 Chapter 31 Fungi 669 Chapter 32 An Overview of Animal Diversity 697 Chapter 33 An Introduction to Invertebrates 723 Chapter 34 The Origin and Evolution of Vertebrates 750 Chapter 35 Plant Structure, Growth, and Development 783 Chapter 36 Resource Acquisition and Transport in Vascular Plants 800 Chapter 37 Soil and Plant Nutrition 821 Chapter 38 Angiosperm Reproduction and Biotechnology 843 Chapter 39 Plant Responses to Internal and External Signals 864 Chapter 40 Basic Principles of Animal Form and Function 892 Chapter 41 Animal Nutrition 911 Chapter 42 Circulation and Gas Exchange 928 Chapter 43 The Immune System 951 Chapter 44 Osmoregulation and Excretion 977 Chapter 45 Hormones and the Endocrine System 993 Chapter 46 Animal Reproduction 1011 Chapter 47 Animal Development 1034 Chapter 48 Neurons, Synapses, and Signaling 1055 Chapter 49 Nervous Systems 1073 Chapter 50 Sensory and Motor Mechanisms 1089 xii Contents K DESIGN SERVICES OF A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page xii

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    Chapter 51 Animal Behavior 1110 Chapter 52 An Introduction to Ecology and the Biosphere 1130 Chapter 53 Population Ecology 1153 Chapter 54 Community Ecology 1181 Chapter 55 Ecosystems and Restoration Ecology 1203 Chapter 56 Conservation Biology and Global Change 1224 Contents xiii K DESIGN SERVICES OF A02_REEC7295_09_PTB_FM.qxd 10/27/10 4:04 PM Page xiii

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    Chapter 1 Introduction: Themes in the Study of Life This introductory chapter explores the basic themes and concepts of biology, with emphasis on the core theme of evolution. It also introduces students to the thinking of scientists. Questions are therefore general; however, an effort has been made to include some from each skill level. As in the rest of this test bank, questions that feature art or those for which several questions follow upon some data or a scenario are placed together at the end of the chapter. Multiple - Choice Questions 1) A localized group of organisms that belong to the same species is called a A) biosystem. B) community. C) population. D) ecosystem. E) family. Answer: C Topic: Concept 1.1 Skill: Knowledge/Comprehension 2) Organisms interact with their environments, exchanging matter and energy. For example, plant chloroplasts convert the energy of sunlight into A) the energy of motion. B) carbon dioxide and water. C) the potential energy of chemical bonds. D) oxygen. E) kinetic energy. Answer: C Topic: Concept 1.1 Skill: Knowledge/Comprehension 3) The main source of energy for producers in an ecosystem is A) light energy. B) kinetic energy. C) thermal energy. D) chemical energy. E) ATP. Answer: A Topic: Concept 1.1 Skill: Knowledge/Comprehension 1, Introduction: Themes in the Study of Life 1

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    4) Which of the following types of cells utilize deoxyribonucleic acid (DNA) as their genetic material but do not have their DNA encased within a nuclear envelope? A) animal B) plant C) archaea D) fungi E) protists Answer: C Topic: Concept 1.1 Skill: Application/Analysis 5) To understand the chemical basis of inheritance, we must understand the molecular structure of DNA. This is an example of the application of which concept to the study of biology? A) evolution B) emergent properties C) reductionism D) the cell theory E) feedback regulation Answer: C Topic: Concept 1.1 Skill: Application/Analysis 6) Once labor begins in childbirth, contractions increase in intensity and frequency until delivery. The increasing labor contractions of childbirth are an example of which type of regulation? A) a bioinformatic system B) positive feedback C) negative feedback D) feedback inhibition E) enzymatic catalysis Answer: B Topic: Concept 1.1 Skill: Application/Analysis 7) When the body ʹ s blood glucose level rises, the pancreas secretes insulin and, as a result, the blood glucose level declines. When the blood glucose level is low, the pancreas secretes glucagon and, as a result, the blood glucose level rises. Such regulation of the blood glucose level is the result of A) catalytic feedback. B) positive feedback. C) negative feedback. D) bioinformatic regulation. E) protein - protein interactions. Answer: C Topic: Concept 1.1 Skill: Application/Analysis 2 1, Introduction: Themes in the Study of Life

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    8) Which branch of biology is concerned with the naming and classifying of organisms? A) informatics B) schematic biology C) taxonomy D) genomics E) evolution Answer: C Topic: Concept 1.1 Skill: Knowledge/Comprehension 9) Prokaryotic and eukaryotic cells generally have which of the following features in common? A) a membrane - b ounded nucleus B) a cell wall made of cellulose C) ribosomes D) flagella or cilia that contain microtubules E) linear chromosomes made of DNA and protein Answer: C Topic: Concept 1.1 Skill: Knowledge/Comprehension 10) Prokaryotes are classified as belonging to two different domains. What are the domains? A) Bacteria and Eukarya B) Archaea and Monera C) Eukarya and Monera D) Bacteria and Protista E) Bacteria and Archaea Answer: E Topic: Concept 1.1 Skill: Knowledge/Comprehension 11) Global warming, as demonstrated by observations such as melting of glaciers, increasing CO2 levels, and increasing average ambient temperatures, has already had many effects on living organisms. Which of the following might best offer a solution to this problem? A) Continue to measure these and other parameters of the problem. B) Increase the abilities of animals to migrate to more suitable habitats. C) Do nothing; nature will attain its own balance. D) Limit the burning of fossil fuels and regulate our loss of forested areas. E) Recycle as much as possible. Answer: D Topic: Concept 1.1 Skill: Synthesis/Evaluation 1, Introduction: Themes in the Study of Life 3

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    12) A water sample from a hot thermal vent contained a single - celled organism that had a cell wall but lacked a nucleus. What is its most likely classification? A) Eukarya B) Archaea C) Animalia D) Protista E) Fungi Answer: B Topic: Concept 1.2 Skill: Application/Analysis 13) A filamentous organism has been isolated from decomposing organic matter. This organism has a cell wall but no chloroplasts. How would you classify this organism? A) domain Bacteria, kingdom Prokaryota B) domain Archaea, kingdom Bacteria C) domain Eukarya, kingdom Plantae D) domain Eukarya, kingdom Protista E) domain Eukarya, kingdom Fungi Answer: E Topic: Concept 1.2 Skill: Application/Analysis 14) Which of these provides evidence of the common ancestry of all life? A) ubiquitous use of catalysts by living systems B) near universality of the genetic code C) structure of the nucleus D) structure of cilia E) structure of chloroplasts Answer: B Topic: Concept 1.2 Skill: Application/Analysis 15) Which of the following is (are) true of natural selection? A) It requires genetic variation. B) It results in descent with modification. C) It involves differential reproductive success. D) It results in descent with modification and involves differential reproductive success. E) It requires genetic variation, results in descent with modification, and involves differential reproductive success. Answer: E Topic: Concept 1.2 Skill: Knowledge/Comprehension 4 1, Introduction: Themes in the Study of Life

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    16) Charles Darwin proposed a mechanism for descent with modification that stated that organisms of a particular species are adapted to their environment when they possess A) non - inheritable traits that enhance their survival in the local environment. B) non - inheritable traits that enhance their reproductive success in the local environment. C) non - inheritable traits that enhance their survival and reproductive success in the local environment. D) inheritable traits that enhance their survival and reproductive success in the local environment. E) inheritable traits that decrease their survival and reproductive success in the local environment. Answer: D Topic: Concept 1.2 Skill: Knowledge/Comprehension 17) Which of these individuals is likely to be most successful in an evolutionary sense? A) a reproductively sterile individual who never falls ill B) an organism that dies after five days of life but leaves 10 offspring, all of whom survive to reproduce C) a male who mates with 20 females and fathers one offspring D) an organism that lives 100 years and leaves two offspring, both of whom survive to reproduce E) a female who mates with 20 males and produces one offspring that lives to reproduce Answer: B Topic: Concept 1.2 Skill: Application/Analysis 18) In a hypothetical world, every 50 years people over 6 feet tall are eliminated from the population before they reproduce. Based on your knowledge of natural selection, you would predict that the average height of the human population will A) remain unchanged. B) gradually decline. C) rapidly decline. D) gradually increase. E) rapidly increase. Answer: B Topic: Concept 1.2 Skill: Application/Analysis 19) Through time, the lineage that led to modern whales shows a change from four - limbed land animals to aquatic animals with two limbs that function as flippers. This change is best explained by A) natural philosophy. B) creationism. C) the hierarchy of the biological organization of life. D) natural selection. E) feedback inhibition. Answer: D Topic: Concept 1.2 Skill: Application/Analysis 1, Introduction: Themes in the Study of Life 5

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    20) What is the major difference between a kingdom and a domain? A) A kingdom can include several subgroups known as domains. B) All eukarya belong to one domain. C) All prokaryotes belong to one domain. D) The importance of fungi has led scientists to make them the whole of one domain. E) Only organisms that produce their own food belong to one of the domains. Answer: B Topic: Concept 1.2 Skill: Knowledge/Comprehension 21) Which of the following best describes what occurred after the publication of Charles Darwin ʹ s On the Origin of Species? A) The book received little attention except from a small scientific community. B) The book was banned from schools. C) The book was widely discussed and disseminated. D) The book ʹ s authorship was disputed. E) The book was discredited by most scientists. Answer: C Topic: Concept 1.2 Skill: Knowledge/Comprehension 22) Why is Darwin considered original in his thinking? A) He provided examples of organisms that had evolved over time. B) He demonstrated that evolution is continuing to occur now. C) He described the relationship between genes and evolution. D) He proposed the mechanism that explained how evolution takes place. E) He observed that organisms produce large numbers of offspring. Answer: D Topic: Concept 1.2 Skill: Knowledge/Comprehension 23) Darwin ʹ s finches, collected from the Galápagos Islands, illustrate which of the following? A) mutation frequency B) ancestors from different regions C) adaptive radiation D) vestigial anatomic structures E) the accuracy of the fossil record Answer: C Topic: Concept 1.2 Skill: Knowledge/Comprehension 24) Which of the following categories of organisms is least likely to be revised? A) kingdom B) class C) order D) phylum E) species Answer: E Topic: Concept 1.2 Skill: Synthesis/Evaluation 6 1, Introduction: Themes in the Study of Life

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    25) What is the major distinguishing characteristic of fungi? A) gaining nutrition through ingestion B) being sedentary C) being prokaryotic D) absorbing dissolved nutrients E) being decomposers of dead organisms Answer: D Topic: Concept 1.2 Skill: Knowledge/Comprehension 26) What are archaea? A) Prokaryotes characterized as extremophiles that share some bacterial and some eukaryotic traits. B) Organisms that are adapted to high temperature environments, such as in volcanic springs. C) Single - celled organisms that are killed by the application of antibiotics at certain concentrations. D) Bacteria - like organisms that can live only in extreme salt environments. E) Primitive protist - like creatures possessing fewer than two chromosomes per cell. Answer: A Topic: Concept 1.2 Skill: Knowledge/Comprehension 27) According to Darwinian theory, which of the following exhibits the greatest fitness for evolutionary success? A) the species with the longest life B) the individuals within a population that have the greatest reproductive success C) the phylum with members that occupy the greatest number of habitats D) the community of organisms that is capable of living in the most nutrient - poor biome E) the organism that produces its own nutrients most efficiently Answer: B Topic: Concept 1.2 Skill: Knowledge/Comprehension 28) Similarities and differences among/between life - forms over time are most efficiently recorded by scientists in which field(s) of study? A) paleontology B) paleontology and anatomy C) paleontology, anatomy, and taxonomy D) paleontology, anatomy, taxonomy, and genetics E) paleontology, anatomy, taxonomy, genetics, and ecology Answer: E Topic: Concept 1.2 Skill: Synthesis/Evaluation 1, Introduction: Themes in the Study of Life 7

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    29) Why is the theme of evolution considered to be the core theme of biology by biologists? A) It provides a framework within which all biological investigation makes sense. B) It is recognized as the core theme of biology by organizations such as the National Science Foundation. C) Controversy about this theory provides a basis for a great deal of experimental research. D) Since it cannot be proven, biologists will be able to study evolutionary possibilities for many years. E) Biologists do not subscribe to alternative models. Answer: A Topic: Concept 1.2 Skill: Synthesis/Evaluation 30) The method of scientific inquiry that describes natural structures and processes as accurately as possible through careful observation and the analysis of data is known as A) hypothesis - b ased science. B) discovery science. C) experimental science. D) quantitative science. E) qualitative science. Answer: B Topic: Concept 1.3 Skill: Knowledge/Comprehension 31) Collecting data based on observation is an example of ________; analyzing this data to reach a conclusion is an example of ________ reasoning. A) hypothesis - b ased science; inductive B) the process of science; deductive C) discovery science; inductive D) descriptive science; deductive E) hypothesis - b ased science; deductive Answer: C Topic: Concept 1.3 Skill: Application/Analysis 32) When applying the process of science, which of these is tested? A) a question B) a result C) an observation D) a prediction E) a hypothesis Answer: D Topic: Concept 1.3 Skill: Knowledge/Comprehension 8 1, Introduction: Themes in the Study of Life

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    33) A controlled experiment is one in which A) the experiment is repeated many times to ensure that the results are accurate. B) the experiment proceeds at a slow pace to guarantee that the scientist can carefully observe all reactions and process all experimental data. C) there are at least two groups, one of which does not receive the experimental treatment. D) there are at least two groups, one differing from the other by two or more variables. E) there is one group for which the scientist controls all variables. Answer: C Topic: Concept 1.3 Skill: Application/Analysis 34) Why is it important that an experiment include a control group? A) The control group is the group that the researcher is in control of, the group in which the researcher predetermines the results. B) The control group provides a reserve of experimental subjects. C) A control group is required for the development of an ʺ If…then ʺ statement. D) A control group assures that an experiment will be repeatable. E) Without a control group, there is no basis for knowing if a particular result is due to the variable being tested. Answer: E Topic: Concept 1.3 Skill: Application/Analysis 35) The application of scientific knowledge for some specific purpose is known as A) technology. B) deductive science. C) inductive science. D) anthropologic science. E) pure science. Answer: A Topic: Concept 1.3 Skill: Knowledge/Comprehension 36) Which of the following are qualities of any good scientific hypothesis? I. It is testable. II. It is falsifiable. III. It produces quantitative data. IV. It produces results that can be replicated. A) I only B) II only C) III only D) I and II E) III and IV Answer: D Topic: Concept 1.3 Skill: Knowledge/Comprehension 1, Introduction: Themes in the Study of Life 9

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