Test Bank For Campbell Biology Plus Masteringbiology, 9th Edition

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Test BankforCampbell BiologyNinth EditionReece • Urry • Cain • WassermanMinorsky • JacksonLouise Paquin,McDaniel CollegeMichael Dini,Texas Tech UniversityJohn Lepri,University of North Carolina, GreensboroJung Choi,Georgia Institute of TechnologyJohn Zarnetske,Hoosick Falls Central SchoolRonald Balsamo,Villanova UniversityA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage iii

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PrefaceWelcome to the Test Bank for the ninth edition ofCampbell Biology. What you will findis a thoroughly revised collection of questions based on the strong foundation establishedin 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 thatquestion accurately reflects the material in the new edition of the text. The team of writersand 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 thatyou will be guided by the assignment of skill levels (approximately 40 to 45 percentKnowledge/Comprehension, 40 percent Application/Analysis, and 15 to 20 percentSynthesis/Evaluation).The editing of prior questions and the writing of new questions for the ninth edition wasaccomplished by the following team of biologists:Chs. 1 and 11 through 21:Louise Paquin, McDaniel College, Westminster, MDChs. 2 through 10:Jung Choi, Georgia Institute of Technology, Atlanta, GAChs. 22 through 34:Michael Dini, Texas Tech University, Lubbock, TXChs. 35 through 39:Ronald Balsamo, Villanova University, Villanova, PAChs. 40 through 50:John Lepri, University of North Carolina,Greensboro, NCChs. 51 through 56:John Zarnetske, Hoosick Falls Central School, HoosickFalls, NYThe Test-Your-Understanding multiple-choice questions found in the review section ofeach 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 arein the textbook.We tried to classify each question according to the complexity of the mental processesinvolved. The model we used is modified from Bloom, Benjamin et al.,Taxonomy ofEducational Objectives: The Classification of Educational Goals, Handbook I: CognitiveDomain. New York: Longmans, Green, 1956. The categories in the cognitive domain thatwe used to classify questions areLevel 1: Knowledge/ComprehensionRecognizing or recalling information;understanding of facts and ideas by organizing, comparing, contrasting, translating, andinterpreting; giving descriptions; explaining and stating main ideas; using information todeduce a best answer.Level 2: Application/AnalysisApplying previously learned information in newsituations to answer questions that have single or best answers; examining and breakinginformation into parts by identifying motives or causes; making inferences and findingPrefacevKDESIGN SERVICES OFA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage v

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evidence to support generalizations; applying knowledge to new situations; interpretingdata; finding connections from one chapter to another.Level 3: Synthesis/EvaluationCompiling information in a different way by combiningelements 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 theknowledge and skills required for answering each question.The questions for each chapter are preceded by an introductory paragraph written by theperson who revised the chapter. The paragraph is intended to help the user understand thechanges in the content and scope of the information in the chapter that is to be assessed.viPrefaceKDESIGN SERVICES OFA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage vi

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ContentsChapter 1Introduction: Themes in the Study of Life1Chapter 2The Chemical Context of Life19Chapter 3Water and Life44Chapter 4Carbon and the Molecular Diversity of Life68Chapter 5The Structure and Function of Large Biological Molecules91Chapter 6A Tour of the Cell120Chapter 7Membrane Structure and Function141Chapter 8An Introduction to Metabolism165Chapter 9Cellular Respiration and Fermentation188Chapter 10Photosynthesis217Chapter 11Cell Communication240Chapter 12The Cell Cycle259Chapter 13Meiosis and Sexual Life Cycles281Chapter 14Mendel and the Gene Idea301Chapter 15The Chromosomal Basis of Inheritance324Chapter 16The Molecular Basis of Inheritance343Chapter 17From Gene to Protein359Chapter 18Regulation of Gene Expression382Chapter 19Viruses408Chapter 20Biotechnology424Chapter 21Genomes and Their Evolution445Chapter 22Descent with Modification: A Darwinian View of Life458Chapter 23The Evolution of Populations475Chapter 24The Origin of Species500ContentsxiKDESIGN SERVICES OFA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage xi

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Chapter 25The History of Life on Earth521Chapter 26Phylogeny and the Tree of Life546Chapter 27Bacteria and Archaea570Chapter 28Protists596Chapter 29Plant Diversity I: How Plants Colonized Land618Chapter 30Plant Diversity II: The Evolution of Seed Plants641Chapter 31Fungi669Chapter 32An Overview of Animal Diversity697Chapter 33An Introduction to Invertebrates723Chapter 34The Origin and Evolution of Vertebrates750Chapter 35Plant Structure, Growth, and Development783Chapter 36Resource Acquisition and Transport in Vascular Plants800Chapter 37Soil and Plant Nutrition821Chapter 38Angiosperm Reproduction and Biotechnology843Chapter 39Plant Responses to Internal and External Signals864Chapter 40Basic Principles of Animal Form and Function892Chapter 41Animal Nutrition911Chapter 42Circulation and Gas Exchange928Chapter 43The Immune System951Chapter 44Osmoregulation and Excretion977Chapter 45Hormones and the Endocrine System993Chapter 46Animal Reproduction1011Chapter 47Animal Development1034Chapter 48Neurons, Synapses, and Signaling1055Chapter 49Nervous Systems1073Chapter 50Sensory and Motor Mechanisms1089xiiContentsKDESIGN SERVICES OFA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage xii

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Chapter 51Animal Behavior1110Chapter 52An Introduction to Ecology and the Biosphere1130Chapter 53Population Ecology1153Chapter 54Community Ecology1181Chapter 55Ecosystems and Restoration Ecology1203Chapter 56Conservation Biology and Global Change1224ContentsxiiiKDESIGN SERVICES OFA02_REEC7295_09_PTB_FM.qxd10/27/104:04 PMPage xiii

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Chapter1Introduction:ThemesintheStudyofLifeThisintroductorychapterexploresthebasicthemesandconceptsofbiology,withemphasisonthecorethemeofevolution.Italsointroducesstudentstothethinkingofscientists.Questionsarethereforegeneral;however,anefforthasbeenmadetoincludesomefromeachskilllevel.Asintherestofthistestbank,questionsthatfeatureartorthoseforwhichseveralquestionsfollowuponsomedataorascenarioareplacedtogetherattheendofthechapter.Multiple-ChoiceQuestions1) AlocalizedgroupoforganismsthatbelongtothesamespeciesiscalledaA) biosystem.B) community.C) population.D) ecosystem.E) family.Answer: CTopic: Concept1.1Skill: Knowledge/Comprehension2) Organismsinteractwiththeirenvironments,exchangingmatterandenergy.Forexample,plantchloroplastsconverttheenergyofsunlightintoA) theenergyofmotion.B) carbondioxideandwater.C) thepotentialenergyofchemicalbonds.D) oxygen.E) kineticenergy.Answer: CTopic: Concept1.1Skill: Knowledge/Comprehension3) ThemainsourceofenergyforproducersinanecosystemisA) lightenergy.B) kineticenergy.C) thermalenergy.D) chemicalenergy.E) ATP.Answer: ATopic: Concept1.1Skill: Knowledge/Comprehension1,Introduction:ThemesintheStudyofLife1

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4) Whichofthefollowingtypesofcellsutilizedeoxyribonucleicacid(DNA)astheirgeneticmaterialbutdonothavetheirDNAencasedwithinanuclearenvelope?A) animalB) plantC) archaeaD) fungiE) protistsAnswer: CTopic: Concept1.1Skill: Application/Analysis5) Tounderstandthechemicalbasisofinheritance,wemustunderstandthemolecularstructureofDNA.Thisisanexampleoftheapplicationofwhichconcepttothestudyofbiology?A) evolutionB) emergentpropertiesC) reductionismD) thecelltheoryE) feedbackregulationAnswer: CTopic: Concept1.1Skill: Application/Analysis6) Oncelaborbeginsinchildbirth,contractionsincreaseinintensityandfrequencyuntildelivery.Theincreasinglaborcontractionsofchildbirthareanexampleofwhichtypeofregulation?A) abioinformaticsystemB) positivefeedbackC) negativefeedbackD) feedbackinhibitionE) enzymaticcatalysisAnswer: BTopic: Concept1.1Skill: Application/Analysis7) Whenthebodyʹsbloodglucoselevelrises,thepancreassecretesinsulinand,asaresult,thebloodglucoseleveldeclines.Whenthebloodglucoselevelislow,thepancreassecretesglucagonand,asaresult,thebloodglucoselevelrises.SuchregulationofthebloodglucoselevelistheresultofA) catalyticfeedback.B) positivefeedback.C) negativefeedback.D) bioinformaticregulation.E) protein-proteininteractions.Answer: CTopic: Concept1.1Skill: Application/Analysis21,Introduction:ThemesintheStudyofLife

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8) Whichbranchofbiologyisconcernedwiththenamingandclassifyingoforganisms?A) informaticsB) schematicbiologyC) taxonomyD) genomicsE) evolutionAnswer: CTopic: Concept1.1Skill: Knowledge/Comprehension9) Prokaryoticandeukaryoticcellsgenerallyhavewhichofthefollowingfeaturesincommon?A) amembrane-boundednucleusB) acellwallmadeofcelluloseC) ribosomesD) flagellaorciliathatcontainmicrotubulesE) linearchromosomesmadeofDNAandproteinAnswer: CTopic: Concept1.1Skill: Knowledge/Comprehension10) Prokaryotesareclassifiedasbelongingtotwodifferentdomains.Whatarethedomains?A) BacteriaandEukaryaB) ArchaeaandMoneraC) EukaryaandMoneraD) BacteriaandProtistaE) BacteriaandArchaeaAnswer: ETopic: Concept1.1Skill: Knowledge/Comprehension11) Globalwarming,asdemonstratedbyobservationssuchasmeltingofglaciers,increasingCO2levels,andincreasingaverageambienttemperatures,hasalreadyhadmanyeffectsonlivingorganisms.Whichofthefollowingmightbestofferasolutiontothisproblem?A) Continuetomeasuretheseandotherparametersoftheproblem.B) Increasetheabilitiesofanimalstomigratetomoresuitablehabitats.C) Donothing;naturewillattainitsownbalance.D) Limittheburningoffossilfuelsandregulateourlossofforestedareas.E) Recycleasmuchaspossible.Answer: DTopic: Concept1.1Skill: Synthesis/Evaluation1,Introduction:ThemesintheStudyofLife3

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12) Awatersamplefromahotthermalventcontainedasingle-celledorganismthathadacellwallbutlackedanucleus.Whatisitsmostlikelyclassification?A) EukaryaB) ArchaeaC) AnimaliaD) ProtistaE) FungiAnswer: BTopic: Concept1.2Skill: Application/Analysis13) Afilamentousorganismhasbeenisolatedfromdecomposingorganicmatter.Thisorganismhasacellwallbutnochloroplasts.Howwouldyouclassifythisorganism?A) domainBacteria,kingdomProkaryotaB) domainArchaea,kingdomBacteriaC) domainEukarya,kingdomPlantaeD) domainEukarya,kingdomProtistaE) domainEukarya,kingdomFungiAnswer: ETopic: Concept1.2Skill: Application/Analysis14) Whichoftheseprovidesevidenceofthecommonancestryofalllife?A) ubiquitoususeofcatalystsbylivingsystemsB) nearuniversalityofthegeneticcodeC) structureofthenucleusD) structureofciliaE) structureofchloroplastsAnswer: BTopic: Concept1.2Skill: Application/Analysis15) Whichofthefollowingis(are)trueofnaturalselection?A) Itrequiresgeneticvariation.B) Itresultsindescentwithmodification.C) Itinvolvesdifferentialreproductivesuccess.D) Itresultsindescentwithmodificationandinvolvesdifferentialreproductivesuccess.E) Itrequiresgeneticvariation,resultsindescentwithmodification,andinvolvesdifferentialreproductivesuccess.Answer: ETopic: Concept1.2Skill: Knowledge/Comprehension41,Introduction:ThemesintheStudyofLife

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16) CharlesDarwinproposedamechanismfordescentwithmodificationthatstatedthatorganismsofaparticularspeciesareadaptedtotheirenvironmentwhentheypossessA) non-inheritabletraitsthatenhancetheirsurvivalinthelocalenvironment.B) non-inheritabletraitsthatenhancetheirreproductivesuccessinthelocalenvironment.C) non-inheritabletraitsthatenhancetheirsurvivalandreproductivesuccessinthelocalenvironment.D) inheritabletraitsthatenhancetheirsurvivalandreproductivesuccessinthelocalenvironment.E) inheritabletraitsthatdecreasetheirsurvivalandreproductivesuccessinthelocalenvironment.Answer: DTopic: Concept1.2Skill: Knowledge/Comprehension17) Whichoftheseindividualsislikelytobemostsuccessfulinanevolutionarysense?A) areproductivelysterileindividualwhoneverfallsillB) anorganismthatdiesafterfivedaysoflifebutleaves10offspring,allofwhomsurvivetoreproduceC) amalewhomateswith20femalesandfathersoneoffspringD) anorganismthatlives100yearsandleavestwooffspring,bothofwhomsurvivetoreproduceE) afemalewhomateswith20malesandproducesoneoffspringthatlivestoreproduceAnswer: BTopic: Concept1.2Skill: Application/Analysis18) Inahypotheticalworld,every50yearspeopleover6feettallareeliminatedfromthepopulationbeforetheyreproduce.Basedonyourknowledgeofnaturalselection,youwouldpredictthattheaverageheightofthehumanpopulationwillA) remainunchanged.B) graduallydecline.C) rapidlydecline.D) graduallyincrease.E) rapidlyincrease.Answer: BTopic: Concept1.2Skill: Application/Analysis19) Throughtime,thelineagethatledtomodernwhalesshowsachangefromfour-limbedlandanimalstoaquaticanimalswithtwolimbsthatfunctionasflippers.ThischangeisbestexplainedbyA) naturalphilosophy.B) creationism.C) thehierarchyofthebiologicalorganizationoflife.D) naturalselection.E) feedbackinhibition.Answer: DTopic: Concept1.2Skill: Application/Analysis1,Introduction:ThemesintheStudyofLife5

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20) Whatisthemajordifferencebetweenakingdomandadomain?A) Akingdomcanincludeseveralsubgroupsknownasdomains.B) Alleukaryabelongtoonedomain.C) Allprokaryotesbelongtoonedomain.D) Theimportanceoffungihasledscientiststomakethemthewholeofonedomain.E) Onlyorganismsthatproducetheirownfoodbelongtooneofthedomains.Answer: BTopic: Concept1.2Skill: Knowledge/Comprehension21) WhichofthefollowingbestdescribeswhatoccurredafterthepublicationofCharlesDarwinʹsOntheOriginofSpecies?A) Thebookreceivedlittleattentionexceptfromasmallscientificcommunity.B) Thebookwasbannedfromschools.C) Thebookwaswidelydiscussedanddisseminated.D) Thebookʹsauthorshipwasdisputed.E) Thebookwasdiscreditedbymostscientists.Answer: CTopic: Concept1.2Skill: Knowledge/Comprehension22) WhyisDarwinconsideredoriginalinhisthinking?A) Heprovidedexamplesoforganismsthathadevolvedovertime.B) Hedemonstratedthatevolutioniscontinuingtooccurnow.C) Hedescribedtherelationshipbetweengenesandevolution.D) Heproposedthemechanismthatexplainedhowevolutiontakesplace.E) Heobservedthatorganismsproducelargenumbersofoffspring.Answer: DTopic: Concept1.2Skill: Knowledge/Comprehension23) Darwinʹsfinches,collectedfromtheGalápagosIslands,illustratewhichofthefollowing?A) mutationfrequencyB) ancestorsfromdifferentregionsC) adaptiveradiationD) vestigialanatomicstructuresE) theaccuracyofthefossilrecordAnswer: CTopic: Concept1.2Skill: Knowledge/Comprehension24) Whichofthefollowingcategoriesoforganismsisleastlikelytoberevised?A) kingdomB) classC) orderD) phylumE) speciesAnswer: ETopic: Concept1.2Skill: Synthesis/Evaluation61,Introduction:ThemesintheStudyofLife

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25) Whatisthemajordistinguishingcharacteristicoffungi?A) gainingnutritionthroughingestionB) beingsedentaryC) beingprokaryoticD) absorbingdissolvednutrientsE) beingdecomposersofdeadorganismsAnswer: DTopic: Concept1.2Skill: Knowledge/Comprehension26) Whatarearchaea?A) Prokaryotescharacterizedasextremophilesthatsharesomebacterialandsomeeukaryotictraits.B) Organismsthatareadaptedtohightemperatureenvironments,suchasinvolcanicsprings.C) Single-celledorganismsthatarekilledbytheapplicationofantibioticsatcertainconcentrations.D) Bacteria-likeorganismsthatcanliveonlyinextremesaltenvironments.E) Primitiveprotist-likecreaturespossessingfewerthantwochromosomespercell.Answer: ATopic: Concept1.2Skill: Knowledge/Comprehension27) AccordingtoDarwiniantheory,whichofthefollowingexhibitsthegreatestfitnessforevolutionarysuccess?A) thespecieswiththelongestlifeB) theindividualswithinapopulationthathavethegreatestreproductivesuccessC) thephylumwithmembersthatoccupythegreatestnumberofhabitatsD) thecommunityoforganismsthatiscapableoflivinginthemostnutrient-poorbiomeE) theorganismthatproducesitsownnutrientsmostefficientlyAnswer: BTopic: Concept1.2Skill: Knowledge/Comprehension28) Similaritiesanddifferencesamong/betweenlife-formsovertimearemostefficientlyrecordedbyscientistsinwhichfield(s)ofstudy?A) paleontologyB) paleontologyandanatomyC) paleontology,anatomy,andtaxonomyD) paleontology,anatomy,taxonomy,andgeneticsE) paleontology,anatomy,taxonomy,genetics,andecologyAnswer: ETopic: Concept1.2Skill: Synthesis/Evaluation1,Introduction:ThemesintheStudyofLife7

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29) Whyisthethemeofevolutionconsideredtobethecorethemeofbiologybybiologists?A) Itprovidesaframeworkwithinwhichallbiologicalinvestigationmakessense.B) ItisrecognizedasthecorethemeofbiologybyorganizationssuchastheNationalScienceFoundation.C) Controversyaboutthistheoryprovidesabasisforagreatdealofexperimentalresearch.D) Sinceitcannotbeproven,biologistswillbeabletostudyevolutionarypossibilitiesformanyyears.E) Biologistsdonotsubscribetoalternativemodels.Answer: ATopic: Concept1.2Skill: Synthesis/Evaluation30) ThemethodofscientificinquirythatdescribesnaturalstructuresandprocessesasaccuratelyaspossiblethroughcarefulobservationandtheanalysisofdataisknownasA) hypothesis-basedscience.B) discoveryscience.C) experimentalscience.D) quantitativescience.E) qualitativescience.Answer: BTopic: Concept1.3Skill: Knowledge/Comprehension31) Collectingdatabasedonobservationisanexampleof________;analyzingthisdatatoreachaconclusionisanexampleof________reasoning.A) hypothesis-basedscience;inductiveB) theprocessofscience;deductiveC) discoveryscience;inductiveD) descriptivescience;deductiveE) hypothesis-basedscience;deductiveAnswer: CTopic: Concept1.3Skill: Application/Analysis32) Whenapplyingtheprocessofscience,whichoftheseistested?A) aquestionB) aresultC) anobservationD) apredictionE) ahypothesisAnswer: DTopic: Concept1.3Skill: Knowledge/Comprehension81,Introduction:ThemesintheStudyofLife

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33) AcontrolledexperimentisoneinwhichA) theexperimentisrepeatedmanytimestoensurethattheresultsareaccurate.B) theexperimentproceedsataslowpacetoguaranteethatthescientistcancarefullyobserveallreactionsandprocessallexperimentaldata.C) thereareatleasttwogroups,oneofwhichdoesnotreceivetheexperimentaltreatment.D) thereareatleasttwogroups,onedifferingfromtheotherbytwoormorevariables.E) thereisonegroupforwhichthescientistcontrolsallvariables.Answer: CTopic: Concept1.3Skill: Application/Analysis34) Whyisitimportantthatanexperimentincludeacontrolgroup?A) Thecontrolgroupisthegroupthattheresearcherisincontrolof,thegroupinwhichtheresearcherpredeterminestheresults.B) Thecontrolgroupprovidesareserveofexperimentalsubjects.C) AcontrolgroupisrequiredforthedevelopmentofanʺIf…thenʺstatement.D) Acontrolgroupassuresthatanexperimentwillberepeatable.E) Withoutacontrolgroup,thereisnobasisforknowingifaparticularresultisduetothevariablebeingtested.Answer: ETopic: Concept1.3Skill: Application/Analysis35) TheapplicationofscientificknowledgeforsomespecificpurposeisknownasA) technology.B) deductivescience.C) inductivescience.D) anthropologicscience.E) purescience.Answer: ATopic: Concept1.3Skill: Knowledge/Comprehension36) Whichofthefollowingarequalitiesofanygoodscientifichypothesis?I.Itistestable.II.Itisfalsifiable.III.Itproducesquantitativedata.IV.Itproducesresultsthatcanbereplicated.A) IonlyB) IIonlyC) IIIonlyD) IandIIE) IIIandIVAnswer: DTopic: Concept1.3Skill: Knowledge/Comprehension1,Introduction:ThemesintheStudyofLife9

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