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Test Bank for Campbell Biology Tenth Edition
Reece • Urry • Cain • Wasserman Minorsky • Jackson Edward J. Zakisko, Blackbu Blackburn rn College College Diane Jokinen, Loyola University Chicago Chicago Rebecca Orr, Collin College Melissa Fierke, State University of New York, College of Environmental Science and Forestry
Boston Columbus Indianapoli s New York San Francisc Francisco o Upper Saddle River Amsterdam Cape Town Dubai London Madri d Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
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Vice President/Editor-in-Chief: Beth Wilbur Senior Acquisitions Acquisitions Editor: Josh Frost Senior Editorial Manager: Ginnie Simione Jutson Editorial Project Editor: Brady Golden Executive Marketing Manager: Lauren Harp Managing Editor, Production: Shannon Tozier Production Project Manager: Jane Brundage Image & Text Permissions Coordinator: Alison Bruckner Manufacturing Buyer: Jeffrey Sargent Composition: S4Carlisle and Tamarack Software, Inc. Cover Design Production: Seventeenth Street Studios Text and Cover Printer: Edwards Brothers Malloy Cover Photo Credit: Martin Turner / Getty Images
This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including (including on the World World Wide Web) will destroy the integrity integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.
ISBN 13: 978-0-321-82371-7 ISBN 10: 0-321-82371-0
Copyright © 2014, 2011, 2008. Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1900 E. Lake Ave., Glenview, IL 60025. For information regarding permissions, call (847) 486-2635.
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Preface Welcome to the Test Bank for the tenth edition of Campbell Biology. What you will find is a thoroughly revised collection of questions based on the strong foundation established in the nine previous editions. Each member of the Test Bank team, along with editors, has reviewed revie wed each question carefully to ensure that the content and terminology of that question accurately reflects the material in the new edition of the text. We hope that you will find ample questions from which to choose in compiling your tests and assignments. We also hope that you will be guided by the assignment of skill levels. The Test-Your-Understanding multiple-choice questions found in the review section of each textbook chapter have also been included in the Test. 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 Classification of Educational Goals, 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 explaining and stating main ideas; using information to deduce a best answer. Level 2: Application/A Application/Analysis nalysis 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 evidencee to support generalizations; applying knowledge to new situations; interpreting evidenc 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 information, 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 classifications should be considered only as a rough guide to the knowledge knowled ge and skills required for answering each question.
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Acknowledgments The questions in the tenth edition of the Test Test Bank are built upon questions authored by others. We are grateful to the following biologists who have contributed questions to previous editions of the Test Bank (edition numbers are shown in parentheses): William Barstow, Barstow, University of Georgia (2, 3, 6, 7, 8); Neil Campbell, UC Riverside (3); Angela Cunningham, Baylor University (5); Michael Dini, Texas Tech University (6, 7, 8, 9); Jean DeSaix, University of North Carolina (7, 8); Richard Dohrkopf, Baylor University (4, 5); Gary Fabris, Red Deer College (4); Eugene Fenster, Longview Community College (6); Conrad Firling, University of Minnesota (6, 7); Peter Follette, Science Writer (7); Mark Hens, Unive University rsity of North Carolina (7); Frank Heppner, University of Rhode Island (1); Walter MacDonald, Trenton State University (2); Janice Moore, Colorado State University (7); Thomas Owens, Cornell University (7); Rebecca Pyles, East Tennessee State University (4); Kurt Redborg, Coe College (4, 5, 6); Marc Snyder, Colorado College (5); Richard Storey, The Colorado College (4, 5); Marshall Sundberg, Emporia State University (6, 7); Martha Taylor, Cornell University (3); Margaret Waterman, Harvard Medical School (3); Dan Wivagg, Baylor University (3, 4, 5); Catherine Wilcoxson Ueckert, Northern Arizona University (5, 6); Betty Ann Wonderly, J. J. Pearce High School (3); Robert Yost, Indiana State University–Purdue University (6, 7); Edward Zalisko, Blackburn College (7); Louise Paquin, McDaniel College (8, 9); John Zarnetske, Hoosick Falls Central School (8, 9); John Lepri, University of North Carolina, Greensboro (8, 9); C.O. Patterson, Texas A&M University (8); Ronald Balsamo, Villanova University (9); Jung Choi, Georgia Institute of Technology (9) We would like to thank Edzard J. Zalisko, Diane Jokinen, Rebecca Orr, and Melissa Fierke for their work on the tenth edition of the Test Bank. The authors wish to thank Beth Wilbur, Wilbur, vice president and editor-in-chief for Pearson, and Josh Frost, senior acquisitions editor for Pearson, for assembling and supporting the work of our writing team. Also Brady Golden, supplements project editor, for his immense help in coordinating the entire project. Thanks also to Jane Brundage, production project manager at Pearson Benjamin Cummings; and Denise Covelli, David Blazina and the staff at Tamarack Tamarack for their expertise and hard work on the production side of the project. Josh Frost Senior Acquisitions Editor Pearson Education
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Contents Chapter 1
Evolution, the Themes of Biology, and Scientific Inquiry
1
Chapter 2
The Chemical Context of Life
12
Chap Ch apte terr 3
Wat ater er an and d Li Life fe
27
Chapter Chap ter 4
Carbon Carb on and the Mole Molecula cularr Div Diversit ersity y of Life
41
Chapter Chap ter 5
The Struc Structure ture and Func Function tion of Larg Largee Biolo Biological gical Mole Molecule culess
56
Chap Ch apte terr 6
A Tou ourr of th thee Ce Cell ll
72
Chapt Ch apter er 7
Membr Me mbrane ane Str Struct ucture ure and Fun Functi ction on
86
Chapt Ch apter er 8
An Int Introd roduct uction ion to Me Metab taboli olism sm
103
Chapter Chap ter 9
Cellular Cell ular Resp Respirati iration on and Ferme Fermentati ntation on
121
Chap Ch apte terr 10
Phot Ph otos osyn ynth thes esis is
136 13 6
Chapt Ch apter er 11
Cell Ce ll Co Commu mmunic nicati ation on
153
Chap Ch apte terr 12
Thee Ce Th Cell ll Cy Cycl clee
168 16 8
Chapt Ch apter er 13
Meios Me iosis is and Se Sexua xuall Lif Lifee Cyc Cycles les
184
Chapt Ch apter er 14
Mende Me ndell and the Ge Gene ne Ide Ideaa
199
Chapter Chap ter 15
The Chro Chromoso mosomal mal Basi Basiss of Inhe Inheritan ritance ce
216
Chapter Chap ter 16
The Mole Molecula cularr Basi Basiss of Inhe Inheritan ritance ce
232
Chapter Chap ter 17
Gene Expre Expressio ssion: n: From Gene to Prote Protein in
247
Chapt Ch apter er 18
Regul Re gulati ation on of Gen Genee Exp Expres ressio sion n
263
Chap Ch apte terr 19
Vir irus uses es
276 27 6
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Chapt Ch apter er 25
The His Histor tory y of Lif Lifee on Ear Earth th
375
Chapt Ch apter er 26
Phylog Phy logen eny y and the Tr Tree ee of Lif Lifee
398
Chapt Ch apter er 27
Bacte Ba cteria ria and Arc Archa haea ea
422
Chap Ch apte terr 28
Prot Pr otis ists ts
445 44 5
Chapter Chap ter 29
Plantt Div Plan Diversi ersity ty I: How Plant Plantss Colo Colonize nized d Land
463
Chapter Chap ter 30
Plantt Div Plan Diversi ersity ty II: The Evol Evolution ution of Seed Plant Plantss
479
Chapter 31
Fungi
498
Chapter Chap ter 32
An Ove Overvie rview w of Anim Animal al Div Diversit ersity y
521
Chapter Chap ter 33
An Intro Introducti duction on to In Invert vertebra ebrates tes
542
Chapter Chap ter 34
The Origi Origin n and Evol Evolution ution of Verte ertebrate bratess
561
Chapter Chap ter 35
Plantt Struc Plan Structure, ture, Gro Growth, wth, and Dev Develop elopment ment
578
Chapter Chap ter 36
Resource Res ource Acqu Acquisit isition ion and Tra Transpo nsport rt in Vascu ascular lar Plan Plants ts
593
Chapt Ch apter er 37
Soill and Pla Soi Plant nt Nut Nutrit rition ion
605
Chapter Chap ter 38
Angiospe Angi osperm rm Repr Reproduc oduction tion and Biote Biotechno chnology logy
615
Chapter Chap ter 39
Plantt Resp Plan Response onsess to Inter Internal nal and Exter External nal Signa Signals ls
629
Chapter Chap ter 40
Basic Bas ic Princ Principles iples of Anim Animal al Form and Func Function tion
642
Chapt Ch apter er 41
Anima An imall Nut Nutrit rition ion
657
Chapt Ch apter er 42
Circul Cir culati ation on and Ga Gass Exc Exchan hange ge
672
Chapt Ch apter er 43
The Imm Immune une Sys System tem
686
Chapt Ch apter er 44
Osmor Os moreg egula ulatio tion n and Exc Excret retion ion
701
Chapter Chap ter 45
Hormones Horm ones and the Endoc Endocrine rine Syst System em
716
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Chapt Ch apter er 51
Anima An imall Be Beha havio viorr
801
Chapter Chap ter 52
An Intro Introducti duction on to Ecol Ecology ogy and the Bios Biospher pheree
821
Chapt Ch apter er 53
Popula Pop ulatio tion n Eco Ecolog logy y
839
Chapt Ch apter er 54
Commu Co mmunit nity y Eco Ecolog logy y
867
Chapter Chap ter 55
Ecosyste Ecos ystems ms and Rest Restorati oration on Ecolo Ecology gy
886
Chapter Chap ter 56
Conserv Cons ervation ation Biolo Biology gy and Glob Global al Chan Change ge
906
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Chapter 1 Evolution, the Themes of Biology, and Scientific Inquiry
1) Cells are _____. A) only found in pairs, pairs, because because single cells cannot exist independently B) limited in size to 200 and 500 micrometers in diameter C) characteristic of eukaryotic eukaryotic but but not prokaryotic organisms D) characteristic of prokaryotic and eukaryotic organisms Answer: D Bloom s Taxonomy: Knowledge/Comprehension Section: 1.1 ʹ
2) In comparison to eukaryotes, prokaryotes _____. A) are more structurally complex B) are larger C) are smaller D) do not have membranes Answer: C Bloom s Taxonomy: Knowledge/Comprehension Section: 1.1 ʹ
3) Which of the following types of cells utilize deoxyribonucleic acid (DNA) as their genetic material but material but do not have their DNA encased within a nuclear envelope? A) animal B) plant C) archaean D) fungi Answer: C Bloom s Taxon Taxonomy: omy: Section: 1.1 ʹ
pplicatio pplic ation/Ana n/Analysis lysis
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5) A localized group of organisms that that belong belong to the same species is called a _____. A) community B) population C) ecosystem D) family Answer: B Bloom s Taxonomy: Knowledge/Comprehension Section: 1.1 ʹ
6) Which of the following statements is FALSE regarding the complexity of of biological biological systems? A) An understanding of the interactions interactions between between different components within a living system is a key goal of a systems systems biology biology approach to understanding understanding biological biological complexity. B) Knowing the function of a component of a living system can provide insight into its structure and organization. C) Understanding the chemical structure of DNA reveals how it directs the functioning of a living cell. D) An ecosystem displays complex properties not present in the individual communities within it. Answer: C Bloom s Taxon Taxonomy: omy: Section: 1.1 ʹ
pplication pplic ation/Ana /Analysis lysis
7) When a person gets dehydrated while exercising on a hot day, their pituitary gland
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9) Which of these provides evidence of the common ancestry of all life? A) near universality of the genetic code B) structure of the nucleus C) structure of cilia D) structure of chloroplasts Answer: A Bloom s Taxon Taxonomy: omy: Section: 1.2 ʹ
pplicatio pplic ation/Ana n/Analysis lysis
10) Which branch Which branch of of biology biology is concerned with the naming and classifying of organisms? A) informatics B) taxonomy C) genomics D) evolution Answer: B Bloom s Taxonomy: Knowledge/Comprehension Section: 1.2 ʹ
11) The phylogenetic tree tree below below _____.
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12) In the diagram diagram below, below, ʺAʺ is _____ ; ʺBʺ is _____.
A) the most recent species to evolve on Earth; an ancestor of group ʺAʺ B) the most recent species to evolve on Earth; the last common ancestor of Archaea and Eukarya C) the common ancestor of all life; the common ancestor of Bacteria and Archaea D) the common ancestor of all life; the last common ancestor of Archaea and Eukarya Answer: D Bloom s Taxonomy: Knowledge/Comprehension Section: 1.2 ʹ
13) You find yourself standing next to a beautiful rose rose bush. bush. Which of the following do you and the rose have in common? A) You both You both are multicellular. B) You both You both lack a membrane‐ bound nucleus. C) You are are both both prokaryotic. D) You and the rose have nothing in common. Answer: A
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16) Which of the following following best best describes what occurred after the publication of Charles of Species? Species? Darwinʹs On the Origin of A) The publisher was pressured to cease distribution. B) The book The book was was banned banned from schools. C) The book The book was widely discussed and disseminated. D) The book The book was discredited discredited by by most scientists. Answer: C Bloom s Taxonomy: Knowledge/Comprehension Section: 1.2 ʹ
17) Darwinʹs finches, collected from the Galápagos Islands, illustrate which of the following? A) mutation frequency B) ancestors from different regions C) adaptive radiation D) vestigial anatomical structures E) the accuracy of the fossil record Answer: C Bloom s Taxonomy: Knowledge/Comprehension Section: 1.2 ʹ
18) Cotton - topped tamarins are small primates with tufts of long white hair on their heads. While studying these creatures, you notice that males with longer hair get more opportunities to mate and father more offspring. To test the hypothesis that having longer hair is adaptive in these males, you should _____. A) test whether other traits in these males are also adaptive
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The following experiment is used for the corresponding question(s). A researcher discovered a species of moth that lays its eggs on oak trees. Eggs are laid at two distinct times of the year: early in spring when the oak trees are flowering and in midsummer when flowering is past. Caterpillars from eggs that hatch in spring feed on oak flowers and look like oak flowers. But caterpillars that hatch in summer feed on oak leaves and look like oak twigs. How does the same population of moths produce such different‐looking caterpillars on the same trees? To answer this question, the the biologist biologist caught many female moths from the same population and collected their eggs. He put at least one egg from each female into eight identical cups. The eggs hatched, and at least two larvae from each female were maintained in one of the four temperature and light conditions listed listed below. below.
In each of the four environments, one of the caterpillars was fed oak flowers, the other oak leaves. Thus, there were a total of eight treatment groups (4 environments × 2 diets).
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20) Refer to the accompanying figure. In every case, caterpillars that feed on oak flowers look like oak flowers. In every case, caterpillars that were raised on oak leaves looked like twigs. These results support which of the following hypotheses? A) The longer day lengths of summer trigger the development of twig‐like caterpillars. B) Differences in air pressure, due to elevation, trigger the development of different types of caterpillars. C) Differences in diet trigger the development of different types of caterpillars. D) The differences are genetic. A female will either produce all flowerlike caterpillars or all twig‐like caterpillars. Answer: C Bloom s Taxon Taxonomy: omy: Section: 1.3 ʹ
pplicatio pplic ation/Ana n/Analysis lysis
21) Refer to the accompanying figure. Recall that eggs from the same female were exposed to each of the eight treatments used. This aspect of the experimental design tested which of
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24) A friend of yours calls to say that his car would not start this morning. He asks for your help. You say that you think the the battery battery must must be be dead. If so, then then jump jump‐starting the car from a good good battery battery will solve the problem. In doing so, you are _____. A) testing a theory for why the car will not start B) making observations to inspire a theory for why the car will not start C) stating a hypothesis and using that hypothesis to make a testable prediction D) comparing multiple hypotheses for why the car will not start Answer: C Bloom s Taxon Taxonomy: omy: Section: 1.3 ʹ
pplication pplic ation/Ana /Analysis lysis
25) Agrobacterium infects plants and causes them to form tumors. You are asked to determine how long a plant must must be be exposed to these these bacteria bacteria to to become become infected. Which of the following experiments will provide the the best best data to address that question? A) Determine the survival rate of Agrobacterium when exposed to different
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Use the following information when answering the corresponding question(s). In 1668, Francesco Redi performed a series of experiments on spontaneous generation. He He began began by by putting similar pieces of meat into eight identical identical jars. jars. Four Four jars jars were left open to the air, and four were sealed. He then did the same experiment with one variation: Instead of sealing four of the the jars jars completely, he covered them with gauze (the gauze excluded the flies while allowing the meat to to be be exposed to air). In In both both experiments, he monitored the the jars jars and recorded whether or not maggots (young flies) appeared in the meat. 27) Refer to the paragraph on Rediʹs experiments. What hypothesis was was being being tested in the initial experiment with open versus sealed sealed jars? jars? A) Spontaneous generation is more likely during the long days of summer. B) The type of meat used affects the likelihood of spontaneous generation. C) Maggot Maggotss do not arise spontaneously, spontaneously, but but from eggs laid laid by by adult flies. D) Spontaneous generation can occur only if meat is exposed to air.
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31) A controlled experiment _____. A) is repeated many times to ensure that the results are accurate B) includes at least two groups, one of which does not receive the experimental treatment C) includes at least two groups, one differing from the other other by by two or more variables D) includes one group for which the scientist controls all variables Answer: B Bloom s Taxonomy: Knowledge/Comprehension Section: 1.3 ʹ
32) 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 can be be replicated.
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35) Which of these is an example of inductive reasoning? A) Hundreds of individuals of a species have have been been observed and all are photosynthetic; therefore, the species is photosynthetic. B) These organisms live in sunny regions. Therefore, they are using photosynthesis. C) If protists are all single‐celled, then they are incapable of aggregating. D) If two species are members of the same genus, they are more alike than each of them could could be be to a different genus. Answer: A Bloom s Taxon Taxonomy: omy: Section: 1.3 ʹ
pplicatio pplic ation/Ana n/Analysis lysis
36) The application of scientific knowledge for some specific purpose is known as _____. A) technology B) deductive science C) inductive science
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Chapter 2
The Chemical Context of Life
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5) Knowing the atomic mass of an element allows inferences about which of the following? A) the number of electrons in the element B) the number of protons in the element C) the number of protons plus neutrons in the element D) the number of protons plus electrons in the element
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9) Which of the following following best best describes the relationship relationship between between the atoms described below? Atom 1
A t om 2
1
3
H
H
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13) Magnesium has an atomic number of 12. What is the most stable charge for a magnesium ion? A) a +1 charge B) a +2 charge C) a ‐1 charge