Test Bank For Campbell Biology Plus Masteringbiology, 9th Edition

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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
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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
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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
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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
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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
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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 bodyʹs 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-bounded 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
Darwinʹs 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 bookʹs 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) 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 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-based 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-based science; inductive
B) the process of science; deductive
C) discovery science; inductive
D) descriptive science; deductive
E) hypothesis-based 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 ʺIf…thenʺ 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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