Test Bank Campbell Biology Concepts & Connections, 10th Edition Martha R. Taylor

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Test Bank Campbell Biology Concepts & Connections, 10th Edition Martha R. Taylor

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Test Bank Campbell Biology Concepts & Connections, 10th Edition Martha R. Taylor

Campbell Biology: Concepts and Connections, 10e (Taylor) Chapter 1        Biology: Exploring Life

 

  • Multiple Choice Questions

 

  • Which statement about the properties of life is false?
    1. Organisms have the ability to take in energy and use
    2. Organisms have the ability to respond to stimuli from the
    3. Organisms have the ability to
    4. Organisms have an unchanging, constant internal Answer: D

Topic: 1.1

Skill: Remembering/Understanding Learning Outcome: 1.1

 

  • Life is organized in a hierarchical Which sequence correctly lists that hierarchy from least inclusive to most inclusive?
    1. ecosystem, population, organ system, cell, community, molecule, organ, organism, organelle, tissue
    2. cell, molecule, organ system, organ, organelle, population, tissue, organism, ecosystem, community
    3. molecule, cell, organism, organ system, tissue, population, organ, organelle, community, ecosystem
    4. molecule, organelle, cell, tissue, organ, organ system, organism, population, community, ecosystem

Answer: D Topic: 1.3

Skill: Applying/Analyzing Learning Outcome: 1.2

Global LO: 2

 

  • Which statement best describes the relationship between a tissue and an organ system?
    1. The tissue level of organization is more inclusive than the organ system
    2. Tissues are not composed of cells; organ systems are composed of
    3. A tissue cannot exist unless it is a component of an organ system, whereas an organ system can exist independently of tissues.
    4. An organ system includes tissues. Answer: D

Topic: 1.3

Skill: Remembering/Understanding Learning Outcome: 1.2

 

  • The tree in your backyard is home to two crows, a colony of ants, a wasp's nest, two squirrels, and millions of bacteria. Together, all of these organisms represent a(n)
    1.  
    2.  
    3.  
    4. Answer: B Topic: 1.3

Skill: Applying/Analyzing Learning Outcome: 1.2

Global LO: 2

 

  • A person who is eating a hamburger is mainly eating ground-up beef What levels of organization are represented in this ground-up muscle?
    1. organism, population, and community
    2. organ, organ system, and organism
    3. organelle, cell, and tissue
    4. tissue, organ, and organ system Answer: C

Topic: 1.2

Skill: Applying/Analyzing Learning Outcome: 1.2

Global LO: 2

 

  • Which statement about ecosystems is false?
    1. Bacteria and fungi recycle energy within an
    2. Plants and other photosynthetic organisms are producers in
    3. Chemical nutrients cycle within an
    4. In the process of energy conversions within an ecosystem, some energy is converted to Answer: A

Topic: 1.13

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • In an ecosystem, energy
    1. cycles along with chemical nutrients.
    2. is passed to producers by
    3. typically flows from producers to a series of
    4. comes ultimately from Answer: C

Topic: 1.3

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • Which statement about genetics is true?
    1. Genes are proteins that produce
    2. DNA is made up of six different kinds of nucleotides.
    3. Differences among organisms reflect different nucleotide sequences in their
    4. Each DNA molecule is a single strand of nucleotides. Answer: C

Topic: 1.11

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • Which statement about bacteria is true?
    1. Archaea belong to the same
    2. Bacteria do not use the same genetic code as organisms in other
    3. All bacteria are multicellular
    4. Bacteria are in a domain of their own. Answer: D

Topic: 1.2, 1.11

Skill: Remembering/Understanding Learning Outcome: 1.2

 

  • Members of the kingdom Animalia
    1. can obtain their food either by absorption or by photosynthesis.
    2. can obtain their food by eating other
    3. make their own food through Answer: B

Topic: 1.2

Skill: Remembering/Understanding Learning Outcome: 1.2

 

  • The kingdom Fungi includes species
    1. such as mushrooms and plants.
    2. that obtain food by ingesting whole organisms.
    3. that use photosynthesis to obtain
    4. that obtain food by decomposing dead organisms and absorbing the Answer: D

Topic: 1.6

Skill: Remembering/Understanding Learning Outcome: 1.5

 

  • Which group is within the domain Eukarya?
    1. Fungi
    2. Archaea
    3. Bacteria Answer: A Topic: 2

Skill: Remembering/Understanding Learning Outcome: 1.2

 

 

  • Organisms belonging to the kingdom Plantae
    1. are
    2. obtain food by decomposing the remains of dead organisms and absorbing the nutrients.
    3. are Answer: A Topic: 1.2

Skill: Remembering/Understanding Learning Outcome: 1.2

 

  • The teeth of grain-eating animals (such as horses) are usually broad and ridged. This makes the teeth suitable for grinding and chewing. Meat-eating animals (such as lions) have pointed teeth that are good for puncturing and ripping flesh. This illustrates
    1. a result of artificial selection by farmers.
    2. that animals always have the ability to develop the traits they
    3. a food
    4. a result of natural selection, which connects form and function. Answer: D

Topic: 1.2

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2

 

  • Which statement is not consistent with Darwin's theory of natural selection?
    1. Individuals in a population exhibit variations, some of which are passed from parents to
    2. Individual organisms experience genetic change during their life spans to better fit their
    3. Factors in the environment result in some organisms having better reproductive success than
    4. Natural selection can lead to the appearance of new Answer: B

Topic: 1.10

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • An antibiotic kills 99.9% of a bacterial population. You would expect the next generation of bacteria to be
    1. just as susceptible to that antibiotic as was the previous
    2. more resistant to that antibiotic than the previous generation.
    3. more contagious than the previous Answer: B

Topic: 1.10

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2, 5

 

  • Which statement about evolution is true?
    1. Individuals evolve within the span of their own
    2. Organisms evolve structures in response to
    3. Evolution is deliberate and
    4. Evolution can result in adaptations. Answer: D

Topic: 1.10

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • A hypothesis is
    1. the same as a
    2. a proposed explanation for a set of observations.
    3. an explanatory idea that is broad in scope and supported by a large body of
    4. a widely accepted idea about a Answer: B

Topic: 1.6

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • You notice that over the past month, many students on campus have started wearing a new style of school You think to yourself that perhaps the bookstore has recently started selling this new sweatshirt style. This is an example of a(n)
    1. experimental
    2. type of
    3.  
    4. Answer: C Topic: 1.5

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • A theory is a(n)
    1. idea that has been proven.
    2. concept in the early stages that still needs to be tested.
    3. description of a belief that invokes the
    4. explanation of an idea that is broad in scope and supported by a large body of Answer: D

Topic: 1.5

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • To be scientifically valid, a hypothesis must be
    1. part of a
    2. controlled with more than one independent
    3. developed by
    4. testable and falsifiable. Answer: D

Topic: 1.5

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • The role of a control in an experiment is to
    1. provide a basis of comparison to the experimental
    2. prove that a hypothesis is correct.
    3. ensure

Answer: A

Topic: 1.5

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • A scientist performs a controlled This means that
    1. the experiment is repeated many times to ensure that the results are
    2. the experiment proceeds at a slow pace to guarantee that the scientist can carefully observe all reactions and process all experimental data.
    3. two versions of the experiment are conducted, one differing from the other by only a single
    4. one experiment is performed, but the scientist controls the Answer: C

Topic: 1.5

Skill: Remembering/Understanding Learning Outcome: 1.3

Global LO: 1

 

  • Basic science discoveries often lead to the development of technology, and the development of technology often leads to new scientific discoveries. Which description incorrectly pairs a technology and a discovery?
    1. measurement of atmospheric CO2 and understanding of climate change
    2. sequencing of genomes and understanding evolutionary relationships among organisms
    3. genetic engineering and creation of new drugs
    4. invention of the microscope and creation of evolutionary trees Answer: D

Topic: 1.8

Skill: Applying/Analyzing Learning Outcome: 1.3

Global LO: 1, 5

 

  • Which statement is not an example of evolution that has resulted from human activity?
    1. Some insect species are now resistant to
    2. Like certain other crops, domesticated strawberries are larger than wild strawberries.
    3. Because of hunting, organisms such as bears and wolves are fewer in Answer: C

Topic: 1.10

Skill: Remembering/Understanding Learning Outcome: 1.4

 

  • Watching salt crystals form as ocean water evaporates, a student says, "Look—more and more crystals are appearing. The ocean water is alive!" Which statement is an accurate evaluation of the student's remark?
    1. The student is correct: Crystals are ordered structures and they are reproducing, so the ocean water is alive.
    2. The student is correct because crystals are formed by processing energy from the sun to create new structures, so ocean water is alive.
    3. The student is incorrect because the solution is processing energy from the sun rather than gaining energy from other organisms, so the ocean water is not alive.
    4. The student is incorrect because all of the crystals reproduce the same kind of crystals with no variation to provide adaptation, so the ocean water is not alive.

Answer: D Topic: 1.1

Skill: Evaluating/Creating Learning Outcome: 1.1

Global LO: 2

 

  • During a discussion about ecosystems, a student says, "Plants eat sunlight, and animals eat other " Which response to the student's comment is most accurate?
    1. Plants don't eat sunlight; they eat sugars that they get from the
    2. Plants don't eat sunlight; they use sunlight to make
    3. Plants eat sunlight, but they also eat other organism such as
    4. Plants eat sunlight, but animals also eat sunlight. Answer: B

Topic: 1.2

Skill: Evaluating/Creating Learning Outcome: 1.2

Global LO: 2

 

  • Which statement about ecosystems is false?
    1. Energy cycles from organisms through the atmosphere and back to the
    2. Carbon cycles from the atmosphere through organisms and back to the
    3. Energy of sunlight is converted to energy stored in sugar
    4. Most energy that enters the ecosystem leaves the system as Answer: A

Topic: 1.3

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2

 

  • Which sequence is not a correct pathway of energy through an ecosystem?
    1. insects → birds → bacteria
    2. plants → insects → birds
    3. plants → birds → bacteria
    4. bacteria → plants → birds Answer: D

Topic: 1.3

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2

 

  • Which statement provides the best evidence that there is a common genetic code that demonstrates the unity of life?
    1. Bees, birds, and bats all have wings and fly.
    2. Many insects can pollinate only a particular species of plant due to many generations of evolutionary
    3. Through genetic engineering, a gene from a firefly can be inserted into a bacterium to make it

Answer: C Topic: 1.11

Skill: Evaluating/Creating Learning Outcome: 1.4

Global LO: 2

 

  • Red pandas have many beneficial adaptations such as their color and a bushy How did these adaptations come to be?
    1. Over evolutionary time, pandas with the best adaptations were more likely to survive and produce
    2. Pandas developed these adaptations because they needed them to
    3. Pandas learned that they needed certain adaptations so they developed
    4. Individual pandas became more and more adapted during their Answer: A

Topic: 1.0

Skill: Applying/Analyzing Learning Outcome: 1.5

Global LO: 2

 

  • Art Questions

 

  • Which level in the hierarchy shown is a community?
 
   

 

  1. level A
  2. level B
  3. level C
  4. level D Answer: C Topic: 3

Skill: Applying/Analyzing Learning Outcome: 1.2

Global LO: 2, 3

 

  • Which organism belongs to the group represented in box 1?
 
   

 

 

  1. giraffe
  2. tree
  3. fungi
  4. leopard Answer: B Topic: 13

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2, 3

 

  • The box numbered 2 represents which process?
 
   

 

  1. cycling of energy
  2. decomposers acting on all parts of the system
  3. cycling of matter
  4. gases in the atmosphere that can block sunlight Answer: C

Topic: 1.13, 1.14

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2, 3

 

  • When a scientist examined museum specimens of a particular moth species, she noticed that the variation in color was distributed as shown in the first graph. She was surprised because her data from current collections indicated the distribution of colors shown in the second graph. Which hypothesis about the cause of this shift in the range of genetic variation is the most likely to be supported by examination of the distribution of colors in a collection assembled at a time between that of the collection of the museum specimens and her current specimens?
 
   

 

 

  1. Darker moths tend to lay more eggs than light
  2. Birds prefer to eat lighter moths rather than darker
  3. The bark of the tree on which moths landed became darker over
  4. Darker moths were more likely to survive and have offspring over time. Answer: D

Topic: 1.9

Skill: Evaluating/Creating Learning Outcome: 1.4

Global LO: 2, 3

 

  • Which model is best studied through a systems approach?
    1. model of O2/CO2 exchange in a leaf
 
   

 

  1. model of arrangements of atoms in a molecule
 
   

 

  1. model of the biogeochemical cycling of nutrients
 
   

 

 

  1. model of skin color inheritance
 
   

 

Answer: C Topic: 1.14

Skill: Evaluating/Creating Learning Outcome: 1.4

Global LO: 2, 3, 6

 

  • Scenario Questions

 

After reading the paragraph below, answer the questions that follow.

 

Researchers set up a study to determine whether large doses of a nutritional supplement would shorten the length of time it takes to recover from a cold. Three thousand volunteers were split into two groups. For two weeks, members of group A took 3,000 mg of the supplement daily. Group B received 3,000 mg of a placebo (sugar pill). At the end of the two-week period, the researchers inserted live cold viruses directly into the noses of all the volunteers. The volunteers in both group A and group B continued to take their daily pills. All the volunteers got colds, and there was no significant difference in the length of time the colds lasted.

 

  • Which was the experimental group?
    1. group A only
    2. group B only
    3. all 3,000 volunteers Answer: A

Topic: 1.5

Skill: Applying/Analyzing Learning Outcome: 1.3

Global LO: 1, 2, 5

 

  • To have confidence that the results of the experiment were valid, you'd also want to know
    1. whether any volunteers had colds at the start of the
    2. whether the volunteers exercised
    3. whether the volunteers all worked for the same company. Answer: A

Topic: 1.5

Skill: Applying/Analyzing Learning Outcome: 1.3

Global LO: 1, 2, 5

 

After reading the paragraph below, answer the questions that follow.

 

Researchers have created a robot that has a very thin leg that is moved by cardiac (heart) cells contracting in unison. The robot, made of a polymer similar to that used in making contact lenses, is immersed in a bath of heart cells with supporting cells, which then attach to the robot and provide movement as they contract.

 

  • If the creators of the robot wanted to provide evidence that it is alive, what property of the robot would be the best evidence?
    1. The robot can
    2. The robot must be bathed in a liquid medium to provide nutrition for its
    3. New robots can be reproduced by researchers using the same manufacturing
    4. The robot has two different types of cells, fibroblasts and cardiac cells. Answer: B

Topic: 1.1, 1.14

Skill: Evaluating/Creating Learning Outcome: 1.1

Global LO: 2, 6

 

  • All of the cardiac cells working together can cause the robot leg to move in a way that individual cells could not. This is an example of
    1.  
    2. emergent properties of
    3. energy flow through an
    4. internal environment Answer: B

Topic: 1.1, 1.3, 1.14

Skill: Applying/Analyzing Learning Outcome: 1.2, 1.4

Global LO: 2, 6

 

  • Because they are working together in synchrony, the robot's cardiac cells are best classified to the level in life's hierarchy of organization?
    1. organism
    2. organelle
    3. tissue
    4. organ system Answer: C Topic: 3, 1.14

Skill: Applying/Analyzing Learning Outcome: 1.2, 1.4

Global LO: 2, 6

 

After reading the paragraph below, answer the questions that follow.

 

Scientists interested in knowing the best way to restore an area after a temporary road was built through it completed a study comparing two treatments: (1) restoring the contour (shape) of an area so that there was no longer a depression or cut-through where the road was previously and

(2) simply abandoning the area to allow vegetation to return on its own. They wanted to know whether either or both of these treatments would return the aboveground vegetation and the belowground soil properties to their original state, as seen in a similar area where there had never been a road.

 

  • What level of life's hierarchy was the focus of this study?
    1. organism
    2. community
    3. population
    4. ecosystem Answer: D Topic: 3

Skill: Applying/Analyzing Learning Outcome: 1.2

Global LO: 2, 5

 

  • What should be compared to decide which treatment is best for restoring the area?
    1. comparison of plant species in the recontoured area, the abandoned area, and the area where there was never a road
    2. comparison of properties of soil and plant species in the contoured area and abandoned area
    3. comparison of soil properties and species of plants present in the contoured area with that of the area where there was never a road; and that of the abandoned area with that of the area where there was never a road
    4. comparison of soil properties only among all three areas since soil properties will determine plant species

Answer: C Topic: 1.7

Skill: Evaluating/Creating Learning Outcome: 1.3

Global LO: 1, 2, 5

 

 

  • In this experiment, the area that had never had a road is useful to the experiment because
    1. at least three samples are necessary to have a valid
    2. the area where there was never a road serves as a control for the experimental variables of recontoured and abandoned.
    3. the researchers need to know what species of plants were common to all three
    4. since all three areas had existed for the same amount of time, the third area allowed time to be controlled as a

Answer: B Topic: 1.5

Skill: Evaluating/Creating Learning Outcome: 1.3

Global LO: 1, 2, 5

 

  • The researchers concluded, "These findings support the prediction that recontouring accelerates the rehabilitation of key ecohydrological properties toward reference " What does this mean?
    1. Recontouring makes the vegetation in the area grow out of
    2. Recontouring allows the water properties of the system to return to normal
    3. Abandonment is the better treatment for
    4. Their original prediction that recontouring would produce greater plant diversity was

Answer: B Topic: 1.7

Skill: Applying/Analyzing Learning Outcome: 1.3

Global LO: 2, 6, 7

 

After reading the paragraph below, answer the questions that follow.

 
   

 

 

This graph shows an increase in the number of species of pesticide-resistant insects from 1900 to 2000.

 

  • What is the best title for this graph?
    1. Insect numbers over time
    2. Pesticide use over time
    3. Species of insects resistant to pesticides over time
    4. Number of insect offspring showing resistance to pesticides over time Answer: C

Topic: 1.9

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2, 3, 6, 7

 

  • How did this increase in resistant species occur?
    1. Insects became more prevalent during the
    2. Insects that were killed by pesticides did not have offspring, but those who were resistant
    3. Pesticide use promoted genetic changes that caused new species to
    4. Insects needed to survive pesticides, so they gained new mutations for Answer: B

Topic: 1.9

Skill: Evaluating/Creating Learning Outcome: 1.4

Global LO: 2, 6,

 

  • Based on the graph, during what years did pesticide application likely become prevalent? A) 1900-1920
  1. B) 1920-1940
  2. C) 1940-1960
  3. D) 1960-1980

Answer: C Topic: 1.9

Skill: Applying/Analyzing Learning Outcome: 1.4

Global LO: 2, 3, 4, 6

 

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