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Campbell Biology 12th Ed Test Bank

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  • ISBN-13: 978-0135188743
  • ISBN-10: 0135188741
  • PublisherPearson
  • Authors: Kelly Reece, Taylor, Simon, Hogan and etc.

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Campbell Biology 12th Ed Test Bank

Table of Contents

1. Evolution, the Themes of Biology, and Scientific Inquiry

UNIT 1: THE CHEMISTRY OF LIFE

2. The Chemical Context of Life
3. Water and Life
4. Carbon and the Molecular Diversity of Life
5. The Structure and Function of Large Biological Molecules

UNIT 2: THE CELL
6. A Tour of the Cell
7. Membrane Structure and Function
8. An Introduction to Metabolism
9. Cellular Respiration and Fermentation
10. Photosynthesis
11. Cell Communication
12. The Cell Cycle

UNIT 3: GENETICS
13. Meiosis and Sexual Life Cycles
14. Mendel and the Gene Idea
15. The Chromosomal Basis of Inheritance
16. The Molecular Basis of Inheritance
17. Gene Expression: From Gene to Protein
18. Regulation of Gene Expression
19. Viruses
20. DNA Tools and Biotechnology
21. Genomes and Their Evolution

UNIT 4: MECHANISMS OF EVOLUTION
22. Descent with Modification: A Darwinian View of Life
23. The Evolution of Populations
24. The Origin of Species
25. The History of Life on Earth

UNIT 5: THE EVOLUTIONARY HISTORY OF BIOLOGICAL DIVERSITY
26. Phylogeny and the Tree of Life
27. Bacteria and Archaea
28. Protists

 

29. Plant Diversity I: How Plants Colonized Land
30. Plant Diversity II: The Evolution of Seed Plants

31. Fungi
32. An Overview of Animal Diversity
33. An Introduction to Invertebrates
34. The Origin and Evolution of Vertebrates

UNIT 6: PLANT FORM AND FUNCTION
35. Vascular Plant Structure, Growth, and Development
36. Resource Acquisition and Transport in Vascular Plants
37. Soil and Plant Nutrition
38. Angiosperm Reproduction and Biotechnology
39. Plant Responses to Internal and External Signals

UNIT 7: ANIMAL FORM AND FUNCTION
40. Basic Principles of Animal Form and Function
41. Animal Nutrition
42. Circulation and Gas Exchange
43. The Immune System
44. Osmoregulation and Excretion
45. Hormones and the Endocrine System
46. Animal Reproduction
47. Animal Development
48. Neurons, Synapses, and Signaling
49. Nervous Systems
50. Sensory and Motor Mechanisms
51. Animal Behavior

UNIT 8: ECOLOGY
52. An Introduction to Ecology and the Biosphere
53. Population Ecology
54. Community Ecology
55. Ecosystems and Restoration Ecology
56. Conservation Biology and Global Change

Campbell Biology, 12e (Urry)
Chapter 1 Evolution, the Themes of Biology, and Scientific Inquiry

1.1 Multiple-Choice Questions
1) Which of the following statements about cells is correct?
A) Single cells cannot exist independently.
B) Cells are limited in size, which is between 200 to 500 micrometers in diameter.
C) Some cells are non-living in nature.
D) Both prokaryotic and eukaryotic organisms are made up of cells.
Answer: D
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
2) A cell lacking which of the following structures is most likely to be a prokaryote?
A) Nuclear membrane
B) Cell membrane
C) Cytoplasm
D) Nucleic acid
Answer: A
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
3) Which of the following types of cells use deoxyribonucleic acid (DNA) as their genetic
material but do not have their DNA encased within a nuclear envelope?
A) animal
B) plant
C) archaean
D) fungi
Answer: C
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
4) 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) feedback regulation
Answer: C
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G7, V&C LO: VC-SF

2

5) A double-stranded DNA molecule with three guanine and five thiamine nucleotides (in 5 3
strand) has how many nucleotides in total?
A) 3
B) 5
C) 8
D) 16
Answer: D
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
6) Which of the following statements is true regarding the complexity of biological systems?
A) An understanding of the interactions between different components within a living system is
an approach towards understanding reductionism.
B) Knowing the function of a component of a living system can provide insights into the
structure and organization of the living system.
C) Understanding the chemical structure of DNA reveals how it directs the functioning of a
living cell.
D) An ecosystem displays complex properties of the biotic component only.
Answer: B
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
7) Which statement about ecological organization is correct?
A) An organism is part of a community.
B) A community is part of a population.
C) An ecosystem is made up of organisms only
D) Biosphere is a part of the ecosystem
Answer: B
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding; Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
8) Apple on tree ripens ripe apple produces ethylene ethylene signals neighboring apples to ripen
neighbor apples produce more ethylene more apples ripen. The above process is an example of
which of the following?
A) positive feedback regulation
B) negative feedback regulation
C) chemical cycling
D) emergent properties
Answer: A
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1; Global LO: G1, V&C LO: VC-EM

3

9) Which of the following is the correct order of organization of genetic material from smallest
to largest?
A) gene, nucleotide, chromosome, genome
B) chromosome, genome, nucleotide, gene
C) genome, chromosome, gene, nucleotide
D) nucleotide, gene, chromosome, genome
Answer: D
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G1, V&C LO: VC-E
10) As letters are to English language, ________ is/are to genetic information.
A) proteins
B) nucleotides
C) DNA double helix
D) carbohydrates
Answer: B
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-E
11) Three important research developments that have made the genomic and proteomic
approaches possible are ________.
A) high throughput technology, bioinformatics, and interdisciplinary research teams
B) bioinformatics, gene therapy, and genetically modified organisms
C) computers, nanotechnology, and bioinformatics
D) cloning, computers, and gene therapy
Answer: A
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
12) Which of the following questions is considered a thought-provoking scientific query?
A) How long ago did the Pterosaurs live on this planet?
B) Does the amount of solute in water affect the boiling point of the solution?
C) Who invented the telescope?
D) How many tigers are left in India?
Answer: D
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.1

; Global LO: G1, V&C LO: VC-SF
4

13) Which of the following statements about genetic information is correct?
A) mRNA is the only type of RNA found in a eukaryotic cell
B) All forms of life employ the same genetic code
C) A typical human liver cell has one set of chromosomes
D) DNA is not found in prokaryotic cells
Answer: B
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.2; Global LO: G4, V&C LO: VC-E
14) 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
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.2; Global LO: G1, V&C LO: VC-E
15) Two organisms are ________ if they share more classification levels.
A) closer together in the biosphere they live
B) further apart in the food chain
C) easier to tell apart
D) more similar in characteristics
Answer: D
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.2; Global LO: G1, V&C LO: VC-E
16) Which branch of biology is concerned with the naming and classifying of organisms?
A) informatics
B) taxonomy
C) genomics
D) evolution
Answer: B
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.2; Global LO: G4, V&C LO: VC

-SF
5

17) Use the following figure to answer the question.
Describe groups labeled A and B.
A) A is the most recent species to evolve on Earth whereas B is an ancestor of group “A”
B) A is the most recent species to evolve on Earth whereas B is the last common ancestor of
Archaea and Eukarya
C) A is the common ancestor of all life whereas B is the common ancestor of Bacteria and
Archaea
D) A is the common ancestor of all life whereas B is the last common ancestor of Archaea and
Eukarya
Answer: D
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.2; Global LO: G3, V&C LO: VC-SF
18) An individual is suffering from a streptococcus infection in their throat. Which of the
following do the individual and the streptococcus bacteria have in common?
A) They both belong to the same domain.
B) They both are made up of cells.
C) They both have genetic material in their nucleus.
D) The individual and Streptococcus have nothing in common.
Answer: B
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.2; Global LO: G9, V&C LO: VC-SF
19) Which of the following is an example of genetic variation?
A) Two brothers who are twins
B) One sibling is vegan, the other eats meat
C) One sibling has brown eyes, the other has green
D) One of the twins has a scar the other does not
Answer: C
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.2; Global LO: G9, V&C LO: VC

-SF
6

20) Which of the following is one of Charles Darwin’s observations?
A) Individuals in a population are similar in their traits.
B) Many of the traits in an individual are heritable.
C) A population avoids competition by producing only as many offspring as can successfully
reproduce on their own.
D) Species generally are not adapted to their environments.
Answer: B
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.2; Global LO: G1, V&C LO: VC-E
21) The evolution two or more species from one species as a result of different populations
becoming reproductively isolated from each other is best described as ________.
A) adaptive radiation
B) creationism
C) natural selection
D) prototype
Answer: A
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.2; Global LO: G1, V&C LO: VC-E
22) Cotton-topped tamarins are small primates with tufts of long white hair on their heads. While
studying these creatures, researchers noticed that males with longer hair get more opportunities
to mate and father more offspring. Which of the following research questions would best test the
hypothesis that having longer hair is adaptive in these males?
A) test whether other traits in these males are also adaptive
B) look for evidence of hair in ancestors of tamarins
C) determine if hair length is heritable
D) test whether males with shaved heads are still able to mate
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G1, V&C LO: VC-E

23) Following a scientific method, which of the following is the correct order of steps?
A) Observation → Analysis → Hypothesis → Conclusion → Communicate results →
Experiment
B) Observation → Hypothesis → Experiment → Communicate results → Analysis →
Conclusion
C) Experiment → Hypothesis → Observation → Analysis → Conclusion → Communicate
results
D) Observation → Hypothesis → Experiment → Analysis → Conclusion → Communicate
results
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G1, V&C LO: VC-SF
24) Use the information in the graph to answer the following question.
The data can best be used to address which of the following questions?
A) What is the impact of plowing soil on the number of earthworms?
B) Does season has an impact on the size of the earthworms?
C) Does plowing have an impact on the size of the earthworms?
D) What is the impact of plowing on the speed of growth of the earthworms?
Answer: A
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 5-6: Evaluating/Creating
Learning Outcome: 1.3; Global LO: G3, V&C LO: VC-SF

25) Use the information in the graph to answer the following question.
Which of the following claims is best supported using the graph?
A) Plowing has no effect on the number of earthworms in the soil.
B) More earthworms are found in the soil in spring than in fall.
C) Plowed soil contains more earthworms than unplowed soil.
D) Unplowed soil contains more earthworms than plowed soil.
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 5-6: Evaluating/Creating
Learning Outcome: 1.3; Global LO: G3, V&C LO: VC-SF

26) Use the information in the graph to answer the following questions.
Based on the bar graph, which season, year, and soil condition were the worst for cultivating
earthworms?
A) spring 2017, unplowed soil
B) fall 2018, unplowed soil
C) spring 2017, plowed soil
D) fall 2018, plowed soil
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 5-6: Evaluating/Creating
Learning Outcome: 1.3; Global LO: G3, V&C LO: VC-SF
27) How does a scientific theory differ from a scientific hypothesis?
A) Theories are proposed to test scientific hypotheses.
B) Theories are usually an explanation for a more general phenomenon; hypotheses typically
address more specific issues.
C) Hypotheses are usually an explanation for a more general phenomenon; theories typically
address more specific issues.
D) Confirmed theories become scientific laws; hypotheses become theories.
Answer: B
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC

28) Agrobacterium infects plants and causes them to form tumors. You are asked to determine
how long a plant must be exposed to these bacteria to become infected. Which of the following
experiments will provide the best data to address that question?
A) Determine the survival rate of Agrobacterium when exposed to different concentrations of an
antibiotic.
B) Measure the number of tumors formed on a plant when exposed to various concentrations of
Agrobacterium.
C) Measure the concentration of Agrobacterium in different soil environments where the plants
grow.
D) Measure the number of tumors formed on plants, which are exposed to Agrobacterium for
different lengths of time.
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC-SF
29) Agrobacterium infects plants and causes them to form tumors. Tumor formation requires a
large amount of the plant’s energy for tissue formation. What could be the possible impact of
tumor formation on plant reproduction? And why?
A) The number of offspring should increase because in general, illness increases the reproductive
output of organisms.
B) The number of offspring should increase because the bacteria will provide energy for the
plant.
C) The number of offspring should decrease because the plant will divert energy from
reproduction to tumor formation.
D) There should be no effect of infection on offspring production because energy for
reproduction is independent of infection.
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G9, V&C LO: VC-SF

30) Use the following information when answering the following question.
In 1668, Francesco Redi performed a series of experiments on spontaneous generation. He began
by putting similar pieces of meat into eight identical jars. Four 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 jars completely, he covered them with gauze (the gauze excluded the flies while allowing the
meat to be exposed to air). In both experiments, he monitored the jars and recorded whether or
not maggots (young flies) appeared in the meat.
What hypothesis was being tested in the initial experiment with open versus sealed 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) Maggots do not arise spontaneously, but from eggs laid by adult flies.
D) Spontaneous generation can occur only if meat is exposed to air.
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G9, V&C LO: VC-E
31) Use the following information when answering the following question.
In 1668, Francesco Redi performed a series of experiments on spontaneous generation. He began
by putting similar pieces of meat into eight identical jars. Four 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 jars completely, he covered them with gauze (the gauze excluded the flies while allowing the
meat to be exposed to air). In both experiments, he monitored the jars and recorded whether or
not maggots (young flies) appeared in the meat.
In both experiments, flies appeared in all of the open jars and only in the open jars. Which one of
the following statements is correct?
A) The experiment was inconclusive because Redi used only one kind of meat.
B) The experiment was inconclusive because it did not run long enough.
C) The experiment supports the hypothesis that spontaneous generation occurs in rotting meat.
D) The experiment supports the hypothesis that maggots arise only from eggs laid by adult flies.
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G9, V&C LO: VC-E
32) Which of the following instructions contribute to a productive experimental design?
A) include a small sample size
B) do not include a control, it is a waste of resources.
C) alter only one condition between the control and the experimental condition
D) do not run the experiment more than once, the results might become confusing
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G1, V&C LO: VC-SF

33) Which of the following best describes a controlled experiment?
A) An experiment repeated many times to ensure that the results are accurate
B) An experiment includes at least two groups, one of which does not receive the experimental
treatment
C) An experiment that includes at least two groups, one differing from the other by two or more
variables
D) An experiment that includes one group for which the scientist controls all variables
Answer: B
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC-SF
34) Which of the following is the quality of a good scientific hypothesis?
A) It relies on controversial factors
B) It should be testable in a valid period of time
C) It always produces quantitative data
D) It always produces qualitative data
Answer: B
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G1, V&C LO: VC-SF
35) In presenting data that result from an experiment, a group of students shows that most of
their measurements fall on a straight diagonal line on their graph. However, two of their data
points are “outliers” and fall far to one side of the expected relationship. Which of the following
is the most reasonable way to handle the outliers when analyzing the data?
A) Do not show these points because clearly something went wrong in the experiment.
B) Average several trials, rule out the improbable results, and do not show them in the final
work.
C) Show all results obtained and then try to explore the reason(s) for the variation in data.
D) Change the details of the experiment until they can obtain the expected results.
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 5-6: Evaluating/Creating
Learning Outcome: 1.3; Global LO: G3, V&C LO: VC-SF

36) In an experiment to test the hypothesis, “temperature controls sex determination in crocodile
embryos” a researcher incubates crocodile eggs in incubators set at different temperatures.
Which of the following correctly identifies the dependent and independent variables in the
experiment?
A) temperature is dependent, sex is independent
B) sex is dependent, temperature is independent
C) type of incubator is dependent, temperature is independent
D) temperature is dependent, type of incubator is independent
Answer: B
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G9, V&C LO: VC-SF
37) Which of these is an example of inductive reasoning?
A) Hundreds of individuals of a species have 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 be
to a different genus.
Answer: A
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G1, V&C LO: VC-QR
38) Which of the following best describes a model organism?
A) It is often pictured in textbooks and is easy for students to imagine.
B) It is well studied, it is easy to propagate, and results are widely applicable.
C) It is small, inexpensive to raise, and lives a long time.
D) It has been chosen for study by early biologists.
Answer: B
Topic: Science benefits from a cooperative approach and diverse viewpoints
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.4; Global LO: G4, V&C LO: VC-SF
39) Why is a scientific topic best discussed by people of varying points of view, from different
subdisciplines, and representing diverse cultures?
A) Robust and critical discussion between diverse groups improves scientific thinking.
B) Scientists can coordinate with others to conduct experiments in similar ways.
C) This is a way of ensuring that everyone gets the same results.
D) Scientific theory requires input from different cultures and communities.
Answer: A
Topic: Science benefits from a cooperative approach and diverse viewpoints
Bloom’s Taxonomy: Levels 5-6: Evaluating/Creating
Learning Outcome: 1.4; Global LO: G1, V&C LO: VC-SF

1.2 Student Edition End-of-Chapter Questions
1) All the organisms on your campus make up ________.
A) an ecosystem
B) a community
C) a population
D) a taxonomic domain
Answer: B
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
2) Systems biology is mainly an attempt to ________.
A) analyze genomes from different species
B) simplify complex problems by reducing the system into smaller, less complex units
C) understand the behavior of entire biological systems by studying interactions among its
component parts
D) build high-throughput machines to rapidly acquire data
Answer: C
Topic: The study of life reveals unifying themes
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.1; Global LO: G4, V&C LO: VC-SF
3) Which of these best demonstrates unity among organisms?
A) emergent properties
B) descent with modification
C) the structure and function of DNA
D) natural selection
Answer: C
Topic: The Core Theme: Evolution accounts for the unity and diversity of life
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.2; Global LO: G4, V&C LO: VC-SF
4) A controlled experiment is one that ________.
A) proceeds slowly so a scientist can make careful records
B) tests experimental and control groups in parallel
C) is repeated many times to make sure the results are accurate
D) keeps all variables constant
Answer: B
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC-SF

5) Which of the following statements best distinguishes hypotheses from theories in science?
A) Theories are hypotheses that have been proved.
B) Hypotheses are guesses; theories are correct answers.
C) Hypotheses usually are relatively narrow in scope; theories have broad explanatory power.
D) Theories are proved true; hypotheses are often contradicted by experimental results.
Answer: C
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 1-2: Remembering/Understanding
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC-SF
6) Which of the following is an example of qualitative data?
A) The fish swam in a zigzag motion.
B) The contents of the stomach are mixed every 20 seconds.
C) The temperature decreased from 20C to 15C.
D) The six pairs of robins hatched an average of three chicks each.
Answer: A
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G4, V&C LO: VC-SF
7) Which sentence best describes the logic of scientific inquiry?
A) If I generate a testable hypothesis, tests and observations will support it.
B) If my prediction is correct, it will lead to a testable hypothesis.
C) If my observations are accurate, they will support my hypothesis.
D) If my prediction turns out to be correct, my hypothesis is supported.
Answer: D
Topic: In studying nature, scientists form and test hypotheses
Bloom’s Taxonomy: Levels 3-4: Applying/Analyzing
Learning Outcome: 1.3; Global LO: G9, V&C LO: VC-SF

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