Biology: Concepts and Investigations 3rd Edition by Mariëlle Hoefnagels Test bank sample

Hoefnagels - Biology - Concepts and Investigations - 3e, ISBN 0073525545 Test Bank

• Publisher: McGraw-Hill Education; 3 edition (January 3, 2014)
• Language: English
• ISBN-10: 0073525545
• ISBN-13: 978-0073525549

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Chapter 01 The Scientific Study of Life     Multiple Choice Questions   1.  From smallest to largest scale of complexity, which is the correct sequence for levels of biological organization within an organism?   A.  cell - organelle - atom - tissue - molecule B.  atom - molecule - organelle - cell - tissue C.  atom - organelle - molecule - cell - tissue D.  molecule - atom - organelle - tissue - cell E.  organelle - molecule - atom - tissue - cell The scale of biological organization varies from the smallest, least complex, to the largest, most complex, in components, chemical and energy interactions, reproduction and changes in population genetics. Read section 1.1.A, with explanations and examples of components and within the organism.   Blooms Level: 1. Remember Learning Outcome: 01.01.02 Give examples of each level of biological organization. Section: 01.01 Topic: Levels of Biological Organization   2.  Which is the correct sequence for levels of biological organization occurring beyond the individual?   A.  population - ecosystem - community - biosphere B.  ecosystem - population - biosphere - community C.  community - population - ecosystem - biosphere D.  community - population - biosphere - ecosystem E.  population - community - ecosystem - biosphere The scale of biological organization varies from the smallest, least complex, to the largest, most complex, in components, chemical and energy interactions, reproduction and changes in population genetics. Read section 1.1.A, with explanations and examples including the organism, and its environmental surroundings, including living and non-living components.   Blooms Level: 1. Remember Learning Outcome: 01.01.02 Give examples of each level of biological organization. Section: 01.01 Topic: Levels of Biological Organization   3.  In any living organism, emergent properties must   A.  have fully developed tissue and organ systems, showing higher levels of complexity. B.  have evolved new properties from other similar organisms. C.  functionally arise from among components and interactions at smaller scales. D.  first be produced in a new generation of offspring that will show the properties. Structural components, their organization, chemical and energy interactions, reproduction and population genetic changes function as more than the sum characteristics. Read section 1.1.A for more information.   Blooms Level: 2. Understand Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life Topic: Levels of Biological Organization   4.  To be considered 'life,' an organism must minimally consist of   A.  DNA and proteins. B.  atoms and molecules. C.  DNA and RNA. D.  one or more cells. E.  RNA and proteins. 'Life' or 'living' is a broader concept in biology than 'alive.' An individual organism represents 'life' because it has all these characteristics. Cell features are relatively similar among all known organisms. Read section 1.1 for information, and see if you can remember the diversity of what has already been presented to you as 'life.'   Blooms Level: 1. Remember Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life     True / False Questions   5.  'Life' is defined for any particle, substance or object as anything which is not dead.   FALSE 'Life' and 'living' do not have the same biological meaning as 'alive.' Read sections 1.1.A through 1.1.E for more information.   Blooms Level: 2. Understand Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life     Multiple Choice Questions   6.  Which of these is not a required characteristic of life?   A.  structural organization B.  evolution C.  homeostasis D.  movement E.  energy use Even among similar organizations, some characteristics may exist in addition to the basic characteristics that define 'life.' Read sections 1.1.A through 1.1.E for more information.   Blooms Level: 1. Remember Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life   7.  Organisms that make their own nutrients by capturing energy from nonliving resources (solar energy) are called   A.  consumers. B.  producers. C.  parasites. D.  decomposers. Related to the energy we need, or that bacteria, or plants need, our metabolism requires energy transfers to insure vital cell functions can be carried out. Read section 1.1.B for more information.   Blooms Level: 1. Remember Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life   8.  Organisms that obtain energy by eating nutrients that make up other organisms are called   A.  consumers. B.  plants. C.  autotrophs. D.  producers. Related to the energy we need, or that bacteria, or plants need, our metabolism requires energy transfers to insure vital cell functions can be carried out.Read section 1.1.B for more information.   Blooms Level: 1. Remember Learning Outcome: 01.01.02 Give examples of each level of biological organization. Section: 01.01 Topic: Characteristics of Life   9.  Which of these statements best expresses the common linkage among the life characteristics met in all organisms?   A.  Energy is needed to build, regulate and conduct processes of life. B.  Organisms are composed of the same elements as the rest of Earth's systems. C.  No changes in organisms will happen without reproduction of new generations. D.  If there is any variation in the environment, organisms must adapt to preserve their homeostasis. Life involves matter and energy. Even the matter of atoms and molecules represents a form of energy. Chemical and energy transformations are what make vital life processes happen. Read section 1.1.A through 1.1.E for more information.   Blooms Level: 2. Understand Learning Outcome: 01.01.01 Describe the characteristics that all living organisms share. Section: 01.01 Topic: Characteristics of Life   10.  "The most restrictive taxon" and "the ability to breed only among themselves" reference   A.  members of the same kingdom. B.  members of the same species. C.  members of the same family. D.  members of the same genus. E.  members of the same domain. Taxonomy, which is naming of organisms, provides identification common to all researchers, so there is no duplication or omission in studying the organisms. Read section 1.2 for the introduction to the three main taxonomic branches of life.   Blooms Level: 1. Remember Learning Outcome: 01.02.01 Compare and contrast the three branches of life. Section: 01.02 Topic: Levels of Biological Organization   11.  The four kingdoms included in the domain Eukarya are   A.  Archaea, Fungi, Plantae, and Animalia. B.  Bacteria, Protista, Plantae, and Animalia. C.  Bacteria, Fungi, Plantae, and Animalia. D.  Archaea, Bacteria, Plantae, and Animalia. E.  Protista, Fungi, Plantae, and Animalia. Taxonomy, which is naming of organisms, provides identification common to all researchers, so there is no duplication or omission in studying the organisms. Read section 1.2 for the introduction to the three main taxonomic branches of life.   Blooms Level: 1. Remember Learning Outcome: 01.02.01 Compare and contrast the three branches of life. Section: 01.02 Topic: Levels of Biological Organization   12.  A major difference between prokaryotes and eukaryotes is that prokaryotes   A.  have cell walls, while eukaryotes do not. B.  do not have a nucleus in their cells, though eukaryotes do. C.  do not have DNA, as eukaryotes do. D.  have a nucleus in their cells, while eukaryotes do not. Prokaryotes are considered more simplified, smaller and usually single-celled organisms in comparison with eukaryotes. A useful root word to understand is "-karyote" which is a descriptor of the nucleus. Read section 1.2 for more information, plus review the molecule, organelle, and cell levels of biological organization in section 1.1.A.   Blooms Level: 1. Remember Learning Outcome: 01.02.01 Compare and contrast the three branches of life. Section: 01.01 Section: 01.02 Topic: Cell Theory Topic: Characteristics of Life   13.  Until the late 1970s, there was no "Domain" of scientific naming as the broadest category in taxonomy. Kingdom Monera included similar microscopic organisms of Eubacteria and Archebacteria. Other kingdoms, Protista, Plantae, Fungi and Animalia were also named. Researchers proposed the Domain to account for distinction beyond existing differences discovered between the bacteria-like organisms. Which type of information led most directly to the support and adoption of the broader category of Domain, and subsequent Domains of Bacteria, Archaea and Eukarya?   A.  Differences in DNA among the existing Kingdoms showed need for a broader naming category.  B.  More complex emergent properties developed after organisms were originally categorized to Kingdoms. C.  Evolution led to new adaptations and diversity of organisms. D.  Cell shapes of the Bacteria and Archaea were found to be more distinct, after microscope technology improved. Taxonomy of organisms is a useful tool in categorizing, so that scientific efforts are not duplicated, or omitted among the wide diversity of life. If new information is found to be meaningful, then new categories, or even levels of categories can be developed. Read section 1.1.A through 1.1.E, along with section 1.3.A for more integrative understanding.   Blooms Level: 4. Analyze Learning Outcome: 01.02.01 Compare and contrast the three branches of life. Section: 01.01 Section: 01.03 Topic: Characteristics of Life Topic: Levels of Biological Organization Type: Integrative   14.  Which of the following is not a true statement about the scientific method?   A.  It is a framework to consider evidence in a repeatable way. B.  It begins with observations. C.  It is a framework to consider ideas in a repeatable way. D.  It does not apply to problems encountered in everyday life. E.  It is a general way of organizing an investigation. Each person learns to talk, count, tie shoes, find classrooms, and decide on best routes to and from work, among many examples, with reasoning that resembles the formal stages of the scientific method. Read section 1.3.A for more information.   Blooms Level: 2. Understand Learning Outcome: 01.03.01 Apply the scientific method to design experiments and analyze data. Section: 01.03 Topic: Scientific Method   15.  Which of the following is not true about a hypothesis?   A.  It can be proven to be true. B.  It must be testable to be useful. C.  It is a tentative explanation. D.  Previous knowledge can help support it. E.  It can be proven to be false. The hypothesis is the first proposed statement of possible research outcomes, guiding researchers to test for support, through collection and analysis of new data. Read section 1.3.A for more information.   Blooms Level: 1. Remember Learning Outcome: 01.03.01 Apply the scientific method to design experiments and analyze data. Section: 01.03 Topic: Scientific Method   16.  In an experimental procedure, the researcher has established multiple levels of a chemical, or amounts of light, or some other factor at the beginning of the experiment, in order to determine if and how much the biological system responds. The manipulated factor at varying levels is the   A.  control group. B.  independent variable. C.  dependent variable. D.  Both control group and standardized variable are correct. E.  standardized variable. Choosing and establishing the correct variables is crucial to research, guided by relevance and whether or not the experiment will allow testing of hypotheses. Read section 1.3.B for more information.   Blooms Level: 3. Apply Learning Outcome: 01.03.02 Identify standardized, dependent, and independent variables in an experiment. Section: 01.03 Topic: Scientific Method   17.  Examine this diagram. Note the structure of branches connecting groups of organisms. Called a phylogenetic tree, the branches propose relationships among organisms to each other, related to common ancestors. Although the proposed relationships can be described in sentences, the diagram summarizes them visually. The phylogenetic tree, then, represents     A.  the taxonomic names of all organisms indicated at each line and branch. B.  proof of the evolutionary theory of interrelationships among organisms. C.  a hypothesis that can be tested. D.  an original set of observations on similarities and differences among organisms. E.  a collection of emergent properties among organisms. Visual representation of proposed relationships among organisms can vary among researchers, based on information available, such as their body form or DNA genetic information. Read sections 1.3.A and 1.2 for more integrative information.   Blooms Level: 2. Understand Figure: 01.09 Learning Outcome: 01.02.01 Compare and contrast the three branches of life. Learning Outcome: 01.03.03 Differentiate between hypotheses, theories, and facts. Section: 01.02 Section: 01.03 Topic: Scientific Method Type: Integrative