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TEST BANK FOR BIOLOGICAL SCIENCE FREEMAN 5TH EDITION
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TEST BANKBiological Science
Scott Freeman, Kim Quillin, & Lizabeth Allison
5th Edition
,Table of Contents
Chapter 01 Biology and the Tree of Life 1
Chapter 02 Water and Carbon The Chemical Basis of Life 13
Chapter 03 Protein Structure and Function 31
Chapter 04 Nucleic Acids and the RNA World 51
Chapter 05 An Introduction to Carbohydrates 63
Chapter 06 Lipids, Membranes, and the First Cells 77
Chapter 07 Inside the Cell 98
Chapter 08 Energy and Enzymes An Introduction to Metabolic Pathways 113
Chapter 09 Cellular Respiration and Fermentation 131
Chapter 10 Photosynthesis 148
Chapter 11 Cell-Cell Interactions 167
Chapter 12 The Cell Cycle 181
Chapter 13 Meiosis 198
Chapter 14 Mendel and the Gene 216
Chapter 15 DNA and the Gene Synthesis and Repair 235
Chapter 16 How Genes Work 250
Chapter 17 Transcription, RNA Processing, and Translation 266
Chapter 18 Control of Gene Expression in Bacteria 284
Chapter 19 Control of Gene Expression in Eukaryotes 292
Chapter 20 Analyzing and Engineering Genes 307
Chapter 21 Genomics and Beyond 325
Chapter 22 Principles of Development 341
Chapter 23 An Introduction to Animal Development 351
Chapter 24 An Introduction to Plant Development 361
Chapter 25 Evolution by Natural Selection 371
Chapter 26 Evolutionary Processes 386
Chapter 27 Speciation 398
Chapter 28 Phylogenies and the History of Life 422
Chapter 29 Bacteria and Archaea 445
Chapter 30 Protists 457
Chapter 31 Green Algae and Land Plants 470
Chapter 32 Fungi 488
Chapter 33 An Introduction to Animals 505
Chapter 34 Protostome Animals 527
Chapter 35 Deuterostome Animals 543
Chapter 36 Viruses 562
Chapter 37 Plant Form and Function 576
Chapter 38 Water and Sugar Transport in Plants 590
,Chapter 39 Plant Nutrition 604
Chapter 40 Plant Sensory Systems, Signals, and Responses 620
Chapter 41 Plant Reproduction 637
Chapter 42 Animal Form and Function 652
Chapter 43 Water and Electrolyte Balance in Animals 667
Chapter 44 Animal Nutrition 683
Chapter 45 Gas Exchange and Circulation 711
Chapter 46 Animal Nervous Systems 737
Chapter 47 Animal Sensory Systems 763
Chapter 48 Animal Movement 776
Chapter 49 Chemical Signals in Animals 786
Chapter 50 Animal Reproduction 803
Chapter 51 The Immune System in Animals 831
Chapter 52 An Introduction to Ecology 854
Chapter 53 Behavioral Ecology 869
Chapter 54 Population Ecology 884
Chapter 55 Community Ecology 908
Chapter 56 Ecosystems and Global Ecology 931
Chapter 57 Biodiversity and Conservation 949
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Test Bank - Biological Science, 5th Edition (Freeman, 2014)
Biological Science, 5e (Freeman)
Chapter 1 Biology and the Tree of Life
1) Pasteur’s experiments proved that
A) Cells cannot survive in swan necked flasks
B) In order to grow, cells need to be supplied with oxygen
C) Spontaneous generation can only occur if nutrient broth is left open to the environment
D) Sterilizing nutrient broth prevents spontaneous generation
E) Pre-existing cells present in the air can grow in sterilized nutrient broth
Answer: E
Bloom's Taxonomy: Knowledge/Comprehension
2) Recall Pasteur's experiment on spontaneous generation. If he had just warmed the nutrient-
rich broth, rather than boiled it, what would have been the likely outcome of his experiment?
Cells would _____.
A) not have appeared in either flask
B) have appeared in both flasks
W W W . T B S M . W S
C) have appeared in the swan-neck, but not the straight-neck flask
D) have appeared in the straight-neck, but not the swan-neck flask
Answer: B
Bloom's Taxonomy: Application/Analysis
Section: 1.2
3) Spontaneous generation _____.
A) was demonstrated to occur under normal laboratory conditions by Pasteur
B) apparently occurred at least once—when life on Earth began
C) occurs every time a new species evolves from a preexisting species
D) addresses the formation of new cells from existing cells
Answer: B
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.2
4) What is the process component of the theory of chemical evolution?
A) Acid-base reactions resulted in the formation of large, complex organic molecules.
B) Kinetic energy was transformed into chemical energy.
C) During polymerization reactions, hydrolysis was completed with condensation.
D) The process occurred at black smokers, in the atmosphere and oceans, or in outer space.
Answer: B
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.3
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Test Bank - Biological Science, 5th Edition (Freeman, 2014)
5) What is the pattern component of the theory of chemical evolution?
A) Heat and electrical discharges were required for chemical evolution to occur.
B) Most chemical evolution occurred at black smokers.
C) The process occurred at black smokers, in the atmosphere and oceans, or in outer space.
D) Increasingly complex carbon-containing molecules formed early in Earth history.
Answer: D
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.3
6) 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
Bloom's Taxonomy: Application/Analysis
W W W . T B S M . W S
Section: 1.3
7) Protists and bacteria are grouped into different domains because _____.
A) protists eat bacteria
B) bacteria are not made of cells
C) protists have a membrane-bounded nucleus, which bacterial cells lack
D) bacteria decompose protists
E) protists are photosynthetic
Answer: C
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.3
8) Cells are _____.
A) only found in pairs, because single cells cannot exist independently
B) limited in size to 200 and 500 micrometers in diameter
C) characteristic of eukaryotic but not prokaryotic organisms
D) characteristic of prokaryotic and eukaryotic organisms
Answer: D
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.4
9) 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: 1.4
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Test Bank - Biological Science, 5th Edition (Freeman, 2014)
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
Bloom's Taxonomy: Knowledge/Comprehension
Section: 1.4
11) 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
W W W . T B S M . W S
Answer: B
Bloom's Taxonomy: Application/Analysis
Section: 1.4
12) You have isolated and purified a new species of cells from the rain forest and you want to
place this new species in the appropriate branch of the tree of life. You sequence the ribosomal
RNA genes from these cells and discover that for one particular region of the ribosomal gene
(the rRNA) the RNA sequence is AAUGAAGG.
You have sequences from the same region of the ribosomal genes (the rRNA) from each of these
species: bacteria, eukaryote and archaea, which are listed below.
bacteria AUAGAUGG
eukaryote AAAGAAGG
archaea AAUGGAGU
Based on these sequence results to which branch of the tree of life should you assign this new
species?
A) archaea
B) bacteria
C) eukaryote
D) bacteria and archaea
E) there is not enough information
Answer: C
Bloom's Taxonomy: Application/Analysis
Section: 1.4
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Test Bank - Biological Science, 5th Edition (Freeman, 2014)
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 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 below.
W W W . T B S M . W S
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).
13) Refer to the accompanying figure. Which one of the following is NOT a plausible hypothesis
to explain the differences in caterpillar appearance observed in this population?
A) The longer day lengths of summer trigger the development of twig-like caterpillars.
B) The cooler temperatures of spring trigger the development of flowerlike caterpillars.
C) Differences in air pressure, due to differences in elevation, trigger the development of
different types of caterpillars.
D) Differences in diet trigger the development of different types of caterpillars.
Answer: C
Bloom's Taxonomy: Application/Analysis
Section: 1.5
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Test Bank - Biological Science, 5th Edition (Freeman, 2014)
14) 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 Taxonomy: Application/Analysis
Section: 1.5
15) 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 the
following hypotheses?
A) The longer day lengths of summer trigger the development of twig-like caterpillars.
W W W . T B S M . W S
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: D
Bloom's Taxonomy: Application/Analysis
Section: 1.5
16) Recall the caterpillar experiment in which caterpillars born in the spring looked like flowers,
and caterpillars born in the summer looked like twigs. What is the most likely selective
advantage for this difference in body shape?
A) Looking like their food sources allows the caterpillars to move through their environment
more efficiently.
B) Development into the adult moth form is faster for caterpillars shaped like twigs than like
flowers.
C) Looking like their food source lets the caterpillars blend into their surroundings, reducing
predation.
D) Looking like their food source will increase the caterpillars' feeding efficiency; this would
increase their growth rate and survival rate.
Answer: C
Bloom's Taxonomy: Application/Analysis
Section: 1.5
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