Test Bank
for
Campbell • Reece
Biology
Eighth Edition
WILLIAM BARSTOW, UNIVERSITY OF GEORGIA
LOUISE PAQUIN, McDANIEL COLLEGE
MICHAEL DINI, TEXAS TECH UNIVERSITY
JOHN ZARNETSKE, HOOSICK FALLS CENTRAL SCHOOL
JOHN LEPRI, UNIVERSITY OF NORTH CAROLINA, GREENSBORO
C.O. PATTERSON, TEXAS A&M UNIVERSITY
JEAN DESAIX, UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL
San Francisco Boston New York
Cape Town Hong Kong London Madrid Mexico City
Montreal Munich Paris Singapore Sydney Tokyo Toronto
,Editor-in-Chief: Beth Wilbur
Senior Editorial Manager: Ginnie Simione Jutson
Senior Supplements Project Editor: Susan Berge
Managing Editor: Michael Early
Production Supervisor: Jane Brundage
Photo Editor: Donna Kalal
Manufacturing Buyers: Michael Early and Michael Penne
Executive Marketing Manager: Lauren Harp
Production Services: S4Carlisle, Norine Strang
Composition: Tamarack Software. Inc.
Cover Designer: Yvo Riezebos Design
Text and Cover printer: Technical Communications Services
Cover Photo Credit: Magnolia Flower–Corbis. Photographer: Chris Fox
ISBN-13: 978-0-321-49431-3
ISBN-10: 0-321-49431-8
Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings, 1301 Sansome St., San
Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is
protected by Copyright and permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work,
please submit a written request to Pearson Education, Inc., Permissions Department, 1900 E. Lake Ave.,
Glenview, IL 60025. For information regarding permissions, call (847) 486-2635.
Many of the designations used by manufacturers and sellers to distinguish their products are claimed as
trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim,
the designations have been printed in initial caps or all caps.
1 2 3 4 5 6 7 8 9 10 —TCS— 10 09 08 07
www.aw-bc.com
, Preface
The test bank for the eighth edition of Campbell and Reece’s Biology is a thorough
revision based on the solid foundation established in the seven previous editions. Each
test bank contributor, along with editors, reviewed each question carefully to ensure that
the content and terminology of that question accurately reflects the material in the new
edition of Biology. The contributors and editors revised each chapter of the test bank with
the goal of replacing or significantly altering 30 to 40 percent of the questions.
The editing of prior questions and the writing of new questions for the eighth edition was
accomplished by the following team of biologists:
Chs. 1, 5, 35 through 39: William Barstow, University of Georgia, Athens, GA
Chs. 2 through 4: C.O. Patterson, Texas A&M University, College Station, TX
Chs. 6 through 21;
41 through 43; 49 and 50: Louise Paquin, McDaniel College, Westminster, MD
Chs. 22 through 34: Michael Dini, Texas Tech University, Lubbock, TX
Chs. 40, 46 through 48: John Lepri, University of North Carolina, Greensboro, NC
Chs. 44, 52 through 56: John Zarnetske, Hoosick Falls Central School, Hoosick
Falls, NY
Ch. 45: Jean DeSaix, University of North Carolina,
Chapel Hill, NC
Ch. 51: John Burner
The Self-Quiz questions found in the review section of each textbook chapter have also
been added to the test bank.
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,
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
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
information, 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.
In addition to the new categories, we have added another new element to the eighth
edition: 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.
Acknowledgments
The questions in the eighth edition of the test bank are built upon questions authored by
others. We are grateful to the following biologists who have contributed questions to
previous editions of the test bank (edition numbers are shown in parentheses):
Neil Campbell, UC Riverside (3); William Barstow, University of Georgia, Athens, GA
(2, 3, 6, 7); Angela Cunningham, Baylor University (5); Michael Dini, Texas Tech
University (6, 7); Jean DeSaix, University of North Carolina (7); Richard Dohrkopf,
Baylor University (4, 5); Gary Fabris, Red Deer College, Alberta Canada (4); Eugene
Fenster, Longview Community College (6); Conrad Firling, University of Minnesota,
Duluth, MN (6, 7); Peter Follette, Science Writer (7); Mark Hens, University of North
Carolina, Greensboro, NC (7); Frank Heppner, University of Rhode Island (1); Walter
MacDonald, Trenton State University (2); Janice Moore, Colorado State University, (7);
Thomas Owens, Cornell University, NY (7); Rebecca Pyles, East Tennessee State
University (4); Kurt Redborg, Coe College (4, 5, 6); Marc Snyder, Colorado College (5);
Richard Storey, The Colorado College (4, 5); Marshall Sundberg, Emporia State
University, Emporia, KS (6, 7); Martha Taylor, Cornell University (3); Margaret
Waterman, Harvard Medical School (3); Dan Wivagg, Baylor University (3, 4, 5);
Catherine Wilcoxson Ueckert, Northern Arizona University (5, 6); Betty Ann Wonderly,
J. J. Pearce High School, Richardson, TX (3); Robert Yost, Indiana State University
Purdue University, Indianapolis, IN (6, 7); Edward Zalisko, Blackburn College,
Carlinville, IL (7)
The authors wish to thank Beth Wilbur, editor-in-chief for Pearson Benjamin Cummings,
for assembling and supporting the work of our writing team, and to Susan Berge, senior
supplements project editor, for her immense help in coordinating the entire project.
Thanks also to Jane Brundage, production supervisor at Benjamin Cummings; Norine
Strang and her staff at S4Carlisle Publishing Services; and Carol Schultz and her staff at
Tamarack for their expertise and hard work on the production side of the project.
for
Campbell • Reece
Biology
Eighth Edition
WILLIAM BARSTOW, UNIVERSITY OF GEORGIA
LOUISE PAQUIN, McDANIEL COLLEGE
MICHAEL DINI, TEXAS TECH UNIVERSITY
JOHN ZARNETSKE, HOOSICK FALLS CENTRAL SCHOOL
JOHN LEPRI, UNIVERSITY OF NORTH CAROLINA, GREENSBORO
C.O. PATTERSON, TEXAS A&M UNIVERSITY
JEAN DESAIX, UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL
San Francisco Boston New York
Cape Town Hong Kong London Madrid Mexico City
Montreal Munich Paris Singapore Sydney Tokyo Toronto
,Editor-in-Chief: Beth Wilbur
Senior Editorial Manager: Ginnie Simione Jutson
Senior Supplements Project Editor: Susan Berge
Managing Editor: Michael Early
Production Supervisor: Jane Brundage
Photo Editor: Donna Kalal
Manufacturing Buyers: Michael Early and Michael Penne
Executive Marketing Manager: Lauren Harp
Production Services: S4Carlisle, Norine Strang
Composition: Tamarack Software. Inc.
Cover Designer: Yvo Riezebos Design
Text and Cover printer: Technical Communications Services
Cover Photo Credit: Magnolia Flower–Corbis. Photographer: Chris Fox
ISBN-13: 978-0-321-49431-3
ISBN-10: 0-321-49431-8
Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings, 1301 Sansome St., San
Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is
protected by Copyright and permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work,
please submit a written request to Pearson Education, Inc., Permissions Department, 1900 E. Lake Ave.,
Glenview, IL 60025. For information regarding permissions, call (847) 486-2635.
Many of the designations used by manufacturers and sellers to distinguish their products are claimed as
trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim,
the designations have been printed in initial caps or all caps.
1 2 3 4 5 6 7 8 9 10 —TCS— 10 09 08 07
www.aw-bc.com
, Preface
The test bank for the eighth edition of Campbell and Reece’s Biology is a thorough
revision based on the solid foundation established in the seven previous editions. Each
test bank contributor, along with editors, reviewed each question carefully to ensure that
the content and terminology of that question accurately reflects the material in the new
edition of Biology. The contributors and editors revised each chapter of the test bank with
the goal of replacing or significantly altering 30 to 40 percent of the questions.
The editing of prior questions and the writing of new questions for the eighth edition was
accomplished by the following team of biologists:
Chs. 1, 5, 35 through 39: William Barstow, University of Georgia, Athens, GA
Chs. 2 through 4: C.O. Patterson, Texas A&M University, College Station, TX
Chs. 6 through 21;
41 through 43; 49 and 50: Louise Paquin, McDaniel College, Westminster, MD
Chs. 22 through 34: Michael Dini, Texas Tech University, Lubbock, TX
Chs. 40, 46 through 48: John Lepri, University of North Carolina, Greensboro, NC
Chs. 44, 52 through 56: John Zarnetske, Hoosick Falls Central School, Hoosick
Falls, NY
Ch. 45: Jean DeSaix, University of North Carolina,
Chapel Hill, NC
Ch. 51: John Burner
The Self-Quiz questions found in the review section of each textbook chapter have also
been added to the test bank.
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,
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
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
information, 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.
In addition to the new categories, we have added another new element to the eighth
edition: 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.
Acknowledgments
The questions in the eighth edition of the test bank are built upon questions authored by
others. We are grateful to the following biologists who have contributed questions to
previous editions of the test bank (edition numbers are shown in parentheses):
Neil Campbell, UC Riverside (3); William Barstow, University of Georgia, Athens, GA
(2, 3, 6, 7); Angela Cunningham, Baylor University (5); Michael Dini, Texas Tech
University (6, 7); Jean DeSaix, University of North Carolina (7); Richard Dohrkopf,
Baylor University (4, 5); Gary Fabris, Red Deer College, Alberta Canada (4); Eugene
Fenster, Longview Community College (6); Conrad Firling, University of Minnesota,
Duluth, MN (6, 7); Peter Follette, Science Writer (7); Mark Hens, University of North
Carolina, Greensboro, NC (7); Frank Heppner, University of Rhode Island (1); Walter
MacDonald, Trenton State University (2); Janice Moore, Colorado State University, (7);
Thomas Owens, Cornell University, NY (7); Rebecca Pyles, East Tennessee State
University (4); Kurt Redborg, Coe College (4, 5, 6); Marc Snyder, Colorado College (5);
Richard Storey, The Colorado College (4, 5); Marshall Sundberg, Emporia State
University, Emporia, KS (6, 7); Martha Taylor, Cornell University (3); Margaret
Waterman, Harvard Medical School (3); Dan Wivagg, Baylor University (3, 4, 5);
Catherine Wilcoxson Ueckert, Northern Arizona University (5, 6); Betty Ann Wonderly,
J. J. Pearce High School, Richardson, TX (3); Robert Yost, Indiana State University
Purdue University, Indianapolis, IN (6, 7); Edward Zalisko, Blackburn College,
Carlinville, IL (7)
The authors wish to thank Beth Wilbur, editor-in-chief for Pearson Benjamin Cummings,
for assembling and supporting the work of our writing team, and to Susan Berge, senior
supplements project editor, for her immense help in coordinating the entire project.
Thanks also to Jane Brundage, production supervisor at Benjamin Cummings; Norine
Strang and her staff at S4Carlisle Publishing Services; and Carol Schultz and her staff at
Tamarack for their expertise and hard work on the production side of the project.
