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䊊If you did a custom install instead of a complete install of Excel, you may not find “Analysis ToolPack” under “Add-Ins.” If this is the case, go to your original installation CD to add this feature. • Enter the data […]

Analysis” or “Add-Ins” and select “Analysis ToolPack”; then click “OK.” 䊊If you did a custom install instead of a complete install of Excel, you may not find “Analysis ToolPack” under “Add-Ins.” If this is the case, go to your original […]

Notes to Instructors Chapter 11 Cell Communication What is the focus of this activity? Most students understand that external signals interact with receptors in cells and that the What is the particular activity designed to do? Activity 11.1 How are […]

Notes to Instructors Chapter 12 The Cell Cycle Chapter 13 Meiosis and Sexual Life Cycles What is the focus of these activities? Most students can recite what happens in each phase of mitosis and meiosis. However, What are the particular […]

Notes to Instructors Chapter 14 Mendel and the Gene Idea What is the focus of these activities? Meiosis is the basis for Mendel’s laws of segregation and independent assortment. If What are the particular activities designed to do? Activity 14.1 […]

Notes to Instructors Chapter 15 The Chromosomal Basis of Inheritance What is the focus of these activities? Many students have difficulty solving genetics problems. This is especially true for problems that include both autosomal and sex-linked genes. What are the […]

104 Notes to Instructors Notes to Instructors Chapter 16 The Molecular Basis of Inheritance What is the focus of these activities? Almost all introductory biology students know that DNA is the hereditary material in living cells. Many of them have […]

Notes to Instructors Chapter 17 From Gene to Protein What is the focus of this activity? It is very difficult for many introductory biology students to sort out and visualize active What is this particular activity designed to do? Activity […]

Notes to Instructors Chapter 18 The Genetics of Viruses and Bacteria What is the focus of these activities? Many students try to memorize these systems instead of understanding the logic What are the particular activities designed to do? Activity 18.1 […]

Notes to Instructors Chapter 19 Viruses What is the focus of these activities? Although almost all students recognize that viruses exist and are pathogenic organisms, What are the particular activities designed to do? Activity 19.1 How do viruses, viroids, and […]

Notes to Instructors Chapter 2 The Chemical Context of Life Chapter 3 Water and the Fitness of the Environment What is the focus of these activities? Living organisms function in the real world, so they are subject to all the […]

Notes to Instructors Chapter 20 Biotechnology What is the focus of this activity? Almost all students have heard of DNA technology and know that DNA typing (or What is the particular activity designed to do? Activity 20.1 How and why […]

Notes to Instructors Chapter 21 Genomes and Their Evolution What is the focus of this activity? While the Sanger method for sequencing DNA and the modifications that follow are What is this particular activity designed to do? Activity 21.1 How […]

148 Notes to Instructors Notes to Instructors Chapter 22 Descent with Modification: A Darwinian View of Life What is the focus of these activities? Campbell Biology, 9th edition, defines natural selection as “differential success in the reproduction of different phenotypes […]

Notes to Instructors Chapter 23 The Evolution of Populations What is the focus of these activities? Both genetics and ecology (more specifically, natural selection) play roles at many levels in the continued evolution of life. Chapter 23 presents these ideas: […]

Notes to Instructors Chapter 24 The Origin of Species What is the focus of this activity? As noted earlier, certain key words used in discussions of evolution may have very What is the particular activity designed to do? Activity 24.1 […]

Notes to Instructors Chapter 25 The History of Life on Earth What is the focus of these activities? All the evidence we have been able to gather indicates that life on Earth began about 3.5 What are the particular activities […]

Notes to Instructors Chapter 26 Phylogeny and the Tree of Life What is the focus of these activities? One of the most valuable lessons we can teach students is that their minds should always be open to new ideas and […]

Notes to Instructors Chapter 27 Bacteria and Archaea What is the focus of these activities? Activity 27.1 How diverse are the Archaea? Relatively recent studies indicate that prokaryotes are incredibly diverse, so diverse that Activity 27.2 How has small size […]

Notes to Instructors Chapter 28 Protists What is the focus of this activity? This activity provides students with an overview of the early evolution of eukaryotic, single-celled organisms. The first eukaryotes appear in the fossil record around 2.1 billion What […]

Notes to Instructors Chapter 29 Plant Diversity I: How Plants Colonized Land Chapter 30 Plant Diversity II: The Evolution of Seed Plants What is the focus of these activities? By about 500 million years ago, increasing amounts of oxygen led […]

Notes to Instructors Chapter 31 Fungi What is the focus of this activity? What is this particular activity designed to do? Activity 31.1 How diverse are the fungi in form and function? This activity is designed to help students understand […]

224 Notes to Instructors Notes to Instructors Chapter 32 An Introduction to Animal Evolution Chapter 33 Invertebrates What is the focus of this activity? In studying biodiversity, many students try to memorize each of the phyla and its characteristics. What […]

Notes to Instructors Chapter 34 Vertebrates What is the focus of this activity? As noted in Activity 32.1/33.1, when studying biodiversity, many students try to What is this activity designed to do? Activity 34.1 What can we learn about the […]

Notes to Instructors What is the overall focus of activities associated with Chapters 35 to 51? Activities from earlier chapters and from the chapters on the diversity of organisms allowed students to develop an understanding of these topics: • The […]

Notes to Instructors Chapter 36 Transport in Vascular Plants What is the focus of this activity? In this activity, students will examine the basic structure and function of transport systems What is this particular activity designed to do? Activity 36.1 […]

Notes to Instructors Chapter 37 Plant Nutrition What is the focus of this activity? This activity focuses student attention on the fact that “plant foods” are usually inorganic; What is this particular activity designed to do? Activity 37.1 What do […]

Notes to Instructors Chapter 38 Angiosperm Reproduction and Biotechnology What is the focus of this activity? All plants display an alternation of generations between a multicellular haploid or generative nucleus, and two sperm nuclei. What is this particular activity designed […]

Notes to Instructors Chapter 39 Plant Responses to Internal and External Signals What is the focus of this activity? In Activity 37.1, students looked at some of the nutrient conditions required to develop What is this particular activity designed to […]

Notes to Instructors Chapter 4 Carbon and the Molecular Diversity of Life Chapter 5 The Structure and Function of Macromolecules What is the focus of these activities? The activities associated with Chapters 2 and 3 provided students with a review […]

Notes to Instructors Chapter 40 Basic Principles of Animal Form and Function What is the focus of this activity? All organisms, whether single-celled or complex and multicelled, must be able to maintain homeostasis. For each cell in the organism to […]

Notes to Instructors Chapter 41 Animal Nutrition What is the focus of this activity? Many of the organ systems in mammals are designed to handle the bulk flow of substances into and out of the body. The digestive system is […]

Notes to Instructors 277 Notes to Instructors Chapter 42 Circulation and Gas Exchange What is the focus of these activities? All the cells of the body need to be continuously supplied with oxygen and food to support cellular respiration (Chapter […]

290 Notes to Instructors Notes to Instructors Chapter 43 The Immune System What is the focus of this activity? Many aspects of the immune system function in a series of domino effect–like responses. In other words, one action leads to […]

294 Notes to Instructors Notes to Instructors Chapter 44 Osmoregulation and Excretion What is the focus of this activity? The digestive system and the respiratory system function in the bulk flow of nutrients and gases into the body. The excretory […]

Notes to Instructors Chapter 45 Hormones and Endocrine System What is the focus of this activity? This activity requires students to review their understanding of the general mechanisms What is this particular activity designed to do? Activity 45.1 How do […]

Notes to Instructors Chapter 46 Animal Reproduction What is the focus of this activity? This activity highlights both the similarities and differences in the reproductive systems What is this particular activity designed to do? Activity 46.1 How does the production […]

Notes to Instructors Chapter 47 Animal Development What is the focus of this activity? Chapter 21 provided a review of how genes act to control development. Chapter 47 What is this particular activity designed to do? Activity 47.1 What common […]

Notes to Instructors Chapter 48 Nervous Systems What is the focus of these activities? In vertebrates, the endocrine and nervous systems maintain primary control over What are the particular activities designed to do? Activity 48.1 How do ion concentrations affect […]

Notes to Instructors Chapter 49 Nervous Systems What is the focus of these activities? Maintaining homeostasis is central to maintaining life. Control of homeostasis is the system). What is this activity designed to do? This activity allows students to sort […]

Notes to Instructors Chapter 50 Sensory and Motor Mechanisms What is the focus of these activities? Skeletal muscles are made up of bundles of muscle fibers (muscle cells). Each muscle What are the particular activities designed to do? Activity 50.1 […]

Notes to Instructors Chapter 51 Animal Behavior What is the focus of this activity? The morphology, physiology, and behavior of organisms are all tightly integrated or What is this particular activity designed to do? Activity 51.1 What determines behavior? In […]

Notes to Instructors Chapter 52 An Introduction to Ecology and the Biosphere What is the focus of this activity? Ecology is the scientific study of the interactions of organisms and their environments. What is this particular activity designed to do? […]

Notes to Instructors Chapter 53 Population Ecology What is the focus of these activities? To study ecology, we often use mathematical models and statistical analysis to estimate What are the particular activities designed to do? Activity 53.1 What methods can […]

Notes to Instructors Chapter 54 Community Ecology What is the focus of this activity? Campbell Biology, 9th edition, defines community ecology as “the study of how that can affect the structure and organization of communities. What is the particular activity […]

Notes to Instructors Chapter 55 Ecosystems What is the focus of this activity? In Activity 53.2, students compared exponential growth and logistic growth models. On one hand, the exponential growth model assumes no limits on the availability of What is […]

Notes to Instructors Chapter 56 Conservation Biology and Restoration Ecology What is the focus of this activity? Many species of both plants and animals are rapidly going extinct as a result of habitat What is this particular activity designed to […]

Notes to Instructors Chapter 6 A Tour of the Cell What is the focus of this activity? Students sometimes think that introductory biology texts and courses spend too much time dealing with cellular structure and function. It helps to remind […]

Notes to Instructors Chapter 7 Membrane Structure and Function What is the focus of these activities? To be alive and to continue to survive in changing environments, organisms must be able What are the particular activities designed to do? Activity […]

Notes to Instructors Chapter 8 An Introduction to Metabolism What is the focus of these activities? Many students study biology as if it were a foreign language. For them, each new topic or idea is distilled into separate definitions. Each […]

Notes to Instructors Chapter 9 Cellular Respiration: Harvesting Chemical Energy Chapter 10 Photosynthesis What is the focus of these activities? In studying both cellular respiration and photosynthesis, many students tend to focus on What are the particular activities designed to […]

Campbell’s Biology, 9e (Reece et al.) Chapter 1 Introduction: Themes in the Study of Life This introductory chapter explores the basic themes and concepts of biology, with emphasis on the core theme of evolution. It also introduces students to the […]

49) The pH of the inner thylakoid space has been measured, as have the pH of the stroma and of the cytosol of a particular plant cell. Which, if any, relationship would you expect to find? A) The pH within […]

Campbell’s Biology, 9e (Reece et al.) Chapter 10 Photosynthesis Students find this chapter quite challenging. Fortunately, some of the key concepts, such as chemiosmosis and redox, were discussed previously in the chapter on respiration and fermentation. The new key concepts […]

Campbell’s Biology, 9e (Reece et al.) Chapter 11 Cell Communication Students will encounter the topic of cell signaling repeatedly in this course and throughout their studies of biology. Therefore, the more confident they are regarding the basic principles, the more […]

Campbell’s Biology, 9e (Reece et al.) Chapter 12 The Cell Cycle In this chapter, 24 questions are new, and 12 have been altered to incorporate new material from the textbook. As in the other chapters, any questions that depend on […]

12 44) Why do neurons and some other specialized cells divide infrequently? A) They no longer have active nuclei. B) They no longer carry receptors for signal molecules. C) They have been shunted into G0. D) They can no longer […]

Campbell’s Biology, 9e (Reece et al.) Chapter 13 Meiosis and Sexual Life Cycles New questions are mostly at higher skill levels in this chapter. The new questions represent newer material both in the chapter and in the area of biological […]

Campbell’s Biology, 9e (Reece et al.) Chapter 14 Mendel and the Gene Idea The questions in Chapter 14 are mostly at the Application/Analysis skill level. The material in the chapter invites students to apply Mendel’s laws, and by doing so […]

42) What is the probability that individual III-1 is Ww? A) 3/4 B) 1/4 C) 2/4 D) 2/3 E) 1 Answer: E Topic: Concept 14.4 Skill: Application/Analysis Use the following pedigree (Figure 14.3) for a family in which dark-shaded symbols […]

Campbell’s Biology, 9e (Reece et al.) Chapter 15 The Chromosomal Basis of Inheritance Most new questions in this chapter are at the Application/Analysis and Synthesis/Evaluation levels. Additional new questions test student knowledge of new material in the chapter. In addition, […]

Campbell’s Biology, 9e (Reece et al.) Chapter 16 The Molecular Basis of Inheritance Because most of the new material in textbook Chapter 16 is found in Concept 16.2, most of the Test Bank questions are found in this concept section […]

48) Which of the following DNA mutations is the most likely to be damaging to the protein it specifies? A) a base-pair deletion B) a codon substitution C) a substitution in the last base of a codon D) a codon […]

Campbell’s Biology, 9e (Reece et al.) Chapter 17 From Gene to Protein The text for Chapter 17 has remained largely unchanged from the previous edition. However, one-third of the following questions are new, and considerably more are at the skill […]

14 53) Which of the following is characteristic of the product of the p53 gene? A) It is an activator for other genes. B) It speeds up the cell cycle. C) It causes cell death via apoptosis. D) It allows […]

1 Campbell’s Biology, 9e (Reece et al.) Chapter 18 Regulation of Gene Expression Chapter 18 includes new questions for every concept number; some of these questions cover new topics whereas others build on existing questions. Several new questions introduce scenarios […]

Campbell’s Biology, 9e (Reece et al.) Chapter 19 Viruses In Chapter 19, several scenario- and art-based questions have been included to give students an opportunity to apply what they’ve learned in the textbook and lecture to new situations. Multiple-Choice Questions […]

Campbell’s Biology, 9e (Reece et al.) Chapter 2 The Chemical Context of Life This chapter presents basic chemical principles for understanding the chemical context of living organisms, from atomic structure to the nature of chemical bonds and an introduction to […]

Art Questions 53) Refer to the figure above (first three rows of the periodic table). If life arose on a planet where carbon is absent, which element might fill the role of carbon? A) boron B) silicon C) nitrogen D) […]

43) Genetic engineering is being used by the pharmaceutical industry. Which of the following is not currently one of the uses? A) production of human insulin B) production of human growth hormone C) production of tissue plasminogen activator D) genetic […]

Campbell’s Biology, 9e (Reece et al.) Chapter 20 Biotechnology The new questions in Chapter 20 cover all of the chapter’s concepts and are primarily at the higher skill levels. In addition, the chapter presents several scenarios that are accompanied by […]

Campbell’s Biology, 9e (Reece et al.) Chapter 21 Genomes and Their Evolution Although the major overhaul of this chapter occurred during the 8th edition, questions have been added for every concept in this new edition. The new questions test on […]

Campbell’s Biology, 9e (Reece et al.) Chapter 22 Descent with Modification: A Darwinian View of Life Chapter 22 details the history of evolutionary thought, presents the conceptual background of the evolutionary mechanisms proposed by Lamarck and Darwin, and introduces students […]

14 47) Anopheles mosquitoes, which carry the malaria parasite, cannot live above elevations of 5,900 feet. In addition, oxygen availability decreases with higher altitude. Consider a hypothetical human population that is adapted to life on the slopes of Mt. Kilimanjaro […]

Campbell’s Biology, 9e (Reece et al.) Chapter 23 The Evolution of Populations Concepts 23.1 and 23.4 are conceptually rich. Consequently, most of the questions in this chapter are delegated to these two concepts. Concept 23.2 deals with the Hardy-Weinberg equilibrium, […]

Campbell’s Biology, 9e (Reece et al.) Chapter 24 The Origin of Species The major changes to the Test Bank for Chapter 24 are two sets of scenario questions. The first of these deals with the adaptation of mosquitofish on the […]

In a hypothetical situation, the National Park Service, which administers Grand Canyon National Park in Arizona, builds a footbridge over the Colorado River at the bottom of the canyon. The footbridge permits interspersal of two closely related antelope squirrels. Previously, […]

Campbell’s Biology, 9e (Reece et al.) Chapter 25 The History of Life on Earth Earth is a stage upon which the drama of evolution unfolds. Alas, the stage is moving! Several of the sets of scenario questions in this chapter […]

43) Which section of sea-floor crust should have the thickest layer of overlying sediment, assuming a continuous rate of sediment deposition? A) A B) B C) C D) D E) E Answer: E Topic: Concept 25.2 Skill: Application/Analysis 44) If […]

44) If it turns out that the whale lineage diverged from the lineage leading to hippos after the divergence of the lineage leading to the pigs and other artiodactyls, and if the whales continue to be classified in the order […]

Campbell’s Biology, 9e (Reece et al.) Chapter 26 Phylogeny and the Tree of Life This chapter includes two new sets of art/scenario questions, one pertaining to the classification of birds and reptiles, the other pertaining to the possible replacement of […]

42) If the vertical axis of Figure 27.1 refers to “Darwinian fitness,” then which of the following is the most valid and accurate measure of fitness? A) number of daughter cells produced per mother cell per generation B) amount of […]

1 Campbell’s Biology, 9e (Reece et al.) Chapter 27 Bacteria and Archaea Chapter 27 is dense with information about the amazing prokaryotes. The Test Bank is, likewise, rich with a variety of question types from all levels of Bloom’s Taxonomy. […]

42) Using dead diatoms to “pump” CO2 to the seafloor is feasible only if dead diatoms sink quickly. Consequently, application of mineral fertilizers, such as iron, should be most effective at times when diatom valves A) are thickest, and laminarin […]

Campbell’s Biology, 9e (Reece et al.) Chapter 28 Protists The taxonomy of the protists is still in a state of flux. Thus, few items here test students’ knowledge of protist taxonomy. Most test items relate to the characteristics and functions […]

Campbell’s Biology, 9e (Reece et al.) Chapter 29 Plant Diversity I: How Plants Colonized Land Higher-order thought questions become more frequent in the later concepts of this chapter, and they are associated with experimental data. A new set of scenario […]

13 45) If intelligent extraterrestrials visited Earth 475 million years ago, and then again 300 million years ago (at the close of the Carboniferous period), what trends would they have noticed in Earth’s terrestrial vegetation over this period? 1. a […]

46) Carbon dioxide (CO2) is readily soluble in water, according to the equation CO2 + H2O ↔ H2CO3. Carbonic acid (H2CO3) is a weak acid. Respiring cells release CO2 into the bloodstream. What will be the effect on pH of […]

Campbell’s Biology, 9e (Reece et al.) Chapter 3 Water and Life Life evolved in the ocean, and the chemistry of life occurs in an aqueous environment. These questions explore the properties of water that are important to sustain life’s chemical […]

Campbell’s Biology, 9e (Reece et al.) Chapter 30 Plant Diversity II: The Evolution of Seed Plants This is another very dense chapter, providing much fodder for a variety of question types. One new set of scenario questions pertains to why […]

15 A) 1 B) 3 C) 7 D) 9 E) 11 56) Meiosis is most likely to be represented by which number(s) in Figure 30.1? A) 2 B) 4 C) 2 and 8 D) 4 and 8 E) 10 and […]

Campbell’s Biology, 9e (Reece et al.) Chapter 31 Fungi Though fungal divisions have traditionally been based on modes of sexual reproduction, molecular considerations are becoming more important. Consequently, no emphasis has been placed on the vagaries of sexual and asexual […]

50) Which tree depicts the closest relationship between zygomycetes and chytrids? A) I B) II C) III D) IV Answer: C Topic: Concepts 26.1, 31.3 Skill: Application/Analysis 51) Which tree depicts the microsporidians as a sister group of the fungi, […]

Campbell’s Biology, 9e (Reece et al.) Chapter 32 An Overview of Animal Diversity About 40% of the questions in this chapter are either scenario questions or art questions, which typically involve higher-order thinking. Among these are two new sets of […]

44) According to the phylogenies depicted in the previous pair of figures, if one were to create a taxon called Radiata that included all animal species whose members have true radial symmetry, then such a taxon would be A) paraphyletic. […]

54) Aside from the density of dinoflagellates in P. ianthina skin, how many of the following factors can affect whether or not the endosymbiotic dinoflagellates promote the sea slug’s survival (assuming latitudes above or below Earth’s equator)? 1. day length […]

Campbell’s Biology, 9e (Reece et al.) Chapter 33 An Introduction to Invertebrates Almost half of the questions in the Test Bank for this chapter are synthetic questions that comprise three different scenarios, including a new scenario based on sea slugs. […]

Campbell’s Biology, 9e (Reece et al.) Chapter 34 The Origin and Evolution of Vertebrates A little more than 40% of the questions in Chapter 34 are scenario- or art-based or a combination thereof. There are two new sets of scenario […]

until that gas arrives at the A) mouth. B) gills. C) skin. D) heart. E) anus. Answer: B Topic: Concept 34.4 Skill: Synthesis/Evaluation 63) Which shark structure is most analogous to a swim bladder full of gas? A) its lateral […]

Campbell’s Biology, 9e (Reece et al.) Chapter 35 Plant Structure, Growth, and Development In previous chapters, students have been exposed to basic processes in life such as photosynthesis, respiration, and evolution. Chapter 35 provides key vocabulary on plant structure and […]

45) Assume that a particular chemical interferes with the establishment and maintenance of proton gradients across the membranes of plant cells. All of the following processes would be directly affected by this chemical except A) photosynthesis. B) phloem loading. C) […]

Campbell’s Biology, 9e (Reece et al.) Chapter 36 Resource Acquisition and Transport in Vascular Plants This chapter is often one of the most difficult for students to master because it draws upon the information in several previous chapters, as well […]

46) The enzyme complex nitrogenase catalyzes the reaction that reduces atmospheric nitrogen to A) N2. B) NH3. C) NO2. D) NO+. E) NO–. Answer: B Topic: Concept 37.3 Skill: Knowledge/Comprehension 47) In a root nodule, the gene coding for nitrogenase […]

Campbell’s Biology, 9e (Reece et al.) Chapter 37 Soil and Plant Nutrition In this chapter, students are introduced to the basic nutritional requirements of plants and learn how plants (and autotrophic organisms in general) obtain the majority of their body […]

Campbell’s Biology, 9e (Reece et al.) Chapter 39 Plant Responses to Internal and External Signals Chapter 39 incorporates higher-level analytical and synthesis/evaluation skills through the discussion of plant perception and response to environmental stimuli and stresses. Cell signaling, transduction of […]

Campbell’s Biology, 9e (Reece et al.) Chapter 38 Angiosperm Reproduction and Biotechnology Chapter 38 is foundational, introducing critical vocabulary in flower morphology and concepts of both angiosperm sexual reproduction (gametophyte development, pollination, double fertilization, fruit production) and asexual reproduction (fragmentation, […]

47) Which of the following metabolic processes is most likely to still be occurring at low levels in a fully mature, viable, dry seed? A) photosynthesis B) respiration C) fatty acid synthesis D) protein synthesis E) DNA replication Answer: B […]

60) If the range of a species of plants expands to a higher latitude, which of the following processes is the most likely to be modified by natural selection? A) circadian rhythm B) photoperiodic response C) phototropic response D) biological […]

Campbell’s Biology, 9e (Reece et al.) Chapter 4 Carbon and the Molecular Diversity of Life This chapter focuses on the chemistry of carbon and organic compounds. Students should be able to identify the nature of the bonds between carbon and […]

36) Which of the pairs of molecular structures shown below do NOT depict enantiomers (enantiomeric forms) of the same molecule? A) B) C) D) E) 12 Answer: C Topic: Concept 4.2 Skill: Synthesis/Evaluation 37) Which pair of molecules shown below […]

Campbell’s Biology, 9e (Reece et al.) Chapter 40 Basic Principles of Animal Form and Function The dependence of function on structure is a key idea in Chapter 40, and the Test Bank questions refer to many of the specific anatomical […]

Campbell’s Biology, 9e (Reece et al.) Chapter 41 Animal Nutrition Chapter 41 relates the energetic and nutritional needs of animals with the evolutionary adaptations that optimize nutrient ingestion, digestion, absorption, and distribution of nutrients. The locations and specializations of organs […]

Campbell’s Biology, 9e (Reece et al.) Chapter 42 Circulation and Gas Exchange Substantial emphasis is placed in Chapter 42 on the big picture of animals existing only by virtue of exchanging matter with their environments. In particular, oxygen and carbon […]

49) The sun shining on a tidal pool during a hot day heats the water. As some water evaporates, the pool becomes saltier, causing A) a decrease in its carbon dioxide content. B) a decrease in its oxygen content. C) […]

1 Campbell’s Biology, 9e (Reece et al.) Chapter 43 The Immune System The study of the immune system challenges students with a lot of new vocabulary and cell types. Added emphasis is given to the concepts associated with chemical identity […]

A) in the way they are produced. B) in their heavy-chain structure. C) in the type of cell that produces them. D) by the antigenic determinants that they recognize. E) by the number of carbohydrate subunits they have. Answer: B […]

Campbell’s Biology, 9e (Reece et al.) Chapter 44 Osmoregulation and Excretion Animals face substantial environmental challenges in maintaining the volume and content of their body fluids, and evolution has shaped several different solutions to these homeostatic problems. Osmoregulatory mechanisms allow […]

Campbell’s Biology, 9e (Reece et al.) Chapter 45 Hormones and the Endocrine System Signaling mechanisms are surveyed in this chapter, with an emphasis on the sources of hormones, the stimuli that elicit secretion, the signal transduction mechanism at the target […]

Campbell’s Biology, 9e (Reece et al.) Chapter 46 Animal Reproduction Most of the questions in Chapter 46 ensure that students have a firm grasp of the important principles of animal reproduction. Some art questions require students to label various parts […]

14 A) many ova must be released. B) the uterus must be enlarged. C) only one sperm need penetrate one egg. D) secretion of pituitary FSH and LH must decrease. E) the secondary oocyte must implant in the uterus. 56) […]

Campbell’s Biology, 9e (Reece et al.) Chapter 47 Animal Development This chapter emphasizes the shared features of animal development, uniting diverse organisms and diverse vocabulary in search of common understanding of milestones in development. It includes an updated discussion of […]

51) At the time of implantation, the human embryo is called a A) blastocyst. B) gastrula. C) fetus. D) somite. E) zygote. Answer: A Topic: Concept 47.1 Skill: Knowledge/Comprehension 52) Uterine implantation due to enzymatic digestion of the endometrium is […]

Campbell’s Biology, 9e (Reece et al.) Chapter 48 Neurons, Synapses, and Signaling Homeostasis in a complex organism requires coordination and communication among the parts of the body. Communication occurs by either chemical signals, including hormones, or by the nervous system, […]

Campbell’s Biology, 9e (Reece et al.) Chapter 49 Nervous Systems In addition to chemical signaling (for example, hormones), neuronal communication among the body parts of an animal is of substantial importance for the coordination of homeostasis. The organization of neurons […]

63) The difference between the sugar in DNA and the sugar in RNA is that the sugar in DNA A) is a six-carbon sugar and the sugar in RNA is a five-carbon sugar. B) can form a double-stranded molecule. C) […]

Campbell’s Biology, 9e (Reece et al.) Chapter 5 The Structure and Function of Large Biological Molecules In Chapter 5, the principles of chemistry covered in earlier chapters are applied to the understanding of biological polymers and lipid membranes. The emphasis […]

Campbell’s Biology, 9e (Reece et al.) Chapter 50 Sensory and Motor Mechanisms Sensory transduction converts energy in an environmental stimulus into changes in neural activity, leading to possible changes in behavior and physiology. In this chapter, an overview of sensory […]

Campbell’s Biology, 9e (Reece et al.) Chapter 51 Animal Behavior Chapter 51 has been restructured into four sections, each of which addresses one of Niko Tinbergen’s four fundamental questions on the how and why of animal behavior. Many of the […]

44) Fire suppression by humans A) will always result in an increase in species diversity in a given biome. B) can change the species composition within biological communities. C) will result ultimately in sustainable production of increased amounts of forest […]

Campbell’s Biology, 9e (Reece et al.) Chapter 52 An Introduction to Ecology and the Biosphere This chapter introduces ecology as a subdiscipline of biology; as such, many of the questions test for student knowledge of basic ecological concepts. A large […]

1 Campbell’s Biology, 9e (Reece et al.) Chapter 53 Population Ecology Chapter 53 helps students develop an understanding of the baseline of ecology by learning about populations. A plethora of questions will help to confirm student understanding of the basic […]

52) Which curve best describes survivorship in elephants? A) A B) B C) C D) D E) E Answer: A Topic: Concept 53.1 Skill: Application/Analysis 53) Which curve best describes survivorship in a marine crustacean that molts? A) A B) […]

Campbell’s Biology, 9e (Reece et al.) Chapter 54 Community Ecology The organization of this chapter has remained the same as in previous editions, but questions have been upgraded and revised to reflect the material covered in the 9th edition. More […]

43) Of the following zoonotic diseases, which is most likely to be studied by a community ecologist? A) mad cow disease B) hantavirus C) AIDS D) avian flu E) trichinosis Answer: D Topic: Concept 54.5 Skill: Application/Analysis 44) Which of […]

46) Which of the following locations is the reservoir for nitrogen in the nitrogen cycle? A) atmosphere B) sedimentary bedrock C) fossilized plant and animal remains (coal, oil, and natural gas) D) plant and animal biomass E) soil Answer: A […]

Campbell’s Biology, 9e (Reece et al.) Chapter 55 Ecosystems and Restoration Ecology Although the questions for Chapter 55 test mostly for conceptual knowledge, there are many questions that challenge students to apply what they have learned from this chapter as […]

Campbell’s Biology, 9e (Reece et al.) Chapter 56 Conservation Biology and Global Change Chapter 56 highlights the new field of conservation biology. The chapter explores restorations, remediations, the establishment of preserves, and other strategies to minimize the impact of humans […]

Campbell’s Biology, 9e (Reece et al.) Chapter 6 A Tour of the Cell This chapter introduces the topics of microscopy and cell fractionation, followed by a review of the cell and the major organelles and structures of eukaryotic cells. A […]

50) Familial hypercholesterolemia is characterized by which of the following? A) defective LDL receptors on the cell membranes B) poor attachment of the cholesterol to the extracellular matrix of cells C) a poorly formed lipid bilayer that cannot incorporate cholesterol […]

Campbell’s Biology, 9e (Reece et al.) Chapter 7 Membrane Structure and Function Membranes and membrane transport are fundamental to cellular life. The concepts in this chapter require integration of concepts from previous chapters: the nature of water and hydrophobic versus […]

Campbell’s Biology, 9e (Reece et al.) Chapter 8 An Introduction to Metabolism This chapter lays the foundations for the chapters on respiration and photosynthesis. Key concepts are as follows: The laws of thermodynamics govern energy transformations by living organisms, metabolic […]

44) Protein kinases are enzymes that transfer the terminal phosphate from ATP to an amino acid residue on the target protein. Many are located on the plasma membrane as integral membrane proteins or peripheral membrane proteins. What purpose may be […]

Campbell’s Biology, 9e (Reece et al.) Chapter 9 Cellular Respiration and Fermentation This is one of the most challenging chapters for students to master. Many students become overwhelmed and confused by the complexity of the pathways, with the multitude of […]

62) One function of both alcohol fermentation and lactic acid fermentation is to A) reduce NAD+ to NADH. B) reduce FAD+ to FADH2. C) oxidize NADH to NAD+. D) reduce FADH2 to FAD+. E) do none of the above. Answer: […]