Type:
Test Bank
Resource:
Campbell Biology
Edition:
10th Edition
Author(s):
Jane B. Reece Lisa A. Urry Michael L. Cain Steven A. Wasserman Peter V. Minorsky Robert B. Jackson
Test Bank for Campbell Biology Tenth Edition
Reece • Urry • Cain • Wasserman Minorsky • Jackson Edward J. Zakisko Diane Jokinen, Rebecca Orr, Melissa Fierke,
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Vice President/Editor-in-Chief: Beth Wilbur Senior Acquisitions Editor: Josh Frost Senior Editorial Manager: Ginnie Simione Jutson Editorial Project Editor: Brady Golden Executive Marketing Manager: Lauren Harp Managing Editor, Production: Shannon Tozier Production Project Manager: Jane Brundage Image & Text Permissions Coordinator: Alison Bruckner Manufacturing Buyer: Jeffrey Sargent Composition: S4Carlisle and Tamarack Software, Inc. Cover Design Production: Seventeenth Street Studios Text and Cover Printer: Edwards Brothers Malloy Cover Photo Credit: Martin Turner / Getty Images
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Preface Welcome to the Test Bank for the tenth edition of Campbell Biology. What you will find is a thoroughly revised collection of questions based on the strong foundation established in the nine previous editions. Each member of the Test Bank team, along with editors, has reviewed each question carefully to ensure that the content and terminology of that question accurately reflects the material in the new edition of the text. We hope that you will find ample questions from which to choose in compiling your tests and assignments. We also hope that you will be guided by the assignment of skill levels. The Test-Your-Understanding multiple-choice questions found in the review section of each textbook chapter have also been included in the Test. 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, and 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.
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Copyright © 2014 Pearson Education, Inc.
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Acknowledgments The questions in the tenth 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): William Barstow, University of Georgia (2, 3, 6, 7, 8); Neil Campbell, UC Riverside (3); Angela Cunningham, Baylor University (5); Michael Dini, Texas Tech University (6, 7, 8, 9); Jean DeSaix, University of North Carolina (7, 8); Richard Dohrkopf, Baylor University (4, 5); Gary Fabris, Red Deer College (4); Eugene Fenster, Longview Community College (6); Conrad Firling, University of Minnesota (6, 7); Peter Follette, Science Writer (7); Mark Hens, University of North Carolina (7); Frank Heppner, University of Rhode Island (1); Walter MacDonald, Trenton State University (2); Janice Moore, Colorado State University (7); Thomas Owens, Cornell University (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 (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 (3); Robert Yost, Indiana State University–Purdue University (6, 7); Edward Zalisko, Blackburn College (7); Louise Paquin, McDaniel College (8, 9); John Zarnetske, Hoosick Falls Central School (8, 9); John Lepri, University of North Carolina, Greensboro (8, 9); C.O. Patterson, Texas A&M University (8); Ronald Balsamo, Villanova University (9); Jung Choi, Georgia Institute of Technology (9) We would like to thank Edzard J. Zalisko, Diane Jokinen, Rebecca Orr, and Melissa Fierke for their work on the tenth edition of the Test Bank. The authors wish to thank Beth Wilbur, vice president and editor-in-chief for Pearson, and Josh Frost, senior acquisitions editor for Pearson, for assembling and supporting the work of our writing team. Also Brady Golden, supplements project editor, for his immense help in coordinating the entire project. Thanks also to Jane Brundage, production project manager at Pearson Benjamin Cummings; and Denise Covelli, David Blazina and the staff at Tamarack for their expertise and hard work on the production side of the project. Josh Frost Senior Acquisitions Editor Pearson Education
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