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1 | | As discussed in "Was Darwin Wrong?", the main difference between evolutionary theory and the other theories mentioned in the article is that evolutionary theory is: |
| | A) | based on so many other branches of science. |
| | B) | unacceptable to a large proportion of people. |
| | C) | largely unproven. |
| | D) | attributed to the work of one scientist instead of many. |
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2 | | As defined in "Was Darwin Wrong?", Darwin called the phenomenon of species splitting and specializing the principle of: |
| | A) | speciation. |
| | B) | divergence. |
| | C) | evolution. |
| | D) | creation. |
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3 | | As noted in "Was Darwin Wrong?", evolutionary theory is rejected not only by fundamentalist Christians, but also by ultraorthodox Jews, Islamic creationists, and some Hare Krishnas. |
| | A) | True |
| | B) | False |
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4 | | As given in "The Facts of Evolution," the debate about evolution has become a fight between science and: |
| | A) | history. |
| | B) | economics. |
| | C) | religion. |
| | D) | metaphysics. |
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5 | | As presented in "The Facts of Evolution," Ernst Mayr's general tenets of evolutionary theory include all of the following except: |
| | A) | descent with modification. |
| | B) | fossil gaps. |
| | C) | natural selection. |
| | D) | gradualism. |
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6 | | As noted in "The Facts of Evolution," evolution is a historical science, and historical datafossilsare often the evidence most cited for and against it. |
| | A) | True |
| | B) | False |
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7 | | As set forth in "Evolution in Action," the species that are demonstrating observable evolution include all of the following EXCEPT: |
| | A) | grayling. |
| | B) | sticklebacks. |
| | C) | monkeys. |
| | D) | flies. |
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8 | | As reported in "Evolution in Action," when evolutionary biologists Peter and Rosemary Grant observed Galapagos finches, they noted that: |
| | A) | finches evolved only when weather conditions remained stable. |
| | B) | evolutionary changes among finches were occurring so slowly they were barely perceptible. |
| | C) | the finches were evolving rapidly. |
| | D) | finches evolved only where there were large numbers of predators. |
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9 | | According to "Evolution in Action," in the decades after Darwin's death, dozens of scientists were fascinated with the concept of evolution and attempted to witness it in action. |
| | A) | True |
| | B) | False |
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10 | | According to the author of "The Other Darwinism," his political philosophy sits somewhere: |
| | A) | far left of center. |
| | B) | right of the British Conservative party. |
| | C) | between that of his parents, a royalist and a revolutionary. |
| | D) | in the middle of the Atlantic. |
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11 | | As mentioned in "The Other Darwinism," in the early days of immigration to the United States, people left their native lands in rickety ships called: |
| | A) | dream ships. |
| | B) | coffin ships. |
| | C) | clipper ships. |
| | D) | death traps. |
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12 | | As defined in "The Other Darwinism," the tiny percentage of humans who are emotionally immune to other people's situations are known as schizophrenics. |
| | A) | True |
| | B) | False |
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13 | | As profiled in "The Latest Face of Creationism," Arthur Landy, a professor of molecular and cell biology and biochemistry at Brown University, argued against an anti-evolution bill awaiting signature by his former student, the governor of: |
| | A) | Connecticut. |
| | B) | Louisiana. |
| | C) | Rhode Island. |
| | D) | Texas. |
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14 | | As pointed out in "The Latest Face of Creationism," the Supreme Court has rejected a number of policies that require the teaching of creationism in science classes because it violates the constitutional: |
| | A) | Free Speech Amendment. |
| | B) | division of federal and states' rights. |
| | C) | amendment regarding eminent domain. |
| | D) | Establishment Clause. |
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15 | | According to "The Latest Face of Creationism," creationists criticize evolution on the assumption that the only alternative to that view is creationism. |
| | A) | True |
| | B) | False |
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16 | | As suggested in "Why Should Students Learn Evolution?" unless one appreciates the perennial struggle among individuals and populations for survival in a particular ecological niche: |
| | A) | rules for engaging socially cannot be constructed. |
| | B) | one cannot understand the living world of which humans are a part. |
| | C) | economics would have no meaning. |
| | D) | biology would be in its infancy scientifically. |
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17 | | As stated in "Why Should Students Learn Evolution?" if one took away the basic context of all biological sciences, all that would be left would be: |
| | A) | disparate facts without the thread that ties them all together. |
| | B) | hope and luck. |
| | C) | DNA and RNA. |
| | D) | research and supposition. |
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18 | | As indicated in "Why Should Students Learn Evolution?" evolutionary explanations answer key questions in the biological sciences, such as why organisms across species have so many striking similarities yet are tremendously diverse. |
| | A) | True |
| | B) | False |
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19 | | According to "The 2% Difference," the two percent difference between humans and chimps is shown in that: |
| | A) | humans have more genes related to olfaction. |
| | B) | chimps are more resistant to tuberculosis. |
| | C) | chimps have more genes involved in neural development. |
| | D) | chimps have more genes related to olfaction. |
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20 | | As suggested in "The 2% Difference," genetic changes arise through all of the following EXCEPT: |
| | A) | insertion. |
| | B) | mutation. |
| | C) | adaptation. |
| | D) | deletion. |
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21 | | As stated in "The 2% Difference," the differences between chimp and human genes boil down to a kind of "typographical error" whereby one nucleotide is swapped for another and alters the gene in which it sits. |
| | A) | True |
| | B) | False |
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22 | | As stated in "The Mind of the Chimpanzee," Jane Goodall maintains that chimpanzees: |
| | A) | are not as intelligent as was originally thought. |
| | B) | are slow at problem solving. |
| | C) | have individual personalities. |
| | D) | are poor subjects for primate studies. |
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23 | | When Jane Goodall began her studies, as discussed in her article "The Mind of the Chimpanzee," it was not acceptable to: |
| | A) | study chimpanzees in the wild. |
| | B) | talk about an animal's mind. |
| | C) | advocate using chimpanzees for medical research. |
| | D) | ignore personality characteristics when doing animal research. |
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24 | | According to "The Mind of the Chimpanzee," Lucy, having been raised by humans, was no longer purely chimp. |
| | A) | True |
| | B) | False |
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25 | | As claimed in "Got Culture?" the notion of culture most relevant to primatologists is one that is: |
| | A) | identical to that used by most other cultural theorists. |
| | B) | closely linked to a written language. |
| | C) | manifested in at least rudimentary technologies, such as the construction of simple machines. |
| | D) | broader than that normally used by cultural theorists. |
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26 | | As characterized as "Got Culture?" the most plausible explanation for differences among the chimpanzee tool industries in Africa is that they reflect: |
| | A) | genetic differences. |
| | B) | different ecological conditions. |
| | C) | different learned traditions. |
| | D) | differences in the human communities from whom these behaviors were learned. |
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27 | | As pointed out in "Got Culture?" human cultures, unlike those of other animals, must be technologically complex. |
| | A) | True |
| | B) | False |
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28 | | As noted in "Dim Forest, Bright Chimps," chimpanzees living in the forest differ from those on the savanna in how they: |
| | A) | hunt. |
| | B) | communicate. |
| | C) | fight with each other. |
| | D) | sleep. |
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29 | | Plant and animal remains indicative of dry, open environments, according to "Dim Forest, Bright Chimps," have been found at all early hominid excavation sites in all of the following countries EXCEPT: |
| | A) | Cote d'Ivoire (Ivory Coast). |
| | B) | Tanzania. |
| | C) | South Africa. |
| | D) | Ethiopia. |
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30 | | Food sharing, as suggested in "Dim Forest, Bright Chimps," seems to be more general in savanna than in forest chimpanzees. |
| | A) | True |
| | B) | False |
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31 | | Laurie Santos, profiled in "Thinking Like a Monkey," and other experimental psychologists working on the island of Cayo Santiago study the monkeys': |
| | A) | sexual activities. |
| | B) | physical attributes and dexterity. |
| | C) | thinking processes. |
| | D) | dietary habits and longevity. |
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32 | | As presented in "Thinking Like a Monkey," the theory-of-mind experiment relies on the trait of rhesus monkeys to: |
| | A) | flee any perceived danger. |
| | B) | physically confront every rival. |
| | C) | live solitary lives. |
| | D) | steal food at every opportunity. |
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33 | | As characterized in "Thinking Like a Monkey," researcher Laurie Santos has found that the monkeys she has studied cannot understand the concept of false belief. |
| | A) | True |
| | B) | False |
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34 | | As pointed out in "Why Are Some Animals So Smart?" the criteria used in field work to demonstrate that a certain behavior has a cultural basis include all of the following EXCEPT that: |
| | A) | the behavior must vary geographically. |
| | B) | the behavior must be common where it is found. |
| | C) | the same behaviors must be found in widely spaced geographical areas. |
| | D) | researchers must be able to find geographic distributions of behavior that can be explained by culture and not by any other way. |
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35 | | According to "Why Are Some Animals So Smart?" most captive members of the orangutan species: |
| | A) | are incapable of learning to use tools. |
| | B) | are terrified of tools. |
| | C) | can learn to use tools. |
| | D) | naturally make tools in the same manner as their wild counterparts. |
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36 | | As suggested in "Why Are Some Animals So Smart?" the demands of society foster intelligence because the most intelligent beings would be the most successful at making self-protective choices. |
| | A) | True |
| | B) | False |
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37 | | As analyzed in "A Telling Difference," communication is virtually universal among: |
| | A) | only special beings. |
| | B) | objective individuals on Earth. |
| | C) | the intellectually superior. |
| | D) | living things. |
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38 | | As pointed out in "A Telling Difference," one way of approaching the distinction between communication and language is to note that: |
| | A) | those who choose to communicate can and those who use language cannot. |
| | B) | communication is something humans and lots of other animals do, and language is the tool that people can use to do it. |
| | C) | age is a primary factor in the skillfulness of communication. |
| | D) | one can be taught, while the other is instinctive. |
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39 | | As related in "A Telling Difference," animals communicate without language for a variety of purposes. |
| | A) | True |
| | B) | False |
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40 | | Recent studies described in "What Are Friends For?" suggest that: |
| | A) | females are passive objects of male competition. |
| | B) | cooperation between genders is not uncommon among baboons. |
| | C) | male/female friendships are unusual in the wild. |
| | D) | males never provide child care. |
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41 | | The three subspecies of savanna baboon, according to "What Are Friends For?" include all of the following EXCEPT: |
| | A) | gray. |
| | B) | olive. |
| | C) | chacma. |
| | D) | yellow. |
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42 | | Male baboons, as claimed in "What Are Friends For?" are particularly solicitous guardians of their friends' youngest infants. |
| | A) | True |
| | B) | False |
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43 | | As explained in "Face-Offs of the Female Kind," aggressive encounters between groups of female blue monkeys are over: |
| | A) | mates. |
| | B) | territory. |
| | C) | water sources. |
| | D) | status. |
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44 | | As revealed in "Face-Offs of the Female Kind," the diet of the blue monkey consists mainly of: |
| | A) | roots, rodents, and wild grain. |
| | B) | remains of large animals killed by predators. |
| | C) | fruit, insects, and flowers. |
| | D) | birds, snakes, and lizards. |
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45 | | As noted in "Face-Offs of the Female Kind," the author's study focused mainly on why certain individual females in the group did the fighting. |
| | A) | True |
| | B) | False |
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46 | | As noted in "What's Love Got to Do With It?" a difference between bonobos and other primates is that: |
| | A) | females only demonstrate sexual behavior when they are fertile. |
| | B) | they have especially unrestrained sexual behavior. |
| | C) | they use sex only for purposes of reproduction. |
| | D) | they rarely have sexual contact with other members of the same gender. |
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47 | | In reconstructing how early man and woman behaved, according to "What's Love Got to Do With It?" researchers have generally looked to: |
| | A) | bonobos. |
| | B) | chimpanzees. |
| | C) | macaques. |
| | D) | gorillas. |
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48 | | Most of the time, as suggested in "What's Love Got to Do With It?" bonobo sex has nothing to do with making babies. |
| | A) | True |
| | B) | False |
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49 | | As explained in "Mothers and Others," cooperative breeding: |
| | A) | exists only in primitive societies. |
| | B) | has enabled humans to thrive in many new environments. |
| | C) | has no place in the modern world. |
| | D) | is practiced only by non-primate mammals. |
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50 | | As cited in "Mothers and Others," the critical variable in the NICHD study of children and their families was: |
| | A) | how secure infants felt when cared for by someone else. |
| | B) | the amount of time an infant spent apart from its mother. |
| | C) | whether or not the mother worked. |
| | D) | the role of the father or other males in an infant's life. |
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51 | | As stated in "Mothers and Others," cooperative breeding is restricted to humans. |
| | A) | True |
| | B) | False |
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52 | | As described in "The Woman Who Shook Up Man's Family Tree," the first bone that the author found belonging to the fossil remains of "Lucy" was a/an: |
| | A) | clavicle. |
| | B) | occipital bone. |
| | C) | ulna. |
| | D) | mandible. |
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53 | | As related in "The Woman Who Shook Up Man's Family Tree," Lucy received her name as a reference to: |
| | A) | the grandmother of the man who found her. |
| | B) | the Beatles' song "Lucy in the Sky with Diamonds." |
| | C) | Lucy from the comic strip Peanuts. |
| | D) | Lucille Ball of I Love Lucy. |
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54 | | As noted in "The Woman Who Shook Up Man's Family Tree," Lucy is estimated to be about 20 million years old. |
| | A) | True |
| | B) | False |
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55 | | As put forth in "The Human Family's Earliest Ancestors," one of the conclusions drawn from Ardi's bones is that early humans did not go through a stage of: |
| | A) | cave-dwelling. |
| | B) | knuckle-walking. |
| | C) | tree-dwelling. |
| | D) | stone-tool making. |
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56 | | As identified in "The Human Family's Earliest Ancestors," the geologic fault that runs through Kenya, Tanzania, and Ethiopia, and that has been the site of many archaeological finds of early hominid bones, is called the: |
| | A) | Great Rift Valley. |
| | B) | San Andreas Fault. |
| | C) | North Anatolian Fault. |
| | D) | Alquist-Priolo Line. |
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57 | | As mentioned in "The Human Family's Earliest Ancestors," the female skeleton found in Ethiopia in 1974, Lucy, was named after the Beatles' song "Lucy in the Sky with Diamonds." |
| | A) | True |
| | B) | False |
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58 | | Conclusions reached in "Scavenger Hunt," about early hominids include that: |
| | A) | they were accomplished hunters. |
| | B) | their teeth indicate that they were scavengers. |
| | C) | their principal method of food preparation was butchering. |
| | D) | fossil remains cannot prove much about the eating habits of such animals. |
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59 | | The only pure scavengers alive in Africa today, according to "Scavenger Hunt," are: |
| | A) | spotted hyenas. |
| | B) | jackals. |
| | C) | vultures. |
| | D) | wild dogs. |
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60 | | Bipedalism, as suggested in "Scavenger Hunt," is compatible with a scavenging strategy. |
| | A) | True |
| | B) | False |
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61 | | According to "The Scavenging of "Peking Man"," new evidence from the cave at Longgushan: |
| | A) | reinforces the findings first made in the 1920s. |
| | B) | confirms that Peking man was cannibalistic. |
| | C) | gives a leading role to Homo sapiens at the site. |
| | D) | shows that its primary use was not as a home for early humans. |
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62 | | As given in "The Scavenging of "Peking Man"," Peking man lived as recently as: |
| | A) | 300,000 years ago. |
| | B) | 100,000 years ago. |
| | C) | 60,000 years ago. |
| | D) | 35,000 years ago. |
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63 | | It is still considered likely, as related in "The Scavenging of "Peking Man"," that the individuals whose remains were found at Zhoukoudian, China, practiced cannibalism. |
| | A) | True |
| | B) | False |
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64 | | As put forth in "Missing Persons? Missing No Longer," the first candidate for "the missing link" was Pithecanthropus erectus, discovered by Dutch anthropologist Eugene Dubois in: |
| | A) | Java. |
| | B) | Olduvai Gorge. |
| | C) | Peking. |
| | D) | the Philippines. |
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65 | | As cited in "Missing Persons? Missing No Longer," when discussing evolution with Wendy Wright, who does not accept evolution, Dawkins repeatedly asked her to: |
| | A) | read Darwin's works. |
| | B) | show him her evidence. |
| | C) | go look at the fossils. |
| | D) | leave religion out of the discussion. |
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66 | | In the article "Missing Persons? Missing No Longer," Dawkins makes an analogy between the process of a child becoming an adult and the process of evolution, noting that there is no one point, despite arbitrary age distinctions, at which a child instantly becomes an adult; similarly, there is no one point at which one species becomes another. |
| | A) | True |
| | B) | False |
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67 | | According to "Hard Times Among the Neanderthals," research on fossils: |
| | A) | reveals the Neanderthals to have been excessively violent in their nature. |
| | B) | shows the Neanderthals to be less similar to modern humans than was previously imagined. |
| | C) | is a rare area of agreement among experts in human paleontology |
| | D) | reveals a considerable amount about the way the Neanderthals lived. |
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68 | | The first recognized fossil remains, according to "Hard Times Among the Neanderthals," were discovered in 1856 in: |
| | A) | China. |
| | B) | Tanzania. |
| | C) | Germany. |
| | D) | Iraq. |
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69 | | As claimed in "Hard Times Among the Neanderthals," it is usually impossible to determine from fossilized remains the cause of an individual's death. |
| | A) | True |
| | B) | False |
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70 | | As recalled in "Rethinking Neanderthals," recent studies suggest that Neanderthals: |
| | A) | developed sophisticated societies among their unfriendly neighbors. |
| | B) | never really existed. |
| | C) | were imaginative enough to carve artful objects and invent a language. |
| | D) | migrated from Canada. |
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71 | | As claimed in "Rethinking Neanderthals," Neanderthals were as big-brained as: |
| | A) | the ancient Egyptians. |
| | B) | the anatomically modern humans that later colonized Europe. |
| | C) | Asian fossils found in lower Mongolia. |
| | D) | modern humans. |
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72 | | Neanderthal fossils suggest, as brought out in "Rethinking Neanderthals," that the Neanderthals must have endured a lot of pain. |
| | A) | True |
| | B) | False |
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73 | | As stated in "Twilight of the Neanderthals," what are thought to have been the last of the Neanderthals lived in the area now known as: |
| | A) | Alsace. |
| | B) | Denmark. |
| | C) | Sicily. |
| | D) | Gibraltar. |
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74 | | As given in "Twilight of the Neanderthals," the best summary of the relationship between modern humans and Neanderthals is to say that: |
| | A) | modern humans evolved from Neanderthals. |
| | B) | Neanderthals and modern humans interbred extensively. |
| | C) | Neanderthals died out long before modern humans emigrated to Europe. |
| | D) | Neanderthals and humans coexisted for 15,000 years before Neanderthals died out. |
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75 | | As stated in" Twilight of the Neanderthals," of all the hominids, Neanderthals were our closest relatives. |
| | A) | True |
| | B) | False |
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76 | | As put forth in "The Great Human Migration," compelling evidence for the migration of modern humans from Africa to the rest of the world, rather than parallel development in different locations, was provided in the 1980s by: |
| | A) | cave paintings. |
| | B) | carbon dating. |
| | C) | mitochondrial DNA. |
| | D) | computerized analysis of hunting patterns. |
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77 | | As reported in "The Great Human Migration," the etched stone representing the oldest known example of an intricate design made by a human being were found in the Blombos Cave near the southern tip of: |
| | A) | Africa. |
| | B) | India. |
| | C) | Italy. |
| | D) | France. |
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78 | | As identified in "The Great Human Migration," the woman dubbed "Eve" by scientists was our oldest human ancestor. |
| | A) | True |
| | B) | False |
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79 | | As reported in "The Birth of Childhood," recent studies by Harvard paleoanthropologist Tanya Smith indicate that for the first members of our species, Homo sapiens, some 200,000 years ago in Africa, childhood: |
| | A) | lasted only 4 or 5 years. |
| | B) | lasted longer than it does for modern humans. |
| | C) | had begun to extend compared with earlier species but was still much shorter than for modern humans. |
| | D) | was fully extended. |
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80 | | The 3-year-old orphan Mel, profiled in "The Birth of Childhood," was a/an: |
| | A) | early modern human. |
| | B) | chimpanzee. |
| | C) | Neanderthal. |
| | D) | elephant. |
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81 | | As noted in "The Birth of Childhood," slow-growing, large-bodied animals, such as rhinos, elephants, and chimpanzees, differ from humans in that they are threatened with extinction in part because they delay reproduction. |
| | A) | True |
| | B) | False |
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82 | | As reported in "The Brain," according to Darwin, facial expressions were: |
| | A) | different in different cultures. |
| | B) | reflexes. |
| | C) | learned behavior. |
| | D) | voluntary. |
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83 | | As stated in "The Brain," muscles in our faces acquired their basic form more than half a billion years ago, when muscles to suck in food were developed in early: |
| | A) | fish. |
| | B) | birds. |
| | C) | humans. |
| | D) | reptiles. |
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84 | | As revealed in "The Brain," researchers have found that a facial movement produces the same expression whether on the face of a chimpanzee or a human. |
| | A) | True |
| | B) | False |
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85 | | As stated in "The Cook's Body," cooked food is easier to digest and therefore: |
| | A) | makes eating more pleasurable. |
| | B) | promotes efficient growth. |
| | C) | stays in the stomach longer than raw foods. |
| | D) | requires more calories to process it. |
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86 | | As put forth in "The Cook's Body," when it comes to evolutionary trade-offs, compared with chimpanzees, humans climb badly but: |
| | A) | have larger mouths. |
| | B) | are more flexible. |
| | C) | see better. |
| | D) | walk well. |
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87 | | As mentioned in "The Cook's Body," even commercial dog food is cooked before being sold, which is why some dogs become overweight. |
| | A) | True |
| | B) | False |
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88 | | As reported in "The Naked Truth," one of the most significant differences between the DNA of chimpanzees and humans lies in the genes that code for proteins that control properties of the: |
| | A) | digestive system. |
| | B) | vocal chords. |
| | C) | joints. |
| | D) | skin. |
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89 | | As specified in "The Naked Truth," in addition to humans, other mammals that have evolved a nearly hairless body are: |
| | A) | elephants and hippopotamuses. |
| | B) | the naked mole rat. |
| | C) | otters. |
| | D) | whales. |
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90 | | As pointed out in the box "Of Lice and Men" within the article "The Naked Truth," body lice have existed since the beginning of modern man, but head lice evolved later. |
| | A) | True |
| | B) | False |
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91 | | As described in "Can White Men Jump?", today's Kenyan runners are not superhumans with super-genes, but rather they are participants in: |
| | A) | good old-fashioned ambition for success. |
| | B) | a military-like regimen of training. |
| | C) | a culture of the extreme. |
| | D) | a revolution against nineteenth-century stereotypes. |
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92 | | According to "Can White Men Jump?", after the 2008 Summer Olympics, the immediate suspicion was that the Jamaicans who were so dominant in track and field succeeded because of: |
| | A) | steroid use. |
| | B) | a protein produced by a special gene variant called ACTN3. |
| | C) | their high-protein, high-carb diet. |
| | D) | an intensive training program. |
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93 | | The authors of "Can White Men Jump?" note that when British runner Roger Bannister became the first human to run the four-minute mile, it was years before other runners achieved the same feat. |
| | A) | True |
| | B) | False |
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94 | | As mentioned in "Skin Deep," among primates only humans: |
| | A) | care about skin color. |
| | B) | never change hair color. |
| | C) | have mostly naked skin that comes in different colors. |
| | D) | consider grooming important. |
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95 | | As suggested in "Skin Deep," the ability of skin color to adapt over long periods to the various environments to which humans have moved reflects: |
| | A) | the importance of skin color to human survival. |
| | B) | racial harmony. |
| | C) | ethnic mobility and adaptability. |
| | D) | European genetic influence. |
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96 | | As reported in "Skin Deep," populations that live in the tropics receive enough ultraviolet light from the sun to synthesize vitamin D all year long. |
| | A) | True |
| | B) | False |
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97 | | The misunderstanding that race is a biological fact, as put forth in "How Real Is Race? Using Anthropology to Make Sense of Human Diversity," is reinforced in education when teachers are taught that they should understand: |
| | A) | how issues of identity formation are made more difficult for students from mixed racial backgrounds. |
| | B) | the specific learning styles and behavior patterns of students of different races. |
| | C) | the teaching of evolution may be very difficult for some students to accept. |
| | D) | demographic trends based on race and social and economic positions. |
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98 | | The idea of race, as explained in "How Real Is Race? Using Anthropology to Make Sense of Human Diversity," emerged in Europe and coincided with: |
| | A) | new ideas of democracy and equality. |
| | B) | advances in science and technology. |
| | C) | the unification of the European nations. |
| | D) | colonialism and the transatlantic slave trade. |
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99 | | During the late nineteenth century, as presented in "How Real Is Race? Using Anthropology to Make Sense of Human Diversity," physical evolution was seen as moving at a distinctly slower pace than cultural evolution. |
| | A) | True |
| | B) | False |
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100 | | As described in "The Tall and the Short of It," plasticity refers to the ability of an organism to: |
| | A) | change its genetic destiny. |
| | B) | insulate itself from its environment. |
| | C) | manipulate its gene for growth. |
| | D) | adapt in response to changes in the environment. |
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101 | | As reported in "The Tall and the Short of It," studies on height reveal that: |
| | A) | adult height is determined solely by genes. |
| | B) | changing the growth patterns within groups takes centuries. |
| | C) | improving the diet and health of Maya refugees led to their having taller children. |
| | D) | the Tutsis are taller on average than most Americans. |
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102 | | As explained in "The Tall and the Short of It," low-birth-weight babies tend to continue slow growth throughout childhood. |
| | A) | True |
| | B) | False |
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103 | | As given in "Body of Evidence," a forensic anthropologist may be asked to examine a body under all of the following conditions except when a body: |
| | A) | has been in water for a long time. |
| | B) | is partially decayed. |
| | C) | is fresh. |
| | D) | has been reduced to a skeleton. |
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104 | | As stated in "Body of Evidence," when a person dies from a violent crime, a factor that is extremely important in determining the events that took place is: |
| | A) | the sex of the victim. |
| | B) | the time of death. |
| | C) | geographythe place of death. |
| | D) | the victim's cultural and economic background. |
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105 | | As noted by the author of "Body of Evidence," forensic anthropologists help the dead tell their own stories. |
| | A) | True |
| | B) | False |
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106 | | As presented in "Dead Men Do Tell Tales," the case that Dr. Maples recalls in the article concerned: |
| | A) | a kidnapping. |
| | B) | the murder of five students. |
| | C) | identifying the remains of Korean War soldiers. |
| | D) | reconstructing a shootout at a drug deal. |
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107 | | Dr. William R. Maples, the author of "Dead Men Do Tell Tales," is a forensic anthropologist in: |
| | A) | California. |
| | B) | Mississippi. |
| | C) | Florida. |
| | D) | New York. |
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108 | | As set forth in "Dead Men Do Tell Tales," Dr. Maples worked with the medical examiner, Dr. William Hamilton, a meticulous man who shuns the media spotlight. |
| | A) | True |
| | B) | False |
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109 | | As postulated in "The Viral Superhighway," there were no epidemics for most of human history because: |
| | A) | most pathogens had not yet evolved to be so virulent. |
| | B) | such diseases as there were responded well to herbal remedies. |
| | C) | groups of people were sparse and widely dispersed. |
| | D) | very few people traveled more than a mile from their birthplace during their whole lives. |
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110 | | As noted in "The Viral Superhighway," about a third of the population of medieval Europe was wiped out between 1347 and 1351 by bubonic plague, which is spread by: |
| | A) | contaminated water. |
| | B) | fleas that live on rodents. |
| | C) | saliva or other bodily fluids. |
| | D) | mosquitoes. |
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111 | | As defined in "The Viral Superhighway," what Egyptian demographer Abdel R. Omran called "epidemiological transition" refers to the shift from infectious diseases as major killers in modern industrial nations to death by the "diseases of civilization" such as cancer, heart disease, diabetes, obesity, and osteoporosis. |
| | A) | True |
| | B) | False |
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112 | | As revealed in "The Perfect Plague," the highest known epidemic death toll in history was caused by: |
| | A) | bubonic plague in the 1340s. |
| | B) | typhus from 1501 to 1587. |
| | C) | cholera from 1852 to 1860. |
| | D) | influenza in 1918 and 1919. |
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113 | | As reported in "The Perfect Plague," the Ministry of Health in Venezuela looks for an early warning of a possible outbreak of yellow fever by monitoring: |
| | A) | representative blood samples from citizens. |
| | B) | immigrants to the country. |
| | C) | mosquito populations. |
| | D) | unusual numbers of dead wild monkeys. |
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114 | | As shown in "The Perfect Plague," the most notable source of disease in the tropics is mosquitoes. |
| | A) | True |
| | B) | False |
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115 | | As indicated in "The Inuit Paradox," no one, not even residents of the northernmost villages on Earth: |
| | A) | eats an entirely traditional northern diet anymore. |
| | B) | cares about proper nutrition. |
| | C) | listens to their cardiologists about nutrition. |
| | D) | emphasizes diet in his or her life plans. |
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116 | | As shown in "The Inuit Paradox," the Eskimo did well on: |
| | A) | low protein and low fat diets. |
| | B) | high protein and high fat diets. |
| | C) | minimal carbohydrates. |
| | D) | excessive carbohydrates. |
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117 | | As related in "The Inuit Paradox," the closer people live to towns and the more access they have to stores and cash-paying jobs, the more likely they are to have Westernized their eating. |
| | A) | True |
| | B) | False |
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118 | | As discussed in "Dr. Darwin," the goal of Darwinian medicine is to: |
| | A) | find cures for genetically transmitted diseases. |
| | B) | apply the theory of natural selection for better a understanding of disease. |
| | C) | find genetically based killers for unwanted microbes. |
| | D) | extend the average life span. |
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119 | | As reported in "Dr. Darwin," scientists are applying the theory of natural selection to the study of illnesses in an attempt to: |
| | A) | determine whether genetic manipulation can make humans immune to disease. |
| | B) | understand why humans are vulnerable to disease, why human bodies react as they do to illness, and to understand the microbes that cause disease. |
| | C) | engineer microbes that can thrive without endangering people. |
| | D) | accelerate the pace of human evolution to eliminate illness. |
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120 | | It is noted in "Dr. Darwin" that some symptoms of illness, such as diarrhea, may be either harmful or beneficial, depending on the disease a person has. |
| | A) | True |
| | B) | False |
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121 | | As described in "Curse and Blessing of the Ghetto," characteristics of Tay-Sachs disease include that it: |
| | A) | is easily treatable. |
| | B) | is programmed in the genes. |
| | C) | can be prevented. |
| | D) | only attacks female children. |
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122 | | The enzyme absent in Tay-Sachs children, according to "Curse and Blessing of the Ghetto," is coded for by a piece of: |
| | A) | microbe. |
| | B) | lysosome. |
| | C) | DNA. |
| | D) | protein. |
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123 | | To get Tay-Sachs, as claimed in "Curse and Blessing of the Ghetto," a child must inherit a defective gene from just one parent. |
| | A) | True |
| | B) | False |
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124 | | As presented in "Ironing It Out," hemochromatosis is: |
| | A) | a viral infection. |
| | B) | present only in men. |
| | C) | a hereditary disease. |
| | D) | usually noticed before puberty. |
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125 | | As outlined in "Ironing It Out," without enough iron, a person has all of the following symptoms except: |
| | A) | a poorly functioning immune system. |
| | B) | feeling confused and/or dizzy. |
| | C) | feeling extremely fatigued. |
| | D) | the skin appears tanned. |
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126 | | As given in "Ironing It Out," iron is both essential to human life and attractive to nearly every biological threat to human life. |
| | A) | True |
| | B) | False |
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