Essentials of Physical Anthropology 3rd Edition By Clark Spencer Larsen - Test bank Instant Download - Complete Test Bank With Answers Sample Questions Are Posted Below CHAPTER 05: Biology in the Present: Living People MULTIPLE CHOICE C. Loring Brace argued that the race concept: a. was first used by …
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Essentials of Physical Anthropology 3rd Edition By Clark Spencer Larsen – Test bank
Instant Download – Complete Test Bank With Answers
Sample Questions Are Posted Below
CHAPTER 05: Biology in the Present: Living People
MULTIPLE CHOICE
| a. | was first used by Marco Polo as he recorded huge amounts of information during his travels in Asia. |
| b. | has been present throughout human history. |
| c. | can be traced to the Renaissance, when seafaring travelers observed differences between people from distant lands. |
| d. | originated in ancient Egypt. |
ANS: C DIF: Easy OBJ: Explain how the concept of race began
TOP: Is race a valid, biologically meaningful concept? MSC: Remembering
| a. | was a strong supporter of the race concept. |
| b. | created racial categories based on living populations in the United States. |
| c. | showed that U.S.-born children had the same head shapes as their immigrant parents. |
| d. | showed that U.S.-born children had different head shapes than their immigrant parents. |
ANS: D DIF: Easy
OBJ: Identify the discoveries in the twentieth century that led to clines supplanting race as a way of understanding biological variation in humans
TOP: Debunking race concept: Franz Boas MSC: Remembering
| a. | discovered the existence of three races. |
| b. | categorized skulls into five racial types. |
| c. | used blood types and skin colors to create a racial taxonomy for humans. |
| d. | showed that skull shape changed over time. |
ANS: B DIF: Easy OBJ: Explain how the concept of race began
TOP: Is race a valid, biologically meaningful concept? MSC: Remembering
| a. | research indicating that most genetic variation is found among human races. |
| b. | research indicating that race categories accounted for a very small percentage of variation found across human populations. |
| c. | the examination of variation in multiple human skull characteristics. |
| d. | research that examined genetic diversity across different species of mammals. |
ANS: B DIF: Moderate
OBJ: Identify the discoveries in the twentieth century that led to clines supplanting race as a way of understanding biological variation in humans
TOP: So-called racial traits are not concordant MSC: Remembering
| a. | is continuous variation that follows a continuum. |
| b. | is variation that falls into discrete categories. |
| c. | describes the pattern of occurrence of trisomy 18. |
| d. | was used to describe human variation as early as the Renaissance. |
ANS: A DIF: Easy
OBJ: Explain how the concept of cline is different from the concept of race
TOP: Human variation: geographic clines, not racial categories MSC: Remembering
| a. | is on the continuum of variation observed in Allen’s rule. |
| b. | represents the variability that results from Wolff’s law of skeletal replacement. |
| c. | has body proportions that are not well adapted to warmer climates. |
| d. | is well adapted for life at high latitudes, as Allen’s rule predicts for pastoralist populations. |
ANS: A DIF: Moderate
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: Body shape and adaptation to heat stress MSC: Understanding
| a. | growth accelerates and decelerates according to various life stages. |
| b. | undernourished populations experience accelerated growth and development. |
| c. | there is a relationship between genes and the environment. |
| d. | shortness in height is an adaptation to reduced food supplies. |
ANS: D DIF: Difficult
OBJ: Compare the causes and effects of overnourishment and undernourishment on the growth, development, and overall health of the human body TOP: Human nutrition today
MSC: Remembering
| a. | trimesters. |
| b. | the neonatal period versus after the end of lactation. |
| c. | infancy, childhood, the juvenile period, puberty, adolescence, and adulthood. |
| d. | the neonatal period, infancy, the juvenile period, puberty, and adolescence. |
ANS: A DIF: Easy
OBJ: Define the three main stages in the human growth cycle
TOP: The growth cycle: conception through adulthood MSC: Remembering
| a. | senescence | c. | prenatal development |
| b. | Wolff’s law | d. | adult stage of development |
ANS: A DIF: Moderate
OBJ: Explain what happens to the human body during senescence
TOP: Adult staging: aging and senescence MSC: Understanding
| a. | do not lead to clear-cut racial classifications. |
| b. | are race specific. |
| c. | help with biological profiling. |
| d. | do not exist in humans. |
ANS: A DIF: Moderate
OBJ: Identify the discoveries in the twentieth century that led to clines supplanting race as a way of understanding biological variation in humans
TOP: So-called racial traits are not concordant MSC: Understanding
| a. | a vegetarian diet of greens, fruits, and dairy products. |
| b. | smoking, alcohol, and drugs. |
| c. | heavy exercise like running and swimming. |
| d. | lack of exercise. |
ANS: B DIF: Moderate
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Prenatal stage: sensitive to environmental stress, predictive of adult health
MSC: Remembering
| a. | environmental adaptations that occur at the individual level. |
| b. | acclimatization at the individual level. |
| c. | developmental adaptations that occur at the level of the individual during critical life stages. |
| d. | inheritance of increases in lung volume by high-altitude populations. |
ANS: C DIF: Moderate
OBJ: Describe how people living at high altitudes have adapted to their environment
TOP: High altitude MSC: Understanding
| a. | runs from the second month after birth to the end of lactation, usually by the end of the third year. |
| b. | runs from three to seven years, generally postweaning. |
| c. | is also called the “neonatal” period. |
| d. | includes three months before birth and three months after birth. |
ANS: A DIF: Easy
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: The growth cycle: conception through adulthood MSC: Remembering
| a. | the long-term association between body shape and climate is an example of acclimatization. |
| b. | body shape and morphology do not reflect both evolutionary and developmental processes. |
| c. | the association between body shape and morphology does respond to environmental stressors. |
| d. | the association between body shape, morphology, and the environment is not a result of natural selection. |
ANS: C DIF: Difficult
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: Body shape and adaptation to heat stress MSC: Analyzing
| a. | larger lungs in hot environments and smaller lungs in cold environments. |
| b. | smaller bodies in cold environments and larger bodies in hot environments. |
| c. | longer limbs in hot environments and shorter limbs in cold environments. |
| d. | taller bodies in cold environments and shorter bodies in hot environments. |
ANS: C DIF: Moderate
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: Body shape and adaptation to heat stress MSC: Remembering
| a. | menarche in girls. |
| b. | similar body size in boys and girls. |
| c. | a short-term rapid increase in brain growth. |
| d. | adult social roles. |
ANS: A DIF: Easy
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Postnatal stage: the maturing brain, preparing for adulthood
MSC: Remembering
| a. | the increased ability to produce and consume inexpensive, high-fat foods. |
| b. | a lack of physical exercise. |
| c. | a combination of lower calories and more exercise. |
| d. | the production of high-calorie, low-fat foods even though people still have a high exercise level. |
ANS: A DIF: Easy
OBJ: Compare the causes and effects of overnourishment and undernourishment on the growth, development, and overall health of the human body
TOP: Overnutrition and the consequences of dietary excess MSC: Understanding
| a. | long bone growth is slowed. |
| b. | full adult height is attained. |
| c. | the adolescent growth spurt begins. |
| d. | the diaphyses continue to grow but the epiphyses stop growing. |
ANS: B DIF: Easy
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Postnatal stage: the maturing brain, preparing for adulthood
MSC: Remembering
| a. | the first, second, and third trimesters. |
| b. | menarche and senescence. |
| c. | the growth or development of the deciduous teeth, motor skills, and cognitive abilities. |
| d. | the human growth cycle from the embryo stage. |
ANS: C DIF: Moderate
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Postnatal stage: the maturing brain, preparing for adulthood
MSC: Remembering
| a. | occurs at the population level via natural selection. |
| b. | occurs at the individual level during childhood. |
| c. | occurs at the individual level throughout an individual’s lifetime. |
| d. | involves using material culture to make living possible in certain settings. |
ANS: A DIF: Easy
OBJ: Distinguish among genetic adaptation, developmental or ontogenetic adaptation, and acclimatization TOP: Adaptation: meeting the challenges of living
MSC: Understanding
| a. | occurs at the individual level throughout an individual’s lifetime. |
| b. | occurs at the individual level during childhood. |
| c. | involves using material culture to make living possible in certain settings. |
| d. | occurs at the population level via natural selection. |
ANS: B DIF: Moderate
OBJ: Distinguish among genetic adaptation, developmental or ontogenetic adaptation, and acclimatization TOP: Adaptation: meeting the challenges of living
MSC: Understanding
| a. | occurs at the individual level throughout an individual’s lifetime. |
| b. | occurs at the individual level during childhood. |
| c. | involves using material culture to make living possible in certain settings. |
| d. | occurs at the population level via natural selection. |
ANS: A DIF: Moderate
OBJ: Distinguish among genetic adaptation, developmental or ontogenetic adaptation, and acclimatization TOP: Adaptation: meeting the challenges of living
MSC: Understanding
| a. | occurs at the population level via natural selection. |
| b. | occurs at the individual level during childhood. |
| c. | involves using material culture or learned practices to make living possible in certain settings. |
| d. | usually occurs in adults, not children. |
ANS: C DIF: Moderate OBJ: Describe the ways humans maintain homeostasis
TOP: Adaptation: meeting the challenges of living MSC: Understanding
| a. | are important population-level genetic changes. |
| b. | occur at the individual level only during childhood. |
| c. | involve using material culture to make living possible in certain settings. |
| d. | are biological adjustments within an individual’s lifetime, including developmental adaptations and acclimatization. |
ANS: D DIF: Moderate OBJ: Describe the ways humans maintain homeostasis
TOP: Adaptation: meeting the challenges of living MSC: Understanding
| a. | is a key feature of most levels of any organism’s biology. |
| b. | involves the study of populations in their natural environments. |
| c. | involves using material culture to make living possible in certain settings. |
| d. | involves the replication of environmental conditions and human responses to those conditions. |
ANS: A DIF: Moderate OBJ: Describe the ways humans maintain homeostasis
TOP: Adaptation: meeting the challenges of living MSC: Understanding
| a. | observing living populations as they engage in various activities in various settings. |
| b. | experimentally manipulating or replicating environmental conditions and observing human responses. |
| c. | identifying the genome of a given population of humans. |
| d. | observing differences in such measures as body temperature across human groups. |
ANS: A DIF: Moderate OBJ: Describe the ways humans maintain homeostasis
TOP: Adaptation: meeting the challenges of living MSC: Understanding
| a. | observing living populations as they engage in various activities in various settings. |
| b. | experimentally manipulating or replicating environmental conditions and observing human responses. |
| c. | identifying the genome of a given population of humans. |
| d. | observing differences in such measures as body temperature across human groups. |
ANS: B DIF: Moderate OBJ: Describe the ways humans maintain homeostasis
TOP: Adaptation: meeting the challenges of living MSC: Understanding
| a. | is advantageous because it provides protection from solar radiation. |
| b. | is a chemical that decreases the possibility of a tan. |
| c. | occurs at high rates in individuals with light skin tone. |
| d. | develops more with age. |
ANS: A DIF: Easy
OBJ: Explain how solar radiation is related to skin color, vitamin D synthesis, and folate retention
TOP: Solar radiation and skin color MSC: Remembering
| a. | increased female fertility. |
| b. | increased ovarian function. |
| c. | a reduced ability to conceive relative to women who do not exercise. |
| d. | higher rates of conception than in women who do not exercise. |
ANS: C DIF: Easy
OBJ: Compare the causes and effects of overnourishment and undernourishment on the growth, development, and overall health of the human body
TOP: Workload adaptation: skeletal homeostasis and function MSC: Remembering
| a. | have lower BMRs. |
| b. | consume more carbohydrates. |
| c. | reduce peripheral body temperatures to maintain core temperatures. |
| d. | have short limbs and large bodies. |
ANS: D DIF: Moderate
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: Body shape and adaptation to heat stress MSC: Remembering
| a. | skin cancer. | c. | rickets. |
| b. | hypoxia. | d. | hypothermia. |
ANS: A DIF: Easy
OBJ: Explain how solar radiation is related to skin color, vitamin D synthesis, and folate retention
TOP: Solar radiation and skin color MSC: Understanding
| a. | onset of menarche. |
| b. | reduction in bone growth rate with the fusion of epiphyses. |
| c. | difference in sexual characteristics before versus after puberty. |
| d. | difference in physical attributes of males and females. |
ANS: D DIF: Easy
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Postnatal stage: the maturing brain, preparing for adulthood
MSC: Remembering
| a. | is the principle that the lengths of limb bones are related to environmental conditions. |
| b. | applies to the maintenance of the entire endocrine system. |
| c. | states that after puberty there will be almost no further remodeling of bone when it is under stress. |
| d. | refers to the homeostatic balance leading to bone mass being produced where it is needed and removed where it is not needed. |
ANS: D DIF: Easy
OBJ: Define Wolff’s law and provide at least one example of the effects of this law
TOP: Workload adaptation MSC: Remembering
| a. | at high altitudes had fewer surviving children. |
| b. | with alleles for high oxygen saturation in their hemoglobin had more surviving children. |
| c. | with alleles for high oxygen saturation in their hemoglobin had fewer surviving children. |
| d. | have poor nutrition. |
ANS: B DIF: Easy
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: High altitude MSC: Remembering
| a. | Negroids, Caucasoids, and Mongoloids. |
| b. | Mongoloids, Negroids, Inuit, and Caucasoids. |
| c. | Mongoloids, Malays, Ethiopians, American Indians, and Caucasoids. |
| d. | Mongoloids, Negroids, Malays, Europeans, and Caucasoids. |
ANS: C DIF: Easy OBJ: Explain how the concept of race began
TOP: History of race concept MSC: Remembering
| a. | stability in physiology, behavior, and cognition. |
| b. | a decline in function of tissue and many organs. |
| c. | eruption of dentition and increased brain growth. |
| d. | the development of secondary sex characteristics and interest in adult social, sexual, and economic behaviors. |
ANS: D DIF: Moderate
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Life history: growth and development MSC: Remembering
| a. | a lack of vitamin D. | c. | high UV exposure. |
| b. | a lack of melanin. | d. | severe air pollution. |
ANS: A DIF: Easy
OBJ: Explain how solar radiation is related to skin color, vitamin D synthesis, and folate protection
TOP: Solar radiation and vitamin D synthesis MSC: Remembering
| a. | Africa. | c. | South America. |
| b. | Europe. | d. | Australia. |
ANS: B DIF: Moderate
OBJ: Explain how solar radiation is related to skin color, vitamin D synthesis, and folate retention
TOP: Solar radiation and vitamin D synthesis MSC: Remembering
| a. | high fecundity | c. | human adaptability |
| b. | body variation | d. | skin tone variation |
ANS: C DIF: Moderate OBJ: Explain the implications of human adaptability
TOP: Evolution matters: human variation today MSC: Understanding
ESSAY
ANS:
The classification of human variation into categories is a relatively recent invention. Race concepts emerged in the eighteenth century as scientists were developing taxonomies. Johann Blumenbach, for example, developed a human taxonomy based on both skin colors and skull features. He proposed five races that did not change over time. Blumenbach’s taxonomy was subsequently applied to living populations. In the early 1900s, Franz Boas showed that human biology is not static. He challenged the taxonomic approach to human biological variation by showing that American-born children’s head shapes differed from those of their European-born parents. Boas concluded that the idea of race was invalid. In testing race using genetic variation, Lewontin found that the so-called races account for only 5%–10% of total genetic diversity among humans. Most variation occurs across human populations. These findings have been confirmed by other, more recent studies that focus on a variety of genetic and biological features. Multiple biological traits do not lead to clear-cut racial classifications. Human variation is clinal and cannot be subdivided into racial categories.
DIF: Difficult
OBJ: Identify the discoveries in the twentieth century that led to clines supplanting race as a way of understanding biological variation in humans
TOP: Is race a valid, biologically meaningful concept? | Debunking race concept: Franz Boas
MSC: Evaluating
ANS:
Functional adaptations during the individual’s lifetime have important implications for natural selection and evolution. The evolution of skin color, for example, has been strongly influenced by individuals’ exposure to UV radiation, which can lead to skin cancer. Light skin has evolved in northern latitudes, areas with reduced UV radiation, while darker skin has been favored near the equator as a protective agent against greater UV radiation.
DIF: Difficult
OBJ: Explain how solar radiation is related to skin color, vitamin D synthesis, and folate retention
TOP: Solar radiation and skin color MSC: Analyzing
ANS:
During the prenatal stage, environmental stress affects birth weight and development and predisposes the individual to disease later in life. The transition from infancy to adulthood involves growth acceleration and deceleration, with individual growth rates and heights reflecting nutrition and other environmental factors. During childhood and adolescence, the timing of growth spurts and of sexual development responds directly to environmental cues and stressors. The length of adulthood and postreproductive life, unique to humans, reflects the complex interaction of genetic tendencies and environmental factors that runs through all the previous life stages.
DIF: Difficult
OBJ: Define the three main stages in the human growth cycle and distinguish among them, with examples of biological milestones within each stage
TOP: Life history: growth and development MSC: Analyzing
ANS:
Leslie Sue Lieberman shows that the increased availability of cheap, high-calorie, energy-dense foods and labor-saving technology has produced changes in body weight. The pandemic is best understood in terms of the disconnection between our lifestyles and our evolutionary history. Lieberman also demonstrates that portion size is another important factor in obesity. Grün and Blumberg showed that exposure to industrial chemicals and organic pollutants during pregnancy can contribute to pathological weight gain in a child. Endocrine-disrupting chemicals fed to animals cause the animals to increase their fat storage by increasing the number of fat cells. These chemicals have an epigenetic effect by influencing the gene regulators that turn genes controlling the development of fat cells on and off.
DIF: Moderate
OBJ: Compare the causes of overnourishment and undernourishment on the growth, development, and overall health of the human body TOP: Anthropology matters: obesity
MSC: Analyzing
ANS:
Allen’s and Bergmann’s rules express the relationship between body shape and temperature. Bergmann’s rule states that heat-adapted species will have smaller bodies and cold-adapted species will have larger bodies. Allen’s rule demonstrates that populations living in cold environments will have short limbs while those living in hot environments have long limbs. This long-term association between body shape and climate demonstrates that body shape is a genetic adaptation. Therefore, body shape and morphology reflect evolutionary and developmental processes.
DIF: Moderate
OBJ: Compare the ways in which the human body adapts to deal with the stresses of heat and hot climates with the ways the body adapts to the stresses of cold and cold climates
TOP: Body shape and adaptation to heat stress MSC: Analyzing
ANS:
Scientists as far back as Linnaeus have classified humans into different groups. Linnaeus hypothesized that humans devolved from an original source. Thereafter, all biological anthropologists (Blumenbach, Morten, Broca) through the nineteenth century adopted some variation of a declining- race hypothesis. Most designated their own race, always European in origin, as superior. As scientists were held in high regard during this time, their supposed evidence for superior and inferior races became well accepted and was even used to support colonialism and slavery. Only during the twentieth century did some of this change; however, recent “scientific” studies have tried to demonstrate that some groups have superior intelligence and others inferior.
DIF: Difficult OBJ: Explain how the concept of race began
TOP: Brief history of the race concept MSC: Analyzing
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Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
