Chapters 1 and 2

Question 1 of 54

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Which of the following is NOT a key characteristic of science?

Select one of the following:

  • Science focuses on explaining the natural world.

  • Science is based on the premise that things and events that happen occur in consistent patterns that
    are comprehensible through careful systematic study

  • Science can usefully examine and prove beliefs such as the existence of supernatural powers or
    beings.

  • Science is a process for producing knowledge which may be abandoned or modified in light of new evidence or reconceptualization of prior evidence and knowledge

  • C and D

Question 2 of 54

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Science has certain characteristics, often referred to as __________________, that distinguish it from other ways of knowing and scientists are expected to apply certain ___________________ as they work.

Select one of the following:

  • theories/facts

  • the nature of science/habits of mind

  • scientific literacy/scientific processes

  • inquiry/ethics

  • technology/scientific understanding

Question 3 of 54

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According to the authors, which of the following is a reason science should be taught in elementary and middle school?

Select one of the following:

  • Science provides opportunities for children to develop math and language skills.

  • Science knowledge can be useful for all citizens in personal decision making and participation in civic and cultural affairs

  • Science experiences from the earliest grades are essential for helping children learn to think and
    understand.

  • The No Child Left Behind Act recognizes the importance of science instruction in elementary school.

  • All of the above.

Question 4 of 54

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It is reasonable to consider an activity “science” if it exhibits which of the following characteristics?

Select one of the following:

  • It focuses on explaining the natural world.

  • It relies on evidence

  • It involves testable ideas.

  • It utilizes scientific behaviors

  • All the above.

Question 5 of 54

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The goal of science is

Select one of the following:

  • the same as the goal of technology.

  • to construct theories to explain or understand the natural world.

  • to make modifications in the world to meet human needs

  • to encourage Congress to pass legislation making the teaching of science in elementary and middle school mandatory for all states.

  • A and C

Question 6 of 54

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Which of the following is part of the scientific approach to understanding the world?

Select one of the following:

  • Questioning, investigating, and observing what happens.

  • Trying to make sense of observations.

  • Using new knowledge to make predictions

  • Testing our predictions to see if our understanding is correct.

  • All of the above.

Question 7 of 54

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Responding to growing concerns about the quality of education (including science education) for all students in our nation, Congress

Select one of the following:

  • published Science for All Americans in1989

  • developed Benchmarks for Science Literacy: Project 2061 in 1993

  • created the National Science Education Standards in 1997.

  • passed the No Child Left Behind (NCLB) Act in 2001

  • published Rising Above the Gathering Storm in 2006

Question 8 of 54

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The Benchmarks for Science Literacy and the National Science Education Standards generally agree that there are four main themes that should be emphasized in elementary and middle school science. Which of the following is not one of them?

Select one of the following:

  • Scientific inquiry

  • Scientific knowledge

  • Attitudes and values that characterize science

  • Scientific ideas are unchanging

  • Science, technology, and society

Question 9 of 54

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When new evidence is found that does not support a theory, scientists should:

Select one of the following:

  • maintain their support for the theory

  • doubt the validity of the new evidence.

  • be willing to modify or let go of old ideas

  • assume that the universe has patterns, order and organization.

  • All of the above

Question 10 of 54

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An explanation of some aspect of the natural world that has undergone considerable testing and refinement is a

Select one of the following:

  • fact.

  • concept.

  • principle.

  • theory.

  • model.

Question 11 of 54

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The Science Framework for the 2009 National Assessment of Educational Progress (NAEP, 2008)
specifies content to be assessed by describing key facts, concepts, Principles, laws, and theories in three broad scientific disciplines:

Select one of the following:

  • earth/space, zoology, and forces & motion

  • biology, geology, and chemistry.

  • physical, life, and earth/space.

  • meteorology, astronomy, and botany

  • none of the above

Question 12 of 54

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In examining the state of science education in elementary and middle schools in our nation, the National Research Council (NRC) panel in their report: Taking Science to School: Learning and Teaching Science in Grades K—8:

Select one of the following:

  • critiqued and evaluated the standards movement

  • made recommendations about science education for the future

  • reviewed contemporary studies from psychologists and educators about how children developed understanding in science.

  • All of the above

  • A and B only

Question 13 of 54

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Based on their examination, the NRC panel issued a call to

Select one of the following:

  • increase the K—12 science content taught and to emphasize the importance of knowing many facts in order to accumulate knowledge.

  • reduce the K—12 science content taught and to emphasize fewer well-chosen core concepts to focus more on understanding

Question 14 of 54

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Which of the following is NOT necessarily a characteristic of students who are proficient in science:

Select one of the following:

  • Can repair or program a computer.

  • Know, use, and interpret scientific information

  • Generate and evaluate scientific evidence, and explanations.

  • Understand the nature and development of scientific knowledge

  • Participate productively in scientific practices and discourse

Question 15 of 54

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Your role as a teacher of science is

Select one of the following:

  • to meet with students’ parents to find the root of their child’s misconceptions of the natural world.

  • to be the sage on the stage and lead your students down the narrow path of knowledge.

  • to help learners develop progressively more sophisticated explanations of natural phenomena over time

Question 16 of 54

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The number of disciplinary core ideas in the framework

Select one of the following:

  • is numerous in order to assure coverage of the plethora of ideas in science.

  • is limited in order to avoid superficial coverage of too many disconnected topics.

  • allows for time to develop deeper investigations and understanding of important concepts.

  • A & C

  • B & C

Question 17 of 54

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The goal of engineering is to

Select one of the following:

  • study the natural world

  • study the supernatural world

  • design solutions to address human needs or desires.

  • keep scientists out of the picture.

  • All the above.

Question 18 of 54

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It’s often easier to learn when you have

Select one of the following:

  • an interest in the topic or skill to be learned

  • some familiarity with the topic or skill to be learned

  • excitement about the topic or skill you are learning.

  • all of the above.

  • A & B only

Question 19 of 54

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The opportunity to learn about science and engineering should

Select one of the following:

  • be reserved for rural students as opposed to urban/suburban students because they have had more extensive, on-going experience with plants and animals.

  • be reserved for students in the top ten percent of their class because they have proven themselves to be high achievers.

  • be reserved for students from high income families because the parents can better provide their
    children with opportunities to further their education beyond 12th grade.

  • not be reserved for a privileged few.

Question 20 of 54

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The framework committee recommended that K—12 science education in the United States should be organized around three unified dimensions. Those dimensions are:

Select one of the following:

  • physical science, earth/space science, and life science.

  • inquiry-based learning, direct instruction, and discovery learning

  • scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas.

  • process skills, the 5-E lesson plan, and investigations.

Question 21 of 54

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Models are representations of objects and interactions in a physical system. Models enable investigators to study phenomena that are difficult to study in the natural world. They can include

Select one of the following:

  • physical models such as model airplanes

  • mathematical models such as an equation

  • propositional models such as rules for how things interact

  • All of the above.

Question 22 of 54

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In the Next Generation Science Standards, the second dimension of the framework is composed of big ideas, known as “crosscutting concepts” that are relevant across all science disciplines and engineering fields. They are reminiscent of:

Select one of the following:

  • the “common themes” identified by Science for All Americans (AAAS, 1989).

  • the “common themes” identified by Project 2061: Benchmarks for Science Literacy (AAAS, 1993).

  • the “unifying concepts and processes” presented in the National Science Education Standards (NRC, 1996).

  • All of the above.

  • A & B only.

Question 23 of 54

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The NGSS (Next Generation Science Standards) are

Select one of the following:

  • Mandated by the federal government

  • Curriculum

  • Student performance expectations

  • All of the above

  • A & B

Question 24 of 54

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The National Academies of Science report, Rising Above the Gathering Storm (2006) stated that our global leadership position in science and technology is changing. Indicator/s of this is/are:

Select one of the following:

  • The United States has become a net importer of high-technology products.

  • Other nations are graduating considerably more engineers, computer scientists, and information technologists than the United States.

  • U. S. companies are locating factories in and outsourcing jobs to foreign countries due to lower labor costs and availability of highly trained scientists and engineers.

  • U.S. K—12 students lag behind students from other countries on international assessments in math
    and science.

  • All the above.

Question 25 of 54

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During the 1960’s science educators

Select one of the following:

  • identified a set of discrete skills called science process skill

  • thought children should memorize facts.

  • stated that science is best learned by doing science.

  • felt that children should learn processes.

  • A, C, & D.

Question 26 of 54

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Which of the following is NOT a reason why teacher candidates should know and understand the science
process skills?

Select one of the following:

  • There is no single accepted list of science process skills.

  • They appear in many current state frameworks of science standards.

  • Teacher candidates’ understanding of them is assessed on many certification exams.

  • They are useful tools for accomplishing inquiry tasks during the practice of science.

  • None of the above.

Question 27 of 54

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If you plan to emphasize the science process skills, which of the following approaches would you use?

Select one of the following:

  • Teach for scientific and technological conceptual understanding.

  • Encourage students to explore and investigate to find answers to their questions.

  • Select an area of science and develop it from its historical roots up to the present

  • Select an elementary or middle school textbook and use it to develop your curriculum

Question 28 of 54

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Observing

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question.

Question 29 of 54

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Measuring

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time
    and observing the effect on a responding variable while
    holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question

Question 30 of 54

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Classifying

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time
    and observing the effect on a responding variable while
    holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question.

Question 31 of 54

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Inferring

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time
    and observing the effect on a responding variable while
    holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question.

Question 32 of 54

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Hypothesizing

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time
    and observing the effect on a responding variable while holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question

Question 33 of 54

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Communicating

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time
    and observing the effect on a responding variable while
    holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question.

Question 34 of 54

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Predicting

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
    holding all other variables constant

  • Group objects or organisms according to one or more common
    properties

  • Make a statement to guide an investigation of a question.

Question 35 of 54

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Experimenting

Select one of the following:

  • Record observations, measurements, inferences, experiments,
    conclusions, etc., and present them to others.

  • Make a forecast of a possible outcome based on known
    patterns in data.

  • Draw a tentative conclusion about observations based on
    observations and prior knowledge.

  • Gather information using all appropriate senses and
    instruments that extend the senses.

  • Quantify variables using appropriate instruments and units
    (standard or nonstandard).

  • Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
    holding all other variables constant.

  • Group objects or organisms according to one or more common
    properties.

  • Make a statement to guide an investigation of a question

Question 36 of 54

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Observations are either _________________________ or __________________________.

Select one of the following:

  • fact/opinion

  • concepts/theories

  • qualitative/quantitative

  • inferences/predictions

  • All of the above.

Question 37 of 54

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The difference between a guess and a prediction about the likelihood of a future event is the presence of

Select one of the following:

  • opportunity.

  • authority.

  • prior knowledge of patterns.

  • self-confidence.

  • all of the above.

Question 38 of 54

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Children are most likely to use a combination of science processes when they use the process of

Select one of the following:

  • measuring

  • experimenting

  • inferring

  • communicating

Question 39 of 54

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“The leaf was green and had jagged edges.” This statement is an example of

Select one of the following:

  • a qualitative observation

  • an interpretive inference

  • a hypothesis

  • a prediction

  • a quantitative observation

Question 40 of 54

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A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.

Which correctly identifies the manipulated and responding variables in this investigation?

Select one of the following:

  • Manipulated: ruler
    Responding: amount of weight added

  • Manipulated: width of rubber band
    Responding: stretch of rubber band

  • Manipulated: rubber band
    Responding: ruler

  • Manipulated: the amount of weight added
    Responding: the stretch of the rubber band

  • Manipulated: the stretch of the rubber band
    Responding; the width of the rubber band

Question 41 of 54

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A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.

Which type of investigation is the one described above?

Select one of the following:

  • Descriptive

  • Classificatory

  • Experimental

  • Model

  • None of the above.

Question 42 of 54

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A fourth grade class was studying the stretch of a rubber band when weights were added. The children added weights to the paper clip attached to the rubber band and measured the stretch of the rubber band using a ruler.

What would be an appropriate hypothesis to guide the students’ investigation described above?

Select one of the following:

  • The thicker the rubber band, the less it will stretch when weights are added.

  • The greater the added weight, the greater the stretch of the rubber band.

  • The color of the rubber band determines how much it will stretch.

  • Rubber bands break when too much weight is added.

Question 43 of 54

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Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm

Based on the data, what would be a reasonable prediction for the total stretch when 90 grams was added?

Select one of the following:

  • 3 cm

  • 6 cm

  • 12 cm

  • 20 cm

Question 44 of 54

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Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm

Which of the following best describes the prediction of the total stretch when 90 grams was added?

Select one of the following:

  • It is an interpolation.

  • It is an extrapolation.

  • It is a guess.

  • It is an inference.

Question 45 of 54

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Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm

Based on the data, what would be a reasonable prediction for the total stretch when 150 grams was added?

Select one of the following:

  • 3 cm

  • 6.cm

  • 12 cm

  • 20 cm

Question 46 of 54

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Students collected the following data in their rubber band investigation.
Mass of weights Added Total Stretch
0 g 0 cm
30 g 4 cm
60 g 8 cm
120 g 16 cm

Which of the following best describes the prediction of the total stretch when 150 grams was added?

Select one of the following:

  • It is an interpolation

  • It is an extrapolation

  • It is a guess.

  • It is an inference.

Question 47 of 54

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According to authors Contant, Bass, and Carin, science process skills

Select one of the following:

  • should be reserved for secondary science classes

  • should be treated as tools to be used in scientific inquiry.

  • should be taught in isolation in the absence of science content

  • are very different from the problem solving skills presented in other subject areas

Question 48 of 54

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You want to find out the effect of mass on the distance a toy truck will travel when it rolls down a ramp. Which of the following variables should be controlled in order to have a fair test?

Select one of the following:

  • Angle of the ramp

  • Release position of the truck

  • Surface the truck rolls on after it leaves the ramp

  • Whether or not the truck’s doors are open or closed

  • All of the above

Question 49 of 54

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The bread became moldy because it was damp. This statement is an example of:

Select one of the following:

  • an observation.

  • an inference.

  • a prediction.

  • a hypothesis.

  • None of these

Question 50 of 54

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Another name for the manipulated variable is the:

Select one of the following:

  • control variable.

  • dependent variable.

  • independent variable.

  • responding variable.

Question 51 of 54

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Bar Graphs

Select one of the following:

  • Displays the number of times an event occurs in a
    large set.

  • Shows numerical data about variables that are related
    and continuous.

  • Shows differences in data collected.

Question 52 of 54

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Histograms

Select one of the following:

  • Displays the number of times an event occurs in a
    large set.

  • Shows numerical data about variables that are related
    and continuous.

  • Shows differences in data collected.

Question 53 of 54

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Line Graphs

Select one of the following:

  • Displays the number of times an event occurs in a
    large set.

  • Shows numerical data about variables that are related
    and continuous.

  • Shows differences in data collected.

Question 54 of 54

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Which investigation would you employ to answer the following focus question? “What different shapesof leaves grow on a sassafras tree”?

Select one of the following:

  • Descriptive Investigation

  • Classificatory Investigation

  • Experimental Investigation

  • Modeling Investigation

  • None of the above.

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Chapters 1 and 2

Lauralee Johnson
Quiz by , created about 2 years ago

BIO 400 Azusa Pacific University

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