Test Bank For What Is Life A Guide To Biology With Physiology, 1st Edition: Phelan
Test Bank For What Is Life A Guide To Biology With Physiology, 1st Edition: Phelan
Test Bank For What Is Life A Guide To Biology With Physiology, 1st Edition: Phelan
com
https://testbankbell.com/product/test-bank-for-what-is-
psychology-3rd-edition-pastorino/
https://testbankbell.com/product/test-bank-for-biology-science-
for-life-with-physiology-4th-edition-belk/
https://testbankbell.com/product/test-bank-for-biology-life-on-
earth-with-physiology-9th-edition-audesirk/
https://testbankbell.com/product/test-bank-for-biology-science-
for-life-with-physiology-5-e-colleen-m-belk-virginia-borden-
maier/
Test Bank for Biology: A Guide to the Natural World
Technology Update David Krogh
https://testbankbell.com/product/test-bank-for-biology-a-guide-
to-the-natural-world-technology-update-david-krogh/
https://testbankbell.com/product/campbell-essential-biology-with-
physiology-5th-edition-simon-test-bank/
https://testbankbell.com/product/test-bank-for-biology-life-on-
earth-with-physiology10-e-10th-edition-gerald-audesirk-teresa-
audesirk-bruce-e-byers/
https://testbankbell.com/product/test-bank-for-campbell-
essential-biology-with-physiology-3rd-edition-simon-reece/
https://testbankbell.com/product/test-bank-for-biology-today-and-
tomorrow-with-physiology-3rd-edition-starr/
Test Bank for What is Life A Guide to
Biology with Physiology, 1st Edition:
Phelan
Test Bank to accompany Jay Phelan’s What Is Life? A Guide to Biology with
Physiology, Third Edition
© 2015 by W. H. Freeman and Company. All rights reserved.
Chapter 1
Scientific Thinking
Multiple-Choice Questions
a) baseball; tennis
b) basketball; sports
c) American soccer; European football
d) college baseball; professional baseball
e) the home team; the visiting team
Answer: b
Section: 1.1
Bloom’s level: 4
2. Biology is ________.
a) use the process of scientific inquiry to think creatively about real-world issues that
have a biological component.
b) communicate ideas about biology to others.
c) integrate ideas about biology into your decision-making.
d) All of the above are components of biological literacy.
e) Only b and c are components of biological literacy.
Answer: d
Section: 1.2
Bloom’s level: 3
4. All of the following are elements of biological literacy EXCEPT the ability to:
a) use the process of scientific inquiry to think creatively about real-world issues having a
biological component.
b) communicate with others about issues having a biological component.
c) integrate thoughts about issues having a biological component into your decision-
making.
d) write clearly and precisely about your observations, data gathering, and conclusions.
e) All of the above are elements of biological literacy.
Answer: e
Section: 1.2
Bloom’s level: 2
a) intuition
b) objective observation and experimentation
c) statements from authorities
d) learning a list of facts
e) applying your preconceptions
Answer: b
Section: 1.3
Bloom’s level: 1
6. Superstitions are:
a) irrational beliefs that actions not logically related to a course of events influence its
outcome.
b) held by some humans but not by any non-human species.
c) true beliefs that have yet to be fully understood.
d) proof that the scientific method is not perfect.
e) just one of many possible forms of scientific thinking.
Answer: a
Section: 1.3
Bloom’s level: 1
8.
Using the graphic above as a guide, what is Step 4 in the scientific process?
a) Make observations.
b) Formulate a hypothesis.
c) Devise a testable prediction.
d) Conduct a critical experiment.
e) Draw conclusions and make revisions.
Answer: d
Section: 1.4
Bloom’s level: 3
9. What should you do when something you believe turns out to be wrong?
a) Change your mind.
b) Feel ashamed.
c) Blame the government.
d) Hold to your beliefs.
e) Doubt your ability to properly perceive the sensory stimuli of the world.
Answer: a
Section: 1.4
Bloom’s level: 3
10. In a recent study, patients treated with a genetically engineered heart drug were able
to walk on a treadmill for 26 seconds longer than those not receiving the drug and
showed no side effects. Can we conclude that this drug is an effective treatment for heart
disease?
a) Yes.
b) No. It is not clear that the proper controls were made.
c) No. It is not clear that the drug is not a placebo.
d) No. It is not clear how many subjects were in the study.
e) No. Genetically engineered drugs cannot be tested via the scientific method. They
require comparative observations.
Answer: b
Section: 1.4
Bloom’s level: 6
11. You note a fuzzy growth on some of the gels in your incubator. What is the name
given to this step of the scientific method?
a) observation
b) hypothesis
c) law
d) theory
e) confirmation
Answer: a
Section: 1.5
Bloom’s level: 2
a) observations.
b) conclusions.
c) hypotheses.
d) predictions.
e) experiments.
Answer: a
Section: 1.5
Bloom’s level: 3
13. Which of the following is usually employed before the others by an investigator using
the scientific method?
a) Make observations.
b) Formulate a hypothesis.
c) Devise a testable prediction.
d) Conduct a critical experiment.
e) Analyze data.
Answer: a
Section: 1.5
Bloom’s level: 3
a) observations.
b) hunches.
c) predictions.
d) theories.
e) hypotheses.
Answer: a
Section: 1.5
Bloom’s level: 3
15. “Engaging in aerobic activity three times each week will reduce cholesterol levels” is
a:
a) control group.
b) testable hypothesis.
c) scientific control.
d) critical experiment.
e) All of the above are correct.
Answer: b
Section: 1.6
Bloom’s level: 3
17. If your hypothesis is “Estrogens in sewage runoff turn fish into hermaphrodites,”
what is your null hypothesis?
a) an observation.
b) a hypothesis.
c) a testable prediction.
d) an experiment.
e) a theory.
Answer: b
Section: 1.6
Bloom’s level: 3
a) is the premise that no difference exists between a treatment and control group.
b) is the premise that treatment groups were not adequately controlled.
c) results from an improperly controlled experiment.
d) cannot be rejected.
e) is a hypothesis that the experimenter hopes will be falsified.
Answer: a
Section: 1.6
Bloom’s level: 2
a) an observation
b) a prediction
c) a result
d) a question
e) the null variable
Answer: b
Section: 1.7
Bloom’s level: 2
24. If your hypothesis is “Echinacea reduces the duration and severity of the common
cold,” which of the following is the BEST testable prediction for this hypothesis?
a) If echinacea reduces the duration and severity of the symptoms of the common cold,
then individuals taking echinacea should get sick less frequently than those not taking it,
and when they do get sick, their illness should not last as long.
b) If echinacea reduces the duration and severity of the symptoms of the common cold,
then individuals taking echinacea should get sick less frequently than those not taking it.
c) If echinacea reduces the duration and severity of the symptoms of the common cold,
then individuals taking echinacea who get sick should have illness that does not last as
long.
d) If echinacea reduces the duration and severity of the symptoms of the common cold,
then individuals taking echinacea should get sick more frequently than those not taking it,
and when they do get sick, their illness should last longer.
e) None of the above is a reasonable testable prediction for this hypothesis.
Answer: a
Section: 1.7
Bloom’s level: 6
a) makes a prediction.
b) does an experiment.
c) formulates a theory.
d) writes a grant proposal.
e) designs a series of tests.
Answer: a
Section: 1.7
Bloom’s level: 2
26. A _____________ is a pill that looks identical to a pill that contains the active
ingredient in a scientific trial, but contains no active ingredient itself.
a) placebo
b) treatment
c) barbiturate
d) capsule
e) tablet
Answer: a
Section: 1.8
Bloom’s level: 1
27. Once a scientist has formulated a hypothesis that generates a testable prediction, she
will:
28. If the results of an experiment turn out differently from what you expected, then:
29. Which of the following is the BEST way to state the relationship between “data” and
“results”?
a) “Data” and “results” are two names for the same thing.
b) “Data” are the facts you collect from your experiment, while “results” are your
interpretation of what the data mean.
c) Any two scientists examining the same “data” would draw the same “results.”
d) The “data” section should always come before the “results” section in a scientific
paper.
e) Any two scientists reporting the same “results” must have been using the same “data.”
Answer: b
Section: 1.9
Bloom’s level: 4
30. Some have claimed that the herb echinacea reduces the likelihood of catching the
common cold. In many hundreds of studies, this claim has been refuted. Assuming these
studies were properly conducted, which of the following is a scientifically responsible
claim that an echinacea advocate could make in support of further research on this
subject.
a) The effective dosage of echinacea was outside the range of the dosages given in the
scientific studies.
b) The investigators were paid off by the drug companies.
c) The effective length of time needed for taking echinacea is longer than that provided in
any of the scientific studies.
d) All of the above are scientifically responsible claims that an echinacea advocate could
make in support of further research on this subject.
e) Only a and c are scientifically responsible claims that an echinacea advocate could
make in support of further research on this subject.
Answer: e
Section: 1.9
Bloom’s level: 3
34. Scientific theories do not represent speculations or guesses about the natural world.
Instead, they are hypotheses—proposed explanations for natural phenomena—that have
been:
a) more speculative
b) less scientific
c) broader in scope
d) more experimental
e) more empirical
Answer: c
Section: 1.10
Bloom’s level: 2
a) neither the experimenter nor the subject know whether the subject is in a control group
or an experimental group.
b) individuals will be assigned to an experimental or control group depending on whether
or not they took part in a pilot study.
c) experimental subjects are blindfolded when given the experimental treatment.
d) all experimental variables are held constant.
e) All of the above.
Answer: a
Section: 1.11
Bloom’s level: 1
38. Which of the following is the BEST description of a control group in an experiment?
a) The control group is identical to each test group, except for one variable.
b) The control group and the test groups may have several differences between them.
c) There can be more than one difference between the control group and test groups, but
not several differences or else the experiment is invalid.
d) There should be more than one control group in any experiment.
e) The control group is a test group that is chosen at random.
Answer: a
Section: 1.11
Bloom’s level: 4. Analysis
a) treatment.
b) control.
c) randomization.
d) placebo.
e) variable.
Answer: a
Section: 1.11
Bloom’s level: 1
44. A powerful way to demonstrate that observed differences between a treatment group
and a control group truly reflect the effect of the treatment is for researchers to:
45. If a researcher uses the same experimental setup as another study to collect data, but
uses different research subjects, it is considered:
a) exploration.
b) a two-tailed test of the hypothesis.
c) inductive reasoning.
d) replication.
e) extrapolation.
Answer: d
Section: 1.13
Bloom’s level: 1
46. Alon claimed that a tincture of a local herb was effective in lowering anxiety and was
planning to invest in the product. As evidence of his claim, Alon, who had anxiety over
his financial situation, said that he felt much better after the treatment, was much more
relaxed, and no longer worried about his finances. Which of the following combinations
of methodological flaws BEST characterizes Alon’s investigation?
a) Scientists
b) Research assistants
c) Politicians
d) Authors of test questions
e) All of the above are correct.
Answer: e
Section: 1.14
Bloom’s level: 2
48. What is the best way for a scientist to address his/her own biases?
49. The set of analytical and mathematical tools designed to help researchers gain
understanding from the data they gather is called:
a) geometry.
b) biology.
c) statistics.
d) genetics.
e) experimentation.
Answer: c
Section: 1.16
Bloom’s level: 2
50. If you toss a coin and it comes up tails on eight consecutive tosses, what is the
likelihood it will come up heads on the ninth toss?
a) 1/2
b) 4/9
c) 5/9
d) 1
e) 0
Answer: a
Section: 1.16
Bloom’s level: 3
51. Suppose you measure the height of two people. One is a woman who is 5 feet 10
inches tall. The other is a man who is 5 feet 6 inches tall. Which of the following is an
appropriate conclusion to draw from these measurements?
a) determine how likely it is that certain results may have occurred by chance.
b) choose the best answer to value-based questions.
c) reject any hypothesis.
d) unambiguously learn the truth.
e) test non-falsifiable hypotheses.
Answer: a
Section: 1.16
Bloom’s level: 2
53. When comparing two groups, the ______________, the more confident we are of the
conclusion that a significant difference exists in the groups.
55. If a report states, “The female subjects in the study are 5 feet 6 inches ± 3 inches,”
this indicates that:
a) two-thirds of the women are between 5 feet 3 inches and 5 feet 9 inches.
b) all of the women are between 5 feet 3 inches and 5 feet 9 inches.
c) 90% of the women are between 5 feet 3 inches and 5 feet 9 inches.
d) the variation among women is 3 inches in height.
e) the investigator is unsure of her data.
Answer: a
Section: 1.16
Bloom’s level: 2
56. When a chewing gum manufacturer makes the claim, “Four out of five dentists
surveyed recommend sugarless gum for their patients who chew gum,” how many
dentists need to have been surveyed for the statement to be factually accurate?
a) at least 500
b) at least 100
c) five
d) four
e) ten
Answer: c
Section: 1.17
Bloom’s level: 3
57. Which of the following statements BEST explains the observation that more autism
cases exist now than in the past?
a) Doctors are more aware of the condition and have better techniques for diagnosing and
reporting it.
b) More parents neglect their children, which is a cause of autism, now than in the past.
c) The vaccine for measles, mumps, and rubella has been established as a significant
cause of autism.
d) Autism has been selected for in recent generations by natural selection.
e) All of the above are equally good explanations for the observation that more autism
cases exist now than in the past.
Answer: a
Section: 1.17
Bloom’s level: 2
a) can appear to reveal links between two phenomena that do not actually exist.
b) tends to be more reliable than data based on observations of large numbers of diverse
individuals.
c) is often the only way to prove important causal links between two phenomena.
d) is a more efficient method for understanding the world than the scientific method.
e) is a necessary part of the scientific method.
Answer: a
Section: 1.17
Bloom’s level: 4
a) the scientific bases for scientific-sounding claims are often not clear.
b) scientific thinking is a powerful method for learning about the world.
c) scientific thinking is beyond the reach of the average person.
d) science is intimidating.
e) scientific claims can be evaluated through the political process.
Answer: b
Section: 1.17
Bloom’s level: 5
60. How can science best help each of us understand the role of humans in nature?
61. Which of the following questions CANNOT be answered by the scientific method?
a) Does taking echinacea reduce the intensity or duration of the common cold?
b) Does chemical runoff give rise to hermaphrodite fish?
c) Does hair that is shaved grow back coarser?
d) Is eyewitness testimony in criminal proceedings reliable?
e) Which Shakespearean sonnet is the most beautiful?
Answer: e
Section: 1.18
Bloom’s level: 3
63. Which of the following questions would be LEAST helped by application of the
scientific method?
64. Why is it that creationism can never be accepted as a scientific explanation of the
origin of life?
a) Because the age of the earth, as given in Genesis, can never be determined.
b) Because most scientists are not deeply religious people.
c) Because the ideas of creationism cannot be tested through experiment and observation.
d) Because creationism, similar to evolution, is a theory and therefore cannot be proved.
e) None of the above; creationism can be accepted as a scientific explanation of the origin
of life.
Answer: c
Section: 1.18
Bloom’s level: 3
65. Despite all of the intellectual analyses the scientific method gives rise to and
objective conclusions it makes possible, it CANNOT:
66. Science as a way of seeking principles of order differs from art, religion, and
philosophy in that:
67. Which of the following terms and phrases best describes the application of scientific
knowledge to specific purposes?
a) technology
b) statistics
c) deduction
d) junk science
e) pseudoscience
Answer: a
Section: 1.18
Bloom’s level: 2
a) agriculture
b) environmental issues
c) criminology
d) behavioral issues
e) Biology heavily influences ALL of these areas.
Answer: e
Section: 1.19
Bloom’s level: 1
a) geology.
b) genetics.
c) behavior.
d) evolution.
e) ecology.
Answer: a
Section: 1.19
Bloom’s level: 1
Short-Answer Questions
70. What are the key differences between experimental and control groups in any
experiment?
Answer: An experimental group is any group of subjects who are exposed to a particular
treatment. A control group is a group of subjects who are treated identically to the
experimental group, with one exception—they are not exposed to the treatment.
Answer: In double-blind experimental design, neither the experimental subjects nor the
experimenter know which treatment (if any) that a subject is receiving. This helps to
eliminate any bias in experimental design and outcome.
72. Formulate a null hypothesis for the following hypothesis: “Tomato plants exhibit a
higher rate of growth when planted in compost instead of in soil.” Why is the null
hypothesis useful?
Answer: A null hypothesis example would be: “Tomato plants do not exhibit a higher
rate of growth when planted in compost instead of in soil.” A null hypothesis is useful
because it is easier to disprove; any single new observation that contradicts the null
hypothesis allows us to reject it and conclude an alternative hypothesis.
73. Why is the scientific method an effective approach to answering questions about our
world?
Answer: The scientific method is empirical, rational, testable, repeatable, and self-
correcting. Unlike many other approaches to understanding the world, such as
superstitions, the scientific method is effective and based in observations and analysis.
74. You take a survey of your classmates to find out what portion of their study time is
devoted to biology compared to other subjects. Which type of display of data would you
use to represent your findings? Why?
Answer: A pie chart would be the best type of visual display of data for this information.
Each “slice” is used to represent a portion of the whole. A legend can also be included to
identify which information is represented by each pie slice.
75. Give an example of a positive correlation, and explain the phrase “correlation is not
causation.”
Answer: An example of a positive correlation might be: when more firefighters are at a
fire, the fire is larger and causes more damage. This is a positive correlation because
when one variable (the number of firefighters) increases, so does the other (the severity
of the fire). This does not mean that firefighters make fires worse, however.
“Correlation is not causation” refers to this type of scenario. Correlations can reveal
relationships between variables but do not tell us how the variables are related, or
whether change in one variable actually causes change in another.
76. Describe the characteristics of a question that can be addressed through the scientific
method, and give some examples.
Answer: A good question to address using the scientific method should relate to
observed patterns or cause-and-effect relationships. The question should also be one that
can be tested through measurement of some kind. The book proposes questions about the
effects of echinacea on cold symptoms, and a potential link between chemical runoff and
hermaphroditic fish, among others. You may be able to think of other examples.
77. Is organic produce healthier than non-organic produce? Formulate a hypothesis and
testable prediction that address this question as an if…then statement.
Answer: If organic produce is healthier than non-organic produce, then people who
consume only organic produce over a given time period will be healthier than people who
consume non-organic produce.
78. How would you construct control and experimental groups in the experiment listed
above? Should you ask for volunteers for each group?
Answer: A group of people of the same age and social background would be divided into
two groups: one group that eats only organic produce, and one group that eats only non-
organic produce. You would study both groups for a finite period of time, let’s say six
months. You wouldn’t want your participants to choose which group they participated in
because your findings won’t necessarily be representative of the larger group. Instead,
people should be placed at random into one of these two groups.
79. People who only consumed organic produce during the six-month period had a range
of body mass indices, blood pressures, and blood sugar levels, and people who consumed
non-organic produce had an overlapping range of body mass indices, blood pressures,
and blood sugar levels. How can one determine whether one group was healthier than the
other, given the overlapping nature of these health parameters?
Answer: Statistical analysis can compare these two groups, computing differences and
determining how reliable and significant these differences are.
80. Does the statement “Evolution is just a theory” have any merit? Explain.
Answer: No. This statement incorrectly equates the everyday definition of the term
“theory” with an actual scientific theory. A scientific theory is supported by a large body
of evidence, so much so that it is generally regarded as fact; however, “theory” in the
generic sense simply implies a question about a phenomenon. If someone makes as a
statement such as, “I have a theory about why it always rains more on Saturdays,” what
they are really saying is, “I have a hypothesis about why it rains more on Saturdays.”
Essay Questions
81. List the basic steps of the scientific method. Explain why the process of using the
scientific method is rarely conducted in this linear fashion.
82. Design an experiment using all the steps of the scientific method.
Answer: In answering this question, the student should first be sure to choose a question
that can be answered using the scientific method. The answer should include at least the
five basic steps of the scientific method: 1) making an observation, 2) formulating a
hypothesis, 3) making a testable prediction, 4) detailing a controlled experiment, and 5)
drawing a conclusion. The experiment that the student designs should contain an
experimental group, a control group, and a description of the experimental and dependent
variables and how the experiment would be performed. Finally, the student should
explain what he/she would do after the results have been compiled, that is, what changes
or revisions he/she would propose for the experiment as well as any ideas for further
experimentation on the subject that he/she might later pursue.
83. Give an example of a controlled experiment and an example of one that is not
controlled. Explain the differences, and make a judgment about which experiment is
more scientifically valid.
Answer: The student can give examples of his/her own or describe the examples given in
the textbook, making sure to note the importance not only of a control group, but also
why it is important that the control and experimental groups be as similar as possible.
The placebo effect might also be mentioned as another reason to use treatments that are
as identical as possible, in addition to similar demographics in the groups. Experimenter
bias and unconscious influence on the results of the experiment may also be mentioned as
pitfalls that can be avoided by designing a well-controlled experiment.
84. Give an example of a pseudoscientific claim that you have encountered in your
everyday life, and explain why it has no scientific validity.
Answer: The answers here will vary greatly, with some students using the examples
given in the textbook. The interesting and significant aspect of all of these answers lies
in the students’ explanations as to why the claims are invalid. The students may also
comment on the value of knowing the scientific method in order to be able to assess
critically those claims that are encountered regularly, especially in advertising.
Another random document with
no related content on Scribd:
Child life and the curriculum. Meriam, J. L. (Jl
’20)
Child under eight. Murray, E. R., and Smith, H. B.
(D ’20)
Children
Chrisman, O. Historical child. (F ’21)
Dunn. C. F: W: Natural history of the child. (My
’20)
Care and hygiene
Evans, E. Problem of the nervous child. (My
’20)
Holt, L. E. Care and feeding of children. (Ag
’20)
Charities and protection
Loeb, S. I. Everyman’s child. (N ’20)
Children in the mist. Martin, G: (S ’20)
Children of Odin. Colum, P. (D ’20)
Children of storm. Wylie, I. A. R. (N ’20)
Children of the slaves. Eng title of Soul of John
Brown. Graham, S. (Ja ’21)
Children’s books. See Books for boys and girls.
Children’s literature
Moore, A. C. Roads to childhood. (D ’20)
Children’s plays
Lord, K. Little playbook. (Ag ’20)
Payne, F. U. Plays and pageants of citizenship.
(D ’20)
Skinner, E. L. and A. M. Children’s plays. (My
’20)
Children’s poetry
Smith, N. A. Christmas child (Ja ’21)
Children’s story garden. (Je ’20)
Child’s book of modern stories. Skinner, A. M. and
E. L., comps. (Ja ’21)
Chill hours. Mackay, H. G. (Ap ’20)
China
Description and travel
Murdock, V: China, the mysterious and
marvellous. (D ’20)
Foreign relations
Willoughby, W. W. Foreign rights and
interests in China. (D ’20)
Politics and government
Cheng, S. Modern China. (My ’20)
Social life and customs
Dewey, J: and H. A. Letters from China and
Japan. (Ag ’20)
Roe, A. S. Chance and change in China. (Ag
’20)
China collector. Lewer, H. W: (My ’20)
Chinese coat. Lee, J. B. (O ’20)
Chinese label. Davis, J. F. (Je ’20)
Chinese labor camps
Klein, D. With the Chinks. (Jl ’20)
Chinese language
Writing
Pound, E. L. Instigations of Ezra Pound. (S
’20)
Chinese painters. Petrucci, R. (S ’20)
Chipperfield, Robert Orr, pseud. See
Ostrander, I. E.
Chips of jade. Guiterman, A. (F ’21)
Choate, Joseph Hodges, 1832–1917
Martin. E: S. Life of Joseph Hodges Choate. (Ja
’21)
Chords from Albireo. Barney, D. (Ag ’20)
Chorus girl. Chekhov, A. P. (Ag ’20)
Christian adventure. Gray, A. H. (Jl ’20)
Christian faith and the new day. McAfee, C. B. (Je
’20)
Christian life
Fiske, D: Perils of respectability. (S ’20)
Kent, C: F., and Jenks, J. W. Jesus’ principles of
living. (D ’20)
Page, K. Something more. (F ’21)
Christian science
Snowden, J. H: Truth about Christian science.
(Ja ’21)
Christian socialism. Raven, C: E. (Ja ’21)
Christian task. Du Bois, J. H. (S ’20)
Christianity
Clutton-Brock, A. What is the kingdom of
Heaven? (D ’20)
Du Bois, J. H. Christian task. (S ’20)
Gray, A. H. Christian adventure. (Jl ’20)
McAfee, C. B. Christian faith and the new day.
(Je ’20)
Nietzsche, F. W. Antichrist. (Je ’20)
Rashdall, H. Idea of atonement in Christian
theology. (Je ’20)
Scott, M. J. Credentials of Christianity. (O ’20)
Thoms, C. S. Essentials of Christianity. (My ’20)
History
Lake, K. Landmarks in the history of early
Christianity. (Ja ’21)
Christine of the young heart. Clancy, L. B. (D ’20)
Christmas child. Smith, N. A. (Ja ’21)
Christmas roses. Sedgwick, A. D. (Ja ’21)
Church
Fitch, A. P. Can the church survive in the
changing order? (F ’21)
Church and industrial reconstruction. Committee
on the war and the religions outlook. (O ’20)
Church and social problems
Blachly, C. D. Treatment of the problem of
capital and labor in social-study courses in
the churches. (D ’20)
Steele, D: M. Papers and essays for churchmen.
(Mr 20)
Church and socialism. Ryan, J: A. (D ’20)
Church and world peace. Cooke, R: J. (F ’21)
Church history
Headlam, A. C. Doctrine of the church and
Christian reunion. (Ja ’21)
Pollen, J: H. English Catholics in the reign of
Queen Elizabeth. (N ’20)
Church of England
Henson, H. H., and others. Church of England.
(Ag ’20)
Church unity
Eliot, C: W: Road to unity among the Christian
churches. (My ’20)
Guild, R. B., ed. Community programs for
cooperating churches. (N ’20)
Headlam, A. C. Doctrine of the church and
Christian reunion. (Ja ’21)
Palmer, E. J. Great church awakes. (Ja ’21)
Towards reunion. (My ’20)
Church work
Guild, R. B., ed. Community programs for
cooperating churches. (N ’20)
Churches
Jerusalem
Jeffery, G: H. E. Brief description of the Holy
sepulchre. (Jl ’20)
Cinema craftsmanship. Patterson, F. T. (D ’20)
City curious. Bosschère, J. de. (N ’20)
City of endless night. Hastings, M. M. (D ’20)
City planning
Nolen, J: New Ideals In the planning of cities,
towns and villages. (Ap ’20)
Civilization
Day, C. S., jr. This simian world. (Ag ’20)
Eckel, E. C. Coal, iron and war. (S ’20)
Clanking of chains. MacNamara, B. (My ’20)
Class-room republic. Craddock, E. A. (D ’20)
Classes for gifted children. Whipple, G. M. (Mr
’20)
Classical education
Osler, W: Old humanities and the new science.
(Je ’20)
Classroom teacher. Strayer, G: D., and Engelhardt,
N. L: (D ’20)
Claude’s second book. Bamber, L. K. (O ’20)
Clemens, Samuel Langhorne (Mark Twain,
pseud.). 1835–1910
Brooks, V. Ordeal of Mark Twain. (O ’20)
Paine, A. B. Short life of Mark Twain. (D ’20)
Clocks and watches
Brearley, H. C. Time telling through the ages. (O
’20)
Clothing and dress
Poole, B. W. Clothing trades industry. (F ’21)
Woolman, M. Clothing. (D ’20)
Clothing trade
Budish, J. M., and Soule, G: H: New unionism
in the clothing industry. (S ’20)
Clothing trades industry. Poole, B. W. (F ’21)
Cloud of witnesses. De Koven, A. (Ag ’20)
Clouds and cobblestones. Flexner, H. (D ’20)
Cloudy Jewel. Lutz, G. L. H. (D ’20)
Clough, Arthur Hugh, 1819–1861
Osborne, J. I. Arthur Hugh Clough. (Jl ’20)
Coal, iron and war. Eckel, E. C. (S ’20)
Coal mines and mining
Bulman, H. F. Coal mining and the coal miner.
(D ’20)
Hodges, F. Nationalisation of the mines. (D ’20)
Coat without a seam. Cone, H. G. (Jl ’20)
Cockpit of Santiago Key. Greenberg, D: S. (My
’20)
Cody, William Frederick (Buffalo Bill,
pseud.) 1846–1917
Cody, L. Memories of Buffalo Bill. (Mr ’20)
Cody, W: F: Autobiography of Buffalo Bill. (Jl
’20)
Coggin. Oldmeadow, E. J. (Mr ’20)
Collected legal papers. Holmes, O. W. (Ja ’21)
Collected poems. De La Mare, W. J: (Ja ’21)
Collected poems. Hardy, T: (D ’20)
Collected poems. Johnson, R. U. (Mr ’20)
Collected poems. Noyes, A. (D ’20)
Collectors and collecting
Hayden, A. Bye-paths in curio collecting. (N
’20)
Teall, G. C. Pleasures of collecting. (N ’20)
College and commonwealth. MacCracken, J: H:
(Ja ’21)
College and new America. Hudson, J. W: (S ’20)
College teaching. Klapper, P., ed. (Je ’20)
Colleges and universities
Hudson, J. W: College and new America. (S ’20)
MacCracken, J: H: College and commonwealth.
(Ja ’21)
Meiklejohn, A. Liberal college. (D ’20)
Colmore, G., pseud. See Weaver, G.
Colonial architecture of Salem. Cousins, F., and
Riley, P. M. (My ’20)
Colonization of North America. Bolton, H. E., and
Marshall, T. M. (F ’21)
Come seven. Cohen. O. R. (N ’20)
Comédienne. Reymont, W. S. (F ’21)
Commerce
Friedman, E. M. International commerce and
reconstruction. (Jl ’20)
Morrison, A. J. East by west. (Je ’20)
Newland, H. O. Romance of modern commerce.
(N ’20)
Commerce and industry. Page, W:, ed. (D ’20)
Commercial advertising. Russell, T: (Ap ’20)
Commercial correspondence
Bartholomew, W. E., and Hurlbut, F. Business
man’s English, spoken and written. (F ’21)
Better letters. (My ’20)
Lee. J. M., ed. Business writing. (Ag ’20)
Mason, W. L. How to become an office
stenographer. (Ap ’20)
Commercial law
Bush, C. H. Applied business law. (My ’20)
Conyngton, T: Business law. (Je ’20)
Frey, A. B. American business law. (Jl ’20)
Moore. J. H., and Houston, C: A. Problems in
business law. (Ag ’20)
Common science. Washburne, C. W. (O ’20)
Common sense and labour. Crowther, S: (Je ’20)
Communism
Paul. E. and C. Creative revolution. (Ja ’21)
Community centers
Daniels, J: America via the neighborhood. (Ja
’21)
Hanifan, L. J. Community center. (D ’20)
Community programs for cooperating churches.
Guild, R. B., ed. (N ’20)
Company of royal adventurers trading in Africa.
Zook, G: F: (O ’20)
Complete poems of Francis Ledwidge. Ledwidge,
F. (Ap ’20)
Complete practical machinist. Rose, J. (Ap ’20)
Compressed air
Daw, A. W. and Z. W. Compressed air power. (O
’20)
Conduct of life
Cheley, F. H. Stories for talks to boys. (Ap ’20)
Hill, J. L. Worst boys in town. (Ap ’20)
Marden, O. S. You can, but will you? (Jl ’20)
Confessions of Jacob Boehme. Böhme, J. (F ’21)
Congo, Belgian
Keith, A. B. Belgian Congo and the Berlin act.
(Ap ’20)
Conjuring
Carrington, H. Boy’s book of magic. (N ’20)
Connecticut wits and other essays. Beers, H: A. (F
’21)
Connell, Norreys, pseud. See O’Riordan, C.
Conquering hero. Gibbon, J: M. (N ’20)
Conquerors of Palestine through forty centuries.
Lock, H. O. (F ’21)
Conquest of the old Southwest. Henderson, A. (Je
’20)
Conservation of resources
Fairbanks, H. W. Conservation reader. (Jl ’20)
Conservation reader. Fairbanks, H. W. (Jl ’20)
Consolidated rural school. Rapeer, L: W., ed. (D
’20)
Constantine I and the Greek people. Hibben, P.
(Ag ’20)
Constitution and what it means today. Corwin, E:
S: (N ’20)
Constitution for the socialist commonwealth of
Great Britain. Webb, S. and B. (F ’21)
Constitutional history of the Louisiana purchase.
Brown, E. S. (Ag ’20)
Consumers’ coöperation. Sonnichsen, A. (My ’20)
Contemporary drama of France. Chandler, F. W.
(My ’20)
Contemporary drama of Italy. MacClintock, L. (Mr
’20)
Contemporary French politics. Buell, R. L. (Ja ’21)
Contemporary verse anthology. (F ’21)
Control of ideals. Van Wesep, H. B. (N ’20)
Control of parenthood. Marchant, J., ed. (F ’21)
Controllers for electric motors. James, H: D. (Mr
’20)
Cook, Mrs George Cram. See Glaspell, S.
Cookery
Harvey, L. S. Food facts for the homemaker. (Ap
’20)
Judson, C. Junior cook book. (Ag ’20)
Panchard, E. Meats, poultry and game. (Je ’20)
Thompson, M. J. Food for the sick and the well.
(Mr ’20)
Williams, J. B. Us two cook book. (N ’20)
Wilson, M. A. Mrs Wilson’s cook book. (N ’20)
Cookson, Mrs Roger. See Tremayne, S., pseud.
Cooperation
Sonnichsen, A. Consumers’ coöperation. (My
’20)
Cordage
Woodhouse, T:, and Kilgour, P. Cordage and
cordage hemp and fibres. (My ’20)
Cornelli. Spyri, J. (N ’20)
Corsair in the war zone. Paine, R. D. (O ’20)
Cosmic relations and immortality. Holt, H: (D ’20)
Cossacks
Cresson, W: P. Cossacks. (Je ’20)
Costume design
Hughes, T. Dress design. (Ja ’21)
Cotton
Daniels, G: W: Early English cotton industry. (D
’20)
Goulding, E. Cotton and other vegetable fibres.
(Ag ’20)
Counsel of the ungodly. Brackett, C: (S ’20)
Country churches
Gill, C: O., and Pinchot, G. Six thousand country
churches. (My ’20)
Country sentiment. Graves, R. (Jl ’20)
Course of empire. Pettigrew, R: F. (Ja ’21)
Course of study
Meriam, J. L. Child life and the curriculum. (Jl
’20)
Courtney, Leonard Henry Courtney, 1st
baron, 1832–1918
Gooch, G: P. Life of Lord Courtney. (N ’20)
Cousin Nancy and the Lees of Clifford. Stone, G.
(N ’20)
Cousin Sadie. Anderton, D. (F ’21)
Coutts, Thomas, 1735–1822
Coleridge, E. H. Life of Thomas Coutts, banker.
(My ’20)
Craft of the tortoise. Tassin, A. de V. (Mr ’20)
Cream of curiosity. Hine, R. L. (F ’21)
Creative revolution. Paul, E. and C. (Ja ’21)
Credentials of Christianity. Scott, M. J. (O ’20)
Cresting wave. Morris, E. B. (Ag ’20)
Crimson patch. Seaman, A. H. (O ’20)
Crimson tide. Chambers, R. W: (Mr ’20)
Critic in Pall Mall. Wilde, O. F. O. W. (Jl ’20)
Criticism
Lewisohn, L., ed. Modern book of criticism. (Jl
’20)
Crooked and narrow streets of the town of Boston,
1630–1822. Thwing, A. H. (D ’20)
Cross pull. Evarts, H. G: (My ’20)
Crosses
Vallance, A. Old crosses and lychgates. (F ’21)
Crowding memories. Aldrich, L. (N ’20)
Crown jewels
Younghusband, G: J: Jewel house. (F ’21)
Cruise of the “Scandal.” Bridges, V: (Ag ’20)
Cry of youth. Lombardi, C. (Jl ’20)
Crystal ball. Gordon, M. D. (O ’20)
Cuba
History
Johnson, W. F. History of Cuba. (D ’20)
Currency and credit. Hawtrey, R. G. (F ’21)
Current social and industrial forces. Edie, L. D.,
ed. (Jl ’20)
Cycle of Adams letters. Adams, C: F., and others.
(Ja ’21)
Czechoslovak stories. Hrbkova, S. B., tr. and ed.
(Ag ’20)