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Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

a. nuclei
b. genes
c. cytosines
d. phosphates
ANS: B PTS: 1 REF: p. 23 OBJ: LO1
KEY: WWW BLM: Remember

Copyright © 2015 Nelson Education Limited 2-2

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

6. If you were to paint a picture of a chromosome, what shape would you depict?
a. a rod
b. a cone
c. a circle
d. an octagon
ANS: A PTS: 1 REF: p. 23 OBJ: LO1
BLM: Remember

7. At the moment of conception, how many chromosomes does a healthy zygote contain?
a. 20
b. 32
c. 46
d. 48
ANS: C PTS: 1 REF: p. 23 OBJ: LO1
BLM: Remember

8. What characteristic distinguishes polygenic traits?

a. They are uncommon in humans.
b. They are transmitted only by the female.
c. They result in more complex characteristics.
d. They are transmitted by a single pair of genes.
ANS: C PTS: 1 REF: p. 24 OBJ: LO1
BLM: Higher Order

9. You are a science teacher and one of your students asks: “How many genes ultimately govern our
heredity?” What is your reply?
a. We have 1,000 to 1,500 genes in our cells.
b. We have 10,000 to 20,000 genes in our cells.
c. We have 20,000 to 25,000 genes in our cells.
d. We have 25,000 to 35,000 genes in our cells.
ANS: C PTS: 1 REF: p. 23 OBJ: LO1
BLM: Remember

10. DNA takes the form of what physical shape?

a. a zipper
b. a straight ladder
c. a twisting ladder
d. interlocking circles
ANS: C PTS: 1 REF: p. 23 OBJ: LO1
BLM: Remember

11. What branch of science includes the study of genetics?

a. chemistry
b. physics
c. biology
d. psychology
ANS: C PTS: 1 REF: p. 23 OBJ: LO1
BLM: Remember

Copyright © 2015 Nelson Education Limited 2-3

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

12. What is the result when a fertilized egg does NOT separate on the 13th day of development?
a. conjoined twins
b. monozygotic twins
c. meiosis
d. cell mutation
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
BLM: Remember

13. Richard and Alice have just conceived. They joke, by stating “they are building a baby.” Precisely how
many chromosomes will Alice contribute?
a. 13
b. 23
c. 46
d. 92
ANS: B PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

14. What is the function of genes?

a. They regulate the development of traits.
b. They decide the gender of the child.
c. They hardwire people for certain levels of some traits.
d. They work together with lutein to influence development.
ANS: A PTS: 1 REF: p. 23 OBJ: LO1
KEY: WWW BLM: Higher Order

15. What does DNA stand for?

a. dionucleic acid
b. dionyotic acetate
c. deoxyribonucleic acid
d. diophosphate nucleic acetone
ANS: C PTS: 1 REF: p. 24 OBJ: LO1
BLM: Remember

16. What is formed during mitosis?

a. mutation
b. 23 chromosomes
c. sperm and ova cells
d. new cells with identical DNA
ANS: D PTS: 1 REF: p. 24 OBJ: LO1
KEY: WWW BLM: Remember

Copyright © 2015 Nelson Education Limited 2-4

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

17. What is another term for "reduction division"?

a. mitosis
b. meiosis
c. cell death
d. neural pruning
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
BLM: Remember

18. What method of cell reproduction allows for more genetic "variability”?
a. cloning
b. meiosis
c. mitosis
d. cross-fertilization
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
KEY: WWW BLM: Higher Order

19. Of the 23 pairs of chromosomes, 22 pairs look alike and possess genetic information concerning the
same traits. What term refers to these 22 pairs of chromosomes?
a. autosomes
b. sperm cells
c. sex chromosomes
d. identical chromosomes
ANS: A PTS: 1 REF: p. 24 OBJ: LO1
BLM: Remember

20. How many chromosomes are contained in a cell created during meiosis?
a. 23
b. 25
c. 43
d. 46
ANS: A PTS: 1 REF: p. 24 OBJ: LO1
KEY: WWW BLM: Remember

21. What factor determines the sex of a child?

a. the presence of dionyotic acetate in the uterus
b. the sex chromosome received from the father
c. the time in the ovulation cycle when conception occurs
d. the presence or absence of teratogens at the time of conception
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-5

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

22. Baby A has two X chromosomes while Baby B has an X chromosome and a Y chromosome. What can
you conclude about these two babies?
a. The babies will have different hair colour.
b. Baby A is a girl and Baby B is a boy.
c. Baby A is a boy and Baby B is a girl.
d. Baby A suffers a genetic error and Baby B is healthy.
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
KEY: WWW BLM: Higher Order

23. You are out with your friends and you want to dazzle them with your new child development
knowledge. You decide to inform your friend Peter of his chromosome pattern. How pattern do you
describe?
a. XX
b. XY
c. XYY
d. XXY
ANS: B PTS: 1 REF: p. 24 OBJ: LO1
KEY: WWW BLM: Higher Order

24. What is the result of a zygote that divides into two cells that separate?
a. mitosis
b. dizygotic twins
c. cross-fertilization
d. monozygotic twins
ANS: D PTS: 1 REF: p. 24 OBJ: LO1
BLM: Higher Order

25. A woman gives birth to dizygotic twins. Without having met this woman, what do you know about
her?
a. She is a young mother.
b. She is of Asian descent.
c. She has a decreased chance of subsequent pregnancies.
d. She has an increased chance of giving birth to twins in future pregnancies.
ANS: D PTS: 1 REF: p. 24 OBJ: LO1
BLM: Remember

26. What term describes each member of a pair of genes?

a. an allele
b. an autosome
c. a homozygous trait
d. a heterozygous trait
ANS: A PTS: 1 REF: p. 25 OBJ: LO1
BLM: Remember

Copyright © 2015 Nelson Education Limited 2-6

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

27. What term describes a person who has two alleles for the same trait?
a. dizygotic
b. homozygous
c. monozygotic
d. heterozygous
ANS: B PTS: 1 REF: p. 25 OBJ: LO1
KEY: WWW BLM: Remember

28. A person who inherits a gene for blonde hair and a gene for brown hair will have brown hair. What can
we conclude about the gene for brown hair?
a. It is more common.
b. It is recessive.
c. It is dominant.
d. It is monozygy.
ANS: C PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

29. What is a defining characteristic of a recessive gene?

a. It is expressed when it is paired with another recessive gene.
b. It is expressed only when it is paired with a dominant gene.
c. It is expressed regardless of whether it is paired with a recessive or a dominant gene.
d. It is rarely passed on to offspring.
ANS: A PTS: 1 REF: p. 25 OBJ: LO1
KEY: WWW BLM: Higher Order

30. What can we conclude about a boy with two alleles for brown eyes?
a. He has blue eyes.
b. He is referred to as "atypical.”
c. He is homozygous for eye colour.
d. He has eye colour as a co-dominant trait.
ANS: C PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

31. Which of the following is a characteristic of dominant alleles?

a. They cause traits in individuals when paired with recessive alleles.
b. They come from the father of the developing child.
c. They are determined during mitosis.
d. They are determined by the parents during the germinal period.
ANS: A PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

32. Which of the following results from a dominant trait?

a. type O blood
b. straight hair
c. myopia
d. farsightedness
ANS: D PTS: 1 REF: p. 25-26 OBJ: LO1
KEY: WWW BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-7

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

33. Cathy and Doug both have brown eyes. If their child has blue eyes, what can we conclude about
Cathy’s and Doug’s genes for blue eyes?
a. Both Cathy and Doug must be carrying a recessive gene for blue eyes.
b. Either Cathy or Doug must be carrying a recessive gene for blue eyes.
c. Both Cathy and Doug must be carrying a dominant gene for blue eyes.
d. Either Cathy or Doug must be carrying a dominant gene for blue eyes.
ANS: A PTS: 1 REF: p. 25-26 OBJ: LO1
BLM: Higher Order

34. Jill carries two genes for brown eyes, and Jack carries two genes for blue eyes. What can we predict
about their child’s eye colour?
a. Their child will have a 50% chance of having brown eyes.
b. Their child will have a 75% chance of having brown eyes.
c. Their child will have a 100% chance of having blue eyes.
d. Their child will have a 100% chance of having brown eyes.
ANS: D PTS: 1 REF: p. 25-26 OBJ: LO1
BLM: Higher Order

35. Maria and Eric are told they are "carriers" of a particular trait? What does that mean?
a. They bear co-dominant genes for a trait.
b. They bear two dominant genes for a trait.
c. They carry two recessive genes for a trait.
d. They carry one recessive and one dominant gene for a trait.
ANS: D PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

36. A girl who has cystic fibrosis has moved into your neighbourhood. Without having met her, what do
you know about her?
a. She has a younger mother.
b. She has more than 23 chromosomal pairs.
c. She carries cystic fibrosis as a recessive gene.
d. She did NOT have a dominant gene to cancel out the cystic fibrosis.
ANS: D PTS: 1 REF: p. 25 OBJ: LO1
KEY: WWW BLM: Higher Order

37. Which of the following conditions is NOT caused by a single pair of genes?
a. cystic fibrosis
b. Down syndrome
c. sex-linked chromosomal abnormalities
d. myopia
ANS: D PTS: 1 REF: p. 25 OBJ: LO1
BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-8

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

38. Which of the following is an essential attribute of Down syndrome?

a. It is caused by a virus during pregnancy.
b. It is significantly more likely in boys than girls.
c. It is caused by a defect on the sex chromosomes.
d. It is increasingly likely among children born to older parents.
ANS: D PTS: 1 REF: p. 26 OBJ: LO1
KEY: WWW BLM: Higher Order

39. What is the diagnosis of an infant born with 47 chromosomes instead of 46?
a. phenylketonuria
b. sickle-cell anemia
c. Down syndrome
d. Tay-Sachs disease
ANS: C PTS: 1 REF: p. 26 OBJ: LO1
BLM: Higher Order

40. What is the cause of Down syndrome?

a. alcohol abuse by the father
b. alcohol abuse by the mother
c. sex-linked chromosomal abnormalities
d. abnormalities of the 21st pair of chromosomes
ANS: D PTS: 1 REF: p. 26 OBJ: LO1
BLM: Remember

41. What symptom describes Huntington disease (HD)?

a. infertility
b. an inability to metabolize an amino acid
c. uncontrollable muscle movements
d. complications such as blindness
ANS: C PTS: 1 REF: p. 27 OBJ: LO1
BLM: Higher Order

42. According to the Huntington Society of Canada, what is the prevalence of Huntington disease
(HD) in Canada?
a. HD affects only females.
b. One in every 10,000 Canadians has HD.
c. Ten in every 10,000 Canadians has HD.
d. HD affects only males.
ANS: B PTS: 1 REF: p. 27 OBJ: LO1
BLM: Remember

Copyright © 2015 Nelson Education Limited 2-9

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

43. Which person has a recessive trait?

a. Jack who has dimples
b. Martha who has red hair
c. Janice who has been diagnosed as being farsighted
d. David who has very curly hair
ANS: B PTS: 1 REF: p. 26 OBJ: LO1
KEY: WWW BLM: Higher Order

44. Which person has a dominant trait?

a. Andrea who has myopia
b. Richard who has red-green colour blindness
c. Lynne who has Type O blood
d. Wayne who has Type B blood
ANS: D PTS: 1 REF: p. 26 OBJ: LO1
BLM: Higher Order

45. What is a common characteristic of most individuals who have an abnormal number of sex
chromosomes?
a. They have flat faces.
b. They are infertile.
c. They have more body hair than normal.
d. They have round faces.
ANS: B PTS: 1 REF: p. 27 OBJ: LO1
BLM: Higher Order

46. In 2012, what organization proudly declared March 21, to be World Down Syndrome Day?
a. United Nations
b. UNICEF
c. Canadian Psychological Association
d. Canadian Medical Association
ANS: A PTS: 1 REF: p. 26 OBJ: LO1
BLM: Remember

47. John thinks his neighbour’s child has Down syndrome. His wife looks closely at the child’s face and
shakes her head. What facial characteristic did Mary notice that suggests the child does NOT have
Down syndrome?
a. a protruding tongue
b. a pointy nose
c. a sloping fold of skin over the inner corners of the eyes
d. a rounded face
ANS: B PTS: 1 REF: p. 26-27 OBJ: LO1
BLM: Remember

Copyright © 2015 Nelson Education Limited 2-10

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

48. Queen Victoria was a carrier of which of the following?

a. myopia
b. red-green colour blindness
c. phenylketonuria
d. hemophilia
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
KEY: WWW BLM: Remember

49. What type of disorder is phenylketonuria?

a. an enzyme disorder
b. a disorder transmitted by a dominant gene
c. a disorder that manifests itself in all children of carriers
d. a disorder caused by alcohol consumption during pregnancy
ANS: A PTS: 1 REF: p. 27 OBJ: LO1
BLM: Remember

50. Joshua was born with an inherited disease that blocked the development of an enzyme critical for
development. Over time, Joshua has developed profound intellectual challenges. What disorder does
Joshua have?
a. Tay-Sachs disease
b. sickle-cell anemia
c. phenylketonuria
d. Down syndrome
ANS: C PTS: 1 REF: p. 27 OBJ: LO1
KEY: WWW BLM: Higher Order

51. Children with PKU will develop normally if they are placed on a special diet. What does their special
diet exclude?
a. all fruits
b. all proteins
c. all vegetables
d. all meat and nuts
ANS: D PTS: 1 REF: p. 27 OBJ: LO1
BLM: Higher Order

52. Which of the following disorders is the rarest?

a. Down’s syndrome
b. Turner's syndrome
c. Huntington disease
d. Klinefelter syndrome
ANS: C PTS: 1 REF: p. 27 OBJ: LO1
KEY: WWW BLM: Remember

Copyright © 2015 Nelson Education Limited 2-11

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

53. You are a pregnant woman who has just consulted a genetic counsellor. You asked about your risk for
having a child with Huntington disease. What prevalence rate will the genetic counsellor suggest?
a. 1 in every 5,000 births
b. 1 in every 10,000 births
c. 1 in every 50,000 births
d. 1 in every 75,000 births
ANS: B PTS: 1 REF: p. 27 OBJ: LO1
BLM: Higher Order

54. Janet has Huntington disease and knows that approximately half of her children will also have
Huntington disease. What will cause this disease to occur in her children?
a. a blood disorder
b. a recessive trait
c. a dominant trait
d. a personality disorder
ANS: C PTS: 1 REF: p. 27 OBJ: LO1
KEY: WWW BLM: Higher Order

55. Which person is most likely to develop sickle-cell anemia?

a. a person of Asian descent
b. a person of African descent
c. a person of Irish descent
d. a person of Jewish descent
ANS: B PTS: 1 REF: p. 28-29 OBJ: LO1
BLM: Higher Order

56. What is the cause of sickle-cell anemia?

a. a recessive gene
b. a slow destruction of the liver leading to jaundice and swollen joints
c. white blood cells that take on the shape of a sickle and clump together
d. red blood cells that expand the blood vessels and increase the oxygen supply
ANS: A PTS: 1 REF: p. 28-29 OBJ: LO1
BLM: Remember

57. Trevor is an African-Canadian child who was born with a disease that altered the shape of his blood
cells. He typically does NOT eat very much, his eyes have a yellow colour, and he shows signs of
cognitive difficulties. What disorder does Trevor have?
a. phenylketonuria
b. sickle-cell anemia.
c. Down syndrome
d. Tay-Sachs disease.
ANS: B PTS: 1 REF: p. 28 OBJ: LO1
KEY: WWW BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-12

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

58. Your sister tells you her friend’s child has been diagnosed with Tay-Sachs disease. Your sister asks
you what you know about this disease. What do you tell her?
a. It is caused by a dominant gene.
b. It is linked to the X chromosome.
c. It affects the pancreas and the lungs.
d. It is a fatal degenerative disease of the central nervous system.
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
BLM: Remember

59. Which individual is most likely to have Tay-Sachs disease?

a. a 4-year-old child of Jewish descent
b. a 5-year-old child of European descent
c. a 10-year-old child of African descent
d. a 20-year-old male of Spanish descent
ANS: A PTS: 1 REF: p. 28 OBJ: LO1
BLM: Higher Order

60. Two-week-old Isaiah, a child of Jewish heritage, is most at risk of having which disease?
a. sickle-cell anemia
b. hemophilia
c. Huntington disease
d. Tay-Sachs disease
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
BLM: Higher Order

61. Debbie was born with a disease that leaves her body unable to break down fats. Her doctors predict
that she will NOT live beyond the age of 4 years. What disorder does Debbie have?
a. sickle-cell anemia
b. Down’s syndrome.
c. Tay-Sachs disease
d. phenylketonuria
ANS: C PTS: 1 REF: p. 29 OBJ: LO1
KEY: WWW BLM: Higher Order

62. According to the Canadian Cystic Fibrosis Foundation, what is a published fact about cystic fibrosis?
a. It is the least common fatal hereditary disease among Canadians.
b. It results from an abnormality on the 20th pair of chromosomes.
c. It is a blood disorder common to those with an Eastern European background.
d. It affects approximately 1 in every 3,500 Canadians.
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
BLM: Remember

Copyright © 2015 Nelson Education Limited 2-13

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

63. What is the cause of cystic fibrosis?

a. a recessive gene
b. a dominant gene
c. incomplete mitosis
d. an abnormality in the 21st pair of chromosomes
ANS: A PTS: 1 REF: p. 28 OBJ: LO1
BLM: Remember

64. Which of the following is a defining characteristic of hemophilia?

a. It affects only females.
b. It is carried by the father’s recessive gene.
c. It is carried on the X chromosome.
d. It is caused by damage to the 14th chromosomal pair.
ANS: C PTS: 1 REF: p. 28 OBJ: LO1
BLM: Remember

65. What disorder is caused by a sex-linked genetic abnormality?

a. hemophilia
b. Tay-Sachs disease
c. cystic fibrosis
d. Huntington disease
ANS: A PTS: 1 REF: p. 28 OBJ: LO1
BLM: Higher Order

66. Which type of disorder is colour blindness?

a. an enzyme disorder
b. a disorder found only in females
c. a protein-based disorder
d. a sex-linked disorder
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
BLM: Remember

67. Why are sex-linked diseases more likely to affect sons of female carriers?
a. These diseases are carried on dominant genes.
b. These diseases are carried on the Y chromosome.
c. Females are at a diminished risk because they could inherit a XYY profile.
d. Males have only one X chromosome, which they inherit from their mothers.
ANS: D PTS: 1 REF: p. 28 OBJ: LO1
KEY: WWW BLM: Higher Order

68. What is the primary purpose of genetic counselling?

a. to outline the genetic risks of unprotected sex
b. to advise couples to abort their unborn children
c. to prove that a child will develop a certain illness
d. to assist would-be parents in making decisions about having children
ANS: D PTS: 1 REF: p. 29 OBJ: LO1
KEY: WWW BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-14

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

69. Dr. White specializes in prenatal medicine and performs numerous amniocenteses each year. Which
woman is Dr White most likely to recommend for an amniocentesis?
a. an Asian-Canadian woman
b. an African-Canadian woman
c. a woman older than age 35
d. a woman younger than age 20
ANS: C PTS: 1 REF: p. 29 OBJ: LO1
BLM: Higher Order

70. You are scheduled to have an amniocentesis. What will occur during this medical process?
a. Fluid will be tested from the "sac" containing the fetus.
b. A biopsy will be taken from your spine.
c. Your sperm will be tested for genetic abnormalities.
d. Your eggs will be tested for genetic abnormalities.
ANS: A PTS: 1 REF: p. 29 OBJ: LO1
KEY: WWW BLM: Remember

71. What is the biggest risk of amniocentesis?

a. mental retardation in 1 of every 100 births
b. cesarean delivery in 1 of every 100 births
c. sterility in 1 of every 100 births
d. fetal loss in one half of one percentage of all pregnancies
ANS: D PTS: 1 REF: p. 30 OBJ: LO1
BLM: Remember

72. Which women are generally NOT encouraged to have amniocentesis?

a. women older than age 40
b. women carrying the children of aging fathers
c. women who have a family history of chromosomal or genetic disorders
d. women who are receiving fertility treatments
ANS: D PTS: 1 REF: p. 29 OBJ: LO1
BLM: Higher Order

73. You are 9 weeks pregnant and are concerned your baby may have a genetic defect. What medical
procedure will most likely be recommended?
a. fetoscopy
b. ultrasound
c. amniocentesis
d. chorionic villus sampling
ANS: D PTS: 1 REF: p. 30 OBJ: LO1
KEY: WWW BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-15

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

74. What does CVS stand for?

a. cervical villus sampling
b. cervical variability study
c. chorionic villus sampling
d. chorionic variability sampling
ANS: C PTS: 1 REF: p. 30 OBJ: LO1
BLM: Remember

75. Your pregnant niece is scheduled for an amniocentesis, but she is confused by all the prenatal tests she
has read about. Which of the following do you tell her about the process of amniocentesis?
a. It has NOT been used as frequently as CVS because amniocentesis carries a slightly
greater risk of spontaneous abortion.
b. It is carried out much earlier in a pregnancy than a CVS.
c. It involves a procedure that inserts a small syringe through the vagina.
d. It involves the examination of villi from the membrane that envelops the amniotic sac and
fetus.
ANS: B PTS: 1 REF: p. 29 OBJ: LO1
BLM: Higher Order

76. How does an ultrasound work?

a. It allows the human ear to hear the fetus.
b. It yields a picture called a "cat-scan."
c. It bounces sound waves off the fetus.
d. It uses X-ray photography to take a picture of the unborn child.
ANS: C PTS: 1 REF: p. 30 OBJ: LO1
BLM: Remember

77. What technique generates a picture of the fetus?

a. a fetoscopy
b. an ultrasound
c. an amniocentesis
d. a chorionic villus sampling
ANS: B PTS: 1 REF: p. 30 OBJ: LO1
KEY: WWW BLM: Remember

78. What can an ultrasound detect?

a. PKU
b. cystic fibrosis
c. Klinefelter syndrome
d. the position of the fetus
ANS: D PTS: 1 REF: p. 30 OBJ: LO1
BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-16

 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

79. What is used to detect neural tube defects such as spina bifida?
a. an ultrasound
b. an Rh disease test
c. genetic counselling
d. an alpha-fetoprotein (AFP) assay
ANS: D PTS: 1 REF: p. 30 OBJ: LO1
BLM: Remember

80. Which procedure poses the least risk to the fetus?

a. an ultrasound
b. an amniocentesis
c. an alpha-fetoprotein assay
d. chorionic villus sampling
ANS: C PTS: 1 REF: p. 30-31 OBJ: LO1
KEY: WWW BLM: Higher Order

81. What is the purpose of the alpha-fetoprotein assay?

a. to detect neural tube defects
b. to measure enzyme levels in the fetus
c. to assess sex chromosome abnormalities
d. to assess the degree of mental retardation
ANS: A PTS: 1 REF: p. 30 OBJ: LO1
BLM: Higher Order

82. What would you tell a woman who is concerned about the risks of fetal testing?
a. No risk is associated with fetal testing.
b. Because of the risks, fetal testing should NOT be done.
c. The risk in fetal testing is to the mother, NOT the fetus.
d. Although fetal testing has some risk, it is sometimes considered necessary.
ANS: D PTS: 1 REF: p. 29-30 OBJ: LO1
KEY: WWW BLM: Higher Order

83. What term refers to the set of traits we inherit from our parents?
a. genotype
b. personality
c. phenotype
d. temperament
ANS: A PTS: 1 REF: p. 30 OBJ: LO2
BLM: Remember

84. What term refers to our actual set of characteristics or traits?

a. genotype
b. personality
c. phenotype
d. temperament
ANS: C PTS: 1 REF: p. 30 OBJ: LO2
BLM: Remember

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85. Which of the following is most influenced by environment?

a. genes
b. genotype
c. phenotype
d. chromosomes
ANS: C PTS: 1 REF: p. 30 OBJ: LO2
KEY: WWW BLM: Higher Order

86. Which genes do parents share with their children and their siblings?
a. dominant genes only
b. recessive genes only
c. approximately 50% of their genetic material
d. approximately 25% of their genetic material
ANS: C PTS: 1 REF: p. 30 OBJ: LO2
BLM: Higher Order

87. Which of the following is a defining characteristic of monozygotic twins?

a. They share 50% of their genetic material.
b. They are as different as non-twin siblings.
c. They will look very similar in physical appearance.
d. They are formed from two eggs but are fertilized by the same sperm.
ANS: C PTS: 1 REF: p. 31 OBJ: LO2
BLM: Higher Order

88. Some twin pairs look more like each other than other twin pairs. Which twin pairs resemble each other
the most?
a. monozygotic twin pairs
b. dizygotic twin pairs of either sex
c. dizygotic twin pairs who are males
d. monozygotic twin pairs who are female
ANS: A PTS: 1 REF: p. 31 OBJ: LO2
KEY: WWW BLM: Higher Order

89. Researchers have studied and compared the similarities between monozygotic and dizygotic twins.
According to your textbook, which similarity was NOT noted for monozygotic twins?
a. a strong connection to psychological disorders such as depression and schizophrenia
b. a similarity in weight
c. a preference for coffee or tea
d. vulnerability to alcoholism
ANS: B PTS: 1 REF: p. 31 OBJ: LO2
BLM: Higher Order

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90. Monozygotic twins share more similarities than dizygotic twins share. Compared with dizygotic twins,
which of the following are monozygotic twins UNLIKELY to inherit?
a. schizophrenia
b. depression
c. autism
d. obesity
ANS: D PTS: 1 REF: p. 31 OBJ: LO2
BLM: Higher Order

91. Which group shares the most similar genetic material?

a. dizygotic twins
b. grandmothers
c. cousins
d. monozygotic twins
ANS: D PTS: 1 REF: p. 31 OBJ: LO2
BLM: Higher Order

92. What is the general finding of studies on monozygotic twins reared in separate environments?
a. They are identical in genetics, behaviours, and preferences.
b. They are less alike, genetically, than dizygotic twins reared together.
c. They are no more alike in genetics, behaviours, and preferences than non-twin siblings.
d. They share the same degree of genetic similarity as monozygotic twins reared together.
ANS: D PTS: 1 REF: p. 31 OBJ: LO2
BLM: Higher Order

93. Jeffrey, who is an adopted child, has some characteristics that are more similar to his natural parents
than to his adoptive parents. What is the most appropriate conclusion?
a. The adoptive parents have NOT included him in their family cultural activities.
b. Heredity plays a diminished role in the formation of personality.
c. Environment influences who we are and who we become.
d. Genetics play a role in the development of certain human characteristics.
ANS: D PTS: 1 REF: p. 31 OBJ: LO2
KEY: WWW BLM: Higher Order

94. How many ova does a human female have at birth?

a. zero; ova develop during puberty
b. between 50,000 and 100,000 ova
c. approximately 400,000 ova
d. millions of ova
ANS: C PTS: 1 REF: p. 32 OBJ: LO3
BLM: Remember

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95. What occurs during menstruation?

a. An unfertilized egg is discharged.
b. The fertilized egg undergoes mitosis.
c. The fertilized egg undergoes meiosis.
d. The fertilized egg attaches to the uterus.
ANS: A PTS: 1 REF: p. 32 OBJ: LO3
BLM: Remember

96. Which statement describes the sperm cell before meiosis?

a. It contains 46 chromosomes.
b. It contains two X chromosomes.
c. It is significantly larger than the egg cell.
d. It is more likely to conceive a girl than a boy.
ANS: A PTS: 1 REF: p. 32 OBJ: LO3
BLM: Remember

97. Which of the following is a defining characteristic of the sperm cell?

a. It contains two Y chromosomes.
b. It is significantly larger than the egg cell.
c. It is one of the smallest types of cells in the body.
d. It does NOT determine the gender of the developing child.
ANS: C PTS: 1 REF: p. 32 OBJ: LO3
KEY: WWW BLM: Remember

98. Which of the following statements distinguishes the conception of males from the conception of
females?
a. More males are conceived and more survive to birth.
b. Fewer males are conceived, but more survive to birth.
c. Fewer males are conceived and more are spontaneously aborted.
d. More males are conceived and more are spontaneously aborted.
ANS: D PTS: 1 REF: p. 32 OBJ: LO3
BLM: Higher Order

99. Approximately how many sperm cells are contained in a single ejaculate?
a. 50 million
b. 100 million
c. 150 million
d. 300 million
ANS: C PTS: 1 REF: p. 32 OBJ: LO3
BLM: Remember

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100. Only 1 in 1,000 sperm will arrive in the vicinity of an ovum. Which of the following factors does NOT
prevent sperm cells from travelling the entire distance to the egg?
a. gravity
b. vaginal acidity
c. current of fluid from the cervix
d. length of time since ovulation
ANS: D PTS: 1 REF: p. 32 OBJ: LO3
KEY: WWW BLM: Higher Order

101. After ejaculation, how long does it take sperm to reach the fallopian tubes?
a. 60 to 90 seconds
b. 5 to 15 minutes
c. 20 to 30 minutes
d. 60 to 90 minutes
ANS: D PTS: 1 REF: p. 33 OBJ: LO3
BLM: Remember

102. The term “infertile” refers to a couple who have been unsuccessful at conceiving. What criterion must
be met before this term is used?
a. one year of failed attempts
b. four years of failed attempts
c. four failed attempts to get pregnant
d. two miscarriages in the fourth month of pregnancy
ANS: A PTS: 1 REF: p. 33 OBJ: LO3
KEY: WWW BLM: Higher Order

103. In Canada what percentage of infertility cases can be traced to the man?
a. 10%
b. 20%
c. 30%
d. 40%
ANS: D PTS: 1 REF: p. 33 OBJ: LO3
BLM: Remember

104. What can cause infertility problems in men?

a. use of drugs
b. lack of exercise
c. excessive masturbation
d. excess protein in the diet
ANS: A PTS: 1 REF: p. 33 OBJ: LO3
BLM: Remember

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105. What term refers to the sperm's ability to move?

a. infection
b. propulsion
c. evolution
d. motility
ANS: D PTS: 1 REF: p. 33 OBJ: LO3
KEY: WWW BLM: Remember

106. Which of the following does NOT cause infertility in women?

a. infection
b. excessive physical exercise
c. stress
d. motility
ANS: D PTS: 1 REF: p. 33 OBJ: LO3
BLM: Remember

107. What is the most common cause of infertility in women?

a. PID
b. endometriosis
c. irregular ovulation or lack of ovulation
d. barriers to the passageways through which the ovum must pass
ANS: C PTS: 1 REF: p. 33 OBJ: LO3
BLM: Higher Order

108. In what process is sperm injected into the uterus at the time of ovulation?
a. IVF
b. artificial insemination
c. donor IVF
d. pergonal
ANS: B PTS: 1 REF: p. 34 OBJ: LO3
BLM: Remember

109. A Canadian couple want to have a child as soon as possible. What are their chances of having
difficulties conceiving?
a. 1 in 6
b. 1 in 20
c. 1 in 50
d. 1 in 100
ANS: A PTS: 1 REF: p. 34 OBJ: LO3
KEY: WWW BLM: Remember

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110. Ova are sometimes fertilized in vitro, tested for sex chromosomal structure, and then the embryos of
the desired sex are implanted into the mother-to-be. What term refers to this process?
a. PID
b. IVF
c. PGD
d. microsort
ANS: C PTS: 1 REF: p. 34 OBJ: LO3
BLM: Remember

111. Ben and Natalie are having difficulty conceiving, although both have children from previous
relationships. What does the textbook tells us about the cause of infertility being a male or female
problem?
a. It is predominately a woman’s problem.
b. It is predominately a man’s problem.
c. The problem lies with the man about 40% of the time.
d. The problem lies with the woman about 80% of the time.
ANS: C PTS: 1 REF: p. 34 OBJ: LO3
BLM: Remember

112. What is the correct order of the three prenatal stages?

a. embryonic, fetal, meiotic
b. meiotic, embryonic, fetal
c. germinal, fetal, embryonic
d. germinal, embryonic, fetal
ANS: D PTS: 1 REF: p. 35 OBJ: LO4
BLM: Remember

113. In one stage of prenatal development, conception occurs, the zygote divides, and then implantation in
the uterine wall occurs. What term describes this stage?
a. the fetal stage
b. the mitotic stage
c. the germinal stage
d. the embryonic stage
ANS: C PTS: 1 REF: p. 35 OBJ: LO4
BLM: Remember

114. What is the fluid-filled ball of cells that develops during the germinal stage of pregnancy?
a. the fetus
b. the germin
c. the umbilicus
d. the blastocyst
ANS: D PTS: 1 REF: p. 35 OBJ: LO4
KEY: WWW BLM: Remember

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115. Which of the following statements describes a miscarriage?

a. It rarely occurs during the first trimester of pregnancy.
b. It occurs in approximately one-third of all pregnancies.
c. It occurs as a result of menstrual flow that occurs too late after ovulation.
d. It is common when women who are pregnant bleed during implantation of the blastocyst
into the uterine wall.
ANS: B PTS: 1 REF: p. 36 OBJ: LO4
BLM: Higher Order

116. Mona is told during her prenatal medical appointment that the major organ systems have
differentiated. What is this developmental stage called?
a. the fetal stage
b. the germinal stage
c. the embryonic stage
d. the blastocystic stage
ANS: C PTS: 1 REF: p. 35-36 OBJ: LO4
KEY: WWW BLM: Higher Order

117. What develops from the neural tube during the prenatal period of development?
a. the digestive system
b. the muscular system
c. the arm buds and leg buds
d. the central nervous system
ANS: D PTS: 1 REF: p. 36 OBJ: LO4
BLM: Higher Order

118. When does the onset of sexual differentiation occur?

a. during the germinal period
b. during the embryonic period
c. when the X chromosome is present
d. when secondary sex characteristics are present
ANS: B PTS: 1 REF: p. 36 OBJ: LO4
BLM: Higher Order

119. What is the purpose of the amniotic sac?

a. It develops into the umbilical cord.
b. It contains the developing organism and amniotic fluid.
c. It protects the developing organism from harmful toxins.
d. It permits the exchange of nutrients and waste with the mother.
ANS: B PTS: 1 REF: p. 37 OBJ: LO4
KEY: WWW BLM: Remember

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120. Which of the following is a defining characteristic of the placenta?

a. It develops from only the mother’s tissue.
b. It is reused for each of a woman’s pregnancies.
c. It acts as an impermeable barrier that protects the developing fetus from toxins.
d. It acts as a filter that permits oxygen and nutrients from the mother to reach the embryo.
ANS: D PTS: 1 REF: p. 37 OBJ: LO4
BLM: Remember

121. During which stage of prenatal development does the developing organism gain the most weight and
length?
a. the fetal stage
b. the germinal stage
c. the embryonic stage
d. the diaphragmatic stage
ANS: A PTS: 1 REF: p. 37 OBJ: LO4
BLM: Remember

122. What has research concluded after studying fetuses and their perception of sound during the third
trimester?
a. Fetuses are unresponsive to outside stimuli.
b. Fetuses respond to visual but NOT auditory stimuli.
c. Fetuses respond to changes in loudness but NOT to differences in pitch.
d. Fetuses can learn to recognize the sounds of books being read to them.
ANS: D PTS: 1 REF: p. 38 OBJ: LO4
BLM: Higher Order

123. Which of the following statements best describes the effects of nutrition during pregnancy?
a. Fetal overnutrition is more of a problem than fetal malnutrition.
b. The effects of fetal malnutrition cannot be overcome after birth.
c. Pregnant women can eat and drink whatever they want because their fetuses are NOT
affected by what their mothers consume.
d. Supplementing the diets of pregnant women with calories and protein has shown to have
modest positive effects on the motor development of their infants.
ANS: D PTS: 1 REF: p. 39 OBJ: LO4
BLM: Higher Order

124. According to the textbook, what can pregnant women expect about their weight gain during
pregnancy?
a. All women should gain 4.5 kg or less during pregnancy.
b. All of the weight gain should be in the baby, NOT in the mother’s body.
c. Women should gain the most weight during their first trimester of pregnancy.
d. Overweight women may gain less but slender women may gain more than 10 to 15 kg
during pregnancy.
ANS: D PTS: 1 REF: p. 39 OBJ: LO4
BLM: Remember

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125. A first-time expectant mother is confused about what teratogens are and the risks they pose during her
pregnancy. Which of the following would you tell her?
a. They are only those substances the mother’s body produces.
b. They harm the fetus only when taken in extremely large doses.
c. They are most damaging during the fetal period of development.
d. They are environmental agents that can harm the embryo or fetus.
ANS: D PTS: 1 REF: p. 39 OBJ: LO4
BLM: Remember

126. A woman who thinks she may be pregnant is concerned that she may have syphilis. Which of the
following would you tell her?
a. It is harmful only for adults.
b. It is NOT treatable during pregnancy.
c. It CANNOT be detected in pregnant women.
d. It should be detected by routine blood tests early in pregnancy.
ANS: D PTS: 1 REF: p. 39 OBJ: LO4
BLM: Remember

127. How is HIV/AIDS transmitted in pregnant women?

a. It is always transmitted from the pregnant woman to the unborn child.
b. It is usually transmitted during pregnancy from the mother to unborn child.
c. It is caused by casual contact between the pregnant woman and someone with the disease.
d. It is transmitted through breast milk or during a vaginal delivery more frequently than
during pregnancy.
ANS: D PTS: 1 REF: p. 39 OBJ: LO4
BLM: Remember

128. Which of the following does NOT characterize the relationship between pregnancy and rubella?
a. If a woman is infected within the first 20 weeks of pregnancy, she is more at risk than if
she were infected later.
b. If a woman is infected within the first 20 weeks of pregnancy, the newborn will have only
a mild rash.
c. A pregnant woman should be vaccinated against rubella during pregnancy.
d. Rubella during pregnancy can lead to birth defects such as deafness, mental retardation,
heart disease, and eye problems.
ANS: B PTS: 1 REF: p. 40 OBJ: LO4
BLM: Higher Order

129. Which of the following is a characteristic of toxemia?

a. It has clear causal factors.
b. It sometimes causes maternal death.
c. It is a problem for only the unborn child.
d. It usually causes babies to be born extremely overweight.
ANS: B PTS: 1 REF: p. 40 OBJ: LO4
BLM: Remember

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130. Why is Rh incompatibility a concern for expectant couples?

a. It is worse for a woman who is having her first pregnancy.
b. It is a disorder that can be treated through surgery when the fetus is in the uterus.
c. It is a problem that inflicts approximately 90% of Canadian couples.
d. It causes a mother’s body to produce antibodies that attack the fetus and can lead to brain
damage or death.
ANS: D PTS: 1 REF: p. 41 OBJ: LO4
BLM: Remember

131. What term refers to the environmental factors that contribute to birth defects?
a. stressors
b. teratogens
c. genetic inhibitors
d. toxins
ANS: B PTS: 1 REF: p. 39 OBJ: LO4
BLM: Remember

132. What substance was once used to treat insomnia and nausea but caused major birth defects?
a. DES
b. hormones
c. antibiotics
d. thalidomide
ANS: D PTS: 1 REF: p. 41 OBJ: LO4
BLM: Remember

133. What would you tell your girlfriend who is wondering about taking vitamins during her pregnancy?
a. They rarely cause damage to a developing fetus.
b. They are as dangerous as heroin and methadone.
c. They should be taken in the dosage directed by a doctor.
d. They are most effective when taken in higher dosages than are used when one is NOT
pregnant.
ANS: C PTS: 1 REF: p. 42 OBJ: LO4
BLM: Higher Order

134. What has research found regarding illicit drug use during pregnancy?
a. Infants incur learning problems, but no physical problems.
b. Infants incur significant long-term effects from all such drugs.
c. Infants are born addicted to all illicit drugs they were exposed to prenatally.
d. Mixed results have been reported: significant cognitive and physical problems in some
infants and few problems in others.
ANS: D PTS: 1 REF: p. 42 OBJ: LO4
BLM: Higher Order

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135. What is the current thinking regarding alcohol consumption during pregnancy?
a. It is safe after the end of the second trimester.
b. It should be encouraged because it relaxes the mother.
c. It may lead to cognitive deficits and physical malformations.
d. It is safe as long as fewer than two drinks are consumed per day.
ANS: C PTS: 1 REF: p. 42-43 OBJ: LO4
BLM: Higher Order

136. What does research state regarding the effects of caffeine consumption during pregnancy?
a. It is unethical to conduct this research; it is sexist in nature.
b. It is inconclusive in terms of caffeine’s neurological effects.
c. Caffeine has the same effect as cocaine on the developing fetus.
d. Such research is limited because many women abstain from caffeine use while pregnant.
ANS: B PTS: 1 REF: p. 43 OBJ: LO4
KEY: WWW BLM: Remember

137. What is the effect of cigarette smoking during pregnancy?

a. It has no long-term adverse effects.
b. It is NOT toxic to the developing fetus because the placenta protects it from harm.
c. It is associated with low birth weight and increased risk of stillbirth and infant mortality.
d. It is only a problem if the woman smokes; second-hand smoke holds no risk for the
developing fetus.
ANS: C PTS: 1 REF: p. 43 OBJ: LO4
BLM: Higher Order

138. What would you tell a woman who is worried about exposure to environmental hazards during her
pregnancy?
a. Environmental hazards include ultrasound and X-rays.
b. Environmental hazards include lead, mercury, PCBs, and radiation.
c. Environmental hazards lead to severe cognitive disabilities, but rarely physical
deformations.
d. Environmental hazards are only a problem if the pregnant woman was exposed during the
embryonic period of development.
ANS: B PTS: 1 REF: p. 43 OBJ: LO4
BLM: Higher Order

139. What is the relationship between parents’ age and successful childbearing?
a. Parents’ age is unrelated to childbearing success.
b. The optimal time for childbearing is during the teenage years.
c. An optimal time for childbearing may exist for both mothers and fathers.
d. Women in their 20s are at greater risk for miscarriage and inadequate prenatal care than
teenaged and older mothers.
ANS: C PTS: 1 REF: p. 44 OBJ: LO4
KEY: WWW BLM: Higher Order

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MATCHING

a. sex-linked genetic abnormality

b. both alleles for a trait are the same
c. cell division that results in identical cells
d. the genetic material received from parents
e. caused by a recessive gene
f. polygenically determined
g. male hormone
h. genetically male
i. twins produced from a single egg
j. cell division that results in non-identical cells
k. union of an ovum and a sperm cell
l. female hormone
m. associated with the 21st pair of chromosomes
n. how genetic material manifests itself in characteristics
o. twins produced from two eggs
p. XXY sex chromosomal pattern
q. determined by father
r. both alleles for a trait differ
s. caused by a dominant gene
t. genetically female
1. XY sex chromosomes
2. Monozygotic
3. Sickle-cell anemia
4. Meiosis
5. Phenotype
6. Homozygous
7. Hemophilia
8. Down’s syndrome
9. Huntington disease
10. Intelligence
11. Dizygotic
12. Mitosis
13. Genotype
14. Heterozygous
15. Testosterone
16. Gender of child
17. XX sex chromosomes
18. Estrogen
19. Conception
20. Klinefelter syndrome

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

1. ANS: H PTS: 1
2. ANS: I PTS: 1
3. ANS: E PTS: 1
4. ANS: J PTS: 1
5. ANS: N PTS: 1
6. ANS: B PTS: 1
7. ANS: A PTS: 1
8. ANS: M PTS: 1
9. ANS: S PTS: 1
10. ANS: F PTS: 1
11. ANS: O PTS: 1
12. ANS: C PTS: 1
13. ANS: D PTS: 1
14. ANS: R PTS: 1
15. ANS: G PTS: 1
16. ANS: Q PTS: 1
17. ANS: T PTS: 1
18. ANS: L PTS: 1
19. ANS: K PTS: 1
20. ANS: P PTS: 1

TRUE/FALSE

1. The science of heredity is called "eugenics."

ANS: F PTS: 1 REF: p. 23 OBJ: LO1

BLM: Remember

2. Each cell in our body contains 26 chromosomes.

ANS: F PTS: 1 REF: p. 23 OBJ: LO1

BLM: Remember

3. Genes are the biochemical materials that regulate the development of traits.

ANS: T PTS: 1 REF: p. 23 OBJ: LO1

BLM: Remember

4. DNA takes the form of a double helix, or twisting ladder, is made up of base pairs, and determines
how the organism will develop.

ANS: T PTS: 1 REF: p. 23 OBJ: LO1

BLM: Remember

5. After mitosis, a cell has 23 pairs of chromosomes.

ANS: T PTS: 1 REF: p. 23 OBJ: LO1

BLM: Remember

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

6. Polygenic traits are transmitted by a single pair of genes.

ANS: F PTS: 1 REF: p. 24 OBJ: LO1

KEY: WWW BLM: Remember

7. Sex chromosomes utilize meiosis to divide.

ANS: T PTS: 1 REF: p. 24 OBJ: LO1

BLM: Remember

8. The typical sex chromosome pattern for females is XY.

ANS: F PTS: 1 REF: p. 24 OBJ: LO1

BLM: Remember

9. Monozygotic twins are conceived from separate egg cells.

ANS: F PTS: 1 REF: p. 24 OBJ: LO1

BLM: Remember

10. Huntington disease is a fatal, progressive degenerative disorder and a recessive trait.

ANS: F PTS: 1 REF: p. 27 OBJ: LO1

KEY: WWW BLM: Remember

11. "Carriers" for traits have two recessive genes for those traits.

ANS: F PTS: 1 REF: p. 25 OBJ: LO1

BLM: Remember

12. Type A blood is a recessive trait.

ANS: F PTS: 1 REF: p. 25 OBJ: LO1

BLM: Remember

13. PKU is transmitted by a dominant gene.

ANS: F PTS: 1 REF: p. 27 OBJ: LO1

BLM: Remember

14. Genetic counselling is used only prior to a woman getting pregnant.

ANS: F PTS: 1 REF: p. 29 OBJ: LO1

BLM: Higher Order

15. Our phenotype is influenced by the environment.

ANS: T PTS: 1 REF: p. 30 OBJ: LO2

BLM: Remember

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

16. Parents and children have 25% overlap in genes.

ANS: F PTS: 1 REF: p. 30 OBJ: LO2

BLM: Remember

17. Low sperm count is the most common infertility problem in men.

ANS: T PTS: 1 REF: p. 33 OBJ: LO3

BLM: Remember

18. A woman has a greater chance of bearing twins if she has already had a set of twins and if her mother
had twins.

ANS: T PTS: 1 REF: p. 31 OBJ: LO1

BLM: Remember

19. A person who has a dominant trait for brown eyes and a recessive trait for blue eyes is most likely to
be brown-eyed.

ANS: T PTS: 1 REF: p. 26 OBJ: LO1

KEY: WWW BLM: Remember

20. Diabetes mellitus, epilepsy, and peptic ulcers are caused by genetic factors alone.

ANS: F PTS: 1 REF: p. 26 OBJ: LO1

BLM: Remember

21. Down syndrome is associated with an extra chromosome on the 21st pair.

ANS: T PTS: 1 REF: p. 26 OBJ: LO1

BLM: Remember

22. Sickle-cell anemia is more common among Caucasian North Americans than minority groups in the
North America.

ANS: F PTS: 1 REF: p. 27 OBJ: LO1

BLM: Remember

23. Most people with Tay-Sachs disease die in their mid- to late-forties.

ANS: F PTS: 1 REF: p. 28 OBJ: LO1

BLM: Remember

24. Hemophilia is a type of sex-linked genetic abnormality.

ANS: T PTS: 1 REF: p. 28 OBJ: LO1

BLM: Remember

25. Ultrasound uses harmless sound waves to examine the developing organism.

ANS: T PTS: 1 REF: p. 30 OBJ: LO1

BLM: Remember

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26. Amniocentesis and CVS have no known risks to the unborn embryo.

ANS: F PTS: 1 REF: p. 29-30 OBJ: LO1

BLM: Higher Order

27. Monozygotic twins share more personality traits and physical traits than dizygotic twins.

ANS: T PTS: 1 REF: p. 31 OBJ: LO2

BLM: Remember

28. Women create viable ova throughout their lives, from their first period through menopause.

ANS: F PTS: 1 REF: p. 32 OBJ: LO3

BLM: Remember

29. Sperm are responsible for determining the gender of the offspring.

ANS: T PTS: 1 REF: p. 32 OBJ: LO3

BLM: Remember

30. Infertility is always the woman’s problem.

ANS: F PTS: 1 REF: p. 33 OBJ: LO3

BLM: Higher Order

31. Artificial insemination involves implanting a viable embryo into the uterus of a woman.

ANS: F PTS: 1 REF: p. 34 OBJ: LO3

BLM: Remember

32. Physicians may treat endometriosis through surgery or with hormones that temporarily prevent
menstruation.

ANS: T PTS: 1 REF: p. 34 OBJ: LO3

BLM: Remember

33. It is currently impossible to select the sex of one’s child.

ANS: F PTS: 1 REF: p. 35 OBJ: LO3

BLM: Higher Order

34. During the germinal period of development, the ovum is fertilized, cells divide, and the blastocyst is
implanted in the uterine wall.

ANS: T PTS: 1 REF: p. 35 OBJ: LO4

KEY: WWW BLM: Remember

35. Nearly one-third of all pregnancies result in miscarriage.

ANS: T PTS: 1 REF: p. 36 OBJ: LO4

BLM: Remember

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

36. The major organ systems differentiate during the embryonic period of development.

ANS: T PTS: 1 REF: p. 36 OBJ: LO4

BLM: Remember

37. Sexual differentiation of the embryo is determined by the presence of the X chromosome.

ANS: F PTS: 1 REF: p. 37 OBJ: LO4

BLM: Remember

38. The placenta protects the developing organism from all harmful substances.

ANS: F PTS: 1 REF: p. 37 OBJ: LO4

BLM: Higher Order

39. During the fetal period of prenatal development, the fetus responds to light and sounds.

ANS: T PTS: 1 REF: p. 38 OBJ: LO4

BLM: Remember

40. During the ninth month of pregnancy, the fetus becomes more active, getting ready for the birth
process.

ANS: F PTS: 1 REF: p. 38 OBJ: LO4

BLM: Remember

41. Since fetuses take what they need from the mothers, few babies are born malnourished.

ANS: F PTS: 1 REF: p. 39 OBJ: LO4

KEY: WWW BLM: Remember

42. All women gain 7 kg or less during pregnancy.

ANS: F PTS: 1 REF: p. 39 OBJ: LO4

BLM: Remember

43. Teratogens include drugs, heavy metals, and disease-causing organisms.

ANS: T PTS: 1 REF: p. 39 OBJ: LO4

BLM: Remember

44. Teratogens have the same effect on the developing organism throughout pregnancy.

ANS: F PTS: 1 REF: p. 39 OBJ: LO4

BLM: Higher Order

45. Diseases such as syphilis and HIV/AIDS are rarely harmful to the fetus or newborn infant.

ANS: F PTS: 1 REF: p. 39 OBJ: LO4

BLM: Higher Order

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

46. Rubella causes deafness, mental retardation, and heart problems.

ANS: T PTS: 1 REF: p. 40 OBJ: LO4

BLM: Remember

47. Toxemia may cause maternal deaths.

ANS: T PTS: 1 REF: p. 40 OBJ: LO4

BLM: Remember

48. Rh incompatibility is primarily a problem after a first pregnancy.

ANS: T PTS: 1 REF: p. 41 OBJ: LO4

BLM: Remember

49. Commonly used drugs such as aspirin rarely cause problems for fetuses.

ANS: F PTS: 1 REF: p. 41 OBJ: LO4

BLM: Remember

50. Thalidomide causes major limb deformities during pregnancy.

ANS: T PTS: 1 REF: p. 41 OBJ: LO4

BLM: Remember

51. DES was used to prevent miscarriage in the 1940s and 1950s but caused cervical and testicular cancer
in some offspring.

ANS: T PTS: 1 REF: p. 42 OBJ: LO4

BLM: Remember

52. Vitamins cause no harm in developing fetuses.

ANS: F PTS: 1 REF: p. 42 OBJ: LO4

BLM: Remember

53. Use of illicit drugs such as marijuana, heroin, and cocaine during pregnancy may cause offspring to
have cognitive impairments later in life.

ANS: T PTS: 1 REF: p. 42 OBJ: LO4

BLM: Remember

54. Cigarette smoking during pregnancy has no long-term effects for the offspring.

ANS: F PTS: 1 REF: p. 43 OBJ: LO4

BLM: Remember

55. Environmental hazards such as lead and radiation may cause irreparable, long-term harm both
physically and cognitively.

ANS: T PTS: 1 REF: p. 43-44 OBJ: LO4

BLM: Remember

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

56. Parents’ ages have no bearing on the outcome of a pregnancy.

ANS: F PTS: 1 REF: p. 44 OBJ: LO4

BLM: Higher Order

SHORT ANSWER

1. Briefly describe the difference(s) between cell division as the result of "meiosis" and cell division as
the result of "mitosis."

ANS:
Meiosis is also referred to as "reduction division." In other words, the 46 chromosomes within the cell
nucleus line up into 23 pairs. These 23 pairs then split and one member from each pair goes to each
newly formed cell. Because of this process, the newly formed cells have half the genetic material
contained in the original cell. In this sense, the cells are NOT identical but share 50 percent genetic
similarity. With mitosis, the identical genetic code is carried into each newly formed cell in the body.
In other words, when these cells divide, the resulting cells will be identical to the cells that divided to
form them. Cloning results from mitosis. Because the newly formed cells are "replications" of the
preceding cell, the new cells show no genetic variability.

PTS: 1 REF: p. 23-24 OBJ: LO1 BLM: Higher Order

2. Briefly describe the difference(s) between "recessive" and "dominant" genes.

ANS:
Some genes are "dominant" and others are "recessive." Dominant genes are more likely to be
expressed than recessive genes. Eye colour is a good example. With eye colour, brown eyes are
dominant and blue eyes are recessive. If one parent carries the gene for brown eyes only and the other
for blue eyes only, the offspring will have brown eyes (that colour will dominate). If, however, both
parents carry recessive genes for blue eyes, those genes can combine and blue eyes will be expressed.
In a sense, two recessive genes can overcome the dominance of a single gene.

PTS: 1 REF: p. 25-26 OBJ: LO1 BLM: Remember

3. Describe two examples of recessive genetic disorders.

ANS:
Recessive disorders: Sickle-cell anemia is a recessive disorder because both parents must contribute a
recessive allele for the disorder for the offspring to display sickle-cell anemia. In this disorder, the red
blood cells become sickle-shaped, which allows less oxygen to be carried in the body. This lack of
oxygen may impair cognitive abilities. Tay-Sachs disease is another recessive disorder, again, a result
of both parents contributing a recessive allele for the disease. Tay-Sachs causes the central nervous
system to degenerate with a loss in sensory abilities, mental ability, and then death by approximately
age 5.

PTS: 1 REF: p. 27-28 OBJ: LO1 BLM: Remember

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

4. What is "amniocentesis?" When is it likely to be performed and what can be determined by doing so?

ANS:
Amniocentesis is a procedure that is sometimes used to detect genetic abnormalities in unborn
children. The procedure involves withdrawing fluid from the amniotic sac that contains the fetus. Fetal
cells that are contained in the fluid can then be examined for genetic abnormalities. This procedure is
more likely to be performed in mothers over the age of 35 because of their increased risk for disorders
such as Down’s syndrome. Additionally, this procedure may be recommended in cases where the
parents have a familial history for Tay-Sachs, muscular dystrophy, or Rh incompatibility.

PTS: 1 REF: p. 29 OBJ: LO1 BLM: Higher Order

5. A friend has asked you to describe the difference between "genotype" and "phenotype." On the basis
of the material in Chapter Two of the textbook, how would you describe the difference?

ANS:
Genotype refers to the genetic material that is received from one's parents. Characteristics such as
blood type and eye colour, for example, are determined by our genotype. Genotype determines a range
in which we might develop. It might, for example, determine how intelligent we could become. But
genotype alone does NOT determine who or what we become. Our phenotype refers to how our
characteristics are expressed. Someone might, for example, have the potential to grow quite tall, but
the environment and other forces, such as nutrition, may influence how much of that genotype
potential for height is realized. Phenotypes, then, are the product of both genetic and environmental
influences.

PTS: 1 REF: p. 30 OBJ: LO2 BLM: Higher Order

6. How does studying monozygotic and dizygotic twins help in understanding the genetic basis for a trait
or behaviour?

ANS:
Monozygotic twins are identical in their genetic endowment, whereas dizygotic twins share as much of
their genetics as non-twin siblings do. This difference allows researchers to tease apart the relative
contributions of genetics and environment for a variety of different traits and behaviours, such as
temperament, intelligence, and personality. When monozygotic twins have very different
characteristics, the likelihood is greater that genetics are NOT involved or at least are less involved in
the development process. It is NOT always possible to determine whether a specific characteristic is
genetically determined; however, monozygotic twins often are treated in very similar ways as a result
of appearing to be so similar.

PTS: 1 REF: p. 31 OBJ: LO2 BLM: Higher Order

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

7. Describe two different methods of helping infertile couples.

ANS:
In vitro fertilization involves extracting ripened ova from a woman and introducing them to a man’s
sperm in a laboratory dish. Following fertilization, the fertilized ovum is then injected into the
woman’s uterus. In some cases, such as when the woman is unable to release her own viable eggs, the
ova may be sourced from a donor. Some infertile couples use a surrogate mother. The surrogate
mother may use either her own ova or those of another woman and the sperm of either the biological
father or another donor; she then carries the resulting baby to term. Surrogate mothers are often
compensated financially for their time and effort.

PTS: 1 REF: p. 33 OBJ: LO3 BLM: Remember

8. What are some of the major fertility problems for males and females? What are possible causes of
these problems?

ANS:
For males, the primary fertility problems include low sperm count, deformed and low sperm motility,
and chronic diseases such as diabetes. Men’s fertility problems have a variety of causes: genetic
factors, environmental poisons, diabetes, sexually transmitted infections (STIs), overheating of the
testes (which is sometimes experienced by athletes, such as long-distance runners), pressure (as from
using narrow bicycle seats), aging, and certain prescription and illicit drugs. Sometimes the sperm
count is adequate, but the sperm may have been deformed or deprived of their motility by other
factors, such as prostate or hormonal problems. Motility can also be impaired by the scar tissue from
infections such as STIs.

For females, the primary fertility problems are irregular ovulation, declining hormones levels,
endometriosis, and obstructions or malfunctions of the reproductive tract. Infections may scar the
fallopian tubes and other organs, impeding the passage of sperm or ova. Such infections include pelvic
inflammatory disease (PID). PID can result from bacterial or viral infections, including the STIs
gonorrhea and chlamydia.

PTS: 1 REF: p. 33-34 OBJ: LO3 BLM: Higher Order

9. What is a teratogen? Describe two teratogens and their effects on the developing organism.

ANS:
Thalidomide was a drug used during the 1960s to control insomnia and nausea in pregnant women.
This drug led to the birth of thousands of babies with severe limb malformations. Alcohol use during
pregnancy may cause facial and other abnormalities, mental retardation, hyperactivity, and other
cognitive deficits.

PTS: 1 REF: p. 39 OBJ: LO4 BLM: Higher Order

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 Chapter 2 Heredity and Prenatal Development HDEV 1CE TB

10. A friend of yours is pregnant. She has read about the potential problems that could occur with a
pregnancy. On the basis of this chapter, what three pieces of advice would you offer to ease her
concerns for her unborn child?

ANS:
The chances of problems during pregnancy are enhanced by external factors such as toxins (alcohol,
smoking) and maternal characteristics (such as genetics and age at conception). Some of these factors
can be minimized and/or avoided. If your friend is really worried, she may want to consider genetic
counselling to learn whether she needs to be aware of any serious disorders. Additionally, however,
genetic screening procedures bring some element of risk to the pregnancy. The best thing the mother
can do is to make the fetal environment as healthy as possible. She can exercise, take prenatal
vitamins, eat a balanced diet, and refrain from smoking or ingesting alcohol and other drugs. Lastly,
her overall chances of delivering a healthy child are significantly higher than her chances of having a
child with a disease or a disorder.

PTS: 1 REF: p. 38-44 OBJ: LO4 BLM: Higher Order

Copyright © 2015 Nelson Education Limited 2-39

Discovering Diverse Content Through
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The Project Gutenberg eBook of Lectures on
English poets
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
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laws of the country where you are located before using this
eBook.

Title: Lectures on English poets

Author: James Russell Lowell

Release date: December 5, 2023 [eBook #72324]

Language: English

Original publication: Cleveland: The Rowfant Club, 1897

Credits: Charlene Taylor and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK LECTURES

ON ENGLISH POETS ***
Two hundred and twenty-four copies printed in the month of March,
1897.

This is No.
 LECTURES
ON
ENGLISH POETS
BY
JAMES RUSSELL LOWELL

“—CALL UP HIM WHO LEFT HALF-TOLD

THE STORY OF CAMBUSCAN BOLD.”

CLEVELAND
THE ROWFANT CLUB
MDCCCXCVII
 Copyright, 1897,
By The Rowfant Club.
 CONTENTS
PAGE
Introduction, vii
Lecture I, Definitions, 3
Lecture II, Piers Ploughman’s Vision, 23
Lecture III, The Metrical Romances, 39
Lecture IV, The Ballads, 59
Lecture V, Chaucer, 79
Lecture VI, Spenser, 97
Lecture VII, Milton, 117
Lecture VIII, Butler, 135
Lecture IX, Pope, 149
Lecture X, Poetic Diction, 167
Lecture XI, Wordsworth, 183
Lecture XII, The Function of the Poet, 199
 INTRODUCTION
WHILST midway in his thirty-fifth year Lowell was appointed to
deliver a course of lectures before the Institute founded by a relative,
and bearing the family name. He was then known as the author of
two volumes of poems besides the biting “Fable for Critics” and the
tender “Vision of Sir Launfal,” and the nimbus was still brightly
shining around the head of him who had created the tuneful “Hosea
Biglow” and the erudite “Parson Wilbur.” It was not the accident of
relationship that procured this appointment; he had fairly earned the
honor by his scholarly acquirements and poetly achievements.

When the twelfth and last lecture had been delivered, the
correspondent of the “New York Evening Post” wrote:

“Mr. Lowell has completed his course of lectures on English

Poetry, which have been attended throughout by crowded
audiences of the highest intelligence. The verdict of his
hearers has been a unanimous one of approval and delight.
Certainly no course of literary lectures has ever been
delivered here so overflowing with vigorous, serious thought,
with sound criticism, noble, manly sentiments, and genuine
poetry. Mr. Lowell is a poet, and how could a true poet speak
otherwise?

“His appointment to the Professorship of Belles Lettres in

Harvard College, made vacant by the resignation of
Longfellow, is the very best that could have been made, and
gives high satisfaction. It is such names that are a tower of
strength and a crown of glory to our Alma Mater. Everett,
Sparks, Ticknor, Longfellow, Agassiz, Peirce, are known in
their respective departments wherever science and polite
letters have a foothold, and the nomination of James Russell
 Lowell as the associate and successor of such men is the
most ‘fit to be made.’”

A quarter of a century after their delivery, one who heard them bore
this testimony: “The lectures made a deep impression upon
cultivated auditors, and full reports of them were printed in the
Boston ‘Advertiser.’ Their success was due to their intrinsic merits.
The popular lecturer is often led to imitate the vehement action of the
stump-speaker and the drollery of the comedian by turns. Mr.
Lowell’s pronunciation is clear and precise, and the modulations of
his voice unstudied and agreeable, but he seldom if ever raised a
hand for gesticulation, and his voice was kept in its natural compass.
He read like one who had something of importance to utter, and the
just emphasis was felt in the penetrating tone. There were no
oratorical climaxes, and no pitfalls set for applause. But the weighty
thoughts, the earnest feeling, and the brilliant poetical images gave
to every discourse an indescribable charm. The younger portion of
the audience, especially, enjoyed a feast for which all the study of
their lives had been a preparation.”

The same auditor, writing after Lowell’s death, mentions them again:
“In 1854 [it was really 1855] Lowell delivered a course of twelve
lectures on the British Poets at the Lowell Institute. They were not
printed at the time, except, partially, in newspaper reports, but
doubtless many of their ideas were absorbed in the published
essays. In these lectures the qualities of his prose style began to be
manifested. It was felt by every hearer to be the prose of a poet, as it
teemed with original images, fortunate epithets, and artistically
wrought allusions, and had a movement and music all its own. A few
friends from Cambridge attended these lectures, walking into the
city, and more than once through deep snow. The lecturer
humorously acknowledged his indebtedness to them, saying that
when he saw their faces he was in the presence of his literary
conscience. These lectures have not been published as yet, and
may not be.”
Even while they were yet ringing in the ears of those delighted
audiences, Ticknor and Fields were eager to publish them, but
Lowell withheld consent. The lectures had been rapidly written, and
needed the labor of the file, and this the unexpected duties of the
equally unexpected professorship precluded. There were five
applicants for the chair vacated by Longfellow, but Lowell was not
one of them; both his nomination and his appointment were made
without his knowledge. He accepted the chair with the understanding
that he should be allowed to spend one year abroad for some
necessary study in Germany and Spain. Then his professorial duties
engaged him and the “Lectures on English Poets” were left as a waif
stranded on the forgotten columns of a newspaper. When at length
the opportunity of leisure came Lowell found himself capable of
better things, and he was satisfied with absorbing into later essays
some fragments of the early lectures. There ended his concern for
them; but an enthusiastic hearer had preserved the Boston
“Advertiser’s” reports of them in a special scrap-book, which
ultimately became the property of the University of Michigan and
thus fell into the editor’s hands, who felt the charm thereof, and was
desirous of sharing his pleasure with the Rowfant Club.

There is little doubt that Lowell had been too fastidious when he
wrote to James T. Fields, in May, 1855: “It has just got through my
skull, and made a dint into my sensorium, that you wrote me a note,
ever so long ago, about my lectures and the publication of them. I
don’t mean to print them yet—nor ever till they are better—but, at
any rate, I consider myself one of your flock, though not, perhaps, as
lanigerous as some of them.” And when Lowell’s literary executor
wrote: “His powers of critical appreciation and reflection were
displayed to advantage in these lectures. No such discourses had
been heard in America. They added greatly to his reputation as critic,
scholar, and poet,”—there could be no hesitation in setting aside
Lowell’s modest self-depreciation. After the delivery of his first
lecture, he had written to his friend Stillman: “So far as the public are
concerned, I have succeeded.” And his words are as true in 1896 as
they were in 1855; and although his literary art was not so
consummate as it became in his ultimate development, these early
lectures will aid and encourage the student by showing his growth:
we see the rivulet become the flowing river.

We share, too, in the delight of his first audience on reading:

“The lines of Dante seem to answer his every mood:

sometimes they have the compressed implacability of his lips,
sometimes they ring like an angry gauntlet thrown down in
defiance, and sometimes they soften or tremble as if that
stern nature would let its depth of pity show itself only in a
quiver of the voice.”

“So in ‘Paradise Lost’ not only is there the pomp of long

passages that move with the stately glitter of Milton’s own
angelic squadrons, but if you meet anywhere a single verse,
that, too, is obstinately epic, and you recognize it by its march
as certainly as you know a friend by his walk.”

“Who can doubt the innate charm of rhyme whose eye has
ever been delighted by the visible consonance of a tree
growing at once toward an upward and a downward heaven,
on the edge of the unrippled river; or as the kingfisher flits
from shore to shore, his silent echo flies under him and
completes the vanishing couplet in the visionary world below.”

“Every desire of the heart finds its gratification in the poet

because he always speaks imaginatively and satisfies ideal
hungers.”

And see, too, how the “powers of critical appreciation” that Professor
Norton has mentioned were bursting into blossom and giving
promise of the golden harvest to come:

“Sir Thomas Browne, * * * a man who gives proof of more

imagination than any other Englishman except Shakspeare.”

For subtlety and depth of insight Lowell has never excelled this early
example, nor has he ever outdone the critical estimate, so true and
so terse, of his final pronouncement upon Pope:
 “Measured by any high standard of imagination, he will be
found wanting; tried by any test of wit, he is unrivaled.”

And what of such a shining felicity as where he meets Sir Thomas

Browne on common ground and the author of “Religio Medici”
gravely smiles and acknowledges kinship:

“If a naturalist showed us a toad we should feel indifferent, but

if he told us that it had been found in a block of granite we
should instantly look with profound interest on a creature that
perhaps ate moths in Abel’s garden or hopped out of the path
of Lamech.”

Most truly “No such lectures had been heard in America,” and as
truly they deserve to be made more than a delightful memory for the
early hearers alone.

Lowell wrote to a friend that at his first lecture he had held his
audience for an hour and a quarter, but the reporter’s notes of that
lecture fall far short of that fullness; nevertheless, compared with
Anstey’s shorthand notes of Carlyle’s lectures on the “History of
Literature,” we come much nearer to the living voice in the Boston
“Advertiser’s” reports of these Lowell lectures. Carlyle spoke without
a written text, nor had he any notes save a few bits of paper which in
his hyper-nervousness he twisted out of all hope of reportorial
decipherment—and without once looking at them; Lowell had his
manuscripts (written currente calamo, for the new wine of life was in
full ferment and it was no small feat to bottle any of it successfully),
and we are assured from internal evidence that the “Advertiser’s”
reporter was allowed access to them. His text has a tang as
characteristic as Thoreau’s wild apples, and we do not feel the
dubiety of the blind patriarch, “The voice is Jacob’s, but the hands
are Esau’s.” No; it is James Russell Lowell, his voice, his inimitable
mark, and these are his words sounding in our ears after half a
century.

The only attempt at “editing” has been as far as possible to

reproduce the reporter’s “copy.” To that end Lowell’s profusion of
capitals is retained (and the reader will bear in mind that the
Transcendental spirit was then in both the air and the alphabet), and
even his italics, suggested, as Mr. Underwood says, by the speaker’s
emphasis, find their respective places. Here and there a
compositor’s error has been corrected and a proof-reader’s oversight
adjusted; sometimes this has been conjectural, and again the
needful change was obvious. In all else, save the applause, this
Rowfant Book may be called a faint echo of the Lowell Institute
Lectures.

It is “printed, but not published” in loving fealty to Lowell’s memory,

and every Rowfanter has at heart the assurance that his Shade will
look upon this literary flotsam without a frown, or with one that will
soon fade into forgiveness.

S. A. J.

Ann Arbor, November 10th, 1896.

 LECTURE I
DEFINITIONS

(Tuesday Evening, January 9, 1855)

I
Mr. Lowell began by expressing his sense of the responsibility he
had assumed in undertaking a course of lectures on English Poets.
Few men, he said, had in them twelve hours of talk that would be
worth hearing on any subject; but on a subject like poetry no person
could hope to combine in himself the qualities that would enable him
to do justice to his theme. A lecturer on science has only to show
how much he knows—the lecturer on Poetry can only be sure how
much he feels.

Almost everybody has a fixed opinion about the merits of certain

poets which he does not like to have disturbed. There are no
fanaticisms so ardent as those of Taste, especially in this country,
where we are so accustomed to settle everything by vote that if a
majority should decide to put a stop to the precession of the
Equinoxes we should expect to hear no more of that interesting
ceremony.

A distinguished woman [Mrs. Stowe] who has lately published a

volume of travels, affirms that it is as easy to judge of painting as of
poetry by instinct. It is as easy. But without reverent study of their
works no instinct is competent to judge of the masters of either art.

Yet every one has a right to his private opinion, and the critic should
deal tenderly with illusions which give men innocent pleasure. You
may sometime see japonicas carved out of turnips, and if a near-
sighted friend should exclaim, “What a pretty japonica!” do not growl
“Turnip!” unless, on discovering his mistake, he endeavors to prove
that the imitation is as good as the real flower.

In whatever I shall say, continued Mr. Lowell, I shall, at least, have

done my best to think before I speak, making no attempt to say
anything new, for it is only strange things and not new ones that
come by effort. In looking up among the starry poets I have no hope
of discovering a new Kepler’s law—one must leave such things to
great mathematicians like Peirce. I shall be content with resolving a
nebula or so, and bringing to notice some rarer shade of color in a
double star. In our day a lecturer can hardly hope to instruct. The
press has so diffused intelligence that everybody has just
misinformation enough on every subject to make him thoroughly
uncomfortable at the misinformation of everybody else.

Mr. Lowell then gave a brief outline of his course, stating that this
first lecture would indicate his point of view, and treat in part of the
imaginative faculty.

After some remarks upon Dr. Johnson’s “Lives of the Poets,” the
lecturer proceeded: Any true criticism of poetry must start from the
axiom that what distinguishes that which we call the poetical in
anything, and makes it so, is that it transcends the understanding, by
however little or much, and is interpreted by the intuitive operation of
some quite other faculty of the mind. It is precisely the something-
more of feeling, of insight, of thought, of expression which for the
moment lulls that hunger for the superfluous which is the strongest
appetite we have, and which always gives the lie to the proverb that
enough is as good as a feast. The boys in the street express it justly
when they define the indefinable merit of something which pleases
them, by saying it is a touch beyond—or it is first-rate and a half. The
poetry of a thing is this touch beyond, this third half on the farther
side of first-rate.

Dr. Johnson said that that only was good poetry out of which good
prose could be made. But poetry cannot be translated into prose at
all. Its condensed meaning may be paraphrased, and you get the
sense of it, but lose the condensation which is a part of its essence.
If on Christmas day you should give your son a half-eagle, and
should presently take it back, and give him the excellent prose
version of five hundred copper cents, the boy would doubtless feel
that the translation had precisely the same meaning in tops, balls,
and gibraltars; but the feeling of infinite riches in a little room, of
being able to carry in his waistcoat pocket what Dr. Johnson would
have called the potentiality of tops and balls and gibraltars beyond
the dreams of avarice—this would have evaporated. By good prose
the Doctor meant prose that was sensible and had a meaning. But
he forgot his own theory sometimes when he thought he was writing
poetry. How would he contrive to make any kind of sense of what he
says of Shakspeare? that

Panting Time toiled after him in vain.

The difference between prose and poetry is one of essence and not
one of accident. What may be called the negatively poetical exists
everywhere. The life of almost every man, however prosaic to
himself, is full of these dumb melodies to his neighbor. The farmer
looks from the hillside and sees the tall ship lean forward with its
desire for the ocean, every full-hearted sail yearning seaward, and
takes passage with her from his drudgery to the beautiful
conjectured land. Meanwhile he himself has Pegasus yoked to his
plough without knowing it, and the sailor, looking back, sees him
sowing his field with the graceful idyl of summer and harvest. Little
did the needle-woman dream that she was stitching passion and
pathos into her weary seam, till Hood came and found them there.

The poetical element may find expression either in prose or verse.

The “Undine” of Fouqué is poetical, but it is not poetry. A prose writer
may have imagination and fancy in abundance and yet not be a
poet. What is it, then, that peculiarly distinguishes the poet? It is not
merely a sense of the beautiful, but so much keener joy in the sense
of it (arising from a greater fineness of organization) that the emotion
must sing, instead of only speaking itself.
The first great distinction of poetry is form or arrangement. This is
not confined to poems alone, but is found involved with the
expression of the poetical in all the Arts. It is here that the statue bids
good-bye to anatomy and passes beyond it into the region of beauty;
that the painter passes out of the copyist and becomes the Artist.

Mr. Lowell here quoted Spenser’s statement of Plato’s doctrine:

For of the soul the body form doth take,

For soul is form and doth the body make.

This coördination of the spirit and form of a poem is especially

remarkable in the “Divina Commedia” of Dante and the “Paradise
Lost” of Milton, and that not only in the general structure, but in
particular parts. The lines of Dante seem to answer his every mood:
sometimes they have the compressed implacability of his lips,
sometimes they ring like an angry gauntlet thrown down in defiance,
and sometimes they soften or tremble as if that stern nature would
let its depth of pity show itself only in a quiver of the voice; but
always and everywhere there is subordination, and the pulse of the
measure seems to keep time to the footfall of the poet along his
fated path, as if a fate were on the verses too. And so in the
“Paradise Lost” not only is there the pomp of long passages that
move with the stately glitter of Milton’s own angelic squadrons, but if
you meet anywhere a single verse, that, too, is obstinately epic, and
you recognize it by its march as certainly as you know a friend by his
walk.

The instinctive sensitiveness to order and proportion, this natural

incapability of the formless and vague, seems not only natural to the
highest poetic genius, but to be essential to the universality and
permanence of its influence over the minds of men. The presence of
it makes the charm of Pope’s “Rape of the Lock” perennial; its
absence will always prevent such poems as the “Faëry Queene,”
“Hudibras,” and the “Excursion” (however full of beauty, vivacity, and
depth of thought) from being popular.
Voltaire has said that epic poems were discourses which at first were
written in verse only because it was not yet the custom to narrate in
prose. But instead of believing that verse is an imperfect and
undeveloped prose, it seems much more reasonable to conclude it
the very consummation and fortunate blossom of speech, as the
flower is the perfection towards which the leaf yearns and climbs,
and in which it at last attains to fullness of beauty, of honey, of
perfume, and the power of reproduction.

There is some organic law of expression which, as it must have

dictated the first formation of language, must also to a certain extent
govern and modulate its use. That there is such a law a common
drum-head will teach us, for if you cover it with fine sand and strike it,
the particles will arrange themselves in a certain regular order in
sympathy with its vibrations. So it is well known that the wood of a
violin shows an equal sensibility, and an old instrument is better than
a new one because all resistance has been overcome. I have
observed, too, as something that distinguishes singing birds from
birds of prey, that their flight is made up of a series of parabolic
curves, with rests at regular intervals, produced by a momentary
folding of the wings; as if the law of their being were in some sort
metrical and they flew musically.

Who can doubt the innate charm of rhyme whose eye has ever been
delighted by the visible consonance of the tree growing at once
toward an upward and a downward heaven on the edge of an
unrippled river; or, as the kingfisher flits from shore to shore, his
silent echo flies under him and completes the vanishing couplet in
the visionary world below? Who can question the divine validity of
number, proportion, and harmony, who has studied the various
rhythms of the forest? Look for example at the pine, how its
branches, balancing each other, ray out from the tapering stem in
stanza after stanza, how spray answers to spray, and leaf to leaf in
ordered strophe and antistrophe, till the perfect tree stands an
embodied ode, through which the unthinking wind cannot wander
without finding the melody that is in it and passing away in music.
Language, as the poets use it, is something more than an expedient
for conveying thought. If mere meaning were all, then would the
Dictionary be always the most valuable work in any tongue, for in it
exist potentially all eloquence, all wisdom, all pathos, and all wit. It is
a great wild continent of words ready to be tamed and subjugated, to
have its meanings and uses applied. The prose writer finds there his
quarry and his timber; but the poet enters it like Orpheus, and makes
its wild inmates sing and dance and keep joyous time to every
wavering fancy of his lyre.

All language is dead invention, and our conversational currency is

one of shells like that of some African tribes—shells in which poetic
thoughts once housed themselves, and colored with the tints of
morning. But the poet can give back to them their energy and
freshness; can conjure symbolic powers out of the carnal and the
trite. For it is only an enchanted sleep, a simulated death, that
benumbs language; and see how, when the true prince-poet comes,
the arrested blood and life are set free again by the touch of his fiery
lips, and as Beauty awakens through all her many-chambered
palace runs a thrill as of creation, giving voice and motion and
intelligence to what but now were dumb and stiffened images.

The true reception of whatever is poetical or imaginative

presupposes a more exalted, or, at least, excited, condition of mind
both in the poet and the reader. To take an example from daily life,
look at the wholly diverse emotions with which a partizan and an
indifferent person read the same political newspaper. The one thinks
the editor a very sound and moderate person whose opinion is worth
having on a practical question; the other wonders to see one very
respectable citizen drawn as a Jupiter Tonans, with as near an
approach to real thunderbolts as printer’s ink and paper will
concede, and another, equally respectable and a member of the
same church, painted entirely black, with horns, hoofs, and tail. The
partizan is in the receptive condition just spoken of; the indifferent
occupies the solid ground of the common sense.

To illustrate the superiority of the poetic imagination over the prosaic

understanding, Mr. Lowell quoted a story told by Le Grand in a note
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