Because of the impact science has on students and society, an important goal of science education is to achieve a scientifically literate population that consistently makes informed decisions. Scientific literacy transcends a basic understanding of scientific principles and processes to include the ability to make sense of the myriad instances where people encounter science in day-to-day life. Thus, a scientifically literate person is one who uses science content knowledge to make informed decisions, either personally or socially, about topics or issues that have a connection with science. Concepts of Biology is grounded on a solid scientific base and designed to promote scientific literacy. Throughout the text, you will find features that engage the students in scientific inquiry by taking selected topics a step further.
Evolution in Action features uphold the importance of evolution to all biological study through discussions like “Global Decline of Coral Reefs” and “The Red Queen Hypothesis.”
Career in Action features present information on a variety of careers in the biological sciences, introducing students to the educational requirements and day-to-day work life of a variety of professions, such as forensic scientists, registered dietitians, and biogeographers.
Biology in Action features tie biological concepts to emerging issues and discuss science in terms of everyday life. Topics include “Invasive Species” and “Photosynthesis at the Grocery Store.”
Art and animations that engage
Our art program takes a straightforward approach designed to help students learn the concepts of biology through simple, effective illustrations, photos, and micrographs. Concepts of Biology also incorporates links to relevant animations and interactive exercises that help bring biology to life for students.
Art Connection features call out core figures in each chapter for student attention. Questions about key figures, including clicker questions that can be used in the classroom, engage students’ critical thinking and analytical abilities to ensure their genuine understanding of the concept at hand.
Concepts in Action features direct students to online interactive exercises and animations to add a fuller context and examples to core content.
About our team
Concepts of Biology would not be possible if not for the tremendous contributions of the authors and community reviewing team
Senior contributing authors
Samantha Fowler
Clayton State University
Rebecca Roush
Sandhills Community College
James Wise
Hampton University
Contributing authors and reviewers
Mark Belk
Brigham Young University
Lisa Boggs
Southwestern Oklahoma State University
Sherryl Broverman
Duke University
David Byres
Florida State College at Jacksonville
Aaron Cassill
The University of Texas at San Antonio
Karen Champ
College of Central Florida
Sue Chaplin
University of St. Thomas
Diane Day
Clayton State University
Jean DeSaix
University of North Carolina at Chapel Hill
David Hunnicutt
St. Norbert College
Barbara Kuehner
Hawaii Community College
Brenda Leady
University of Toledo
Bernie Marcus
Genesee Community College
Flora Mhlanga
Lipscomb University
Madeline Mignone
Dominican College
Elizabeth Nash
Long Beach City College
Mark Newton
San Jose City College
Diana Oliveras
University of Colorado Boulder
Ann Paterson
Williams Baptist College
Joel Piperberg
Millersville University
Nick Reeves
Mt. San Jacinto College
Ann Reisenauer
San Jose State University
Lynn Rumfelt
Gordon College
Michael Rutledge
Middle Tennessee State University
Edward Saiff
Ramapo College of New Jersey
Brian Shmaefsky
Kingwood College
Gary Shultz
Marshall University
Donald Slish
SUNY Plattsburgh
Anh-Hue Tu
Georgia Southwestern State University
Elena Zoubina
Bridgewater State University
Learning resources
Wiley plus for biology-fall 2013 pilot
WileyPLUS provides an engaging online environment for effective teaching and learning. WileyPLUS builds students’ confidence because it takes the guesswork out of studying by providing a clear roadmap; what to do, how to do it, and if they did it right. With WileyPLUS, students take more initiative. Therefore, the course has a greater impact on their learning experience. Adaptive tools provide students with a personal, adaptive learning experience so they can build their proficiency on topics and use their study time most effectively. Please let us know if you would like to participate in a Fall 2013 Pilot.
Concepts of biology powerpoint slides (faculty only)
The PowerPoint slides are based on the extensive illustrations from College Physics. They can be edited, incorporated into lecture notes, and you are free to share with anyone in the community. This is a restricted item requiring faculty registration. NOTE: This file is very large and may take some time to download.
Simbio (laboratory)
SimBio’s interactive modules (virtual labs and interactive tutorials and chapters) provide engaging, discovery-based learning tools that complement many of the chapters of Concepts of Biology. SimBio is best known for their EcoBeaker® and EvoBeaker® suites of simulated ecology and evolution laboratories that guide students through the “discovery” of important concepts via a mix of structured and open-ended experimentation on simulated systems. In response to popular demand, SimBio has begun applying the same powerful approaches to topics in cell biology, genetics, and neurobiology. All of SimBio’s modules include instant-feedback questions that enhance student comprehension and auto-graded questions that facilitate implementation.
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?