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The pedagogical choices, chapter arrangements, and learning objective fulfillment were developed and vetted with the feedback of another one hundred reviewers, who thoroughly read the material and offered detailed critical commentary.

Pedagogical foundation and features

Biology is grounded on a solid scientific base and designed to help students understand the concepts at hand. Throughout the text, one can explore features that engage the students in scientific inquiry by taking selected topics a step further. Our features include:

  • Evolution Connection features uphold the importance of evolution to all biological study through discussions like “The Evolution of Metabolic Pathways” and “Algae and Evolutionary Paths to Photosynthesis.”
  • Scientific Method Connection call-outs walk students through actual or thought experiments that elucidate the steps of the scientific process as applied to the topic. Features include “Determining the Time Spent in Cell Cycle Stages” and “Testing the Hypothesis of Independent Assortment.”
  • Career Connection 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 microbiologist, ecologist, neurologist, and forensic scientist.
  • Everyday Connection features tie biological concepts to emerging issues and discuss science in terms of everyday life. Topics include “Chesapeake Bay” and “Can Snail Venom Be Used as a Pharmacological Pain Killer?”

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. 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 study. 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.
  • Link to Learning features direct students to online interactive exercises and animations to add a fuller context and examples to core content.

About our team

Biology would not be possible if not for the tremendous contributions of the authors and community reviewing team.

Senior contributors

Yael Avissar Rhode Island College Cell Biology
Jung Choi Georgia Institute of Technology Genetics
Jean DeSaix University of North Carolina at Chapel Hill Evolution
Vladimir Jurukovski Suffolk County Community College Animal Physiology
Robert Wise University of Wisconsin, Oshkosh Plant Biology
Connie Rye east Mississippi Community College General Content Lead

Faculty contributors and reviewers

Julie Adams Aurora University
Summer Allen Brown University
James Bader Case Western Reserve University
David Bailey St. Norbert College
Mark Belk Brigham Young University
Nancy Boury Iowa State University
Lisa Bonneau Metropolitan Community College - Blue River
Graciela Brelles-Marino California State University Pomona
Mark Browning Purdue University
Sue Chaplin University of St. Thomas
George Cline Jacksonville State University
Deb Cook Georgia Gwinnett College
Diane Day Clayton State University
Frank Dirrigl The University of Texas - Pan American
Waneene Dorsey Grambling State University
Nick Downey University of Wisconsin La Crosse
Rick Duhrkopf Baylor University
Kristy Duran Adams State University
Stan Eisen Christian Brothers University
Brent Ewers University of Wyoming
Myriam Feldman Lake Washington Institute of Technology
Michael Fine Virginia Commonwealth University
Linda Flora Delaware County Community College
Thomas Freeland Walsh University
David Grisé Texas A&M University - Corpus Christi
Andrea Hazard SUNY Cortland
Michael Hedrick University of North Texas
Linda Hensel Mercer University
Mark Kopeny University of Virginia
Norman Johnson University of Massachusetts - Amherst
Grace Lasker Lake Washington Institute of Technology; Walden University
Sandy Latourelle SUNY Plattsburgh
Theo Light Shippensburg University
Clark Lindgren Grinnell College
James Malcolm University of Redlands
Mark Meade Jacksonville State University
Richard Merritt Houston Community College
James Mickle North Carolina State University
Jasleen Mishra Houston Community College
Dudley Moon Albany College of Pharmacy and Health Sciences
Shobhana Natarajan Brookhaven College
Jonas Okeagu Fayetteville State University
Diana Oliveras University of Colorado Boulder
John Peters College of Charleston
Joel Piperberg Millersville University
Johanna Porter-Kelley Winston-Salem State university
Robyn Puffenbarger Bridgewater College
Dennis Revie California Lutheran University
Ann Rushing Baylor University
Sangha Saha City College of Chicago
Edward Saiff Ramapo College of New Jersey
Brian Shmaefsky Lone Star College System
Robert Sizemore Alcorn State University
Marc Smith Sinclair Community College
Frederick Spiegel University of Arkansas
Frederick Sproull La Roche College
Bob Sullivan Marist College
Mark Sutherland Hendrix College
Toure Thompson Alabama A&M University
Scott Thomson University of Wisconsin - Parkside
Allison van de Meene University of Melbourne
Mary White Southeastern Louisiana University
Steven Wilt Bellarmine University
James Wise Hampton University
Renna Wolfe
Virginia Young Mercer University
Leslie Zeman University of Washington
Daniel Zurek Pittsburg State University
Shobhana Natarajan Alcon Laboratories, Inc.

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.
  • Biology Powerpoint Slides (faculty only)
    The PowerPoint slides are based on the extensive illustrations from Biology. 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 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

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
what is the meaning
Dominic
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Introduction to bis2a: modules 0.0 to 1.2. OpenStax CNX. Jun 15, 2015 Download for free at https://legacy.cnx.org/content/col11825/1.1
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