Biology with MasteringBiology™:International Version

Description

Features

Each chapter is organized around a framework of four to six Key Concepts that provide the context for supporting details, helping students to distinguish the forest from the trees.

• Key Concepts (3-6) are presented at the beginning of the chapter to orient students to the chapter content and introduce the central concepts of the chapter.  These provide an engaging Overview and new chapter opening questions that set the stage for exploring the main ideas in the chapter.
• Numbered Concept Heads help students keep the big picture in mind as they begin each section of the chapter and make it easy for instructors to assign only certain sections.
• Concept Check questions at the end of each concept section now have a built-in hierarchical framework for self-assessment that builds students' confidence and then challenges them to push the limits of their understanding with a new “What if?” question.   
• The Summary of Key Concepts refocuses students on the main points of the chapter, restating the Key Concepts and emphasizing the chapter's organizational structure. Summary diagrams provide a visual review of the material.

The text engages students in scientific inquiry, revealing “how we know what we know” and helping students develop their critical thinking and inquiry skills.

• New and revised Inquiry figures–at least one in each chapter–help students understand the experimental basis of biological knowledge and model scientific thinking.
  - EachInquiry figure now references the Source of the article, encouraging students to extend their learning by exploring the primary literature.
  -Each Inquiry figure now concludes with a new “What if?” question that asks students to consider alternative scenarios.
• Research Method Figures illustrate important techniques in biology.
• Scientific Inquiry Questions at the end of each chapter give students more opportunities to practice critical thinking by developing hypotheses, designing experiments, and analyzing real research data.
• Eight interviews with renowned researchers will inspire students and show them the human side of science. New to the Eighth Edition, each interviewee’s research is also featured in an Inquiry figure within the unit: Deborah Gordon, Stanford University; Paul Nurse, Rockefeller University; Terry Orr-Weaver, Massachusetts Institute of Technology; Scott Edwards, Harvard University; Sean Carroll, University of Wisconsin, Madison; Pat Zambryski, University of California, Berkeley; Masashi Yanagasawa, University of Texas, Southwestern Medical Center; Diana Wall, Colorado State University.

The Eighth Edition improves upon the Campbell tradition of providing carefully crafted art that teaches difficult topics, along with a wealth of time-saving tools for instructors and students.

• Exploring Figures help students access information efficiently by integrating text and visuals.
• Guided Tour diagrams explain key structures, functions, and steps of processes within the figure, reducing the need to look back and forth between legend and art.
• The art in theEighth Edition has been revised and updated. For selected figures, a new, more 3-dimensional art style gives students the sense of looking at real biological structures, while avoiding excess detail that can obscure the main point of the figure.
• Superb instructor and student supplements include an improved Campbell Media Manager that combines all instructor media resources into one chapter-by-chapter resource and an enhanced student website.  

New to this Edition

• A team of stellar coauthors join lead author Jane B. Reece in crafting the most exciting edition yet: Lisa Urry, MillsCollege; Michael Cain, BowdoinCollege; Steven Wasserman, University of California at San Diego; Robert Jackson, DukeUniversity; and Peter Minorsky, MercyCollege.
• Every chapter now includes at least one Inquiry figure that helps students understand the experimental basis of biological knowledge and model scientific thinking. EachInquiry figure now references the Source of the article, encouraging students to extend their learning by exploring the primary literature. Selected Inquiry Figures direct students to read and analyze the original article in a new Inquiry in Action: Interpreting Scientific Papers supplement to the text.
• “What if?” questions have been added to every Concept Check and Inquiry figure in the book and require higher-order thinking by students, not simply fact recall. These questions can serve as discussion starters for active learning in lecture, discussion sections, or student study groups.
• Draw It exercises ask students to draw a structure, annotate a figure, or graph experimental data. These questions, which were added at the end of each chapter and within selected figure legends and Concept Check sections, give students an opportunity to practice visual representation skills and develop a deeper understanding of the content.
• Selected figures now include Figure Legend Questions that encourage students to delve into complex diagrams and assess their understanding of the underlying concepts.
• Each Chapter Review now integrates Visual summary graphics or summary tables to give students a visual way to summarize and remember content.
• The art in theEighth Edition has been revised and updated. For selected figures, a new, more 3-dimensional art style gives students the sense of looking at real biological structures, while avoiding excess detail that can obscure the main point of the figure.
• BioFlix™ animations and student tools cover the most difficult biology topics with 3-D, movie-quality animations, labeled slide shows, carefully constructed student tutorials, study sheets, and quizzes that support all types of learners. Topics include Tour of An Animal Cell, Tour of A Plant Cell, Membrane Transport, Cellular Respiration, Photosynthesis, Mitosis, Meiosis, DNA Replication, Protein Synthesis, Water Transport in Plants, How Neurons Work, Synapses, and Muscle Contraction.
• The Study Area of MasteringBiology™ provides the student study resources that appeared on www.campbellbiology.com and have been updated, expanded, and integrated to offer students an unparalleled opportunity to practice biology. The Study Area contains the new BioFlix™ 3-D animations and tutorials plus hundreds of additional interactive activties, investigations, Discovery Channel Videos, MP3 Tutors, a customizable eBook, quizzes, and more.

Table of Contents

1. INTRODUCTION: Themes in the Study of Life
Unit One: The Chemistry of Life
 2. The Chemical Context of Life
 3. Water and the Fitness of the Environment
 4. Carbon and the Molecular Diversity of Life
 5. The Structure and Function of Large Biological Molecules
Unit Two: The Cell
 6. A Tour of the Cell
 7. Membrane Structure and Function
 8. An Introduction to Metabolism
 9. Cellular Respiration: Harvesting Chemical Energy
10. Photosynthesis
11. Cell Communication
12. The Cell Cycle
Unit Three: Genetics
13. Meiosis and Sexual Life Cycles
14. Mendel and the Gene Idea
15. The Chromosomal Basis of Inheritance
16. The Molecular Basis of Inheritance
17. From Gene to Protein
18. Control of Gene Expression
19. Viruses
20. Biotechnology
21. Genomes and Their Evolution
Unit Four: Mechanisms of Evolution
22. Descent with Modification: A Darwinian View of Life
23. The Evolution of Populations
24. The Origin of Species
25. The History of Life on Earth
Unit Five: The Evolutionary History of Biological Diversity
26. Phylogeny and the Tree of Life
27. Bacteria and Archaea
28. Protists
29. Plant Diversity I: How Plants Colonized Land
30. Plant Diversity II: The Evolution of Seed Plants
31. Fungi
32. An Introduction to Animal Diversity
33. Invertebrates
34. Vertebrates
Unit Six: Plant Form and Function
35. Plant Structure, Growth, and Development
36. Transport in Vascular Plants
37. Soil and Plant Nutrition
38. Angiosperm Reproduction and Biotechnology
39. Plant Responses to Internal and External Signals
Unit Seven: Animal Form and Function
40. Basic Principles of Animal Form and Function
41. Animal Nutrition
42. Circulation and Gas Exchange
43. The Immune System
44. Osmoregulation and Excretion
45. Hormones and the Endocrine System
46. Animal Reproduction
47. Animal Development
48. Neurons, Synapses, and Signaling
49. Nervous Systems
50. Sensory and Motor Mechanisms
51. Animal Behavior
Unit Eight: Ecology
52. An Introduction to Ecology and the Biosphere
53. Population Ecology
54. Community Ecology
55. Ecosystems
56. Conservation Biology and Restoration Ecology

Author

Neil Campbell combined the investigative nature of a research scientist with the soul of an experienced and caring teacher. He

earned his M.A. in Zoology from UCLA and his Ph.D. in Plant Biology from the University of California, Riverside, where he received the Distinguished Alumnus Award in 2001. Neil published numerous research articles on desert and coastal plants and how the sensitive plant (Mimosa) and other legumes move their leaves. His 30 years of teaching in diverse environments included general biology courses at Cornell University, Pomona College, and San Bernadino Valley College, where he received the college's first Outstanding Professor Award in 1986. Neil was a visiting scholar in the Department of Botany and Plant Sciences at the University of California, Riverside. In addition to his authorship of this book, he coauthored Biology: Concepts & Connections and Essential Biologywith Jane Reece. Neil died shortly after the initial planning of this revision.

Lead author Jane Reece, Neil Campbell's longtime collaborator, has participated on every edition of BIOLOGY-first as an editor and contributor, then as an author. Her education includes an A.B. in Biology from Harvard University, an M.S. in Microbiology from Rutgers University, and a Ph.D. in Bacteriology from UC Berkeley. Before migrating to California from the Northeast, she taught biology at Middlesex County College and Queensborough Community College. At UC Berkeley, and later as a postdoctoral fellow in genetics at Stanford University, her research focused on genetic recombination in bacteria. Besides her work on BIOLOGY,she has been a coauthor on Biology: Concepts & Connections, Essential Biology, andThe World of the Cell.

For the Eighth Edition, Jane is joined by five coauthors whose contributions reflect their biological expertise as scientific

researchers and their teaching sensibilities gained from years of experience as instructors.

Lisa Urry (Units 1-3, Chapters 2-21, and Chapter 47) is a professor at Mills College and was a major contributor

to the Seventh Edition. After graduating from Tufts University with a double major in Biology and French, Lisa completed her Ph.D. in Molecular and Developmental Biology at MIT. Following postdoctoral appointments at Harvard Medical School, Tufts

University, and UC Berkeley, she began teaching at Mills College in Oakland, California, where she currently holds the Letts-Villard

Professorship and serves as Chair of the Biology Department. She has published research articles on various topics involving

gene expression during embryonic development. Her current research interest is in sea urchin development. Lisa is also deeply

committed to promoting opportunities for women in science education and research.

Michael Cain (Units 4 and 5, Chapters 22-34) is an ecologist and evolutionary biologist currently at Bowdoin College. Michael earned a joint major in Biology and Math from Bowdoin College, an M. Sc. from Brown University, and a Ph.D. in Ecology and

Evolutionary Biology from Cornell University. After postdoctoral work in plant ecology at the University of Connecticut and molecular genetics at Washington University in St. Louis, Michael went on to teach general biology, ecology, and evolution in a diverse range of settings, including Carleton College, New Mexico State University, and the Rose-Hulman Institute of Technology in Indiana. Michael is the author of dozens of scientific papers on topics that include foraging behavior in insects and plants, long-distance seed dispersal, and speciation in crickets.

Peter Minorsky (Unit 6, Chapters 35-39) revised Unit 6 for the Sixth and Seventh Editions and is a professor at Mercy College in New York, where he teaches evolution, ecology, botany, and introductory biology. He is also the science writer for the journal Plant Physiology. He received his B.A. in Biology from Vassar College and his Ph.D. in Plant Physiology from Cornell University. After a postdoctoral fellowship at the University of Wisconsin at Madison, Peter taught at Kenyon College, Union College, Western Connecticut State University, and Vassar College. He is an electrophysiologist who studies plant responses to stress and is currently exploring the possible effects of geomagnetism on plant growth.

Steve Wasserman (Unit 7, Chapters 40-46 and 48-51) is a professor at the University of California, San Diego. He earned his A.B. in Biology from Harvard University and his Ph.D. in Biological Sciences from MIT. Since a postdoctoral sojourn at UC Berkeley, where he investigated topological transformations of DNA, he has focused on regulatory pathway mechanisms. Working with the fruit fly Drosophila, he has contributed to the fields of embryogenesis, reproduction, and immunity. As a faculty member at the University of Texas, Southwestern Medical Center and UC San Diego, he has taught genetics, development, and physiology to undergraduate, graduate, and medical students. He has also served as the research mentor for more than a dozen doctoral students and nearly 40 aspiring scientists at the undergraduate and high school level. Steve has been the recipient of distinguished scholar awards from both the Markey Charitable Trust and the David and Lucille Packard Foundation. He recently received the 2007 Academic Senate Distinguished Teaching Award for undergraduate teaching at UC San Diego.

 Robert B. Jackson

Rob Jackson (Unit 8, Chapters 52-56) is a professor of biology and Nicholas Chair of Environmental Sciences at Duke University. He directed Duke's Program in Ecology for many years and is currently the Vice President of Science for the Ecological Society of

America. Rob holds a B.S. in Chemical Engineering from Rice University, as well as M.S. degrees in Ecology and Statistics and a Ph.D. in Ecology from Utah State University. He was a postdoctoral scientist in Stanford University's Biology Department and an Assistant Professor at the University of Texas at Austin. Rob has received numerous awards, including a Presidential Early Career Award in Science and Engineering from the National Science Foundation. He has published a trade book about the environment, The Earth Remains Forever, and a children's book of poetry called Animal Mischief. His second children's book, Not Again, will be published in 2008.