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This updated Fifth Edition of BIOLOGY: THE DYNAMIC SCIENCE empowers instructors to teach biology the way scientists practice it by emphasizing and applying science as a process. Students not only learn what scientists know, but also how they know it and what they still need to learn. Authors Russell, Hertz, McMillan and Benington have applied their collective experience as teachers, researchers, and writers to create a readable and understandable foundation for introductory biology students. By focusing on research to help students engage the living world as scientists, this powerful resource encourages students to view biology as a dynamic intellectual enterprise, not just a collection of facts and generalities to be memorized. This edition works seamlessly with MindTap, a complete digital course solution. Offering an online version of the text as well as assignable exercises dawn from the book, MindTap also features new Critical Thinking Cases, Active Learning Resources and Visualizations.
1. Introduction to Biological Concepts and Research.
UNIT ONE: MOLECULES AND CELLS.
2. Life, Chemistry, and Water.
3. Biological Molecules: The Carbon Compounds of Life.
5. Membranes and Transport.
6. Energy, Enzymes, and Biological Reactions.
7. Cellular Respiration: Harvesting Chemical Energy.
9. Cell Communication.
10. Cell Division and Mitosis.
UNIT TWO: GENETICS.
11. Meiosis: The Cellular Basis of Sexual Reproduction.
12. Mendel, Genes, and Inheritance.
13. Genes, Chromosomes, and Human Genetics.
14. DNA Structure, Replication, and Organization.
15. Gene Expression: From DNA to Protein.
16. Regulation of Gene Expression.
17. Bacterial and Viral Genetics.
18. DNA Technology: Making and Using Genetically Altered Organisms, and Other Applications.
19. Genomes and Proteomes.
UNIT THREE: EVOLUTIONARY BIOLOGY.
20. The Development of Evolutionary Thought.
21. Microevolution: Genetic Changes within Populations.
23. Paleobiology and Macroevolution.
24. Systematic Biology: Phylogeny and Classification.
UNIT FOUR: BIODIVERSITY.
25. The Origin of Life.
26. Prokaryotes and Viruses.
28. Seedless Plants.
29. Seed Plants.
31. Animal Phylogeny, Acoelomates, and Protostomes.
32. Deuterostomes: Vertebrates and Their Closest Relatives.
UNIT FIVE: PLANT STRUCTURE AND FUNCTION.
33. The Plant Body.
34. Transport in Plants.
35. Plant Nutrition.
36. Reproduction and Development in Flowering Plants.
37. Plant Signals and Responses to the Environment.
UNIT SIX: ANIMAL STRUCTURE AND FUNCTION.
38. Introduction to Animal Organization and Physiology.
39. Information Flow and the Neuron.
40. Nervous Systems.
41. Sensory Systems.
42. The Endocrine System.
43. Muscles, Bones, and Body Movements
44. The Circulatory System.
45. Defenses against Disease.
46. Gas Exchange: The Respiratory System.
47. Digestive Systems and Animal Nutrition.
48. Regulating the Internal Environment: Osmoregulation, Excretion, and Thermoregulation.
49. Animal Reproduction.
50. Animal Development.
UNIT SEVEN: ECOLOGY AND BEHAVIOR.
51. Ecology and the Biosphere.
52. Population Ecology.
53. Population Interactions and Community Ecology.
55. Biodiversity and Conservation Biology.
56. Animal Behavior.
Peter J. Russell
Peter J. Russell received a B.Sc. in Biology from the University of Sussex, England, in 1968 and a Ph.D. in Genetics from Cornell University in 1972. He has been a member of the Biology faculty of Reed College since 1972 and is currently a Professor of Biology, Emeritus. Peter taught a section of the introductory biology course, a genetics course, and a research literature course on molecular virology. In 1987 he received the Burlington Northern Faculty Achievement Award from Reed College in recognition of his excellence in teaching, He is the author of iGENETICS: A MOLECULAR, APPROACH, a successful genetics textbook. Peter’s research was in the area of molecular genetics, with a specific interest in characterizing the role of host genes in the replication of the RNA genome of a pathogenic plant virus, and the expression of the genes of the virus; yeast was used as the model host. His research has been funded by agencies including the National Institutes of Health, the National Science Foundation, the American Cancer Society, the Department of Defense, the Medical Research Foundation of Oregon, and the Murdoch Foundation. He has published his research results in a variety of journals, including GENETICS, JOURNAL OF BACTERIOLOGY, MOLECULAR AND GENERAL GENETICS, NUCLEIC ACIDS RESEARCH, PLASMID, and MOLECULAR AND CELLULAR BIOLOGY. Peter has a long history of encouraging faculty research involving undergraduates, including cofounding the biology division of the Council on Undergraduate Research in 1985. He was Principal Investigator/Program Director of a National Science Foundation Award for the Integration of Research and Education (NSF–AIRE) to Reed College, 1998 to 2002.
Paul E. Hertz
Paul E. Hertz was born and raised in New York City. He received a B.S. in Biology from Stanford University in 1972, an A.M. in Biology from Harvard University in 1973, and a Ph.D. in Biology from Harvard University in 1977. While completing field research for the doctorate, he served on the Biology faculty of the University of Puerto Rico at Rio Piedras. After two years as an Isaac Walton Killam Postdoctoral Fellow at Dalhousie University, Paul accepted a teaching position at Barnard College, where he has taught since 1979. He was named Ann Whitney Olin Professor of Biology in 2000, received The Barnard Award for Excellence in Teaching in 2007, and was named Claire Tow Professor of Biology in 2016. In addition to serving on numerous college committees, Paul chaired Barnard’s Biology Department for eight years and served as Acting Provost and Dean of the Faculty from 2011 to 2012. He was the founding Program Director of the Hughes Science Pipeline Project at Barnard, an undergraduate curriculum and research program that was funded continuously by the Howard Hughes Medical Institute from 1992 until 2016. The Pipeline Project included the Intercollegiate Partnership, a program for local community college students that facilitated their transfer to four-year colleges and universities. He teaches one semester of the introductory sequence for Biology majors and pre-professional students, lecture and laboratory courses in vertebrate zoology and ecology, and seminars that introduce first-year students to scientific research. Paul is an animal physiological ecologist with a specific research interest in the thermal biology of lizards. He has conducted fieldwork in the West Indies since the mid-1970s, focusing on the lizards of Cuba and Puerto Rico. His work has been funded by the NSF, and he has published his research in THE AMERICAN NATURALIST, ECOLOGY, NATURE, OECOLOGIA, and PROCEEDINGS OF THE ROYAL SOCIETY.
University of California
Beverly McMillan has been a science writer for more than 30 years and holds undergraduate and graduate degrees from the University of California, Berkeley. In addition to her work on this textbook, she has coauthored eleven editions of a human biology text and written or coauthored numerous trade books on scientific subjects and natural history. She has also worked extensively as a content developer and editorial manager in educational and commercial publishing, including co-publishing ventures with Yale University Press, the Smithsonian Institution, the U.S. National Park Service and other partners.
Joel H. Benington
St. Bonaventure University
Joel H. Benington received a B.A. in 1985 from St. John’s College in Annapolis, Maryland, and a Ph.D. in Biology in 1992 from Stanford University. He performed postdoctoral research at UCLA and Stanford University until 1996, and since then has been a member of the Biology faculty of St. Bonaventure University. He is currently Professor of Biology and Director of programs in Bioinformatics, and Health and Society. He has twice served as Chair of the Department of Biology. During his entire time at St. Bonaventure University, he has taught one or both semesters of the general biology sequence for first-year life-science majors. He also teaches upper-level courses in Neurobiology, Genomics, and Evolution, and has led a variety of seminar courses in the university’s Honors Program. He has published his research in journals such as Progress in Neurobiology, Brain Research, the American Journal of Physiology, and The Scientist. In addition to laboratory research, he has published hypotheses concerning the role of sleep in brain energy metabolism, the functional relationship between REM sleep and nonREM sleep, and connections between sleep and learning. His research has been funded by the National Institutes of Health, and he has served as Principal Investigator of a National Grid grant to support K-12 STEM education in Cattaraugus County, New York.