Nelson Higher Education

Higher Education

Biology: Exploring the Diversity of Life, Volume 3, 2nd Edition

  • Peter Russell
  • Paul E. Hertz
  • Beverly McMillan
  • Brock Fenton
  • Heather Addy
  • Denis Maxwell
  • Tom Haffie
  • Bill Milsom
  • ISBN-10: 0176651330
  • ISBN-13: 9780176651336
  • 0 Pages | Paperback
  • Previous Editions: 2010
  • COPYRIGHT: 2013 Published
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Overview

About the Product

Welcome to an exploration of the diversity of life. Join us on an awe inspiring journey of discovery about life’s diversity across levels ranging from molecules to genes, cells to organs, and species to ecosystems. Along the way, we will explore many questions about the mechanisms underlying diversity as well as the consequences of diversity for our own species and for others. In this book, we highlight the divisions between plants and animals, prokaryotes and eukaryotes, protostomes and deuterostomes, but we also consider features found in all life forms. Unlike many other first-year biology texts, this book has chapters integrating basic concepts such as genetic recombination, the effects of light, nutrition, and domestication across the breadth of life from microbes to mistletoe to moose. From features like Concept Fix and Life on the Edge, as well as student written Study Break questions and the Aplia online homework and learning system; Biology: Exploring the Diversity of Life, second Canadian edition invites you to think and engage like a scientist.

Features

  • Highlights the work of Canadian scientists, uses examples of Canadian species, refers to Canadian regulations and institutions, and discoveries made by Canadians.

  • Basic background information about biology and chemistry is presented in the "purple pages", a distinct section within the centre of the book. In this way, the information is not tied to one chapter but is readily identifiable and accessible to students as they move through the textbook.

  • In addition to presenting material about biology, this book also makes a point of highlighting particular people (through the People Behind Biology boxes), important molecules (through the Molecule Behind Biology boxes), interesting contexts and examples of life in extreme conditions (though the Life on the Edge boxes).

  • Science that appears in textbooks is the product of people who have made careful and systematic observations, which led them to formulate hypotheses about these observations, and, where appropriate, design and execute experiments to test these hypotheses. The authors carefully illustrate this in each chapter with boxed stories about how particular people have used their ingenuity and creativity to expand our knowledge of biology.

  • While Biology is not simply chemistry, specific chemicals and their interactions can have dramatic effects on biological systems. From water to progesterone, amanitin and DDT, each chapter features the activity of a relevant chemical.

About the Author

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.

Beverly McMillan

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.

Brock Fenton

M.B. (Brock) Fenton received his Ph.D. in 1969 for work in the ecology and behaviour of bats. Since then he has held academic positions at Carleton University (Ottawa, Canada 1969 to 1986), York University (Toronto, Canada 1986 to 2003) and the University of Western Ontario (2003 to present). He has published over 200 papers in refereed journals (most of them about bats), as well as numerous nontechnical contributions. He has written three books about bats intended for a general audience (Just bats 1983, University of Toronto Press; Bats 1992 - revised edition 2001 Facts On File Inc; and The bat: wings in the night sky 1998, Key Porter Press). He has supervised the work of 46 M.Sc. Students and 22 Ph.D. students who have completed their degrees. He currently supervises 5 M.Sc. students and 2 Ph.D. students. He continues his research on the ecology and behaviour of bats, with special emphasis on echolocation. He currently is an Emeritus Professor of Biology, University of Western Ontario, London, Ontario, Canada.

Heather Addy

(Ph.D., University of Guelph) joined the Department of Biological Sciences at the University of Calgary in a faculty position that places emphasis on teaching and teaching-related scholarship. In addition to teaching introductory biology classes and an upper-level mycology class, she has led the development of investigative labs and the introduction of peer-assisted learning groups in large biology and chemistry classes. She received the Faculty of Science Award for Excellence in Teaching in 2005 and an Honourable Mention for the Student’s Union Teaching Excellence Award in 2008. Dr. Addy’s Ph.D. is in plant-soil relationships; her post-doctoral fellowship at the University of Alberta focused on mycorrhizas and other plant-fungal symbioses.

Denis Maxwell

(Ph.D., University of Western Ontario) teaches in the Department of Biology at the University of Western Ontario. Following his doctorate, he was awarded a Natural Sciences and Engineering Research Council of Canada post-doctoral fellowship. He undertook post-doctoral training at the Department of Energy—Plant Research Laboratory at Michigan State University, where he studied the function of the mitochondrial alternative oxidase. His research program, which is supported by the Natural Sciences and Engineering Research Council of Canada, is focused on understanding the role of the mitochondrion in intracellular stress sensing and signalling.

Tom Haffie

is a graduate of the University of Guelph and the University of Saskatchewan in the area of microbial genetics. Currently the Learning Development Coordinator for the Faculty of Science at the University of Western Ontario, Tom has devoted his 20-year career to teaching large biology classes in lecture, laboratory, and tutorial settings. He holds a UWO Pleva Award for Excellence in Teaching, a UWO Fellowship in Teaching Innovation, a Province of Ontario Award for Leadership in Faculty Teaching (LIFT), and a national 3M Fellowship for Excellence in Teaching.

Bill Milsom

Bill Milsom (Ph.D., University of British Columbia) is currently the Head of the Department of Zoology at the University of British Columbia where he has taught a variety of courses, including first year biology, for over 30 years. His research interests include the evolutionary origins of respiratory processes and the adaptive changes in these processes that allow animals to exploit diverse environments. He examines respiratory and cardiovascular adaptations in vertebrate animals in rest, sleep, exercise, altitude, dormancy, hibernation, diving, etc. This contributes to our understanding of the mechanistic basis of biodiversity and the physiological costs of habitat selection. His research has been funded by the Natural Sciences and Engineering Research Council of Canada. He has received several academic awards and distinctions including the Fry Medal of the Canadian Society of Zoologists, the August Krogh Award of the American Physiological Society, and the Izaak Walton Killam Award for Excellence in Mentoring. He has served as the President of the Canadian Society of Zoologists and as President of the International Congress of Comparative Physiology and Biochemistry.

Table of Contents

Unit One: Setting the Stage
Chapter 1: Light and Life
Chapter 2: The Cell: An Overview
Chapter 3: Defining Life and Its Origins

Unit Two: Energy: Process and Facilitation
Chapter 4: Energy & Enzymes
Chapter 5: Cell Membranes and Signalling
Chapter 6: Cellular Respiration
Chapter 7: Photosynthesis

Unit Three: Genes
Chapter 8: Cell Cycles
Chapter 9: Genetic Recombination
Chapter 10: Mendel, Genes and Inheritance
Chapter 11: Genes, Chromosomes and Human Genetics

Unit Four: DNA and Gene Expression
Chapter 12: DNA Structure, Replication and Organization
Chapter 13: Gene Structure and Expression
Chapter 14: Control and Gene Expression
Chapter 15: DNA Technologies and Genomics

Unit Five: Evolution an Classification
Chapter 16: Microevolution: Genetic Changes Within Populations
Chapter 17: Darwin, Fossils and Developmental Biology
Chapter 18: Classification, Evolution and Phylogeny
Chapter 19: Species

Unit Six: Diversity of Life
Chapter 20: Bacteria and Archaea
Chapter 21: Viruses, Viroids, and Prions: Infectious Biological Particles
Chapter 22: Protists
Chapter 23: Fungi
Chapter 24: Plants
Chapter 25: Protostomes
Chapter 26: Deuterostomes: Vertebrates and Their Closest Relatives

The Chemical and Physical Foundations of Biology

Unit Seven: Systems and Processes - Plants
Chapter 27: The Plant Body
Chapter 28: Transport in Plants
Chapter 29: Reproduction and Development in Flowering Plants
Chapter 30: Control of Plant Growth and Development

Unit Eight: Systems and Processes - Animals
Chapter 31: Introduction to Animal Organization and Physiology
Chapter 32: Transport in Animals: The Circulatory System
Chapter 33: Reproduction in Animals
Chapter 34: Animal Development
Chapter 35: Control of Animal Processes - Endocrine Control
Chapter 36: Control of Animal Processes - Neural Control
Chapter 37: Control of Animal Processes - Neural Integration
Chapter 38: Muscles, Skeletons, and Body Movements
Chapter 39: Animal Behaviour

Unit Nine: Life Processes and Integrative View
Chapter 40: Plant and Animal Nutrition
Chapter 41: Gas Exchange: The Respiratory System
Chapter 42: Regulating the Internal Environment
Chapter 43: Defences against Disease

Unit Ten: Ecology
Chapter 44: Population Ecology
Chapter 45: Population Interactions and Community Ecology
Chapter 46: Ecosystems

Unit Eleven: Biology in Action
Chapter 47: Conservation of Biodiversity
Chapter 48: Putting Selection to Work

New to this edition

  • A Concept Fix feature has been added (and highly motivated by our Biology Student Advisory Board) which is designed to address common student misconceptions.
  • Design and Experiment boxes have been added which are designed to show students how to conduct research in biology (i.e. how to ask questions or engage in biological inquiry).
  • The authors have worked hard to make the book even more concise by engaging in a comprehensive survey of Canadian biology curriculums.
  • Aplia online homework and learning system, CourseMate with engagement tracker and Digital Diversity.
  • A heavier emphasis has been placed on animal (rather than human) biology in Unit 8.