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ITION

BIOLOGY
A Global Approach
ELEVENTH EDITION

Neil A. Campbell Lisa A. Urry Michael L. Cain

MILLS COLLEGE, OAKLAND, BOWDOIN COLLEGE, BRUNSWICK,
CALIFORNIA MAINE

Steven A. Wasserman Peter V. Minorsky Jane B. Reece

UNIVERSITY OF CALIFORNIA, MERCY COLLEGE, DOBBS FERRY, BERKELEY, CALIFORNIA
SAN DIEGO NEW YORK

330 Hudson Street, New York, NY 10013

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About the Authors
Neil A. Campbell (1946–2004) earned his M.A. from the University of California,
Los Angeles, and his Ph.D. from the University of California, Riverside. His research
focused on desert and coastal plants. Neil’s 30 years of teaching included introductory
biology courses at Cornell University, Pomona College, and San Bernardino Valley
College, where he received the college’s first Outstanding Professor Award in 1986.
For many years he was also a visiting scholar at UC Riverside. Neil was the founding
author of BIOLOGY.

Lisa A. Urry is Professor of Biology and Chair of the Biology Department at Mills College.
After earning a B.A. at Tufts University, she completed her Ph.D. at the Massachusetts
Institute of Technology (MIT). Lisa has conducted research on gene expression during
embryonic and larval development in sea urchins. Deeply committed to promoting
opportunities in science for women and underrepresented minorities, she has taught
courses ranging from introductory and developmental biology to a nonmajors course
called Evolution for Future Presidents. Lisa is a coauthor of Campbell Biology in Focus.

Michael L. Cain is an ecologist and evolutionary biologist who is now writing full-time.
Michael earned an A.B. from Bowdoin College, an M.Sc. from Brown University, and
a Ph.D. from Cornell University. As a faculty member at New Mexico State University,
he taught introductory biology, ecology, evolution, botany, and conservation biology.
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.
He is a coauthor of Campbell Biology in Focus and of an ecology textbook.

Steven A. Wasserman is Professor of Biology at the University of California, San Diego

(UCSD). He earned an A.B. from Harvard University and a Ph.D. from MIT. Working on
the fruit fly Drosophila, Steve has done research on developmental biology, reproduction,
and immunity. Having taught genetics, development, and physiology to undergraduate,
graduate, and medical students, he now focuses on introductory biology, for which
he has been honored with UCSD’s Distinguished Teaching Award. He is a coauthor
of Campbell Biology in Focus.

Peter V. Minorsky is Professor of Biology at Mercy College in New York, where he

teaches introductory biology, ecology, and botany. He received his A.B. from Vassar
College and his Ph.D. from Cornell University. Peter taught at Kenyon College,
Union College, Western Connecticut State University, and Vassar College; he is also
the science writer for the journal Plant Physiology. His research interests concern
how plants sense environmental change. Peter received the 2008 Award for Teaching
Excellence at Mercy College and is a coauthor of Campbell Biology in Focus.

Jane B. Reece, the head of the author team for Editions 8–10 of BIOLOGY, was Neil
Campbell’s longtime collaborator. Jane taught biology at Middlesex County College and
Queensborough Community College. She holds an A.B. from Harvard University, an
M.S. from Rutgers University, and a Ph.D. from the University of California, Berkeley.
Jane’s research as a doctoral student at UC Berkeley and postdoctoral fellow at Stanford
University focused on genetic recombination in bacteria. Besides her work on BIOLOGY,
Jane has been a coauthor on all the Campbell texts.

ABOUT THE AUTHORS 3

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Preface
W e are honored to present BIOLOGY:
A Global Approach, which has been
adapted from Campbell BIOLOGY, Eleventh
Ready-to-Go Teaching Modules
on key topics provide instructors with
assignments to use before and after
Edition, for a global audience. For the class, as well as in-class activities that
last three decades, BIOLOGY has been use clickers or Learning Catalytics™
the leading college text in the biological for assessment.
sciences. It has been translated into 19 Integrated text and media: Media
languages and has provided millions of references in the printed book direct
students with a solid foundation in college- students to the wealth of online
level biology. This success is a testament self-study resources available to
not only to Neil Campbell’s original vision them in the Study Area section
but also to the dedication of hundreds of MasteringBiology. The new
of reviewers (listed on pages 28–32), online learning tools include:
who, together with editors, artists, and
Get Ready for This Chapter questions provide a
contributors, have shaped and inspired this work.
quick check of student understanding of the background
Our goals for the Eleventh Edition include:
information needed to learn a new chapter’s content, with
increasing visual literacy through new figures, questions, feedback to bolster their preparation.
and exercises that build students’ skills in understanding and Figure Walkthroughs guide students through key
creating visual representations of biological structures and figures with narrated explanations, figure markups, and
processes questions that reinforce important points. Additional
asking students to practice scientific skills by applying questions can be assigned in MasteringBiology.
scientific skills to real-world problems More than 450 animations and videos bring
supporting instructors by providing teaching modules biology to life. These include resources from HHMI
with tools and materials for introducing, teaching, and BioInteractive that engage students in topics from
assessing important and often challenging topics the discovery of the double helix to evolution.
integrating text and media to engage, guide, and inform QR codes and URLs within the Chapter Review provide
students in an active process of inquiry and learning easy access to Vocabulary Self-Quizzes for each chapter
Our starting point, as always, is our commitment to craft- that can be used on smartphones, tablets, and computers.
ing text and visuals that are accurate, are current, and reflect Interviews from the First Edition through the Eleventh
our passion for teaching biology. Edition of BIOLOGY are referenced in the chapter where
they are most relevant. The interviews show students
the human side of science by featuring diverse scientists
New to This Edition talking about how they became interested in what they
Here we provide an overview of the new features that we have study, how they began, and what inspires them.
developed for the Eleventh Edition; we invite you to explore The impact of climate change at all levels of the biological
pages 9–26 for more information and examples.
hierarchy is explored throughout the text, starting with a
Visualizing Figures and Visual Skills Questions new figure (Figure 1.12) and discussion in Chapter 1 and
give students practice in interpreting and creating visual concluding with a new Make Connections Figure (Figure
representations in biology. Assignable questions are 56.30) and expanded coverage on causes and effects of
also available in MasteringBiology to give students climate change in Chapter 56.
practice with the visual skills addressed in the figures. As in each new edition of BIOLOGY, the Eleventh
Problem-Solving Exercises challenge students to apply Edition incorporates new content and pedagogical
scientific skills and interpret data in solving real-world improvements. These are summarized on pp. 6–8,
problems. These exercises are designed to engage students following this Preface. Content updates reflect rapid,
through compelling case studies and provide practice ongoing changes in technology and knowledge in the
with data analysis skills. Problem-Solving Exercises have fields of genomics, gene editing technology (CRISPR),
assignable versions in MasteringBiology. Some also have evolutionary biology, microbiology, and more. In addition,
more extensive “Solve It” investigations to further explore a significant revisions to Unit 8, The Ecology of Life, improve
given topic. the conceptual framework for core ecological topics (such

4 PREFACE

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as population growth, species interactions, and community unit-opening interviews, our standard-setting Inquiry Figures
dynamics) and more deeply integrate evolutionary deepen the ability of students to understand how we know
principles. what we know. Scientific Inquiry Questions give students
opportunities to practice scientific thinking, along with the
Our Hallmark Features Problem-Solving Exercises, Scientific Skills Exercises, and In-
terpret the Data Questions. Together, these activities provide
Teachers of general biology face a daunting challenge: to help students practice in both applying the process of science and
students acquire a conceptual framework for organizing an using quantitative reasoning, addressing additional core com-
ever-expanding amount of information. The hallmark features petencies outlined in Vision and Change.
of BIOLOGY provide such a framework, while promoting a
deeper understanding of biology and the process of science.
As such, they are well aligned with the core competencies out-
lined by the 2009 Vision and Change national conference, MasteringBiology, the most widely used online assessment
organized by the American Association for the Advancement and tutorial program for biology, provides an extensive library of
of Science, where more than 500 biologists met to discuss the homework assignments that are graded automatically. In addi-
needs of undergraduate biology. Furthermore, the core concepts tion to the new Get Ready for This Chapter Questions,
defined by Vision and Change have close parallels in the unify- Figure Walkthroughs, Problem-Solving Exercises, and
ing themes that are introduced in Chapter 1 and integrated Visualizing Figures, MasteringBiology offers Dynamic Study
throughout the book. Chief among the themes of both Vision Modules, Adaptive Follow-Up Assignments, Scientific Skills Exer-
and Change and BIOLOGY is evolution. Each chapter of this cises, Interpret the Data Questions, Solve It Tutorials, HHMI Bio-
text includes at least one Evolution section that explicitly Interactive Short Films, BioFlix® Tutorials with 3-D Animations,
focuses on evolutionary aspects of the chapter material, and Experimental Inquiry Tutorials, Interpreting Data Tutorials,
each chapter ends with an Evolution Connection Question and BLAST Tutorials, Make Connections Tutorials, Video Field Trips,
a Write About a Theme Question. Video Tutor Sessions, Get Ready for Biology, Activities, Reading
To help students distinguish the “forest from the trees,” Quiz Questions, Student Misconception Questions, 4,500 Test
each chapter is organized around a framework of three to seven Bank Questions, and MasteringBiology Virtual Labs. Mastering-
carefully chosen Key Concepts. The text, Concept Check Biology also includes the BIOLOGY eText, Study Area, Instructor
Questions, Summary of Key Concepts, and MasteringBiology Resources, and Ready-to-Go Teaching Modules. See pages 9–23
resources all reinforce these main ideas and essential facts. and www.masteringbiology.com for more details.
Because text and illustrations are equally important for learn-
ing biology, integration of text and figures has been Our Partnership with Instructors
a hallmark of this text since the First Edition. In addition to the
new Visualizing Figures, our popular Exploring Figures and Make
and Students
Connections Figures epitomize this approach. Each Exploring A core value underlying our work is our belief in the impor-
Figure is a learning unit of core content that brings together re- tance of a partnership with instructors and students. One
lated illustrations and text. Make Connections Figures reinforce primary way of serving instructors and students, of course, is
fundamental conceptual connections throughout biology, help- providing a text that teaches biology well. In addition, Pear-
ing students overcome tendencies to compartmentalize informa- son offers a rich variety of instructor and student resources, in
tion. The Eleventh Edition features two new Make Connections both print and electronic form (see pp. 9–23). In our continu-
Figures. There are also Guided Tour Figures that walk students ing efforts to improve the book and its supplements, we ben-
through complex figures as an instructor would. efit tremendously from instructor and student feedback, not
To encourage active reading of the text, BIOLOGY includes only in formal reviews from hundreds of scientists, but also via
numerous opportunities for students to stop and think about e-mail and other avenues of informal communication.
what they are reading, often by putting pencil to paper to draw a The real test of any textbook is how well it helps instructors
sketch, annotate a figure, or graph data. Active reading questions teach and students learn. We welcome comments from both
include Visual Skills Questions, Draw It Questions, Make Connec- students and instructors. Please address your suggestions to:
tions Questions, What If? Questions, Figure Legend Questions, Lisa Urry (Chapter 1 and Units 1–3)
Summary Questions, Synthesize Your Knowledge Questions, and lurry@mills.edu
Interpret the Data Questions. Answering these questions requires Michael Cain (Units 4, 5, and 8)
students to write or draw as well as think and thus helps develop mcain@bowdoin.edu
the core competency of communicating science. Peter Minorsky (Unit 6)
Finally, BIOLOGY has always featured scientific inquiry, pminorsky@mercy.edu
an essential component of any biology course. Complement- Steven Wasserman (Unit 7)
ing stories of scientific discovery in the text narrative and the stevenw@ucsd.edu

PREFACE 5
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Highlights of New Content
T his section highlights selected new content and pedagogical
changes in BIOLOGY, Eleventh Edition.
what type of cells are formed. Chapter 14 includes new informa-
tion from a 2014 genomic study on the number of genes and
genetic variants contributing to height. Figure 14.15b now uses
“inability to taste PTC” rather than “attached earlobe.” Chapters
CHAPTER 1 Biology and Its Themes 14 and 15 are more inclusive, clarifying the meaning of the term
Chapter 1 opens with a new introduction to a case study “normal” in genetics and explaining that sex is no longer thought
on the evolution of coloration in mice. New text and a new to be simply binary. Other updates in Chapter 15 include new
photo (Figure 1.12) relate climate change to species survival. research in sex determination and a technique being developed
to avoid passing on mitochondrial diseases. New Visualizing
UNIT 1 THE ROLE OF CHEMISTRY IN BIOLOGY Figure 16.7 shows students various ways that DNA is illustrated.
Chapter 17 has a new opening photo and story about albino don-
In Unit 1, new content engages students in learning this founda- keys to pique student interest in gene expression. To help students
tional material. The opening of Chapter 3 and new Figure 3.7 understand the Beadle and Tatum experiment, new Figure 17.2
show organisms affected by loss of Arctic sea ice. Chapter 5 explains how they obtained nutritional mutants. A new Problem-
has updates on lactose intolerance, trans fats, the effects of diet Solving Exercise asks students to identify mutations in the insulin
on blood cholesterol, protein sequences and structures, and gene and predict their effect on the protein.
intrinsically disor- Chapters 18–20 are extensively updated, driven by exciting
Figure 3.7 Effects of climate change
dered proteins. on the Arctic. new discoveries based on DNA sequencing and gene-editing tech-
New Visualizing nology. Chapter 18 has updates on histone modifications, nuclear
Figure 5.16 helps location and the persistence of transcription factories, chromatin
students understand remodeling by ncRNAs, long noncoding RNAs (lncRNAs), the
various ways pro- role of master regulatory genes in modifying chromatin struc-
teins are depicted. ture, and the possible role of p53 in the low incidence of cancer
A new Problem- in elephants. Make Connections Figure 18.27, “Genomics,
Solving Exercise Cell Signaling, and Cancer,” has been expanded to include more
engages students by information on cell signal-
having them com- ing. Chapter 19 has a new Figure 19.14 Gene editing
pare DNA sequences photo of next-generation using the CRISPR-Cas9 system.
in a case of possible DNA sequencing machines
fish fraud. Chapter (Figure 19.2) and a new
6 includes a beauti- illustration of the widely
ful new photo of a used technique of RNA
geyser with thermo- sequencing (Figure 19.13).
philic bacteria in A new section titled Edit-
Figure 6.17, bringing to life the graphs of optimal ing Genes and Genomes
temperatures for enzyme function. has been added describ-
ing the CRISPR-Cas9
UNIT 2 CELL BIOLOGY system (Figure 19.14)
that has been developed to
Our main goal for this unit was to make the material more acces- edit genes in living cells.
sible and inviting to students. New Visualizing Figure 7.32 shows Information has also been
the profusion of molecules and structures in a cell, all drawn to added later in the chapter
scale. In Chapter 8, a new figure illustrates levels of LDL receptors in on use of the CRISPR-
people with and without familial hypercholesterolemia. Chapter 9 Cas9 system, including a
includes a new Problem-Solving Exercise that guides students study in which a genetic
through assessing possible new treatments for bacterial infections mutation for the disease
by blocking quorum sensing. Chapter 11 discusses current research tyrosinemia was corrected
trying to genetically modify rice (a C3 crop) so that it is capable of in mice. Finally, the discus-
carrying out C4 photosynthesis to increase yields. In Chapter 12, sion of ethical consider-
the mechanism of chromosome movement in bacteria has been ations has been updated
updated and more cell cycle control checkpoints have been added, to include a recent report
including one proposed by researchers in 2014. of scientists using the
CRISPR-Cas9 system to edit
a gene in human embryos,
UNIT 3 THE GENETIC BASIS OF LIFE along with a discussion
In Chapters 13–17, we have incorporated changes that help of the ethical questions
students grasp the more abstract concepts of genetics and their raised by such experi-
chromosomal and molecular underpinnings. For example, a new ments, such as its usage in
Visual Skills Question with Figure 13.6 asks students to identify the gene drive approach to
where in the three life cycles haploid cells undergo mitosis, and combat carrying of diseases

6 HIGHLIGHTS OF NEW CONTENT

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by mosquitoes. In Chapter 20, in addition to the usual updates of Chikungunya, and Zika viruses (Figure 26.10) and discovery of
sequence-related data (speed of sequencing, number of species’ the largest virus known to date. A discussion has been added of
genomes sequenced, etc.), there are several research updates, mosquito transmission of diseases and concerns about the effects
including some early results from the new Roadmap Epigenom- of global climate change on disease transmission. Students are
ics Project and results from a 2015 study focusing on 414 impor- provided many opportunities to practice their visual skills,
tant yeast genes. with many new Visual Skills Questions on topics ranging
from interpreting phylogenetic trees to predicting which
regions of a bacterial flagellum are hydrophobic. The unit
UNIT 4 EVOLUTION also contains new content on tree thinking, emphasizing such
A major goal for this revision was to strengthen how we help key points as how sister groups provide a clear way to describe
students understand and interpret visual representations of evolutionary relationships and how trees do not show a “direc-
evolutionary data and concepts. Toward this end, we have tion” in evolution. Other major content changes include new
added a new figure (Figure 25.8), “Visualizing the Scale of Geo- text in Concepts 27.4, and 28.1 on the 2015 discovery of the
logic Time,” and a new figure (Figure 23.12) on gene flow. Lokiarchaeota, a group of archaea that may represent the sister
Another new figure (Figure 22.5, “Visualizing Phylogenetic group of the eukaryotes, new text in Concept 27.6 describing
Relationships”) introduces the visual conventions used in the CRISPR-Cas9 system and a new figure (Figure 27.21) that
phylogenetic trees and helps students understand what such illustrates one example of how CRISPR-Cas 9 technology has
trees do and don’t convey. Several figures have been revised to opened new avenues of research on HIV, and new material in
improve the presentation of data, including Figure 24.6 (on Concept 29.3 describing how early forests contributed to global
reproductive isolation in mosquitofish), Figure 24.10 (on allo- climate change (in this case, global cooling). A new Problem-
polyploid speciation), and Figure 25.25 (on the origin of the Solving Exercise in Chapter 34 engages students in interpret-
insect body plan). The unit also features new material that con- ing data from a study investigating whether frogs can acquire
nects evolutionary concepts and societal problems. Examples resistance to a fungal pathogen through controlled exposure to
include text in Chapter 21 on the 2015 discovery of teixobactin, it. Other updates include the revision of many phylogenies to
an antibiotic that is effective against some hard-to-treat patho- reflect recent phylogenomic data, new chapter-opening stories in
gens, a new discussion Chapter 31 (on how mycorrhizae link trees of different species)
in Chapter 24 on the Figure 23.12 Gene flow and local and Chapter 33 (on the “blue dragon,” a mollusc that preys on the
adaptation in the Lake Erie water highly toxic Portuguese man-of-war), new text and a new figure
impact of climate change
snake (Nerodia sipedon). (Figure 34.37) on the adaptations of the kangaroo rat to its arid envi-
on hybrid zones, and a
new Problem-Solving ronment, and new material in Concept 34.7, including a new figure
Exercise in Chapter 24 on (Figure 34.52) describing fossil and DNA evidence indicating that
how hybridization may humans and Neander- Figure 34.53 Fossils of hand and
have led to the spread thals interbred, produc- foot bones of Homo naledi.
of insecticide resistance ing viable offspring. The
genes in mosquitoes that discussion of human
transmit malaria. The evolution also includes
unit also includes new new text and a new figure
chapter-opening sto- (Figure 34.53) on Homo
ries in Chapter 21 (on naledi, the most recently
a moth whose features discovered member of
illustrate the concepts the human evolutionary
of unity, diversity, and lineage.
adaptation) and Chap-
ter 25 (on the discovery
of whale bones in the
Sahara Desert). Addi- UNIT 6 PLANTS: STRUCTURE AND FUNCTION
tional changes include A major aim in revising Chapter 35 was to help students better
new text in Concept 21.3 understand how primary and secondary growth are related.
emphasizing how popu- New Visualizing Figure 35.11 enables students to picture growth
lations can evolve over at the cellular level. Also, the terms protoderm, procambium,
short periods of time, new text and a new figure (Figure 22.22) and ground meristem have been introduced to underscore the
on horizontal gene transfer from prokaryotes to eukaryotes, a transition of meristematic to mature tissues. A new flowchart
new table (Table 23.1) highlighting the five conditions required (Figure 35.24) summarizes growth in a woody shoot. New
for a population to be in Hardy-Weinberg equilibrium, and new text and a figure (Figure 35.26) focus on genome analysis of
material in Concept 25.1 describing how researchers recently Arabidopsis ecotypes, relating plant morphology to ecology
succeeded for the first time in constructing a “protocell” in and evolution. In Chapter 36, new Figure 36.8 illustrates the
which replication of a template strand of RNA could occur. fine branching of leaf veins, and information on phloem-
xylem water transfer has been updated. New Make Connec-
tions Figure 37.10 highlights mutualism across kingdoms and
UNIT 5 THE DIVERSITY OF LIFE domains. Figure 37.13 and the related text include new find-
Chapter 26, the first chapter of this unit, features a new section ings on how some soil nitrogen derives from weathering of
that covers bacterial defenses against bacteriophages and describes rocks. New Figure 38.3 clarifies how the terms carpel and pistil
the CRISPRCas9 system (Figure 26.7); updates include the Ebola, are related. The text on flower structure and the angiosperm

HIGHLIGHTS OF NEW CONTENT 7

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life cycle figure identify carpels as megasporophylls and following core ecological topics: life tables, per capita popu-
stamens as microsporophylls, correlating with the plant lation growth, intrinsic rate of increase (“r ”), exponential
evolution discussion in Unit 5. In Concept 38.3, the current population growth, logistic population growth, density
problem of glyphosate-resistant crops is discussed in detail. A dependence, species interactions (in particular, parasitism,
revised Figure 39.7 helps students visualize how cells elongate. commensalism, and mutualism), and MacArthur and Wil-
Figure 39.8 now addresses apical dominance in a Guided Tour son’s island biogeography model. The revision also includes
format. Information about the role of sugars in controlling api- a deeper integration of evolutionary principles, including a
cal dominance has been added. In Concept 39.4, a new Prob- new Key Concept (51.5) and two new figures (Figures 51.22
lem-Solving Exercise highlights how global climate change and 51.23) on the reciprocal effects of ecology and evolution,
affects crop productivity. Figure 39.26 on defense responses new material in Concept 51.4 on how the geographic distribu-
against pathogens has been simplified and improved. tions of species are shaped by a combination of evolutionary
history and ecological factors, and five new Make Connec-
tions Questions that ask students to examine how ecological
UNIT 7 ANIMALS: STRUCTURE AND FUNCTION and evolutionary mechanisms interact. In keeping with our
A major goal of the Unit 7 revision was to transform how stu- goal of expanding and strengthening our coverage of climate
dents interact with and learn from representations of anatomy change, we have added a new discussion and a new figure
and physiology. For example, gastrulation is now introduced (Figure 51.20) on how climate change has affected the distri-
with a Visualizing Figure (Figure 46.8) that provides a clear and bution of a keystone species, a new section of text in Concept
carefully paced introduction to three-dimensional processes 55.2 on how climate change affects NPP, a new figure (Figure
that may be difficult for students to grasp. In addition, a num- 55.8) on how climate change has caused an increase in
ber of the new and revised figures help students explore spatial wildfires and insect outbreaks, a new Problem-Solving Exer-
relationships in anatomical contexts, such as the interplay of cise in Chapter 55 that explores how insect outbreaks induced
lymphatic and cardiovascular circulation (Figure 43.15) and by climate change
can cause an eco- Figure 55.8 Climate change,
the relationship of the limbic system to overall brain structure
system to switch wildfires, and insect outbreaks.
(Figure 49.14). A new Problem-Solving Exercise in Chapter 41
taps into student interest in medical mysteries through a case from a carbon sink
study that explores the science behind laboratory testing to a carbon source,
and diagnosis. Content updates help students appreciate the a new figure (Fig-
continued evolution of our understanding of even familiar ure 56.29) on the
phenomena, such as the sensation of thirst (Concept 44.4) greenhouse effect,
and the locomotion of kangaroos and jellies (Concept 50.6). new text in Concept
Furthermore, new text and figures introduce students to 56.4 on biological
cutting-edge technology relating to such topics as RNA-based effects of climate
antiviral defense in invertebrates (Figure 47.4) and rapid, com- change, and a new
prehensive characterization of viral exposure (Figure 47.24), as Make Connec-
well as recent discoveries regarding brown fat in adult humans tions Figure (Figure
(Figure 40.16), the microbiome (Figure 42.17), partheno- 56.30) on how cli-
genesis (Concept 45.1), and magnetoreception (Concept 50.1). mate change affects
As always, there is fine-tuning of pedagogy, as in discussions of all levels of biologi-
the complementary roles of inactivation and voltage gating of cal organization.
ion channels during action potential formation (Concept 48.3). Additional updates
include a new figure
Figure 42.17 Variation in human gut microbiome at (Figure 53.25) on
different life stages. per capita ecologi-
cal footprints, a new
chapter-opening story in Chapter 54 on a seemingly unlikely
mutualism between a shrimp and a much larger predatory
fish, new text in Concept 54.1 emphasizing that each partner
in a mutualism experiences both benefits and costs, new
text in Concept 54.1 describing how the outcome of an eco-
logical interaction can change over time, two new figures
(Figures 54.29 and 54.30) on the island equilibrium model, a
new figure (Figure 54.31) documenting two shrew species as
unexpected hosts of the Lyme disease, new text in Concept
56.1 comparing extinction rates today with those typically
seen in the fossil record, and a new discussion and figure
(Figure 56.22) on the restoration of a degraded urban stream.
UNIT 8 THE ECOLOGY OF LIFE
The Ecology Unit has been extensively revised for the Eleventh
Edition. We have reorganized and improved the concep-
tual framework with which students are introduced to the

8 HIGHLIGHTS OF NEW CONTENT

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Ready-to-Go Teaching Modules for Instructors
NEW! Ready-to-Go Teaching Modules help instructors efficiently make
use of the best teaching tools before, during, and after class.

The Ready-to-Go Teaching

Modules incorporate
the best that the text,
MasteringBiology, and
Learning Catalytics have to
offer, along with new ideas for
in-class activities. The modules
can be accessed through the
Instructor Resources area of
MasteringBiology.

Instructors can easily incorporate active learning

into their courses using suggested activity ideas and
questions. Videos demonstrate how the activities can
be used in class.

Learning CatalyticsTM
allows students to use
their smartphone, tablet,
or laptop to respond to
questions in class. Visit
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READY-TO-GO TEACHING MODULES FOR INSTRUCTORS 9

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