Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Explain the need for nitrogen fixation and how it is accomplishedIdentify foods in which prokaryotes are used in the processingDescribe the use of prokaryotes in bioremediationDescribe the beneficial effects of bacteria that colonize our skin and digestive tracts

Students use a simple pH indicator to measure how much CO2 is produced during respiration, at rest and after exercising. They begin by comparing some common household solutions in order to determine the color change of the indicator. They review the concepts of pH and respiration and extend their knowledge to measuring the effectiveness of bioremediation in the environment.

In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.

In this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced to the process of bioremediation and several examples of how bioremediation is used during the cleanup of environmental contaminants.

Students investigate decomposers and the role of decomposers in maintaining the flow of nutrients in an environment. Students also learn how engineers use decomposers to help clean up wastes in a process known as bioremediation. This lesson concludes a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Students learn about a special branch of engineering called bioremediation, which is the use of living organisms to aid in the clean-up of pollutant spills. Students learn all about bioremediation and see examples of its importance. In the associated activity, students conduct an experiment and see bioremediation in action!

A general introduction to the diverse roles of microorganisms in natural and artificial environments. Topics include: cellular architecture, energetics, and growth; evolution and gene flow; population and community dynamics; air, water, and soil microbiology; biogeochemical cycling; and microorganisms in biodeterioration, bioremediation, and pest control.

A hypothetical scenario is introduced in which the class is asked to apply their understanding of the forces that drive natural selection to prepare a proposal along with an environmental consulting company to help clean up an area near their school that is contaminated with trichloroethylene (TCE). Students use the Avida-ED software application to test hypotheses for evolving (engineering) a strain of bacteria that can biodegrade TCE, resulting in a non-hazardous clean-up solution. Conduct this design challenge activity after completion of the introduction to digital evolution activity, Studying Evolution with Digital Organisms.

This unit covers the processes of photosynthesis, extinction, biomimicry and bioremediation. In the first lesson on photosynthesis, students learn how engineers use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system. In the next lesson on species extinction, students learn that it is happening at an alarming rate. Students discover that the destruction of habitat is the main reason many species are threatened and how engineers are trying to stop this habitat destruction. The third lesson introduces students to the idea of biomimicry or looking to nature for engineering ideas. And, in the fourth and final lesson, students learn about a specialty branch of engineering called bioremediation the use of living organisms to aid in the clean up of pollutant spills.

In a class demonstration, students observe a simple water cycle model to better understand its role in pollutant transport. This activity shows one way in which pollution is affected by the water cycle; it simulates a point source of pollution in a lake and the resulting environmental consequences.

This lesson will allow students to explore an important role of environmental engineers: cleaning the environment. Students will learn details about the Exxon Valdez oil spill, which was one of the most publicized and studied environmental tragedies in history. In the accompanying activity, they will try many "engineered" strategies to clean up their own manufactured oil spill and learn the difficulties of dealing with oil released into our waters.

Students culture cells in order to find out which type of surfactant (in this case, soap) is best at removing bacteria. Groups culture cells from unwashed hands and add regular bar soap, regular liquid soap, anti-bacterial soap, dishwasher soap, and hand sanitizer to the cultures. The cultures are allowed to grow for two days and then the students assess which type of soap design did the best job of removing bacteria cells from unwashed hands. Students extend their knowledge of engineering and surfactants for different environmental applications.

In this activity, students act as environmental engineers involved with the clean up of a toxic spill. Using bioremediation as the process, students select which bacteria they will use to eat up the pollutant spilled. Students learn how engineers use bioremediation to make organism degrade harmful chemicals. Engineers must make sure bacteria have everything they need to live and degrade contaminants for bioremediation to happen. Students learn about the needs of living things by setting up an experiment with yeast. The scientific method is reinforced as students must design the experiment themselves making sure they include a control and complete parts of a formal lab report.

Focuses on the geotechnical aspects of hazardous waste management, with specific emphasis on the design of land-based waste containment structures and hazardous waste remediation. Introduction to hazardous waste; definition of hazardous waste, regulatory requirements, waste characteristics, geo-chemistry, and contaminant transport. The design and operation of waste containment structures, landfills, impoundments, and mine-waste disposal. The characterization and remediation of contaminated sites, the superfund law, preliminary site assessment, site investigation techniques, and remediation technologies. Monitoring requirements.