Students construct paper recombinant plasmids to simulate the methods genetic engineers use to create modified bacteria. They learn what role enzymes, DNA and genes play in the modification of organisms. For the particular model they work on, they isolate a mammal insulin gene and combine it with a bacteria's gene sequence (plasmid DNA) for production of the protein insulin.

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:Identify bacterial diseases that caused historically important plagues and epidemicsDescribe the link between biofilms and foodborne diseasesExplain how overuse of antibiotic may be creating “super bugs”Explain the importance of MRSA with respect to the problems of antibiotic resistance

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

By the end of this section, you will be able to:Describe the evolutionary history of prokaryotesDiscuss the distinguishing features of extremophilesExplain why it is difficult to culture prokaryotes

By the end of this section, you will be able to:Identify the macronutrients needed by prokaryotes, and explain their importanceDescribe the ways in which prokaryotes get energy and carbon for life processesDescribe the roles of prokaryotes in the carbon and nitrogen cycles

By the end of this section, you will be able to:Describe the basic structure of a typical prokaryoteDescribe important differences in structure between Archaea and Bacteria

By the end of this section, you will be able to:Name examples of prokaryotic and eukaryotic organismsCompare and contrast prokaryotic cells and eukaryotic cellsDescribe the relative sizes of different kinds of cellsExplain why cells must be small

By the end of this section, you will be able to:Describe the Calvin cycleDefine carbon fixationExplain how photosynthesis works in the energy cycle of all living organisms

By the end of this section, you will be able to:Identify and describe the properties of lifeDescribe the levels of organization among living thingsRecognize and interpret a phylogenetic treeList examples of different sub disciplines in biology

In this lesson, the students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell's survival. Bacteria are single-celled organisms that are very important to engineers. Engineers can use bacteria to break down toxic materials in a process called bioremediation, and they can also kill or disable harmful bacteria through disinfection.

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.

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.