Chapter 1. BIOLOGY: HOW LIFE WORKS

BIOLOGY: HOW LIFE WORKS

James Morris

BRANDEIS UNIVERSITY

Daniel Hartl

HARVARD UNIVERSITY

Andrew Knoll

HARVARD UNIVERSITY

Robert Lue

HARVARD UNIVERSITY

ANDREW BERRY, ANDREW BIEWENER, BRIAN FARRELL, N. MICHELE HOLBROOK, NAOMI PIERCE, ALAIN VIEL

HARVARD UNIVERSITY

PUBLISHER Susan Winslow

LEAD DEVELOPMENTAL EDITOR Lisa Samols

SENIOR DEVELOPMENTAL EDITOR Susan Moran

DEVELOPMENTAL EDITOR Erica Pantages Frost

EDITORIAL ASSISTANTS Yassamine Ebadat, Jane Taylor

REVIEW COORDINATOR Donna Brodman

PROJECT MANAGER Karen Misler

ART MANAGER Carolyn Deacy

EDITORIAL RESEARCH AND DEVELOPMENT Shannon Howard

MARKET DEVELOPMENT MANAGER Lindsey Veautour

ASSOCIATE DIRECTOR OF MARKETING Debbie Clare

LEAD ASSESSMENT AUTHOR Melissa Michael

ASSESSMENT AUTHORS/TEAM LEADERS Mark Hens, John Merrill, Randall Phillis, Debra Pires

ART AND MEDIA DIRECTOR Robert Lue, Harvard University

MANAGER OF DIGITAL DEVELOPMENT Amanda Dunning

SENIOR DEVELOPMENT EDITOR FOR TEACHING & LEARNING STRATEGIES Elaine Palucki

SENIOR MEDIA PRODUCER Keri Fowler

PROJECT EDITOR Robert Errera

MANUSCRIPT EDITOR Nancy Brooks

DESIGN MGMT. design

SENIOR ILLUSTRATION COORDINATOR Bill Page

ILLUSTRATIONS Imagineering

CREATIVE DIRECTOR Mark Mykytiuk, Imagineering

ART DIRECTOR Diana Blume

LAYOUT ARTIST Tom Carling, Carling Design Inc.

PHOTO EDITOR Christine Buese

PHOTO RESEARCHERS Jacquelin Wong and Deborah Anderson

PRODUCTION MANAGER Paul Rohloff

COMPOSITION MPS Limited

PRINTING AND BINDING Quad Graphics-Versailles

Library of Congress Control Number: 2012948406

ISBN-13: 978-1-4292-1870-2

ISBN-10: 1-4292-1870-3

International Edition

ISBN-13: 978-1-4641-5601-4

ISBN-10: 1-4641-5601-8

© 2013 by W. H. Freeman and Company. All rights Reserved.

Printed in the united states of America

Third printing

Macmillan

W. H. Freeman and Company

41 Madison Avenue

New York, NY 10010

Houndmills, Basingstoke RG21 6XS, England

www.macmillanhighereducation.com/international

www.whfreeman.com

ABOUT THE AUTHORS

James R. Morris is Associate Professor in the Biology Department at Brandeis University. He teaches introductory biology, as well as a wide variety of courses for majors and non-majors in evolution, genetics, genomics, and anatomy. In addition, he teaches a first-year seminar focusing on Darwin’s On the Origin of Species. He is the recipient of numerous teaching awards. His research focuses on the rapidly growing field of epigenetics, using the fruit fly Drosophila melanogaster as a model organism. He currently pursues this research with undergraduates in order to give them the opportunity to do genuine, laboratory-based research early in their scientific careers. Dr. Morris received a PhD in genetics from Harvard University and an MD from Harvard Medical School. He was a Junior Fellow in the Society of Fellows at Harvard University, has given talks to the public on current science at the Museum of Science in Boston, and works on promoting public understanding of personal genetics and genomics.

Daniel L. Hartl is Higgins Professor of Biology in the Department of Organismic and Evolutionary Biology at Harvard university. He has taught highly popular courses in genetics and evolution at both the introductory and advanced levels. His lab studies molecular evolutionary genetics and population genetics and genomics. Dr. Hartl is the recipient of the Samuel Weiner Outstanding Scholar Award and the Medal of the Stazione Zoologica Anton Dohrn, Naples. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences. He has served as President of the Genetics Society of America and President of the Society for Molecular Biology and Evolution. Dr. Hartl’s PhD was awarded by the University of Wisconsin, and he did postdoctoral studies at the university of California, Berkeley. Before joining the Harvard faculty, he served on the faculties of the University of Minnesota, Purdue University, and Washington University Medical School. In addition to publishing more than 350 scientific articles, Dr. Hartl has authored or coauthored 30 books.

Andrew H. Knoll is Fisher Professor of Natural History in the Department of Organismic and Evolutionary Biology at Harvard University. He is also Professor of Earth and Planetary Sciences. Dr. Knoll teaches introductory courses in both departments. His research focuses on the early evolution of life, Precambrian environmental history, and the interconnections between the two. He has also worked extensively on the early evolution of animals, mass extinction, and plant evolution. He currently serves on the science team for NASA’s mission to Mars. Dr. Knoll received the Phi Beta Kappa Book Award in Science for Life on a Young Planet. Other honors include the Paleontological Society Medal and Wollaston Medal of the Geological Society, London. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences, and the American Philosophical Society. He received his PhD from Harvard University and then taught at Oberlin College before returning to Harvard.

Robert A. Lue is Professor in the Department of Molecular and Cellular Biology and Director of Life Science Education at Harvard University. He regularly teaches courses in Harvard’s first-year Life Sciences program and upper-level courses in cell biology. He has a long-standing commitment to interdisciplinary teaching and research, and chaired the faculty committee that developed an integrated science course to serve science majors and premedical students. Dr. Lue has also developed award-winning multimedia, including the animation “The Inner Life of the Cell.” He has coauthored undergraduate biology textbooks and chaired education conferences on college biology for the National Academies and the National Science Foundation and on diversity in science for the Howard Hughes Medical Institute and the National Institutes of Health. He also founded and directs a Harvard Life Sciences outreach program that serves over 50 high schools. He received his PhD from Harvard University.

Andrew Berry is Lecturer in the Department of Organismic and Evolutionary Biology and an undergraduate advisor in the Life Sciences at Harvard University. He teaches courses in Harvard’s first-year Life Sciences program, as well as courses on evolution and Darwin. His research interests are in evolutionary biology and the history of science. He has coauthored two books: Infinite Tropics, a collection of the writings of Alfred Russel Wallace, and DNA: The Secret of Life, which is part history, part exploration of the controversies swirling around DNA-based technology.

Andrew A. Biewener is Charles P. Lyman Professor of Biology in the Department of organismic and Evolutionary Biology at Harvard University and Director of the Concord Field Station. He teaches both introductory and advanced courses in anatomy, physiology, and biomechanics. His research focuses on the comparative biomechanics and neuromuscular control of mammalian and avian locomotion, with relevance to biorobotics. He is currently Deputy Editor-in-Chief for the Journal of Experimental Biology. He also served as President of the American Society of Biomechanics.

Brian D. Farrell is Professor of Biology in the Department of Organismic and Evolutionary Biology at Harvard University and Curator of Entomology in the Museum of Comparative Zoology. He has collaborated with Los Niños de Leonardo y Meredith in the Dominican Republic to teach children about native insects, and participates in an All Taxa Biodiversity Inventory of the Boston Harbor Islands National Recreation Area. His research focuses on the interplay of adaptation and historical contingency in species diversification, particularly of beetles. In 2011-2012, Dr. Farrell was a Fulbright Scholar to the Universidad Autonoma de Santo Domingo.

N. Michele Holbrook is Charles Bullard Professor of Forestry in the Department of organismic and Evolutionary Biology at Harvard University. She teaches an introductory course on biodiversity as well as advanced courses in plant biology. She studies the physics and physiology of vascular transport in plants with the goal of understanding how constraints on the movement of water and solutes between soil and leaves influences ecological and evolutionary processes.

Naomi E. Pierce is Hessel Professor of Biology in the Department of organismic and Evolutionary Biology at Harvard University and Curator of Lepidoptera in the Museum of Comparative Zoology. She studies and teaches animal behavior and behavioral ecology. Her lab focuses on the ecology of species interactions, such as insect-host plant associations, and on the life-history evolution and systematics of Lepidoptera. She has also been involved in reconstructing the evolutionary tree of life of insects such as ants, bees, and butterflies.

Alain Viel is Director of Undergraduate Research and Senior Lecturer in the Department of Molecular and Cellular Biology at Harvard University. He teaches research-based courses as well as courses in molecular biology and biochemistry. He is a founding member of BioVisions, a collaboration between scientists, teaching faculty, students, and multimedia professionals that focuses on science visualization. Dr. Viel worked with his colleague and Biology: How Life Works coauthor Robert Lue on the animation “The Inner Life of the Cell.”

Biology: How Life Works Assessment Authors

Melissa Michael, Lead Assessment Author, is Director for Core Curriculum and Assistant Director for Undergraduate Instruction for the School of Molecular and Cellular Biology at the University of Illinois at Urbana-Champaign. A cell biologist, she primarily focuses on the continuing development of the School’s undergraduate curricula. She is currently engaged in several projects aimed at improving instruction and assessment at the course and program levels. She continues to work in several different arenas to improve undergraduate biology education.

Mark Hens is Associate Professor of Biology at the University of North Carolina at Greensboro. He has taught introductory biology at this institution since 1996. He is the director of his department’s Introductory Biology Program and is chair of the university’s General Education Council. In these administrative capacities, he leads efforts on his campus to establish learning objectives and develop assessment tools. Dr. Hens is a National Academies Education Mentor at the National Academies/HHMI Summer Institute for Undergraduate Education in Biology. He also serves on the advisory board of an NSF-funded project focused on the assessment of student learning in college science curricula.

John Merrill is Director of the Biological Sciences Program in the College of Natural Science at Michigan State University. This program administers the core biology course sequence required for all science majors. In recent years, Dr. Merrill has focused his research on teaching and learning. With the support of several NSF grants, he is exploring innovative classroom interventions coupled to enhanced assessment. A particularly active area is the use of computers to analyze student’s written responses to conceptual assessment questions, with the goal of making it easier to use open-response questions in large-enrollment classes.

Randall Phillis is Associate Professor of Biology at the University of Massachusetts Amherst. He has taught in the majors introductory biology course at this institution for 19 years and is a National Academies Education Mentor in the Life Sciences. With help from the PEW Center for Academic Transformation (1999), he has been instrumental in transforming the introductory biology course to an active learning format that makes use of classroom communication systems. He also participates in an NSF-funded project to design model-based reasoning assessment tools for use in class and on exams. These tools are being designed to develop and evaluate student scientific reasoning skills, with a focus on topics in introductory biology.

Debra Pires is an Academic Administrator at the University of California, Los Angeles. She teaches the introductory courses in the Life Sciences Core Curriculum. Her research focuses on creating assessment tools to evaluate how well students understand concepts taught in the introductory courses and how well they retain those concepts during their time at UCLA. Student Learning Outcome (SLO)-centered assessments have become a major component of the introductory curriculum, and workshops with faculty in two departments have begun to help instructors develop rubrics and assessment strategies that are aligned with the goals of the long-term study.

BRIEF CONTENTS

PART 1    FROM CELLS TO ORGANISMS

CHAPTER 1     LIFE
          Chemical, Cellular, and Evolutionary Foundations     1-1

? CASE 1     The First Cell: Life’s Origins    C1-1

CHAPTER 2     THE MOLECULES OF LIFE     2-1

CHAPTER 3     NUCLEIC ACIDS AND THE ENCODING OF BIOLOGICAL INFORMATION     3-1

CHAPTER 4     TRANSLATION AND PROTEIN STRUCTURE     4-1

CHAPTER 5     ORGANIZING PRINCIPLES
          Lipids, Membranes, and Cell Compartments     5-1

CHAPTER 6     MAKING LIFE WORK
          Capturing and Using Energy     6-1

CHAPTER 7     CELLULAR RESPIRATION
          Harvesting Energy from Carbohydrates and Other Fuel Molecules     7-1

CHAPTER 8     PHOTOSYNTHESIS
          Using Sunlight to Build Carbohydrates     8-1

? CASE 2     Cancer: When Good Cells Go Bad C2-2

CHAPTER 9     CELL COMMUNICATION     9-1

CHAPTER 10     CELL FORM AND FUNCTION
          Cytoskeleton, Cellular Junctions, and Extracellular Matrix     10-1

CHAPTER 11     CELL DIVISION
          Variations, Regulation, and Cancer     11-1

? CASE 3     You, From A to T: Your Personal Genome C3-2

CHAPTER 12     DNA REPLICATION AND MANIPULATION     12-1

CHAPTER 13     GENOMES     13-1

CHAPTER 14     MUTATION AND DNA REPAIR     14-1

CHAPTER 15     GENETIC VARIATION     15-1

CHAPTER 16     MENDELIAN INHERITANCE     16-1

CHAPTER 17     BEYOND MENDEL
          Sex Chromosomes, Linkage, and Organelles     17-1

CHAPTER 18     THE GENETIC AND ENVIRONMENTAL BASIS OF COMPLEX TRAITS     18-1

CHAPTER 19     GENETIC AND EPIGENETIC REGULATION     19-1

CHAPTER 20     GENES AND DEVELOPMENT     20-1

? CASE 4     Malaria: Co-Evolution of Humans and a Parasite C4-2

CHAPTER 21     EVOLUTION
          How Genotypes and Phenotypes Change over Time     21-1

CHAPTER 22     SPECIES AND SPECIATION     22-1

CHAPTER 23     EVOLUTIONARY PATTERNS
          Phylogeny and Fossils     23-1

CHAPTER 24     HUMAN ORIGINS AND EVOLUTION     24-1

PART 2     FROM ORGANISMS TO THE ENVIRONMENT

CHAPTER 25     CYCLING CARBON     25-1

? CASE 5     The Human Microbiome: Diversity Within C5-1

CHAPTER 26     BACTERIA AND ARCHAEA     26-1

CHAPTER 27     EUKARYOTIC CELLS
          Origins and Diversity     27-1

CHAPTER 28     BEING MULTICELLULAR     28-1

? CASE 6     Agriculture: Feeding a Growing Population C6-2

CHAPTER 29     PLANT STRUCTURE AND FUNCTION
          Moving Photosynthesis onto Land     29-1

CHAPTER 30     PLANT REPRODUCTION
          Finding Mates and Dispersing Young     30-1

CHAPTER 31     PLANT GROWTH AND DEVELOPMENT
          Building the Plant Body     31-1

CHAPTER 32     PLANT DEFENSE
          Keeping the World Green     32-1

CHAPTER 33     PLANT DIVERSITY     33-1

CHAPTER 34     FUNGI
          Structure, Function, and Diversity     34-1

? CASE 7     Predator-Prey: A Game of Life and Death C7-1

CHAPTER 35     ANIMAL NERVOUS SYSTEMS     35-1

CHAPTER 36     ANIMAL SENSORY SYSTEMS AND BRAIN FUNCTION     36-1

CHAPTER 37     ANIMAL MOVEMENT
          Muscles and Skeletons     37-1

CHAPTER 38     ANIMAL ENDOCRINE SYSTEMS     38-1

CHAPTER 39     ANIMAL CARDIOVASCULAR AND RESPIRATORY SYSTEMS     39-1

CHAPTER 40     ANIMAL METABOLISM, NUTRITION, AND DIGESTION     40-1

CHAPTER 41     ANIMAL RENAL SYSTEMS
          Water and Waste     41-1

CHAPTER 42     ANIMAL REPRODUCTION AND DEVELOPMENT     42-1

CHAPTER 43     ANIMAL IMMUNE SYSTEMS     43-1

? CASE 8     Biodiversity Hotspots: Rain Forests and Coral Reefs C8-1

CHAPTER 44     ANIMAL DIVERSITY     44-1

CHAPTER 45     ANIMAL BEHAVIOR     45-1

CHAPTER 46     POPULATION ECOLOGY     46-1

CHAPTER 47     SPECIES INTERACTIONS, COMMUNITIES, AND ECOSYSTEMS     47-1

CHAPTER 48     THE ANTHROPOCENE
          Humans as a Planetary Force     48-1

       QUICK CHECK ANSWERS     Q-1

       GLOSSARY     G-1

       CREDITS/SOURCES     CS-1

       INDEX     I-1

VISION AND STORY OF

Dear Students and Instructors,

We wrote this book in recognition of recent and exciting changes in biology, education, and technology. There was a time when introductory biology could cover all of biology over the course of a single year. This is no longer possible. The amount of scientifi c information has grown exponentially, necessitating that we, as teachers, rethink the role of introductory biology and the resources that support it. One goal remains paramount: to help students think like biologists. To think like a biologist means understanding key concepts that span all of biology. It means being able to communicate in the shared language of biologists. It means recognizing the powerful ability of evolution to explain both the unity and diversity of life. It means thinking about how biological research can help solve some of the world’s most pressing issues, from cancer to infectious diseases to biodiversity loss to climate change.

We have also noticed a change in the way biological problems are approached. We now have a “parts list” of genes and proteins for how life works, and many scientists today are focused on how the parts work together. As a result, we can no longer divide information into discrete topics. To prepare students for science as it is currently practiced, we must integrate concepts from different areas of biology as well as from other scientifi c disciplines.

What is particularly exciting for us as teachers is that the remarkable changes in the science of biology are paralleled by a new appreciation for and understanding of how students learn. There is now good evidence that teaching students only by lecturing does not lead to mastery of core concepts. Lecturing alone does not help develop the scientifi c skills and habits of mind that students need to become successful scientists and health-care workers or thoughtful, scientifi cally informed citizens. Students learn most effectively when they are actively involved in their learning and construct their own knowledge through a combination of lectures, problem solving, hands-on experiences, and collaborative work.

At the same time, technology is transforming how and where students access information. The Internet provides all kinds of information at a click. There is no need for a modern textbook to be a reference book. What, then, is the role of a textbook? A textbook needs to be selective, help students see connections between seemingly disparate topics, and make the material engaging and relevant. Technology is also making possible new and unprecedented ways to visualize biological processes and provide interactive ways for students to learn.

To support 21st-century student learning and instructor teaching, we feel that it is time to rethink what takes place both in and out of the introductory biology classroom and to reimagine the resources that can best support these efforts. Biology: How Life Works provides an integrated set of resources to engage students, encourage critical thinking, help students make connections, and provide a framework for further studies.

Sincerely,

The Biology: How Life Works author team

BIOLOGY: HOW LIFE WORKS

Rethinking Biology

For the Biology: How Life Works team, it has been an exciting experience to reimagine what a resource for today’s students should look like. We began with the question, “What do we want students to understand and apply at the end of the course?” Once we decided where we wanted students to end up, we started asking other questions: What content should be covered? How should it be organized? How should it be delivered—in the narrative, a figure, an animation? What questions should we ask students to gauge their understanding? What questions should we ask to help students work toward that understanding? Through this process of questioning and answering, one point became clear—we’d have to start from scratch and build Biology: How Life Works from the ground up.

Rethinking biology means rethinking the text, visual program, and assessment.

Rethinking biology required rethinking the way a textbook is created. Ordinarily, textbooks are developed by first writing chapters, then making decisions about art and images, and finally, once the book is complete, assembling a test bank and ancillary media. This process dramatically limits integration across resources and reduces art, media, and assessments to supplements rather than essential resources for student learning.

Biology: How Life Works is the first project to develop three pillars of learning—the text, visual program, and assessment—at the same time. These three pillars are all tied to the same set of core concepts, share a common language, and use the same visual palette. In this way, the visual program and assessments are integral parts of student learning, rather than accessories to the text. In addition, every concept is conveyed and explored in multiple ways, allowing for authentic learning.

Rethinking biology means rethinking: THE TEXT

Biology: How Life Works includes a text that is uniquely integrated, selective, and thematic.

INTEGRATED

Textbooks commonly present biology as a series of minimally related chapters. This style of presentation lends itself to memorization and offers students little guidance on how concepts connect to one another and to the bigger picture. Biology: How Life Works moves away from this model and toward an integrated approach. Across the book, we present chemistry in context, and cover structure and function together. We introduce the flow of information in a cell where it makes the most conceptual sense and use cases as a framework for connecting and assimilating information.

SELECTIVE

With the ever-increasing scope of biology, it is unrealistic to expect the majors course or a textbook to cover everything. From the start, we envisioned Biology: How Life Works not as a reference book for all of biology, but as a resource focused on foundational concepts, terms, and experiments. We explain fundamental topics carefully, with an appropriate amount of supporting detail. This allows students to more easily identify, understand, and apply critical concepts. In this way, students will leave an introductory biology class with a framework on which to build.

THEMATIC

We wrote Biology: How Life Works with six themes in mind. Deciding on these themes in advance helped us make decisions about which concepts to include and how to organize them. Introduced in Chapter 1 and revisited throughout the text, the themes provide a framework that helps students see biology as a set of connected concepts. In particular, we emphasize the theme of evolution for its ability to explain and predict so many patterns in biology.

1. We learn how life works by applying the scientific method, which involves making observations, generating hypotheses, and testing hypotheses through experiment and observation.
2. Life works according to fundamental principles of chemistry and physics. All organisms share a limited number of molecules and chemical processes.
3. All of the chemical and physical functions of life are packaged within cells. Multicellular organisms function by the differentiation and coordinated operation of many cells.
4. Both the features that organisms share and those that set them apart are explained by evolution. Variation exists within as well as between species.
5. Organisms interact in nature, with basic features of anatomy, physiology, and behavior shaping the ecological systems that sustain life.
6. Humans have emerged as major agents in ecology and evolution. Our future welfare depends, in part, on improving our knowledge of how life works.

Rethinking biology means rethinking: THE VISUAL PROGRAM

The Biology: How Life Works visual program—all art and visual media—is an integrated, engaging, visual framework for understanding and connecting concepts.

INTEGRATED

Just as we decided on a consistent vocabulary to explain concepts and processes, we also created a consistent “visual language.” This means that across Biology: How Life Works—whether students are looking at a figure in the book, watching an animation, or interacting with a simulation—they see a consistent use of color, shapes, and design. Having a coherent, integrated visual program allows students to recognize concepts they have already encountered, and assimilate new information.

ENGAGING

We have a shared goal with instructors—we want students to want to learn more. Cognitive science tells us visualization is tremendously effective at triggering student interest and passion. With that in mind, the Biology: How Life Works team committed to designing and developing a visual program with the same attention and care that goes into text development. Every image—still and in motion—engages students by being vibrant, clear, and approachable. The result is a visual environment that pulls students in, deepens their interest, and helps them see a world of biological processes.

VISUAL FRAMEWORK

Scientists often build a contextual picture, or visual framework, in their mind upon which they hang facts and connect ideas. To help students think like biologists, our visual program deliberately provides this type of framework. Individual figures present foundational concepts; Visual Synthesis figures tie together multiple concepts across multiple chapters; animations bring these figures to life, allowing students to explore concepts in space and time; and simulations have students interact with the concepts. Collectively, this visual framework gives students a way to contextualize information—to move seamlessly back and forth between the big picture and the details, from the basic to the complex.

Rethinking biology means rethinking: ASSESSMENT

Biology: How Life Works represents a groundbreaking departure from traditional assessment materials. Written by leaders in science education in collaboration with the authors, our assessments are fully integrated with the text and visual program, span the full range of Bloom’s Taxonomy, and are properly aligned.

INTEGRATED

If assessment is important, it cannot be ancillary—it must be integral to the learning process. Each time an instructor asks a student to engage with Biology: How Life Works—whether it is reading a chapter, watching an animation, or working through an experiment—the opportunity to assess that experience exists. This unprecedented level of integration results from developing assessments alongside the text and visual program. This parallel development also allows for consistency of language and focus, helping students connect what they have read with the questions they are being asked to answer.

RANGE

For the first time, instructors in majors biology have access to a set of thoughtfully developed, peer-reviewed formative and summative assessments. Most test banks consist entirely of low-order, recall questions. Consequently, instructors wanting to teach and test at a range of levels are left with the time-consuming task of creating their own higher-order questions. The Biology: How Life Works assessment team has done the “heavy lifting” of question writing for instructors—providing assessments that span everything from recall to synthesis. They are designed to be used in a range of settings (pre-class, in-class, post-class, and exam) and come in a variety of formats (multiple choice, multiple true/false, free response). In addition to questions, our assessments include in-class activities and interactive, online exercises.

ALIGNED

Traditionally, assessment questions are provided as test banks, organized by chapter but not as a series designed to work together. We believe questions aren’t just for testing—they are for teaching. To help instructors assess students in more meaningful ways, we wrote and organized sets of questions we call progressions. Progressions include formative and summative assessment—reading comprehension questions, in-class activities, post-class assignments, and exam questions—all properly aligned with the text’s core concepts. Used in sequence, questions within a progression provide a connected learning path for students and a suggested teaching path for instructors.

AUTHORING BIOLOGY: HOW LIFE WORKS

Biology: How Life Works is authored by a team of nationally recognized scientists and educators.

James Morris, Lead Author, Brandeis University

Daniel Hartl, Lead Author, Harvard University

Andrew Knoll, Lead Author, Harvard University

Robert Lue, Lead Author and Visual Program Director, Harvard University

Andrew Berry, Author, Harvard University

Andrew Biewener, Author, Harvard University

Brian Farrell, Author, Harvard University

N. Michele Holbrook, Author, Harvard University

Naomi Pierce, Author, Harvard University

Alain Viel, Author, Harvard University

Melissa Michael, Lead Assessment Author, University of Illinois at Urbana-Champaign

Mark Hens, Assessment Author, University of North Carolina at Greensboro

John Merrill, Assessment Author, Michigan State University

Randall Phillis, Assessment Author, University of Massachusetts Amherst

Debra Pires, Assessment Author, University of California, Los Angeles

The mission of Biology: How Life Works is not to cover all of biology, but to provide a proper introduction. This selective approach requires a large team of educators who are experts in their respective fields. Because the authors possess an intimate knowledge of their fields, they were able to step back and consider where their fields have been, what questions are currently being asked, and where they are heading. It is only with a collective perspective that Biology: How Life Works is able to present contemporary biology in a complete but selective manner.

The multi-author approach was also necessary for the amount of writing, design, development, and collaboration this project required. With the text, visual program, and assessments all being developed in parallel, Biology: How Life Works needed more than one author. Additionally, the level of integration, creativity, and new ideas present in the three pillars of Biology: How Life Works was largely achieved by having a community of authors who were able to dialogue, discuss, and debate.

At the same time, Biology: How Life Works has a single voice. This is possible because every chapter, image, animation, and assessment flowed through one author, James Morris. In this way, it benefits from multi-author expertise while telling a single, cohesive story.

In sum, the size of the author team is purposeful and directly supports the goals of the project.

KEY FEATURES SUPPORTING THE VISION AND STORY OF BIOLOGY: HOW LIFE WORKS

TOPIC COVERAGE AND ORDER: The goal of a single narrative of biology is supported by the Table of Contents. a select number of important and purposeful changes. Below is an annotated table of

KEY FEATURES SUPPORTING THE VISION AND STORY OF BIOLOGY: HOW LIFE WORKS

The book’s chapters and sections are arranged in a familiar way to be used in a range of introductory biology courses, with contents, highlighting these changes and the reasons behind them.

CONNECTED LEARNING PATH

The authors of Biology: How Lile Works rethought the standard pedagogical tools like chapter summaries and end-of-chapter questions. Each element purposefully relates to the same set of core concepts and functions as a connected learning path for students.

Core Concepts listed at the beginning of each chapter map to the chapter’s numbered sections and give students a preview of what ideas they should know by the time they finish reading. We built each chapter around core concepts in order to focus on the most important and overarching ideas in any one topic.

Throughout the chapter, Quick Checks ask students to pause and make sure they’re ready to move on to the next idea. These brief questions pointedly ask the student to demonstrate a full understanding of a tough topic before reading on.

Students revisit the core concepts in the Core Concepts Summary. Here, they can remind themselves of the big-picture ideas from the beginning of the chapter and see them in the context of key supporting ideas.

Students test their understanding of core concepts with Self-Assessments. These assessments, along with the online answer guides, allow students to see for themselves whether or not they have understood the major ideas of the chapter.

Learning doesn’t end when the printed chapter ends. A wealth of media organized by core concept, including dynamic, zoomable Visual Synthesis figures, animations, and simulations, reinforce what students have read. Assessments give students opportunities to apply what they have learned and hone problem-solving skills.

Instructors can use and assign material from a set of questions we call progressions. Progressions offer questions designed as a sequence to use before, during, and after lecture. Progressions help instructors align the questions they ask on exams to the in-class activities and homework questions they have students engage in before an exam.

VISUAL SYNTHESIS FIGURES

Just as we integrate topics in biology to create a single narrative, it’s our goal to extend integration to the media by creating a seamless path from the book to all online materials. Visual Synthesis figures represent one way that we integrate the text and media. In the book, a Visual Synthesis figure is a two-page spread and serves as a visual summary integrating concepts across multiple chapters. These figures help students look beyond chapter divisions and see how concepts combine to tell a single story. Students continue their exploration online, where they can interact with a dynamic Visual Synthesis figure. Zooming in and out, students can explore both the big picture and the details, building a framework for how concepts connect and relate. The Visual Synthesis figure also functions as a launch pad to other resources, like animations, simulations, and assessment questions.

ANIMATIONS AND SIMULATIONS

Biological processes are not static—they are dynamic, always in motion. We use animations as an engaging and revealing way to bring biological processes to life, place them in context, and give students an intuitive sense of how these processes work.

Some concepts are best learned by doing, rather than by reading or watching. Biology: How Life Works simulations allow students to explore biological processes directly and problem solve by doing. Each simulation asks students to work within or break a system, and assessment questions lead students through the system so they can work through a core concept.

The animations and simulations are available independently but are also integrated into the online, zoomable Visual Synthesis figures. In exploring the Visual Synthesis figure, students can watch animations, answer assessment questions, and interact with simulations to guide them through the illustration.

CASES AND CASE ACTIVITIES

Biology is best understood when presented using real and engaging examples as a framework for putting information together. One of the ways we provide this framework is through cases. Each case begins with a two-page essay, providing background and raising questions about the case’s subject. Those questions are answered in subsequent chapters, reinforcing information students have already learned and providing a framework for learning new information. For example, our case about malaria is introduced before the set of chapters on evolution and is revisited in each of these chapters where it serves to reinforce important evolutionary concepts.

The Case Activities tie chapter core concepts and cases together, showing students again how what they are learning is relevant to their lives and to a larger picture of biology. We created several activities, varying in length and complexity, for each case. Activities can be assigned as homework or used in class, giving instructors the ability to choose what kind of activity best fits their course needs.

HOW DO WE KNOW? FIGURES AND ACTIVITIES

Biology is not just about what we know, but also how we know what we know. An important skill that introductory students must develop is asking questions and forming hypotheses like scientists. Therefore, we introduce key experiments in the narrative flow of the text and then visually unpack the steps of scientific inquiry in How Do We Know? figures. These figures emphasize that science is a process of asking and answering questions and convey an authentic sense of scientific inquiry.

The exploration of How Do We Know? continues with online activities that emphasize using the scientific method. A How Do We Know? activity begins with a tutorial that reviews the experimental design of the text figure, followed by questions that ask students to apply what they learned to new experiments, as well as predict how different variables shape the outcome of the experiment. Our goal is to ensure that students understand the concepts covered in the How Do We Know? figures, and that they are able to apply the concepts to new situations or experiments.

In keeping with our modern approach, we are taking full advantage of the online environment and making Biology: How Life Works dynamic. We will continually update and add to our collection of online assessments, visual media, and activities based on feedback, our continued interaction with the teaching community, and the needs of students and instructors.

ACKNOWLEDGMENTS

A book like this one is a team effort, and we have had the good fortune of working with a remarkable, caring, and dedicated team. First and foremost, we would like to thank the thousands of students we have collectively taught. Their curiosity, intelligence, and enthusiasm have been sources of motivation for all of us. Our teachers and mentors have likewise provided us with models of patience, persistence, and inquisitiveness that we bring into our own teaching and research. They encourage us to be lifelong learners, teachers, and scholars.

We all feel very lucky to be a partner with W. H. Freeman and Company. From the start, they have embraced our project, giving us the space and room to carve out something unique, while at the same time providing guidance, support, and input from the broader community of instructors and students.

Susan Winslow, our publisher, deserves special thanks for her ability to expertly juggle all aspects of this first edition, keeping a watchful eye on important trends in education and science, carefully listening to what we wanted to do, and providing a gentle nudge from time to time.

This book represents a genuine, rewarding, and unique partnership with a team of assessment leaders and authors. We especially thank and acknowledge the contributions of lead assessment author Melissa Michael and assessment team leaders Mark Hens, John Merrill, Randall Phillis, and Debra Pires. We all learned a great deal about pedagogy and how to use questions as tools for teaching, not just testing.

We also especially thank Mark Hens of the University of North Carolina at Greensboro for his contribution to several chapters, and Kirsten Weir, an award-winning science writer and editor, who helped us to set the tone, write, and put together the case introductions.

Lead developmental editor Lisa Samols has just the right touch—she has the ability to listen as well as offer intelligent suggestions; she is serious with a touch of humor; she is quiet but persistent. Senior developmental editor Susan Moran has an eye for detail and the uncanny ability to read the manuscript like a student. Developmental editor Erica Pantages Frost brought intelligence and thoughtfulness to her edits.

Karen Misler kept us all on schedule in a clear and firm, but always understanding and compassionate, way. Thanks also to Dusty Friedman, who helped us start this project on schedule. Carolyn Deacy expertly managed the art program, keeping all the various components coordinated and offering intelligent advice, and Bill Page coordinated our initial relationship with Imagineering.

Shannon Howard, who focused on editorial research and development, and Lindsey Veautour, our market development manager, are remarkable for their energy and enthusiasm, and their creativity in ways to reach out to instructors and students.

We thank Robert Errera for coordinating the move from manuscript to the page. We also thank Diana Blume, our art director, and Tom Carling, the layout artist. Together, they managed the look and feel of the book, coming up with creative solutions for page layout.

Imagineering under the patient and intelligent guidance of Mark Mykytiuk provided creative, insightful art to complement, support, and reinforce the text. Christine Buese, our photo editor, and Jacquelin Wong and Deborah Anderson, our photo researchers, provided us with a steady stream of stunning photos, and never gave up on hard-to-find shots.

On the digital media front, we thank Amanda Dunning for her editorial insight into making pedagogically useful media tools, and Keri Fowler for managing and coordinating the media and websites. They both took on this project with dedication, persistence, enthusiasm, and attention to detail that we deeply appreciate.

We are very grateful to Debbie Clare for her work in marketing, Elaine Palucki for her insight into teaching and learning strategies, Donna Brodman for coordinating the many reviewers, and Yassamine Ebadat and Jane Taylor for their consistent and tireless support.

We are also extremely grateful for all of the hard work and expertise of the sales representatives, regional managers, and regional sales specialists. We have enjoyed meeting and working with this dedicated sales staff, who are the ones that ultimately put the book in the hands of instructors for the first time.

We would also like to acknowledge Charles Smith and Neil Patterson for their early support of the author team and helping to foster the idea that would eventually become How Life Works, and special thanks to Charles for many spectacular photos that appear throughout the book.

Countless reviewers made invaluable contributions to this book and deserve special thanks. From catching mistakes to suggesting new and innovative ways to organize the content, they provided substantial input to the book. They brought their collective years of teaching to the project, and their suggestions are tangible in every chapter.

And none of this would have been possible without the support, inspiration, and encouragement of our families.

Contributors

Thank you to all the instructors who worked in collaboration with the authors and assessment authors to write Biology: How Life Works assessments, activities, and exercises.

Allison Alvarado, University of California, Los Angeles

Peter Armbruster, Georgetown University

Zane Barlow-Coleman, formerly of University of Massachusetts Amherst

James Bottesch, Brevard Community College

Jessamina Blum, Yale University

Jere Boudell, Clayton State University

David Bos, Purdue University

Laura Ciaccia West, Yale University*

Laura DiCaprio, Ohio University

Tod Duncan, University of Colorado Denver

Cindy Giff en, University of Wisconsin Madison

Paul Greenwood, Colby College

Stanley Guff ey, University of Tennessee, Knoxville

Alison Hill, Duke University

Meg Horton, University of North Carolina at Greensboro

Kerry Kilburn, Old Dominion University

Jo Kurdziel, University of Michigan

David Lampe, Duquesne University

Brenda Leady, University of Toledo

Sara Marlatt, Yale University*

Kelly McLaughlin, Tufts University

Brad Mehrtens, University of Illinois at Urbana-Champaign

Nancy Morvillo, Florida Southern College

Jennifer Nauen, University of Delaware

Kavita Oommen, Georgia State University

Patricia Phelps, Austin Community College

Melissa Reedy, University of Illinois at Urbana-Champaign

Lindsay Rush, Yale University*

Sukanya Subramanian, Collin College

Michelle Withers, West Virginia University

*Graduate a student, Yale University Scientific Teaching Fellow

Reviewers, Class Testers, and Focus Group Participants

Thank you to all the instructors who reviewed and/or class tested chapters, art, assessment questions, and other Biology: How Life Works materials.

Thomas Abbott, University of Connecticut

Tamarah Adair, Baylor University

Sandra Adams, Montclair State University

Jonathon Akin, University of Connecticut

Eddie Alford, Arizona State University

Chris Allen, College of the Mainland

Sylvester Allred, Northern Arizona University

Shivanthi Anandan, Drexel University

Andrew Andres, University of Nevada, Las Vegas

Michael Angilletta, Arizona State University

Jonathan Armbruster, Auburn University

Jessica Armenta, Lone Star College System

Brian Ashburner, University of Toledo

Andrea Aspbury, Texas State University

Nevin Aspinwall, Saint Louis University

Felicitas Avendano, Grand View University

Yael Avissar, Rhode Island College

Ricardo Azpiroz, Richland College

Jessica Baack, Southwestern Illinois College

Charles Baer, University of Florida

Brian Bagatto, University of Akron

Alan L. Baker, University of New Hampshire

Ellen Baker, Santa Monica College

Mitchell Balish, Miami University

Teri Balser, University of Florida

Paul Bates, University of Minnesota, Duluth

Michel Baudry, University of Southern California

Jerome Baudry, University of Tennessee, Knoxville

Mike Beach, Southern Polytechnic State University

Andrew Beall, University of North Florida

Gregory Beaulieu, University of Victoria

John Bell, Brigham Young University

Michael Bell, Richland College

Rebecca Bellone, University of Tampa

Anne Bergey, Truman State University

Laura Bermingham, University of Vermont

Aimee Bernard, University of Colorado, Denver

Annalisa Berta, San Diego State University

Joydeep Bhattacharjee, University of Louisiana, Monroe

Arlene Billock, University of Louisiana, Lafayette

Daniel Blackburn, Trinity College

Mark Blackmore, Valdosta State University

Justin Blau, New York University

Andrew Blaustein, Oregon State University

Mary Bober, Santa Monica College

Robert Bohanan, University of Wisconsin, Madison

Jim Bonacum, University of Illinois at Springfield

Laurie Bonneau, Trinity College

David Bos, Purdue University

James Bottesch, Brevard Community College

Jere Boudell, Clayton State University

Nancy Boury, Iowa State University

Matthew Brewer, Georgia State University

Mirjana Brockett, Georgia Institute of Technology

Andrew Brower, Middle Tennessee State University

Heather Bruns, Ball State University

Jill Buettner, Richland College

Stephen Burnett, Clayton State University

Steve Bush, Coastal Carolina University

David Byres, Florida State College at Jacksonville

James Campanella, Montclair State University

Darlene Campbell, Cornell University

Jennifer Campbell, North Carolina State University

John Campbell, Northwest College

David Canning, Murray State University

Richard Cardullo, University of California, Riverside

Sara Carlson, University of Akron

Jeff Carmichael, University of North Dakota

Dale Casamatta, University of North Florida

Anne Casper, Eastern Michigan University

David Champlin, University of Southern Maine

Rebekah Chapman, Georgia State University

Samantha Chapman, Villanova University

Mark Chappell, University of California, Riverside

P. Bryant Chase, Florida State University

Young Cho, Eastern New Mexico University

Tim Christensen, East Carolina University

Steven Clark, University of Michigan

Ethan Clotfelter, Amherst College

Catharina Coenen, Allegheny College

Mary Colavito, Santa Monica College

Craig Coleman, Brigham Young University

Alex Collier, Armstrong Atlantic State University

Sharon Collinge, University of Colorado, Boulder

Jay Comeaux, McNeese State University

Reid Compton, University of Maryland

Ronald Cooper, University of California, Los Angeles

Victoria Corbin, University of Kansas

Asaph Cousins, Washington State University

Will Crampton, University of Central Florida

Kathryn Craven, Armstrong Atlantic State University

Scott Crousillac, Louisiana State University

Kelly Cude, College of the Canyons

Stanley Cunningham, Arizona State University

Karen Curto, University of Pittsburgh

Bruce Cushing, The University of Akron

Rebekka Darner, University of Florida

James Dawson, Pittsburg State University

Elizabeth De Stasio, Lawrence University

Jennifer Dechaine, Central Washington University

James Demastes, University of Northern Iowa

D. Michael Denbow, Virginia Polytechnic

Institute and State University Joseph

Dent, McGill University

Terry Derting, Murray State University

Jean DeSaix, University of North Carolina at Chapel Hill

Donald Deters, Bowling Green State University

Hudson DeYoe, The University of Texas, Pan American

Leif Deyrup, University of the Cumberlands

Laura DiCaprio, Ohio University

Jesse Dillon, California State University, Long Beach

Frank Dirrigl, The University of Texas, Pan American

Kevin Dixon, Florida State University

Elaine Dodge Lynch, Memorial University of Newfoundland

Hartmut Doebel, George Washington University

Jennifer Doll, Loyola University, Chicago

Logan Donaldson, York University

Blaise Dondji, Central Washington University

Christine Donmoyer, Allegheny College

James Dooley, Adelphi University

Jennifer Doudna, University of California, Berkeley

John DuBois, Middle Tennessee State University

Richard Duhrkopf, Baylor University

Kamal Dulai, University of California, Merced

Arthur Dunham, University of Pennsylvania

Mary Durant, Lone Star College System

Roland Dute, Auburn University

Andy Dyer, University of South Carolina, Aiken

William Edwards, Niagara University

John Elder, Valdosta State University

William Eldred, Boston University

David Eldridge, Baylor University

Inge Eley, Hudson Valley Community College

Lisa Elfring, University of Arizona

Richard Elinson, Duquesne University

Kurt Elliott, Northwest Vista College

Miles Engell, North Carolina State University

Susan Erster, Stony Brook University

Joseph Esdin, University of California, Los Angeles

Jean Everett, College of Charleston

Brent Ewers, University of Wyoming

Melanie Fierro, Florida State College at Jacksonville

Michael Fine, Virginia Commonwealth University

Jonathan Fingerut, St. Joseph’s University

Ryan Fisher, Salem State University

David Fitch, New York University

Paul Fitzgerald, Northern Virginia Community College

Jason Flores, University of North Carolina at Charlotte

Matthias Foellmer, Adelphi University

Barbara Frase, Bradley University

Caitlin Gabor, Texas State University

Michael Gaines, University of Miami

Jane Gallagher, The City College of New

York, The City University of New York

Kathryn Gardner, Boston University

J. Yvette Gardner, Clayton State University

Gillian Gass, Dalhousie University

Jason Gee, East Carolina University

Topher Gee, University of North Carolina at Charlotte

Vaughn Gehle, Southwest Minnesota State University

Tom Gehring, Central Michigan University

John Geiser, Western Michigan University

Alex Georgakilas, East Carolina University

Peter Germroth, Hillsborough Community College

Arundhati Ghosh, University of Pittsburgh

Carol Gibbons Kroeker, University of Calgary

Phil Gibson, University of Oklahoma

Cindee Giff en, University of Wisconsin, Madison

Matthew Gilg, University of North Florida

Sharon Gillies, University of the Fraser Valley

Leonard Ginsberg, Western Michigan University

Florence Gleason, University of Minnesota

Russ Goddard, Valdosta State University

Miriam Golbert, College of the Canyons

Jessica Goldstein, Barnard College, Columbia University

Steven Gorsich, Central Michigan University

Sandra Grebe, Lone Star College System

Robert Greene, Niagara University

Ann Grens, Indiana University, South Bend

Theresa Grove, Valdosta State University

Stan Guff ey, The University of Tennessee

Nancy Guild, University of Colorado, Boulder

Lonnie Guralnick, Roger Williams University

Laura Hake, Boston College

Kimberly Hammond, University of

California, Riverside

Paul Hapeman, University of Florida

Luke Harmon, University of Idaho

Sally Harmych, University of Toledo

Jacob Harney, University of Hartford

Sherry Harrel, Eastern Kentucky University

Dale Harrington, Caldwell Community College and Technical Institute

J. Scott Harrison, Georgia Southern University

Diane Hartman, Baylor University

Mary Haskins, Rockhurst University

Bernard Hauser, University of Florida

David Haymer, University of Hawaii

David Hearn, Towson University

Marshal Hedin, San Diego State University

Paul Heideman, College of William and Mary

Gary Heisermann, Salem State University

Brian Helmuth, University of South Carolina

Christopher Herlihy, Middle Tennessee State University

Albert Herrera, University of Southern California

Brad Hersh, Allegheny College

David Hicks, The University of Texas at Brownsville

Karen Hicks, Kenyon College

Alison Hill, Duke University

Kendra Hill, South Dakota State University

Jay Hodgson, Armstrong Atlantic State University

John Hoff man, Arcadia University

Jill Holliday, University of Florida

Sara Hoot, University of Wisconsin, Milwaukee

Margaret Horton, University of North Carolina at Greensboro

Lynne Houck, Oregon State University

Kelly Howe, University of New Mexico

William Huddleston, University of Calgary

Jodi Huggenvik, Southern Illinois University

Melissa Hughes, College of Charleston

Randy Hunt, Indiana University Southeast

Tony Huntley, Saddleback College

Brian Hyatt, Bethel College

Jeba Inbarasu, Metropolitan Community College

Colin Jackson, The University of Mississippi

Eric Jellen, Brigham Young University

Dianne Jennings, Virginia Commonwealth University

Scott Johnson, Wake Technical Community College

Mark Johnston, Dalhousie University

Susan Jorstad, University of Arizona

Stephen Juris, Central Michigan University

Julie Kang, University of Northern Iowa

Jonghoon Kang, Valdosta State University

George Karleskint, St. Louis Community College at Meramec

David Karowe, Western Michigan University

Judy Kaufman, Monroe Community College

Nancy Kaufmann, University of Pittsburgh

John Kauwe, Brigham Young University

Elena Keeling, California Polytechnic State University

Jill Keeney, Juniata College

Tamara Kelly, York University

Chris Kennedy, Simon Fraser University

Bretton Kent, University of Maryland

Jake Kerby, University of South Dakota

Jeff rey Kiggins, Monroe Community College

Scott Kight, Montclair State University

Stephen Kilpatrick, University of Pittsburgh, Johnstown

Kelly Kissane, University of Nevada, Reno

David Kittlesen, University of Virginia

Jennifer Kneafsey, Tulsa Community College

Jennifer Knight, University of Colorado, Boulder

Ross Koning, Eastern Connecticut State University

David Kooyman, Brigham Young University

Olga Kopp, Utah Valley University

Anna Koshy, Houston Community College

Todd Kostman, University of Wisconsin, Oshkosh

Peter Kourtev, Central Michigan University

William Kroll, Loyola University, Chicago

Dave Kubien, University of New Brunswick

Allen Kurta, Eastern Michigan University

Ellen Lamb, University of North Carolina at Greensboro

Troy Ladine, East Texas Baptist University

David Lampe, Duquesne University

Evan Lampert, Gainesville State College

James Langeland, Kalamazoo College

John Latto, University of California, Santa Barbara

Brenda Leady, University of Toledo

Jennifer Leavey, Georgia Institute of Technology

Hugh Lefcort, Gonzaga University

Brenda Leicht, University of Iowa

Craig Lending, The College at Brockport, The State University of New York

Nathan Lents, John Jay College of Criminal

Justice, The City University of New York

Michael Leonardo, Coe College

Army Lester, Kennesaw State University

Cynthia Littlejohn, University of Southern Mississippi

Zhiming Liu, Eastern New Mexico University

Jonathan Lochamy, Georgia Perimeter College

Suzanne Long, Monroe Community College

Julia Loreth, University of North Carolina at Greensboro

Jennifer Louten, Southern Polytechnic State University

Janet Loxterman, Idaho State University

Ford Lux, Metropolitan State College of Denver

Jose-Luis Machado, Swarthmore College

C. Smoot Major, University of South Alabama

Charles Mallery, University of Miami

Mark Maloney, Spelman College

Carroll Mann, Florida State College at Jacksonville

Carol Mapes, Kutztown University of Pennsylvania

Nilo Marin, Broward College

Diane Marshall, University of New Mexico

Heather Masonjones, University of Tampa

Scott Mateer, Armstrong Atlantic State University

Luciano Matzkin, The University of Alabama in Huntsville

Robert Maxwell, Georgia State University

Meghan May, Towson University

Douglas Meikle, Miami University

Michael McGinnis, Spelman College

Kathleen McGuire, San Diego State University

Maureen McHale, Truman State University

Shannon McQuaig, St. Petersburg College

Susan McRae, East Carolina University

Lori McRae, University of Tampa

Mark Meade, Jacksonville State University

Brad Mehrtens, University of Illinois at Urbana-Champaign

Michael Meighan, University of California, Berkeley

Richard Merritt, Houston Community College

Jennifer Metzler, Ball State University

James Mickle, North Carolina State University

Brian Miller, Middle Tennessee State University

Allison Miller, Saint Louis University

Yuko Miyamoto, Elon University

Ivona Mladenovic, Simon Fraser University

Marcie Moehnke, Baylor University

Chad Montgomery, Truman State University

Jennifer Mook, Gainesville State College

Daniel Moon, University of North Florida

Jamie Moon, University of North Florida

Jeanelle Morgan, Gainesville State College

David Morgan, University of West Georgia

Julie Morris, Armstrong Atlantic State University

Becky Morrow, Duquesne University

Mark Mort, University of Kansas

Nancy Morvillo, Florida Southern College

Anthony Moss, Auburn University

Mario Mota, University of Central Florida

Alexander Motten, Duke University

Tim Mulkey, Indiana State University

John Mull, Weber State University

Michael Muller, University of Illinois at Chicago

Beth Mullin, University of Tennessee, Knoxville

Paul Narguizian, California State University, Los Angeles

Jennifer Nauen, University of Delaware

Paul Nealen, Indiana University of Pennsylvania

Diana Nemergut, University of Colorado, Boulder

Kathryn Nette, Cuyamaca College

Jacalyn Newman, University of Pittsburgh

James Nienow, Valdosta State University

Alexey Nikitin, Grand Valley State University

Tanya Noel, York University

Fran Norfl us, Clayton State University

Celia Norman, Arapahoe Community College

Eric Norstrom, DePaul University

Jorge Obeso, Miami Dade College

Kavita Oommen, Georgia State University

David Oppenheimer, University of Florida

Joseph Orkwiszewski, Villanova University

Rebecca Orr, Collin College

Don Padgett, Bridgewater State College

Joanna Padolina, Virginia Commonwealth University

One Pagan, West Chester University

Kathleen Page, Bucknell University

Daniel Papaj, University of Arizona

Pamela Pape-Lindstrom, Everett Community College

Bruce Patterson, University of Arizona, Tucson

Shelley Penrod, Lone Star College System

Roger Persell, Hunter College, The City University of New York

John Peters, College of Charleston

Chris Petrie, Brevard Community College

Patricia Phelps, Austin Community College

Steven Phelps, The University of Texas at Austin

Kristin Picardo, St. John Fisher College

Aaron Pierce, Nicholls State University

Debra Pires, University of California, Los Angeles

Thomas Pitzer, Florida International University

Nicola Plowes, Arizona State University

Crima Pogge, City College of San Francisco

Darren Pollock, Eastern New Mexico University

Kenneth Pruitt, The University of Texas at Brownsville

Sonja Pyott, University of North Carolina at Wilmington

Rajinder Ranu, Colorado State University

Philip Rea, University of Pennsylvania

Amy Reber, Georgia State University

Ahnya Redman, West Virginia University

Melissa Reedy, University of Illinois at Urbana-Champaign

Brian Ring, Valdosta State University

David Rintoul, Kansas State University

Michael Rischbieter, Presbyterian College

Laurel Roberts, University of Pittsburgh

George Robinson, The University at Albany, The State University of New York

Peggy Rolfsen, Cincinnati State Technical and Community College

Mike Rosenzweig, Virginia Polytechnic

Institute and State University

Doug Rouse, University of Wisconsin, Madison

Yelena Rudayeva, Palm Beach State College

Ann Rushing, Baylor University

Shereen Sabet, La Sierra University

Rebecca Safran, University of Colorado

Peter Sakaris, Southern Polytechnic State University

Thomas Sasek, University of Louisiana, Monroe

Udo Savalli, Arizona State University

H. Jochen Schenk, California State University, Fullerton

Gregory Schmaltz, University of the Fraser Valley

Jean Schmidt, University of Pittsburgh

Andrew Schnabel, Indiana University, South Bend

Roxann Schroeder, Humboldt State University

David Schultz, University of Missouri, Columbia

Andrea Schwarzbach, The University of Texas at Brownsville

Erik Scully, Towson University

Robert Seagull, Hofstra University

Pramila Sen, Houston Community College

Alice Sessions, Austin Community College

Vijay Setaluri, University of Wisconsin

Jyotsna Sharma, The University of Texas at San Antonio

Elizabeth Sharpe-Aparicio, Blinn College

Patty Shields, University Of Maryland

Cara Shillington, Eastern Michigan University

James Shinkle, Trinity University

Rebecca Shipe, University of California, Los Angeles

Marcia Shofner, University of Maryland

Laurie Shornick, Saint Louis University

Jill Sible, Virginia Polytechnic Institute and State University

Allison Silveus, Tarrant County College

Kristin Simokat, University of Idaho

Sue Simon-Westendorf, Ohio University

Sedonia Sipes, Southern Illinois University, Carbondale

John Skillman, California State University, San Bernardino

Marek Sliwinski, University of Northern Iowa

Felisa Smith, University of New Mexico

John Sollinger, Southern Oregon University

Scott Solomon, Rice University

Morvarid Soltani-Bejnood, The University of Tennessee

Vladimir Spiegelman, University of Wisconsin, Madison

Chrissy Spencer, Georgia Institute of Technology

Kathryn Spilios, Boston University

Ashley Spring, Brevard Community College

Bruce Stallsmith, The University of Alabama in Huntsville

Jennifer Stanford, Drexel University

Barbara Stegenga, University of North

Carolina, Chapel Hill

Patricia Steinke, San Jacinto College, Central Campus

Asha Stephens, College of the Mainland

Robert Steven, University of Toledo

Eric Strauss, University of Wisconsin, La Crosse

Sukanya Subramanian, Collin College

Mark Sugalski, Southern Polytechnic State University

Brad Swanson, Central Michigan University

Ken Sweat, Arizona State University

David Tam, University of North Texas

Ignatius Tan, New York University

William Taylor, University of Toledo

Christine Terry, Lynchburg College

Sharon Thoma, University of Wisconsin, Madison

Pamela Thomas, University of Central Florida

Carol Thornber, University of Rhode Island

Patrick Thorpe, Grand Valley State University

Briana Timmerman, University of South Carolina

Chris Todd, University of Saskatchewan

Gail Tompkins, Wake Technical Community College

Martin Tracey, Florida International University

Randall Tracy, Worcester State University

James Traniello, Boston University

Bibit Traut, City College of San Francisco

Terry Trier, Grand Valley State University

Stephen Trumble, Baylor University

Jan Trybula, The State University of New York at Potsdam

Alexa Tullis, University of Puget Sound

Marsha Turell, Houston Community College

Mary Tyler, University of Maine

Marcel van Tuinen, University of North Carolina at Wilmington

Dirk Vanderklein, Montclair State University

Jorge Vasquez-Kool, Wake Technical Community College

William Velhagen, New York University

Dennis Venema, Trinity Western University

Laura Vogel, North Carolina State University

Jyoti Wagle, Houston Community College

Jeff Walker, University of Southern Maine

Gary Walker, Appalachian State University

Andrea Ward, Adelphi University

Fred Wasserman, Boston University

Elizabeth Waters, San Diego State University

Douglas Watson, The University of Alabama at Birmingham

Matthew Weand, Southern Polytechnic State University

Michael Weber, Carleton University

Cindy Wedig, The University of Texas, Pan American

Brad Wetherbee, University of Rhode Island

Debbie Wheeler, University of the Fraser Valley

Clay White, Lone Star College System

Lisa Whitenack, Allegheny College

Maggie Whitson, Northern Kentucky University

Stacey Wild East, Tennessee State University

Herbert Wildey, Arizona State University and Phoenix College

David Wilkes, Indiana University, South Bend

Lisa Williams, Northern Virginia Community College

Elizabeth Willott, University of Arizona

Mark Wilson, Humboldt State University

Ken Wilson, University of Saskatchewan

Bob Winning, Eastern Michigan University

Candace Winstead, California Polytechnic State University

Robert Wise, University of Wisconsin, Oshkosh

D. Reid Wiseman, College of Charleston

MaryJo Witz, Monroe Community College

David Wolfe, American River College

Kevin Woo, University of Central Florida

Denise Woodward, Penn State

Shawn Wright, Central New Mexico Community College

Grace Wyngaard, James Madison University

Aimee Wyrick, Pacifi c Union College

Joanna Wysocka-Diller, Auburn University

Ken Yasukawa, Beloit College

John Yoder, The University of Alabama

Kelly Young, California State University, Long Beach

James Yount, Brevard Community College

Min Zhong, Auburn University