Campbell Biology: Australian and New Zealand edition (11e) : 9781488613715

Campbell Biology: Australian and New Zealand edition (11e)

Urry / Meyers / Cain / Wasserman / Minor
Published by
Pearson Australia
In stock
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Campbell Biology continues to provide Australian and New Zealand students and lecturers clear and engaging content, innovative art and photos, plus, fully integrated media resources to enhance teaching and learning.

To engage students in developing a deeper understanding of biology, this edition challenges them to apply their knowledge and skills to a variety of new hands-on activities and exercises in the text and online.

Content updates throughout the text reflect rapidly evolving research, and new learning tools include Problem-Solving Exercises, Visualising Figures, Visual Skills Questions, and more.

Table of contents
  • 1 Evolution, the Themes of Biology, and Scientific Inquiry
  • 2 The Chemical Context of Life
  • 3 Water and Life
  • 4 Carbon and the Molecular Diversity of Life
  • 5 The Structure and Function of Large Biological Molecules
  • 6 A Tour of the Cell
  • 7 Membrane Structure and Function
  • 8 An Introduction to Metabolism
  • 9 Cellular Respiration and Fermentation
  • 10 Photosynthesis
  • 11 Cell Communication
  • 12 The Cell Cycle
  • 13 Meiosis and Sexual Life Cycles
  • 14 Mendel and the Gene Idea
  • 15 The Chromosomal Basis of Inheritance
  • 16 The Molecular Basis of Inheritance
  • 17 Gene Expression: From Gene to Protein
  • 18 Regulation of Gene Expression
  • 19 Viruses
  • 20 DNA Tools and Biotechnology
  • 21 Genomes and Their Evolution
  • 22 Descent with Modification: A Darwinian View of Life
  • 23 The Evolution of Populations
  • 24 The Origin of Species
  • 25 The History of Life on Earth
  • 26 Phylogeny and the Tree of Life
  • 27 Bacteria and Archaea
  • 28 Protists
  • 29 Plant Diversity I: How Plants Colonised Land
  • 30 Plant Diversity II: The Evolution of Seed Plants
  • 31 Fungi
  • 32 An Overview of Animal Diversity
  • 33 An Introduction to Invertebrates
  • 34 The Origin and Evolution of Vertebrates
  • 35 Vascular Plant Structure, Growth, and Development
  • 36 Resource Acquisition and Transport in Vascular Plants
  • 37 Soil and Plant Nutrition
  • 38 Angiosperm Reproduction and Biotechnology
  • 39 Plant Responses to Internal and External Signals
  • 40 Basic Principles of Animal Form and Function
  • 41 Animal Nutrition
  • 42 Circulation and Gas Exchange
  • 43 The Immune System
  • 44 Osmoregulation and Excretion
  • 45 Hormones and the Endocrine System
  • 46 Animal Reproduction
  • 47 Animal Development
  • 48 Neurons, Synapses, and Signalling
  • 49 Nervous Systems
  • 50 Sensory and Motor Mechanisms
  • 51 Animal Behaviour
  • 52 An Introduction to Ecology and the Biosphere
  • 53 Population Ecology
  • 54 Community Ecology
  • 55 Ecosystems and Restoration Ecology
  • 56 Conservation Biology and Global Change Protists

Download the detailed table of contents >

New to this edition
  • NEW! Visualising Figures teach students how to interpret diagrams and models in biology. Embedded questions give students practice applying visual skills as they read the figure.
  • NEW! Visual Skills Questions give students practice interpreting illustrations and photos in the text.
  • NEW! Problem-Solving exercises guide students in applying scientific skills and interpreting real data in the context of solving a real-world problem.
  • NEW! Figure Walkthroughs guide students through key figures with narrated explanations, figure markups, and questions that reinforce important points.
  • EXPANDED! Draw It exercises give students practice creating visuals. Students are asked to put pencil to paper and draw a structure, annotate a figure, or graph experimental data.
  • The impact of climate change at all levels of the biological hierarchy is explored throughout the text
  • Content updates reflect rapid, ongoing changes in technology and knowledge in the fields of genomics, gene editing technology (CRISPR), evolutionary biology, microbiology, and more.
Features & benefits
  • Each chapter is organised around a framework of 3 to 7 Key Concepts that focus on the big picture and provide a context for supporting details
  • Concept Check questions throughout the chapter encourage students to read the text actively.
    • What If? Questions ask students to apply what they’ve learned.
    • Make Connections Questions ask students to relate content in the chapter to material presented earlier in the course.
  • Summary of Key Concepts refocuses students on the main points of the chapter.
  • Evolution, the fundamental theme of biology, is emphasised throughout. Every chapter has a section explicitly relating the chapter content to evolution
  • Make Connections Figures pull together content from different chapters, providing a visual representation of big picture relationships.
  • Make Connections Questions in every chapter ask students to relate content in the chapter to material presented earlier in the course.
  • Scientific Skills exercises use real data to build key skills needed for biology, including data analysis, graphing, experimental design, and math skills.
Author biography

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 .

Noel Meyers completed his Ph.D. in plant pollination biology at the University of Queensland. With the CSIRO Division of Plant Industry he has completed two postdoctoral research fellowships. For his teaching Noel won an Australian Award for University Teaching and a Pearson Uniserve Award for his contributions to science students’ learning. He earned a Fellowship of the Higher Education Research and Development Society of Australasia (FHERDSA). Noel dedicates his life to science education.

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
behaviour 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 Campbell 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 Campbell BIOLOGY, Jane has been a coauthor on all the Campbell texts.

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 Campbell BIOLOGY.

Bernard N. Cooke graduated as a teacher. He took up roles as discipline leader of science in several schools. He then trained teachers, before working as an academic. Bernie is well known for his work on kangaroo behaviour, and for his work on the famed fangaroo—the fossilised remains of a carnivorous kangaroo.

David McKay has 30 years’ experience in teaching and research and has received several awards for excellence in university teaching and administration including a national award for his work on transition and enabling programs. David has degrees at the bachelor, masters and Ph.D. levels in biochemistry and molecular biology and has published over 30 papers in these areas as well as written two introductory texts
on molecular biology.

Alwyn Grenfell has over 40 years’ experience in teaching and research in the natural sciences, particularly the environmental and earth sciences. He holds a Bachelor of Science degree with first class honours and a Ph.D. in science as well as formal qualifications in education. Alwyn’s strong commitment to encouraging and improving learning by science students is reflected in his leadership of a number of projects that have been successful in making science more accessible and engaging for students.

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