David M. Hillis
(University of Texas at Austin)
Mary V. Price
(University of California, Riverside)
Richard W. Hill
(Michigan State University)
David W. Hall
Marta J. Laskowski
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Principles of Life 3e Sample Chapters 5 and 14
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NEW! THINK LIKE A SCIENTISTA major goal of the new edition is to align the text withthe Vision and Change recommendations, especially asthey relate to the students’ acquisition of the six corecompetencies. TLAS boxes explicitly develop these corecompetencies, and have been designed specifically to teachstudents the skills needed to become functional, practical,effective scientists. TLAS questions are high level and aimto have students integrate concepts across the chapter oracross chapters, and ask students to do something.
NEW! LEARNING OBJECTIVESLearning Objectives are provided at the start of each Key Concept.The goal of Learning Objectives is to help students focus theirattention as they read each section. At the end of each section, wereinforce the Learning Objectives with exercises/questions in Review& Apply. Learning Objectives encourage active learning, and studentfocus on mastering concepts and skills.
NEW! ACTIVE LEARNING GUIDEThe Active Learning Guide provides extensive resources and supportfor implementing active learning techniques in any classroom, largeor small. This all-new guide provides instructors with a thoroughintroduction to the concepts, techniques, and benefits of activelearning. Chapter-by-chapter guidance provides strategies for how tobest utilize learning resources in Principles of Life to teach in a moreactive format.
NEW! CHAPTER OPENER WITH QUESTIONA short introduction with an attention-grabbing photo and compellingquestion gives students something to ponder while reading andstudying the chapter. The chapter ends with a return to the questionand some discussion of the answer.
NEW! VISUAL SUMMARIESVisual Summaries conclude every chapter,providing students with a visually-compellingchecklist, emphasizing major chapterconcepts through key figures, bullets, andlower-level Bloom’s questions. The VisualSummary ensures students have mastered themajor points of the chapter. The content is laidout so as to facilitate referencing back to theoriginal chapter text and figures, and directingstudents to relevant animations and activities.NEW! IN-FIGURE QUESTIONSIncorporated into figures, these questions are designed to engagestudents and help them think about the implications of the figure/diagram. In-figure questions tend to be lower level Bloom’s, and areoften amenable to in-class discussion.
NEW! REVIEW & APPLYThis new feature is designed to briefly summarize theprevious section, and to help students master concepts andcompetencies through questions. R&A questions are conceptspecific,aligning with the Learning Objectives. With theexception of introductory concepts, R&A questions tend to behigher level Bloom’s, and when possible, ask students to engagein an activity-based answer.
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