Concepts of Biology

Reviewed by Tobili Sam-Yellowe, Professor, Cleveland State University on 1/12/15

Comprehensiveness rating: 4

The text is aimed at non majors biology students. It presents a full coverage of topics in biology appropriate for students that may not have a previous biology background. A table of contents is provided, key terms are defined at the end of each chapter, a comprehensive index is provided and an appendix is found at the end of the book. Review questions are found at the end of each chapter. Answers to review questions and "art connection" questions are also provided. The feature "Career in Action" is a nice addition for students who may not know what different biologists do for a living and what types of careers are available for biologists. Unit 5 covering "Animal Structure and Function" omits many useful details of organ and organ system structure and function.

Content Accuracy rating: 3

The text is generally accurate. There are omissions and errors that may confuse students. In Fig.1.9 the current taxonomic hierarchy as presented may be confusing to non majors and can be replaced with a figure like the one shown in Fig 12.3. In Fig 1.10, it will not be immediately obvious what "mats" are with reference to Archaea."Extremophiles" are not defined before its use in Fig.1.10. On page 38, in addition to van der Waals interactions, hydrophobic and other types of electrostatic interactions should be discussed. On page 42, the statement; "The blood in your veins is slightly alkaline (pH = 7.4)." is found in the text but "blood" is not included in the figure of the pH scale in Fig 2.12. On page 50, no plant sources of omega-3 fatty acids are provided. Also, an introduction of lipids as a type of macromolecule is needed In order for students to understand the relationship between phospholipids and fats. On page 14, for an example of macromolecules, before they are discussed use proteins or carbohydrates instead of nucleic acids to make it easier for students to relate. In Fig 2.17 "hydrophobic lipids" is redundant. In Fig 2.23, explain that DNA strands are antiparallel. In section 3.2, the prokaryotes should be introduced as bacteria and archaea. On page 69, an illustration for the importance of villi as modifications of the plasma membrane is provided abruptly with an example of celiac disease, antibody production to gluten and the resulting damage to villi. Students may not understand the illustration since immunity has not been discussed by this point. In Fig 3.21, the diagram depicting osmosis is misleading due to the height of water shown at a higher level on the right side of the figure. The discussion on energy is very detailed for this level. Figure 9.10 is too complicated and should be replaced by a simpler diagram. In Fig 9.14, the diagram should show replication of DNA (DNA<->DNA->RNA->Protein). Fig 9.19 is misleading. Fig 12.9 is moved up against the "art connection" heading. In section 13.1 the characteristics of prokaryotes are discussed and extremophiles are mentioned but no examples are given and the types of environments that support extremophiles are not mentioned. There is no discussion of the archaea. In some figures, the material summarized or the organization of the figure does not convey what is discussed in the text. For example, Fig 13.6 needs to be replaced as the illustration does not clearly show the differences between the cell wall of gram positive and gram negative bacteria. In Fig 15. 4, the bilateral plane of symmetry on the goat cannot be discerned. In Fig 16.14, the figure does not depict the regulation of thyroid hormones clearly. Similarly, in Figs 15.17a and 15.19 the text of the figure legend does not adequately convey what is shown in the figures. In the chapter on the nervous system, the discussion of the peripheral and central nervous system is inadequate. The connection between the autonomic, somatic and sensory systems is not clear. This section will be confusing to the reader without a biology background. Fig 16.4 should show a complete presentation with all aspects of the peripheral system. Fig 17.8 uses histograms to depict the kinetics of an immune response. A graph showing the lag period followed by primary and secondary responses, with the increase in magnitude of the anamnestic response, is easier for students to understand. In section 19.2, discussion of animal behavior including animal altruism is not included in the chapter.
On page 561, indicate that the phosphorus cycle is sedimentary. Discussion of epistasis is unclear. Similarly, discussion of the Hardy Weinberg equilibrium is unclear. In the discussion of eudicots, provide a brief explanation of the new name adoption from the older usage of dicots and provide examples of plants in this category. In the section discussing non placental and placental mammals, provide an explanation of the differences before discussing examples of animals in the two groups.

Relevance/Longevity rating: 4

The text is relevant as new data is included in the sections on "Biology in Action". Unit 5 presents a very condensed coverage of organs and organ systems structure and function. Periodic revisions for this unit will be needed as much detail was left out of the text.

Clarity rating: 4

The writing is clear and engaging for students. The examples used are practical and students can easily relate to the examples. Jargon and technical terminology are used in proper context. In earlier chapters (4-10), the writing in some sections is more detailed and not easily "accessible" compared to other sections. A revision of the text should correct this. Having all the chapters in one file is a bit challenging when trying to refer to earlier chapters or access later chapters. The pages on the computer screen freeze and one has to close out and reopen the text.

Consistency rating: 4

There is internal consistency for terminology but not for accessibility.

Modularity rating: 5

Modularity is appropriate. Sections can be used independently.

Organization/Structure/Flow rating: 4

Organization of content topics is appropriate for a general biology text for non majors. Chapters 1-15 are organized as individual chapters, each with sections. Chapters 16-18, are also organized into sections and placed under unit 5, Similarly, chapters 19-21 are divided into sections and placed in unit 6. Units 1-4 are not identified. The table of contents needs to be revised to indicate the organization of the first 15 chapters within the 4 units. There are many blank pages in the text and a lot of white space around figures.

Interface rating: 2

The color contrast in many of the figures is distracting. The labeling is also difficult to read in many of the figures. In particular, many of the "art connection" figures are difficult to read. The font either has shadows, is blurry or the labels are crowded on the figure. Examples include Figs 3.7, 3.22, 4.15, 5.7, 6.4, 6.9, 7.2, 10.7, 11.7, 11.14, 12. 5, 12.9, 13.6, 13.12, 14.26, 14.27, 15.3, 15.24, 15.33, 16.2, 16.7, 16.9, 16.10, 15.5, 17.5, 17.6, 17.7, 17.8, 17.17, 18.12, 18.16, 18.17 and 19.11. In Fig 20.6, the interactions depicted in the food web are confusing. Labels are needed on the figure itself to help clarify the hierarchy on the web and to go along with the text of the figure legend.

Grammatical Errors rating: 5

There are no grammatical errors.

Cultural Relevance rating: 5

There are no offensive or insensitive materials in the text.

This is a text that can be used for a non majors biology course. A revision of the text will be useful in order to correct errors, add omitted material and provide figures that are clear and free from distortions and distractions. A revision will also take care of the writing style, making the writing more consistent and balanced throughout the text.