By the end of this section, you will be able to:Define biogeographyList and describe abiotic factors that affect the global distribution of plant and animal speciesCompare the impact of abiotic forces on aquatic and terrestrial environmentsSummarize the affect of abiotic factors on net primary productivity

By the end of this section, you will be able to:Define global climate changeSummarize the effects of the Industrial Revolution on global atmospheric carbon dioxide concentrationDescribe three natural factors affecting long-term global climateList two or more greenhouse gases and describe their role in the greenhouse effect

By the end of this section, you will be able to:Identify the two major abiotic factors that determine terrestrial biomesRecognize distinguishing characteristics of each of the eight major terrestrial biomes

By the end of this section, you will be able to:Define ecology and the four levels of ecological researchDescribe examples of the ways in which ecology requires the integration of different scientific disciplinesDistinguish between abiotic and biotic components of the environmentRecognize the relationship between abiotic and biotic components of the environment

This course is an introduction to organismal biology with a focus on evolution, the diversity of life and ecology. Major topics include the processes and outcomes of microevolution, macroevolution and the history of life, a survey of the major groups of eukaryotic organisms, basic plant and animal structures and their functions, and ecology. Students engage the scientific method by designing, conducting and evaluating laboratory experiences that include selected topics in seedless plants, seed plants, invertebrates, chordates, animal behavior, ecology and evolution. Field-based lab experiences train students to observe, collect, measure and monitor organisms in the wild.

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.

This detailed chemistry lesson from the U.S. Department of Energy focuses on transforming vegetable oil into biodiesel through a process of transesterification. The process described offers a good model for many chemical reaction processes that are used to produce a viable product.

In this lab activity students generate their own biomass gases by heating wood pellets or wood splints in a test tube. They collect the resulting gases and use the gas to roast a marshmallow. Students also evaluate which biomass fuel is the best by their own criteria or by examining the volume of gas produced by each type of fuel.

This ZOOM video segment shows how to create a self-contained environment and explores evaporation, condensation, and precipitation.

This interactive resource adapted from NASA describes the different temperature, precipitation, and vegetation patterns in seven biomes: coniferous forest, temperate deciduous forest, desert, grassland, rainforest, shrubland, and tundra.

The purpose of this resource is to measure and classify the plant life at a Land Cover Site to help determine the MUC classification.

Students are introduced to the concepts of biomimicry and sustainable design. Countless examples illustrate the wisdom of nature in how organisms are adapted for survival, such as in body style, physiological processes, water conservation, thermal radiation and mutualistic relationships, to assure species perpetuation. Students learn from articles and videos, building a framework of evidence substantiating the indisputable fact that organisms operate "smarter" and thus provide humans with inspiration in how to improve products, systems and cities. As students focus on applying the ecological principles of the previous lessons to the future design of our human-centered world, they also learn that often our practices are incapable of replicating the precision in which nature completes certain functions, as evidenced by our dependence on bees as pollinators of the human food supply. The message of biomimicry is one of respect: study to improve human practices and ultimately protect natural systems. This heightened appreciation helps students to grasp the value of industry and urban mimetic designs to assure protection of global resources, minimize human impact and conserve nonrenewable resources. All of these issues aid students in creating a viable guest resort in the Sonoran Desert.

This is a long-term inquiry activity in which students investigate locations they believe harbor cellulose-digesting microbes, collect samples, isolate them on selective media, and screen them for cellulase activity. These novel microbes may be useful for the production of cellulosic ethanol. In the process they learn about plating techniques, serial dilutions, symbiotic relationships and enzyme specificity. Two methods are provided, one focusing on isolation of pure microbial strains, the other focusing on finding symbiotic communities of microbes. The companion activity is here: https://www.glbrc.org/outreach/educational-materials/bioprospecting-cellulose-degrading-microbes-filter-paper-assay

The purpose of this resource is to quantitatively evaluate the accuracy of a classification system. Students sort birds into three possible classes based on each bird's beak: carnivores, herbivores, and omnivores. Students compare their answers with a given set of validation data.

This activity is an introduction to the study of birds. Students will gain observation and classification skills.

In this activity, students distinguish between directly and indirectly transmitted diseases and participate in a group game to simulate the spread of vector-borne diseases. They then research a particular pathogenic disease to learn how global warming and biodiversity loss can affect disease transmission.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Birds can carry and transmit viruses to humans and other animals. Thus, understanding the viral community hosted by birds could help us predict future outbreaks of human disease. A recent metagenomics study took a broad look at the viruses found in the gut of wild and captive birds. The dataset included samples from over 3,000 birds that represented over 87 species and 10 different phylogenetic orders and the researchers characterized genomes from numerous viral families including astroviruses, coronaviruses, parvoviruses, and adenoviruses. Examining trends, they found that wild birds had higher viral diversity than captive birds. There was also evidence of potential cross-species transmission between wild birds and domestic poultry. Further analysis of the viral genomic sequences revealed differences in virus distribution patterns between wild and captive birds. Different phylogenetic orders of birds and geographic sites also had distinct distribution patterns..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Join us on a special trip up to Bathurst Island to record birdsongs, and learn about how you can use bird observations to create scientific inquiry in your classroom using ebird.org and birds.cornell.edu/birdsleuth.