Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Describe the properties of water that are critical to maintaining life
Explain why water is an excellent solvent
Provide examples of water’s cohesive and adhesive properties
Discuss the role of acids, bases, and buffers in homeostasis

Students are presented with a short lesson on the difference between cohesive forces (the forces that hold water molecules together and create surface tension) and adhesive forces (the forces that causes water to "stick" to solid surfaces. The interaction between cohesive forces and adhesive forces causes the well-known capillary action. Students are also introduced to examples of capillary action found in nature and in our day-to-day lives.

As part of a (hypothetical) challenge to help a city find the most affordable and environmentally friendly way to clean up an oil spill, students design and conduct controlled experiments to quantify capillary action in sand. Like engineers and entrepreneurs, student teams use affordable materials to design and construct models to measure the rate of capillary action in four types of sand: coarse, medium, fine and mixed. After observing and learning from a teacher-conducted capillary tube demonstration, teams are given a selection of possible materials and a budget to work within as they design their own experimental setups. After the construction of their designs, they take measurements to quantify the rate of capillary action, create graphs to analyze the data, and make concluding recommendations. Groups compare data and discuss as a class the pros and cons of their designs. Pre- and post-evaluations and two worksheets are provided.

A large complete authoritative biography of Coulomb. Five large pictures, over a dozen links to contemporaries, references, a poster, other mathematicians. A fine source.

Students observe multiple examples of capillary action. First they observe the shape of a glass-water meniscus and explain its shape in terms of the adhesive attraction of the water to the glass. Then they study capillary tubes and observe water climbing due to capillary action in the glass tubes. Finally, students experience a real-world application of capillary action by designing and using "capillary siphons" to filter water.

This tutorial teaches writing students how to share convincing in well-written sentences that are connected from one to the other--that is, they exhibit transition. W.9-10.1c cohesion/clarity/reason, W.9-10.2c cohesion/clarity/trans

Practice tying your sentences and ideas together with this worksheet on transitional expressions. W.9-10.1c cohesion/clarity/reason

In this lesson and its associated activity, students conduct a simple test to determine how many drops of each of three liquids can be placed on a penny before spilling over. The three liquids are water, rubbing alcohol, and vegetable oil; because of their different surface tensions, more water can be piled on top of a penny than either of the other two liquids. However, this is not the main point of the activity. Instead, students are asked to come up with an explanation for their observations about the different amounts of liquids a penny can hold. In other words, they are asked to make hypotheses that explain their observations, and because middle school students are not likely to have prior knowledge of the property of surface tension, their hypotheses are not likely to include this idea. Then they are asked to come up with ways to test their hypotheses, although they do not need to actually test their hypotheses. The important points for students to realize are that 1) the tests they devise must fit their hypotheses, and 2) the hypotheses they come up with must be testable in order to be useful.

Why are some substances liquids, while others are solids? Why are some substances harder than others? Why is water essential for life on Earth? This pathway provides resources for answering these questions by looking at the types of intermolecular foces that exist between particles, and the effect that these forces have on the macroscopic properties of substances.

Students observe capillary action in glass tubes of varying sizes. Then they use the capillary action to calculate the surface tension in each tube. They find the average surface tensions and calculate the statistical errors.

This pathway explores the properties of water that make it essential for life. Key properties of water discussed in this pathway include water as a solvent, hydrogen bonding, specific heat and cohesion.

This lesson will provide an understanding of the chemical and physical nature of water. It is 1 of 4 in the series titled "The Properties of Water."

Georgia State explains, defines, and illustrates the concept of surface tension. Includes photos, examples and links to further information.

Students learn about the basics of molecules and how they interact with each other. They learn about the idea of polar and non-polar molecules and how they act with other fluids and surfaces. Students acquire a conceptual understanding of surfactant molecules and how they work on a molecular level. They also learn of the importance of surfactants, such as soaps, and their use in everyday life. Through associated activities, students explore how surfactant molecules are able to bring together two substances that typically do not mix, such as oil and water. This lesson and its associated activities are easily scalable for grades 3-12.

This site has a list of transitional words and phrases organized by their function in a sentence or paragraph. Because they are organized under such headings as "providing an example" and "showing conclusions," it is easy to find an example appropriate to your writing need. W.9-10.2c cohesion/clarity/trans, W.11-12.1c Transitions/Cohesion, W.11-12.2c Transition/Cohesion

A discussion of how to use transitions for effective writing. W.9-10.2c cohesion/clarity/trans, W.11-12.1c Transitions/Cohesion, W.11-12.2c Transition/Cohesion CCSS.ELA-Literacy.WHST.6-8.2.c

Tables of words that show different types of sentence transitions. W.9-10.1c cohesion/clarity/reason, W.9-10.2c cohesion/clarity/transitions. CCSS.ELA-Literacy.CCRA.W.4, W.11-12.1c Transitions/Cohesion, W.11-12.2c Transition/Cohesion. CCSS.ELA-Literacy.WHST.6-8.1.c