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:

Classify the different types of bones in the skeleton
Explain the role of the different cell types in bone
Explain how bone forms during development

Students use a tension-compression machine (or an alternative bone-breaking setup) to see how different bones fracture differently and with different amounts of force, depending on their body locations. Teams determine bone mass and volume, calculate bone density, and predict fracture force. Then they each test a small animal bone (chicken, turkey, cat) to failure, examining the break to analyze the fracture type. Groups conduct research about biomedical challenges, materials and repair methods, and design repair treatment plans specific to their bones and fracture types, presenting their design recommendations to the class.

Students learn how forces affect the human skeletal system through fractures and why certain bones are more likely to break than others depending on their design and use in the body. They learn how engineers and doctors collaborate to design effective treatments with consideration for the location, fracture severity and patient age, as well as the use of biocompatible materials. Learning the lesson content prepares students for the associated activity in which they test small animal bones to failure and then design treatment repair plans.

Students will answer the Challenge Question and use the acquired learning from Lesson 1, "Fix the Hip Challenge" and Lesson 2, "Skeletal System Overview"to construct an informative brochure addressing osteoporosis and the role biomedical engineering plays in diagnosing and preventing this disease.

This lesson introduces the Bone Module Grand Challenge question. Students are asked to write their initial responses to the question alone. They will then brainstorm ideas with one other student. Finally, the ideas are shared with the class and recorded. It is important for students to gather information to decide whether or not this condition is hereditary. Students then watch two videos about osteoporosis. Grand Challenge Question: When you get home from school, your mother grabs you, and you rush to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and he is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result showed her bone mineral density (BMD) was -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her family be worried that this condition is hereditary, and if so, what are possible prevented measures they could take to prevent this from happening to them? What statistical method did you use to determine if the condition is hereditary?

Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?

Students will learn about bone structure, bone development and growth, and bone functions. Later, students will apply this understanding to answer the Challenge Question presented in the "Fix the Hip" lesson and use the acquired learning to construct an informative brochure about osteoporosis and biomedical engineering contributions to this field.

Students are introduced to the concepts of the challenge question. First independently, and then in small groups, they generate ideas for solving the grand challenge introduced in the associated lesson: Your grandmother has a fractured hip and a BMD of -3.3. What medical diagnosis explains her condition? What are some possible causes? What are preventative measures for other family members? Students complete a worksheet that contains the pertinent questions, as well as develop additional questions of their own, all with the focus on determining what additional background knowledge they need to research. Finally, as a class, students compile their ideas, resulting in a visual as a learning supplement.

Students will use this activity to determine what keeps our bones strong. Soaking the bones in vinegar will remove the calcium from the bones causing them to become soft and rubbery. Students will find that when we age, calcium is depleted from our bones faster than we can restore it. They will then determine what complications can arise from it.