Campbell Biology, AP Edition, 12th Edition © 2021

This program offers:
Instructors, contact your sales rep to ensure you have the most recent version of the course.

• CheckPoint Interactive Questions challenge student misconceptions with an integrated series of questions that include answer-specific feedback. The evidence-based approach guides students to use reason in learning and retaining content. Questions are assignable in Mastering. 
• Interactive Visual Activities guide students in navigating complex figures as they interact with the text's powerful art program, view embedded video clips, and gauge their understanding with self-check questions. Activities are assignable in Mastering.

Features of Mastering Biology for the 12th Edition; published 2020

• Pearson^® Interactive Labs are structured around the process of science and feature real-world scenarios and guided feedback so students can make and learn from their mistakes.
• Make Connections Figures from the text are also in Mastering as tutorials with answer-specific feedback. These 2-page visual representations show the big picture relationships between content from different chapters. 
• Reading Guide worksheets are downloadable sheets that support students in actively reading their biology text and ensure they pull key information. Instructors can access answers in the Instructor Resource area in Mastering.
• Interpret the Data questions ask students to analyze quantitative information presented in a graph or table and are assignable in Mastering.
• Scientific Skills Exercises in every chapter use real data to build key skills needed for biology, including data analysis, graphing, experimental design and math skills. Exercises are assignable in Mastering.
• Problem-Solving Exercises guide students in applying scientific skills and interpreting real data in the context of solving a real-world problem. Additional versions can be assigned in Mastering.

Highlights of the Digital Update for Pearson+ eTextbook

• CheckPoint Interactive Questions challenge student misconceptions with an integrated series of questions that include answer-specific feedback. The evidence-based approach guides students to use reason in learning and retaining content.
• Topical content: Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and coronavirus disease 2019 (COVID-19) pandemic coverage, a new figure on messenger ribonucleic acid (mRNA) vaccines, expanded discussions of vaccine campaigns, vaccine hesitancy, emerging and zoonotic pathogens, as well as updates on climate change, genomics and genetic engineering. 

Features of Pearson+ eTextbook for the 12th Edition; published 2020

• Make Connections Figures from the text are in Pearson+ eTextbook. The 2-page visual representations show the big picture relationships between content from different chapters.
• Interactive Visual Activities guide students in navigating complex figures as they interact with the text's powerful art program, view embedded video clips, and gauge understanding with self-check questions.
• Inquiry Figures highlight how researchers design an experiment, interpret results and draw conclusions. Each concludes with a question, asking: What If? Question (consider an alternative scenario), Interpret the Data Question (analyze the data presented), or Visual Skills Question (interpret a diagram).

Lisa A. Urry (Chapter 1 and Units 1–3) is Professor of Biology at Mills College. After earning a B.A. at Tufts University, she completed her Ph.D. at the Massachusetts Institute of Technology (MIT). Lisa has conducted research on gene expression during embryonic and larval development in sea urchins. Deeply committed to promoting opportunities in science for women and underrepresented minorities, she has taught courses ranging from introductory and developmental biology to an immersive course on the U.S./Mexico border.

Michael L. Cain (Units 4, 5, and 8) is an ecologist and evolutionary biologist who is now writing full-time. Michael earned an A.B. from Bowdoin College, an M.Sc. from Brown University, and a Ph.D. from Cornell University. As a faculty member at New Mexico State University, he taught introductory biology, ecology, evolution, botany, and conservation biology. Michael is the author of dozens of scientific papers on topics that include foraging behavior in insects and plants, long-distance seed dispersal, and speciation in crickets. He is also a coauthor of an ecology textbook.

Steven A. Wasserman (Unit 7) is Professor of Biology at the University of California, San Diego (UCSD). He earned an A.B. from Harvard University and a Ph.D. from MIT. Working on the fruit fly Drosophila, Steve has done research on developmental biology, reproduction, and immunity. Having taught genetics, development, and physiology to undergraduate, graduate, and medical students, he now focuses on introductory biology, for which he has been honored with UCSD's Distinguished Teaching Award.

Peter V. Minorsky (Unit 6) is Professor of Biology at Mercy College in New York, where he teaches introductory biology, ecology, and botany. He received his A.B. from Vassar College and his Ph.D. from Cornell University. Peter taught at Kenyon College, Union College, Western Connecticut State University, and Vassar College; he is also the science writer for the journal Plant Physiology. His research interests concern how plants sense environmental change. Peter received the 2008 Award for Teaching Excellence at Mercy College.

Rebecca B. Orr (Ready-to-Go Teaching Modules, Interactive Visual Activities, eTextbook Media Integration) is Professor of Biology at Collin College in Plano, Texas, where she teaches introductory biology. She earned her B.S. from Texas A&M University and her Ph.D. from University of Texas Southwestern Medical Center at Dallas. Rebecca has a passion for investigating strategies that result in more effective learning and retention, and she is a certified Team-Based Learning Collaborative Trainer Consultant. She enjoys focusing on the creation of learning opportunities that both engage and challenge students.