We will endeavour to respond to any requests within 48 hours. A one year licence provides a replica of the printed book for iPAD and laptops.BioZone Technology
Each chapter is prefaced with clear learning objectives based on the Understandings, Skills, and Applications central to the IB Diploma Program for Biology. Objectives and content to address Theory of Knowledge and International-mindedness are integrated throughout. New features include the use of an activity numbering system and cross referencing to linked content, facilitating easy use of the workbook and addressing utilizations throughout.
The activities, which form the bulk of the workbook, provide highly visualstudent-friendly delivery of content. Activities are concept based and have been written specifically to develop skills in critical thinking, data analysis, and problem solving in students of all abilities.
This new edition marks a major content revision to address the new curriculum starting September The introduction to each activity is prefaced by a key idea, summarizing the primary focus of the activity.
End of chapter synoptic activities provide a means of self-testing or assessment. They focus on the understanding of content and vocabulary. A wide variety of over engaging activities facilitate effective differential instruction. Introduce, consolidate, extend, and test using the same workbook.
A literacy and comprehension activity concludes each chapter, testing knowledge of important terms, synthesis of information, and understanding of basic concepts.
CIE Biology 1
A perfect synoptic self-test for students. Specific indicators to these components of the syllabus are made in the introduction to each chapter and throughout the workbook. Students are encouraged through questions and visual material to address them in context as appropriate. The understandings, applications, and skills required for each topic are summarized in a series of learning objectives that provide the IB learner with performance expectations.
Key terms arising from these provide the basis of the literacy activities that conclude each topic. These components of the syllabus are addressed in two complementary ways. Data handling and interpretation activities are integrated throughout the workbook, provide real-world scenarios in context. A comprehensive concluding chapter supports this, covering basic planning, computational, and graphing skills to be used in skill development and consolidation, and as a reference.
Cart Updated. Email or Account Name. Product availability and pricing is region specific.In biostratigraphybiostratigraphic units or biozones are intervals of geological strata that are defined on the basis of their characteristic fossil taxaas opposed to a lithostratigraphic unit which is defined by the lithological properties of the surrounding rock. A biostratigraphic unit is defined by the zone fossils it contains. These may be a single taxon or combinations of taxa if the taxa are relatively abundant, or variations in features related to the distribution of fossils.
The same strata may be zoned differently depending on the diagnostic criteria or fossil group chosen, so there may be several, sometimes overlapping, biostratigraphic units in the same interval. Like lithostratigraphic units, biozones must have a type section designated as a stratotype. These stratotypes are named according to the typical taxon or taxa that are found in that particular biozone.
The boundary of two distinct biostratigraphic units is called a biohorizon. Biozones can be further subdivided into subbiozonesand multiple biozones can be grouped together in a superbiozone in which the grouped biozones usually have a related characteristic.
A succession of biozones is called biozonation. The length of time represented by a biostratigraphic zone is called a biochron.
The concept of a biozone was first established by the 19th century paleontologist Albert Oppelwho characterized rock strata by the species of the fossilized animals found in them, which he called zone fossils. Oppel's biozonation was mainly based on Jurassic ammonites he found throughout Europe, which he used to classify the period into 33 zones now The International Commission on Stratigraphy defines the following types of biozones: .
Range zones are a biozone defined by the geographic and stratigraphic range of occurrence of a taxon or taxa. There are two types of range zones:.
A taxon-range zone is simply the biozone defined by the first first appearance datum or FAD and last last appearance datum or LAD occurrence of a single taxon. Taxon-range zones are named after the taxon in it.
A concurrent-range zone uses the overlapping range of two taxa, with the lowest boundary defined by the appearance of one taxon and the highest boundary defined by the disappearance of the other taxon. Concurrent-range zones are named after both of the taxa in it. An interval zone is defined as the body of strata between two biohorizons, which are arbitrarily chosen.We will endeavour to respond to any requests within 48 hours. It is a hybrid resource that's part textbook, part study guide and part activity book all rolled into one.
We use an infographic style of presenting information, with annotated diagrammatic explanations. Our program and pedagogical approach requires learners to apply what they've learned in a previous activity to a new situation, not merely recall data.
It's an enquiry-based approach. Biology for NGSS encompasses all dimensions of the standards Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideasaddressing the program content through a wide range of engaging student-focused activities.
Through completion of the activities, students build a sound understanding of science and engineering practices, recognize and understand the concepts that link all domains of science, and build the knowledge base required to integrate the three dimensions of the standards to meet the program's performance expectations.
This has enabled us to polish and refine this resource for the new edition. The second edition has been revised to improve its usability through better communication of the three dimensions of NGSS.
The Disciplinary Core Ideas DCIs provide the structural framework for the book, dividing it into four sections, each prefaced by a concept map. Each chapter provides activities to specifically address the performance expectations arising from the DCIs.
Science and Engineering Practices are supported throughout with activities designed to develop competence in all aspects of the eight practices. A supporting introductory chapter provides students with additional opportunities to establish many of the mathematical and inquiry-based skills that they will employ throughout the book. Crosscutting concepts are identified throughout, allowing students to make connections between core ideas in different domains of science.
Nature of Science : Students develop an understanding of the nature of science through incorporation of its basic principles into activities. Where appropriate, detail is provided in key boxes so that students can better understand both the concepts and practices of science.
Engineering Design : The Engineering Design component of NGSS has been incorporated as appropriate through activities that engage the student in the solution of real world problems. This aspect of the standards provides an exciting opportunity for students to apply their knowledge in a creative way, with due consideration to social and environmental considerations.
Students are encouraged to apply their understanding to developing creative, feasible, and ethically responsible solutions to real world problems. A clear coding system identifies Crosscutting Concepts as they apply throughout, making clear linkages between related concepts in different topic areas and different domains of science.
Activities designed to meet the science practices requirements at high school level are identified at the beginning of each chapter. These are easily identified using the tabs at the bottom of the activity pages.
Each chapter is prefaced by a one-page synopsis of core ideas, science and engineering practices, and key terms, providing a summary of learning outcomes. Each activity opens with a key idea, which summarizes its primary focus and provides a clear take-home message for the student.
A direct questioning style helps students to easily identify what is being asked. A wide range of tasks, including free response, data analysis and presentation, and interpretation and evaluation of evidence, scaffold student learning in a way that simultaneously builds confidence and competence. End of chapter synoptic activities provide a means of self-testing or assessment.
They focus on the understanding of content and vocabulary. Concept maps encourage connections between topics and promote recognition of crosscutting concepts. The language used and assumed prior knowledge are appropriate to these grade levels.
However, this resource will find a good fit with many regular biology programs undertaken by non -NGSS states. The book is structured on the four Disciplinary Core Ideas and divided into 4 sections, each prefaced by a concept map indicating the content coverage and crosscutting concepts. There are two student-friendly ways to address crosscutting. The tab system at the bottom of each activity page makes connections to topics that are related, look at the same principles in a different way, or build on prior knowledge.
Each chapter is also prefaced with a concept map showing the structure of the section. Students can use this as a visual prompt to make their own connections.Publisher: WikiBooks. The book addresses all the important topic areas of biology, but does not provide much detailed information necessary to be the primary text for a comprehensive biology course.
Comprehensiveness rating: 3 see less.
NCEA Level 2 Biology INTERNALS
Content is accurate, but limited. Using Wikipedia as a resource is not really best scientific practice. Text is clear, but perhaps not enough detail provided for each topic. More diagrams would be useful. This could be useful as a review for a general biology course or testing program. Not really detailed or comprehensive enough to use as the primary text for a biology course in a science-based program. The book does contain a comprehensive list of biological topics for an introductory biology class.
However, the book lacks the detail required to be the primary textbook for students. It is a good outline for an introductory class for the Comprehensiveness rating: 2 see less. It is a good outline for an introductory class for the instructor. The material is often presented in bullet points, which I don't have an issue with, but there needs to be more information to help connect those bullet points together to get a more complete picture.
However, an instructor could use this as a guide and fill in the gaps themselves. Additionally, multiple of the Genetics sections and a couple of the later chapters appear to be incomplete.
The majority of the information appears to be accurate. Noticed a few mistakes but nothing that could be fixed quickly by the instructor or authors. This book is a few years old, therefore new technologies could be added to help the relevance.
Download: Biozone Biology For Ngss Answers.pdf
Given the bullet point style of the text it could be done fairly easily. The information is written in a way that students should be able to understand. There isn't enough figures or examples supporting the text. I pointed out the the inconsistency in the organization in the organization section. Not all topics headers have information associated with them. I did not have an issue finding specific sections within the book.
The outline style of the text makes it easy to find topics. I don't have an issue with the logical order of the topics. However, Section 6 "Cell" and Section 15 "Genetics" appear to be major headings and the following chapters are subsection of the major topic.
The authors use of the same numbering between these headings and the other chapters makes for a slightly awkward flow. The lack of figures makes the interface easy. The text is in a straightforward style, thus easy to read. I did not notice anything offensive. The lack of examples helps the text steer away from controversial topics. This book I think is a helpful outline of an introductory course.
It can help an instructor who is unsure about the topics that should be covered. It isn't comprehensive enough to be a stand alone resource for a class.
While the text covers a multitude of topics, it doesn't give the details often required for thorough understanding.We will endeavour to respond to any requests within 48 hours. A one year licence provides a replica of the printed book for iPAD and laptops. An emphasis on key ideas and learning in context supports students in meeting the content and skills requirements of the Level 2 Biology internally assessed NCEA Achievement Standards.
This substantial revision makes extensive use of diagrams and photographs to explain concepts, and the content, questions, and tasks are focussed on meeting NCEA AME achievement criteria. Key changes for this revision:. Cart Updated. Email or Account Name. Preview Free Samples. Find out more. Key changes for this revision: Split into two books : Separate Internals and Externals titles, both books can be purchased at a reduced rate when bought together; see bundle product listing.
Chapter introductions : Completely revised, NCEA-focussed chapter introductions providing more targeted student guidance. Revised content : Cutting-edge stories and case studies. Formatting changes : Improved readability and functionality, including more space for answers.
Model answers : Now located at the back of the internals. Related Products.We will endeavour to respond to any requests within 48 hours. This title is suitable for students doing the AS course. Clear diagrams, explanations, and targeted learning outcomes drawn from the specification content accompany a variety of questions and tasks to create an innovative resource that encourages achievement in students of all abilities.
CIE Biology Student Workbooks are well suited for classroom or homework use, independent study, review, exam preparation, and extension. Provide ample opportunity for students to explore and test their understanding of the specification content.
The concept-based approach provides a scaffold for student learning. A wealth of illustrative examples support required content and build knowledge and skills. Learning outcomes outline the knowledge and skills that students must acquire, with additional guidance as appropriate. Cart Updated. Email or Account Name. Product availability and pricing is region specific. Take me to my region. Preview Free Samples. Very useful and informative.
The Cambridge workbooks are very useful and informative. Material is presented in a stimulating manner and it is pitched at the appropriate level. There is a mixture of text based theory, practice questions, review sections and practical and data analysis components. They fit with the specifications very well across Year 12 and Year Our department was impressed with them when we reviewed them together and the staff were keen to have their own copies.
Was this review helpful? Scaffolded learning The concept-based approach provides a scaffold for student learning. Clear learning outcomes Learning outcomes outline the knowledge and skills that students must acquire, with additional guidance as appropriate.
Scientific literacy Confidence is developed through targeted activities. Chapter Reviews Student-generated chapter reviews provide opportunity for consolidation.
Related Products.The licenses are provided for a period of one year. Note: Not for individual purchase minimum quantities apply. Students can answer questions on each page of the ebook that are identical to those in the printed book. Teachers can chose to grade the questions, or simply accept the students responses as a "record of work". Students can access teacher assigned homework task e. Teachers can create auto-grading for their own questions requires teacher to set correct answer for each question.
Descriptive question type is for Free Response Questions and cannot be auto-graded. Students and teachers can see all the additional resources and enhancements available throughout the book. Students can see notifications from their teacher. Due Date for assigned homework. Our enhanced editions feature embedded questions, the same questions found in the print book, but with the added advantage of allowing the student to answer them online.
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