The features of this textbook are unique and were carefully planned to enhance the students’ comprehension of ecology. All chapters beyond the introductory chapter 1 are based on
a distinctive learning system, featuring the following key components:Introduction: The introduction to each chapter presents the student with the flavor of the subject and important background information. Some introductions include historical
events related to the subject; others present an example of an ecological process. All attempt to engage students and draw them into the discussion that follows.Concepts: The goal of this book is to build a foundation of ecological knowledge around key concepts. These key concepts are listed after the chapter introduction to alert the student to the major topics to follow, and to provide a place where the student can find a list of the important points of each chapter. The sections in which concepts are discussed
reinforce concepts with a focus on published studies. This case-study approach supports the concepts with evidence, and introduces students to the methods and people that have
created the discipline of ecology.Illustrations: A great deal of effort has been put into the development of illustrations, both photographs and line art. The goal has been to create more effective pedagogical tools through skillful design and use of color, and to rearrange the traditional
presentation of information in figures and captions. Much explanatory material is located within the illustrations, providing students with key information where they need it most.Applications: Many undergraduate students want to know how abstract ideas and general relationships can be applied to the ecological problems facing us all. They are concerned with the practical side of ecology and want to know more about the tools of science. Including a few applications in each chapter motivates students to learn more of the
underlying principles of ecology. In addition, it seems that environmental problems are now so numerous and so pressing that they have erased a once easy distinction between general
and applied ecology."Investigating the Evidence" Boxes: These important readings offer “mini-lessons” on the scientific method, emphasizing statistics and study design. They are intended to
present a broad outline of the process of science, while also providing step-by-step explanation. The series of boxes begins in chapter 1 with an overview of the scientific
method, which provides a conceptual context for more specific material in the next 21 chapters. The last reading wraps up the series with a discussion on electronic literature
searches.End-of-Chapter Material:
• Summary The chapter summary reviews the main points of the content. The concepts around which each chapter is organized are boldfaced and redefined in the summary to reemphasize the main points of the chapter.
• Key Terms
• Review Questions The review questions are designed to help students think more deeply about each concept and to reflect on alternative views. They also provide a place to fill in any remaining gaps in the information presented and take students beyond the foundation
established in the main body of the chapter.Note: Updated Suggested Readings are now located on the book's website at www.mhhe.com/molles5e.End-of-Book Material:
• Appendixes One appendix, "Statistical Tables,” is available to the student for reference. Answers to Concept Review questions and answers to Critiquing the Evidence are now available on the book's website at www.mhhe.com/molles5e.
• Glossary
• References References are an important part of any scientific work. However, many undergraduates are distracted by a large number of references within the text. One of the goals of a general ecology course should be to introduce these students to the primary
literature without burying them in citations. The number of citations has been reduced to those necessary to support detailed discussions of particular research projects.
• Index
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