Overview of key features in Lehninger Principles of Biochemistry

Overview of key features

The definitive Lehninger Principles of Biochemistry, Eighth Edition, continues to help students navigate the complex discipline of biochemistry with a clear and coherent presentation. Renowned authors David Nelson, Michael Cox, and new coauthor Aaron Hoskins have focused this eighth edition around the fundamental principles to help students understand and navigate the most important aspects of biochemistry. Text features and digital resources in the new Achieve platform emphasize this focus on the principles, while coverage of recent discoveries and the most up-to-date research provide fascinating context for learning the dynamic discipline of biochemistry.

ORGANIZED AROUND PRINCIPLES FOR BETTER UNDERSTANDING

This edition provides a new learning path for students, through emphasis on the fundamental principles of biochemistry.

Streamlined for easier navigation

A new, vibrant design improves navigation through the content.
Based on extensive user feedback, the authors have carefully trimmed topics and subtopics to emphasize crucial content, resulting in shorter chapters and an overall reduction in book length.
Clear principles are identified at the outset of each chapter and called out with icons in the narrative of the chapter. The end-of-section summaries parallel the section content.
Hundreds of new or revised figures make current research accessible to the biochemistry student.
Captions have been streamlined throughout, maintaining the philosophy that the captions should support the understanding of the figure, independent of the text.
Where possible, figures have been simplified, and many figures have step-by-step annotations, reducing caption length.
A revised photo program emphasizes context-rich images.
The end-of-chapter problem sets have been revised to ensure an equivalent experience whether students are using the text or doing homework online through Achieve.

Achieve supports educators and students throughout the full range of instruction, including assets suitable for pre-class preparation, in-class active learning, and post-class study and assessment. The pairing of a powerful new platform with outstanding biochemistry content provides an unrivaled learning experience.

FEATURES OF ACHIEVE INCLUDE:

A design guided by learning science research through extensive collaboration and testing by both students and faculty, including two levels of Institutional Review Board approval.
A learning path of powerful content, including pre-class, in-class, and post-class activities and assessments.
A detailed gradebook with insights for just-in-time teaching and reporting on student achievement by learning objective.
Easy integration and gradebook sync with iClicker classroom engagement solutions.
Simple integration with your campus LMS and availability through Inclusive Access programs.

NEW IN ACHIEVE FOR LEHNINGER PRINCIPLES OF BIOCHEMISTRY, EIGHTH EDITION:

Virtually all end-of-chapter questions are available as online assessments in Achieve with hints, targeted feedback, and detailed solutions.
Skills You Need activities support students with review and practice of prerequisite skills and concepts from chemistry, biology, and math for each biochemistry chapter.
Instructor Activity Guides provide everything you need to plan and implement activities, including interactive media, clicker questions, and pre- and post-class assessments.
Interactive Molecular Figures allow students to view and interact with textbook illustrations of protein structures online in interactive three-dimensional models for a better understanding of their three-dimensional structures.
Updated and expanded instructor resources and tools.

Achieve is the culmination of years of development work put toward creating the most powerful online learning tool for biochemistry students. It houses all of our renowned assessments, multimedia assets, e-books, and instructor resources in a powerful new platform.

Achieve supports educators and students throughout the full range of instruction, including assets suitable for pre-class preparation, in-class active learning, and post-class study and assessment. The pairing of a powerful new platform with outstanding biochemistry content provides an unrivaled learning experience.

A figure shows how the interactive Achieve system works.

On the upper left, there is a vertical menu beneath the Achieve logo. From top to bottom, the menu lists My Course, Browse, Gradebook, Reports, E-book, and People. Beneath this menu, there are options to create a course, view a student preview, or hide the menu. The course name is shown across the top as Biochem 401: Lehninger Principles of Biochemistry 8 e. To the right, text reads, Done building your course? An adjacent button reads, Create section. Near the top of the page, there is the option to view assignments or the course plan. Course plan has been selected. The main part of the page shows a listing of parts of the course by chapter with text above that reads, Organize this plan for your students and monitor their progress across units. To the right, buttons offer the option to add from different sources or to add a unit folder. A green box lists highlights of the system as the following bullet points: 1) Bolded A design guided by learning science research end bold. Codesigned through extensive collaboration and testing by both students and faculty, including two levels of Institutional Review Board approval; 2) Bolded A learning path of powerful content end bold including pre-class, in-class, and post-class activities and assessments. A detailed gradebook with insights for just-in-time teaching and reporting on student achievement by learning objective; 3) Bolded Easy integration and gradebook sync end bold with iClicker classroom engagement solutions; 4) Bolded Simple integration end bold with your campus L M S and availability through Inclusive Access programs. A blue circle to the right includes the following series of actions: Discovery Codesign and Learning Research with an arrow pointing to Learning Design and Development with an arrow pointing to Adoption and Optimization with an arrow pointing to Impact Research and Evolution with an arrow pointing back to Discovery Codesign and Learning Research.

For more information or to sign up for a demonstration of Achieve, contact your local Macmillan representative or visit macmillanlearning.com/achieve

Full Learning Path and Flexible Resources

Achieve supports flexible instruction and engages student learning. This intuitive platform includes content for pre-class preparation, in-class active learning, and post-class engagement and assessment, providing an unparalleled environment and resources for teaching and learning biochemistry.

A figure shows how the Learning Curve system works.

Text at the upper left corner reads, LearningCurve. LearninCurve’s game-like quizzing motivates each student to engage with the course content, an reporting tools help teachers get a handle on what their class needs. A screenshot to the right shows a top bar with home button at the upper left with a back arrow immediately to its right. Accompanying text reads, Ch 3 Adaptive Quiz: Amino Acids, Peptides, and Proteins. At the far right, there is a question mark next to a blue region containing a calendar with a plus symbol in the center. A sample question is shown below with a button at its upper right reading, Back to Study Plan. The question has a bar above it to show progress. The left eighth of the bar is colored dark blue, then there is a short region of blue vertical lines, then the rest of the bar is white. Text above the bar reads, Score: 110/600. To the right, text reads, Question Value: 25. In the box below, a question reads, Besides the alpha-amino group, which group does 1-fluoro-2,4-dinitrobenzene (FDMB) label? Four choices are shown in rows below with radio buttons to click. From top to bottom, these choices are as follows: epsilon-amino group in lysine; the nitrogen of the tryptophan indole ring; amide groups in glutamine and asparagine; and nitrogens in arginine’s side chain. A tab in a gray bar below reads, Need help on this question. Three boxes are shown below with choices to request help. From left to right, these are: Read the ebook page on this topic, Get a hint (fewer points), and Show answer (no points). A green box to the left reads, Book-specific quizzes adapt their level of difficulty based on individual student performance. A green box to the right reads, Students earn points for correct answers… and receive immediate feedback on incorrect answers. A green rectangular box across the bottom reads, Questions are tagged to sections of the e-book to provide comprehensive coverage and easy-to-find help. A screenshot at the center left shows instructor information. It has a bar across the top showing Assignment details with a target score and number of topics that the instructor can edit, a circle labeled assignment completion that is color-coded to show the number of students who started the assignment and the number who completed the assignment (which is also shown in text), and a similar circle labeled performance distribution that is color-coded to show the number of students with a percentage under 70%, a percentage of 70 to 89 percent, and a percentage of 90 percent and up (which is also shown in text). A screenshot to the center right part of the screen is called Activity Completion Roster. Beneath a search tab to search for individual students, there are rows that list student name, questions, and completion/points. The column labeled completion/points has a bar showing how far the student has progressed or a green check mark if the student has completed the activity. A tab at the lower left reads, Hide Sample Students. The lower right part of the screen is labeled Activity Performance: All Students. It shows bars for average accuracy and for accuracy for specific sections. The amount of the bar that is shaded represents the percent accuracy and a column at the right shows the percent accuracy in text. Each section can be expanded to show study plan suggestions. A screenshot to the lower left provides an instructor activity guide. The example show has a top heading labeled Molecular Structure Case Study, Remote Learning Activity. The heading below reads, Ch 3 Instructor Activity Guide: Amino Acid Molecular Case Study. Four sections specify which class size the activity is best for, the estimated amount of class time required, the estimated implementation effort, and the Bloom’s taxonomy level. An activity summary, learning objectives, and resources for the activity are provided. At the bottom, estimates are provided of the amount of time required pre-class and during class. A green box to the right is titled, In-Class Activities. Text reads, Active learning exercises provide student with hands-on exploration and help correct common misconceptions. The activities have been vetted in the classroom and serve as a great off-the-shelf option for incorporating new methods of active learning in your classroom. The activities include everything you need, including an instructor’s guide, presentation decks, and student handouts. A section below is headed i Clicker. Text below reads, Achieve includes gradebook integration with i Clicker, allowing for a seamless pairing of the best classroom response system with the best in-class content. Below, a computer screen is shown next to two mobile devices on the left and two clicker devices on the right. These all show sample views of the use of i Clicker.

Achieve MORE

Achieve supports teaching and learning with exceptional content and resources.

A figure provides more information and examples from Achieve.

On the upper left, a screenshot shows information about an activity about enzymes. Text reads, In this chapter, you’ll be learning about how and why enzymes affect biochemical reactions. There are three skills you may have learned in your prerequisite courses that you will need to master this chapter’s content, including: Understanding reaction coordinate diagrams (general chemistry), Understanding and calculating free energy (chemistry, biology, or physics), ad Understanding and applying Bronsted-Lowry acid-base theory (general or organic chemistry). Enzymes are considered to be biological catalysts, and the function of a catalyst is to increase the rate of a reaction without changing the energies of reactants or products. Catalysts do not affect the reaction equilibria. Any chemical reaction can be decried by a bolded reaction coordinate diagram end bold, which is a picture of the energy changes during the reaction. Reaction coordinate diagrams also provide insight in establishing a bolded reaction’s mechanism end bold. Below, a graph plots energy on the vertical axis against increasing progress of the reaction on the horizontal axis with a red line that begins at the middle of the vertical axis, rises to a peak at one-third of the length of the horizontal axis and just over half the height of the vertical axis, dips slightly, rises to a peak halfway across the horizontal axis at three-quarters of the height of the vertical axis, and drops to a minimum at three-quarters of the length of the horizontal axis and one-eighth the height of the vertical axis before curving up slightly. To the upper right, text reads, bolded Skills You need end bold chapter-level activities provide a just-in-time refresher of chemistry, biology, and math concepts and skills that students should know for each chapter of italicized Lehninger Principles of Biochemistry end italics. Designed to be completed in 30 minutes or less, each activity explains how skills and concepts from prerequisite or other courses will be relevant to the chapter, revisits the information, and gives students a chance to evaluate their mastery. In addition, the activities provide short tutorials and identify vocabulary, skills, and concept requiring more practice. In the center of the screen, a graph plots energy on the vertical axis against increasing reaction progress on the horizontal axis. Two curves are shown on the graph that both begin near the center of the vertical axis along a dashed horizontal line and both end near the right end of the horizontal axis at one-third the height of the vertical axis along lower dashed horizontal line. The first curve peaks at a dashed horizontal line at almost halfway across the horizontal axis near the top of the vertical axis. The second curve follows a similar pattern but peaks at one-quarter of the height of the vertical axis. Boxes are provided to label the reactants, delta G degree symbol, products, uncatalyzed reaction, catalyzed reaction, and standard free E of activation. An answer bank to the right provides six options for answers. To the lower left, a screen shot labeled metabolic map shows multiple options for viewing metabolic reactions under different conditions (such as different physiological states) and with varying broken enzymes. Extending to the right and below from beneath the metabolic math, a figure shows the citric acid cycle accompanied by text titled Citric Acid Cycle Overview. A green box below reads, bolded Interactive Metabolic Map end bold allows students to navigate and zoom between overviews and detailed views of the most commonly taught metabolic pathways. Embedded Tours take students through the pathways step by step, helping them both to visualize concepts in isolation and understand how concepts are connected. By examining the pathways in this way, students are better equipped to understand the meaning of those connections. Assessment questions help students solidify their understanding and provide more structure to their learning. *Metabolic Pathways include: glycolysis, gluconeogenesis, the citric acid cycle, oxidative phosphorylation, the pentose phosphate pathway, fatty acid synthesis, the urea cycle, and beta oxidation.

Powerful analytics, viewable in an elegant dashboard, offer instructors a window into student progress. Achieve gives you the insight to address students’ weaknesses and misconceptions before they struggle on a test.

A figure shows analytics available to instructors through Achieve.

A screenshot near the top of the page shows a question near the top reading, What are the top learning objectives to review in this unit? Text below reads, Chapter 3 assignments. Three bars are shown. From top to bottom, these read: Determine the composition of polypeptide or protein from experimental data; Explain the relationship between molecule mass, charge, ad electrophoretic mobility; and Infer an evolutionary relationship from the sequence of amino acids in a protein or polypeptide. Each has portions that are blue, light blue, red, or gray. The bars differ in the proportions in each color. Blue means correct first try, light blue means eventually correct, red means incorrect, and gray means unanswered. In this way, the bars allow instructors to rapidly see which questions were answered correctly by many students. Text below reads, Did you take action based on this insight? Accompanying buttons read No and Yes. A green box at the upper right reads, Insights give instructors information regarding student performance vis a vis learning objectives. A green box at the lower right reads, Insights highlight the assignments that address different learning objectives and show visualization of student performance. A second screenshot is shown below. This summarizes assignment activity during the week. At the top, a title reads, Most Active Unit This Week: Chapter 1 Assignments. Beneath, the number of assignments in the unit, percentage of assignments completed by students, students scoring below 60 percent, and percentage of questions that students answered correctly on their first try are shown. A button at the bottom center reads, View Unit Report. A green box to the left reads, Reports provide powerful views of student performance and can be viewed in a number of different ways. A box green box to the right reads, Unit and subunit reports give quick performance overviews based on the way you’ve decided to group your assignments. A row below is titled, Performance by assignment. It shows the assignment title and due date, average number of students started by student, average achievement, and percentage of questions correct on the first try. Under average achievement, a percentage is provided accompanied by text reading, (completion assignment). A green box to the left reads, At-a-glance assignment-level details let you know how far your students have gotten in the course and how quickly they’re grasping the material. A final row is titled, Performance by Learning Objectives. This provides columns labeled Objective Title, Average number of Questions Started Per Student, Questions Completed, ad Questions Correct On First try. A green box to the left reads, Performance by Learning Objectives can also be tracked to give instructors actionable information about topics that need extra emphasis.

The authoritative reference, with a framework for understanding

Screenshots of two pages from the text are shown. The left-hand screenshot shows the first page of Chapter 3: Amino acids, Peptides, and Proteins. The screenshot at the lower right shows the second page of the chapter, which includes a figure with three photos, a photo of researcher Margaret Oakley Dayhoff, and a figure showing the general structure of an amino acid.

Achieve supports retention and assessment for Lehninger Principles of Biochemistry.

A figure shows a sample interactive question from Achieve.

A question at the top of the figure reads, Modify the molecules to show the oligopeptide A l a – A l a – A l a. You can modify the molecules by moving, adding, or changing atoms, bonds, or charges. A row below provides options labeled select, draw, rings, more, and erase. Beneath this, a row of five boxes show options for single bonds, double bonds, triple bonds, solid wedge bonds, and hashed wedge bonds. To the right, a row of six boxes are labeled H, C, N, O, S, and C l. Three molecules are aligned horizontally in the space below. Each molecule has N on the left with a green circle labeled with a positive charge bonded to H above, to the left, and below ad bonded to C to the right bonded to H above, C H 3 below, and C to the right double bonded to O above and bonded to O to the right with a light red circle labeled with a negative symbol. At the lower left, a left-hand box shows an undo arrow and a right-hand box shows a red arrow. At the lower right, three boxes show options to change the size of the image.