Campbell, Heyer, and ParadiseIntegrating Concepts in Biology

Syllabi for Chapters 16-30 of Integrating Concepts in Biology, by AM Campbell, LJ Heyer, CJ Paradise, focusing on the organismal, population, and ecological system levels of the biological hierarchy

Notes about this syllabus: It is planned on 45 class periods, MWF, in a 15 week semester. This syllabus also allows for 3 in-class tests and a final outside class time.

The typical structure of a class period is centered around discussing the data in a section with the students. You can have them work in small groups or “cold call” students to ask them questions, including Integrating Questions. Students should prepare for class by reading each assigned section and analyzing and working through the IQs, data, and BMEs.

Semesterof “big bio” – taught as a MWF class; 15 week version (some sections skipped)

Week / Big Idea / Chapter / Section/Topic/Notes
1 / Info / 0
16 /
  • M: Introduction to course; Chapter 0
  • W: 16.1 What causes individual variation?; BME 16.1
  • F: 16.2 How can population genetics information be used to predict evolution?; BME 16.2

2 / 16, 17 /
  • M: 16.3 Non-Mendelian genetics: Why do we need annual flu vaccines?; ELSI 16.1
  • W: 17.1 What is information at the population level?; 17.2 How is information transmitted between members of animal species?; BME 17.1 and BME 17.2
  • F:17.3 Does group living require more derived mechanisms of information transfer?; BME 17.3

3 / 17, 18 /
  • M: 17.4 How do plants of the same species recognize one another?
  • W: 18.1 Have organisms evolved to exploit communication between individuals of other species?
  • F:18.2 How do organisms assess their environment when searching for resources?; BME 18.1 and BME 18.2

4 / Evo / 18, 19 /
  • M: 18.3 Is chemical communication used to block competition or defend self?; 18.4 How does change in number of species affect information content of an ecological system?; BME 18.3 and ELSI 18.1 – may skip 18.3 and focus on 18.4 + associated BME and ELSI
  • W: 19.1 How does selection act on individuals with variable characteristics?; BME 19.1
  • F:19.2 How will communities respond to climate change?; ELSI 19.1

5 / 19 /
  • M:19.3 When are two isolated populations not isolated?; BME 19.2 and BME 19.3
  • W: 19.4 Do populations evolve in the absence of natural selection?; BME 19.4
  • F:Test

6 / 20 /
  • M: 20.1 Can you observe descent with modification?; BME 20.1
  • W: 20.2 When and how did plants colonize land?; 20.4 Can you observe evolution in your lifetime? Can do both these sections, but may choose to do only one; ELSI 20.3
  • F: 20.3 Where, when, and from what ancestors did humans evolve?; ELSI 20.1 or ELSI 20.2

7 / 21 /
  • M: 21.1 How have species evolved as a consequence of their interactions with other species?; BME 21.1
  • W: 21.2 Why are corals dying around the world?; BME 21.2; 21.3 How does the amount of light affect the distribution of photosynthesizing organisms? Can do both these sections, but may choose to do only one;
  • F: 21.4 How have ecological communities adapted to disturbance?; BME 21.3; ELSI 21.1

8 / Cell / 22 /
  • M: 22.1 How do genetic diseases affect cells and organisms?; BME 22.1
  • W: 22.2 How do pathogens affect cells and organisms?; ELSI 22.2
  • F:22.3 Can parasites survive in more than one host species?and/or22.4 How do diseases spread?

9 / 23, 24 /
  • M: 23.1 How do you break down and absorb nutrients from the food you eat?; BME 23.1 or 23.2 How do populations of cells in animals affect the whole organism?
  • W: 23.3 What is the difference between stem cells and cancer cells?; ELSI 23.1
  • F:24.1 How do populations of unicellular organisms increase in number?; BME 24.1

10 / 24 /
  • M: 24.2 How are soil microbes involved in nutrient cycling?; ELSI 24.1
  • W: 24.3 What causes phytoplankton to produce a red tide?; BME 24.2; ELSI 24.2
  • F:Test

11 / E P / 25, 26 /
  • M: 25.1 What is an individual?; BME 25.1; 25.2 What is the source of emotions?; ELSI 25.1
  • W: 25.3 How and why do individuals of some species cooperate with each other?
  • F:26.1 How does age structure affect population growth?; ELSI 26.1

12 / 26, 27 /
  • M: 26.2 Does isolation increase the likelihood of extinction?; BME 26.1; ELSI 26.2
  • W: 26.3 How does a flock respond to a predator?
  • F:27.1 Why did more trees grow when wolves were reintroduced into Yellowstone National Park?; BME 27.1; ELSI 27.1

13 / E P / Hom / 27, 28 /
  • M: 27.2 What determines the outcomes of competition for a resource?; BME 27.2
  • W: 27.3 How does energy flow through food webs?; 27.4 How efficient are ecological systems at transferring energy from the sun and carbon dioxide from the air to predators?
  • F:28.1 How do mammals stay warm in the winter and cool in the summer?; ELSI 28.1

14 / 28, 29 /
  • M: 28.2 How does foraging of an individual affect the population?
  • W: 29.1 How does death of an individual affect a population?; ELSI 29.1; 29.3 How does biomagnification of DDT affect raptor populations?
  • F:29.2 Are populations regulated through feedback mechanisms?; BME 29.1

15 / 30 /
  • M: 30.1 Is nutrient cycling a mechanism of homeostasis for ecological systems?; ELSI 30.1; 30.2 Do ecological systems filter wastes like individual organisms do?; ELSI 30.2 – it may be possible to complete both these sections here
  • W: 30.3 How does increasing atmospheric carbon dioxide disrupt ecological systems?; ELSI 30.3
  • F:Test/Final

Notes about this syllabus: It is planned on 42 class periods, MWF over a 14 week semester. This syllabus also allows for 3 in-class tests and a final outside class time.

The typical structure of a class period is centered around discussing the data in a section with the students. You can have them work in small groups or “cold call” students to ask them questions, including Integrating Questions. Students should prepare for class by reading each assigned section and analyzing and working through the IQs, data, and BMEs.

Semester of “big bio” – taught as a MWF class; 14 week version (some sections skipped)

Week / Big Idea / Chapter / Section/Topic/Notes
1 / Info / 0
16 /
  • M: Introduction to course; Chapter 0
  • W: 16.1 What causes individual variation?; BME 16.1
  • F: 16.2 How can population genetics information be used to predict evolution?; BME 16.2

2 / 17 /
  • M: 17.1 What is information at the population level?; 17.2 How is information transmitted between members of animal species?; BME 17.1 and BME 17.2
  • W: 17.3 Does group living require more derived mechanisms of information transfer?; BME 17.3
  • F: 17.4 How do plants of the same species recognize one another?

3 / 18 /
  • M: 18.1 Have organisms evolved to exploit communication between individuals of other species?
  • W: 18.2 How do organisms assess their environment when searching for resources?; BME 18.1 and BME 18.2
  • F: 18.3 Is chemical communication used to block competition or defend self?; 18.4 How does change in number of species affect information content of an ecological system?; BME 18.3 and ELSI 18.1 – may skip 18.3 and focus on 18.4 + associated BME and ELSI

4 / Evo / 19 /
  • M: 19.1 How does selection act on individuals with variable characteristics?; BME 19.1
  • W: 19.2 How will communities respond to climate change?; ELSI 19.1
  • F: 19.3 When are two isolated populations not isolated?; BME 19.2 and BME 19.3

5 / 19, 20 /
  • M: 19.4 Do populations evolve in the absence of natural selection?; BME 19.4
  • W: Test
  • F: 20.1 Can you observe descent with modification?; BME 20.1

6 / 20, 21 /
  • M: 20.2 When and how did plants colonize land?; 20.4 Can you observe evolution in your lifetime? Can do both these sections, but may choose to do only one; ELSI 20.3
  • W: 20.3 Where, when, and from what ancestors did humans evolve?; ELSI 20.1 or ELSI 20.2
  • F: 21.1 How have species evolved as a consequence of their interactions with other species?; BME 21.1

7 / 21, 22 /
  • M: 21.2 Why are corals dying around the world?; BME 21.2; 21.4 How have ecological communities adapted to disturbance?; BME 21.3; ELSI 21.1 - Can do both these sections, but may choose to do only one
  • W: 22.1 How do genetic diseases affect cells and organisms?; BME 22.1
  • F: 22.2 How do pathogens affect cells and organisms?; ELSI 22.2

8 / Cell / 22, 23 /
  • M: 22.3 Can parasites survive in more than one host species? and/or 22.4 How do diseases spread?
  • W: 23.1 How do you break down and absorb nutrients from the food you eat?; BME 23.1 or 23.2 How do populations of cells in animals affect the whole organism?
  • F: 23.3 What is the difference between stem cells and cancer cells?; ELSI 23.1

9 / 24 /
  • M: 24.1 How do populations of unicellular organisms increase in number?; BME 24.1
  • W: 24.2 How are soil microbes involved in nutrient cycling?; ELSI 24.1
  • F: 24.3 What causes phytoplankton to produce a red tide?; BME 24.2; ELSI 24.2

10 / E P / 25 /
  • M: Test
  • W: 25.1 What is an individual?; BME 25.1; 25.2 What is the source of emotions?; ELSI 25.1
  • F: 25.3 How and why do individuals of some species cooperate with each other?

11 / 26 /
  • M: 26.1 How does age structure affect population growth?; ELSI 26.1
  • W: 26.2 Does isolation increase the likelihood of extinction?; BME 26.1; ELSI 26.2
  • F: 26.3 How does a flock respond to a predator?

12 / E P / 27 /
  • M: 27.1 Why did more trees grow when wolves were reintroduced into Yellowstone National Park?; BME 27.1; ELSI 27.1
  • W: 27.2 What determines the outcomes of competition for a resource?; BME 27.2
  • F: 27.3 How does energy flow through food webs?; 27.4 How efficient are ecological systems at transferring energy from the sun and carbon dioxide from the air to predators?

13 / Hom / 28, 29 /
  • M: 28.1 How do mammals stay warm in the winter and cool in the summer?; ELSI 28.1 or28.2 How does foraging of an individual affect the population?
  • W: 29.1 How does death of an individual affect a population?; ELSI 29.1; 29.3 How does biomagnification of DDT affect raptor populations?
  • F: 29.2 Are populations regulated through feedback mechanisms?; BME 29.1

14 / 30 /
  • M: 30.1 Is nutrient cycling a mechanism of homeostasis for ecological systems?; ELSI 30.1; 30.2 Do ecological systems filter wastes like individual organisms do?; ELSI 30.2 – it may be possible to complete both these sections here
  • W: 30.3 How does increasing atmospheric carbon dioxide disrupt ecological systems?; ELSI 30.3
  • F: Test/Final

Notes about this syllabus: It is planned on 31 class periods, TTh, over a 15 week semester.This syllabus also allows for 3 in-class tests and a final outside class time.

The typical structure of a class period is centered around discussing the data in a section with the students. You can have them work in small groups or “cold call” students to ask them questions, including Integrating Questions. Students should prepare for class by reading each assigned section and analyzing and working through the IQs, data, and BMEs.

Semester of “big bio” – taught as a TTh class; 15 week version (some sections skipped)

Week / Big Idea / Chapter / Section/Topic/Notes
1 / Info / 0
16 /
  • T: Introduction to course; Chapter 0; 16.1 What causes individual variation?; BME 16.1
  • TH: 16.2 How can population genetics information be used to predict evolution?; BME 16.2

2 / 16, 17 /
  • T: 16.3 Non-Mendelian genetics: Why do we need annual flu vaccines?; ELSI 16.1; 17.1 What is information at the population level?; 17.2 How is information transmitted between members of animal species?; BME 17.1 and BME 17.2
  • TH: 17.3 Does group living require more derived mechanisms of information transfer?; BME 17.3

3 / 17, 18 /
  • T: 17.4 How do plants of the same species recognize one another?;18.1 Have organisms evolved to exploit communication between individuals of other species?
  • TH: 18.2 How do organisms assess their environment when searching for resources?; BME 18.1 and BME 18.2

4 / Evo / 18, 19 /
  • T: 18.3 Is chemical communication used to block competition or defend self?; 18.4 How does change in number of species affect information content of an ecological system?; BME 18.3 and ELSI 18.1 – may skip 18.3 and focus on 18.4 + associated BME and ELSI
  • TH: 19.1 How does selection act on individuals with variable characteristics?; BME 19.1; 19.2 How will communities respond to climate change?; ELSI 19.1

5 / 19 /
  • T: 19.3 When are two isolated populations not isolated?; BME 19.2 and BME 19.3; 19.4 Do populations evolve in the absence of natural selection?; BME 19.4
  • TH:Test

6 / 20 /
  • T: 20.1 Can you observe descent with modification?; BME 20.1; 20.2 When and how did plants colonize land?; ELSI 20.3
  • TH: 20.3 Where, when, and from what ancestors did humans evolve?; ELSI 20.1 or ELSI 20.2;20.4 Can you observe evolution in your lifetime?

7 / 21 /
  • T: 21.1 How have species evolved as a consequence of their interactions with other species?; BME 21.1; 21.2 Why are corals dying around the world?; BME 21.2;
  • TH:21.3 How does the amount of light affect the distribution of photosynthesizing organisms?;21.4 How have ecological communities adapted to disturbance?; BME 21.3; ELSI 21.1

8 / Cell / 22 /
  • T: 22.1 How do genetic diseases affect cells and organisms?; BME 22.1; 22.2 How do pathogens affect cells and organisms?; ELSI 22.2
  • TH: 22.3 Can parasites survive in more than one host species?; 22.4 How do diseases spread?

9 / 23, 24 /
  • T: 23.1 How do you break down and absorb nutrients from the food you eat?; BME 23.1; 23.2 How do populations of cells in animals affect the whole organism?
  • TH: 23.3 What is the difference between stem cells and cancer cells?; ELSI 23.1; 24.1 How do populations of unicellular organisms increase in number?; BME 24.1

10 / 24 /
  • T: 24.2 How are soil microbes involved in nutrient cycling?; ELSI 24.1; 24.3 What causes phytoplankton to produce a red tide?; BME 24.2; ELSI 24.2
  • TH:Test

11 / E P / 25, 26 /
  • T: 25.1 What is an individual?; BME 25.1; 25.2 What is the source of emotions?; ELSI 25.1
  • TH: 25.3 How and why do individuals of some species cooperate with each other?; 26.1 How does age structure affect population growth?; ELSI 26.1

12 / 26, 27 /
  • T: 26.2 Does isolation increase the likelihood of extinction?; BME 26.1; ELSI 26.2; 26.3 How does a flock respond to a predator?
  • TH: 27.1 Why did more trees grow when wolves were reintroduced into Yellowstone National Park?; BME 27.1; ELSI 27.1

13 / 27 /
  • T: 27.2 What determines the outcomes of competition for a resource?; BME 27.2
  • TH: 27.3 How does energy flow through food webs?; 27.4 How efficient are ecological systems at transferring energy from the sun and carbon dioxide from the air to predators?
  • TH:

14 / Hom / 28, 29 /
  • T:28.1 How do mammals stay warm in the winter and cool in the summer?; ELSI 28.1; 28.2 How does foraging of an individual affect the population?
  • TH: 29.3 How does biomagnification of DDT affect raptor populations?; 29.2 Are populations regulated through feedback mechanisms?; BME 29.1

15 / 30 /
  • T: 30.1 Is nutrient cycling a mechanism of homeostasis for ecological systems?; ELSI 30.1; 30.3 How does increasing atmospheric carbon dioxide disrupt ecological systems?; ELSI 30.3
  • TH:Test/Final