Integrating Concepts in Biology
an interdisciplinary approach to
introductory biology
by
Christopher J. Paradise, Laurie J. Heyer and
A. Malcolm Campbell
What’s wrong with biology education now?
Vocabulary is emphasized
Experimental approaches are minimized
Math is absent
Memorization is rewarded
Critical thinking is discouraged
Information is irrelevant to students
Can we cram in more content
and honestly meet the needs
of our students?
Artificial divide within biology
Small Biology
Big Biology
To fix biology education:
Reduce the volume of information
Eliminate artificial “small” vs. “big” bio divide
Facilitate construction of knowledge – teach the way
people learn
Use math to illuminate biology
Analyze real experimental data
Reward thinking and creativity
Discuss ethical, legal, social implications
We started with
what the experts
recommended…
Integrating Math and Biology
“Concepts, examples, and
techniques from
mathematics… should be
included in biology courses …”
Undergraduate Biology Education
Ability to
1. apply process of science
2. use quantitative reasoning
3. use modeling/ simulation
4. tap into ID nature of
science
5. communicate/collaborate
6. understand relationship
between science & society
Five Big Ideas of Biology
Information
Homeostasis
Evolution
Biology
Emergent
Properties
Cells
Five Levels of Organization
Molecular
Cellular
Organismal
Population
Ecological System
A New Biology Majors Textbook
 Integrated Concepts in Biology
(Wiley)
 Unique Pedagogy
 http://mywiley.info/campbell
Information
Ecological System
Homeostasis
Evolution
Biology
Ecological System
Ecological System
Emergent
Properties
Cells
Ecological System
Ecological System
Content is Question-Driven
Ch. 5: Information in Ecological Systems
Ethical, Legal and Social Implications
Are religion and evolution
compatible?
Should we alter the
timing of death?
Are humans still evolving?
Is pollution a tragedy
of the commons?
What are the issues with using
animals in research?
Should the US have a public health
strategy to deal with the obesity
epidemic?
Effect of predation on tadpole communities
southern
toad
leopard
frog
spring
peeper
Figure 5.25
Effect of predation on tadpole communities
Figure 5.25
Salamander
predators
Fish
predators
What is the biodiversity of tadpole
community in each treatment?
Which predators affected diversity
the most?
Salamander
predators
Figure 5.25
Effect of predation on
tadpole communities
Fish
predators
Salamander
predators
Fish
predators
Bio-Math Exploration 5.3: How do
you measure biodiversity?
• Objective: Quantify biodiversity
• Required Skills: proportions, basic arithmetic
• The Shannon diversity index is based on the number
and abundance of each species.
• In a system with many equally common species, an
individual has equal probability of encountering an
individual of any species.
• There is a great diversity of information because of the
variety of possible encounters.
Bio-Math Exploration Integrating
Questions
1. Calculate the Shannon biodiversity index for
the three communities with fish predators.
Use the proportions in Figure 5.25a, and
confirm that your results match the values in
Figure 5.25b.
What is the biodiversity of tadpole
community in each treatment?
Which predators affected diversity
the most?
Salamander
predators
Figure 5.25
Effect of predation on
tadpole communities
Fish
predators
Salamander
predators
Fish
predators
BME 5.3: Computing the Shannon diversity
index for Figure 5.26a, no predators
To compute the Shannon diversity index, find
the relative proportion of each species.
No Predator
Southern toad
Leopard frog
Spring peeper
Shannon biodiversity
index
LN
Proportion *
Proportion (proportion) LN(proportion
0.575
-0.5534
-0.3182
0.4
-0.9163
-0.3665
0.025
-3.6889
-0.0922
0.7769
BME 5.3: Computing the Shannon diversity
index for Figure 5.26a, no predators
The second step is to find the natural
logarithm of each of these proportions
No Predator
Southern toad
Leopard frog
Spring peeper
Shannon biodiversity
index
LN
Proportion *
Proportion (proportion) LN(proportion
0.575
-0.5534
-0.3182
0.4
-0.9163
-0.3665
0.025
-3.6889
-0.0922
0.7769
BME 5.3: Computing the Shannon diversity
index for Figure 5.26a, no predators
No Predator
Southern toad
Leopard frog
Spring peeper
Shannon biodiversity
index
LN
Proportion *
Proportion (proportion) LN(proportion
0.575
-0.5534
-0.3182
0.4
-0.9163
-0.3665
0.025
-3.6889
-0.0922
Next, multiply each proportion by its
natural log, such as 0.575 * -0.5534.
0.7769
BME 5.3: Computing the Shannon diversity
index for Figure 5.26a, no predators
No Predator
Southern toad
Leopard frog
Spring peeper
Shannon biodiversity
index
LN
Proportion *
Proportion (proportion) LN(proportion
0.575
-0.5534
-0.3182
0.4
-0.9163
-0.3665
0.025
-3.6889
-0.0922
0.7769
Finally, add these three products and
negate the answer.
ELSI Box 5.1: Do we have an obligation to
preserve biodiversity?
 Each species is unique
 The rate of species loss today
 Prevention of extinction is subject of debate
 ELSI Integrating Questions
 Summarize arguments for and against preservation of
biodiversity. Which argument is most compelling to
you, and why?
Fall 2010 Assessment of ICB and ID
Approach to Introductory Biology
 Students enrolled in three sections of BIO 111.
 One section (n = 32) used ICB, while two additional
sections (n = 64) used a traditional textbook.
 Content: 4 questions each in 4 tests
 April 2011, students asked 4 questions again
 Data analysis skills: 4 skills surveys
 Perceptions: students’ perceptions of their own skills
and the field of biology
Did students learn less content?
80
Percentt Correct (+/- SEM)
70
Tradit…
ICB
60
50
40
p = 0.74
p = 0.06
30
20
63% response rate (Tradit.)
83% response rate (ICB)
10
0
Fall (16 questions)
Spring (4 questions)
Can students analyze data better?
Did students realize their gains?
Did students realize their gains?
Student Opinions
“The data-driven approach is
brilliant. It alleviates the issues that
I’ve always had of asking, ‘How do
we know that? What’s the
supporting data?’ ”
anonymous student course evaluation, Dec. 2010
“… my class pushed me to
understand biological concepts
and processes rather than
memorizing lists which led to a
more enriching learning
experience.”
anonymous student course evaluation, Dec. 2010
“The method of learning, placing
emphasis on the interpretation
of data, has helped me not only
in this class, but also in others.”
anonymous student course evaluation, Dec. 2010
National recognition of need to change
AP Biology is changing to match our design
To summarize
 We have designed a new ID text for intro bio




(Integrating Concepts in Biology)
We use a 5 x 5 matrix, question-driven content,
published data, mathematical applications, and ELSIs
Volume of facts for memorization is reduced
The divide between “small” vs. “big” bio is eliminated
Students actively construct their own knowledge &
build on what they’ve already learned
 Not overwhelmed with huge numbers of facts
 New information presented in context of interesting
question
Acknowledgements
 Faculty: Pat Sellers, Mark Barsoum, Dave
Wessner, and Jennifer Round
 Students of AMC’s, DW’s, and JR’s Fall 2010
BIO 111 classes