Fourth Edition
Instructor Guide
Biological Inquiry
A Workbook of Investigative Cases
Margaret Waterman
Southeast Missouri State University
Ethel Stanley
BioQUEST Curriculum Consortium and Beloit College
Campbell Biology
Tenth Edition
Jane B. Reece, Lisa A. Urry,
Michael L. Cain, Steven A. Wasserman,
Peter V. Minorsky, Robert B. Jackson
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Editor-in-Chief: Beth Wilbur
Senior Acquisitions Editor: Josh Frost
Executive Editorial Manager: Ginnie Simione Jutson
Senior Supplements Project Editor: Susan Berge
Assistant Editor: Katherine Harrison-Adcock
Assistant Managing Editor: Shannon Tozier
Production Project Manager: Jane Brundage
Photo Researcher: Maureen Spuhler
Photo Editor: Donna Kalal
Executive Marketing Manager: Lauren Harp
Production Management and Composition: S4Carlisle Publishing Services
ISBN-13: 978-0-321-83416-4
ISBN-10: 0-321-83416-X
Copyright © 2014, 2011, 2008. Pearson Education, Inc., 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the
United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or likewise. To obtain permission(s) to use material from this work, please submit a written r equest to Pearson Education, Inc.,
Permissions Department, 1900 E. Lake Ave., Glenview, IL 60025. For information regarding permissions, call (847) 486-2635.
Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations
appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps.
www.pearsonhighered.com
,Preface to the Instructor’s Edition
Biological Inquiry: A Workbook of Investigative Cases includes eight cases that are designed to
accompany each unit and two cases that are multi-unit for Campbell Biology, 10th edition. In-
vestigative cases will provide your students with the opportunity to actively develop an under
standing of the science in each case. While participating in the investigative case experience,
students will pose questions, analyze data, think critically, examine the relationship between
evidence and conclusions, construct hypotheses, investigate options, graph data, interpret re-
sults, communicate scientific arguments, and connect to the real world. Each case will actively
involve students in the experimental nature of science and give them insight into how we know
what we know.
There are multiple approaches to teaching and learning in undergraduate education.
Investigative Case–Based Learning (ICBL) is not only recognized as an approach for teaching
scientifically (Handelsman, et al., 2005), but also for embracing authentic learning strategies
that are transforming higher education (Lombardi, 2007). We developed ICBL, with support
from the National Science Foundation, and wrote this case book specifically to address these
issues in contemporary undergraduate biology education.
In a major study of undergraduate biology education in the United States, the National Research
Council (NRC) reported that while biology research is more interdisciplinary, quantitative, and
collaborative than it was in the past, undergraduate biology education is not (National Research
Council, 2003). Cech (2003), president of the Howard Hughes Medical Institute (HHMI), argues
that the lack of balance between biology research and biology teaching has resulted in “a decreas-
ing percentage, here in the United States, of students who wish to pursue research careers; school
districts that struggle to find qualified K–12 science teachers; and a public that has only a hazy
understanding of the research advances that are sweeping through our society.”
In its 1996 document, Shaping the Future: New Expectations for Undergraduate Education
in Science, Mathematics, Engineering and Technology, the National Science Foundation (NSF)
advises that practice in making decisions involving science should be part of undergraduate
science courses and specifically recommends that science educators “build into every course in-
quiry (‘involving the student in asking questions and finding answers’) the processes of science,
a knowledge of what practitioners do, and the excitement of cutting edge research” (NSF, 1996,
p. 53) as well as “devise and use pedagogy that develops skills for communications, teamwork,
critical thinking and lifelong learning in each student” (NSF, 1996, p. iii).
The National Science Foundation further recommends that science educators “start with
the student’s experience . . . and relate the subject matter to things the student already knows”
(NSF, 1996, pp. 65–66). In addition, the NRC (Bransford, 2000) advises that learners come
“to formal education with a range of prior knowledge, skills, beliefs and concepts. This affects
what learners notice, how they reason and solve problems, and how they remember” (p. 10).
The public faces decisions such as voting on an air quality referendum, becoming concerned
about the levels of pesticides in drinking water, determining whether or not to donate blood,
performing jury duty in which an understanding of forensics data may be critical to the case,
iii
, iv a pReface to the Instructor’s Edition
or deciding whether or not to vaccinate their own children. The NSF raises the concern that the
public may not be able to engage in the critical thinking necessary to make these judgments.
The international Commission on Biology Education (CBE) has raised a similar concern
specifically addressing biology education. “Influencing almost all our activities, from incep-
tion to the grave, this revolution will require profound decisions with respect to the ethical,
legal, social, cultural, educational, and development issues that are sure to arise, affecting
our personal lives and society in ways that we have never experienced before” (Vohra, 2000).
From a global perspective, a necessary goal of biology education is to “develop citizens’ bio-
logical literacy, i.e., provide them with the core biological knowledge, the ability to formulate
questions, and an idea of how and where to look for answers, in order to help them to partici-
pate responsibly in the life of the society” (Younès, 2000).
Investigative Case–Based Learning approaches build on the recognition that most learners
seek information when encountering an incident or situation in their lives, such as a medi-
cal situation, local environmental controversy, or employment requirement, that generates a
strong need-to-know about the science underlying their concern (Bertot and McClure, 2002).
Students pose specific questions to investigate scientific problems that they find meaningful
within the issues defined by case. They employ a variety of methods and resources, including
traditional laboratory and field techniques, software simulations and models, data sets, Inter-
net-based tools, and information retrieval methods. In the process, they also learn to
• locate and manage information,
• develop reasonable answers to the questions,
• use scientific inquiry strategies and methods,
• provide support for their conclusions, and
• work on decision-making abilities.
By providing entry points for women and minority learners (Sellers, Friedrich, Saleem, and
Burstyn, 2005; Ramaley and Haggett 2005; Center for the Integration of Research, Teaching,
and Learning, CIRTL 2005; Ezeliora, 2002), the use of investigative cases is one strategy for
developing an invitational framework for diverse learners to gain a deeper understanding of the
biological sciences.
Each set of investigations begins with a scenario (case) in which people are in a situation that
requires some understanding of specific biological concepts. The cases are designed to help your
students make connections between the content in the textbook and its application to realistic
settings outside the classroom. Several different investigations are linked to each case. The deci-
sions or issues in each case arise within contexts to which students can readily relate. Research has
shown repeatedly that when science is learned within a meaningful context, retention is signifi-
cantly increased and the ability to apply this information is enhanced.
How do these investigative cases differ from other case studies or problem-based learning
materials? Investigative cases are meant to initiate student inquiry into the science. The primary
purpose of many case studies in science and those used in medical schools is to cover mate-
rial or get students to look up information. Few have scientific investigations linked to them.
Ideally, an investigative case would be the starting place for students to conduct open-ended
investigations of questions posed by them. In this workbook format, there are brief, well-defined
Instructor Guide
Biological Inquiry
A Workbook of Investigative Cases
Margaret Waterman
Southeast Missouri State University
Ethel Stanley
BioQUEST Curriculum Consortium and Beloit College
Campbell Biology
Tenth Edition
Jane B. Reece, Lisa A. Urry,
Michael L. Cain, Steven A. Wasserman,
Peter V. Minorsky, Robert B. Jackson
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
,Editor-in-Chief: Beth Wilbur
Senior Acquisitions Editor: Josh Frost
Executive Editorial Manager: Ginnie Simione Jutson
Senior Supplements Project Editor: Susan Berge
Assistant Editor: Katherine Harrison-Adcock
Assistant Managing Editor: Shannon Tozier
Production Project Manager: Jane Brundage
Photo Researcher: Maureen Spuhler
Photo Editor: Donna Kalal
Executive Marketing Manager: Lauren Harp
Production Management and Composition: S4Carlisle Publishing Services
ISBN-13: 978-0-321-83416-4
ISBN-10: 0-321-83416-X
Copyright © 2014, 2011, 2008. Pearson Education, Inc., 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the
United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or likewise. To obtain permission(s) to use material from this work, please submit a written r equest to Pearson Education, Inc.,
Permissions Department, 1900 E. Lake Ave., Glenview, IL 60025. For information regarding permissions, call (847) 486-2635.
Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations
appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps.
www.pearsonhighered.com
,Preface to the Instructor’s Edition
Biological Inquiry: A Workbook of Investigative Cases includes eight cases that are designed to
accompany each unit and two cases that are multi-unit for Campbell Biology, 10th edition. In-
vestigative cases will provide your students with the opportunity to actively develop an under
standing of the science in each case. While participating in the investigative case experience,
students will pose questions, analyze data, think critically, examine the relationship between
evidence and conclusions, construct hypotheses, investigate options, graph data, interpret re-
sults, communicate scientific arguments, and connect to the real world. Each case will actively
involve students in the experimental nature of science and give them insight into how we know
what we know.
There are multiple approaches to teaching and learning in undergraduate education.
Investigative Case–Based Learning (ICBL) is not only recognized as an approach for teaching
scientifically (Handelsman, et al., 2005), but also for embracing authentic learning strategies
that are transforming higher education (Lombardi, 2007). We developed ICBL, with support
from the National Science Foundation, and wrote this case book specifically to address these
issues in contemporary undergraduate biology education.
In a major study of undergraduate biology education in the United States, the National Research
Council (NRC) reported that while biology research is more interdisciplinary, quantitative, and
collaborative than it was in the past, undergraduate biology education is not (National Research
Council, 2003). Cech (2003), president of the Howard Hughes Medical Institute (HHMI), argues
that the lack of balance between biology research and biology teaching has resulted in “a decreas-
ing percentage, here in the United States, of students who wish to pursue research careers; school
districts that struggle to find qualified K–12 science teachers; and a public that has only a hazy
understanding of the research advances that are sweeping through our society.”
In its 1996 document, Shaping the Future: New Expectations for Undergraduate Education
in Science, Mathematics, Engineering and Technology, the National Science Foundation (NSF)
advises that practice in making decisions involving science should be part of undergraduate
science courses and specifically recommends that science educators “build into every course in-
quiry (‘involving the student in asking questions and finding answers’) the processes of science,
a knowledge of what practitioners do, and the excitement of cutting edge research” (NSF, 1996,
p. 53) as well as “devise and use pedagogy that develops skills for communications, teamwork,
critical thinking and lifelong learning in each student” (NSF, 1996, p. iii).
The National Science Foundation further recommends that science educators “start with
the student’s experience . . . and relate the subject matter to things the student already knows”
(NSF, 1996, pp. 65–66). In addition, the NRC (Bransford, 2000) advises that learners come
“to formal education with a range of prior knowledge, skills, beliefs and concepts. This affects
what learners notice, how they reason and solve problems, and how they remember” (p. 10).
The public faces decisions such as voting on an air quality referendum, becoming concerned
about the levels of pesticides in drinking water, determining whether or not to donate blood,
performing jury duty in which an understanding of forensics data may be critical to the case,
iii
, iv a pReface to the Instructor’s Edition
or deciding whether or not to vaccinate their own children. The NSF raises the concern that the
public may not be able to engage in the critical thinking necessary to make these judgments.
The international Commission on Biology Education (CBE) has raised a similar concern
specifically addressing biology education. “Influencing almost all our activities, from incep-
tion to the grave, this revolution will require profound decisions with respect to the ethical,
legal, social, cultural, educational, and development issues that are sure to arise, affecting
our personal lives and society in ways that we have never experienced before” (Vohra, 2000).
From a global perspective, a necessary goal of biology education is to “develop citizens’ bio-
logical literacy, i.e., provide them with the core biological knowledge, the ability to formulate
questions, and an idea of how and where to look for answers, in order to help them to partici-
pate responsibly in the life of the society” (Younès, 2000).
Investigative Case–Based Learning approaches build on the recognition that most learners
seek information when encountering an incident or situation in their lives, such as a medi-
cal situation, local environmental controversy, or employment requirement, that generates a
strong need-to-know about the science underlying their concern (Bertot and McClure, 2002).
Students pose specific questions to investigate scientific problems that they find meaningful
within the issues defined by case. They employ a variety of methods and resources, including
traditional laboratory and field techniques, software simulations and models, data sets, Inter-
net-based tools, and information retrieval methods. In the process, they also learn to
• locate and manage information,
• develop reasonable answers to the questions,
• use scientific inquiry strategies and methods,
• provide support for their conclusions, and
• work on decision-making abilities.
By providing entry points for women and minority learners (Sellers, Friedrich, Saleem, and
Burstyn, 2005; Ramaley and Haggett 2005; Center for the Integration of Research, Teaching,
and Learning, CIRTL 2005; Ezeliora, 2002), the use of investigative cases is one strategy for
developing an invitational framework for diverse learners to gain a deeper understanding of the
biological sciences.
Each set of investigations begins with a scenario (case) in which people are in a situation that
requires some understanding of specific biological concepts. The cases are designed to help your
students make connections between the content in the textbook and its application to realistic
settings outside the classroom. Several different investigations are linked to each case. The deci-
sions or issues in each case arise within contexts to which students can readily relate. Research has
shown repeatedly that when science is learned within a meaningful context, retention is signifi-
cantly increased and the ability to apply this information is enhanced.
How do these investigative cases differ from other case studies or problem-based learning
materials? Investigative cases are meant to initiate student inquiry into the science. The primary
purpose of many case studies in science and those used in medical schools is to cover mate-
rial or get students to look up information. Few have scientific investigations linked to them.
Ideally, an investigative case would be the starting place for students to conduct open-ended
investigations of questions posed by them. In this workbook format, there are brief, well-defined
