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Biology Curriculum

Generalize and appreciate animal diversity on a global scale. ?

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Prerequiste Learning Outcomes
    What the student is assumed to know before learning this outcome.
  • Explain why community or food web structure is likely to change if a top predator is removed [BIOL 1011]
  • Provide examples of how biological interactions (competition, predation, mutualism) structure communities [BIOL 1011]
  • Use simple models to describe unlimited (exponential) and limited (logistic) population growth [BIOL 1011] [BIOL 1030]
Why do I need to know that?
    These are the student learning outcome(s) that directly require this student learning outcome.
  • Describe the body plans of the 34 metazoan phyla focusing on invertebrates [BIOL 3301]
  • Develop new knowledge of the physiology, ecology, behaviour of invertebrates in much more detail than was learned in BIOL 2003 [BIOL 3301]
  • Identify life cycles and behavior of invertebrate animals and the adaptations of invertebrates to particular environments [BIOL 3301]
  • Identify the major environmental and biological changes that lead to the evolution of metazoans focusing on the Ediacaran and the Cambrian periods [BIOL 3301]
Courses Covering This Learning Outcome
  • BIOL 2003

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This curriculum mapping software is developed by the Faculty of Computer Science, Dalhousie University.