Concept maps (Cmaps) are visual organizers to represent knowledge using propositions. The literature discusses the role of demand in the process of Cmaps elaboration. This work investigated how demand influences the structure and the integration of study materials used during the learning phase. We collected a total of 98 Cmaps elaborated under two different conditions. The first situation was restricted to 24 concepts and the second was restricted to 9 concepts and a pre-established focal question. The analysis of data revealed that the difference in demands changes the structure of the maps and the integration of concepts from the materials of instruction. More restrictive situations lead the mapper to a higher level of synthesis where the structure of the Cmap assumes one more similar to a net structure and leads to integration between different materials.