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Biology

Course Number: BI 101
Transcript Title: Biology
Created: September 1, 2012
Updated: September 25, 2013
Total Credits: 4
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 30
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Fee: $12

Prerequisites

WR 115, RD 115, MTH 20 or equivalent placement test scores

Course Description

Introduces the properties of life, morphology and physiology of cells, cell chemistry, energy transformation, and the basic principles of ecology. A laboratory science course designed for non-biology majors. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.

Intended Outcomes

  1. Differentiate between and appropriately use inductive and deductive reasoning in decision making.
  2. Gather information, assess its validity, and differentiate factual information from opinion and pseudo-science by learning and practicing methods used by biological scientists.
  3. Apply biological principles and generalizations to novel problems.
  4. Practice the application of biological information in life (personal and professional).
  5. Develop informed positions or opinions on contemporary issues and communicate effectively using appropriate biological vocabulary.

Outcome Assessment Strategies

  • Tests
  • Oral presentations
  • Papers
  • Journals
  • Group projects
  • Practical exams
  • Case studies
  • "Team based"

Course Content (Themes, Concepts, Issues and Skills)

Skills

  • Students who have successfully completed Biology 101 will be able to:
  • Use the scientific method to look for the answers to questions.
  • Use scientific instruments safely and appropriately including microscopes.
  • Study effectively.
  • Communicate effectively (including using the metric system to communicate).
  • Read and interpret scientific information (including information in the metric system).
  • Synthesize to solve problems.
  • Organize ideas to achieve a specific purpose.
  • Apply theoretical and conceptual models and frameworks to real world situations.
  • Analyze problem solving/decision making situations.
  • Identify situations/concepts where science does and does not apply.
  • Recognize scientific information and its role in decision making.

Themes, Issues, Concepts

Science as a way of knowing

Students who have successfully completed this topic can:

  • Recognize science as an evolving model of how the world works and be able to differentiate between scientific and non-scientific models.
  • Describe how scientific models are created, tested, and modified.
  • Outline the steps of the scientific method.
  • Develop a hypothesis.
  • Design a simple experiment to test a hypothesis.
  • Apply the scientific method to their everyday lives.
  • Identify the role of science in potential careers/professions.
  • Explain the criteria used to distinguish living organisms from nonliving matter.

Biological Chemistry

Students who have successfully completed this topic can:

  • Describe the basic structure of an atom.
  • Explain how the structure of an atom leads to its chemical properties.
  • Identify the main types of atoms found in biological systems.
  • Describe the 3 basic types of chemical bonds and their role in biological systems.
  • Describe the 4 basic classes of macromolecules and their role in cells.
  • Explain the basic mechanisms of reactions and how enzymes catalyze them.
  • Describe the methods that cells use to control enzymatic reactions including pH.

Cells

Students who have successfully completed this topic can:

  • Differentiate between prokaryotic and eukaryotic cells.
  • Describe the generalized structure of prokaryotic and eukaryotic cells.
  • Describe the function of the components of a generalized eukaryotic cell.
  • Demonstrate an understanding of the concepts of osmosis and diffusion.
  • Describe the role of the plasma membrane in cell transport.
  • Explain the cell theory.
  • Identify structures specific to cells of different kingdoms.

Biomes/Ecosystems

Students who have successfully completed this topic can:

  • Define a biome & relate this definition to ecosystems by giving examples of biomes in Oregon or elsewhere.
  • Communicate their experience of a biome found in Oregon or elsewhere.
  • Characterize an Oregon or other ecosystem and generalize this knowledge to world biomes.
  • Compare and contrast biomes found in Oregon or elsewhere.
  • Communicate an understanding of some of the tools scientists use to investigate biomes.
  • Identify the major roles organisms play in their ecosystem.
  • Identify the common types of organisms, the role of each organism, and the kingdom to which each organism belongs.
  • Explain how organisms relate to each other within a biome.
  • Characterize the abiotic components associated with a particular biome.
  • Characterize the biotic components associated with a biome.
  • Explain how abiotic components structure biomes and the biotic components found there.
  • Correlate biomes to the biosphere.
  • Identify the role humans play in specific ecological issues.
  • Develop solutions for given ecological issues and understand the pros and cons of each solution.

Nutrient Cycles/Interconnectedness/Energetics

Students who have successfully completed this topic can:

  • Identify and describe the nitrogen, carbon, water, and energy cycles.
  • Describe these cycles within a specific Oregon ecosystem.
  • Discuss the flow of energy in an ecosystem and in the biosphere.
  • Describe a food web.
  • Demonstrate an understanding of the relation of the laws of thermodynamics to energy cycling.
  • Define entropy.
  • Communicate an understanding of the role of photosynthesis and cell respiration in energy cycling.
  • Explain how all organisms in the biosphere are interconnected.

Population ecology

Students who have successfully completed this topic can:

  • Define species.
  • Describe how scientists characterize populations.
  • Characterize a population in terms of size, density, distribution, age structure and sex ratio.
  • Explain how populations change over time and what factors can lead to these changes.
  • Explain how population size is limited.
  • Demonstrate an understanding of the limits of scientific models of populations to describe real populations.

Community ecology

Students who have successfully completed this topic can:

  • Explain how scientists characterize communities.
  • Explain how populations within communities can interact.
  • Describe how population interactions can change population growth curves.
  • Identify the ways that population interactions shape communities over time.
  • Explain how interactions within a community effect the distribution of populations in an ecosystem.
  • Give examples of the use of community ecology as a tool to manage biomes/ecosystems.

Behavior (optional)

Students who have successfully completed this topic can:

  • Understand the adaptive nature of behavior.
  • Hypothesize about the adaptive value of a novel behavior.
  • Define behavior.
  • Recognize and give examples of behavior associated with, communication, navigation, feeding, mating, defense.
  • Sexually Transmitted Diseases (optional):
  • Students who have successfully completed this topic can:
  • Identify regions with high disease rates.
  • Communicate an understanding of factors that affect disease rates.
  • Explain the mode of transmission for common STD's.
  • Identify symptoms of common STD's and describe treatments.
  • Recognize behaviors that will increase and decrease chances of catching an STD.

Department Notes

Columbia Gorge Community College Science Department stands by the following statement about regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science", “Intelligent design” or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College, therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.

Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.