Principles of Biology: Cells

Course Number:

BI221Z

Transcript Title:

Principles of Biology: Cells

Created:

Jun 01, 2026

Updated:

Jun 01, 2026

Total Credits:

5

Lecture Hours:

44

Lecture / Lab Hours:

0

Lab Hours:

33

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Major

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Not Addressed

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department recommended strategies:

• Open-ended essay questions and multiple-choice exams

• Scientific papers that follow standard scientific format presenting independent investigations and may include peer-review(s)

• Oral presentations of biological information, informed positions on contemporary issues, and/or laboratory results

• Classroom assessments, such as, quizzes, one-minute summaries, pre-test/post-tests, etc.

• Major independent projects, such as, experiential learning plus journals, botany collections with ecosystem reports, library research term papers, and field journals.

• Scientific article critiques

• Laboratory practical exams

• Small projects and homework assignments.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Apply the iterative process of science to generate and answer biological questions by analyzing data and drawing conclusions that are based on empirical evidence and current scientific understanding.

• Develop critical thinking skills

  • Compare and contrast biological processes, cell division process, bioenergetics, etc.

• Collaborate with peers and work effectively in groups

• The scientific process

  • Observation

  • Question formation (hypothesis)

  • Experimentation

  • Validation

  • Writing lab reports

Outcome #2: Use evidence to develop informed opinions on contemporary biological issues and explain the implications of those issues on society.

• Develop critical thinking skills

  • Evolution

  • Climate change

  • Stem cell research

  • Genetic engineering

• Locating and accessing biological information

  • Use library or internet resources

  • Evaluation of scientific literature

    • Authenticity of journal / material

    • Credentials of author

    • Sources / citations

  • Recommended sources

Outcome #3: Describe the structure and related functions of major classes of biomolecules.

• Basic chemistry

  • Atom structure

  • Ionic bonds

  • Covalent bonds

  • Hydrogen bonds

• How properties of water affect living things

  • Structure of water

  • How water supports life

• Basic organic chemistry

  • Carbohydrates

  • Proteins

  • Lipids

  • Nucleic Acids

• Functional characteristics of organic macromolecules

  • Carbohydrates

  • Proteins

  • Lipids

  • Nucleic Acids

Outcome #4: Differentiate cell components and their functions, emphasizing them as a system of interacting parts.

• Cell microanatomy

  • Organelles of cells

• Membrane structure and function

  • Phospholipid bilayer

  • Transporters

  • Active and Passive transport

Outcome #5: Compare and contrast anabolic (photosynthesis) and catabolic (respiration and fermentation) pathways emphasizing the transformation of energy and matter.

• Biochemical pathways and enzymes

  • Enzyme function

  • Enzyme inhibition

• Aerobic and anaerobic cellular respiration

  • Glycolysis

  • Citric Acid Cycle

  • Oxidative phosphorylation

• Photosynthesis

  • Light Reactions

  • Calvin Cycle

Outcome #6: Articulate how cells store, use, and transmit genetic information.

• Binary fission and mitosis

  • Prophase

  • Prometaphase

  • Metaphase

  • Anaphase

  • Telophase

• Meiosis and sexual life cycles

  • Meiosis I

  • Meiosis II

• Introduction to genetics, including Mendelian genetics

• Punnett squares

• Codominance

• Incomplete dominance

• Sex-Linked genes

Outcome #7: Explain how mutation and genetic recombination contribute to phenotypic variation and evolution.

• Gene expression in eukaryotes

  • Genotype and Genotype related to mutation

• DNA technology

  • Gel electrophoresis

  • Microarrays

Suggested Texts and Materials

• Life: The Science of Biology Vol. 1 (Any Edition Past 8th) David E. Sadava, David M. Hillis, H. Craig Heller and May Berenbaum

• Other: https://openstax.org/details/books/biology-2e

Department Notes

Columbia Gorge Community College Science Department stands by the following statement 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.