Course Number:
BI 101
Transcript Title:
Jul 26, 2022
Aug 17, 2022
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
Default Grading Options
Repeats available for credit:

Placement into MTH 65 or MTH 98


WR 121

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: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  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.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
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)
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

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

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


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.


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.


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 and 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.