Biology

Course Number:

BI 101

Transcript Title:

Biology

Created:

Jul 26, 2022

Updated:

Jun 29, 2023

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, 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)

Major

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.

Here are some additional suggestions from your department: 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

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

Outcome #1: Differentiate between and appropriately use inductive and deductive reasoning in decision making.

• Use the scientific method to look for the answers to questions.
• Read and interpret scientific information (including information in the metric system).
• Synthesize course content to solve real life problems and ethical dilemmas.
• Communicate effectively using appropriate terminology and relevant data sets.
• 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.

Outcome #2: Gather information, assess its validity, and differentiate factual information from opinion and pseudo-science by learning and practicing methods used by biological scientists.

• Develop a hypothesis and design a simple experiment to test that hypothesis.
• Use the scientific method to look for the answers to questions.
• Read and interpret scientific information (including information in the metric system).
• Synthesize course content to solve real life problems and ethical dilemmas.
• Communicate effectively using appropriate terminology and relevant data sets.
• 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.

Outcome #3: Apply biological principles and generalizations to novel problems.

• 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.
• 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.
• 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 component’s 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.
• 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.
• 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.
• 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.

Outcome #4: Practice the application of biological information in life (personal and professional).

• Explain how the structure of an atom leads to its chemical properties.
• Identify the role humans play in specific ecological issues.
• Develop solutions for given ecological issues and understand the pros and cons of each solution.
• Demonstrate an understanding of the limits of scientific models of populations to describe real populations.
• 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.

Outcome #5: Develop informed positions or opinions on contemporary issues and communicate effectively using appropriate biological vocabulary.

• 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.
• Use the scientific method to look for the answers to questions.
• Synthesize course content to solve real life problems and ethical dilemmas.

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.