CCOG for BI 221Z archive revision 202601
You are viewing an old version of the CCOG. View current version »
- Effective Term:
- Winter 2026
- Course Number:
- BI 221Z
- Course Title:
- Principles of Biology: Cells
- Credit Hours:
- 5
- Lecture Hours:
- 40
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 30
Course Description
Addendum to Course Description
To clarify the teaching of evolution and its place in the classroom, the Portland Community College Biology Departments stand by the following statements about what is science and how the theory of evolution is the major organizing theory in the discipline of the biological sciences.
Science is a fundamentally non-dogmatic and self-correcting investigatory process. In science, a theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.
The theory of evolution meets the criteria of a scientific theory. In contrast, creation Ascience@ is neither self-examining nor investigatory. Creation "science" is not considered a 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).
Biology instructors of Portland Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity of life. We, the Biology Subject Area Curriculum Committee at Portland Community College, therefore stand with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula.
Intended Outcomes for the course
Upon successful completion of the course, students should be able to:
- 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.
- Use evidence to develop informed opinions on contemporary biological issues and explain the implications of those issues on society.
- Describe the structure and related functions of major classes of biomolecules.
- Differentiate cell components and their functions, emphasizing them as a system of interacting parts.
- Compare and contrast anabolic (photosynthesis) and catabolic (respiration and fermentation) pathways emphasizing the transformation of energy and matter.
- Articulate how cells store, use, and transmit genetic information.
- Explain how mutation and genetic recombination contribute to phenotypic variation and evolution.
Quantitative Reasoning
Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information.
General education philosophy statement
Principles of Biology: Cells, BI 221Z, the first of a three-course series, encourages students to think scientifically, including quantitative reasoning, and to explore cause-and-effect relationships in the living world. The focus of BI 211Z is at the scale of the cell and its molecular components. In the tiny landscape of the cell, we reveal mechanisms and processes such as how energy from our food is transformed so that it can drive cellular processes. Classic studies that have broadened our scope of understanding are used to model ways in which science is done. Students practice the process of science in the classroom and laboratory. Throughout the course, they learn how to interpret illustrative forms of data, including tables, figures, and graphs. They must also generate their own graphics from data they collect in lab. Students also engage with the scientific literature by actively finding, reading and interpreting published scientific papers.
Outcome Assessment Strategies
Assessment Tasks may include:
o open-ended essay questions and multiple-choice exams;
o scientific papers that follow standard scientific format presenting independent investigations and may include peer-review(s);
o oral presentations of biological information, informed positions on contemporary issues, and/or laboratory results;
o classroom assessments, such as, quizzes, one minute summaries, pre-test/post-tests, etc.;
o major independent projects, such as, experiential learning plus journals, botany collections with ecosystem reports, library research term papers, and field journals;
o scientific article critiques;
o laboratory practical exams;
o and small projects and homework assignments.
Course Content (Themes, Concepts, Issues and Skills)
Themes and Concepts include:
-
Structure and Function: The basic units of structure define the function of all living things.
-
Pathways and Transformation of Energy and Matter: Biological systems grow and change by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics.
-
Vision and Change National Competencies (Brewer & Smith, 2011)
-
Ability to apply the process of science.
-
Ability to use quantitative reasoning.
-
Ability to use modeling and simulation.
-
Ability to tap into the interdisciplinary nature of science.
-
Ability to communicate and collaborate with other disciplines.
-
Ability to understand the relationship between science and society.
-
Issues:
Biology 211 is relevant to many contemporary issues that may be discussed and explored during the course, such as, effects of pollution in aquatic systems, applications of gene therapy, dwindling biodiversity, global warming, acid rain, overpopulation, unknown impacts of genetically modified organisms, etc.