BI 102 : Biology
Presents protein synthesis, cell division, genetics, reproduction and development, and evolution. Designed as a laboratory science course for non-biology majors. The second course of a three-course sequence.
Equivalent placement test scores also accepted.
Upon successful completion students will be able to:
- Apply the scientific method to topics including genetics, evolution and reproduction.
- Gather and organize information on current issues in genetics, evolution and reproduction, assess its validity, and differentiate factual information from
- opinion and pseudoscience.
- Apply concepts of genetics, evolution, and reproduction to novel problems, discern their meaning, and communicate their understanding to others.
- Develop informed positions or opinions of a responsible citizen on contemporary issues in genetics, evolution and reproduction.
- Apply course concepts in genetics, evolution and reproduction to their lives (personal and career) and to the world about them.
This course fulfills the following GE requirements: Science, Math, Computer Science/ASOT-B, Science, Math, Computer Science/AAOT, Science, Math, Computer Science/AS, Science, Math, Computer Science/AAS, Science, Math, Computer Science/AGS.
To clarify the teaching of evolution and its place in the classroom, the Portland Community College Science 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.
A. Science is a fundamentally nondogmatic and self-correcting investigatory process. In science, a theory is neither a guess, a dogma, nor a 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.
B. The theory of evolution meets the criteria of a scientific theory. In contrast, creation “science” 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).
Science 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.