BI 103 : Biology
Presents the evolutionary relationships among the kingdoms. Includes a comparison of biological systems across kingdoms. Designed as a laboratory science course for non-biology majors.
Equivalent placement test scores also accepted.
Upon successful completion students will be able to:
- Use classification and evolutionary relationships among taxa to identify strategies that organisms employ to sustain life.
- Communicate an understanding of biodiversity and conservation and its value to the student, to our society, and to the natural environment.
- Gather and apply knowledge of form and function to qualitatively and quantitatively explain how organisms live.
- Use laboratory experiences comparing species characteristics to organize an understanding of evolutionary relationships.
- Appreciate aesthetic value of living organisms in the natural world.
- Use scientific knowledge of body systems to critically evaluate experimental outcomes and apply them to human health and the environment.
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.