Examines marine environment and the ecology, physiology, and morphology of marine plants and animals, emphasizing Oregon. Laboratory focuses on identification and environmental testing.
Fieldwork Statement
Fieldwork is a professional competence in many areas of Biology. Standard field practices include measurements of abiotic and biotic components. Fieldwork includes use of all the senses to make observations in natural and built environments. Field training may include developing skills in site characterization, measurement and data collection, application of key terms and concepts, species identification, and observation. Certain protocols may require use of equipment, chemicals, and expensive gear. Field training is experiential often leading to unique sets of observations/data in particular locations. Fieldwork may include inherent risks (uneven terrain, off-trail work with map & compass, variable weather, insects, environmental irritants, travel, stress, etc.). Fieldwork can be physically challenging and may require overland travel on foot or unusual means to field points, carrying field equipment (as well as food, water, and safety equipment), taking measurements under duress (learning new protocols, requiring remaining in an unusual posture or position for a length of time, timing pressures for certain procedures, holding organisms, variable weather, etc.), survival skills, orienteering, and so on.
A student will collaboratively and independently:
- Use basic ecosystem principles, identify and understand the biology of various marine phyla to characterize marine habitats.
- Use scientific techniques to quantitatively describe parameters of marine habitats and understand the relationship of physical parameters to distribution of biota.
- Use an understanding of research, laboratory and/or field experiences to organize data to illustrate and articulate basic ecological principles.
- Use critical thinking to evaluate human impacts on marine ecosystems and consider how local consumer and policy decisions can be informed by an understanding of the interconnectedness of marine habitats and the critical relationship of the sea to human cultures.
Equivalent placement test scores also accepted.
This course fulfills the following GE requirements: Science, Math, Computer Science/AAS, Science, Math, Computer Science/AGS, Science, Math, Computer Science/AS, Science, Math, Computer Science/AAOT, Science, Math, Computer Science/ASOT-B.
Evolution Statement
To clarify the teaching of evolution and its place in the classroom, Oregon Coast Community College affirms the following statements about what qualifies as science and how the theory of evolution is the major organizing theory within biology:
- Science is a non-dogmatic and self-correcting investigatory process. In science, a theory is neither a guess, dogma, nor myth. Instead, theories are explanations for natural phenomena based on a preponderance of evidence. Theories developed through scientific investigation are not decided in advance, but can be and often are revised through observation and experimentation.
- The theory of evolution meets the criteria of a scientific theory. In contrast, “creation "science", “intelligent design” or similar designations are neither self-examining nor investigatory. “Creation science” is not considered a legitimate science, but instead a form of religious advocacy and pseudoscience. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).
- Teaching evolution is a necessary foundational framework for understanding biology because it explains the unity and diversity of life past and present. Evolution is not a controversial topic in the scientific community because it is overwhelmingly supported by scientific evidence.
Biology instructors of Oregon Coast Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity and unity of life. Furthermore, they will stand with such organizations as the National Association of Biology Teachers in opposing the teaching of pseudo-science.