BI 234 : Microbiology
Lecture, recitation, and laboratory cover: bacterial identification, morphology, metabolism and genetics; bacterial, viral, and parasitic relationships with human health and disease; and basic immunology. Laboratory stresses aseptic technique, bacterial identification and physiology using a variety of media, culturing techniques, and staining techniques.
BI 112 or (BI 211 and BI 212) may be accepted.
Upon successful completion students should be able to:
- Relate an understanding of the basic principles of microbiology to personal health and use this understanding to make informed personal and professional decisions.
- Use an understanding of the impact of microbes on human cultures around the world both historically and in the present day to evaluate current social health issues.
- Use scientific methods to quantitatively describe microbial characteristics and processes and understand their relationship to the identification of microbial species.
- Use an understanding of research and laboratory experiences to organize, evaluate, and present data and information to illustrate and articulate basic microbiology concepts.
This course fulfills the following GE requirements: Science, Math, Computer Science/AAOT, Science, Math, Computer Science/AS, Science, Math, Computer Science/AAS, Science, Math, Computer Science/AGS, Science, Math, Computer Science/ASOT-B.
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.