Portland Community College | Portland, Oregon

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 Ascience@ 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.
 

Upon successful completion students will be able to:
·apply biological theories and concepts to novel problems in plant/animal anatomy and physiology and ecology;
· assess the strengths and weaknesses of scientific studies in plant/animal anatomy and physiology and ecology and critically examine the influence of scientific and technical knowledge of plant/animal anatomy and physiology and ecology on human society and the environment.
· apply concepts from plant/animal anatomy and physiology and ecology to their lives and community (personal, work, and career);
· develop informed positions and opinions on contemporary issues in plant/animal anatomy and physiology and ecology, while considering ethical, scientific, community, and cultural implications;
· communicate concepts in plant/animal anatomy and physiology and ecology using appropriate terminology in both written and verbal forms.
· competently enter and complete further work in the sciences upper-level courses in plant/animal anatomy and physiology and ecology.

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 and Concepts include:

1.  Plant anatomy and morphology

2.  Transport in plants

3.  Plant nutrition

4.  Plant reproduction and development

5.  Plant growth, development, and responses to environmental stimuli

6.  Animal tissues and body plans

7.  Animal nutrition

8.  Animal circulation and gas exchange

9.  Animal immune systems (optional)

10.  Homeostasis in animals

11.  Chemical signals in animals

12.  Animal reproduction (optional)

13.  Animal development (optional)

14.  Animal nervous systems

15.  Animal sensory and motor systems

16.  The distribution and adaptations of organisms

17.  Population ecology

18.  Community ecology

19.  Ecosystem ecology

Issues:

Biology 213 is relevant to many contemporary issues that may be discussed and explored during the course, such as, effects of pollution in aquatic systems, dwindling biodiversity, global warming, acid rain, overpopulation, habitat destruction and fragmentation, effects of invasive non-native plants, etc.

Competencies and Skills:  

o Read scientific literature
o Apply the scientific method
o    Use laboratory techniques and equipment
o    Locate and access biological information
o    Think critically
o    Collaborate with peers -- work effectively in groups
o    Articulate scientific processes in written and oral format
o    Present data in papers using the scientific format
o    Present conclusions logically