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.
 

1. 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.
2. 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).

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 completion of the course students should be able to:

1. Apply the scientific method to topics including genetics, cell biology, and evolution.
2. Gather and organize information on current issues in genetics, cell biology and evolution, assess its validity, and differentiate factual information from opinion and pseudoscience.
3. Apply concepts of genetics, cell biology, and evolution to novel problems, discern their meaning, and communicate their understanding to others.
4. Analyze problems using a foundation in genetics, cell biology and evolution to reflect an understanding of their connection to world issues and one's life.

1. tests
2. oral presentations
3. papers
4. journals
5. group projects
6. practical exams
7. case studies
8. "team based"

Skills
Students who have successfully completed biology 102 will be able to:
 

1. Use the scientific method to look for the answers to questions

2. Use scientific instruments safely and appropriately including microscopes

3. Study effectively

4. Communicate effectively (including using the metric system to communicate)

5. Read and interpret scientific information (including information in the metric system)

6. Synthesize to solve problems

7. Organize ideas to achieve a specific purpose

8. Apply theoretical and conceptual models and frameworks to real world situations.

9. Analyze problem solving/decision making situations.

10. Identify situations/concepts where science does and does not apply.

11. Recognize scientific information and its role in decision making

Themes, Issues, Concepts: 

1. DNA structure

2. Describe the basic structure of DNA and RNA

3. Explain how the structure of DNA allows it to store information, replicate, and transcribe information to RNA

4. Protein Synthesis

5. Describe protein structure

6. Describe the process that is used to build proteins

7. Explain the uses of proteins in the body

8. Describe how a proteins structure determines its function

9. Define the terms gene and allele

Cell Cycle
 

1. Describe the stages of the cell cycle.

2. Have a general understanding of meiosis and mitosis.

3. Describe the major events of mitosis and meiosis.

4. Describe the roles mitosis and meiosis play in the life cycle of an organism.

5. Describe the genetic implications of meiosis.

Genetics
 

1. Explain the connection between genotype and phenotype.

2. Use the vocabulary of Mendelian genetics to describe inheritance.

3. Predict the proportions of offspring with various phenotypes and genotypes given parental genotypes.

4. Describe the chromosomal basis of inheritance.

5. Explain the molecular basis of gene expression.

6. Describe the importance of mutation.

7. Define genetic engineering and explain the tools used to accomplish it.

8. Describe the applications of genetic engineering and the ethical ramifications of its use.

Microevolution
 

1. Define microevolution.

2. Explain the forces that can cause microevolution.

3. Explain the importance of variation to evolution.

Macroevolution
 

1. Define macroevolution.

2. Explain the causes of macroevolution.

3. Describe the evidence for macroevolution.

4. Describe the conditions that are necessary for macroevolution to be likely.

5. Discuss the common results of macroevolution.