General Biology ( Official )
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General Biology ( Official )
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General Biology ( Official )

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SECTION A – Course Information

1. Course ID:

BIOL     1

Student Learning Outcomes

2. Course Title:

General Biology

3. Division:

Natural Sciences Division

4. Department:

Biological Sciences Department

5. Subject:


6. Short Course Title:

General Biology

7. Proposed Effective Term:

Summer 2016

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:


Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:


Note:   Date to be entered by the Instruction Office.


2. Method of Instruction:


 Work Experience, Occupational


 Open Entry/Exit

 Lecture and Laboratory


 Independent Studies

 Distance Learning



3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.








To be arranged:

         54.00 To





         54.00 To


Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:







To be arranged:







Total Hours:    


         54.00 To


To be arranged:

         54.00 To




4. Credit Units:

  4.00 To


Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term


5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

040100 - Biology, General

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)


6. SAM Priority Code: [Select One]



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.





7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:

Biological Sciences

8. General Course Information

a. Course Credit Status:

D Credit Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:


( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:



9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite

Eligibility for ENGL 68

b.   Co requisite

c.   Advisories

Eligibility READ 100

d.   None


10. Course Special Designators:

Do not edit this text box. Use the 'Add'/'Remove' command buttons above.

11. Course Program Status:

These buttons are only active when the course reaches Stage 5 in WebCMS.


 Program Applicable


 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds



SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

Applying for CSU Transfer Status

UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.


SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.



Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

AAB2 - Life Sciences
ASB2 - Life Sciences

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSB2 - Life Science
CSB3 - Laboratory Activity

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)

IG5B - Biological Science - Lecture Only
IG5C - Physical Science Combo



SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Major principles and concepts, including cellular biology, energy relationships, biological systems, heredity, evolution and ecology for non-science majors.

b. Class Schedule Description:



Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Major principles and concepts of biology for the non-science major.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

- Scientific method, introduction to chemistry
- Organic chemistry, enzymes, cells
- The cell, cell membrane, transport
- Energy, cellular respiration
- Photosynthesis
- Mitosis, meiosis
- Protein synthesis, genetics
- Microevolution, macroevolution, history of life
- Ecology, populations and communities
- Biomes, diversity, extinction
- Homeostasis and thermoregulation
- Osmoregulation and circulation
- Digestion, respiration, nervous system
- Endocrine system and reproduction
- Reproduction, organismal development, sexually transmitted diseases
- Final exam

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)

- Using dissecting and light microscopes, making/interpreting graphs, using metric system
- Measuring macromolecular composition and calories in food items, examining enzymatic reactions
- Observing cells and their structures, exploring functions of cells
- Measuring factors influencing rates of physical transport, conducting experiments to determine surface-to-volume ratios
- Measuring and comparing metabolic rates of ectothermic vs. endothermic animals
- Observing plant structures, measuring photosynthetic rate and the factors that affect it
- Using taxonomic keys, comparing species diversity between developed vs. undeveloped parts of the campus
- Extracting DNA, using simulation kit to explore processes of transcription/translation and the effects of mutation
- Working problems in genetics (i.e. monohybrid and dihybrid crosses, sex-linked, incomplete dominance, etc.) Calculating probability in determining genetic outcomes
- Comparing & contrasting vertebrate skeletal structures to evaluate evolutionary relationships (homology)
- Conducting simulations of microevolution, population dynamics, and natural selection
- Constructing and interpreting graphs related to population growth, conducting simulation of factors relating to the spread of disease
- Conducting experiments to demonstrate the effects of various drugs on heart rate (using invertebrate model), measuring human heart rate and blood pressure, examining heart structures. Measuring respiratory rates and volumes
- Examining tactile responses, measuring touch discrimination, assessing visual and hearing acuity, dissecting a preserved eye to examine structure
- Exploring microhabitats of the Mt. SAC Wildlife Sanctuary
- Comprehensive Final exam

3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Classify the molecules of living systems and apply basic principles of chemistry to their interaction.
2. Relate cell structure and physiology.
3. Compare and contrast the processes of photosynthesis and cellular respiration in terms of energy transformation in cells.
4. Evaluate how life forms duplicate, maintain control, and exhibit hereditary patterns.
5. Summarize the various types of evidence used to examine evolutionary principles.
6. Assess how population and community dynamics are affected by ecological interactions.
7. Describe how the systems of the human body interact to maintain homeostasis.
8. Explain why evolution is the most all-encompassing scientific explanation for the history of life and the similarities in biochemistry and physiological processes among living things.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

- Written weekly assignments on assigned laboratory exercises, submission of written statements of hypotheses prior to conducting lab experiments
-Unit exams that include 2-3 short essay questions such as describe the process of mitosis
- 1-2 short answer/short essay questions are included on weekly lab quizzes such as briefly describe the roll of oxygen in the process of cellular respiration

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:

- Lab quiz calculations (i.e. metric system, microscopic field of view, metabolic rates, population growth, etc.)
- Calculate genetic probability (both lecture exams and lab quizzes)

Category 3. Skills Demonstrations:

- Use of microscope and other scientific equipment in conducting lab exercises
- Accurately interpret data and construct graphs

Category 4. Objective Examinations:

- Lecture exams covering scientific terminology and biological theory including multiple choice, completion, matching items, short answer, true/false questions
- Laboratory quizzes/midterm/final covering scientific terminology and biological theory including multiple choice, completion, matching items, short answer, true/false questions

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. Find an article in a newspaper or magazine that deals with biology and write a one-page critique of the article.
2. Draw a diagram of how blood travels from the heart to the hand of a person. Label the blood vessels on your diagram.
3. Write a one-page paper on whether or not viruses should be considered living organisms.
4. Write a one-page paper that compares and contrasts cellular respiration and photosynthesis.
5. Write a statement of hypothesis predicting the outcome of a laboratory experiment comparing the metabolic rate of ectotherms and endotherms.


6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Krogh, David


  Biology: Guide to the Natural World


  Pearson/Benjamin Cummings-San Francisco

Date of Publication:




b. Book 2:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Schmidt, Sherry, Deidre Vail, Karyn Kakiba-Russell, and Tim Revell


  Life All Around Us


  Day & Nite

Date of Publication:




c. Book 3:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Mader, Sylvia and Michael Windelspecht


  Essentials of Biology



Date of Publication: