Biology Program

Presents a rational and systematic observation of the human body and allows identification, description and discussion to create a basic understanding for students interested in the Basic Health Care certificate, or anyone interested in a basic understanding of how the human body works. Topics include body organization, basic chemistry, cell structure and function, tissues, and an overview of the major body systems.

Introduces the properties of life, morphology and physiology of cells, cell chemistry, energy transformation, homeostasis and vertebrate organ systems. A laboratory science course designed for non-biology majors. Audit available. ADDENDUM TO COURSE DESCRIPTION: The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom: 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses.

Second of a three-term laboratory science course sequence designed for non-biology majors.? Presents?an overview of?protein synthesis, cell division, genetics, animal reproduction and development, and evolution. Audit available.? ADDENDUM TO COURSE DESCRIPTION:? The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom: 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses. In contrast, neither creation science, nor its derivatives, are self-examining nor investigatory. Creation science, and its derivatives, are not considered 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). The TBCC Biology faculty?stands with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in the college's science curricula.

Third of a three-term laboratory science course sequence designed for non-biology majors. Presents overviews of taxonomy, organismic diversity, the evolutionary relationships among the kingdoms, ecology, population biology and the biosphere. Audit available.

Introduces the scientific method, while exploring cellular chemistry, cell structure and function, and the principles of inheritance, and laboratory methods. Includes topics and skills required to continue to Anatomy & Physiology and Microbiology. Audit available.

Surveys anatomical terminology, basic chemistry, cell structure and function, tissues, and the following systems: integumentary, skeletal, muscular, and nervous. Involves lecture discussions complemented by physiological laboratory exercises, dissections, microscopy, and multimedia. Prerequisites: Placement into WR 121 and (MTH 70 or any math course for which this is a prerequisite). Audit available.

Surveys the endocrine, lymphatic, cardiovascular, digestive, respiratory, reproductive and urinary systems with some coverage of human development, human genetics, and immunology. Includes lectures, discussions and laboratories. Prerequisites: BI 121. Audit available.

Lecture/discussion presentation of the fundamentals of human genetics. Includes physical basis of inheritance, the mechanics of inheritance, probability, sex chromosomal abnormalities, autosomal anomalies, gene structure and function, molecular genetics, behavioral genetics, twinning and contemporary issues in human genetics. Audit available.

Introduces chemistry, cell, tissues, the integument, skeletal, muscular and excitable tissues. It is the first course of a three-course sequence. Includes lecture discussions complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer based exercises. Prerequisites: BI 112 OR BI 221, OR BI 101 and BI 102. Audit available. ADDENDUM TO COURSE DESCRIPTION: The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom: 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses. In contrast, neither creation science, nor its derivatives, are self-examining nor investigatory. Creation science, and its derivatives, are not considered 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). The TBCC Biology faculty stands with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in the college's science curricula.

It is the second course of a three-course sequence. Covers the nervous, endocrine, and cardiovascular systems. Includes lecture discussions complemented by complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer work such as computer simulation exercises. Prerequisite: BI 231 and its prerequisite. ADDENDUM TO COURSE DESCRIPTION: The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom: 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses. In contrast, neither creation science, nor its derivatives, are self-examining nor investigatory. Creation science, and its derivatives, are not considered 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). The TBCC Biology faculty stands with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in the college's science curricula.

It is the third course of a three-course sequence. Covers the respiratory, digestive, urinary and reproductive systems, metabolism and fluid and electrolyte balances; embryology and genetics. Includes lecture discussions complemented by complemented by laboratories involving microscopy, animal dissection, physiological exercises and computer work such as computer simulation exercises. Prerequisite: BI 232 and its prerequisite. ADDENDUM TO COURSE DESCRIPTION: The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom: 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses. In contrast, neither creation science, nor its derivatives, are self-examining nor investigatory. Creation science, and its derivatives, are not considered 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). The TBCC Biology faculty stands with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in the college's science curricula.

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. Prerequisites: BI 112 or BI 221 or BI 101 and BI 102. Audit available. ADDENDUM TO COURSE DESCRIPTION: The format for this course is a traditional lecture and laboratory presentation. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on, team based and collaborative utilizing a variety of resources including but not limited to: multimedia, prepared microscope slides, human and animal specimens. Clarification of the teaching of evolution in the classroom 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 and is the major organizing theory in the discipline of the biological sciences. It will be presented as such in Tillamook Bay Community College science courses. In contrast, neither creation science, nor its derivatives, are self-examining nor investigatory. Creation science, and its derivatives, are not considered 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). The TBCC Biology faculty stands with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in the college's science curricula