Learning Goals/Outcomes
BIOLOGY
Demonstrate a command of key biological concepts.
Eighty percent of students will answer correctly a set of questions developed by the
department. The content of those questions will be drawn from objectives of the six core
courses and from current test questions in those courses. Questions will be integrated into
class exams, rather than administered as a separate test. Beginning in fall of 2007 or spring of
2008, summary results from those questions will be reported to the Curriculum Committee,
who will compile and summarize results for the department and for NEASC review.
Concepts in Cellular and Molecular Biology
CELL STRUCTURE AND FUNCTION: Using the fluid mosaic model and the concepts of diffusion
and osmosis, explain how membranes control the flow of molecules and ions into and out of
the cell or cellular compartments both actively and passively.
HARVESTING CHEMICAL ENERGY: Compare and contrast aerobic respiration and fermentation
as processes for releasing and
storing the energy in biological molecules with an emphasis on the role of oxygen and
other electron receivers in aerobic respiration
THE CELL CYCLE: Compare and contrast mitosis and meiosis in terms of their roles in biological
systems, the stages involved in each and the conservation of genetic material in each process.
MENDELIAN GENETICS AND CHROMOSOMES: Explain the relationship of genotype to
phenotype in terms of paired alleles, dominance of alleles, heterozygosity, and homozygosity of
dominant or recessive alleles.
MOLECULAR BASIS OF INHERITANCE: Explain protein synthesis in terms of the role of enzymes
involved, rRNA, mRNA, tRNA, codons, anticodons and posttranslational protein folding.
GENETIC BASIS OF DEVELOPMENT: Explain how differential gene expression occurs through
intracellular and cell-cell signaling to produce patterns of cell differentiation.
Concepts in Evolutionary and Organismal Biology and Ecology
DARWINIAN REVOLUTION: Describe how natural selection as a theory has evolved as we have
gained a better understanding of biological inheritance.
EVOLUTION OF POPULATIONS: Explain how natural selection adapts populations to the
environment by acting on heritable traits that affect fitness.
Learning Goals/Outcomes
EVOLUTION OF POPULATIONS: Identify that genetic drift, natural selection, non-random mating
and mutation can all result in changes in allele frequency and that these changes cause
evolution.
ANIMAL CIRCULATION AND RESPIRATION: Explain how diffusion is a central process, which
leads to common principles among species, like moist respiratory surfaces, and high Surface
Area/Volume ratio for absorption and excretion.
HOMEOSTASIS AND RESPONSE TO STIMULI: Explain how neurons pass information
intracellularly as a change in cell voltage, driven by changes to ion channels and how they pass
information intercellularly through the release of neurotransmitters that bind to postsynaptic
receptors that also influence ion channels.
REPRODUCTION AND DEVELOPMENT: Compare and contrast asexual reproduction, sexual
reproduction with external fertilization, and sexual reproduction with internal fertilization.
POPULATION ECOLOGY: Explain how niche, competition, and predation affect population size
COMMUNITY ECOLOGY: Explain why and how populations and communities change through
ecological succession.
ECOSYSTEMS: Explain the cycling of chemical elements in ecosystems, particularly the carbon
cycle and note how this integrates with respiration concepts.
Identify and solve biological problems with critical thinking.
Students will propose alternative, testable hypotheses to explain patterns and phenomenon in
nature. They will collect data to test these hypotheses, and they will present hypotheses,
methods, data and conclusions in poster form. This research project and poster will be
completed in Developmental Biology class. Eighty percent of students will score on average as
meeting these criteria on a rubric of the elements of experimental design, analysis and
presentation developed by the department. While a version of this assessment has been in
use for Biology Secondary Education students for the past few years, the department-wide
version of this assessment will be administered for the first time in the spring of 2008.
Skills in Problem Solving and Critical Thinking
EXPERIMENTAL DESIGN 1: Observation: student can notice and describe patterns or
phenomena.
Learning Goals/Outcomes
EXPERIMENTAL DESIGN 2: Propose testable hypotheses (=causes, mechanisms) that explain
observed patterns or phenomena.
EXPERIMENTAL DESIGN 3: Design experimental treatments to test hypotheses. “Strong
inference”!
EXPERIMENTAL DESIGN 4: Identify means to collect data (e.g., understand need for replicates,
sample strategically, avoid biases in sampling design, organize raw data, etc.)
DATA ANALYSIS 1: Summarize numerical data in graphs, tables, or statistics
DATA ANALYSIS 2: Describe and analyze patterns in data (graphs, tables, stats)
DATA ANALYSIS 3: Interpret results in a Discussion, drawing conclusions from data about
hypotheses. Or use numerical data to defend an argument.
SYNTHESIS AND APPLICATION: Identify pros and cons to a solution or controversial issue.
Possess specific skills and knowledge necessary to pursue careers in the biological sciences.
These objectives will be rotated through the assessment system: only a subset will be examined
in any single year. Assessment questions can be incorporated into exams and exercises already
used in our courses. Faculty will report results to the Curriculum Committee, and/or provide
the papers, posters, etc. that demonstrate these skills.
Practical Skills and Extended Knowledge
LAB TECHNIQUE: Making serial dilutions
LAB TECHNIQUE 2: Interpreting pH
SAFETY: Handling equipment, chemicals and chemical waste
LITERATURE 1: Locating a primary source
LITERATURE 2: Using and misusing the Internet for literature searches