NASHUA COMMUNITY COLLEGE
COURSE OUTLINE FORM
Course Title: Principles of Biology II
Course Prefix &
Lecture Hours: 3 Lab Hours: 3
No.: SCIN104
Department: Science, Engineering Technology
Program: Life Science and Chemistry
Credit Hours: 4
Prerequisites/ Co-requisites: (Explain the need for a prerequisite or a corequisite) See
Appendix 3.
General Biology I with a C-or better.
Required Accuplacer Score: Reading 80 or above; Sentence Skills 70 or above;
Mathematics 85 or higher
Entrance Skills:
“Without the following skills, competencies and/or knowledge, students entering
this course will be highly unlikely to succeed” Include reading, writing and computational skills as well
as computer skills. Prior discipline knowledge should also be considered.
A grade of C- or better in Biology I is required. Excellent reading skills are mandatory for this course.
Strong math abilities are also desirable. Creative problem-solving, ability to work in a group, and a strong
background in college-preparatory math and science will increase success.
Catalog Description:
Describe the course in a clear and succinct manner. Include the overall
purpose of the course as well as the requirements. Explain how the course does or does not contribute to
degree requirements. Developmental and ESL courses do not count towards degree requirements.
This Biology II course is an integrated lecture-lab experience that introduces the scientific
principles of evolution; biological diversity of living things; population and community ecology;
and conservation biology. This course provides students the opportunity to develop critical
thinking utilizing current ecological topics and project-based laboratory experiences.
Prerequisite: SCIN101 or SCIN103 with a ‘C’ or better.
Course Competencies: Instructors will identify what is expected of students by developing
learning competencies. Performance competencies focus on outcomes, results and learning.
Objectives are preceded by the statement: “Students will be able to:”
There are not set number of objectives that are required. It is suggested that instructors use
Bloom’s Taxonomy to structure a sequential approach to learning outcomes ranging from
knowledge to critical thinking levels. See Appendix 1.
Competency (Knowledge and Skills)
Critical Thinking Skills
Students will be able to:
Phylogeny
 Describe that phylogenies show
evolutionary relationships, are inferred
from data, and shared characters are
used to construct phylogenetic trees
 Recognize that an organism’s genome
documents its evolutionary history
 Recall the role of molecular clocks
 Describe that prokaryotes are a
successful and genetically diverse life
form, while understanding the
mechanisms that create these qualities
 Relate the significant roles of
prokaryotes in the biosphere, including
their impacts on humans
 Identify the structure and function of
protists
 List and describe the different groups of
protists
Analyze, discover, compare, contrast, explain,
tell, write, summarize
Plant Diversity
 Describe the evolution of land plants
 Distinguish between the life cycles of
mosses and other nonvascular plants,
and vascular plants
 Explain the evolutionary role of
seedless vascular plants
 Relate the evolutionary significance of
seeds and pollen grains
 Distinguish between gymnosperms and
angiosperms in terms of life cycle and
reproduction
 Defend the fact that human welfare is
dependent upon seed plants
Compare, contrast, appraise, conclude, defend,
outline, summarize, synthesize.
Fungi
 Explain that fungi are heterotrophs
 Describe the fungal life cycle and
reproductive process
 Recall the evolution of fungi
 Relate the significance of fungi in
regards to human welfare.
Animal Diversity and Evolution
 Define animals as multicellular,
heterotrophic eukaryotes with tissues
that develop from embryonic layers
 Describe the evolution of animals, along
with new views of animal phylogeny
based on molecular data
 Categorize animals according to body
plans
 List the various phyla of invertebrates,
describe an example of each one, and
distinguish each phylum from the others
 Describe the origin and evolution of
vertebrates, identifying differences
between and giving examples of each
phylum
Plant Form and Function
 Describe the hierarchical organization
of plants
 Describe plant growth, distinguishing
between primary and secondary growth
in different forms of plants
 Explain how plants obtain necessary
resources using key adaptations
 Relate the different forms of plant
transport, including the structures
involved, the substance transported, and
the significance to the plant
 Express the importance of soil, key
requirements of plant nutrition, and the
role of symbiotic organisms in obtaining
nutrition
 Outline the important features of
angiosperm reproduction
 Examine the role of biotechnology in
plant modification
 Discover how plants respond to internal
signals via signal transduction
Compare, contrast, conclude, describe,
diagram, outline, model.
Compare, contrast, appraise, assess, conclude,
describe.
Point out, diagram, illustrate, explain, plan,
evaluate, analyze, conclude, support, criticize,
distinguish
pathways, hormones, and external
stimuli
 Recognize that plants have defense
mechanisms against herbivores and
pathogens
Animal Form and Function
 Explain the relationship between form
and function in animals
 Recognize the significant roles of
feedback control and homeostatic
processes in animals
 Relate the determinates of energy
requirements in animals
 Describe each of the following systems
in animals, including relevant processes,
organs, outcomes, and adaptations:
nutrition, circulation/gas exchange,
immunity, osmoregulation and
excretion, endocrine, nervous, and
reproductive.
 Outline the stages of animal
development and the control of cell fate
specification
 Describe neuron organization, structure,
function, and communication, detailing
the role of ion pumps, ion channels,
synapses.
 Describe the sensory and motor
mechanisms involved in the special
senses and locomotion.
 Relate how animal behavior is
determined, how it may have evolved,
and factors that influence it.
Ecology
 Recognize the role of climate in the
biosphere and what factors influence
climate
 List the various biomes found on Earth
and describe their significance.
 Describe limitations on the distribution
of species on Earth
 Explain population dynamics, including
different factors involved in
distribution, models for describing
population growth, and the significance
of life history traits
Analyze, compare, contrast, model, illustrate,
plan, prepare, experiment, conclude, analyze,
summarize, synthesize
Predict, calculate, analyze, explain, compare,
contrast, criticize, defend, justify, predict, write,
diagram.

Relate the significance of community
ecology, different types of interactions,
and factors that influence community
diversity.
 Describe energy flow, energy transfer,
and chemical cycling in ecosystems
 Assess the impact of human activities
on the ecosystem and the potential role
of sustainable development
 Distinguish between different forms of
conservation
Write a scientific research paper using
appropriate sources and analytical techniques
Comprehend, Apply, Analyze, Synthesize
Course Outline: The course outline will provide a general overview of the content that will
be included in the course as they relate to the competencies. The first column lists the general
content and the second column will allow for subtopics that will be covered.
Content Topic
The Evolutionary History of Biological
Diversity
Plant Form and Function
Subtopics ( a., b., etc.)
a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
e.
Phylogeny and the tree of life
Bacteria and archaea
Protists
How plants colonized land
The evolution of seed plants
Fungi
An overview of animal diversity
An introduction to invertebrates
The origin and evolution of vertebrates
Plant structure, growth, and
development
Resource acquisition and transport in
vascular plants
Soil and plant nutrition
Angiosperm reproduction and
biotechnology
Plant responses to internal and external
signals
Animal Form and Function
Ecology
a. Basic principles of animal form and
function
b. Animal nutrition
c. Circulation and gas exchange
d. The immune system
e. Osmoregulation and excretion
f. Hormones and the endocrine system
g. Animal reproduction
h. Animal development
i. Neurons, synapses, and signaling
j. Nervous systems
k. Sensory and motor mechanisms
l. Animal behavior
a. An introduction to ecology and the
biosphere
b. Population ecology
c. Community ecology
d. Ecosystems and restoration ecology
e. Conservation biology and global
change
Performance Evaluation: In this section please explain the different Assessment Tools
that will be used to demonstrate student learning. The assessment ideally should include
quantitative measures such as standardized tests, essays, locally-developed tests and if
applicable, licensure exams. Qualitative measures such as portfolios of student work, written
reports, oral presentations and interviews should be included as well.
Formative Assessments
Summative Assessments
-Chapter Quizzes (in class)
-Mastering Biology activities (web-based)
-Lab activities (data collection, experimental
design, answering questions)
-Individual paper and presentation of recent
scientific research
-Entrance and Exit Exam (standardized, based
on national standards)
-3 Unit Exams, consisting of both objective
and subjective items, as well as a
comprehensive final exam
-A number of required laboratory reports to be
written throughout the semester
Method of Instruction: Examples include lecture, group discussion field trip, guest
speakers, individual instruction, field observation, etc.
Lectures, class discussions and debates, weekly project-base laboratory activities, guest speakers,
field trips, regular assessments.
Instructional Facilities: List the type of classroom and any special facilities which may be
required such as audiovisual, maps, lab facilities, etc.
Classroom for lectures, laboratory for lab activities
Revision History:
Please include the dates of past revisions and if possible person(s) responsible
for the revision.
Established as GESC112, October 13, 1999 (Claremont)
Established as SC110, November 2001 (Nashua)
Modified November 2006: Updated numbering, format and resources
September 2007: Updated course outline to better reflect current teach goals
December 2009. Removed prerequisite of SCIN102 – opens course to more students.
March 2010: Change name.
March 2013: Update- increase rigor; majors only; new format; new number
Changes since 2006 by Dr. Costa-Nino
Will this course be taught online? Yes____No__x_
If yes, please complete the Online Course Outline Form.