BIO CURSE LEVEL OUTCOMES 1
SUBJECT
COURSE #
BIO
1
STUDENT LEARNING OUTCOMES
Given the solute concentration of a solution, students will predict the
movement of water by osmosis into or out of a cell.
Given a cellular organelle, students will demonstrate an understanding
of its structure and its role in the cell.
Given the name of a biological molecule, students will demonstrate an
understanding of the molecule’s structure and its importance to
cellular functions.
Given an autotrophic or heterotrophic cell, students will describe how
the cell acquires energy from its environment.
Given a type of cell division (mitosis or meiosis), students will
demonstrate an understanding of the stages of cell division and
describe the chromosomal changes in each stage of division.
Given the genotypes of two organisms, students will predict the
likelihood of all possible genotypes and phenotypes in the offspring.
Given a molecular biology or cell biology research technique, students
will demonstrate understanding of the technique and hands-on skills in
performing the technique.
BIO
2
Given any animal phylum, the student will be able to describe the
characteristics that define the group as well as illustrate its life cycle.
Given a cadaver, the student will be able to accurately dissect a
specimen for gross anatomical examination.
Given any animal organ system, the student will be able to outline its
structure and function.
Given evolutionary or ecological principles, the student will be able to
apply these concepts to animal populations.
BIO
3
Given any plant phylum, the student will be able to describe the
characteristics that define the phylum as well as illustrate the life
history of one of its representatives.
Given any plant response, the student will be able to explain the
physiological basis for the plant's condition or action.
Given images of plant cells, the student will be able to describe the
structure and function of its components.
Given microscope slides of the plant body, the student will be able to
demonstrate knowledge of its structure and development.
BIO CURSE LEVEL OUTCOMES 2
BIO
5
Given any human or cat structure, the student will be able to describe
its functional anatomy and identify its location and anatomical name.
Given a cadaver, the student will be able to accurately dissect a
specimen for gross anatomical examination.
BIO
6
Given a representation of the human body, the student will correlate
structure and function of cells and tissues to physiologic function, and
apply this relationship to the structure and function of organ systems.
Given a scenario of internal physiological regulation, the student,
through understanding of homeostasis, will be able to predict the
body's response to specific deviations for the resting state, as well as
the result if the regulatory mechanism is deficient.
Given an example of solute distribution on either side of a
semipermeable membrane, the student will be able to predict the
movement of materials across biological membranes.
Given a description of a macromolecule, the student will evaluate the
structure and function of biological molecules and the regulation of
their catabolism and anabolism.
BIO
7
Given any microbial life from, students will be able to distinguish the
physical, genetic and metabolic features of prokaryotic, eukaryotic and
non-cellular microbes.
Given descriptions or demonstrations of laboratory processes,
students will be able to evaluate applications of microbiological
techniques in applications such as food safety and preparation,
bioremediation and wastewater treatment.
Given the human immune system, students will be able to describe
the composition and function of the innate and adaptive components
of the immune system.
Students will be able to demonstrate proficiency in aseptic transfer,
pure culture technique, microbial identification, genetic and
BIO CURSE LEVEL OUTCOMES 3
biochemical analysis, and good laboratory practices.
BIO
10
Given a mock experiment, students will be able to use the scientific
method to formulate and answer a scientific question.
Given an image or diagram of a cell, students will be able to
demonstrate knowledge of the structure and function of the
components, as well as the progression of cells through the cell cycle.
Given the history of life on Earth, students will be able to apply the
principles of evolutionary theory to explain the unity and diversity of
life.
Given the spectrum of life forms on Earth, students will be able to
classify living organisms based on their environmental niche, size,
complexity, reproductive strategies, and mechanisms of energy
conversion.
BIO
11
Given the solute concentration of a solution, students will predict the
movement of water by osmosis into or out of a cell.
Given a blood pressure cuff and a stethoscope, students accurately
measure blood pressure and heart rate and demonstrate
understanding of normal and abnormal measurements.
Given a body region, students will state the correct anatomical term
for that body region.
Given an organ system, students will identify the major organs and
describe their functions.
Given the name of a biological molecule, students will demonstrate
understanding of the molecule’s importance to life functions.
BIO
12
Given a hypothetical family history, the student will be able to predict
inheritance of genetic traits according to Mendelian and nonMendelian laws.
Given a multigenerational family history displayed in a pedigree
diagram, the student will be able to estimate probability of inheritance
using pedigree analysis.
Given the processes of cell replication and organismal reproduction,
students will be able to describe the flow of heritable information from
DNA to protein.
Given access to these resources, students will be able to obtain and
evaluate genetic information from major databases, as well as
consider the ethical implications of using such data.
BIO CURSE LEVEL OUTCOMES 4
BIO
13
Given the DNA molecule, the student will be able to demonstrate
knowledge of its biochemistry.
Given allele frequencies, the student will be able to calculate the
probability of a genetic match.
Given a forensic article, the student will be able to summarize the key
findings.
Given a tissue sample, the student will be able to outline the methods
of DNA extraction, amplification, and typing.
BIO
18
Given a genetic disorder, the student will understand the cause, the
symptoms, and the treatment.
Given an endocrine system disorder, students will differentiate it from
other endocrine system disorders.
Given an inflammatory disorder, the student will describe the
contribution of the inflammatory process to the disease.
Given a disorder of the cardiovascular system, students will be able to
describe its causes and its effects.
Given a disorder of the musculoskeletal system, the student will
demonstrate understanding of its pathology at an organ level and
tissue level.
BIO
20
Given a biological specimen, the student will classify it.
Assessment Results: Lab analysis required students to use
dichotomous keys and illustrations to identify the species found in owl
pellets: 90% of the students (17/19) were successful.
Given a representative specimen from any of the major organisms, the
student will describe its natural history.
Given representative producers and consumers, the student will
construct a food web as well as predict potential human impacts on
the community.
Given an organism, the student will summarize and present its natural
history.
Assessment Results: Students were 95% successful at addressing all
criteria concerning their organism.
BIO
27
Given any microbe, students will be able to compare and contrast the
various microbes with respect to environmental niche, biological
characteristics, pathogenesis, growth characteristics and control of
growth.
BIO CURSE LEVEL OUTCOMES 5
Given microbes from different habitats, students will be able to
describe metabolic characteristics of microbes and implications for
distribution in the environment and capacity to cause disease.
Given the human immune system, students will be able to describe
the role of the immune system in preventing or controlling infection.
Given any laboratory protocol, students will be able to perform
laboratory exercises that demonstrate good microbial isolation and
culture, as well as safe laboratory practices.
BIO
30
Given representative producers and consumers, the student will
construct a food web as well as predict potential human impacts on
the community.
Given a mock experiment, the student will use the scientific method to
answer a biological question.
Given any marine animal, the student will properly dissect a specimen
for anatomical study.
Given any of the major marine organisms, the student will describe
key characteristics.
BIO
42
Given a diagram of a cell, students will identify the major organelles
and explain their functions at a molecular level.
Given an organ system, students will list the major organs and
describe their functions.
Given the genotypes of two parents, students will predict the likelihood
of all possible genotypes and phenotypes in the offspring.
Given a description of lifestyle, environment, and genetic background
students will to relate these factors to cancer risk.
Given a gene, the student will demonstrate understanding of how the
gene is expressed.
Given an ecosystem, students will describe the impact of the human
population on that ecosystem.
BIO
45
The student will select a topic for investigation and design an
experimental plan with which to conduct the study.
The student will carry out the plan within the time allotted for the
project.
BIO CURSE LEVEL OUTCOMES 6
The student will present a comprehensive report of the execution and
findings of the project.
BIO
47
Given an ecosystem, the student will discuss biotic and abiotic factors
that affect the distribution and abundance of organisms.
Given a description of a disturbed habitat, the student will describe the
process of recovery.
Given an example of declining biological diversity, the student will
propose a sound conservation or restoration plan.
Given representative producers and consumers, the student will
construct a food web as well as predict potential human impacts on
the community.
BIO
48
Given a type of ecosystem, students will discuss the major impacts
humans have had on that ecosystem.
Given a non-living part of an ecosystem, students will discuss the
sources and effects of manmade pollutants.
Given an energy source, students will be able to describe how it is
obtained, used, and its comparative effects.
Given the living components of an ecosystem, students will
demonstrate understanding of their relationships to one another.
Given a non-living part of an ecosystem, students will discuss the
sources and effects of manmade pollutants.
BIO
48L
Given an ecological principle, the student will be able to define and
describe an example of it.
Given human population data, the student will be able to use a logistic
population growth curve to make a prediction as to how many
individuals the Earth can support.
Given a natural resource issue, the student will propose a mitigation
plan.
Given a list of lifestyle activities, the student will be able to provide
examples of personal practices that reduce energy waste.
BIO
6L
Given the solute concentration of a solution, students will predict the
movement of water by osmosis into or out of a cell.
BIO CURSE LEVEL OUTCOMES 7
Given the results of standard laboratory blood tests, the student will
demonstrate the ability to analyze and interpret the results.
Given the name of a biological molecule, students will demonstrate
understanding of the molecule’s importance to life functions.
Given an image of a tissue viewed at a microscopic scale, the student
will identify the tissue type and describe its structure and functions.