May 26, 2022
BIOL 333 - Humans and Sex
Units: 3 ; Breadth Area: GE-UDB; Diversity
The genetic, hormonal, and behavioral basis of sexuality in humans from conception to adulthood; developmental and behavioral variation; enhancement and suppression of fertility; genetic screening.
Strongly Recommended Preparation: Upper division status (greater than 60 earned semester units) and completion of lower division Areas B1-B3.
Prerequisites: Completion of GE Areas A1, A2, A3 and B4 with grade C- (CR) or better.
Credit Restrictions: Not for Biology major credit.
Equivalent Quarter Course: BIOL 3065.
Possible Instructional Methods: Entirely On-ground.
Grading: A-F or CR/NC (student choice).
Breadth Area(s) Satisfied: GE-UDB- Upper Division Science Inquiry and Quantitative Reasoning, Overlay - Diversity
Course Typically Offered: Fall & Spring
Student Learning Outcomes - Upon successful completion of this course students will be able to:
- Identify and describe male and female reproductive systems, including the role of genetics and hormones in their development;
- Explain the physiological function of the male and female reproductive systems;
- Explain variation in both developmental and behavioral aspects of human sexuality;
- Describe factors that can affect fertility and the role of genetic screening;
- Describe the process of development from conception to birth.
UD-B. Upper-division Science Inquiry and Quantitative Reasoning Learning Outcomes
Diversity Overlay Learning Outcomes
- demonstrate advanced and/or focused science or quantitative content knowledge in a specific scientific field, using appropriate vocabulary and referencing appropriate concepts (such as models, uncertainties, hypotheses, theories, and technologies);
- apply advanced quantitative skills (such as statistics, algebraic solutions, interpretation of graphical data) to scientific problems and evaluate scientific claims;
- demonstrate understanding of the nature of science and scientific inquiry and the experimental and empirical methodologies used in science to investigate a scientific question or issue; and
- apply science content knowledge to contemporary scientific issues (e.g., global warming) and technologies (e.g., cloning), where appropriate.
- describe the histories and/or experiences of one or more U. S. cultural groups and the resilience and agency of group members;
- identify structures of oppression and the diverse efforts and strategies used by groups to combat the effects of oppressive structures;
- analyze the intersection of the categories of race and gender as they affect cultural group members’ lived realities and/or as they are embodied in personal and collective identities;
- recognize the way that multiple differences (including, for example, gender, class, sexuality, religion, disability, immigration status, gender expression, color/phenotype, racial mixture, linguistic expression, and/or age) within cultural groups complicate individual and group identities.
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