Area 5 Guidelines (GE 2026)

Area 5: Physical and Life Sciences

Introduction

In Area 5 students will develop a basic understanding of the nature, scope, successes and limitations of the physical and life sciences. Lower-division Area 5 courses introduce fundamental concepts of each discipline, and as a result should not be interdisciplinary in nature. Courses should place the basic knowledge presented in a larger context and show the breadth of application to other disciplines and/or daily life.

An integral part of our polytechnic identity, these courses also provide essential foundational knowledge for more advanced study in mathematics, statistics, computer science, the physical and life sciences, and/or engineering. As a result, these courses also emphasize analyzing mathematical, statistical, scientific, and computational problems using logic, fundamental principles, and quantitative analysis. Courses in this area should include an appropriate writing component as a way for students to develop and demonstrate their understanding of basic scientific, mathematical, statistical, and computational concepts.

For more information about GE requirements, including the current list of courses approved for Area 5, please consult the Cal Poly 2026-28 Catalog - GE Requirements.


Template Requirements

subarea units
5A: Physical Sciences 3
5B: Life Sciences 3
5C: Laboratory 1

 


Area 5 Curriculum Guidelines


As you review the sections that follow, please note that "Educational Objectives" refer to what students will learn by completing that subarea while "Criteria" refer to how the course is designed to support that learning. Together, these objectives and criteria are referred to as our "(curriculum) guidelines". Additional information about GE curriculum guidelines can be found here.


5A: Physical Sciences


The physical sciences include astronomy, chemistry, geology, physics and related subjects that explore the non-living world.


Educational Objectives

After completing an Area 5A course, students should be able to:

  • EO1 Describe the processes by which scientific knowledge is generated, including systematic observation and hypothesis-driven experimentation (including the ability to generate testable predictions), leading to the creation and/or refinement of theories used in the physical sciences;
  • EO2 Analyze scientific problems using logic, fundamental principles in the physical sciences, and quantitative analysis, including: identifying whether additional information is needed, obtaining and evaluating appropriate information, and applying it to a specific problem in the physical sciences;
  • EO3 Describe the science that underlies phenomena related to topics which arise in other disciplines and/or daily life;
  • EO4 Articulate fundamental scientific concepts using appropriate vocabulary;
  • EO5 Identify and evaluate the limits of models, data, and/or analytical techniques;
  • EO6 Write about scientific concepts and ideas clearly and make reasoned arguments based on qualitative and quantitative evidence/data.
     

Criteria

The course proposal and expanded course outline for courses in 5A must clearly indicate how the course meets each of the following criteria:

  • CR1 Develop the skills and foundational knowledge needed to study topics presented in upper division Area B courses;
  • CR2 Require disciplinary appropriate writing assignments that comprise at least 10% of overall course grade (e.g., lab reports, math proofs, essay questions, word problems, exam questions).

 

 

5B: Life Sciences


Educational Objectives

After completing an Area 5B course, students should be able to:

  • EO1 Describe the processes by which scientific knowledge is generated, including systematic observation and hypothesis-driven experimentation (including the ability to generate testable predictions), leading to the creation and/or refinement of existing theories that are used in the life sciences;
  • EO2 Describe and explain one or more of the major themes in the life sciences;
  • EO3 Analyze scientific problems using logic, fundamental principles in the life sciences, and quantitative analysis, including: identifying whether additional information is needed, obtaining and evaluating appropriate information, and applying it to a specific problem in the life sciences;
  • EO4 Describe the science that underlies phenomena related to topics which arise in other disciplines and/or daily life;
  • EO5 Articulate fundamental scientific concepts using appropriate vocabulary;
  • EO6 Identify and evaluate the limits of models, data, and/or analytical techniques;
  • EO7 Write about scientific concepts and ideas clearly and make reasoned arguments based on qualitative and quantitative evidence/data.


Criteria

The course proposal and expanded course outline for courses in 5B must clearly indicate how the course meets each of the following criteria:

  • CR1 Develop the skills and foundational knowledge needed to study topics presented in upper division Area B courses;
  • CR2 Describe and explain at least one of the major themes in the life sciences: a) the molecular, cellular, genetic, and physiological mechanisms underlying life; b) the evolution and diversity of life; c) ecological interactions of organisms with each other and with their environment;
  • CR3 Require disciplinary appropriate writing assignments that comprise at least 10% of overall course grade (e.g., lab reports, math proofs, essay questions, word problems, exam questions).

 

5C: Laboratory Activity

A laboratory class is required. It may be embedded in a 5A or 5B course or may be offered as a standalone laboratory with a prerequisite or corequisite of an associated lecture course, as long as the minimum unit value (7) is met for lower-division Area 5. 


Educational Objectives

Students typically satisfy 5C requirements while simultaneously taking a 5A or 5B course. After completing an Area 5C course, students should be able to:

  • EO1 Demonstrate the ability to apply hands-on disciplinary practices associated with the life sciences and/or physical sciences in a lab, observational, and/or other experimental setting;
  • EO2 Formulate, refine, and evaluate empirically predictions and/or problems using models and simulations that predict and show relationships among variables between systems and their components in the natural, physical, and/or designed worlds;
  • EO3 Design and conduct an investigation to answer questions by providing evidence for and testing conceptual, mathematical, statistical, physical, and/or empirical models;
  • EO4 Analyze and interpret data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) to make valid and reliable scientific claims;
  • EO5 Apply scientific reasoning, theory, and/or models to construct explanations and/or designs that are supported by multiple and independent sources of evidence and address counterarguments;
  • EO6 Construct, use, and present arguments or counter-arguments based on data and evidence;
  • EO7 Write about scientific concepts and ideas clearly and make reasoned arguments based on qualitative and quantitative evidence/data;
  • EO8 Work collaboratively in groups with people who have ideas, beliefs, attitudes, and behaviors that are different from their own.
     

Criteria

There are no criteria for 5C.

 

Sources:

 

 

Last updated September 30, 2026

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