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Student Learning Outcomes

Discipline: Degree: AA - Liberal Arts Emphasis Natural Sciences - A8988
Course Name Course Number
Astronomical Observing Laboratory ASTR 5L
  • Students will be able to compare telescopes to determine which would be the best instrument for a given observation.
  • Students will be able to classify spectra of main-sequence stars from an objective prism spectrogram, using key reference spectra.
  • Students will be able to identify winter and summer constellations and the brightest stars in each by name.
  • Students will be able to plot planetary, lunar and\/or solar motions on a graph, utilizing appropriate tables of positions, and interpreting the objects' apparent motions on the celestial sphere
  • Students will be able to interpret star atlases, maps, catalogs and planispheres.
  • Students will be able to identify parts of equatorial-mount refracting and reflecting telescopes.
  • Students will be able to apply three coordinate systems (terrestrial, equatorial, and alt-azimuth) to globes, maps, atlases and the planetarium.
Biology for Majors BIOL 4
  • Students will be able to integrate the principles of ecology to explain relationships within the biosphere and human impact on the planet.
  • Students will be able to compare and contrast the processes of photosynthesis and cellular respiration, and explain the significance of the similarities and differences between the two processes.
  • Students will be able to describe the structure of DNA, its mechanism of replication and the implications of this process on inheritance, evolution and biodiversity.
  • Students will have the ability to form a hypothesis, collect data, conduct statistical analysis, and interpret data. \n
  • Students completing this project will be able to demonstrate the ability to show the relevance of biology on their daily lives.
  • Students will be able to compare and contrast the components of the organizational hierarchy within the biosphere.
  • Students will be able to evaluate experimental results in the laboratory and explain why these may differ from expected results.
  • Students will be able to apply principles of the scientific method in experimental situations and demonstrate explain the purpose and expected outcomes of laboratory experiments.
  • Students will be able to examine the chemical organization and structure of cells, and relate these to cellular processes including transport, synthesis and cell reproduction.
Biology for Majors - Honors BIOL 4H
  • Students completing this project will be able to demonstrate the ability to show the relevance of biology on their daily lives.
  • Students will be able to evaluate experimental results in the laboratory and explain why these may differ from expected results.
  • Students will be able to apply principles of the scientific method in experimental situations and demonstrate explain the purpose and expected outcomes of laboratory experiments.
  • Students will be able to examine the chemical organization and structure of cells, and relate these to cellular processes including transport, synthesis and cell reproduction.
  • Students will have the ability to form a hypothesis, collect data, conduct statistical analysis, and interpret data. \n
  • Students will be able to integrate the principles of ecology to explain relationships within the biosphere and human impact on the planet.
  • Students will be able to compare and contrast the processes of photosynthesis and cellular respiration, and explain the significance of the similarities and differences between the two processes.
  • Students will be able to describe the structure of DNA, its mechanism of replication and the implications of this process on inheritance, evolution and biodiversity.
  • Students will be able to compare and contrast the components of the organizational hierarchy within the biosphere.
Cell and Molecular Biology BIOL 8
  • Students will be able to identify the function of each component of the SDS PAGE development process (primary antibody, secondary antibody, biotin, milk protein).
  • Students will be able to accurately draw a plasmid map based on the results of a restriction digest of a plasmid.
Dynamics ENGR 41
  • Students will be able to apply kinematics principles to particles and rigid bodies to obtain position, velocity and acceleration.
  • Students will be able to evaluate forces in connected particles and rigid bodies.
  • Students will be able to obtain the location of instantaneous center of rotation of rigid bodies.
  • Students will be able to apply dynamics to mechanical vibrations of structures.
  • Students will be able to apply energy and impulse-momentum principles.
  • Students will be able to calculate mass moment of inertia of rigid bodies.
  • Students will be able to use Newton's Second Law for particles and rigid bodies.
Earth Science GEOL 8
  • Students will be able to describe the origin and nature of the solar system (planets, moons, asteroids, meteoroids, comets) and other astronomic features (stars, galaxies) beyond Earth's solar system.
  • Analyze atmospheric circulation patterns, their influence on ocean circulation (surface currents, waves, upwellings, etc.), and the physical and chemical factors affecting local and regional weather and climate.
  • Students will be able to describe the origin and composition of Earth's atmosphere and how physical and chemical differences between air masses create clouds, precipitation, lightning and thunder, hurricanes, and tornadoes.
  • Students will be able to describe and classify essential minerals and rocks that compose the Earth's crust.
  • Students will be able to apply scientific terminology and methodology to analyze the natural processes affecting the Earth.
  • Students will be able to synthesize inter-relationships between geologic, meteorologic, oceanographic and astronomic processes.
  • Students will be able to describe the geologic, meteorologic, oceanographic, and astronomic processes that affect the Earth today.
  • Students will be able to assess atmospheric circulation patterns, their influence on ocean circulation (surface currents, waves, upwellings, etc.), and the physical and chemical factors affecting local and regional weather and climate.
  • Students will be able to analyze global plate tectonics and its influence on the formation and occurrence of minerals, rocks, earthquakes and volcanoes, continents and oceans, and their physical features.
Earth Science Laboratory GEOL 8L
  • Students will be able to apply simple mathematical formulas in describing the velocity of seismic waves, locating an earthquake epicenter, calculating rates of motion of tectonic plates, and determining physical characteristics of ocean waves.
  • Students will be able to interpret spatial data in the Earth Sciences.
  • Students will be able to utilize appropriate methods and tools for data collection in the Earth Sciences.
  • Students will be able to describe the steps and results of a scientific investigation.
  • Students will be able to classify and identify essential minerals and rocks that compose the Earth's crust.
  • Students will be able to interpret information portrayed on graphs, tables, and maps.
  • Students will be able to apply the scientific method in analyzing Earth's processes.
Ecology and Field Biology BIOL 3
  • Students will be able to identify various local habitat types and their associated organisms, including amphibians, reptiles, birds, mammals and plants.
  • Students will be able to demonstrate various field techniques such as insect collection\/ mounting, plant pressing, vegetation line transects, etc.
  • Students will be able to compare and contrast environmental topics such as ozone depletion vs. global warming, various animal mating systems, various foraging strategies, etc.
  • Students will be able to apply scientific theories and concerns (e.g. human population growth).
  • Students will be able to diagram biogeochemical cycles and their relationship to environmental problems such as acid rain and global warming.
  • Students will be able to examine current ecological applications (i.e. sharing of\nneighborhoods by people and predatory species, effectiveness of the endangered species act, fragmentation of wildlife habitat, etc.).
  • Students will be able to use dichotomous keys in identification of plant and animal species.
  • Students will be able to integrate principles of ecology to explain relationships within the biosphere and man's impact on the planet.
  • Students will be able to explain the concept of natural selection through ecological examples of comparative adaptations.
  • Students will be able to demonstrate the ability to show the relevance of biology on their daily lives.
Engineering Physics PHYS 4C
  • Students will be able to correctly apply the 1D Schrodinger Equation to solve to the energy of a quantum particle experiencing a known potential energy and with a known wavefunction.
  • Students will be able to draw quantitatively and qualitatively correct ray diagrams for single and double optical surfaces that they have observed quantitatively in a lab activity.
  • Students will be able to apply time dilation and length contraction appropriately in relativistic scenarios.
Engineering Physics PHYS 4B
  • Students will be able to analyze a circuit with an alternating current (AC Circuit)
Engineering Physics PHYS 4A
  • Students will be able to correctly analyze non-constant forces that vary with time or position.
  • Students will be able to experimentally and analytically find the period of a physical pendulum.
  • Students will be able to propagate uncertainty.
Engineering Physics PHYS 4B
  • Students will be able to find an experimental resistance for a resistor.
  • Students will be able to find the specific heat capacity of a material.
Engineering Physics PHYS 4A
  • Students will be able to write up lab findings scientifically.
  • Students will be able to integrate with respect to mass over objects and apply that knowledge to be able to solve problems related to center of mass, moment of inertia and gravitational field of objects.
  • Students will be able to draw free body diagrams appropriate to the situation presented.
Fundamentals of Genetics BIOL 34
  • Students will be able to solve genetics problems including those involving dominance, incomplete dominance, multiple genes, sex linkage, and epistasis.
  • Students will be able to relate the structures of DNA to DNA replication.
  • Students will be able to describe the components of the eukaryotic genome.
  • Students will be able to determine the mode of inheritance of a human genetic disorder from examining a pedigree of inheritance of that disorder.
  • Students will be able to solve genetics problems involving linkage and recombination.
  • Students will be able to identify and discuss the ethical and moral implications of genetic technology including recombinant DNA technology.
  • Students will be able to describe the methods and applications of recombinant DNA technology.
  • Students will be able to discuss the relationship between mutation and molecular evolution and evolution in organisms.
  • Students will be able to describe types of mutations at the chromosomal level including aneuploidies, deletions, duplications, inversions and translocations.
  • Students will be able to describe types of mutations at the molecular level.
  • Students will be able to describe the role of gene expression in development using specific genes as examples.
  • Students will be able to explain the process of RNA and protein synthesis and how these processes are regulated.
General Chemistry I CHEM 50
  • Chem 50 students will be able to demonstrate an understanding of stoichiometric principles, such as: \na.\tMole-to-mole conversions\nb.\tMole-to-mass conversions\nc.\tMass-to-mass conversions\nd.\tIdentifying limiting reactant\ne.\tCalculating the theoretical yield\nf.\tCalculating the amount of excess reactant\n
  • Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: \na. calculating molarity \nb. making dilutions \nc. performing stoichiometric calculations. \n
General Chemistry I - Honors CHEM 50H
  • Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: \na. calculating molarity \nb. making dilutions \nc. performing stoichiometric calculations. \n
  • Chem 50H students will be able to demonstrate an understanding of stoichiometric principles, such as: \na.\tMole-to-mole conversions\nb.\tMole-to-mass conversions\nc.\tMass-to-mass conversions\nd.\tIdentifying limiting reactant\ne.\tCalculating the theoretical yield\nf.\tCalculating the amount of excess reactant\n
General Chemistry II CHEM 51
  • Outcomes (SLO statement): \nChem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n
  • Chem 51 students will be able to \na.\tDefine and identify a buffer solution\nb.\tDetermine the pH of a buffer solution\nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base\nd.\tDetermine the chemical quantitates needed in order to prepare a buffer solution of given pH and acid or base concentration\n
  • Chem 51 students will be able to \na.\texamine and predict the effect of common ions on an aqueous equilibrium system \nb.\texamine and predict the effect of common ions on an aqueous equilibrium system as applied to the Solubility Procudt Constant (Ksp) Experiment \nc.\tpredicting degree of solubility based on solubility product constants \nd.\tcalculating the value of the solubility of a solution containing a common ion \nThe questions focused on determination of solubility, understanding the concept of Ksp, and the effects of the common ion effect on solubility. Some of the questions related directly to experiences that they had in several lab experiments.
  • By using the concept of Le Chatelier’s Principle, students will be able to \na.\tpredict the effect that causes the reaction to shift toward products in a gas phase reaction initially at equilibrium. \nb.\tpredict the correct effect of different stresses on a gas phase reaction at equilibrium \nc.\tpredict the correct effect of adding a substance that reacts with a component in the equilibrium system of a slightly soluble salt that was used in the “Review of \nEquilibrium Systems” experiment \nd.\tpredict the correct effect (by color of solution) from adding common ion in the aqueous phase equilibrium system used in the “Review of Equilibrium Systems” experiment \ne.\tpredict the correct effect (by color of solution) from adding a substance that reacts with a component in the equilibrium system used in the “Review of Equilibrium Systems” experiment. \nThe questions focused on determining the direction of shift of a reaction upon adding a variety of stresses to a system at equilibrium. Some of the questions related directly to experiences that they had in several lab experiments.
  • SLO on Buffers focused on the following course measurable objective: \nPrepare buffer solutions of a given pH and molarity and predict the response of the buffers to additions of acids and bases. \n\n\nOutcomes (SLO statement): \nChem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n\n
General Physics PHYS 2BG
  • Students will be able to apply Snell’s Law to solve for an unknown index of refraction.
  • Students will be able to experimentally find a value for the Earth’s magnetic field.
General Physics PHYS 2AG
  • Students will be able to identify an appropriate model from experimental data.
  • Students will be able to identify common forms of mechanical and internal energy occurring within a system.
  • Students will be able to analyze descriptions and depictions of mechanical systems and create representative force diagrams.
General Physics PHYS 2BG
  • Students will be able to solve for unknown currents in simple circuits.
Geology of the Solar System ASTR 7
  • Students will be able to compare and contrast current theories of the origin and evolution of the solar system.
  • Students will be able to describe the various processes responsible for creating and altering the surfaces of planets, moons, asteroids, and meteorites.
  • Students will be able to apply basic principles of remote sensing.
  • Students will be able to evaluate the limitations and types of instruments that characterize space missions.
  • Students will be able to explain the basic motion of planets, with emphasis on the three basic motions of Earth (rotation, revolution, and precession), what causes them and how they can be measured.
  • Students will be able to describe the geometry and mechanisms of lunar and solar eclipses and lunar phases.
  • Students will be able to describe the major processes operating to shape the surface of the earth.
  • Students will be able to describe the nature of electromagnetic radiation, and demonstrate basic principles of optics.\n\n
Introduction to Astronomy ASTR 5
  • Students will be able to explain stellar evolution.
  • Students will be able to classify and identify meteorites based on their visual properties.
  • Students will be able to summarize and evaluate current theories of the origin and evolution of the solar system.
  • Students will be able to analyze electromagnetic radiation.\n\n
  • Students will be able to explain the motion and phases of the Moon, as well as the mechanism of eclipses.
  • Students will be able to compare the three motions of the earth and predict the motion of objects in the sky due to these motions.
  • Students will be able to identify and explain the basic motion of the planets.
  • Students will be able to summarize and evaluate our current understanding of cosmology.
  • Students will be able to relate the major structures of the universe to specific units of measurement.
Introduction to Astronomy-Honors ASTR 5H
  • Students will be able to compare the three motions of the earth and predict the motion of the sky due to these motions.
  • Students will be able to identify and explain the basic motion of the planets.
  • Students will be able to relate the major structures of the universe to specific units of measurement.
  • Student will be able to classify types electromagnetic radiation.\n\n
  • Students will be able to explain the motion and phases of the Moon, as well as the mechanism of eclipses.
  • Students will be able to evaluate and discuss the merits of proposed astronomical instruments (telescopes, satellites, etc.).
  • Students will be able to identify current developments in astronomy and understand their significance.
  • Students will be able to summarize and evaluate our current understanding of cosmology.
  • Students will be able to explain stellar evolution.
  • Students will be able to classify and identify meteorites based on their visual properties.
  • Students will be able to summarize and evaluate current theories of the origin and evolution of the solar system.
Introduction to Oceanography OCEA 10
  • Students will be able to summarize the geologic time scale, and apply it to the age of the Earth and ocean.
  • Students will be able to provide examples of ways in which modern knowledge of the ocean was achieved through use of the scientific method.
  • Students will be able to evaluate the human impact on the ocean, especially in coastal areas and in relation to global climate change
  • Students will be able to apply scientific terms and the scientific method in analyzing ocean processes and the results of those processes.
  • Students will be able to describe how atmospheric circulation influences ocean circulation (surface currents, waves, upwelling, etc.); explain how physical and chemical factors of the ocean affect weather and climate.
Introduction to Oceanography Laboratory OCEA 10L
  • Students will be able to collect and analyze ocean salinity, temperature, water depth, and pH data.
  • Students will be able to describe the steps involved in obtaining results in a scientific investigation.
  • Students will be able to apply the scientific method in analyzing oceanographic data and interpreting ocean processes.
  • Students will be able to apply simple mathematical formulas and tools to determine rate of motion of tectonic plates, physical characteristics of ocean waves (e.g. velocity), bathymetry, and chemical characteristics of seawater.
  • Students will be able to interpret information displayed in graphs, tables, charts, and maps.
Introduction to Stars, Galaxies, and the Universe ASTR 8
  • Students will be able to describe the scale of the universe and relate it to specific units of measurement.
  • Students will be able to recognize the structure and principles underlying the operation of various telescopes.
  • Student will be able to identify and describe methods of analysis of electromagnetic radiation.\n
  • Students will be able to summarize recent advances in current scientific understanding of the field of cosmology.
  • Students will be able to identify and describe the various types and structures of galaxies.
  • Students will be able to describe the motions of celestial objects.
  • Students will be able to analyze the structure and location of the Earth and the objects in our solar system as a model of a stellar system in the universe.
  • Students will be able to describe the historical development of cosmology, from the perspectives of ancient cultures up through modern times.
  • Students will be able to explain current theories relating to the origins and evolutionary cycles of stars of various masses; include a description and evaluation of our current understanding of the nature of bizarre objects like white dwarfs, neutron stars, and black holes.
Marine Biology BIOL 20
  • Students will be able to describe two major differences between vertebrate and invertebrate marine organisms.
  • Students completing relevant assignments in Area B courses will evaluate the\nimpact of science on their daily live
  • Students will be able to analyze the limiting factors of oceanic provinces.
  • Students will be able to compare and contrast the geological, physical, and chemical aspects of the marine environment and explain how marine organisms adapt to each aspect.
  • Students will be able to evaluate the biological and political factors that are associated with overfishing.
  • Students will be able to explain the process of plate tectonics and its significance in marine environments.
  • Students will be able to summarize ecological principles associated with marine ecosystems.
  • Students will be able to differentiate between the major phyla of marine organisms.
  • Students will be able to identify dominant invertebrates and vertebrates associated with the southern California coast.
  • Students will be able to explain factors that influence winds, currents and tides.
Marine Biology - Laboratory BIOL 21
  • Students will be able to differentiate between the major phyla of marine organisms based on anatomical differences discovered in laboratory dissections.
  • Students will demonstrate an ability to recognize chordgrass, pickleweed, and salt grass and describe the elevational distribution of these plants in a salt marsh.
  • Students will be able to identify 5 different organisms found in the intertidal zone of southern California.
  • Students completing relevant assignments in Area B courses will evaluate the\nimpact of science on their daily lives
  • Students will be able to compare and contrast the biological and physical aspects of the marine environment, and explain adaptations of marine organisms to each aspect.
  • Students will be able to relate anatomical structure to life style of various marine organisms, and analyze the significance of the structure and functions of organ systems to the mode of life in the marine environment.
  • Students will be able to analyze external and internal anatomy of marine organisms and describe differences in structure between various classes of marine organisms within a particular phylum.
  • Students will be able to summarize ecological principles associated with marine ecosystems.
  • Students will be able to identify dominant invertebrates and vertebrates of the intertidal regions in a field situation by observing differences in distribution at different elevations above sea level.
Microbiology MICR 22
  • Explain the basic features of every group of microorganisms.
  • Describe the physiology and genetic processes of microorganisms.
  • Apply physical and chemical methods of controlling microorganisms.
  • Explain the dynamics of host-parasite interaction.
  • Diagnose specific diseases on the basis of symptoms and laboratory test results.
  • Perform aseptic transfer techniques and interpretations of laboratory results.
  • Perform basic microbiology lab procedures using appropriate PPE required for this laboratory course.
  • Demonstrate safe handling and proper hazardous waste disposal procedures for microorganisms and chemicals used.
  • Analyze, using student’s own experimental design, effective hand washing.
  • Demonstrate how to properly use the compound light microscope, as well as know its parts, their functions, how to safely transport and clean it.
Organic Chemistry CHEM 80
  • Provided with a molecular formula and the infrared (IR), 1H-NMR, 13C-NMR spectra for an unknown organic molecule, CHEM 80 students will be able to propose a correct structure for the molecule.\n\nThe assessment consisted of questions in a multiple-choice standardized-exam format (ACS Standardized National Exam), focusing on IR and NMR. In addition, a student survey was administered to gauge the effectiveness of replacing the old computers with new ones in the CTC Lab. Some of the questions targeted direct experience using the CTC lab.
Organic Chemistry CHEM 81
  • SLO 2 (Evaluation of a Multi-Step Synthesis) - CHEM 81 students will be able to evaluate a mechanism of a multi-step synthesis reaction.
  • Provided with a molecular formula and the infrared (IR), 1H-NMR, 13C-NMR spectra for an unknown organic molecule, CHEM 81 students will be able to propose a correct structure for the unknown molecule.
Organic Chemistry CHEM 80
  • CHEM 80 students will be able to analyze 3D, Fischer and Newman projection drawings to determine their \nstereochemical designations, determine isomeric relationships between two drawings, and correlate stereoisomerism \nwith physical properties such as optical rotation of light.
  • CHEM 80 students will be able to demonstrate the effectiveness of the CTC Lab. These updated tools promote their success in organic chemistry.
Organic Chemistry CHEM 81
  • CHEM 81 students will be able to\na. Predict the product(s) of reactions involving carboxylic acids and their derivatives \nb. Provide the reagents needed to transform carboxylic acids and their derivatives\nc. Compare relative reactivities of carboxylic acids and their derivatives\nd. Write the mechanism for reactions involving carboxylic acids and their derivatives
Physical Geography GEOG 1
  • Define geography as an integrative discipline using examples of the Earth’s four spheres.
  • Students will evaluate the impact of science on their daily lives
  • Describe common patterns of temperature and temperature inversions, high and low pressure, ocean and land winds, global winds, rain and desert patterns.
  • Apply geographical methodology in the interpretation of spatial relationships involving distance, area, and direction on the earth's surface.
  • Identify how physical processes differ from place to place on the globe.
  • Examine the physical forces and processes that operate within the natural environment. \n
Physical Geography Laboratory GEOG 1L
  • Apply principles of earth-sun relationships to concepts of time, seasonal variations in solar energy receipt and overall climatic patterns on earth.
  • Construct and interpret maps using cartographic principles.
  • Evaluate the impact of science on their daily lives
  • Construct maps using cartographic principles.\n
  • Interpret maps.
  • Analyze landform features through an understanding of tectonic processes as well as exogenic processes such as erosion and deposition.
  • Relate the distribution of vegetation to biomes and soil types.
  • Perform functions of temperature and pressure change using lapse rates.
Physical Geology GEOL 1
  • Students will be able to apply scientific thinking and scientific method to analyze geologic problems, and the causes and effects of geologic processes.
  • Students will be able to analyze patterns and trends in observable data from a natural system, and form conclusions based on those patterns and trends.
  • Students will be able to analyze how tectonics influences the formation and occurrence of minerals, rocks, earthquakes, volcanoes, oceans, continents, and landscapes.
  • Students will be able to use simple tools and techniques for field and lab identification of common minerals and rocks.
  • Students will be able to analyze deep time as it relates to the physical and chemical evolution of Earth over time.
Physical Science PHSC 9
  • Students will be able to apply the material from the course to real life situations.
  • Students will identify which material has the greatest specific heat capacity.
  • Students will be able to write a balanced chemical equation for a double replacement reaction.
  • Students will be able to use Newton's laws to find the acceleration of an object.
  • Students will be able to identify the difference between and atom, molecule, and compound.
Plant and Animal Biology BIOL 2
  • Students will be able to describe plant form and function emphasizing evolutionary trends throughout the plant kingdom (including structure, function, growth, transport, nutrition, control systems, reproduction and development.)
  • Students will be able to describe the life cycles of the important phyla in detail emphasizing evolutionary trends through geological time.
  • Students will be able to define the concept of alteration of generation, and analyze the modifications that have occurred in different organismal groups.
  • Students will be able to compare and contrast the different taxonomic groups (bacteria, protists, plants, animals and fungi) and discuss evolutionary changes that led to their adaptive radiation throughout geological time.
  • Students will be able to compare and contrast prokaryotic and eukaryotic organisms and describe how they are arranged in a classification hierarchy.
  • Students will be able to evaluate the impact of science on their daily lives (area B GEO being used as course level SLO)
  • Students will be able to construct cladogram. Students will be able to correctly analyze and construct a cladogram using shared and derived characteristics placing species and their characteristics in the proper positions.
  • Students will be able to classify plants to Family. Students will be able to correctly analyze plant characteristics and be able to place unfamiliar plants into their correct plant families.
  • Students will be able to complete an analysis of plant and animal interactions in relationship to their biomes.
  • Students will be able to describe animal form and function emphasizing evolutionary trends throughout the animal kingdom (including structure, function, nutrition, circulation, gas exchange, immune response, internal controls, chemical signals, reproduction, development, behavior, nervous and sensory systems).
  • Students will be able to analyze the current taxonomic classification schemes and discuss how taxonomy is a work in progress.
  • Students will be able to discuss evolutionary changes throughout the geological time scale including topics on systematics, taxonomy, and biological diversity.
Plant Structures, Functions, and Diversity BTNY 3
  • Value plants, fungi, algae, and the natural world.
  • Discuss the importance of biodiversity and conservation.
  • Compare and contrast the reproductive structures of bacteria, algae, fungi, bryophytes, lower vascular plants, ferns, gymnosperms, and angiosperms.
  • Illustrate the ecological concept that every living and non-living thing is interconnected, with emphasis on biotic as well as abiotic factors such as soil and exposure to sun\/wind.
  • Identify cells and tissues in stems, leaves and roots.
  • Distinguish modifications of stems, leaves and roots with respect to various environmental conditions related to water and food.
  • Compare and contrast the anatomical and morphological differences between stems, leaves and roots.
  • Examine the major lines of evolution of plants and the phylogenetic relationships from bacteria to angiosperms, including the work of Charles Darwin and natural selection.
  • Summarize the characteristics of plant communities and biomes.
  • Examine, monitor and analyze the growth and development of plants from seed to seed and relate deficiencies in nutrients to growth changes.
  • Evaluate various theories dealing with uptake of water and food and associated transport pathways in vascular plants.
Principles of Microbiology MICR 1
  • Students will evaluate the role of culture methods and selective and differential culture media in identifying microorganisms
  • Students will be able to perform a molecular separation technique (gel electrophoresis) and identify a DNA source using DNA fingerprinting.
  • Students will be able to observe bacterial transformation by plasmid DNA and describe an acquired phenotypic trait of the transformed cells.
  • Students will be able to identify the fundamental concepts of immunity, immunization, immune deficiencies and immunological testing.
  • Students will be able to demonstrate aseptic technique and safe handling of microbial cultures
  • Students will be able to prepare smears, perform staining procedures and record microscopic observations.
  • Students will be able to identify an unknown bacterial organism based on results of lab procedures performed and through a miniaturized multitest system; compare findings of these two methods.
  • Students will be able to evaluate physical, chemical and chemotherapeutic agents.
  • Students will be able to evaluate the level of contamination in water, milk, specific food products.
  • Students will be able to perform quantitative plating and turbidity measures to determine the number of bacteria present in a culture sample.
  • Students will be able to describe and accurately draw various microbes based on microscopic observations.
  • Students will be able to describe the structures\/functions of external and internal components of both prokaryotic and eukaryotic cells.
  • Students will be able to draw standard growth curves for bacterial cultures and explain factors affecting bacterial growth.
  • Students will be able to Describe characteristics of selected pathogens, and the diseases caused by each.
  • Students will be able to describe the role of genes, chromosomes, mutations and human manipulation in heredity of prokaryotic cells.
  • Students will be able to contrast the metabolic processes of fermentation and aerobic metabolism, noting cycles involved, energy production and end products.
  • Students will be able to outline the general characteristics of viruses, prions, and viroids.
  • Students will be able to evaluate the best method to control microbes in various settings (chemical, physical or chemotherapeutic agents).
  • Students will be able to describe the course of infectious diseases, including the interactions with host defenses.
Statics ENGR 40
  • Students will be able to draw a free body diagram for a multiforce member and determine reactions.
  • Engineering 40 students will be able to analyze a typical truss to determine the force in a truss member.
  • Students will be able to apply principle of virtual work to solve equilibrium problems.
  • Students will be able to use parallel-axis theorem to calculate moment of inertia of structural members.
  • Students will be able to analyze systems involving friction such as wedges, belts and screws.
  • Students will be able to determine internal forces in trusses, frames and machines.
  • Students will be able to expand the usage of equations of static equilibrium to distributed loads and submerged areas.
  • Students will be able to determine centroids by integration.
  • Students will be able to apply equations of static equilibrium to two- and three- dimensional problems.
  • Students will be able to draw free-body diagrams of rigid bodies.
  • Students will be able to define and apply the fundamental laws of mechanics and calculate resultants.
Weather and Atmospheric Environment Laboratory METO 3L
  • Students will be able to comprehend common weather phenomena.
  • Students will be able to interpret and analyze weather data.
  • Students will be able to use electronic and analog equipment in weather data collection.
  • Students will be able to assess current weather conditions and explain the processes that created these conditions.
  • Students will be able to Analyze the socio-economic impact of weather and climate change.
  • Students will be able to predict\/forecast weather patterns based on trends in available data.
Weather and the Atmospheric Environment METO 3
  • Students will be able to describe and explain current weather events and the processes that created these conditions.
  • Students will be able to Analyze the socio-economic impact of weather and climate change.
  • Students will be able to analyze basic weather trends based on current weather data.
  • Students will be able to interpret and analyze various weather conditions.
  • Students will be able to demonstrate proficiency in problem solving skills as they relate to meteorology.
  • Students will be able to comprehend common weather phenomena.