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Los Angeles Harbor College

Program Reviewfor

SCIENCE & FAMILY &CONSUMER STUDIES

Following the guidelines as approved by the Academic Senate and the College Planning Council on October 16, 2003 and

using the Steps as approved by the Academic Senate and the Academic Affairs Cluster

Los Angeles Harbor College Program Review, December 2005 1

Science & F&CS Division Unit Plan Page

Life Science 7Program ReviewAnatomy 1-Course Outline, SyllabusBiology 3-Course Outline, SyllabusMicrobiology 20-Course Outline, Syllabus

Child Development 49Program ReviewChild Development 1-Course Outline, Syllabus I, Syllabus IIChild Development 22-Course Outline, SyllabusFamily & Consumer Studies 21-Course Outline, Syllabus

Geology 99Program ReviewGeology 1-Course Outline, SyllabusOceanography 1-Course Outline, Syllabus

Geography 125Program ReviewGeography 1-Course Outline, Syllabus


Science and Family & Consumer Studies Division

Unit Plan 2005-2006


COLLEGESTRATEGY

OBJECTIVES ACTIVITIES/TASKS STATUS RESOURCES COSTS

DIVISION OBJECTIVES1.1, .13, 1.5, 2.1, 7.4

Complete staffing needs ofScience/Family & Consumer Studies Division

1.0 Division Administrative Assistant Complete in Committee Personnel

1.3, 2.1, 2.3, 3.4, 6.1, 6.2

Renovate building Replace lighting and wiring system, air condition building, paint interior and exterior of building, provide individual faculty office space, create SMART classrooms

Exterior painting completeIn Proposition A/AA plans

Facilities, Equipment

1.3, 1.4, 1.5, 2.1, 6.1, 6.2

Refurnish building Install new furniture and window treatments in lecture halls, laboratories, and faculty offices

In Prop A/AA plans Facilities, Equipment

LIFE SCIENCE OBJECTIVES

1.1, 1.2, 2.1, 2.2, 2.3

Expand Allied Health Science curriculum offerings

Hire instructors and Laboratory Technician

Complete in Committee Personnel

1.3, 1.4, 1.5, 6.1, 6.2

Develop teaching technology for Life Science Program

Obtain six “Tegrity” systems, install wireless technology in all classrooms, replace VHS library with DVDs

2 Tegrity systems purchasedWireless in Prop A/AA plans

Equipment

1.1, 1.3, 1.5, 2.1, 7.4, 7.5

Staffing for Life Science Department

3.0 Instructors1.0 Additional Laboratory Technician


1.3, 6.2 Safeguard Life Science equipment

Install new security doors on interior equipment rooms and secured SMART podiums

In Prop A/AA plans Facilities

1.1, 1.2, 2.1, 2.2, 2.3

Revise and expand Majors and Non-Majors curriculum offerings

Create new majors curriculum (Bio 101, 102, and 103), create new Oceanography and Environmental Science labs (Ocean 4 & ES 21) and revise Natural History (Bio 10) curriculum

Complete Curriculum

1.3, 6.2 Facilitate the use of botanical and marine specimens

Replace greenhouse and add marine room

In Prop A/AA plans Facilities, Equipment

1.3, 1.5, 6.2 Provide classroom support Purchase an additional photocopy machine for division instructors and staff

Not in Prop A/AA plans Equipment

1.3, 1.5, 2.1, 6.1, 6.2

Increase course offerings in Allied Health Science and Biology Majors and Non-

Purchase non-disposable laboratory supplies such as microscopes, autoclave, models and specimens and

Autoclave purchased, Title V funded a limited number of microscopes

Equipment


Majors Programs general laboratory and field equipment and water analysis equipment

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 5.1, 5.2

Facilitate Matriculation of students from local high schools

Offer General Biology courses at local high schools and offer courses at LAHC limited to high school students

Currently offer a high school section of Biology 3 (General Bio)Offered Anatomy 1 at Penninsula HS in 02-03

Curriculum

CHILD DEVELOPMENT OBJECTIVES

1.1, 1.3, 1.5, 2.1, 7.4, 7.5

Staffing for Family & Consumer Studies (Child Development) Department

1.0 Instructor1.0 Instructional Assistant


1.1, 1.2, 2.1, 2.2, 2.3

Expand curriculum offerings Develop courses required by State of California to meet areas of specialization for California Child Development Permits

CD 44 CD 31 CD 47

CompletedIn progressIn progress

Curriculum

2.1, 2.2, 2.3, 5.1, 5.2

Create relationships with four-year universities to assist students in matriculation

a. Develop a transfer plan to CSUDH for students holding as A.S. Degree in Child Development with G.E. Certification

b. Establish articulation agreement with CSULB for transfer credit to a maximum of 70 units

Completed

In progress

Personnel, Curriculum

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 5.1, 5.2

Facilitate matriculation of students from local high schools

Offer Child Development courses at local high schools

Plan to offer Child Development 1-Growth & Development at Palos Verdes High School in Spring 2006

Curriculum

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 6.1, 6.2, 7.1, 7.3, 7.4

Expand classroom technology Implement use of “Tegrity” systems in classrooms and install wireless technology

3 Tegrity systems purchased; purchase access points for wireless connections

Equipment/ Prop A/AA plans

5.1, 5.2 Increase community outreach Plan and implement Saturday workshops relevant to the field of Child Development

Plan and implement Parent Institute in support of annual “Week of the Young Child” – April 2006

Workshop presented Spring 2005; workshops planned for future Spring SemestersInitial Institute planned

Curriculum, Personnel

Department


Replace outdated supplies and equipment and obtain sound system

Replace food preparation supplies and equipment; replace laminating machines; obtain sound system in laboratory

Food preparation equipment is outdated; two laminating machines are out-of-order; small portable stereo system is used to play CDs in large classroom

Prop A/AA plans; Equipment

GEOLOGY OBJECTIVESStaffing for Geology Department

0.5 Laboratory Technician Complete in Committee Personnel

Expand course offerings Develop a one-unit Geology field course; offer Geology and Oceanography Online

Complete in Committee Curriculum

Expand laboratory experiences to create awareness of the coastal environment

Build a wave tank Not in Prop A/AA plans Facilities, Equipment

GEOGRAPHY OBJECTIVESStaffing for Geography Department

Hire 0.6 Instructor to teach PACE and local high school classes

Complete in Committee Curriculum

Expand classroom technology Purchase and implement use of “Tegrity” system in classroom; complete wireless connections

Prop A/AA plans Facilities

Replace outdated supplies Update laboratory supplies by purchasing current topographic maps and a classroom set of globes

Topographic maps date back to 1950s; globes show wear

Equipment

Increase community service activities

Involve students in Harbor/Ken Malloy Park clean up of wetlands area and Audubon Society fieldtrips and clean ups

Attend Audubon Society field walks and clean ups; faculty member serves on Ken Malloy Park Board

Department


Life Sciences Department Program Review Fall 2005

1. Program Mission

The mission of the Los Angeles Harbor College Life Sciences Department is to provide a supportive, quality, educational environment for students transitioning or transferring into a variety of biological and medical science-related programs, and students fulfilling general associate degree and transfer requirements.

2. Program Objective

The Life Science Department offers a program that serves students preparing to enter the Allied Health Science field, especially Harbor College’s Registered Nursing program, majors fulfilling transfer requirements, and non-major students fulfilling general educational requirements and electives.

The courses are offered using multiple modes of instruction including traditional classroom instruction, Honors Online, and PACE. Instruction is offered during day, afternoon, early evening and evening to meet the needs of a diverse population. All courses are enhanced by the appropriate use of classroom technology such as multimedia presentations, computer-driven laboratories, and classroom Internet activities. Numerous courses also incorporate field trips to local community and environmental sites as part of the curriculum.

3. Student Learning Outcomes

Allied Health Science Students will:-Demonstrate a solid foundation in the structure and function of the human body-Identify public health issues relevant to humans-Compete successfully for admission into Allied Health Science programs-Promote the health and welfare of the community

Academic Transfer/Associate Degree Students will:-Identify the role of science and technology in the post-modern world-Acquire an appreciation of the natural world-Transfer successfully into a four-year college or university-Complete the Life Science requirements for an Associate Degree

4. Definition of Discipline in Terms of Relevance and Student Need

The discipline of Life Sciences serves the students of Los Angeles Harbor College as a critical stepping stone program that supports students entering the Allied Health Science field, Life Science majors fulfilling transfer requirements, and non-majors fulfilling general education requirements.


During 2004, the Life Sciences Department offered 116 sections in a diversity of courses including Anatomy, Physiology, Microbiology, majors and non-majors general Biology, Environmental Science, Oceanography, and Ornamental horticulture. According to the Los Angeles Harbor College institutional research resource WSCH trends and staffing patterns during 2003, the Life Sciences Department had 1102 weekly student contact hours per 5 full-time and 11 part-time faculty. The average class size in 2003 was 47.1 for the Life Sciences Department, well above the college average of 35.1. Allied Health Science programs including Nursing, Physical Therapy, Physician’s Assistant and Pharmacy require courses offered by the Life Sciences Department as prerequisites. The large class sizes and multiple sections offered by the Life Science Department allows these students to complete their prerequisite courses in a timely manner and pursue acceptance into these highly competitive and impacted programs. The Life Sciences Department also serves both majors and non-majors fulfilling their transfer requirements, allowing these students to be successful and gain confidence in a rigorous, but nurturing environment prior to attending a larger institution.

5. Courses Taught in the Discipline

Anatomy 1 - Introduction to Human Anatomy

Biology 1- Fundamentals of the Life SciencesBiology 3- Introduction to BiologyBiology 5- Introduction to Human BiologyBiology 6- General Biology IBiology 7- General Biology IIBiology 10- Natural History IBiology 33- Medical TerminologyBiology 60- EcologyBiology 101- Biodiversity and Environmental BiologyBiology 102 - Molecular Cell Biology and EvolutionBiology 103- Molecular Genetics and PhysiologyBiology 185- Directed Study BiologyBiology 285- Directed Study BiologyBiology 385- Directed Study BiologyBiology 941- Cooperative Education

Environmental Science 1- The Human Environment: Physical ProcessesEnvironmental Science 2- The Human Environment: Biological ProcessesEnvironmental Science 8- Introduction to Geology: Our National Parks and MonumentsEnvironmental Science 21-Environmental Science LaboratoryEnvironmental Science 941-Cooperative Education

Microbiology 1- Introductory MicrobiologyMicrobiology 20- General MicrobiologyMicrobiology 40- Microbiology Laboratory PreparationsMicrobiology 941- Cooperative Education


Oceanography 1- Introduction to OceanographyOceanography 4- Marine Biology LaboratoryOceanography 10- Physical Oceanography LaboratoryOceanography 12- Lectures in Marine BiologyOceanography 941- Cooperative Education

Ornamental Horticulture 11- Land Maintenance

Physiology 1- Introduction to Human Physiology

6. Factors that Influence Enrollment

Multiple sections are offered to accommodate working and non-working populations needing morning, late afternoon, evening, and weekend classes. Additionally students have the opportunity to enroll in Saturday classes.

Currently, the heaviest enrollment demand currently is for courses required for admission to the RN Program at all community college ADN programs, i.e., Anatomy, Physiology and Microbiology. These three nursing prerequisites must be completed prior to students applying for an RN Program. In recent years we have added additional Anatomy, Physiology, and Microbiology sections to accommodate the need.

With the shortage of RN nurses in California and recent legislation recommending greater uniformity on Allied Health courses required for nursing, demand for the pre-nursing courses should continue to increase in the coming decade. Harbor College has and will continue to accommodate the demand within the limits of classroom space and budgetary constraints, while meeting the need to offer a balanced program and other courses.

Non-majors courses are also in heavy demand to meet general education requirements. In addition to the traditional non-majors course offerings of Biology 3, Biology 5, Oceanography 12, and Environmental Science 2, the department recently re-introduced Biology 10, a Natural History lecture and laboratory which is fully transferable. We have also recently introduced Environmental Science 21 and Oceanography 4, laboratory courses to complement Environmental Science 2 and Oceanography 12. All of our non-majors biology courses now have a complementary laboratory.

Starting the 2006 Spring semester, the department is introducing a new three-semester majors Biology series which will be fully transferable to the four-year schools. We project this will increase interest and enrollment in our majors Biology. The department is also linking with our feeder high schools to increase the participation of under-represented students in the bio-medical sciences.


7. Quantitative Review

2000 2001 2002 2003 2004FTESEnrollment 1100 1288 1374 1449 1332Sections Offered 124 115 116Retention Rates 81.3 72.4 78.0 76.5 75.0Successful Completion 66.2 54.6 51.8 58.6 60.6WSCH 738 921 1012 1102 NAFTEF 9.6 9.6 9.0 8.9 NAWSCH/FTEF 457 557 631 707 NAAverage Class Size 30.5 37.1 42.1 47.1 NA (Statistics reflect data obtained from the 2005 Los Angeles Harbor College Fact Book & Planning Guide)

8. Conclusions and Significant Findings

The Life Science Department ranks among the top in average class size and WSCH/FTEF. The average class size in the Department for 2003 was 47.1, far exceeding the Los Angeles Harbor College average of 35.1. The Department’s WSCH/FTEF of 707 during 2003 also exceeds the college average WSCH/FTEF of 535 during 2003. These statistics reflect the dedication of the Department to promoting student success in a timely manner.

9. Strengths and Weaknesses in Relation to Student Needs

Strengths

1. Life science courses are offered using multiple modes of instruction such as honors sections, online courses, and day, evening, and weekend sections.

2. The Life Science curriculum serves a variety of student populations; it includes preparation for Allied Health careers such as RN majors, transfer requirements, non-majors general education courses, and an updated, rigorous, and competitive majors program.

3. The faculty is composed of competent and knowledgeable full-time and part-time instructors. Most instructors have extensive laboratory and field research experience and advanced degrees from competitive programs with different areas of expertise covering a wide spectrum of subjects. Faculty regularly attend workshops, seminars, and conferences to update curriculum and improve instruction. Faculty members actively participate in campus, district, and statewide committees and are involved in community issues.


4. All classrooms have been updated with whiteboards, ergonomic chairs in the labs, and internet access. Multimedia projection carts and laptop computers are available for instruction. Desktop computers are available in all labs. Laboratory instruction includes state-of-the-art software, basic biotechnology equipment, new microscopes for non-majors and anatomy laboratories, and new digital microscopes for microbiology laboratories.

5. The Life Sciences Department has established links to different sectors of the community. Current activities include in-campus sections for high school students and dissemination of curriculum information to feeder high schools. The department receives constant feedback and communication involving UCLA programs such as the Transfer Alliance Program (TAP), Life Sciences Core Curriculum, and CARE/Bridge program. The department has excellent relationships with a number of local institutions which include Cabrillo Marine Aquarium, Madrona Marsh Reserve, Harbor Regional Park, Kaiser Permanente, and the Southern California Academy of Sciences.

Weaknesses:

1. The demand for classes in the Biology Department is very high. Because of budgetary constraints, a permanent faculty member who recently retired has been replaced by adjunct faculty. The ever-increasing number of adjunct faculty has created logistical problems in maintaining consistency in course content, level of instruction, and effective communication. To address these problems, the department needs to hire two new tenure-track faculty members to handle this constantly increasing student demand.

2. The models, skulls, and loose bones used in Anatomy and Human Biology are heavily used and most are more than 20 years old. The wear and tear caused by over 25,000 students using the equipment has led to cracked, broken, damaged and lost parts. Incomplete models, skeletons and bone sets make it difficult for the students to find and identify specific structures so important for pre-RN students to identify and know. The department needs to replace most of the damaged and worn out old models, skulls and loose bones to make it easier for students to learn Anatomy and Human Biology.

3. Many of the instructors use computer assisted information delivery systems for lectures and lab classes. However, none of the classes in the Science building has audio-visual or computer hardware permanently installed. This forces instructors to move computers and projectors around on carts. Not only is this inconvenient, but it increases wear and tear on the equipment and causes storage problems. The department needs to have AV projectors and computers permanently installed in the labs and lecture hall of the science building. This will assist instructors in delivering information to the students.

4. At present The Biology Department has only one lab technician. The lab tech is responsible for setting up over 25 different labs for 6 different classes. This is in addition to dealing with ordering of materials, cleaning and maintaining equipment, answering phones and keeping the stock room in order. The lab set-ups for Microbiology are especially complicated and include growing and maintaining bacterial cultures. The Biology Department really needs a second lab technician to concentrate on Microbiology. This would lighten the load on the


current lab tech and cause the behind the scenes work of the department to flow more smoothly in general. The greatest disservice of not having a second laboratory technician is the inability to serve the evening instructors and the Saturday classes. These sections are often taught by adjunct faculty who need to scramble around trying to patch together laboratory set ups when something goes wrong during lab. When laboratory set ups need attention while the laboratory technician is on duty, the lab activities usually proceed forward with the instructor continuing to teach while a new set up is prepared.

5. The chair of this department does not have a secretary. The paperwork involved in running this department falls on the chair and Biology Lab tech, taking time away form their other duties. The department needs a secretary to take over this work so that the chair and lab tech can concentrate on their duties instead of paperwork.

6. Some of the equipment used in the biology labs is in need of replacement or upgrade. Three of the labs in the science building need new sets of microscopes. Four new spectrophotometers are needed for the biology labs. To facilitate the use of botanical specimens in biology labs, the green house needs to be refurbished. A marine room with salt water aquariums should be built, so that marine specimens could be utilized in the biology and oceanography labs.

10. Plan of Action that Would Strengthen the Discipline

The Life Sciences department will continue to serve its students with the courses they need to complete their academic goals. The program is staffed by dedicated faculty with diverse academic preparations in the disciplines taught at Harbor College. The department offers a comprehensive set of course offerings that are dispersed throughout the day, early and late afternoons, evening and on Saturdays.

Many of the life science lectures are double or double-plus lectures, i.e., one lecture serves at least two laboratory sections, if not two and one half laboratory sections. Faculty teaching large lecture sections would be greatly assisted by having student workers to help in lecture logistics as specified by the lecture instructor; sample tasks might include receiving and recording student papers, helping with the distribution of test forms, setting up multi-media equipment, providing general assistance as the need arises.

The renovation of the Science Building has been scheduled and rescheduled several times. The improvements planned for the renovation will include capabilities for classroom projection systems, increased multimedia and internet access.

Replacement of damaged and broken equipment for all disciplines taught is of utmost importance. Meaningful instruction in Anatomy and human Biology depends on the students getting an accurate and complete depiction of the body structures, systems and their interrelationships.

Purchase of recent software and multimedia systems for all the life sciences is important to ensure that the curriculum is as current as is possible. This process may involve purchase of licenses so that students can work in small groups to maximize the benefits of the instructional experience. This may also involve strategic purchasing of new equipment to carry out the student learning process and outcomes.


Recently, the California legislature changed the requirements for pre-nursing, a core set of courses and a minimum G.P.A. in those courses will be required of all students entering nursing programs at community colleges. The department expects all allied-health related courses, particularly pre-nursing, to be heavily impacted in the coming years. It is crucial that our department strengthens its curriculum and facilities to accommodate these demands.

11. Instructors, Staff, and Other Personnel

Number of Full-Time, Regular Faculty 5Hourly Faculty 11Classified 1Support Personnel

Student Workers (15 hours) 2

Submitted by Ana Escandon, Tim McCord, Beverly Shue, Randy Wade, and Sue Yoder


LOS ANGELES HARBOR COLLEGE COURSE OUTLINE

Associate Degree Applicable Course TOP CODE: 0401.06

Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: 11/1/03 Distributive Learning Curr. Committee Date: 11/30/03

1. DEPARTMENT/DISCIPLINE: Anatomy

2. SUBJECT: Anatomy SUBJECT CODE: 054

3. COURSE TITLE: Human Anatomy COURSE NUMBER/LETTER: 001

4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion hrs

Other: (Specify) total hrs/wk 6 UNITS: 4

5. REPEATABILITY: None RPT1 RPT2 RPT3

6. PREREQUISITE AND/OR CO-REQUISITE: None

7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)

This course in human anatomy is planned for the student of art, physical education and pre-nursing. Organ systems addressed includes: integumentary, skeletal, muscular, respiratory, digestive, circulatory, endocrine, urogenital, nervous and special senses. Demonstrations are made through the use of models and the human skeleton. Laboratory includes working with models, bones, histology sides and dissections.

8. COURSE CLASSIFICATION / ARTICULATION:Course ArticulationClassification Requested Approved/Date/Signature:

Acceptable for Credit, University of California _____________________________

Acceptable for Credit, California State Universities _____________________________

Baccalaureate _____________________________

Occupational _____________________________

Pre-college level, prerequisite and/or Developmental


9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level

readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)

Author: Marieb, Elaline Title: Human Anatomy & Physiology

Publisher: Addison Wesley Longman Edition/Year: 6th, 2004

Author: Title:

Publisher: Edition/Year:

Other Readings:

10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For Distributive Learning courses: Students are required to have a personal E-mail address & Internet access through a private provider.)

COLLEGE PROVIDED: Cats and dissection equipment

STUDENT PROVIDED:

Not Applicable

11. COURSE ENTRY/EXIT SKILLS

A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and measurable terms. THE STUDENT IS ABLE TO:

(1) None(2) (3) (4) (5)

B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in specific and measurable terms. These skills become the entry skills for the next course. As a result of completing this course, THE STUDENT WILL BE ABLE TO:

(1) State body positions and regions.

(2) Identify examples of the four tissue types.

(3) Distinguish between organs of the ten major systems of the human body.

(4) Identify on models or dissected specimens structures of the major systems of the body.

(5) Demonstrate the ability to isolate structures on a dissected specimen.


(6) Recall the shape or morphology of human body organs.

(7) Describe the roles of the organ systems of the human body.

12. SCANS Competencies (Must be listed with all Vocational Education courses.) Indicate the SCANS competencies developed in this course:

Resources (Identifies, organizes, and allocates resources.) Time Money Material and Facilities Human Resources

Information (Acquires and uses information.) Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers

Technology (Works with a variety of technologies.) Selects Applies to tasks Maintains and troubleshoots equipment

Thinking Skills Creative Thinking Decision Making Problem Solving Symbolic Thinking Application of learning techniques Reasoning

Interpersonal (Works with others.) Serves as team member teaches others Serves clients/customers Exercises Leadership Negotiates Works with diversity

Systems (Understands complex inter-relationships.) Understands systems Monitors/corrects systems Improves/designs systems

Fundamentals Reading Writing Mathematics Listening Speaking

Personal Qualities Responsibility Self- Esteem Sociability Self- Management Integrity

13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use

of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:

Description of “asynchronous interactivity”, i.e. ability to receive instruction at a different time than class is

offered.)

A. WRITTEN ASSIGNMENTSReq. Opt. Req. Opt.

Essay(s) JournalsTerm Paper(s) HomeworkReport(s) E-mail/Bulletin BoardsSummaries & Analyses Internet/Chat Rooms

Other ( )


B. SYMBOL SYSTEMSReq. Opt. Req. Opt. Req. Opt.

Logic Computation Art Projects Music Interpretations Drafting/Graphics Proofs Applications Other ( )

C. SKILLS Req. Opt. Req. Opt. Req. Opt.

Verbal Analytical Laboratory Written Physical Computer Other ( )

14. APPROPRIATE OUTSIDE ASSIGNMENTSReq. Opt. Req. Opt.

Field Trips Readings Lectures Research Projects Meetings Computer Projects Skill Practice Library Work Special Films and TV Programs Other ( )

15. CRITICAL THINKING ASSIGNMENTS Req. Opt. Req. Opt.

Problem Solving Translation Class Research Syntheses Analyses Interpretations Comparing and Contrasting Comprehension of Subject Matter Evaluating Significance Creating/Formulating Ideas Setting Up Proofs Other ( )

16. INSTRUCTIONAL MODESReq. Opt. Req. Opt.

Lecture Term Project Lecture/Discussion Oral Drills Lecture/Laboratory Work Experience Laboratory Computer Interactive Assignments Demonstration Guided Discussion Written Assignments Discussion/Seminar Reading Assignments Independent/Directed Study Mediated TV One-on-one Conference TV/Audio Visual Digitized/Modem Guest Speakers ISDN/CODEC (Videoconference) Small Group Experience Internet Access Field Experience E-mail Address


Other ( )

17. COURSE CONTENT: Anatomy 001(Please outline by topics or activities and include time schedule in hours. Write course content for a traditional 18 week semester))(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional course hours/weeks. It will vary from student to student. See approved course outlines for examples.)

Time Allocated(in hours) Topic or Activity

3.0Introduction to Human Anatomy Terminology

3.0Cell Structure & Function

3.0Histology

6.0 Integument

15.0Skeletal System

15.0Muscular System

8.0 Respiratory System

8.0Digestive System

14.0Circulatory System

10.0 Urogenital System

5.0Endocrine System

10.0Nervous System

8.0 Special Senses

Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require: 1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.laboratory includes activity and/or studio hours.State number of hours (108) for activities.

Use additional pages if necessary.18. EVALUATION METHODS


(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student’s final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more appropriate.)

Req. Opt. Req. Opt. Quizzes, Unit Tests, Midterms Essays Final Exam Term Papers, Projects and Reports Laboratory Reports Homework Assignments Observation Record of Student Oral Presentations

Performance Questionnaires Class Participation Standardized Tests Written Compositions Other ( )

(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail, over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person testing center or site is used, a picture ID will be required to verify student’s identity during testing or examination.)

19. COLLEGE LIBRARY MATERIALS ASSESSMENT:

The instructor and acquisitions librarian have evaluated the library materials relating to this course and noted relevant supporting materials and needs.

Acquisitions Librarian ____________________________________ Date ________________________

The above signature does not denote approval or disapproval of this course. Signature is not required for routine course revisions, which do not have substantive changes.

20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS

The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.

LAN Administrator _______________________________________ Date ________________________

Distance Education Coordinator _____________________________ Date ________________________

The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course revisions that do not have substantive changes.

Laurel Woodley___________________11/1/03__ ______________________________________________Prepared by Date Division Chair Date

________________________________________ _____________________________________________


Curriculum Committee Chair Date V. P. Academic Affairs Date


LOS ANGELES HARBOR COLLEGESTANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES

Name of Course: ANATOMY 001

Using the Official Course Outline, please determine whether or not the above listed credit course meets the following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an Associate Degree only criteria marked with an (*) must be met.

RATINGCRITERION

METNOTMET

* 1. Is recommended by the responsible college officials, and the academic senate or other appropriate faculty body as meeting the requirements of this subsection and has been approved by the local district governing board as a course meeting the needs of the students eligible for admission.

* 2. Is taught by a credentialed instructor in the discipline

* 3. Is offered as described in an outline in official college files. That outline shall specify the unit value, scope, objectives, content in terms of a specified body of knowledge, appropriate reading and writing assignments, outside of class assignments, instructional methodology, and methods of evaluation for determining whether the stated objectives have been met by students.

* 4. Is taught in accordance with a set of instructional objectives common to all students.

* 5a. Provides for measurement of student performance in terms of the stated course objectives and culminates in a formal recorded grade based upon uniform standards in accordance with Section 55758 of this part, which is permanently recorded as an evaluation of student performance.

5b. Bases grades on demonstrated proficiency in subject matter determined by multiple measurements for evaluation; and has examinations, including essays and/or, where appropriate, uses appropriate symbol systems and/or skills demonstrations by students.

* 6a. Grants units of credit based upon a specified relationship between the number of units assigned to the course and the number of lecture and/or laboratory hours or performance criteria specified in the course outline.


6b. Requires a minimum of three hours of work per week including class time for each unit of credit and prorated for short term, lab and activity courses.

RATINGCRITERION

METNOTMET

7. Treats subject matter with the scope and intensity, which requires

students to study independently outside of class time.

* 8.Requires, when appropriate, entrance skills and consequent prerequisites for the course before students are enrolled

9. Requires as a pre- or co-requisite to enrollment in other courses throughout the degree and certificate curricula, eligibility for enrollment in associate degree credit courses in English and/or mathematics when language and/or computational skills at the associate degree level are deemed by the college and/or district curriculum committee as necessary for success in such courses.

10. Requires the ability to think critically and to understand and apply concepts in order to participate in the course.

11. Requires learning skills and vocabulary appropriate for a college course.

12. Requires the use of college level educational materials.

* 13. Allows repeated enrollment only as permitted by provisions of Division 2 (commencing with Section 51000). Section 55781-55783 and 58161 of this part.

PLEASE INDICATE THE DEPARTMENT’S PLAN FOR IMPROVING ANY STANDARD NOT PRESENTLY MET.

COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):

___________________________________________________ DATE ________________________Curriculum Committee Chairperson


Los Angeles Harbor College Tuesday 6:55-10:05PM SCI 112Dates Topics Reading (6th Edition)

February 7Body Orientation CellEmbryology

1(1-9, 12-22) 3(63-104) 28(1118-1127)

February 14 TissueIntegument

4(117-140) 5(151-174)

February 21 BonesSkeleton

6(175-201)7(202-251)

February 28 Exam I(100)

March 7 JointsMuscle Tissue

8(251-278)9(279-290)

March 14 Muscular System 10(324-386)

March 21 Respiratory SystemDigestive System

22(828-847)23(881-925)

March 28 Exam II (100)

April 4 Cardiovascular-HeartCardiovascular-Blood Vessels

18(676-688), 19(711-721, 744-770)

Spring Break

April 18 Lymphatic SystemUrinary System

20 (771-785)25(996-1005, 1023-1027)

April 25 Reproductive System 27(1063-1107), 28(1109-1119)

May 2 Exam III (100)

May 9 Nervous TissueCentral Nervous System

11(387-397), 12(430-456, 463-467)

May 16 Peripheral Nervous SystemAutonomic Nervous System

13(489-518)14(531-541)

May 23 Special SensesEndocrine

15(554-602)16(603-643)

May 30 Final Exam (200) 50% Cumulative

Anatomy 1- Lecture Schedule Spring 06(Subject to Change)


Anatomy 1: Introduction to Human Anatomy 4 UnitsSection 0650; T: 6:55-10:05 PM SCI 112

Instructor: Dave A. Gayle, Ph.D.Voice: 310-233-4553Email: [email protected] hrs: SCI 114; T 5:30-6:30 or by appointment

Textbook: Marieb, Elaine N. Human Anatomy and Physiology, 6th ed., Addison Wesley Longman, 2004.

Class Evaluation:4 Unit Exams 400

4 Practicums 4001 Final Exam 200

1,000 PointsNo Make-up Exams

90-100% = A80-89% = B70-79% = C60-69% = D 0-59% = F

Student Responsibility:The student is expected to purchase scan sheets (#882ES or 882E) from the

bookstore for exams. You will also need a #2 pencil.The student is expected to attend every meeting of all classes for which he or

she is registered. Students must be enrolled in a laboratory during the same semester that lecture is taken, in order to receive a grade. It is the student’s responsibility to sign the roll sheet at each class meeting. After returning from an absence, it is also the student’s responsibility to contact the instructor regarding any missing hand-outs or assignments.All cell phones and audible pagers are to be turned “off” during class time.

Laboratory:

A “materials fee” of $20.00 is required for this course. Payment is to be made at the LAHC Bookstore in Seahawk Center within the first two weeks of the semester. Students are to: (1) sign the back of the register receipt, (2) indicate


mailto:[email protected]

the lab for which they are enrolled and (3) submit the receipt to their lecture instructor to receive credit for making the materials fee payment.

Dates to Remember

February 21: Last Day to Drop a Class without paying fees or with refund of fees

March 2: Last Day to Drop a Class without a Grade of “W”

March 2: Last Day to Elect “Credit/no Credit” Grade

May 1: Last Day to Drop a Class with a Grade of “W”




Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: 1/27/04 Distributive Learning Curr. Committee Date: 01/27/04

1. DEPARTMENT/DISCIPLINE: Science/ Family and Consumer Studies

2. SUBJECT: Biology SUBJECT CODE: 133

3. COURSE TITLE: Introduction to Biology COURSE NUMBER/LETTER 3

4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion hrs

Other: (Specify) total hrs/wk UNITS: 4


6. PREREQUISITE AND/OR CO-REQUISITE: none


Course includes the major principles of Biology; a general survey of plant and animal life processes; introduction to concepts of structure and function, heredity, reproduction, development, evolution, and ecology.


Acceptable for Credit, University of California ______________________________

Acceptable for Credit, California State Universities ______________________________

Baccalaureate _____________________________


Occupational ______________________________




Author: Enger and Ross Title: Concepts in Biology

Publisher: McGraw-Hill Edition/Year: 11th edition

Author: Wachmeister and Scott Title: Encounters with Life

Publisher: Morton Edition/Year: 6th

Other Readings: Alternate Text: Author: Pruitt, Underwood, and Surver Title: Bioinquiry, 2end edition, Wiley Pub.


COLLEGE PROVIDED: Laboratory Supplies

STUDENT PROVIDED:

Not Applicable



(1) None(2) (3) (4) (5)


(1) Describe the structure and function of the cell, cell duplication, and how it makes and uses Los Angeles Harbor College Program Review, December 2005 27

energy.(2) Explain the basic principles of evolution, and how life has evolved.(3) Discuss the processes involved in scientific discovery.(4) Describe the structure of atoms and compounds and the nature of chemical bonds.(5) Explain ecological principles and apply them to the natural world.(6) Describe the molecular structure of the gene, DNA duplication, protein synthesis, and how traits are inherited. (7) Describe the classification of life. Compare and contrast the structures, functions, habitats, behaviors and evolutionary relationships of organisms representing the diversity of life.







Interpersonal (Works with others.) Serves as team member Teaches others Serves clients/customers Exercises Leadership Negotiates Works with diversity



Personal Qualities Responsibility Self-Esteem Sociability . Self- Management Integrity




offered.)



Other ( )











Lecture Term Project Lecture/Discussion Oral Drills Lecture/Laboratory Work Experience Laboratory Computer Interactive Assignments Demonstration Guided Discussion Written Assignments Discussion/Seminar Reading Assignments Independent/Directed Study Mediated TV One-on-one Conference TV/Audio Visual Digitized/Modem Guest Speakers ISDN/CODEC (Videoconference) Small Group Experience Internet Access Field Experience E-mail Address Other ( )


18. COURSE CONTENT(Please outline by topics or activities and include time schedule in hours. Write course content for a traditional 18 week semester))(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional course hours/weeks. It will vary from student to student. See approved course outlines for examples.)

Time Allocated(in hours) Topic or Activity6 hours

6 hours

18 hours

6 hours

6 hours

6 hours

18 hours

12 hours

30 hours

What is biology? The scientific method. The characteristics of life.

The chemical basis of life. Atoms, compounds, chemical bonds, organic compounds.

The prokaryote and eukaryote cells. Structures and functions of cell membranes and organelles. Enzyme function. Photosynthesis and respiration.

DNA and RNA. The molecular basis of heredity.Protein synthesis. Mutation.

Mitosis: how cells copy themselves. Meiosis: sex cell formation.

Mendel’s laws of heredity. Polygenic inheritance.Environmental influences on gene expression.

Natural selection and evolution. Speciation.Diversity within species.

Ecosystem organization, energy flow, and nutrient cycling. Community interactions. Behavioral ecology.

Origin and evolution of life. The classification of life. Overview of the three domains and five kingdoms of life, including structures, functions, habitats, evolutionary relationships.


Use additional pages if necessary.


19. EVALUATION METHODS(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student’s final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more appropriate.)













________________________________________ ______________________________________________Prepared by Date Division Chair Date

________________________________________ _____________________________________________Curriculum Committee Chair Date V. P. Academic Affairs Date



Name of Course: Introduction to Biology


RATINGCRITERION

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Associate Degree Applicable Course TOP CODE 0401.03

Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: 08/03 Distributive Learning Curr. Committee Date:

1. DEPARTMENT/DISCIPLINE: Science/Family and Consumer Studies

2. SUBJECT: Microbiology SUBJECT CODE 631

3. COURSE TITLE: GENERAL MICROBIOLOGY COURSE NUMBER/LETTER 20

4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion 0 hrs



6. PREREQUISITE AND/OR CO-REQUISITE: High school chemistry or one semester of college chemistry


This course surveys the principles of microbiology and how they relate to the entire biological world and to humans. Topics include: chemistry of life, cell structure, metabolic processes, human infection and disease, immunology, molecular genetics, microbe ecology.




Baccalaureate _____________________________


Occupational _____________________________




Author: Bergquist and Pogosian Title: Microbiology: Principles and Health Science Applications

Publisher: W.B. Saunders Co. Edition/Year: 2000

Author: Leboffe and Pierce Title: A Photographic Atlas for the Microbiology Laboratory

Publisher: Morton Publishing Co. Edition/Year: 2nd Edition/1999

Other Readings: LAHC Microbiology 20 Laboratory Manual, prepared by instructor10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For

Distributive Learning courses: Students are required to have a personal E-mail address & Internet access through a private provider.)

COLLEGE PROVIDED: Laboratory Supplies

STUDENT PROVIDED:

Not Applicable



(1) Differentiate between an element and an atom; an atom and an ion; an atom and a molecule(2) Differentiate between the three chemical bonds: covalent, ionic, and hydrogen including how each is formed.(3) Differentiate between inorganic and organic compounds.(4) Explain pH and how buffers function.(5) Diagram and balance a chemical equation such as the equation for aerobic cellular respiration.



(1) Describe the major historical events in microbiology and how they contribute to modern applications of microbiology.(2) Describe the general and unique features of procaryotic, eucaryotic, and viral structure, function, and growth in both a laboratory and a natural environment.(3) Describe mechanisms of mutation and genetic recombination and how they contribute to the diversity of microbes.(4) Identify agents and drugs used in the control of microbes and how microbes have evolved resistance to these control agents.(5) Describe the broad array of human defense mechanisms against microbial disease and how microbes resist these defenses.(6) Demonstrate an understanding of the epidemiological procedures used to identify and control communicable diseases.(7) Describe a variety of common microbial diseases including the causal agent, signs and symptoms caused by the microbe, and treatments/cures/vaccines available.


Not Applicable




12. SCANS competencies continued










offered.)



Other ( )









Time Allocated(in hours) Topic or Activity3 hours History of microbiology, organisms of interest to

microbiologists, current applications of microbiology3 hours Laboratory safety, sampling of local environment for

microbes6 hours Procaryotic and eucaryotic cell structure and function

3 hours Proper care and use of the microscope, other tools of the microbiologist

3 hours Microbial growth in the laboratory and environment

3 hours Aseptic Techniques in the laboratory

12 hours Staining techniques used to identify bacteria including: negative, simple, Gram, and endospore staining

3 hours Microbial nutrition and metabolism

6 hours Microbial genetics including DNA and RNA structure, protein synthesis, mutation, genetic recombination, and use of microorganisms in current biotechnology

3 hours Physical and chemical mechanisms of microbial control in the laboratory, the home, and medical setting

12 hours Differential and selective tests used in the laboratory to identify bacterial species

6 hours Epidemiology including: causal agents, measures of occurrence, transmission, and control of disease

3 hours Mechanisms of microbial pathogenicity

6 hours Human defense mechanisms against pathogens including general, physical, chemical, and biological barriers

3 hours Antimicrobial drugs: production of, actions, and microbial resistance to drugs

12 hours Diversity of bacteria and bacterial diseases, structure and diversity of viruses and viral diseases, diversity of protozoans and protozoan diseases, diversity of fungi and fungal diseases

15 hours Creation of a key used to identify unknown bacterial species and use of the key to identify bacterial unknowns in the laboratory

3 hours Laboratory evaluation of hand and surface cleaning techniques

3 hours Food, soil, and water sampling of microorganisms





Name of Course: Microbiology 20


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M/W Lecture and Laboratory SyllabusFall 2005

Instructor: Randy L. Wade, Ph.D.

Office Hours: I will be available for questions, discussions, etc. 8:20-9:00pm Monday and Wednesday and 4:15-5:15pm Tuesday and Thursday or by appointment. I can also be reached by email at [email protected], or you can leave me a phone message at (310) 233-4558. Please feel free to come and see me, especially if you find yourself having difficulty understanding some of the topics addressed in class. It will not help you if you come to see me near the end of the course, when you do not have sufficient time to change your learning strategy.

Meeting Times: Lecture (#3493)- MW 6:55-8:20pm, Science Room 112Laboratory - M (#3498), W (#3501), OR F (#TBA) 3:35-6:45pm OR

T (#3480) OR Th (#3481) 6:55-10:05pm, Science Room 104

Course Prerequisite: You are not allowed to take this course unless you have completed at least one semester of college-level chemistry or completed high school chemistry. If you have somehow managed to enroll without the prerequisite, Admissions will discover the error and drop you from the course (if this occurs, I will not re-enroll you).

Required Textbooks: 1) Microbiology: Principles and Health Science Applications by L.M. Bergquist and B.

Pogosian 2) A Photographic Atlas for the Microbiology Laboratory by M.J. Leboffe and B.E. Pierce.3) Microbiology 20 Laboratory Manual***All texts are available in the LAHC bookstore

Required Supply Fee: There is a $20.00 materials fee for this course. You must go to the bookstore, pay the fee, PRINT your full name on the back of your receipt, and give the receipt to me by the first exam on October 5, 2005.

Absences: Attendance is required by LAHC policy. If you miss more than two class periods, I will exclude you from the course. If you miss these class periods after the exclusion date, you will receive a failing grade in the course.

Earning a Grade: Your final grade in this course will be the combination of your lecture (~75%) and laboratory (~25%) points using the following scale: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, 59% or below=F.


Possible Lecture Points: Possible Laboratory Points:Midterm Exams 300 (3 @ 100 pts each) Lab Reports 30 (10 @ 3 pts each)Disease Summary 50 (10 @ 5 pts each) Lab Quizzes 60 (3 @ 20 pts each)Final Exam 200 Practical Quizzes 20 (2 @ 10 pts each)TOTAL 550 Unknown Reports 50 (2 @ 25 pts each)

Lab Check-Out 10 TOTAL 170

TOTAL COURSE POINTS = 720

Exams: Midterm exams consist of a mixture of multiple choice, matching, fill-in, short answer and/or short essay questions based on the material covered in lecture and corresponding readings in the textbook. The final exam will be a multiple choice, comprehensive exam. Make-up exams will ONLY be given if prior arrangements have been made. I will NOT drop or average exam scores. Acceptable arguments for missing an exam include:

-a death or serious illness in your immediate family (requires appropriate documentation)-an officially approved college activity (must have a college form prior to absence)-your own illness (must have a note from physician stating your illness prevented

attendance)-DISCRETIONARY and EXTREMELY RARE exceptions (must be argued in writing)

**Work-related excuses are NOT acceptable**In the event of a make-up exam, the format will be at my discretion (oral, essay, etc.) as well as the grading format. All cell phones, beepers, etc. MUST be turned off during exams. Your exam will have 10 points deducted if your device is not turned off.

Summary of Common Diseases: Throughout the semester, you will be required to compile data on the following 10 common microbial diseases: the flu, the common cold, fever blisters, traveler’s diarrhea, strep throat, genital yeast infection, chlamydia, tuberculosis, athlete’s foot, and AIDS. Using sources such as the library, the internet, and your textbook, record the following information for each disease.

a. Causal agent: the scientific name of the microorganism (or organisms) that cause the disease and the microbial group to which it belongs (bacteria, virus, etc.)

b. Signs and Symptoms of the diseasec. Occurrence: Number of cases, groups of people who are most at riskd. Treatments, vaccines, etc. used to treat or prevent the diseasee. Prognosis: length of the disease, cure/recovery rate, possible secondary infections f. References: a list of books, journal articles, internet web pages used for information

Each disease summary should be written in essay format (no bullets, but you may use the headings above to organize each summary), TYPED, and no more than 2 pages in length. Each summary is worth 5 points and the complete set of 10 summaries may be turned in any time PRIOR to the third exam (late papers will not be accepted).

Lab Quizzes: There will be three laboratory quizzes covering ONLY laboratory material will be given at the BEGINNING of lab on the dates noted below. If you are late to lab on the day of the quiz, you will only be allowed to complete the quiz in the remaining allotted time. If you arrive after the quiz is finished, you will not be allowed to take the quiz and will receive a zero. Each quiz is worth 20 points.

Lab Practical Quizzes: There will be two practical laboratory quizzes during which you will be required to demonstrate specific laboratory techniques to the instructor. Each student will be called individually to take the quiz during the lab period on the dates noted below. No make-up quizzes will be given if you are absent on the day the practical quiz is administered. Each quiz is worth 10 points.


Unknown Reports: Each pair of students will be assigned two bacterial unknowns. As a team, you will identify your unknowns and write up a DETAILED report for each unknown of the procedures used to arrive at your final conclusions. You will be given ONE “Instructor Life Line”. Each unknown report is worth 25 points.

Lab Reports: Laboratory reports, found in the lab manual, may be completed in pairs. Each lab report is worth 3 points.

Lab Check-Out: Each pair of students will be assigned a set of laboratory supplies. At the end of the semester, the complete, in-tact return of these supplies is worth 10 points.

Lab Attendance on Exam Days: We will still have laboratory exercises on lecture exam days. If you attend the lecture to take the exam, but do not show up for the laboratory, 10pts. will be deducted from your exam.

Cooperative Exercises: Periodically, I will give out worksheets to be completed in groups during the class period or as homework. These will not be graded, but are designed to increase your understanding of the material and should be completed thoughtfully.

Extra Credit: You may earn 10 points of extra credit doing ONE of the following:a. by giving a 10-minute, oral presentation based on a disease summary of your choice

(pick any pathogen that is NOT part of your summaries). You should use visual aids such as a poster, Powerpoint, etc. to enhance your presentation and be ready to answer questions from the class-YOU WILL BE THE EXPERT!

b. by attending and writing a report on a field trip that will be announced (e.g. Tour of the Hyperion Water Treatment Plant). For some field trips, the attendance number is limited, thus, they may be on a “first to sign up” basis.

Plagiarism and Cheating: Plagiarism (copying or paraphrasing from textbooks or any other source and presenting the work as your own) and cheating are UNACCEPTABLE. Anyone caught cheating will receive an F and will be subject to disciplinary action by Los Angeles Harbor College-Don’t do it, it’s NOT worth it!

Notes:1) The outline below, except exam dates, is tentative and subject to change. Students are

responsible for all changes in the class schedule.2) It is the student’s responsibility to submit an official withdrawal from the class. The last

day to drop without a grade of “W” is September 29, 2005. The last day to drop with a grade of “W” is November 23, 2005.


COURSE OUTLINEDay Date Chapter(s) Lecture Topic Weekly Lab TopicW 9/7 1 Introduction to Microbiology Lab Safety / Microbes are

Everywhere

M 9/12 1 History of Microbiology The Microscope I / Supply CheckW 9/14 1 History of Microbiology

M 9/19 4 Procaryotic Cell Structure The Microscope II / Aseptic W 9/21 4 Procaryotic Cell Structure Techniques I

M 9/26 4 Eucaryotic Cell Structure Aseptic Techniques II / W 9/28 4 Eucaryotic Cell Structure Negative Stain

W 10/12 5 Microbial Nutrition (PQuiz 1)

M 10/17 7 Microbial Genetics LAB QUIZ 1 / Fermentation, TSI,W 10/19 7 Microbial Genetics Starch & Gelatin (PQuiz 1)

M 10/24 7 Microbial Genetics IMViC, DNase, H2S/ MotilityW 10/26 21 Microbial Control & Aerobic Growth

M 10/31 21 Microbial Control Casein, Catalase, Oxidase, W 11/2 11 Epidemiology Nitrate, & Phenylalanine

M 11/7 11 Epidemiology Selective Media &W 11/9 EXAM 2 Antibiotics (PQuiz 2)

M 11/14 12 Pathogenicity LAB QUIZ 2 / Begin Unknowns / W 11/16 12 Pathogenicity (PQuiz 2)

M 11/21 13-14 Host Defense Mechanisms Work on Disease SummariesW 11/23 13-14 Host Defense Mechanisms

M 11/28 13-14 Host Defense Mechanisms LAB QUIZ 3 / Unknowns /


OralW 11/30 22 Antimicrobial Drugs Presentations

M 12/5 10 Viruses and Viral Diseases Unknowns / Oral PresentationsW 12/7 8 Diversity and Diseases of Bacteria

M 12/12 9 Fungal and Protozoan Diseases Unknowns Due / OralW 12/14 EXAM 3 Presentations/Check Out

W 12/21 FINAL EXAM: 7:45-9:45pm, Science Rm 112


Child Development Program Review Fall 2005

1. Program Mission

The mission of the Los Angeles Harbor College Child Development Department is to provide quality transfer, vocational, general, and transitional programs in the field of Early Childhood Education/Child Development in a supportive, educational environment.


The Child Development Department offers a program that provides students with the skills to function as quality Early Childhood Educators in a variety of areas including Federal, State, Private (profit and non-profit), and Family Childcare serving infants, toddlers, preschoolers, children with special needs, and children in before/after school care.


The student will be able to: Plan and implement a model program for an early childhood classroom. Demonstrate the use of developmentally appropriate practices for young children. Identify the role of an Early Childhood Educator in preparing children for school success. Plan and implement Early Literacy experiences/activities for young children. Review the latest research that reveals the process by which young children are prepared for

lifelong learning. Advocate for children’s rights to develop their potential for becoming productive, well-adjusted

members of society. Understand the importance of fostering secure, healthy, and loving attachments between children

and caregivers. Obtain a California Child Development Permit. Qualify for employment in programs receiving funds from Federal, State, Private (profit and non-

profit), and family child care sources.

4. Definition of Discipline in Terms of Relevance and Student Need

The discipline of Child Development serves the students of Los Angeles Harbor College as a vocational education program that prepares students for the workforce. This is one of the most productive educational programs in the College. During the 2004-2005 academic year, fifty four sections of Child Development were offered. According to the Los Angeles Harbor College institutional research resource WSCH trends and staffing patterns during 2004, the Department had 3162 weekly student contact hours per 2.1 full-time and 1.9 part-time faculty. For 2004 the average class size for the college was 40.2 while the Child Development Department exceeded the average with a 52.7 class size


The field of Child Development is finally being recognized as critical in the education of all children in the United States. Current research indicates children who have participated in quality Early Childhood Education Programs experience greater success in school and throughout life. With this realization legislation pertaining to “Preschool for All” currently pending will change the minimum qualifications for Early Childhood Educators. By 2014 “Preschool for All” teachers must have Bachelor Degrees including 24 units in Child Development. Since Bachelor Degree Programs are being initiated by Universities for Child Development Associate Degree students with General Education Certification, the implications for increased need for Child Development courses is evident. This will also impact private for profit or non-profit care facilities competing for “Preschool for All” classes funded by the State. It’s huge! (See attachments 1 and 2.)

5. Courses Taught in the Discipline

Child Development 1 – Child Growth and DevelopmentChild Development 2 – Early Childhood: Principles and PracticesChild Development 3 – Creative Experiences for Children IChild Development 4 – Creative Experiences for Children IIChild Development 5 – PuppetryChild Development 10 – Child HealthChild Development 11 – Home, School, and Community RelationsChild Development 12 – Parent-Teacher-Child InteractionChild Development 22 – Practicum in Child Development IChild Development 23 – Practicum in Child Development IIChild Development 30 – Infant and Toddler Studies IChild Development 36 – Literature for Early ChildhoodChild Development 38 – Administration and Supervision of Early Childhood Programs IChild Development 39 – Administration and Supervision of Early Childhood Programs IIChild Development 42 – The Child in a Diverse SocietyChild Development 44 – Programs for Children with Special Needs IChild Development 45 – Programs for Children with Special Needs IIChild Development 46 – School Age Programs IChild Development 60 – Introduction to Family Child Care IChild Development 61 – Introduction to Family Child Care IIChild Development 62 – Developmental Profiles: Pre-Birth through Age EightChild Development 63 – Creative Curriculum in a Family Child Care SettingChild Development 65 – Adult Supervision/Early Childhood MentoringChild Development 73 – Socialization and Diversity in Early Childhood EducationChild Development 74 – Steps to Early LiteracyChild Development 75 – Child SafetyChild Development 76 – Math ReadinessChild Development 185 – Directed Study – Child DevelopmentChild Development 911, 921, 931, 941 – Cooperative EducationFamily & Consumer Studies 21 – NutritionFamily & Consumer Studies 48 – Food Safety Training



Classes have maximum enrollment due to flexible scheduling. Multiple sections are offered to accommodate working and non-working populations needing morning, late afternoon, and evening classes. Additionally students have the opportunity to enroll in classes on Saturdays as well as classes located at off campus sites.

Students that are employed or enrolled in practicum courses may be paired with mentor teachers in the community to enrich their experiences as classroom teachers and assistants.

Enrollments are expected to increase significantly as Child Growth and Development (Child Development 1) has recently been added to courses meeting General Education requirements for California State Universities and University of California institutions.


1999 2000 2001 2002 2003 2004FTES 98.3 85.3 120.6 105.3 103.7Enrollment 972 650 859 815 803Sections Offered 30 24 25 20 22Degrees Awarded 23 24 0 20 20Career Certificates Awarded 16 22 0 17 6Retention Rates (%) 83.6 80.2 83.8 87 92.3Successful Completion 73.1 73.5 72.5 73 75.6WSCH 2559 3617 3309 3140 3162FTEF 4.9 5.3 4.3 4.9 4WSCH/FTEF 526 678 764 636 791Average Class Size 52.7

8. Conclusions and Significant Findings

The Child Development Program ranks among the top in WSCH, Retention, and Completion rankings. The average WSCH for the years from 2000 to 2004 was 3,157 for the Child Development Department. The Department’s retention rate from 1999 to 2003 was 85.4 %, while the College average for the same period was 80.2 %. Completion rates for the Department are above the College average by 8.6 %.

(Statistics reflect data obtained from 2004 Los Angeles Harbor College Fact Book & Planning Guide.)



Strengths:

Three faculty members voluntarily serve as Professional Growth Advisors to students seeking California Child Development Permits and students seeking renewal or upgraded permits.

The number of mentor placements from Los Angeles Harbor College ranks among the top for Community Colleges in the State of California.

Faculty function as a team to plan, organize, and present Saturday workshops where guest professionals share their expertise in current curriculum areas. These workshops provide a serve to directors, teachers, assistants, family child care providers in the community as well as currently enrolled students.

On a daily basis Child Development faculty counsel students regarding Child Development course selection, career options, Child Development Permit requirements, grant/scholarship opportunities, and job placement.

The Child Development Department works closely with the Child Development Lab Center and other campus departments to strengthen relationships and moral on the campus.

Every Child Development faculty member is an active participant of one or more campus committees which keeps us abreast of campus relations.

Child Development faculty attend National and State workshops, conferences, and seminars to update lectures with current research findings and trends.

Weaknesses:

Need to increase full/time faculty by at least one instructor to insure the curriculum is consistent with the Department’s mission and objective.

Need additional classroom space to accommodate growing student population. Although Proposition A and AA funds will provide for refurbishing present classrooms, the faculty are concerned that the space will be inadequate with the rapidly growing demand for advanced education of many presently employed in local Early Childhood Education sites.

The use of computer technology in the classroom is in the initial stages. The faculty are committed to using power point and the Internet during class sessions. Students will continue to be given assignments requiring use of the computer. Students will also be encouraged to communicate with faculty by means of e-mail. (Note: Many students have limited computer skills and this is a realistic objective for our student population.)

Support personnel are temporary and totally dependent upon grant funding. A Program Assistant (usually an upper division student attending a university in the geographic area) assists in ordering,


answering phones, and maintaining an orderly environment. No classified support is available to assist in departmental concerns. Faculty must assume daily responsibilities to insure student’s needs are met.

The Department is largely dependent upon soft money to purchase equipment, audio-visuals, software, and curriculum materials as the yearly supply budget allots approximately $1 per student as based on an enrollment of 800 students. Obviously this indicates that operating costs are self-generated with grants and other means.


The plan of action is to continue to meet the growing academic and vocational challenges of the Child Development Program. State and Federal guidelines will be followed to prepare students as qualified Early Childhood Educators. The Department follows recommendations presented by community leaders at Child Development Advisory Committee Meetings who hire students in positions in the Field.

11. Instructors, Staff, and Other Personnel

Number of Full-Time Regular Faculty 2.1

Hourly Faculty 1.9

Classified 0

Support PersonnelProgram Assistant (Part-time) 1.0Student Worker (15 hours) 1.0

Submitted by Joyce Parker, Dennis Griffith, Cheryl Watson, and C. Ayo Betts





1. DEPARTMENT/DISCIPLINE: Child Development

2. SUBJECT: Child Development SUBJECT CODE 187

3. COURSE TITLE: Child Growth and Development COURSE NUMBER/LETTER 01

4. HOURS PER WEEK: Lecture 3hrs. Lab 0hrs. Discussion 0hrs





A comprehensive study of physical, social, emotional, and cognitive development during the prenatal, infancyearly childhood, middle childhood, and adolescent periods of human growth.




Baccalaureate _____________________________


Occupational ______________________________




Author: Feldman, Robert S. Title: Child Development

Publisher: Prentice Hall, New Jersey Edition/Year: latest

Author: Title:


Other Readings:



COLLEGE PROVIDED:

STUDENT PROVIDED:

Not Applicable



(1) (2) (3) (4) (5)


(1) Compare and contrast the theoretical perspectives that have guided thinking and research in child development. (2) Distinguish between the aspects of development that are determined by the environment and genetics. (3) Characterize the physical and emotional changes experienced by the mother and father during pregnancy and the postpartum period. (4) Identify the importance of adequate nutrition during each developmental period. (5) Recognize key terms used to explain the process of language acquisition. (6) Discuss brain development and identify practical steps parents can follow to foster early literacy. (7) Identify at least five aspects of physical growth and motor development that characterize the periods of infancy, early childhood, middle childhood and adolescence. (8) Recognize and define key terms used to explain social and emotional development during each stage of development. (9) Name and briefly describe the stages of Eric Erikson’s epigenetic principle for each stage of development.(10) List the stages of cognitive development established by Jean Piaget.














offered.)



Other ( )






Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require: 1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.laboratory includes activity and/or studio hours.State number of hours ( ) for activities.


WEEK (3hours/10minutes per week) TOPIC/ACTIVITY

1 Orientation to child growth and development. Class goals and objectives. Current trends in early childhood. 2 Prenatal growth and development. Interaction of heredity and development 3 Birth and the newborn infant 4 Physical development in infancy 5 Cognitive development in infancy 6 Social and personality development in infancy 7 Physical development in early childhood 8 Cognitive development in early childhood 9 Social and personality development in early childhood10 Physical development in middle childhood11 Cognitive development in middle childhood12 Social and personality development in middle childhood13 Physical development in adolescence14 Cognitive development in adolescence15 Social and personality development in adolescence













Distance Education Coordinator _____________________________ Date ________________________The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course revisions that do not have substantive changes.

D.D. Griffith J.E. Parker ____________________________________________________________________________

Prepared by Date Division Chair Date

_____________________________________ _____________________________________________Curriculum Committee Chair Date V. P. Academic Affairs Date



Name of Course: Child Growth and Development


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LOS ANGELES HARBOR COLLEGE/SPRING 2006CHILD GROWTH AND DEVELOPMENT I –CD 1 SECTION #6072

Day/Time: M: 3:00 pm to 5:05pm Location: Off campus at P.V H.SInstructor: Gloria S. Daims, M.S.

Email: TBA Ph: TBAOffice& hours: (10 minutes before and after class or by previous appointment)

Course Syllabus

REQUIRED TEXTBOOK: Child Development, Third Edition, Robert S. Feldman. ISBN: 0-13-182961-0

Course Description:

Welcome to CD1! I hope you will enjoy this course. My mission is to provide you with the knowledge and tools related to development, so that you will be able to acquire a good understanding about childhood experiences and development (including your own!). In addition, you will learn how to improve and enrich the lives of children around you!The Child Growth and Development course studies the developmental theories from conception through pregnancy, infancy, childhood and adolescence. Emphasis is given on the chronological approach which looks at the physical, cognitive, social and personality development at different stages of the child’s life.

“Do not train a child to learn by force or harshness but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each” (Plato)

Course Objectives:

Compare and contrast the theoretical perspectives that have guided thinking and research in child development.

Identify and describe the major theories of human/child development at different periods of childhood and adolescence.

Distinguish between environment and genetics and relate how each work together to determine individual human development.

Describe the prenatal stages of development and possible issues related to the prenatal stages. Identify the normal process of labor and possible and birth challenges. Identify and describe the role of physical, cognitive, social and personality development plays

during infancy, early childhood, middle childhood and adolescence stages.


Class Format:Lectures, readings, videos, group/class discussions (very important!), assignments and in-class activities will be used to understand the growth and development of children and adolescents. It is your responsibility to communicate with instructor, regarding understanding of the course/materials and professional or personal obstacles that may be have an effect on your coursework.

*Under no circumstances are children allowed in class*Cell phones/beepers cannot ring or be used during class or testing. Cell and pagers are OK in silent vibrator modes. Thank you!!!!

Class scheduleThe time set for each chapter and schedule of assignments is tentative and may change. Changes to the schedule may be made and when necessary. Any changes will be announced in class and it is your responsibility to keep abreast of them. There are no make-ups for mid or final Exam.

Accommodations:Students with a verified disability who may need a reasonable accommodation for this class are encouraged to notify the instructor and contact the Special Programs and services Department #116(LAHC campus) 310-233-4626 as soon as possible. All information will remain confidential.

Testing Course Requirements Grade Point values

Five Quizzes 50 points each. 250 *Quizzes involve true/false, multiple choice questions and completion questions Four homework assignments #1 Pregnancy interview/observation assignment 20 or teratogens research paper (choose one) #2 Infant /Toddler Assignment Observation 20 #3 Toy evaluation Assignment Play Years/School years 20 #4 Current Directions Reading paper 20 Presentation Pregnancy or teratogens 10 Presentation Toy eval 10 Presentation Current directions 10 Attendance & Participation 15 Total points you can earn 375

Research paper (optional for extra points) 15

337-375 = A300-336 = B262-299 = C225-261 = D0 – 224 = F


Cheating: will not be tolerated. During Quizzes all books and papers are to be stored out of sight. People who do not adhere to these guidelines will be subject to instructor and college disciplinary action.

1. I care about your learning material, getting a good grade, and have a positive experience!!! Your class participation is very valuable and always appreciated. Students and teachers benefit from each other’s feedback and experiences. Besides you getting 15 extra points!!!

2. No absence excuses a student from making up work missed. Students must contact a fellow student to find out about the material covered during the class and any assignments due. Trade names and phone numbers with two other students in case you miss a class and need lectures notes. You are not competing in class. Help each other!!! Always contact the instructor when you need help(contact info is stated above)

3. According to LAHC policy, you are expected to attend very meeting of all classes for which you are registered. Please follow LAHC standards of conduct. Class attendance is essential for understanding and comprehension of the material.**Being late or leaving early account for half and absence. If you need to leave early please let me know.**be on time , not leave early, stay up to date with the assignments, not miss Quizzes/assignments, ask questions and seek help from the instructor as necessary,

4. It is the student’s responsibility to process “adds”, ‘drops”, etc in timely manner. Failure to process “drops” so may result in a grade of “F” in that class.

5. Last day to drop a class without a ‘”W” is 03/02/06. I f you decide to drop the class it is important to follow the proper procedures in order to avoid getting an “F” in the class.

There are some useful numbers on campus: General campus 310/233-4000 Library x4475 Bookstore x 4172

General guidelines for homework assignments: Length should be 4 to 5 pages (max.)

Computer generated Highlight or underline text supports

12 point font Double space

Title page includes the following: Title of assignment, name of course, instructor’s name, student’s name, section number, hour & day of class, date.

****Failure to do the above will bring point deductions****Late work can only be accepted if arrangements are made in advance and will receive a reduction in

point value. (3 points will be deducted per each day missed)


ASSIGNMENTS

1. Clinical Teratology Research (20 points) You either choose this assignment or the pregnancy interview) DUE March 6, 2006 (includes a brief class presentation)

Today you are well-known genetic counselor! You will be writing a paper about the effects of a teratogen’s exposure during pregnancy and later on the developing child. Your readers will learn very useful information about your selected teratogen, and hopefully you will help to disseminate this information so that it will raise individuals’ awareness about the exposure to teratogens. You can pick a teratogen from among those mentioned in the text (or choose your own). “Surf the web” to find “brief” answers to the following 6 questions (You want to use reliable websites and information, such as that coming from universities, hospitals or reputable organizations, such as the March of Dimes).(Cont.)1. Which teratogen did you choose? Why?2. What are the potential short- and long term effects of this teratogen on the fetus/ developing person?3. What are the risk factors associated with damage from this teratogen? That is, who is most (and least) likely to suffer teratogenic damage? 4. Has this teratogen become more or less of a problem in recent years, as a result of technological changes, educational awareness etc? Explain.5. What steps can prospective parents take to minimize the effects of this teratogen?6. State the Internet addresses (the URL’s) of two relevant web sites that you used to gather information for this project.

2. B, Infant /Toddler Assignment: Observation( 25 points)DUE March,27, 2006 You will observe an infant/toddler (9 to 24 months is recommended).You will ask for parent’s verbal consent to observe the child .Explain to the parents that you are not doing any evaluations but just an observation for a course in child development and the child’s name will not be used in your report.. Explain that the main purpose of the report is to help you see the relationship between the textbook knowledge of child development and real children. Due to stranger anxiety and social referencing, during the observation, you should maintain pleasant facial expression. Be prepared to take notes as you observe the child interacting with other children, adults, exploring his environment or playing.Please answer the following 9 questions:1) Child’s age, gender, place of observation, person’s present and time and date of the observation. DO NOT INCLUDE CHILD’S PERSONAL INFORMATION SUCH AS NAME, LAST NAME etc. (It’s OK to make up a name if you want) 2) Social skills: Did the infant/toddler react to the adults or/and other children? Provide 2 that support your observation.3) Exploration of the environment: Did the infant/toddler explore her/his environment? If so, how?4) Gross Motor Skills: How was the child able to access her/his environment? (crawling, cruising, walking..?)5) Fine motor skills: Was the child able to reach, grasp and hold objects with her/his hands? Provide three Examples.6) Language skills: Expressive language: How did the child communicate his/her needs and wants? (pointing, gestures, words?) Receptive language: How much the child was able to understand? Was the child able to answer yes, no, nod his head, understand adults?7) Self-help skills: What type of independent skills did you observed? (Eg child was able to put or take off some clothes, able to hold the spoon, cup, finger feed, etc)


8) Habituation and Object permanence: Provide one child’s action which will relate to the to the concept of habituation (Hint: review Ch.4).Provide one child’s action which will relate to the concept of object permanence? (Hint: review the definition on ch.6)9) Child’s temperament: Describe child’s temperament. Provide 2 Examples to support your opinion.

3. C. Evaluating Educational value of Toys (20 points) Due May 17, 2006 (includes a brief class presentation)

Developmental psychologists view play as the major means through which physical, cognitive, and social skills are mastered. Unfortunately, many adults are so filled with the work ethic that they tend to put down children’s play. Some punish their children for “horsing around” or schedule their children’s lives so heavily with lessons and chores that there is little time for play.

Your task is to study toys for children within two of the following age ranges: 3-6(play years) 7-11(school years) years old. Select one toy two age ranges only (it will be a total of two toys) which you think will meet the developmental needs for a child within that age range. For example, for the age range 3-6 you might decide to choose age 4 years old and select a toy which is developmentally appropriate for that age.You can find the toys at a toy store, which will require you to examine the toy and take notes (you do not need to buy the toy). However, you can also access the toys by borrowing them from a relative or a friend.Answer the following 6 questions for the 2 toys which you have selected. Make sure you have two separate sections, one for each toy . 1. What is the name of your toy? Give a general description of the toy. How does the child play with it or use it?2. How old is the child for whom the toy is intended? What features of the toy make it developmentally appropriate?3. Which domains of development, biosocial, cognitive and/or psychosocial, (see Page 6 of your text) is your toy designed to stimulate? How are they stimulated?4. What are some of the specific features of the toy (size, shape, color, noise-making properties, etc.) that enhances its attractiveness and play value?5. What considerations should be given to injury control when they toy is used?6. Are there any poorly designed aspects of the toy, such as not being appropriate or not being challenging enough, etc.

4. Current Directions Reading assignment paper (20 points). Includes presentation(Due April 17, 2006)_

You will select one reading from Current Directions in Developmental Psychology.Write a paper (maximum 3 pages) where you will describe in your own words:1) A summary of the article 2) Your opinion about the article 3) Choose and answer in writing one critical thinking question (written at the end of the article). Make sure you use handouts, or power point or transparencies to present your information to the classroom. Let me know one week in advance if you need a projector or power point equipment for your presentation. Thank you!!

5. D. Journal Article (Length one to two pages only) (optional: 15 extra points Due May 23, 2006)


You will search and find and article concerning child development ( infancy, toddler hood/preschool years, schools years or adolescence) from a professional journal. The following are Examples of professional journals in child development: Young Children Journal (National Association for the Education of Young Children(NAYEC,) Developmental Psychology, Journal of Early Intervention, Young Exceptional Children Journal, or Infant Behavior and Development. You will be able to have access the journals via Internet, LAVC library or any other public library.Make a copy of the article and answer the following questions:1. Describe, in your own words, a summary of the article, including the author’s main point. 2. Describe how the article relates to information (mention theories and/or concepts) that you have learned in the class and/or is in our text. 3. Give your opinion of the article. Attach a copy of the article to your report. VERY IMPORTANT!

COURSE CALENDAR/CHILD DEVELOPMENT 1, Spring 2006 Section #6072DATE-2006

Topics/Assignments*You need to complete the assigned readings PRIOR to the lecture.

*Reading Assignments

2/22 Introduction, orientation, overview. Introduction to Child development

Chapter 1

2/27 Theoretical perspectives and research.(Sign up for Current direction readings)In class assignment.

Chapter 2

3/1 The Start of Life: Genetics and Prenatal development. In class assignment.

Chapter 3

3/6 Birth and Newborn Infant. Pregnancy interview/teratogens papers are due!! Brief presentations with findings reg. pregnancy interview or teratogens research.

Chapter 4

3/8 Review Study Guide for Quiz#1In class assignment. Cont. Ch#4

Cont Ch.4

*3/13*QUIZ#1

Physical Development in Infancy. Quiz #1 Ch. 1,2,34 Chapter 5

3/15 Cognitive Development in Infancy. In class assignment

Cont. Ch5& Chapter 6

3/20 Social and Personality Development in Infancy.Review Study Guide for Quiz#2

Chapter 7

*3/22*QUIZ#2

Physical Development in the Preschool years Quiz#2 Ch.5,6,7

Chapter 8

3/27 Cognitive Development in the Preschool yearsCont. Ch.8Infant/Toddler Observation paper is due!!!!

Cont Ch8 &Ch.9

3/29 Social and Personality Development in the preschool years. Review study guide Quiz#3 Ch.10 4/3NO CLASS

NO CLASS. PVHS SPRING BREAK FROM 04/3 TO 04/7 Prepare for Quiz#3 and current directions class presentation !!!!!!! NO CLASS

4/10 &4/12 NO CLASS

NO CLASS. LAHC SPRING BREAK FROM 4/10 to 4/16

NO CLASS

*4/17*QUIZ#3& Present.

Quiz#3 Ch.8&9&10 Start Class Presentations(readings from Current Directions)

Quiz#3 Ch.8&9&10 Class Presentations

4/19 (Cont. Class presentations) Physical Development in Middle Childhood.

Chapter 11


4/24 Cont .Ch11 Physical Development in Middle Childhood. In class assignment

Cont. Ch11

4/26 Cognitive Development in Middle Childhood In class assignment.

Chapter 12

5/1 Social & Personality development in Middle ChildhoodReview study guide Quiz#4. Toy Evaluation paper due!!!

Chapter 13

5/3 Physical Development in Adolescence.In class assignment.

Ch14

*5/8*QUIZ#4

Cognitive Development in Adolescence.Quiz#4 Ch.11&12&13

Ch. 15

5/15 Social & Personality Development in Adolescence. In class assignment Chapter 16

5/17 Review Study Guide for Quiz #5/FinalPresentations Toy Study

Review

5/22 Cont. presentations Toy study. In class assignment Presentations

*5/24*FINAL

FINAL QUIZ#5 HAVE A GREAT SUMMER YOU DESERVE IT!!!

FINAL


LOS ANGELES HARBOR COLLEGECHILD DEVELOPMENT 1

COURSE OUTLINE / SCHEDULE - GRIFFITHTuesday 6:50 – 10:00 Office: SCI 207 Hours: To be posted

Phone 233-4552 Email: [email protected]

Feb 7, 2006 - Orientation, Goals, and Objectives; Chapter 1 & 2

Feb 14 - Chapter 3, Conducting a Child Observation

Feb 21 - Chapter 4; Review for QUIZ 1

Feb 28 - Chapter 5; QUIZ 1 (Chapters 1,2,3,4)

Mar 7 - Chapter 6

Mar 14 - Chapter 7; Review for QUIZ 2

Mar 21 - Chapter 8; QUIZ 2 (Chapters 5, 6,7)

Mar 28 - Chapter 9

Apr 4 - Chapter 10 ; Review for QUIZ 3; Extra Credit available

Apr 11 - SPRING RECESS (no class)

Apr 18 - Chapter 11; QUIZ 3 (Chapters 8,9,10) Apr 25 - Chapter 12

May 2 - Chapter 13; Review for QUIZ 4

May 9 - Chapter 14; QUIZ 4 (Chapters 11,12,13)

May 16 - Chapter 15; CHILD OBSERVATION due

May 23 - Chapter 16; Review for QUIZ 5; EXTRA CREDIT DUE

May 30 -QUIZ 5 (Chapters 14,15,16).


CD 1 REQUIREMENTS/POINT SYSTEM

I. OVERVIEWThis class will provide a broad overview of the field of child and adolescent development using a chronological

approach which looks at the physical, cognitive, social and personality development at different stages of the child’s life. Students will be introduced to the theories, research, and applications that constitute the field of child development by examining both traditional areas of the field and more recent innovations.

II. STUDENT LEARNING OUTCOMESAs a result of completing this course, students will be able to:1. Compare and contrast the theoretical perspectives that have guided thinking and research in child

development. 2. Distinguish between the aspects of development that are determined by the environment and

genetics. 3. Characterize the physical and emotional changes experienced by the mother and father during

pregnancy and the postpartum period.4. Identify the importance of adequate nutrition during each developmental period.5. Recognize key terms used to explain the process of language acquisition.

6. Discuss brain development and identify practical steps parents can follow to foster early literacy. 7. Identify at least five aspects of physical growth and motor development that characterize the periods of infancy, early childhood, middle childhood, and adolescence. 8. Recognize and define key terms used to explain social development during each stage of development. 9. Name and briefly describe the stages of Eric Erikson’s epigenetic principle for each stage of development. 10. List the stages of cognitive development established by Jean Piaget.

III. TEXTBOOK READINGSAll students are responsible for completing assigned readings prior to the date designated on the READING LIST.

IV. GROUP DISCUSSIONSAll students will participate in group discussions following each lecture period. Discussion topics will be appropriate to

each week’s previously assigned readings.

V. PARTICIPATION - possible 25 pointsActive participation in group discussions is required and appreciated.

VI. QUIZZES - possible 250 points (possible 50 points each)Quizzes will be given periodically to assess each student's understanding of the material being presented. Quizzes

will only be given on the scheduled nights. - Only one make-up will be allowed with an excused absence.

VII. FINAL PROJECT - possible 100 points Student will complete an individual child observation which will be due on May 16, 2006. Instructor will provide guide lines.Note: A minimum of 10 points will be deducted for each day the paper is submitted late.

VIII. EXTRA CREDIT – possible 20 points Extra credit will be available April 4 and is due May 23, 2006.

IX. ATTENDANCE Attendance is mandatory. If a student’s absences exceed the number of hours the class meets per week, the final grade

earned will be lowered one full grade. Students are responsible for obtaining missed lecture materials.

X. CELL PHONES


Cell phones are to be turned off prior to entering the classroom.


GRADING OF CD 1POINT SYSTEM EXPLANATION - GRIFFITH

PARTICIPATION - Possible 25 points

--------------------------------------------------------------------------------------------------------------------------------

QUIZZES - Possible 250 points: 50 points for each quiz - 5 required quizzes = 5 x 50 = 250 Each quiz is graded separately.

45 -50 = A40 - 44 = B35 - 39 = C30 - 34 = D0 - 29 = F

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INDIVIDUAL CHILD OBSERVATION - Possible 100 points

90 - 100 = A80 - 89 = B70 - 79 = C60 - 69 = D0 - 59 = F

--------------------------------------------------------------------------------------------------------------------------------

EXTRA CREDIT - Possible 20 points. Points will be added to final total to determine final grade.

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FINAL POINTS

Participation 25Quizzes 250Child Observation/Oral Report 100 Total 375

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FINAL GRADE

337 - 375 = A300 - 336 = B262 - 299 = C225 - 261 = D

0 - 224 = F

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NOTE: If a student’s absences exceed the number of hours the class meets per week, the final grade will be lowered by one full grade.





1. DEPARTMENT/DISCIPLINE: Child Development

2. SUBJECT: Child Development SUBJECT CODE: 187

3. COURSE TITLE: Practicum in Child Development I COURSE NUMBER/LETTER: 22

4. HOURS PER WEEK: Lecture 2hrs. Lab 6hrs. Discussion hrs

Other: (Specify) total hrs/wk UNITS: 4


6. PREREQUISITE AND/OR CO-REQUISITE: Child Development 1, and 3 units from Child Development 3, or 4 with a grade of “C” or better; health exam; TB test


Course provides supervised experience in a variety of Early Childhood Education programs including infant centers, private preschools, State and Federally funded child development centers, special education centers, family daycare providers, and school age programs. The student will relate all previous theory and curriculum courses to practical application in the classroom.





Baccalaureate _____________________________

Occupational ______________________________




Author: Jeanne Machado and Helen Botnarescue Title: Student Teaching: Early Childhood Practicum Guide

Publisher: Thomson Delmar Learning Edition/Year: Latest

Author: NAEYC Title: Developmentally Appropriate Practices

Publisher: NAEYC Edition/Year: Latest


COLLEGE PROVIDED: Audio Visuals

STUDENT PROVIDED: Textbooks, Supplies for Creative Activities

Not Applicable



A. ENTRY SKILLS: State performance skills and behaviors in specific and measurable terms. THE STUDENT IS ABLE TO:

(1) Demonstrate knowledge of basic child development theories as they relate to the developmental domains: physical/motor, psychosocial, cognitive and language.(2) Demonstrate knowledge of the ages/stages of typical development.(3) Identify and discuss program elements necessary for the physical, social, emotional, cognitive, and creative development of children from diverse backgrounds.(4) Identify and plan for individual variations in children’s developmental abilities as well as learning styles and needs.(5) Communicate sensitivity and respect for children, parents and staff from diverse backgrounds.(6) Work effectively with children from diverse backgrounds and support families by extending their home culture in school.(7) Define creativity, environments that promote creativity, and the role the teacher plays in fostering creativity.(8) Plan and implement creative experiences for young children.(9) Evaluate lessons implemented by self and peers using developmentally appropriate criteria.(10) Read and comprehend articles written in professional journals.(11) Write journals detailing activities, experiences and learning opportunities in the classroom.(12) Read and comprehend textbook information related to developmentally appropriate practices, connections between teaching and learning, and current trends in the field of Child Development.(13) Critically analyze and evaluate programs and environments using established quality standards.(14) Write short reports detailing children’s developmental behaviors and needs, and the teaching strategies necessary to meet those needs.

B. OBJECTIVES / EXIT SKILLS: State performance behaviors and skills in specific and measurable terms(refer to Blooms Taxonomy on page 9 of this document) terms. These skills become the entry skills for the next course. As a result of completing this course, THE STUDENT WILL BE ABLE TO:

(1) Identify and demonstrate effective teaching practices.(2) Design written lesson plans that outline developmentally appropriate and creative learning. (3) Observe and participate in a teaching situation by working directly with children, staff, and parents.(4) Plan, implement, and evaluate developmentally appropriate experiences which meet the needs of a diverse


group of children in the areas of physical, social, emotional, and cognitive growth.(5) Write and implement during practice teaching demonstrations developmentally appropriate and anti-biased lesson plans in all curriculum areas of Early Childhood Education.(6) Prepare measurable objectives outlining planned lesson contents.(7) Create an intellectually engaging, responsive environment to promote each child’s learning and development.(8) Design and equip learning centers to meet the needs of young children to investigate, explore, and construct through play.(9)Observe children’s spontaneous play, interaction with the physical environment, relationships with other children, teachers, and staff and document findings in a journal.(10) Evaluate and discuss her/his present teaching methods and style, and modify when

necessary.(11) Participate as a functional member of the school personnel team. (12) Develop effective guidance techniques which result in a reasonable system of fair limits,

boundaries, and expectations for children’s behavior.(13) Organize and maintain a healthy learning environment which reflects sensitivity to

diverse needs including children with disabilities.

16. SCANS Competencies. Indicate the SCANS competencies developed in this course:













offered.)



Other ( )













Time Allocated(in hours) Topic or Activity2.0 hours

2.0 hours

3.0 hours

2.0 hours

6.0 hours

3.0 hours

Course Requirements

Orientation to Student Teaching – Responsibilities

School Placements

Curriculum Resources Creative Experience Resources Review Developmentally Appropriate Criteria

Lesson Planning Measurable Goals and Objectives Complete Small Activity Lesson Form Complete Large Group/Circle Lesson Form

Teaching Strategies Appropriate Techniques and Methods Designing Transitions

Curriculum Development and Implementation


5.0 hours

3.0 hours

3.0 hours

2.0 hours

2.0 hours

3.0 hours

Lesson Development All Curriculum Areas of Child Development Anti-bias Curriculum Special Needs Developmentally Age Appropriate

Assessments of Young Children - Journals

Guidance Techniques Child Empowerment Environmental Factors Anticipating Behavior Limits and Boundaries

Communication/Problem Solving Common Concerns of Student Teachers Seeking Help

Group Effectiveness/Teamwork Skills Teaching Styles and Techniques Professional Concerns and Values

The Whole Teacher Self Evaluation Master Teacher Evaluation Professional Goal Setting

108 Hours Lab Lab includes 108 hours of supervised student teaching in an Early Childhood Education Program. The student will plan and implement numerous lesson plans appropriate for young children and assist the supervising teacher with additional responsibilities as requested.

Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require: 1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.laboratory includes activity and/or studio hours.State number of hours (36 for Lecture; 108 for Lab) for activities.




Name of Course:


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Bloom’s Taxonomy

SIMPLE SKILLS <<------------------------------->> COMPLEX SKILLSCritical Thinking

Knowledge

definerepeatrecordlistrecallnamerelateunderline

Comprehension

translaterestatediscussdescriberecognizeexplainexpressidentifylocatereportreviewtell

Application

interpretapplyemployusedemonstratedramatizepracticeillustrateoperatescheduleshopsketch

Analysis

distinguishanalyzedifferentiateappraisecalculateexperimenttestcomparecontrastcriticizediagraminspectdebateinventoryquestionrelatesolveexaminecategorize

Synthesis

composeplanproposedesignformulatearrangeassemblecollectconstructcreateset uporganizeprepare

Evaluation judgeappraiseevaluateratecomparevaluerevisescoreselectchooseassessestimatemeasure


Los Angeles Harbor CollegeChild Development 22 – Syllabus

Fall 2005 Cheryl F. Watson

Lectures: 12:45-1:50 Monday and Wednesday or 4:30-6:35 Monday

Lab: 8 hours per week to be arranged

Office: Science 205Office Hours: Monday: 2:00-2:30 PM; 3:30-4:30 PM

Thursday 1:00-2:00 PMTelephone: (310) 233-4559E-mail: [email protected]

Course Description

Course provides supervised experience in a variety of Early Childhood Education programs including infant centers, private preschools, State and Federally funded child development centers, special education centers, family daycare providers, and school age programs. The student will relate all previous theory and curriculum courses to practical application in the classroom.

Student Learning Outcomes

(1) Identify and demonstrate effective teaching practices.(2) Design written lesson plans that outline developmentally appropriate and creative learning. (3) Observe and participate in a teaching situation by working directly with children, staff, and parents.(4) Plan, implement, and evaluate developmentally appropriate experiences which meet the needs of a diverse group of children in the areas of physical, social, emotional, and cognitive growth.(5) Write and implement during practice teaching demonstrations developmentally appropriate and anti-biased lesson plans in all curriculum areas of Early Childhood Education.(6) Prepare measurable objectives outlining planned lesson contents.(7) Create an intellectually engaging, responsive environment to promote each child’s learning and development.(8) Design and equip learning centers to meet the needs of young children to investigate, explore, and construct through play.(9) Observe children’s spontaneous play, interaction with the physical environment, relationships with other children, teachers, and staff and document findings in a journal.(10) Evaluate and discuss her/his present teaching methods and style, and modify when necessary.(11) Participate as a functional member of the school personnel team.



(12) Develop effective guidance techniques which result in a reasonable system of fair limits, boundaries, and expectations for children’s behavior.(13) Organize and maintain a healthy learning environment which reflects sensitivity to diverse needs including children with disabilities.

Requirements and Point System

10 Age-Appropriate Activities 50 points each 500 total points

2 Circle/Group Times 100 points each 100 total points

1 Learning Center 100 points 100 total points

5 Daily Journals 10 points each 50 total points

750 TOTAL POINTS POSSIBLE

At the end of the semester, points will be totaled and grades will be awarded based on the following point system:

Total Points: 750-675 = A; 674-600 = B; 599-525 = C; 524-450 = D; 449-0 = F

Point Analysis

Individual projects are graded based on the following system:

Projects worth 10 points: 10- 9 points = A

8 points = B

7 points = C

6 points = D

5-0 points = F

Projects worth 50 points: 50-45 points = A

44-40 points = B

39-35 points = C

34-30 points = D

29- 0 points = F

Projects worth 100 points: 100-90 points = A

89-80 points = B

79-70 points = C

69-60 points = D

59- 0 points = F



Associate Degree Applicable Course TOP CODE


1. DEPARTMENT/DISCIPLINE: Family & Consumer Studies

2. SUBJECT: Family & Consumer Studies SUBJECT CODE 1305.00

3. COURSE TITLE: Nutrition COURSE NUMBER/LETTER 21

4. HOURS PER WEEK: Lecture 3hrs. Lab hrs. Discussion hrs





The relationship between diet and health is emphasized. The functions, sources, and interrelationships of nutrients are explored. Current topics including heart disease, cancer, diabetes, osteoporosis, weight management, and sports nutrition are discussed. Nutritional status and body fat composition are assessed by computer analysis.




Baccalaureate _____________________________

Occupational ______________________________





Author: Janice Thompson and Melinda Manore Title: Nutrition: An Applied Approach

Publisher: Thompson Wadsworth Edition/Year: 2005

Author: Title:


Other Readings:



COLLEGE PROVIDED: Audio Visuals, Body Fat Testing Machine, Computers (available)

STUDENT PROVIDED: Textbook, Diet Analysis Program, Scantrons

Not Applicable



(1) (2) (3) (4) (5)


(1) Identify sources and functions of carbohydrates, fats, proteins, vitamins, minerals, and water.(2) Follow the processes of absorption, digestion, and metabolism of nutrients throughout the body.(3) Evaluate menu plans using the Food Guide Pyramid. (4) List the components essential to nutritional labeling.(5) Plan food intakes to maintain or obtain a normal weight throughout the life span.(6) Explain the correlation between nutrition and diet related diseases including heart disease, diabetes, cancer, and osteoporosis.(7) State guidelines for selecting fluids and foods recommended for optimum exercise regimens and athletic performance.(8) Explore myths and fallacies used to beguile the public into purchasing unhealthful and/or expensive nostrums.














offered.)



Other ( )






3 hours

3 hours

3 hours

2 hours

2 hours

3 hours

4 hours

2 hours

2 hours

4 hours

2 hours

5 hours

2 hours

4 hours

3 hours

3 hours

Introduction to Course Content, Food Technology, Health Objectives for the Future

Dietary Reference Intakes, Food Guide Pyramid

Menu Evaluations

Nutritional Labeling

Digestion, Absorption, Metabolism Overview

Food Safety and Sanitation

Carbohydrates (Intake Recommendations; Classification; Sources; Functions; Digestion, Absorption & Metabolism; Diabetes & Other Related Diseases)

Fiber (Intake Recommendations, Classification, Sources, Functions, Digestion, Benefits)

Alcohol (Absorption & Metabolism, Benefits & Abuses)

Exchange Lists, Weight Management, Eating Disorders

Sports Nutrition

Lipids (Intake Recommendations; Classification; Sources; Functions; Digestion, Absorption & Metabolism; Heart Disease & Cancer)

Phytochemicals (Classification, Sources, Functions)

Proteins (Intake Recommendations; Classification; Sources; Functions; Digestion, Absorption & Metabolism; Vegetarian Diets)

Vitamins (Intake Recommendations, Classification, Sources, Functions, Supplementation, Deficiencies & Related Diseases)

Minerals (Intake Recommendations, Classification, Sources, Functions, Supplementation, Deficiencies & Related Diseases)

Water (Intake Recommendation, Functions, Dehydration)

Exams


2 hour

5 hoursNote: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:

1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.Laboratory includes activity and/or studio hours.State number of hours (54) for activities.
















Joyce Parker & Cynthia Latulip 9/2005 _________________________________________ Prepared by Date Division Chair Date

_______________________________________ _____________________________________________Curriculum Committee Chair Date V. P. Academic Affairs Date



Name of Course:


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LOS ANGELES HARBOR COLLEGE

Spring 2006

Course: Family & Consumer Studies 21Professor: Ms. ParkerOffice Hour: M/W 2 PM—3 PM

T 10 AM—12 PMTh/F by appointment

Office: Science Bldg., Room 203 Campus Phone: (310) 233-4556

E-mail: [email protected]

COURSE DESCRIPTION:The relationship between diet and health is emphasized. The functions, sources, and interrelationships of nutrients are explored. Current topics including heart disease, cancer, diabetes, osteoporosis, weight management, and sports nutrition are discussed. Nutritional status and body fat composition are assessed by computer analysis.

COURSE OBJECTIVES:

The student will be able to:1. Identify sources and functions of carbohydrates, fats, proteins, vitamins, minerals and water.2. Follow the processes of absorption, digestion, and metabolism of nutrients throughout the body.3. Evaluate menu plans using the Food Guide Pyramid.4. List the components essential to nutritional labeling.5. Plan food intakes to maintain or obtain a normal weight throughout the life span.6. Explain the correlation between nutrition and diet related diseases including heart disease,

diabetes, cancer, and osteoporosis.7. State guidelines for selecting fluids and foods recommended for optimum exercise regimens and

athletic performance.8. Evaluate myths and fallacies used to beguile the public into purchasing unhealthful and/or

expensive nostrums.

TEXT: NUTRITION: An Applied Approach 2005 Authors: Janice Thompson and Melinda Manore

COURSE REQUIREMENTS:


1. Participationa. Attendance: A student is expected to attend every meeting of all classes for which he/she

is registered. A student who has pre-registered for a class and who does not attend the first meeting of the class forfeits the right for a place in the class. Whenever a student’s absences exceed the number of hours a class meets per week, the instructor will consider whether there are mitigating circumstances (hospitalization/death in family) which justify the absences. It is the student’s responsibility to consult with the instructor regarding any absences that would alter the student’s class status.

b. Individual/Group Participation/Classroom Activities: Participation/classroom activities will be assigned and completed periodically throughout the semester. No make-ups will be given to students absent at the time of the activity.

2. Completion of Textbook Readings

a. Unit 1: Chapter 1 – The Role of Nutrition in Our Health Chapter 2 – Designing a Healthful Diet (Omit pages 50-64.)

New Food Guide Pyramid Chapter 3 – The Human Body Chapter 14 – Food Safety and Food Technology

b. Unit 2: Chapter 4 – Carbohydrates Chapter 11 – Achieving a Healthful Body Weight Chapter 12 – Nutrition and Physical Activity

Chapter 13 – Disordered Eating Chapter 6 – Proteins

c. Unit 3: Chapter 5 – Fat: An Essential Energy-Supplying Chapter 8 – Nutrients Involved in Antioxidant Function Chapter 9 – Nutrients Involved in Bone Health Chapter 10 – Nutrients Involved in Energy Metabolism Chapter 7 – Nutrients Involved in Fluid & Electrolyte Balance

3. Completion of All Quizzes and Examinations

Make up work is limited to one quiz or exam. It is the responsibility of the student to contact the instructor in order to establish a make-up appointment. Make-up work is to be completed within one week of the original quiz or exam date unless there are mitigating circumstances.

4. Completion of Assignments

a. Participation/Classroom Activitiesb. Chapter Review Questionsc. Evaluation of Food Intake for One Day by Computer Analysis in Terms of the

Recommended Dietary Allowances d. Online Assignmentse. Instructor Selected Activities Designed to Reinforce Nutritional Theories


EXTRA CREDIT:

1. Assessment of Blood Cholesterol Level (12 points)2. Assessment of Total Body Fat (5 points)3. Evaluation of Food Intake for One or Two Days in Addition to the Required One Day

Evaluation (10 points for each day)

GRADING INFORMATION:

Methods of Evaluation:Quizzes/Exams 60%Assignments 30%Classroom Activities 10%

Grades are issued according to percentage of total points earned.

100 – 90% = A 89 – 80% = B 79 – 65% = C 64 – 55% = D

WITHDRAWAL FROM CLASS:

It is the student’s responsibility to submit an official withdrawal from class (drop card) to the Admissions Office. Failure to complete this process by May 1, 2006, will result in a “W” or “F” grade recorded on the student’s academic record. In order to receive a refund, the class must be dropped by February 21, 2006. Instructor may exclude a student, but this is not an official withdrawal and fees will be owed.

COLLEGE POLICIES:

It is the student’s responsibility to follow college policies regarding attendance, academic standards, and conduct. As approved by the Associated Student Organization and by the Academic Senate, all cell phones and electronic sound-emitting devices should be turned to off or vibrate.


Geology/Oceanography Program Review Fall 2005

1. Program Mission

The mission of the Los Angeles Harbor College Geology/Oceanography Department is to provide quality transfer, and general education programs in the field of Physical Sciences, in a supportive and educational environment.


The Geology/Oceanography Department offers courses that introduce students to the Physical Sciences related to the planet Earth.


Upon successful completion of the courses students will be able to: Explain the origin of the Earth, its oceans, continents and the organisms that live on it. Explain the use of the Scientific Method in determining the causes and effects of natural physical

phenomena. Apply simple physical principles to explain basic observations on Earth. Make short-term predictions regarding the movements of air, seawater, rocks and soil. Make first-degree long-term predictions regarding the evolution of the oceans and continents. Explain the origin and the evolution of many natural disasters related to the oceans and continents. Evaluate the potential of multiple material and natural energy resources available to humans. Evaluate the significance of the Scientific Method in the daily decision making process. Further their education in the fields of physical sciences.

4. Definition of Discipline in Terms of Relevance and Student Need This discipline provides GE requirements for AA and transfer degrees. Prepares students for Geology, Oceanography, an Environmental Science

Majors. Provides basic background for urban planners, environmentalists, policy

makers. Introduces the physical world to lower division students. Provides a beginning point for students interested in the physical environment.

5. Courses Taught in the Discipline Environmental Science 1 – The Human Environment: Physical Processes Geology 1 – Physical Geology


Geology 6 – Physical Geology Laboratory Oceanography 1 – Introduction to Oceanography Oceanography 10 – Physical Oceanography Laboratory


Students’natural curiosity about the Earth Monday and Wednesday offerings ( prime time) of the lecture Frequent optional field trips to coastal and inland sites which enable students to

apply concepts learned in class and generate interest Laboratories are offered in three hour blocks. Innovative delivery method for course material


Quantitative data are based on 2005 Los Angeles Harbor College Fact Book and Planning Resource Guide. Please see the attached sheet for the program data for the period 1998 – 2004.

8. Conclusions and Significant Finding

Based on data shown in the aforementioned guide, the program is healthy and viable. Oceanography and Geology programs performed significantly above the college averages during the 1998-2004 period and show significant growth trends unrelated to the college enrollment trends.


Strengths: Three sections of Oceanography lecture are offered on Mondays and Wednesdays

providing ample opportunities for students to enroll in the classes. Subject matter that feeds the natural curiosity of humans about the planet Earth

Weaknesses: Need additional collaborative learning activities in the lecture classes Geology is currently not offered in the evening Lack of facilities [transportation funds and camping supplies] for field trips to distant

locations Lack of hands-on physical activities in laboratories due to unavailability of support

personnel10. Instructors, Staff, and Other Personnel

Number of Full-time Faculty 1.0

Number of Hourly Faculty 0.6

Number of Classified Staff 0

Number of Support Personnel 0



Actions to Improve Program Success Add part-time support personnel Offer under-prepared students opportunities for specialized personal development classes Secure funding for lab and field activities

Prepared by Dr. Tissa Munasinghe




Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: 11/21/05 Distributive Learning Curr. Committee Date:

1. DEPARTMENT/DISCIPLINE: Earth Science

2. SUBJECT: Geology SUBJECT CODE: 460

3. COURSE TITLE: Physical Geology COURSE NUMBER/LETTER: 1

4. HOURS PER WEEK: Lecture 3 hrs. Lab hrs. Discussion hrs



6. PREREQUISITE AND/OR CO-REQUISITE: Recommended co-requisite: Geology 6


This introductory course surveys the materials and structure of the earth, and the processes which modify it. Major topics to be studied include rocks and their mineral composition, plate tectonics, volcanoes, and earthquakes. Also studied will be the agents of erosion; the work of rivers, glaciers, wind, land slides, and the oceans. Field trips to geological sites of southern California are made.




Baccalaureate _____________________________

Occupational ______________________________





Author: Monroe and Wicander Title: Physical Geology: Exploring the Earth

Publisher: Thompson Brooks/Cole Edition/Year: 5 / 2005 [or the latest available edition]

Author: Title:


Other Readings:


COLLEGE PROVIDED:

STUDENT PROVIDED:

Not Applicable


A. ENTRY SKILLS: State performance skills and behaviors in specific and measurable terms. THE STUDENT IS ABLE TO:

(None)

B. OBJECTIVES / EXIT SKILLS: State performance behaviors and skills in specific and measurable terms (refer to Blooms Taxonomy on page 9 of this document) terms. These skills become the entry skills for the next course. As a result of completing this course, THE STUDENT WILL BE ABLE TO:

(1) Explain the features of the Earth and processes that affect the Earth.(2) Describe the factors that influence the Earth processes.(3) Recognize the importance of different processes that influence the Earth features.(4) Apply the scientific method to determine the best explanation to observations about the Earth.(5) Use further information about the Earth features and processes so that they can pursue Geology.(6) Discuss the effect of humans on the geologic processes near the surface of the Earth.(7) Employ the acquired knowledge to evaluate the potential disasters in a given area.














offered.)



Other ( )





Time Allocated (in hours) Topic or Activity3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

3.0

2.0

3.0

3.0

3.0

2.0

3.0

2.0

Basic concepts and scientific method

Origin of the Earth

Interior of the Earth

Continental Drift, Seafloor Spreading, and Plate Tectonics

Minerals

Igneous Rocks

Weathering

Sedimentary Rocks

Metamorphic Rocks

Geologic Time

Earthquakes

Rock Deformation

Mass Movements

Running Water

Groundwater

Deserts

Work of Glaciers

Coasts

Local Geology

Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require: 1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.laboratory includes activity and/or studio hours.Number of hours for activities: 54
















_______________________________________ ______________________________________________Prepared by Date Division Chair Date




Name of Course: Geology 001


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Bloom’s Taxonomy


Knowledge


Comprehension


Application


Analysis


Synthesis




LA Harbor CollegeGeology 1: Physical Geology Section 0682 Spring 2005 Rm.: SCI 210

Grade recordInstructor: Dr. Tissa Munasinghe Test #1:___ Ex. Cr:____

Office: SCI 208 Test #2:___ Field Trip ___Email: [email protected] Test #3:___ Participation ___Phone: 310-233 4555, in-campus extension: 4555 Test #4:___ H W:____Office Hours: M & W 4:30 – 5:00 pm Final: ___ Total _______

Text: You must have a textbook for this course. Use Physical Geology, by Monroe and Wicander OR Any Introduction to Geology textbook published after 1994. The textbook must be read before, and after the topic is discussed in the class.

Other Material: 5 Scantron [#882] forms, #2 pencils, a good eraser.

Course Description: This course will introduce you to the solid part of the Earth, and the scientific method of studying it. You will learn about how the Earth formed, the material forming the Earth, processes [earthquakes, mountain building, rock deformation, groundwater] that take place inside the earth, processes [weathering, mass movements, rivers, glaciers, deserts] that takes place outside the Earth, and features found on the Earth. There will be at least one field trip to the Royal Palms County Beach. Other field trips may be added.

Grading Policy: Grades are based on (a) 3 of 4 Section Tests [3 x 100] 300 points 50% of grade(b) Field Class OR Project 20 4%(c) Homework Assignments 30 5%(d) Classroom Participation 50 8%(e) Final Examination 200 33%Examinations will emphasize material discussed immediately prior to them, and may consist of a combination of multiple-

choice, true/false, and/or short answer questions. The worst score of the four tests will be dropped. No make-up tests will be given. The final exam will be comprehensive. If you qualify, extra credit [maximum 30 points] can be earned by writing short papers, or by completing small projects. Information on these will be given later. The final grade will be determined from the maximum total of 600 points, as indicated below. Use the space at top right to keep track of your total score, which can be compared with the percentages below to determine your current grade.

A: > 90% [540] B: > 80% [480] C: > 60% [360] D: > 50% [300] F: < 50% [300] points

Attendance Policy: Only registered students are permitted in the class. Attendance will be taken on a daily basis. Students with excessive absences may be dropped from the class. However if a student decides not to attend the class, it is her/his responsibility to initiate the proper drop procedure, otherwise an automatic 'F' will have to be assigned. Late entrances to the class must be made quietly through the rear door. During the class, the students may not talk to each other, or disturb the class in any other way. The instructor has the right to determine if a student is disrupting a class. Disruptive students will be subjected to the procedures referred to by ‘General College Policies: Standards of Student Conduct’ in the class schedule. Disruptive students may be excluded from the class after one warning.

Other: Students who need in-class accommodations, or special test-taking arrangements because of a physical, or perceptual limitation must contact me immediately.


When submitting any work, or emailing, include your Name, Semester, and Class hour [your class hour is indicated at the top of the lecture schedule].

How to do well in the class: You are responsible for your grade. Getting good grades require solid, quality work. Follow the suggestions given below.

1. Arrive 10 minutes before the class and stay the full class period.2. Sit near the front of the class, and take good notes.

3. Do not disturb the class by talking to others, or in any other way, but ask questions, and contribute to the classroom discussions. You may ask questions outside the classroom as well.

4. Follow instruction given during class, and during exams.5. Go through class notes every day after school, read, re-write, and compare with the textbook, or relevant websites.6. Answer study guide questions, and questions posted on the book website.7. Practice answering the study-guide questions.8. Do extra credit work, and monitor your progress by using the table above.

9. Ask yourself questions related to the Earth. Try to find answers. If you can’t find the answers ask the instructor.

LAHC Geology 1 Sec. # 0682 Fall 2005

Rm.: SCI 210 11:10 am – 12:35 pm Lecture Schedule

Date Topic Reading is in Chapter

Sep. 7 Introduction – Origin of the Earth 20

12 Basic Concepts 10

14 Interior of the Earth 12

19 Plate Tectonics 12

21 Plate Tectonics 12

26 Plate Tectonics / Review 12

28 Test #1

Oct. 3 Minerals 2

5 Plutonic Rocks 3

7 Friday Field Trip 10:00 am - Noon Field Class at

Royal Palms Beach10 Volcanism & Volcanic Rocks 4

12 Weathering / Review 5

15 Saturday Field Trip 10:00 am - Noon Field Class

at Royal Palms Beach17 Test #2

19 Sedimentary Rocks 6

24 Metamorphic Rocks 7

26 Geologic Time 8

31 Geologic Time 8


Nov. 2 Test #3

7 Earthquakes 9

9 Rock Deformation 13

14 Rock Deformation 13

16 Mass movements 14

21 Coasts 1923 Coasts 19

28 Test #430 Running Water 15 [* Last day to Submit Extra Credit or Project]

Dec. 5 Running Water 15

7 Ground Water 16

12 Deserts 18

14 Glaciers 17

Dec 21 Wednesday 10:30 am– 12:30 pm Final Exam

+




Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: September 2005 Distributive Learning Curr. Committee Date:

1. DEPARTMENT/DISCIPLINE: Earth Science

2. SUBJECT: Oceanography SUBJECT CODE 684

3. COURSE TITLE: Oceanography COURSE NUMBER/LETTER 1

4. HOURS PER WEEK: Lecture 3.6 hrs. Lab hrs. Discussion hrs

Other: (Specify) total hrs/wk 3.6 UNITS: 3


6. PREREQUISITE AND/OR CO-REQUISITE: Recommended co-requisite:


This course introduces the student to the field of physical oceanography. Major topics include Plate Tectonics and features of the seafloor, islands, and coastlines, properties of seawater, waves, tides, currents, marine resources and pollution, and the effects of oceanographic factors on marine life. Field trips to coastal areas are made.




Baccalaureate _____________________________

Occupational ______________________________





Author: Sverdrup, Duxbury and Duxbury Title: Fundamentals of Oceanography

Publisher: McGraw-Hill Edition/Year: 5 / 2006

Other Readings:


COLLEGE PROVIDED:

STUDENT PROVIDED:

Not Applicable



(1) (2) (3) (4) (5)


(1) List the processes that led to the formation of the World’s Oceans.(2) Explain the features of the Oceans and processes that affect the Oceans.(3) Analyze the factors that influence the Oceanic processes.(4) Evaluate the importance of different processes that influence the Seafloor features.(5) Apply the scientific method to determine the best explanation to observations about the Oceans.(6) Acquire further information about the Oceans and oceanic processes so that they can pursue Oceanography.(7) Evaluate the marine resources and the negative effect of humans on the Oceans.(8) Explain the features observed along the southern California coastline














offered.)



Other ( )





Time Allocated (in hours) Topic or Activity3.0

3.0

3.0

3.0

3.0

4.5

3.0

3.0

3.0

3.0

3.0

3.0

3.0

1.5

1.5

1.5

3.0

3.0

3.0

Introduction to Course, Basic concepts and Scientific Method

Origin of the Earth and the Oceans

Interior of the Earth, Seismic Method

Continental Drift, Seafloor Spreading, and Plate Tectonics

Ocean Basins

Properties of Seawater

Marine Sediments, Classification and Uses

Atmosphere, Atmospheric Circulation, Weather

Ocean Surface Currents, Vertical Circulation

Ocean Waves, Tsunamis, Properties and Behavior

Ocean Tides

Coasts, coastal processes, Features, and Structures

Marine Environment

Primary Production

Marine Life

Marine Communities

Marine Resources

Marine Pollution

Global Marine Issues

Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require: 1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.laboratory includes activity and/or studio hours.Number of hours for activities: 54 Use additional pages if necessary.















_______________________________________ ______________________________________________Prepared by Date Division Chair Date

___________________________________ _____________________________________________Curriculum Committee Chair Date V. P. Academic Affairs Date



Name of Course: Oceanography 1


RATINGCRITERION

METNOTMET










RATINGCRITERION

METNOTMET












Los Angeles Harbor College Program Review, December 2005

122

LA Harbor College

Oceanography 1: Introduction to Oceanography Winter 2006 Rm.: SCI 210

Grade recordInstructor: Dr. Tissa Munasinghe Test #1: Ex. Credit___

Office: SCI 208 Test #2: Field Trip___Email: [email protected] Test #3: Participation ___Phone: 310-233 4555, in-campus extension: 4555 Test #4: H W: ___Office Hours: Tu – Wd – Th – Fr 11:30 am– 12:00 pm Final: ___

4:15 – 5:45 pm Total _______

Text: You MUST have a textbook for this course. Use Essentials of Oceanography by Tom Garrison, ORAny Introduction to Oceanography textbook published after 1994. The textbook must be read before, and after the topic is discussed in the class. Bring the textbook to class every day.

Other Material: 5 Scantron [#882] forms, #2 pencils, a good eraser.

Course Description: This course will introduce you to the Scientific Method, and features and processes of the world ocean. You will be familiar with the origin and the evolution of the oceans, features observed within the oceans, chemical and physical properties of seawater, influence of the oceans on the atmosphere and weather, movements of seawater, the life in the ocean, coasts, and resources and pollution of the oceans. This course will include several field trips to Royal Palms Beach. Other field trips may be added.

Grading Policy: Grades are based on (a) 3 of 4 Section Tests [3 x 100] 300 points 50% of grade(b) Field Class OR Project 20 4%(c) Homework Assignments 30 5%(d) Classroom Participation 50 8%(e) Final Examination 200 33%Examinations will emphasize material discussed immediately prior to them, and may consist of a combination of multiple-

choice, true/false, and/or short answer questions. The worst score of the four tests will be dropped. No make-up tests will be given. The final exam will be comprehensive. If you qualify, extra credit [maximum 30 points] can be earned by writing short papers, or by completing small projects. Information on these will be given later. The final grade will be determined from the maximum total of 600 points, as indicated below. Use the space at top right to keep track of your total score, which can be compared with the percentages below to determine your current grade.

A: > 90% [540] B: > 80% [480] C: > 60% [360] D: > 50% [300] F: < 50% [300] points

Attendance Policy: Only registered students are permitted in the class. Attendance will be taken on a daily basis. Students with excessive absences may be dropped from the class. However if a student decides not to attend the class, it is her/his responsibility to initiate the proper drop procedure; otherwise an automatic 'F' will have to be assigned. Late entrances to the class must be made quietly through the rear door. During the class, the students may not talk to each other, or disturb the class in any other way. The instructor has the right to determine if a student is disrupting a class. Disruptive students will be subjected to the procedures referred to by ‘General College Policies: Standards of Student Conduct’ in the class schedule. Disruptive students may be excluded from the class after one warning.


Other: Students who need in-class accommodations, or special test-taking arrangements because of a physical, or perceptual limitation must contact me immediately.When submitting any work, or emailing, include your Name, Semester, and Class Hour, or Section Number

How to do well in the class: You are responsible for your grade. Getting good grades require solid, quality work. Follow the suggestions given below.1. Arrive 10 minutes before the class and stay the full class period.2. Sit near the front of the class and take good notes.3. Do not disturb the class by talking to others, or in any other way, but ask questions and contribute

to the classroom discussions. You may ask questions outside the classroom as well.4. Follow instruction given during class and during exams.5. Go through class notes every day after school, read, re-write, and compare with the textbook, or relevant websites.6. Answer study guide questions and questions posted on the book website.7. Practice answering the study-guide questions.8. Do extra credit work and monitor your progress by using the table above.

9. Ask yourself questions related to oceans. Try to find answers. If you can’t find the answers, ask the instructor.

Oceanography 1 Lecture Schedule Winter 2006Rm.: SCI 210

Date Topic Reading is in Chapter

Jan 3 Introduction – Basic Concepts 1, 2, and Appendix I, II, III, IV4 Basic Concepts 1, 2, and Appendix I, II, III, IV5 Ocean Basins 46 Ocean Basins 4

10 Test #1 – Plate Tectonics 311 Plate Tectonics 312 Marine Sediments 513 Chemical Properties of Seawater 614 Saturday 10:00am - 12:00 Field Trip to Royal Palms County Beach, Bottom.

17 Test #2 – Physical Properties of Seawater 618 Atmosphere 719 Surface Currents 820 Vertical Circulation 8

24 Test #3 – Tides 1025 Waves 926 Coasts 1127 Life in the Ocean 12 [Last day to submit extra credit work]


31 Test #4 - Primary Production 12Feb 1 Marine Pollution 15

2 Review3 Final Exam


Geography Program Review January 2006

I. Program MissionThe mission of the Los Angeles Harbor College Geography Program is to provide quality education in physical and human/cultural geography for transfer, general education, and public outreach to the South Bay and Harbor communities.

II. Program ObjectivesThe aims of the Geography Program are to equip Harbor students with an enriched global view, to enhance spatial thinking, to recognize integration and interdependence between physical and cultural environments, and to love nature.

III. Student Learning OutcomesSpecific “SLO’s” for Geography 1, 2, 7, and 15 are as follows. There is intended overlap between Physical Geography (1) and the Physical Geography Laboratory (15) classes.

Student Learning Outcomes for Geography 1:Upon completion of Physical Geography, students will be able to:Introduction:1. Define geography, physical geography, and Earth’s four integrated spheres: atmosphere, hydrosphere, biosphere, and lithosphere.2. Locate places on Earth using latitude and longitude coordinates, and relate latitude to climate, and longitude to time.3. Using a time zone map, calculate time zone differences between different locations on earth.Field Trip:4. Record field observations and compose a 4-6 page report on a geography field trip, including descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity in the area, with 3 labeled drawings (a plant, rock, and landscape view).Biosphere:5. Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and wet environments.6. Distinguish plant forms and identify plant samples in five Southern California vegetation communities: coastal sage scrub (“soft chaparral” on drier, sunnier slopes), chaparral (taller, thicker, woody shrubland with on hillsides with more moisture), oak woodland (grasslands with scattered trees), riparian/streamside woodland, and grasslands (meadows). (See photos on Geography home page: www.lahc.edu/earthscience/geography/)7. Compare and correlate the Earth’s major climates and biomes.Hydrosphere:8. Illustrate the water cycle (hydrologic cycle) and explain its processes.9. Describe the unique properties and geographic distribution of Earth’s waters.10. Explain cloud formation and identify major types of clouds.11. Define the fluvial processes of erosion and deposition, and identify landforms associated with river systems and drainage.12. Describe the basic pattern of Earth’s ocean currents, and identify major currents in the Pacific Ocean and northern Atlantic.Maps:13. Define cartography and mapping basics: map scale, projections, directions, symbols (point, line, and area symbols).


14. Describe remote sensing, G.P.S. (Global Positioning System), and Geographic Information Systems (G.I.S.) as tools used in geographic analysis.15. Locate major physical features of Earth on a series of world maps.Atmosphere:16. Describe and draw diagrams illustrating common patterns of temperature and temperature inversions, high and low pressure, ocean and land winds (“onshore and offshore” as newscasters call them), global wind systems, rain, and desert patterns. 17. Identify and distinguish major climate types on a world map.Lithosphere:18. Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanoes, and convergence of tectonic plates), and external, landform-shaping processes (weathering, erosion, mass wasting, and deposition). Illustrate each with examples.19. Draw and explain the rock cycle.20. Identify 12 samples of sedimentary, igneous (intrusive and extrusive), and metamorphic rocks.21. Locate and draw symbols on a world map to show correlations of continental drift theory, plate tectonics, and geographic distributions of volcanoes and earthquakes.22. Identify landforms associated with tectonic plate boundary convergence, divergence, and transform boundaries.23. Explain the nature of earthquakes, their measurement, and how we as Southern Californians can be prepared for a large earthquake to occur at any time.24. Define and give examples of physical, chemical, and biological weathering.25. List and define the various types of mass wasting, and identify examples of each in relation to moisture content and speed of movement.26. Define geomorphology, and identify landforms associated with fluvial, arid, glacial, Karst, wind, and coastal processes.Integration/Synthesis of Physical Geography:27. Offer 5 specific examples of how the atmosphere, hydrosphere, lithosphere, and biosphere, are integrated. (For example, show how rainfall, slope angle and direction, water pathways, shade, and soil moisture affect habitats for plants and animals.)

Geography 2 Cultural Geography Student Learning Outcomes: Upon completion of Cultural Geography, students will be able to:(1) Demonstrate how to use maps to explain broad patterns of cultural information on Earth (language, religion, ethnicity, political organization).(2) Demonstrate flexibility, tolerance, and respect for diverse cultures. (3) Identify on world maps the global distribution of human population, and major historical migrations and refugee movements.(4) Using maps, explain geographical patterns of economic livelihoods, including agriculture, industry, services, and information processing.(5) Give examples of geographical interpretations of current events.(6) Compare and contrast rural and urban land use.

Geography 7 Student Learning Outcomes: Upon completion of World Regional Geography, students will be able to:1. Locate the world's major physical geographic features and climates, and compare them with world population distribution.2. For each world region, locate major countries, cities, and physical features (climates, rivers, mountain ranges, plains, seas, etc.).3. For each world region, identify the land area and population, economic geography (major livelihoods), features that create regional unity, and geopolitical issues.


4. List some of the factors used to measure different levels of economic and social development, and evaluate how these are used to compare regions and create stereotypes.5. Demonstrate flexibility, tolerance, and respect for diverse cultures. 6. Compare capitalism and communism as major economic systems, and some of the geographic effects of capitalism vs. centrally planned economies.7. Summarize the influences of European colonialism and the industrial revolution on the cultural and economic geography of the modern world.

Geography 15 Student Learning Outcomes: Upon completion of Physical Geography Laboratory, students will be able to:(1) Define latitude and parallel, longitude and meridian, and use coordinates to locate places on Earth.(2) Relate latitude and climate, and longitude and time.(3) Calculate locational time differences using a map of international standard time zones.(4) Interpret map elements of scale, projections, and symbols (point, line, and area symbols).(5) Record field observations and compose two 4-6 page reports on geography field trips, including descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity in the area, with 3 labeled drawings (plant, rock, landscape view).(6) Draw and describe 4-6 plant samples showing adaptations to dry, medium, and wet environments.(7) Interpret U.S. Geologic Survey Topographic Maps, and construct a contour map drawing isolines of equal elevation.(8) Analyze weather maps,s and describe atmospheric conditions at various locations.(9) Outline the sources of current global weather information and issues on the U.S. National Weather Service website.(10) Analyze global temperature and precipitation patterns to determine the effects of latitude, marine vs. continental location, altitude, topographic barriers, and prevailing winds.(11) Compare and contrast a world climate map with a world map of biomes.(12) Analyze and describe geomorphic processes using topographic maps, and recognize shapes of fluvial, arid, Karst, glacial, and coastal landforms.

IV. Definition of Discipline in Terms of Relevance and Student NeedGeography is an attractive major for students, providing marketable skills and the broad geographical perspectives that enable people to succeed at many occupations. Geographers make good planners. Geography also meets many of the LAHC campus-wide Student Learning Objectives concerning a global view, tolerance and respect for diversity, and understanding of the environment with perspectives of both natural and social sciences. The potential for practicing geography in business and government has grown considerably in recent years, although few positions have the job title of “Geographer.” Juan Gonzalez, Harbor College student from Wilmington, majored in geography at UCLA and went on to work in Washington, D.C., at the National Imagery and Mapping Agency (NIMA). Computer cartography, the analysis of satellite imagery (remote sensing); geographic information systems (G.I.S.); and global positioning systems (G.P.S.) have all grown as high-technology techniques, but because geography was replaced by social studies and earth science in the American public school system, many American adults lack the foundation to deal with the sophistication and detail of these techniques and need more training.

Physical geographers study patterns and integration of climates, landforms, vegetation, soils, and water. They forecast the weather, manage land and water resources, and plan for land use in wetlands, forests, rangelands, and recreation areas. Geographers were among the first scientists to speak up with alarm that human-induced changes to the environment may threaten life itself in earth’s future: global warming, desertification, deforestation, loss of biodiversity, groundwater pollution, and flooding. NASA hired a physical geographer to teach astronauts from satellite images, because they weren’t sure what they were


looking at on Space Shuttle orbits. It is very important that physical geography be taught as a rigorous science, or future geography and other science majors will be deprived of a solid foundation for their careers.

Cultural/human geography is concerned with the spatial dimension of human society, how we and our activities are organized on the earth's surface. Human geographers work in the fields of urban and regional planning, transportation, marketing, real estate, tourism, and international business, and some have worked in U.S. Government Bureaus of Population, Refugees and Migration; Democracy, Human Rights and Labor; Political-Military Affairs; Oceans and International Environmental and Scientific Affairs, War Crimes Issues and Foreign Disaster Assistance. (Source: Association of American Geographers, www.aag.org.)

V. Courses Taught in the Discipline:Geography 1 Physical GeographyGeography 2 Cultural GeographyGeography 7 World Regional GeographyGeography 15 Physical Geography LaboratoryGeography 31 Introduction to Geographic Information Systems

VI. Factors that Influence Enrollment1. The environment in the Science 204 classroom is not conducive to learning and some students who complain, stop coming. The lack of air-conditioning to provide a comfortable temperature is a problem. Open doors to provide circulation lead to dust that accumulates and is not removed due to lack of custodial staff. This situation is a problem for some students with allergies. I wonder if it is a factor in students’ poor performances on tests. Quality air with a good supply of oxygen is important for brain processes and limits nasal congestion.

2. American students are not widely exposed to geography in the school system as a viable discipline and career, so it is generally not a major that students choose before entering college. Around the country, many geographers become “converted” when they take general education classes in the subject, realize how much they love it, and realize the potential for future employment as a geographer.

3. Before the California state budget crisis, we were encouraged by the college to try some new classes and diversify the program a bit. Multiple and daytime sections of Geography 7 and 15 were offered (successfully demonstrated by other colleges), and Geography 2 and Geography 31 were introduced, but had a low response. These have not been recently offered, as high enrollment numbers have taken priority over experimenting.

4. Some students perceive that physical geography is a difficult science because they lack the background.

5. Our urban environment and culture limits access to nature, so students may not have enough experience in the outdoors to be attracted to a class which includes field trips, such as Geography 1 and 15, and they may not know that carpooling is available if they lack transportation. Countless students respond to the field trips and nature walks with pleasure and excitement and report that their whole way of looking at the world has changed through the outdoor learning component of these classes.

VII. Quantitative Review1999 2000 2001 2002 2003 2004

Enrollment 142 216 183 281 267 262WSCH 739FTEF 1.6Los Angeles Harbor College Program Review, December 2005 129

http://www.aag.org/

WSCH/FTEF 498 399 413 356 625 579Average class size 26.6 27.5 23.7 41.7 38.6 30.8Average class size 48.3 (Fall PACE)

VIII. Conclusions and Significant FindingsWhile doing the analysis for this report, I began to reflect on students’ comments. Students seem to find this field of science difficult. I had thought students were mostly exaggerating when they said, “I studied,” and “I’m doing well in my other classes.” I have tried new methods and tactics every semester to increase student learning in Geography 1, and they still have difficulty processing it. Outdoor learning has been the most successful path for students completing the course..

There is a demand for science classes with labs in PACE, and PACE enrollments in geography have been good. I would like to teach one section of Geography 1 in PACE every semester (on Tuesday nights and Saturdays), either as part of the regular assignment or as an hourly class, and then PACE students can take the Monday night Geography 15 lab class, which does not compete with the PACE schedule.

Geography 2 and 7 are also excellent classes to regularly include in the PACE program, where students are motivated to succeed. They teach global, spatial, and environmental perspectives, and integrate information from many disciplines. They are superb courses for general education.

IX. Strengths and Weaknesses in Relation to Student NeedsStrengths:

Full-time instructor has worked in Kenya, Egypt, Guam, Palau, Crete, India, Minnesota, and Texas, and tries to equip students with a global view and empathy, not just facts.

Outdoor learning on nature walks and field trips Proximity of Harbor Lake and wetlands Campus vegetation with different types of trees Science Building roof access for teaching about the atmosphere Many mapping and other classroom activities to promote genuine hands-on learning Student and instructor enthusiasm

Weaknesses: Only one full-time instructor, which makes building up all the areas of the discipline difficult. Old globes, old maps, and old air in classroom give an “old feeling.” Unavailability of Power Point projector due to insufficient funding for the Department. Not all students have Internet or C.D. playing capability in their homes, and excellent C.D.

animations that come with the Physical Geography text are not permitted in computer lab. Globally, reading skills have declined because of proliferation of T.V. and videos. Many students are low-income and do not buy the textbooks. Student passivity and expectations of a “C” for coming are real problems: real effort is required to

activate the spatial part of the brain and learn new material. Also, morning students have often been up late the night before, and some have not eaten or even drunk water that day. (I take polls when they look blank and fatigued.)

X. Plan of Action that Would Strengthen the Discipline1. Try a new temporary classroom with better air circulation. I am not asking for air conditioning, “only oxygen,” a room with windows.

2. Offering Geography 3, “Introduction to Weather and Climate”, incorporating American Meteorological Society (AMS) On-line Weather Studies Curriculum. AMS has a grant for underrepresented institutions to receive training and support for this, and East Los Angeles College is participating. Geography 3 is offered Los Angeles Harbor College Program Review, December 2005 130

at L.A. Valley College and Pierce College as well and counts as a physical science in general education, usually cross-listed as Meteorology 3 (for those who transfer to schools which do have a Meteorology program). It could either be taught on-line or incorporated into a regular class, but needs to be advertised in city newspapers that are apart of the L.A. District.

3. Incorporating NASA and other satellite images of Earth’s topography and vegetation, and On-Line Weather Studies into Geography 1 and 15 exercises.

4. Hiring a 0.6 part-time instructor to teach the Banning High School Geography 2 and 7 classes, two additional sections per semester of Geography 1, 2, 7, or 15, and/or Geography 31, and/or PACE classes.

5. Offer a Monday/Wednesday 8:00 AM-9:25AM section of Geography 1 to increase overall Geography enrollment and try offering the Field Trip Emphasis section of Geography 1 on Thursdays at 9:00 AM-12:10 PM or 9:35 AM-12:45 PM.

6. Offer Geography 15 Lab every semester on Monday nights to establish consistency in time of offering. (One to two field trips would be required to replace hours lost with Monday holidays.)

7. Once a year, offer Geography 7 in the morning. This past semester, two sections were on the schedule, and the Wednesday 7:00 PM-10:05 PM enrollment was diluted for the first time. When Geography 7 is offered in the PACE schedule, a different course could be offered on Wednesday nights to maximize enrollment and effort. There needs to be coordination with PACE.

8. Continue and increase collaboration with El Camino College, Santa Monica College, California State University Dominguez Hills, California State University Long Beach, and University of California Los Angeles Geography Department Faculty and Geography Club concerning Geography/Geology field trips.

9. Participating in the Ken Malloy Regional Park Planning Board. The introduction of “Reggie” the alligator has publicized the park, and there is potential to restore native habitats.

10. Continue participating in geographic education programs at state and national levels.

11. Secure a Power Point projector.

Note: During the Fall 2005 Semester, I organized an LACCD Geography Discipline Committee and we will continue meeting to help strengthen our teaching and share resources.

XI. Instructors, Staff, and Other Personnel

Number of Full-Time Regular Faculty: 1Hourly Faculty: 0.2-0.4Classified: 0Support Personnel: 0

Submitted by Dr. Melanie Renfrew, LAHC Geography Professor.




Non Associate Degree Applicable Course NEW Course ADDITION of a District Course Revision/Update Date: Nov. 2005 Distributive Learning Curr. Committee Date:

1. DEPARTMENT/DISCIPLINE: Geography2. SUBJECT: Geography SUBJECT CODE: 456

3. COURSE TITLE: Physical Geography COURSE NUMBER/LETTER: Geography 001

4. HOURS PER WEEK: Lecture 3hr Lab hrs. Discussion hrs





An exploration of the atmosphere, hydrosphere, biosphere, and lithosphere. Major topics are earth-sun relations, mapping and satellite imagery, weather and climate patterns, ecology, soils, plate tectonics, landform development, and human impacts on the environment. This is a foundation course for students interested in the earth sciences and environmental studies, as well as a major in geography.




Baccalaureate _____________________________


Occupational ______________________________




Author: McKnight, T. & Hess, D. Title: Physical Geography

Publisher: Prentice Hall Edition/Year: 8th Ed,2005.

Author: Title:


Other Readings: 10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For

Distributive Learning courses: Students are required to have a personal E-mail address & Internet access through a private provider.)

COLLEGE PROVIDED: Study handouts, blank maps.

STUDENT PROVIDED: Colored pencils.


A. ENTRY SKILLS: State performance skills and behaviors in specific and measurable terms. THE STUDENT IS ABLE TO:(1) (2) (3) (4) (5)

B. OBJECTIVES / EXIT SKILLS: State performance behaviors and skills in specific and measurable terms (refer to Blooms Taxonomy on page 9 of this document) terms. These skills become the entry skills for the next course. As a result of completing this course, THE STUDENT WILL BE ABLE TO:

(1) Introduction: Define geography, physical geography, and Earth’s four integrated spheres: atmosphere, hydrosphere, biosphere, and lithosphere.(2) Explain Earth’s reference grid: latitude and longitude, latitudinal geographic zones related to climate, and the relationship of longitude and time.(3) Using a time zone map, calculate time zone differences between different locations on earth.(4) Field Trip: Record field observations and compose a 4-6 page report on a geography field trip, including descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soil, and human activity in the area, with 3 labeled


drawings (plant, rock, and landscape).(5) Biosphere: Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and wet environments.(6) Distinguish plant forms and identify plant samples in five Southern California vegetation communities: coastal sage scrub (“soft chaparral” on drier, sunnier slopes), chaparral (taller, thicker, woody shrubs on hillsides with more moisture), oak woodland (grasslands with scattered trees), riparian/streamside woodland, and grasslands (meadows). (7) Compare and correlate the Earth’s major climates and biomes.(8) Hydrosphere: Illustrate the water cycle (hydrologic cycle) and explain its processes.(9) Describe the unique properties and geographic distribution of Earth’s waters.(10 Explain cloud formation and identify major types of clouds.(11) Define the fluvial processes of erosion and deposition, and identify landforms associated with river systems and drainage.(12) Describe the basic pattern of Earth’s ocean currents, and identify major currents in the Pacific Ocean and the northern Atlantic.(13) Maps: Define cartography and mapping basics: map scale, projections, directions, symbols, (point, line, and area symbols).(14) Describe remote sensing, G.P.S. (Global Positioning System), and geographic Information Systems (G.I.S.) as tools used in geographic analysis.(15) Locate major physical features of Earth on a series of world maps.(16) Atmosphere: Describe and draw diagrams illustrating common patterns of temperature and temperature inversions, high and low pressure, ocean and land winds (“onshore and offshore”), global wind systems, rain and desert patterns.(17) Identify and distinguish major climate types on a world map.(18) Lithosphere: Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanos, and convergence of tectonic plates), and external, landform-shaping processes (weathering, erosion, mass wasting, and deposition). Illustrate each with examples.









Personal Qualities


Responsibility Self-Esteem Sociability . Self- Management Integrity




offered.)



Other (Field observation and description)


Logic Computation Art Projects Music Interpretations Drafting/Graphics (labs) Proofs Applications Other ( )


Verbal Analytical Laboratory Written Physical Computer Other (Maps/Spatial)




Problem Solving Translation


Class Research Syntheses Analyses Interpretations Comparing and Contrasting Comprehension of Subject Matter Evaluating Significance Creating/Formulating Ideas Setting Up Proofs Other ( )


Lecture Term Project Lecture/Discussion Oral Drills Lecture/Laboratory Work Experience Laboratory Computer Interactive Assignments Demonstration Guided Discussion Written Assignments Discussion/Seminar Reading Assignments Independent/Directed Study Mediated TV One-on-one Conference TV/Audio Visual Digitized/Modem Guest Speakers ISDN/CODEC (Videoconference) Small Group Experience Internet Access Field Experience E-mail Address Other (Sketching field observations)



Time Allocated(in hours) Topic or Activity6 Hours

3 Hours

9 Hours

6 Hours

12 Hours

12 Hours

6 Hours

Introduction to the EarthA. Introduction to GeographyB. The Geographic Grid: Latitude & LongitudeC. Earth-Sun relations and the seasonsD. International Time Zone

Maps and Images of EarthKey map elements remote sensing, G.P.S. and G.I.S.Atmosphere

A. Introduction: Composition and vertical structure

B. Four weather elements: Temperature, Moisture Content (Precipitation, Clouds & Flow, Humidity), Air Pressure, Wind.

C. Climate Controls: Latitude, Land-Water Differences, General Atmosphere Circulation, General Oceanic Circulation, Topographic Barriers, Altitude, Storms

HydrosphereA. Water’s Unique CharacteristicsB. Water Cycle in DetailC. Earth’s Distribution and Geographic Locations

of WaterBiosphere

A. Energy FlowB. Southern California Plant Communities & Fire

EcologyC. Field Recognition of Native Plants and AnimalD. World Biomes

LithosphereA. Rock Cycle and 12-15 Samples of Rocks to

IdentifyB. Internal Processes: Uplift, Volcanos, Folding,

Faulting, Convergence of Tectonic PlatesC. External Processes: Types of Weathering,

Erosion, Deposition, and MapsD. Plate Tectonics & Continental DriftE. Landform Processes & Identification

1. Fluvial2. Arid3. Karst/Solution4. Glacial5. Coastal

Integration of the 4 Spheres; Review and SynthesisA. Climate-Biome RelationshipsB. Cultural Ecological AdaptionsC. Field Trip Review of Integration of the 4

spheres



_______________________________________ _____________________________________________Curriculum Committee Chair Date V. P. Academic Affairs Date



Name of Course:


RATINGCRITERION

METNOTMET










RATINGCRITERION

METNOTMET











Los Angeles Harbor College Program Review, December 2005

141


Bloom’s Taxonomy


Knowledge


Comprehension


Application


Analysis


Synthesis




Los Angeles Harbor College Geography Program Review January 2006

I. Program MissionThe mission of the Los Angeles Harbor College Geography Program is to provide quality education in physical and human/cultural geography for transfer, general education, and public outreach to the South Bay and Harbor communities.

II. Program ObjectivesThe aims of the Geography Program are to equip Harbor students with an enriched global view, to enhance spatial thinking, to recognize integration and interdependence between physical and cultural environments, and to love nature.

III. Student Learning OutcomesSpecific “SLO’s” for Geography 1, 2, 7, and 15 are as follows. There is intended overlap between Physical Geography (1) and the Physical Geography Laboratory (15) classes.

Student Learning Outcomes for Geography 1:Upon completion of Physical Geography, students will be able to:Introduction:1. Define geography, physical geography, and Earth’s four integrated spheres: atmosphere, hydrosphere, biosphere, and lithosphere.2. Locate places on Earth using latitude and longitude coordinates, and relate latitude to climate, and longitude to time.3. Using a time zone map, calculate time zone differences between different locations on earth.Field Trip:4. Record field observations and compose a 4-6 page report on a geography field trip, including descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity in the area, with 3 labeled drawings (a plant, rock, and landscape view).Biosphere:5. Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and wet environments.6. Distinguish plant forms and identify plant samples in five Southern California vegetation communities: coastal sage scrub (“soft chaparral” on drier, sunnier slopes), chaparral (taller, thicker, woody shrubland with on hillsides with more moisture), oak woodland (grasslands with scattered trees), riparian/streamside woodland, and grasslands (meadows). (See photos on Geography home page: www.lahc.edu/earthscience/geography/)7. Compare and correlate the Earth’s major climates and biomes.Hydrosphere:8. Illustrate the water cycle (hydrologic cycle) and explain its processes.9. Describe the unique properties and geographic distribution of Earth’s waters.10. Explain cloud formation and identify major types of clouds.11. Define the fluvial processes of erosion and deposition, and identify landforms associated with river systems and drainage.12. Describe the basic pattern of Earth’s ocean currents, and identify major currents in the Pacific Ocean and northern Atlantic.Maps:13. Define cartography and mapping basics: map scale, projections, directions, symbols (point, line, and area symbols).


14. Describe remote sensing, G.P.S. (Global Positioning System), and Geographic Information Systems (G.I.S.) as tools used in geographic analysis.15. Locate major physical features of Earth on a series of world maps.Atmosphere:16. Describe and draw diagrams illustrating common patterns of temperature and temperature inversions, high and low pressure, ocean and land winds (“onshore and offshore” as newscasters call them), global wind systems, rain, and desert patterns. 17. Identify and distinguish major climate types on a world map.Lithosphere:18. Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanoes, and convergence of tectonic plates), and external, landform-shaping processes (weathering, erosion, mass wasting, and deposition). Illustrate each with examples.19. Draw and explain the rock cycle.20. Identify 12 samples of sedimentary, igneous (intrusive and extrusive), and metamorphic rocks.21. Locate and draw symbols on a world map to show correlations of continental drift theory, plate tectonics, and geographic distributions of volcanoes and earthquakes.22. Identify landforms associated with tectonic plate boundary convergence, divergence, and transform boundaries.23. Explain the nature of earthquakes, their measurement, and how we as Southern Californians can be prepared for a large earthquake to occur at any time.24. Define and give examples of physical, chemical, and biological weathering.25. List and define the various types of mass wasting, and identify examples of each in relation to moisture content and speed of movement.26. Define geomorphology, and identify landforms associated with fluvial, arid, glacial, Karst, wind, and coastal processes.Integration/Synthesis of Physical Geography:27. Offer 5 specific examples of how the atmosphere, hydrosphere, lithosphere, and biosphere, are integrated. (For example, show how rainfall, slope angle and direction, water pathways, shade, and soil moisture affect habitats for plants and animals.)

Geography 2 Cultural Geography Student Learning Outcomes: Upon completion of Cultural Geography, students will be able to:(1) Demonstrate how to use maps to explain broad patterns of cultural information on Earth (language, religion, ethnicity, political organization).(2) Demonstrate flexibility, tolerance, and respect for diverse cultures. (3) Identify on world maps the global distribution of human population, and major historical migrations and refugee movements.(4) Using maps, explain geographical patterns of economic livelihoods, including agriculture, industry, services, and information processing.(5) Give examples of geographical interpretations of current events.(6) Compare and contrast rural and urban land use.

Geography 7 Student Learning Outcomes: Upon completion of World Regional Geography, students will be able to:1. Locate the world's major physical geographic features and climates, and compare them with world population distribution.2. For each world region, locate major countries, cities, and physical features (climates, rivers, mountain ranges, plains, seas, etc.).3. For each world region, identify the land area and population, economic geography (major livelihoods), features that create regional unity, and geopolitical issues.


4. List some of the factors used to measure different levels of economic and social development, and evaluate how these are used to compare regions and create stereotypes.5. Demonstrate flexibility, tolerance, and respect for diverse cultures. 6. Compare capitalism and communism as major economic systems, and some of the geographic effects of capitalism vs. centrally planned economies.7. Summarize the influences of European colonialism and the industrial revolution on the cultural and economic geography of the modern world.

Geography 15 Student Learning Outcomes: Upon completion of Physical Geography Laboratory, students will be able to:(1) Define latitude and parallel, longitude and meridian, and use coordinates to locate places on Earth.(2) Relate latitude and climate, and longitude and time.(3) Calculate locational time differences using a map of international standard time zones.(4) Interpret map elements of scale, projections, and symbols (point, line, and area symbols).(5) Record field observations and compose two 4-6 page reports on geography field trips, including descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity in the area, with 3 labeled drawings (plant, rock, landscape view).(6) Draw and describe 4-6 plant samples showing adaptations to dry, medium, and wet environments.(7) Interpret U.S. Geologic Survey Topographic Maps, and construct a contour map drawing isolines of equal elevation.(8) Analyze weather maps,s and describe atmospheric conditions at various locations.(9) Outline the sources of current global weather information and issues on the U.S. National Weather Service website.(10) Analyze global temperature and precipitation patterns to determine the effects of latitude, marine vs. continental location, altitude, topographic barriers, and prevailing winds.(11) Compare and contrast a world climate map with a world map of biomes.(12) Analyze and describe geomorphic processes using topographic maps, and recognize shapes of fluvial, arid, Karst, glacial, and coastal landforms.

IV. Definition of Discipline in Terms of Relevance and Student NeedGeography is an attractive major for students, providing marketable skills and the broad geographical perspectives that enable people to succeed at many occupations. Geographers make good planners. Geography also meets many of the LAHC campus-wide Student Learning Objectives concerning a global view, tolerance and respect for diversity, and understanding of the environment with perspectives of both natural and social sciences. The potential for practicing geography in business and government has grown considerably in recent years, although few positions have the job title of “Geographer.” Juan Gonzalez, Harbor College student from Wilmington, majored in geography at UCLA and went on to work in Washington, D.C., at the National Imagery and Mapping Agency (NIMA). Computer cartography, the analysis of satellite imagery (remote sensing); geographic information systems (G.I.S.); and global positioning systems (G.P.S.) have all grown as high-technology techniques, but because geography was replaced by social studies and earth science in the American public school system, many American adults lack the foundation to deal with the sophistication and detail of these techniques and need more training.

Physical geographers study patterns and integration of climates, landforms, vegetation, soils, and water. They forecast the weather, manage land and water resources, and plan for land use in wetlands, forests, rangelands, and recreation areas. Geographers were among the first scientists to speak up with alarm that human-induced changes to the environment may threaten life itself in earth’s future: global warming, desertification, deforestation, loss of biodiversity, groundwater pollution, and flooding. NASA hired a physical geographer to teach astronauts from satellite images, because they weren’t sure what they were


looking at on Space Shuttle orbits. It is very important that physical geography be taught as a rigorous science, or future geography and other science majors will be deprived of a solid foundation for their careers.

Cultural/human geography is concerned with the spatial dimension of human society, how we and our activities are organized on the earth's surface. Human geographers work in the fields of urban and regional planning, transportation, marketing, real estate, tourism, and international business, and some have worked in U.S. Government Bureaus of Population, Refugees and Migration; Democracy, Human Rights and Labor; Political-Military Affairs; Oceans and International Environmental and Scientific Affairs, War Crimes Issues and Foreign Disaster Assistance. (Source: Association of American Geographers, www.aag.org.)

V. Courses Taught in the Discipline:Geography 1 Physical GeographyGeography 2 Cultural GeographyGeography 7 World Regional GeographyGeography 15 Physical Geography LaboratoryGeography 31 Introduction to Geographic Information Systems

VI. Factors that Influence Enrollment1. The environment in the Science 204 classroom is not conducive to learning and some students who complain, stop coming. The lack of air-conditioning to provide a comfortable temperature is a problem. Open doors to provide circulation lead to dust that accumulates and is not removed due to lack of custodial staff. This situation is a problem for some students with allergies. I wonder if it is a factor in students’ poor performances on tests. Quality air with a good supply of oxygen is important for brain processes and limits nasal congestion.

2. American students are not widely exposed to geography in the school system as a viable discipline and career, so it is generally not a major that students choose before entering college. Around the country, many geographers become “converted” when they take general education classes in the subject, realize how much they love it, and realize the potential for future employment as a geographer.

3. Before the California state budget crisis, we were encouraged by the college to try some new classes and diversify the program a bit. Multiple and daytime sections of Geography 7 and 15 were offered (successfully demonstrated by other colleges), and Geography 2 and Geography 31 were introduced, but had a low response. These have not been recently offered, as high enrollment numbers have taken priority over experimenting.

4. Some students perceive that physical geography is a difficult science because they lack the background.

5. Our urban environment and culture limits access to nature, so students may not have enough experience in the outdoors to be attracted to a class which includes field trips, such as Geography 1 and 15, and they may not know that carpooling is available if they lack transportation. Countless students respond to the field trips and nature walks with pleasure and excitement and report that their whole way of looking at the world has changed through the outdoor learning component of these classes.


http://www.aag.org/

VII. Quantitative Review1999 2000 2001 2002 2003 2004

Enrollment 142 216 183 281 267 262WSCH 739FTEF 1.6WSCH/FTEF 498 399 413 356 625 579Average class size 26.6 27.5 23.7 41.7 38.6 30.8Average class size 48.3 (Fall PACE)

VIII. Conclusions and Significant FindingsWhile doing the analysis for this report, I began to reflect on students’ comments. Students seem to find this field of science difficult. I had thought students were mostly exaggerating when they said, “I studied,” and “I’m doing well in my other classes.” I have tried new methods and tactics every semester to increase student learning in Geography 1, and they still have difficulty processing it. Outdoor learning has been the most successful path for students completing the course..

There is a demand for science classes with labs in PACE, and PACE enrollments in geography have been good. I would like to teach one section of Geography 1 in PACE every semester (on Tuesday nights and Saturdays), either as part of the regular assignment or as an hourly class, and then PACE students can take the Monday night Geography 15 lab class, which does not compete with the PACE schedule.

Geography 2 and 7 are also excellent classes to regularly include in the PACE program, where students are motivated to succeed. They teach global, spatial, and environmental perspectives, and integrate information from many disciplines. They are superb courses for general education.

IX. Strengths and Weaknesses in Relation to Student NeedsStrengths:

Full-time instructor has worked in Kenya, Egypt, Guam, Palau, Crete, India, Minnesota, and Texas, and tries to equip students with a global view and empathy, not just facts.

Outdoor learning on nature walks and field trips Proximity of Harbor Lake and wetlands Campus vegetation with different types of trees Science Building roof access for teaching about the atmosphere Many mapping and other classroom activities to promote genuine hands-on learning Student and instructor enthusiasm

Weaknesses: Only one full-time instructor, which makes building up all the areas of the discipline difficult. Old globes, old maps, and old air in classroom give an “old feeling.” Unavailability of Power Point projector due to insufficient funding for the Department. Not all students have Internet or C.D. playing capability in their homes, and excellent C.D.

animations that come with the Physical Geography text are not permitted in computer lab. Globally, reading skills have declined because of proliferation of T.V. and videos. Many students are low-income and do not buy the textbooks. Student passivity and expectations of a “C” for coming are real problems: real effort is required to

activate the spatial part of the brain and learn new material. Also, morning students have often been up late the night before, and some have not eaten or even drunk water that day. (I take polls when they look blank and fatigued.)

X. Plan of Action that Would Strengthen the DisciplineLos Angeles Harbor College Program Review, December 2005 147

1. Try a new temporary classroom with better air circulation. I am not asking for air conditioning, “only oxygen,” a room with windows.

2. Offering Geography 3, “Introduction to Weather and Climate”, incorporating American Meteorological Society (AMS) On-line Weather Studies Curriculum. AMS has a grant for underrepresented institutions to receive training and support for this, and East Los Angeles College is participating. Geography 3 is offered at L.A. Valley College and Pierce College as well and counts as a physical science in general education, usually cross-listed as Meteorology 3 (for those who transfer to schools which do have a Meteorology program). It could either be taught on-line or incorporated into a regular class, but needs to be advertised in city newspapers that are apart of the L.A. District.

3. Incorporating NASA and other satellite images of Earth’s topography and vegetation, and On-Line Weather Studies into Geography 1 and 15 exercises.

4. Hiring a 0.6 part-time instructor to teach the Banning High School Geography 2 and 7 classes, two additional sections per semester of Geography 1, 2, 7, or 15, and/or Geography 31, and/or PACE classes.

5. Offer a Monday/Wednesday 8:00 AM-9:25AM section of Geography 1 to increase overall Geography enrollment and try offering the Field Trip Emphasis section of Geography 1 on Thursdays at 9:00 AM-12:10 PM or 9:35 AM-12:45 PM.

6. Offer Geography 15 Lab every semester on Monday nights to establish consistency in time of offering. (One to two field trips would be required to replace hours lost with Monday holidays.)

7. Once a year, offer Geography 7 in the morning. This past semester, two sections were on the schedule, and the Wednesday 7:00 PM-10:05 PM enrollment was diluted for the first time. When Geography 7 is offered in the PACE schedule, a different course could be offered on Wednesday nights to maximize enrollment and effort. There needs to be coordination with PACE.

8. Continue and increase collaboration with El Camino College, Santa Monica College, California State University Dominguez Hills, California State University Long Beach, and University of California Los Angeles Geography Department Faculty and Geography Club concerning Geography/Geology field trips.

9. Participating in the Ken Malloy Regional Park Planning Board. The introduction of “Reggie” the alligator has publicized the park, and there is potential to restore native habitats.

10. Continue participating in geographic education programs at state and national levels.

11. Secure a Power Point projector.

Note: During the Fall 2005 Semester, I organized an LACCD Geography Discipline Committee and we will continue meeting to help strengthen our teaching and share resources.

XI. Instructors, Staff, and Other PersonnelLos Angeles Harbor College Program Review, December 2005 148

Number of Full-Time Regular Faculty: 1.0Hourly Faculty: 0.6Classified: 0Support Personnel: 0

Submitted by Dr. Melanie Renfrew, LAHC Geography Professor.

Geography 1 Physical Geography Fall 2005 Syllabus Los Angeles Harbor College Program Review, December 2005 149

Los Angeles Harbor College Science 204 Dr. M. P. Renfrew

Class Times: MW 9:35-11, MW 11:10-12:35, M 7-10 p.m., Th 9:35-12:55, Fridays 9-12:10 Office Hours: MW 12:35-1:00, MW 6:30-7 p.m., or at end of class. Location: SCI 206 or SCI 204 Fridays: 15 minutes at end of class or field trip at the site. [email protected]://www.lahc.edu/earthscience/geography/

Course Description: Physical geography is an exploration of the atmosphere, hydrosphere, biosphere, and lithosphere. Major topics are Earth-sun relations, mapping and satellite imagery, weather and climate patterns, ecology, plate tectonics, landform development, and human impacts on the environment. This is a foundation course for students interested in the Earth sciences and environmental studies, as well as a major in geography. Field trips and nature walks are a regular part of the class.

Textbook and other requirements: Physical Geography, A Landscape Appreciation. Tom McKnight and Darrel Hess, Pearson/Prentice Hall. Bring textbook and colored pencils to class. Scantron Forms for Tests (# 882), Scantron Quizstrips. See also what to bring under “Field Trips.”

Day classes, please come to class wearing comfortable walking shoes and a hat for a possible nature walk (see clothing recommendations for a field trip). We learn outdoors when possible and appropriate.

Grading Principles: Requirements: 3 Tests, Comprehensive Final Exam, Field Trip Report (due one week after the trip). Class activities, Homework, Quizzes, Effort (shown by improvement on test scores, attitudes toward class, nature walks, and tests). Class activities and exercises are due on the day assigned, and if you miss class, you are responsible for the material covered. Late class activities will not be accepted.Distribution: A 90-100% B 80-89% C 68-79% D 60-67% F < 59%

If you are on the border between two grades, I consider whether you attended well, improved on your test scores, participated in class exercises and homework, and made an effort to be interested in the subject. This includes respect for the professor, the classroom as a learning atmosphere, and other students as they try to learn. Please read the LAHC Catalogue section on Student Conduct Policies. TURN OFF CELL PHONES! No cheating! No swearing! Have respect!

Extra Credit only counts at the end if your test scores improve and if your final exam score is C or above; that is, you must learn the central content of the course.

Field Trips: The field trip theme this fall semester is “Coastal and Riparian Systems”: we examine all four spheres in nature, and how they influence each other. All students should come on one outdoor field trip led by the professor unless you have a physical disability (notify the instructor for the alternative). If you would like to go on other field trips, you are welcome: they are fun!

A half hour of private exploration will complete each field trip. Early birds may go early to do this. Please bring paper or a small notebook for notes and sketches.

Please carefully read and sign the Field Trip Waiver, promising you will not sue the professor or L.A. Harbor College for anything that happens on a field trip.

Safety: Driving safety is extremely important! Please look at maps and directions ahead of time. Carpooling is recommended; please contribute a little money for gas to your driver and insure ahead of time that he/she is a safe driver. Drivers, please be responsible and careful.Attitude: Come ready to investigate plants and animals, landforms, soil, water features, and start sketching what you see. Drawing makes us look at nature more carefully, as the eye, hand, and brain are connected.Clothing: Please wear light-colored, loosely fitting cotton clothing with an extra layer, long pants (to avoid getting scratched with overgrown branches, possible poison oak or insect bites), a hat with brim, and comfortable shoes with a tread (e.g., athletic shoes, no open-toed sandals). Be prepared for sunny, hot, or cool, foggy weather, and note that morning sky cover in the South Bay may not be a predictor of weather at the field trip site. Bring: For field trips, you’ll need a map of L.A. or Thomas Guide (please do not use “MapQuest”: learn to navigate yourself), comfortable shoes with a tread (no open-toed sandals), hat or cap with brim, sunglasses, sunscreen, insect repellant, 1-2 water bottles per person, snacks, and a camera is desirable (you may share photos with other students). Because of ozone depletion, more ultraviolet rays reach the earth, so please protect yourself. Skin cancers are epidemic.Report: The “Rubric” or Grading Criteria for the Field Trip Reports is attached. Each trip is different, so don’t even think of copying someone else’s, or you will get a zero. It is not a research paper; it is a report of what you personally learned outdoors, in your own writing.

Information on weekend field trips will be discussed on Monday and Wednesday of that week:



Locations are not all decided yet because in the fall, it can be very hot and smoggy inland, so I’ve chosen coastal and stream (riparian) locations where there will be some shade. Heavy rain or temperatures predicted above 85 F will cancel the trip and postpone it. Please check the weather report: if only a chance of light showers is predicted, bring an umbrella or come to another trip.

Student Success Tips:Student success is your own responsibility. I want to help you, but you must strategize and plan from the beginning

how to do well in Physical Geography. If you live in a noisy, busy home, learn to sequester yourself, buy earplugs, and/or plan to study when others are sleeping. Public libraries usually have a quiet spot if you hunt.

Make sure you understand all the terms and concepts covered in class, and the purpose of class activities for hands-on learning. Come see me when you need help.

Make sure to eat something and drink water before class and field trips: the brain cannot function without nourishing and adequate blood flow. Caffeine drinks are not enough, make people jittery, and drain the body of water.

Hard work brings success!

Student Learning Objectives for Geography 1:Introduction:1. Define geography, physical geography, and Earth’s four integrated spheres: atmosphere, hydrosphere, biosphere, and

lithosphere.2. Locate places on Earth using latitude and longitude coordinates, and relate latitude to climate, and longitude to time.3. Using a time zone map, calculate time zone differences between different locations on earth.Field Trip:4. Record field observations and compose a 4-6 page report on a geography field trip, including descriptions of the site,

weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity in the area, with 3 labeled drawings (a plant, rock, and landscape view).

Biosphere:5. Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and wet

environments.6. Distinguish plant forms and identify plant samples in five Southern California vegetation communities: coastal sage

scrub (“soft chaparral” on drier, sunnier slopes), chaparral (taller, thicker, woody shrubland with on hillsides with more moisture), oak woodland (grasslands with scattered trees), riparian/streamside woodland, and grasslands (meadows). (See photos on Geography home page.)

7. Compare and correlate the Earth’s major climates and biomes.Hydrosphere:8. Illustrate the water cycle (hydrologic cycle) and explain its processes.9. Describe the unique properties and geographic distribution of Earth’s waters.10. Explain cloud formation and identify major types of clouds.11. Define the fluvial processes of erosion and deposition, and identify landforms associated with river systems and

drainage.12. Describe the basic pattern of Earth’s ocean currents, and identify major currents in the Pacific Ocean and northern

Atlantic.Maps:13. Define cartography and mapping basics: map scale, projections, directions, symbols (point, line, and area symbols).14. Describe remote sensing, G.P.S. (Global Positioning System), and Geographic Information Systems (G.I.S.) as tools

used in geographic analysis.15. Locate major physical features of Earth on a series of world maps.Atmosphere:16. Describe and draw diagrams illustrating common patterns of temperature and temperature inversions, high and low

pressure, ocean and land winds (“onshore and offshore” as newscasters call them), global wind systems, rain and desert patterns.

17. Identify and distinguish major climate types on a world map.Lithosphere:18. Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanoes, and convergence of

tectonic plates), and external, landform-shaping processes (weathering, erosion, mass wasting, and deposition). Illustrate each with examples.

19. Draw and explain the rock cycle.20. Identify 12 samples of sedimentary, igneous (intrusive and extrusive), and metamorphic rocks.21. Locate and draw symbols on a world map to show correlations of continental drift theory, plate tectonics, and

geographic distributions of volcanoes and earthquakes.


22. Identify landforms associated with tectonic plate boundary convergence, divergence, and transform boundaries.23. Explain the nature of earthquakes, their measurement, and how we as Southern Californians can be prepared for a

large earthquake to occur at any time.24. Define and give examples of physical, chemical, and biological weathering.25. List and define the various types of mass wasting, and identify examples of each in relation to moisture content and

speed of movement.26. Define geomorphology, and identify landforms associated with fluvial, arid, glacial, Karst, wind, and coastal processes.Integration/Synthesis of Physical Geography:27. Offer 5 specific examples of how the atmosphere, hydrosphere, lithosphere, and biosphere, are integrated. (For

example, show how rainfall, slope angle and direction, water pathways, shade, and soil moisture affect habitats for plants and animals.)

Course Topics and Required Readings:Plan to read at least 1 chapter a week, plus additional pages listed. Please read ahead.

Week, Topics Chapters

1,2 Introduction to Geography & the Earth 1, Skim Chapter 10, Study Ch. 11

3,4 Biosphere 11, Plant HandoutsTest 1 on Introduction, Biosphere (Ch. 1, 11, Maps, Handouts) Then Read Ch. 9

5,6 Hydrosphere 9Stream patterns, landforms 16Test 2 on Hydrosphere (Ch. 9, 16, Maps of Water features)

7 Maps 2

8-10 Atmosphere, climate 3, 8, Sections of Ch. 4-7Test 3 on Maps, Atmosphere (Ch. 2, 3, 8, terms covered from Ch. 4-7)

11-14 Lithosphere 13, 14, 15, Review 16, 17-20: Sections15 Review and Integration of the Spheres

Final Exam is comprehensive! Study everything. Date: Time:


Weather and Climate in California

A summary from Chapter 4 of Rediscovering the Golden State, California Geography, 2nd Ed., 2006, by William A. Selby, Santa Monica College Geography Professor. Hoboken, N.J.: John Wiley & Sons.

Major Climate Factors (‘Controls’) influencing California’s Weather (Generalizations)

Latitude: 32 to 42 degrees N, so the southern part of the state is warmer from increased solar radiation. The northern part of the state is wetter (see below).Coastal/Inland differences: Because of water’s high heat capacity, the ocean does not heat up or cool off as quickly as land does, which may result in an overcast “marine layer” (stratus clouds or fog). The California Current flows S, and is cold. Coastal temperatures are more mild with less range, and inland areas have “higher highs and lower lows” of temperature.Mountain influences: Elevation: temperature, moisture, and air pressure decrease with higher altitude/elevation, and mountains act as ‘topographic barriers’ to ocean moisture, forcing moist air upward and orographic precipitation on windward (W) sides of mountains, and dry rain shadows on leeward (E) sides. Precipitation decreases as we move E, except on high western slopes of Sierra Nevada Mountains.Midlatitude westerly winds are a part of Earth’s general circulation, so W winds are most common.Air mass sources: Aleutian Low pressure from the North Pacific Ocean – midlatitude wave cyclones, unstable air, cold fronts. East Pacific High & Great Basin (Nevada & Utah) High pressure bring sunny, sinking air. From SE (Mexico & Gulf of Mexico), occasional summer “monsoon” (sea-to-land wind) rains bring tropical–like cumulonimbus clouds and rain to SE deserts and mountains.

Other conditions commonly referred to in weather reports:

Cold fronts from NW bring cumulonimbus clouds, rain showers (usually), wind, and colder temperatures. Commonly, the day after a cold front passes is colder, windy, sunny, with clean air. “Bring a jacket.”Warm fronts from SW bring stratus and nimbostratus clouds, possible light rain ahead of front.Fog commonly forms along the coast or inland valleys when air temperatures are near the dew point.Temperature inversions occur when colder ocean air blows in under a “lid” of warmer, sinking air “aloft.”Santa Ana condition1 – High pressure, sunny, very dry, compressional (adiabatic) heating, “offshore” winds from E/NE (Great Basin High). High fire risk. Sinking air can intensify smog.

Climate Types in California 2 Most of California has a Mediterranean climate similar to the Mediterranean region of Europe, when rains come in winter

and summers are dry, the Koeppen Csa and Csb classifications in the “Mild Midlatitude C” category. (Most of the rest of the world has rain in the high-sun season.) We are located between more dry B climates to the S and E of us, and the moist Marine West Coast (Koeppen Cfb) climates in coastal Oregon & Washington. Because of Earth’s orbit around the sun and the tilt of our axis causing seasons, it is as if the weather systems N and S of us like to travel: sunny, subtropical high pressure visits us in summer, and rains from the North visit us in winter.

Dry B climates include semi-arid/steppe (Bs) in inland valleys near deserts, and the southern coastal strip including San Diego. True deserts (Bw), with less than 10” of rainfall a year, are in the southern San Joaquin (Central) Valley and SE California, and hottest temperatures are in Death Valley at lowest elevations. Central Valley is productive agriculturally because of irrigation from the Sierras, not rainfall.

Mountain climates include sections of “Severe Midlatitude D” (microthermal - snowy forest, similar to Canada), and Highland EH - tundra at the highest altitudes. Globally, a progression upward in altitude is similar to an increase in northward latitude with climate and vegetation.

1 Note: If you live near a coast, the temperature, pressure, and humidity change with the direction of the winds. Newscasters refer to western, ocean winds as “onshore winds,” and land breezes as “offshore winds” (which blow from land to the ocean, E to W in CA). During seasons when the wind direction changes often, many people feel they are getting sick or have allergies because of nasal congestion, and this may be the case, but it also may be a sharp gradient, that is, a rapid change in air pressure, humidity, and/or temperature, that causes the sinus tissues to lubricate air for breathing. Desert or “offshore” winds can be very “dessicating”: they dry people up and bring fatigue, and many people get headaches from dehydration. We may consume more caffeine drinks to combat the fatigue, not remembering that caffeine also dehydrates. Drink extra water, and urge people around you who don’t feel well to drink extra water. High pressure concentrates pollutant chemicals, so eyes may also sting and water.

2 Note: Climate variability is normal. In Earth’s history, the “wobble” and tilt of our axis, orbit around the sun, and magnetosphere all changed continually, and solar radiation is anything but mild and predictable! These things may be inducing climate change and weather right now. It is nothing to fear.

Commercial T.V. is driven by competitive ads, so they try to make it exciting.Occasional flooding and subsequent landslides and mudslides are normal: what isn’t normal is for people to locate homes at high

densities in high-risk, flood-prone, steep slope, or stream canyon locations. These are the causes of “disasters,” not the rain itself, which provides for an abundance of life and joy. “Think about it.”

Notes from Dr. Melanie Renfrew, L.A. Harbor College Geography


Common terms used on Physical Geography Field Trips: An Introduction Dr. Renfrew

Atmosphere: We live in a Mediterranean climate (rain in winter), so plants must be adapted to hot, dry summers. (L.A. gets an average of 15" rain/year, and is not a true desert: deserts get less than 10" rain/year!) A clear, cloudless sky means there is high air pressure. Cloud layer means there is low pressure. Winds blow from high pressure to low pressure.

Lithosphere patterns: Make sure to know the rock cyle first (pp. 364-370). Rocks we may see: shale, basalt, diatomite (P.V.), granite, diorite, gneiss, breccia, sandstone, slate… Common patterns: weathering, erosion, dendritic (branching) drainage patterns, deposition, mass wasting (landslide scars, rock fall, etc.), ridges, folding: slanted sedimentary layers, faultinglandforms of erosion: canyons/gullies/arroyos/valleys, wave-cut cliffs, etc.landforms of deposition: marine terrace (uplifted), beaches, alluvial fansSoil cracks means there is a high clay content.

Water features: Make sure to know the water cycle beforehand (p. 132). Streams, wetlands, ocean; note especially how water has carved and sculpted the land.Harbor Lake is an oxbow lake from a former meander (curve) of the L.A. River.

Four vegetation communities common in Southern California:coastal sage scrub: short, scattered bushes and herbaceous plants on dry, rocky slopes that face west or south, adapted to fire, some are drought deciduous (lose leaves in summer)chaparral: thicker, taller, woody shrubland on north- and east-facing slopes, also fire-adaptedriparian vegetation: trees or shrubs that follow a stream course or riveroak woodland: grassland with scattered trees (usually coast live oaks) the plant community most similar to an African savanna. Different species grow in the oaks' shade. Not found in Palos Verdes Peninsula, but common in Calif. foothills, Santa Monica & San Gabriel Mtns.

Common xerophytic plant adaptations to reduce transpiration (water loss): small leaves, sclerophyllic (leathery) or waxy coating (to keep water in), succulent (juicy tissues), thorns, light color or shiny coating to increase reflectivity (thus decreasing heat absorption), taco shell-shaped leaves to reduce sun angle, photosynthetic stems (green stems which contain chlorophyll), drought deciduous (lose leaves in summer), deep roots or shallow, extensive root system. Fire adaptations: crown sprouting of root crown, strong oils in plant tissues

Common trees we may see:Sycamore- tall, broadleaf deciduous (loses leaves in winter), on campus, riparian, nice smellEucalyptus - tall, broadleaf evergreen, introduced from Australia, strong oil used in cough and cold remedies, many species, common in CaliforniaNeedleleaf evergreen trees such as pines, spruce, fir are introduced in the area of LAHC/PV, but appear naturally as you increase elevation in the mountains.California pepper trees - native, small compound leaves, red berries smell like black pepper Willows - long narrow leaves, deciduous, riparian, grow around Harbor LakeOthers: take notes as we see them.

Common shrubs: Mule fat – grows near water, California sagebrush/Artemisia - "cowboy cologne." Anise/sweet fennel - smells like licorice, introduced. Laurel sumac - "taco plant," leathery leaves. Poison oak - deciduous, common under oak trees: "Leaves of three, let it be; if it's hairy, it's a berry." Others shrubs and wildflowers: many, take notes as we see them.

Geography 1 and 15 Field Trip Report Grading Rubric Name:___________________Dr. Renfrew Class Time:_______________

Topic, Points possible (60 total) Points earned:

Description of the field trip site, things unique about that site - 3 _______Include location, time of day.

Atmosphere - 5 _______Weather for the day, including sky cover, temperature, cloud


type, etc. Look also at L.A. Times Weather page for that day.

Biosphere - 10 _______Plants and Animals: Describe plants; do not just list them.

Lithosphere - 10 _______Specific landforms, types of rocks and soils

Hydrosphere - 7 _______Water features - Describe (or landforms shaped by water)

3 Drawings - 10 Do these at the field trip site! _______1 sketch each of a specific landscape/landforms scene, 1 rock, and plant/tree showing adaptations to its environment, or plant/treethat is characteristic of that field trip site.

Personal Exploration and Discovery - 5 _______Describe what you discovered on your own during the last half hour. (Early birds can go a half hour early to do this.)

Overall Effort, correctness, and personal involvement - 10 _______Papers with too many mistakes will be returned to be redone. Keep copies on a disk or C.D. If students do a lot incorporating photos, it will be included in this category. This can also include your telling the story of the field trip, personal observations of sights, smells, sounds, feelings you had, etc. (This should not replace or be longer than the geographic content sections.)

Total points, Grade: ______________

Fall 2005 Physical Geography Field Trip OpportunitiesDr. Melanie Renfrew, Los Angeles Harbor College Theme: Riparian Systems

Safety is of #1 importance, so please drive as carefully as you can, and study a map first. (Do not use MapQuest.) Please carpool. Wear layered clothing (with a light-colored T-shirt), hat, shoes with rough treads, sunscreen, sunglasses, and insect repellant. Bring drinking water and snacks in a backpack, paper for taking notes and sketching, and towel, dry socks and shoes in car in case you get wet. Hiking stick and camera are optional; no sword play with sticks. If you wear perfume or scents, insects will be attracted, and if you have allergies, remember non-drowsy anti-histamine.

Allow 1+ hour of driving time from the 110 in Harbor area, more if you live farther from the freeway, want to make a quick stop, arrive early, etc. Allow 1 ¼+ hours on a Friday morning because of commuting traffic. Go slowly and be patient.

Note: Other Friday field trip locations will be announced in class the week before. Sept. 17 Sat., 9-11 a.m. George F. Canyon Nature Walk: This is an introduction in a nearby riparian system.

Nov. 4 Friday, 9-Noon. Eaton Canyon, Pasadena, San Gabriel Mountains. Meet at Nature Center, look at exhibits. 9:15 carpool to shortcut for waterfall hike. Rocky stream crossings; only for athletically fit. Directions: See a map first. Take 110 N, drive carefully after downtown L.A. on Arroyo Parkway section (middle lane is safest), go straight in Pasadena. Follow signs to 210 E. Take 210 E to Altadena Dr. North, turn L to 1750 N. Altadena Dr. Information: www.ecnca.org.

Nov. 5 Saturday, 8-10:30, Solstice Canyon Waterfall, Santa Monica Mountains (coastal side). See map first. Take 110 N to 405 N to 10 W, which turns into PCH (Hwy. 1). Drive carefully through Malibu, and after Malibu Canyon Rd. (Pepperdine U. on a hill), turn right at a Union 76 Station (Corral Canyon Rd.). Go a short distance and then turn left at Solstice Canyon; and drive up narrow lane to parking area. Explore stream if you’re early; follow trail behind gate if you’re late. Wear warm clothing; it may be foggy. Map: http://www.nps.gov/samo/pdffiles/solstice.pdf


http://www.nps.gov/samo/pdffiles/solstice.pdf

http://www.ecnca.org/

Nov. 10 Thursday, 9:30-12:30 Millard Canyon Waterfall, Altadena San Gabriel Mountains. National Forest Service Adventure Parking Pass required ($5, available at Big 5, REI, Sport Chalet, or give $5 to Dr. Renfrew before and be on time). Carpool. This one is like Utah or Colorado, with tall canyon walls. The walk is not as far to the waterfall (<1 mile from parking lot), but requires some large steps on boulders. (Bring a hiking stick if you want.) Directions: See a map first. Take 110 N, drive carefully after downtown L.A. on Arroyo Parkway section (middle lane is safest), go straight in Pasadena. Follow signs to 210 E. Take 210 E to Lake Ave. N; drive uphill to the end, turn L on Loma Alta Dr., and R on Chaney Trail: watch for blinking light. Go very,very carefully and slowly uphill on curves, and down until the end to parking lot. Do not stop and park on hill.

Nov. 12 Saturday (Veteran’s Day weekend), 9-Noon Rancho Sierra Vista/Satwiwa Waterfall, Santa Monica Mountains (far northwestern side). This one is my personal favorite. Hikers only: part of trail is uphill in sun. Wear long pants to avoid poison oak along stream. Directions: See map first. Take 110 N to 405 N over hill; to 101 W to Thousand Oaks, Lynn Road exit. Go left/south 5.25 miles to Via Goleta; turn left to main parking lot. Afterward, go back along the coast as there is too much traffic on the 101 on Saturday afternoons: take Kanan – Dume Road or Las Virgenes Road (through Malibu Canyon) to PCH, go L to 10 and 405 or to Lincoln and Sepulveda). Map of trail: http://www.nps.gov/samo/pdffiles/rsv.pdf

Nov. 14 Monday Geography 1- No MW a.m. classes, to replace time spent on field trip(s). M7 class will meet 1 hour - Review and Test 3 only.

Nov. 19 Saturday 9-11 a.m. Harbor Lake and Wetlands Geography and Ecology. Meet at southern/eastern end of parking lot, Harbor/Ken Malloy Regional Park. Wear shoes you don’t mind getting wet or dirty, hat; bring water, snacks, and a stick (in case “Reggie” is alive and awake).

Dec. 2 Friday, 9-Noon, Solstice Canyon Waterfall, Santa Monica Mountains (coastal side). See directions above, and allow 1 ¼+ hours because of commuting traffic. (Go slowly and be patient.)

Geography 1 Physical Geography Dr. Renfrew Name________________________________Biosphere Week 2 Exercises/Homework Section Time______________

A. Look up the following terms and define them on a separate sheet (see pp. 279, 322). Use the chapters (not just the glossary), and study diagrams, maps, photos.Chap. 10: biome, ecosystem, ecotone, food chain, food pyramid, primary consumer, secondary consumer, photoperiodism, photosynthesis (write out the equation)Chap. 11: angiosperms vs. gymnosperms, annual vs. perennial, arboreal, boreal forest (needleleaf evergreen, or coniferous forest), broadleaf vs. needleleaf, climax vegetation, deciduous vs. evergreen, exotics, forest, grassland, hardwood vs. softwood, herbaceous vs. woody, hydrophyte/hygrophyte, invertebrates vs. vertebrates (note Fig. 11-21), plant succession, prairie, riparian, savanna, tropical rainforest/selva, shrubland, steppe, succulent, symbiosis, tundra, vertical zonation, wetland, woodland, xerophytic adaptations. In the northern hemisphere, an adret slope is south-facing, and ubac slopes are north-facing (see diagrams, discussion pp. 290-1).

B. In the syllabus, your instructions are to “skim” Chapter 10 and “study” Ch. 11, but pay special attention to “Environmental Relationships” in Ch. 10: make a list.

C. In class there will be a number of plant and flower samples: draw and label them, paying special attention to leaf characteristics which help the plants adapt.

D. In preparation for field trips and nature walks, draw the water cycle (p. 132) and rock cycle (p. 370) on separate sheets, and try to memorize them.

Geography 1 Physical Geography October 2005 Dr. RenfrewHydrosphere Class Activities Test 2: Monday Oct. 24Required Reading: Chapters 9, 16, McKnight, Hess: Physical Geography, 8 Ed.

1. Chapter 9: Review of water cycle and its processes, water’s unique properties/ characteristics, “What makes clouds form?,” 5 major types of clouds, and geographical distribution (world map) of world’s major seas, longest rivers, and largest rivers by volume. (Week of Oct. 3-7, due in class, no late papers).

2. Groundwater and River (fluvial, stream) patterns– Chapters 9 & 16 (Week of Oct. 10-12, Due in class Oct. 12, no late papers accepted):


http://www.nps.gov/samo/pdffiles/rsv.pdf

A. Copy groundwater diagram page 256, and study what terms mean. Study also diagram on page 258, and read “Mining Groundwater in the Great Plains.”

B. Diagrams to copy and understand in Chapter 16 (color not required, but a little bit of color helps): pages 446, 449, 452 (top showing erosion and deposition), 455 (top left showing dendritic drainage pattern), 457 (waterfall sequence on right), compare deltas on pp. 463-4 with your map rivers (no need to add), p. 465 - oxbow lake formation (sequence of 4), plus cross section of a stream channel, 466 -landforms in a floodplain (top one only). Label all the features illustrated in the diagrams listed: study their form and meaning, as these will be on the test.

3. No class, Monday, Oct. 17: Take-home Assignment to replace it, due Wed. Oct. 19, to be checked off, and you may keep to study for Test 2 Oct. 24; then turn in. This will earn a letter grade, and is worth 50 points, part of your hydrosphere test.

“How does water shape the lithosphere?”Instructions: Read Chapters 9 and 16 first: they are required reading.

Then page through Chapters 13-20, the Lithosphere chapters of the textbook, and take notes on how water shapes, carves, and reveals different landforms. (‘Landforms’ are ‘individual relief features.’) Study the photos and diagrams, and read the sections of text around them which explain what is illustrated.

From your notes, write about 1 ½-2 pages (print neatly or type), summarizing what you’ve learned about how water shapes the lithosphere. Use complete sentences, correct spelling and grammar. Do not just copy the text word for word. If you quote some phrases or definitions, use quote marks and give the page number, citing the text at beginning. You may work with friends, but each student needs to do his/her own writing.

4. Extra Credit: Download Google Earth. Your computer may not be able to handle its size; if so, do in the LAHC computer lab. Explore the continents and seas, and “fluvial”/river patterns on the rivers you located on your world map. Zoom in and out. Also type in your address and look at your home, and search for other geographical places of your interest, i.e., places you would like to travel to and visit. Spend about a half hour, and neatly write 1-2 paragraphs about what you learned about looking at Earth from space, and up close.

Geography 1 Physical Geography ATMOSPHERE STUDY GUIDE November 2005L.A. Harbor College Dr Renfrew Text: Physical Geography, 8th Ed., McKinght & Hess.

This Study Guide and class explanations from the book are the foundation for Test 3 on the Atmosphere. (Skip Chapter 2 until after Thanksgiving.) Chapter 3, Introduction to the Atmosphere, is required reading: pay particular attention to the atmosphere’s composition, vertical structure (troposphere and stratosphere only), ozone depletion, 4 weather elements, and 7 climate controls (list, define, also read p. 95, map p. 112 –Global winds). Note also the coastal (marine, moderating) and inland (‘continental’ - “higher highs, lower lows”) effects on map and annual temperature chart p. 223, L.A. area.

Attach “Weather Basics” sheet, and review Water Cycle p. 132.

For Chapters 4-7, most of the topics you need to know are in the Student Animations C.D. Use the textbook for reference. Watch the following animations carefully:

Ozone Depletion

Global Warming

Ocean Circulation Patterns (+ review currents on map)

Cyclones and Anticyclones (Low pressure and High pressure systems)

Global Atmospheric Circulation – Hadley cells, Tropical and Midlatitude patterns only

Cold Fronts and Warm Fronts

Midlatitude Cyclones

Hurricanes

Tornadoes


El Nino - optional

If you did not do well on either Test 1 or 2, review the animations on (Ch. 1) Earth-Sun Relations, (Ch. 9) Hydrologic Cycle, (Ch. 16) Stream Processes and Floodplains, and Oxbow Lakes.

Other Atmosphere terms and diagrams from the text (we will go over these in class, but look up first):

Ch. 4 – Insolation, energy, heat, temperature, sensible temperature

Electromagnetic spectrum – “the rainbow and beyond”….ultraviolet (shortwave), infrared & longer

Fig. 5-9, p. 108: Make sure you understand this – low and high pressure diagrams

p. 127 Land breeze (”offshore”) and sea breeze (“onshore” winds), Mountain & valley winds

p. 128 Santa Ana winds (Foehn/Chinook); review p. 94 Temperature inversion, photo p. 95

Lithosphere“Mass Wasting” Video: 1. Mass wasting is the downward movement of earth materials because of gravity: it is not the same as erosion. Learn the types, related to speed and wetness of the materials (p. 436).2.Why is Southern California especially prone to episodes of mass wasting (that is, natural causes)?3. What human activities contribute to it? 4. What can be done to prevent it?5. List the major types and reasons for mass wasting in these locations and take extra notes on the Palos Verdes Peninsula movement.

Armero, ColombiaMalibu Big Rock, Santa Monica MountainsSan Pedro (“Sunken City”), P.V.Portuguese Bend, P.V.Wrightwood, California (by San Andreas Fault)

Integration of the Spheres: A. Slide talk on “The Cultural Ecology of the Turkana Nomadic Pastoralists, Northwestern Kenya”Take notes on the type of environment(s) the Turkana live in, and examples of their cultural adaptations.B. Review of field trips and nature walks in class: what we have learned, and rationale of the methodsC. World comparison of climates and biomes

Climate and Biome Relationships1. Reread Chapter 11 section on Biomes, and study world map of Biomes 2. Skim/read quickly Chapter 8 on Climates, and study world map on Climates 3. Compare the two maps, keeping in mind the bands of latitudes, low or high air pressure, and position/location on continents (S.W., S.E., N.W.). Note that an “ecotone” is an overlap between two ecosystems, and this happens globally, too. These are the main correlations:Climate Biome‘A’ Tropical Humid

Wet Tropical rainforestSavanna (wet and dry) Tropical savanna (grasslands with scattered trees)

‘B’ DryDesert DesertSteppe/semi-arid Steppe (short, dry grass), also some “Scrub”

‘C’ Mild MidlatitudeMediterranean (S.W.) Mediterranean (remember those we have studied-

coastal sage scrub, chaparral shrubland, oak woodland, riparian woodland)

Humid Subtropical (S.E.)Marine West Coast (N.W.) Mixed Midlatitude forest and Grasslands – all 3

‘D’ Severe Midlatitude of these climates have mixed deciduous and evergreen/Humid Continental coniferous forests and grassland areasSubarctic Boreal forest (coniferous, needleleaf evergreen)


‘E’ PolarTundra TundraIce cap No vegetation

‘H’ Highland (high mountains) Altitude zones of vegetation (see diagrams, and similaritiesbetween going up in altitude and to higher latitude)

Physical Geography Dr. Renfrew Review for Final Exam, Nov. 28- December 15, 2005I. REVIEW EVERYTHING. Read Geography 1 syllabus thoroughly, all handouts, exercises, class notes, field trip reports, and review Tests 1-3 during class to take notes on terms to re-learn.*

II. Chapter 2: Portrayal of Earth: See Objectives for “Maps” and satellite images in Syllabus.

III. Lithosphere Questions from McKnight and Hess, Physical Geography, A Landscape Appreciation:A. Chapter 13: Introduction to Landform Study What is the lithosphere? Rocks? Minerals?Make sure to memorize the rock cycle diagram, and samples of rocks passed around in class. What is the most common kind of intrusive igneous rock? Extrusive igneous rock?Which is the most common class of rocks found on both continents and the ocean floor?Which class of rocks is thought to make up the bulk of Earth’s crust?Which class of rocks may have an even greater volume?Why don’t scientists know the exact volume of rock classes? (Refer to beginning of chapter.)What is the scientific study of landforms? Internal Processes make Earth’s surface more uneven (powered by tectonic heat energy, the expansion of molecules): uplift, volcanoes, faulting, folding, convergence of tectonic plates. External processes make Earth’s surface more even (powered by solar radiation, the work of water, wind, plus gravity from beneath): weathering, erosion, deposition, mass wasting

B. Chapter 14: Internal Processes: Copy and study the Plate Tectonics map, including added locations of the Mid-Atlantic Ridge, East Pacific Rise, East African Rift Valley, Hawaiian mantle plume/”hot spot,” San Andreas Fault. “Subduction zones” are “convergent boundaries.” Add dots for earthquakes and volcanoes. How are continental drift theory, plate tectonics, Earth’s geographic distributions of earthquakes and volcanoes related? What are 3 types of plate boundaries? Give examples of associated landforms for each.Describe mantle plumes, or hot spots, giving Hawaii as an example.What is the difference between faulting and folding? What are anticlines and synclines?Which type of fault is the San Andreas Fault?Study the Focus section on Earthquakes, especially the terms in bold. Review: How do you personally need to prepare for a large earthquake to come? It could be soon!

C. Terms and Landforms to recognize from Chapters 15-20: As you study these, be thinking of the question, “How does water shape the lithosphere?,” and reread Geog 1 syllabus objectives. Be sure to enjoy the beautiful photographs: it’s like traveling, and will help you enjoy traveling more.Types of weathering and mass wasting Erosion deposition Fluvial landforms shaped by running water: canyons/valleys, rills/gullies, drainage basin, drainage divide, dendritic pattern, tributary streams, oxbow lakes, meander scar, deltas, natural levees, floodplain, bluffs, yazoo stream, braided stream, valley filling and scouring related to volume of waterKarst landforms are caused by the chemical weathering/carbonation of limestone: limestone caves, stalactites, stalagmites, sinkholes, tower Karst =haystack hillsDesert landforms (arid) are mainly caused by running water during storms (fluvial erosion and deposition): alluvial fans, basin and range topography, playas, mesas, buttes Glacial landforms are shaped by the tremendous power and weight of moving sheets of ice, plus by the rocks they drag which scrape the land: U-shaped and hanging valleys (Yosemite), horns (Matterhorn) Coastal landforms are shaped by waves and currents (wind & Earth’s rotation): beaches, longshore current, wave-cut cliffs, marine terraces, headlands/points, bays, lagoons, barrier islands, coral atolls Winds shape sand dunes, both in deserts and along coasts (“Aeolian” deposition).

Extra credit Landform exercise - either choice, but reread Extra Credit Policy on syllabus first: 1. Find 10 examples of landforms listed here on NASA images from space, look at them for awhile, and send me the web links on e-mail ([email protected]), plus give me a paper copy. It must be your own work. OR



2. Make a salt clay sculpture at home (such as ones seen in class) showing a group of related landforms or relief map of a continent or the world. Recipe: 2 parts flour, 1 part salt, 1 part water. Ask Dr. Renfrew for additional instructions. Neatness is important, and correct labeling to one side.


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