modesto junior college course outline of record bio 101

Modesto Junior CollegeCourse Outline of Record

BIO 101 OVERVIEW The following information will appear in the 2017 - 2018 catalog

BIO 101—BIOLOGICAL PRINCIPLES 4 UNITS

54 Lecture Hours, 54 Lab Hours , 108 Outside-of-Class Hours = 216 Total StudentLearning Hours Prerequisite: Satisfactory completion of CHEM 101.

Study of general principles of biology in relationship to the processes of all living organisms. Topicsinclude an introduction to the nature of science, reproduction, development, evolution, energetics,molecular biology, genetics, cellular structure, homeostatic mechanisms, ecology and taxonomy. Corecourse intended for biology and biology-related majors. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) (CC: BIOL 2, BIO101+BOT101+ZOOL101=BIOL2+4+6) (C-ID: BIOL190) General Education: (MJC-GE: A ) (CSU-GE: B2, B3 ) (IGETC: 5B, 5C )

I.

LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:

COURSE CONTENT

Required Content:

Introduction

Scientific method1.

Characteristics of life2.

Origin of life3.

Evolution of early life forms4.

A.

Biological molecules

Proteins

Enzymesa.

Structural proteinsb.

1.

Hormones2.

Carbohydrates3.

Lipids4.

Nucleic acids5.

B.

Cellular biology

Organelles1.

C.

1.

A.

II.

Division: Science, Math & Engineering 1 of 9 Printed on: 10/26/2020 01:58 PM

Meeting Date: 10/25/2016 BIO 101EFFECTIVE: Summer 2017 Discipline(s)

ACTIVE COURSE Biological sciences (M)

Organelles1.

Surface area/volume ratio2.

Membrane systems of the cell3.

Eukaryotic and prokaryotic cells4.

Signaling between cells/cell surface receptors5.

Allosteric proteins6.

Energetics

Energy1.

Photosynthesis2.

Respiration (aerobic and anaerobic)3.

ATP generation (chemiosmotic coupling hypothesis)4.

D.

Reproduction

Mitosis1.

Meiosis2.

Reproductive strategies3.

E.

Transmission genetics

Mendelian genetics1.

Chromosomal inheritance2.

Interaction of genes3.

Linkage, recombination and genetic mapping4.

Human genetics/eugenics5.

F.

Molecular basis for heredity (Molecular Genetics)

DNA as genetic material1.

Replication and mutation of DNA2.

Genes and enzymes3.

Protein synthesis and regulation in eukaryotic and prokaryotic cells4.

Recombinant DNA technology5.

Human genetics6.

Structure and expression of genes7.

RNA splicing and transcription8.

Gene regulation in eukaryotic and prokaryotic cells9.

G.




Development

Fertilization1.

H.

Evolution

Natural selection1.

Adaptation2.

Speciation3.

Population genetics and evolution4.

Phylogenetic relationships5.

Principles of taxonomy and taxonomic system6.

I.

Ecology

Ecosystems1.

Trophic levels2.

Community structure3.

Biogeochemical cycles4.

Succession5.

Interactions between populations6.

Human interaction with the environment7.

J.

Homeostasis

Cells, tissues, organs, organ systems (animal and plant)1.

Water regulation2.

Temperature regulation3.

Nervous and hormonal integration4.

Gas exchange5.

Transport6.

Modes of nutrition7.

Waste management8.

K.

Required Lab Content:

Introduction

Apply scientific method1.

A.

2.





Purify proteins1.

Determine the physical and chemical nature of enzymes2.

Describe the role hormones play in plant development3.

Isolate, purify and quantify nucleic acids4.

B.

Cellular biology

Describe the effects molecular concentration, size, and temperature has on movement ofmolecules across a membrane

1.

View and describe differences between eukaryotic and prokaryotic cells2.

C.

Energetics

Perform experiments in cellular respiration1.

Isolate and identify Photosynthetic compounds 2.

D.

Reproduction

Identify male and female reproductive tissues and cells 1.

E.

Mitosis

Identify and describe the phases of mitosis 1.

F.

Meiosis

Identify and describe the phases of meiosis1.

Compare and contrast mitosis and meiosis 2.

G.

Transmission genetics

Isolate DNA and determine a family lineage using fingerprinting analysis1.

H.

ENROLLMENT RESTRICTIONS

Prerequisites

Satisfactory completion of CHEM 101.

1.

Requisite Skills Before entering the course, the student will be able to:

Identify and apply the vocabulary and basic principles of introductory chemistry. A.

Demonstrate the ability to evaluate data within the context of physical and chemical concepts. B.

2.

B.




Solve chemical problems using unit conversions. C.

Determine the nature and polarity of chemical bonds. D.

Correlate electron structure to oxidation number and chemical bonds. E.

HOURS AND UNITS

4 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 54 1.00Discussion 0 0Activity 0

C.

METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method:

Lecture1.

Instructor-led class discussion2.

Supervised laboratory experience3.

Field trips4.

Use of films and video clips5.

D.

ASSIGNMENTS (TYPICAL)

EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours)

Daily reading assignments with a worksheet to be handed in for evaluation.A.

Current event written report.B.

Environmental awareness research and poster presentation.C.

Study for examinations.D.

1.

EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking

Reading homework:

Describe how an elevator in a building is similar to an enzyme. Include activation energy,substrate binding site, substrate, and product in your description.

1.

Explain how dinosaurs and fossil fuels can be used to support the first and second laws ofthermodynamics.

2.

Draw a eukaryotic cell, identify the organelles, and state their function.3.

A.

Current Event:

Using a science news article from a local paper, illustrate your understanding of onebiological principle covered in this course.

1.

B.

2.

E.




Exam Questions:

Given data, determine the size of the DNA fragments in each lane.1.

Describe how the appearance of an electrophoresis gel would appear if the DNA isaccidentally loaded near the positive electrode.

2.

C.

TEXTS AND OTHER READINGS (TYPICAL)

Book: Urry, L., Cain, M., Wasserman, S., Monorsky, P. (2013). Campbell Biology (10th/e).Benjamin-Cummings Publishing Company.

1.

Manual: Greene, C. Biology 101 Lab Manual (Instructor Generated). Modesto Junior CollegeDuplicating

2.

F.

DESIRED LEARNING OBJECTIVES

Required Objectives Upon satisfactory completion of this course, the student will be able to:

Organize and interpret data from scientific experiments in biology and formulate conclusions. a.

Analyze the role of biological science in society. b.

Distinguish between generalizations and principles, theories and laws, science andpseudoscience.

c.

Define the characteristics that distinguish living from non-living things. d.

Apply the scientific methodology of investigation. e.

Describe the structure, function and relationships of DNA, RNA and proteins in living systems. f.

Describe the process of protein synthesis and its regulations as it occurs in eukaryotic andprokaryotic organisms.

g.

Summarize the historical basis for biological principles and relate current research to theseprinciples.

h.

Explain the process of evolution in relation to the diversity of life. i.

Relate chemical and physical reactions to the processes of life. j.

Describe how the processes of adaptation and natural selection are illustrated at the molecular,cellular, organismal and population level.

k.

Analyze the interrelationship of the organism to the abiotic and biotic aspects of theenvironment.

l.

Describe hierarchical levels of organization ranging from atoms to the biosphere. m.

Describe homeostatic mechanisms of living organisms and relate these strategies to the processof evolution.

n.

Relate the concept of adaptation to the processes of reproduction and development in livingorganisms.

o.

1.

A.

III.




Explain the basic processes of genetic engineering and analyze the influence of biotechnologyon society.

p.

Distinguish between transmission genetics and molecular genetics. q.

Interpret evidence regarding the origin of life. r.

Lab Objectives Upon satisfactory completion of the lab portion of this course, the student will be able to:

REQUIRED OBJECTIVES:1. Prepare formal laboratory reports using data generated from laboratory experiments.

2. Generate and action spectrum and standard curve in order to determine the concentration of abiological substance in solution.

3. Isolate, purify and quantify the amount of DNA found in either plant or animal tissue.

4. Quantify DNA and protein using spectrophotometry.

5. Demonstrate proper use of a light microscope.

6. Perform and analyze DNA fingerprint.

7. Prepare laboratory drawings to scale.

8. Demonstrate proficiency with laboratory equipment, procedures, and dissections.

9. Analyze an environmental issue and describe how society contributes to it.

10. Determine the physical and chemical environment required for optimal enzyme function inliving systems.

11. Describe how changes to DNA may or may not alter protein structure in eukaryotic andprokaryotic organisms.

12. Describe homeostatic mechanisms of living things.

13. Genetically engineer E.coli and analyze the influence biotechnology has on society.

2.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION

Laboratory reports1.

Problem-solving exercises2.

Lecture exams3.

Laboratory exams4.

A.

SUMMATIVE EVALUATION

Comprehensive final exam1.

B.

IV.




BIO - 101: Biological PrinciplesCourse Learning Outcomes

Upon satisfactory completion of this course, the student should be prepared to:

Apply the scientific method while utilizing laboratory equipment to explore the structure and function ofbiologically important molecules.

1.

Explain how cellular organization and function contribute to the development, maintenance, and reproduction ofadult organisms.

2.

Perform techniques used in biotechnology for giving cells and organisms new traits and describe howrecombinant DNA techniques are used to solve problems and improve human health.

3.






BIO 111—GENERAL BIOLOGY 4 UNITS

54 Lecture Hours, 54 Lab Hours , 108 Outside-of-Class Hours = 216 Total StudentLearning Hours

Introduction to principles of life, including reproduction, heredity, development, evolution, historicaldevelopment of biology, molecular biology, and ecology. Not open to students who have completed BIO101. Not a substitute for BIO 101. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer:(CSU, UC) (CC: BIOL 17) General Education: (MJC-GE: A ) (CSU-GE: B2, B3 ) (IGETC: 5B, 5C )

I.


COURSE CONTENT

Required Content:

Science of life

Characteristics of living organisms1.

Origins of life2.

History of biology3.

A.

Cellular biology

Types of cells: prokaryote and eurkaryote1.

Structure and function of cells2.

Tissues and organs3.

B.

Chemistry and life processes

Introduction to basic chemistry1.

Organic compounds2.

Diffusion, osmosis, active transport3.

Photosynthesis4.

Respiration: anaerobic and aerobic5.

C.

Reproduction and development

Asexual vs. sexual reproduction1.

D.

1.

A.

II.




Alternation of generation2.

Human reproduction and development3.

Plant reproduction and development4.

Aging processes5.

Genetics

Mendel's laws1.

Various types of inheritance2.

Human genetics3.

Mutation and cancer4.

E.

Ecology

Principles of ecology1.

Population ecology2.

Ecosystems and biomes3.

Environmental issues4.

F.

Evolution and taxonomy

Principles of classification1.

Phylogeny and taxonomy2.

G.

Current topics in biologyH.

Scientific method, involving hypotheses and theoriesI.


Composition of lab reportsA.

Scientific MethodB.

Metric SystemC.

Biological moleculesD.

MicroscopyE.

Cellular biologyF.

Osmosis and DiffusionG.

EnzymesH.

PhotosynthesisI.

DNA replicationJ.

2.




Mitosis and meiosisK.

GeneticsL.

EvolutionM.

Microbes and protistaN.

Fungi and plantsO.

Animal diversityP.

Human reproductionQ.

HOURS AND UNITS


B.


Lecture1.

Use of photographic slides, microscope slides, videos, living and preserved specimens2.

Instructor facilitated classroom discussion3.

Demonstrations4.

Field trips5.

C.



Complete weekly laboratory reportsA.

Compose discussion based on findings from experimentsB.

Weekly chapter readings or online searches to support course contentC.

Weekly pre-laboratory reading to prepare students for lab workD.

1.


Laboratory clinics given at the end of laboratory activities to confirm that students can progressto the next activity.

A.

Laboratory will require students to answer questions from lecture exams, homework, andlaboratory that require multistep processing of information (such as applying the results of a labon fermentation to course content regarding anerobic fermentation).

B.

2.

D.




Actual question (sample) of critical thinking: Compare and contrast eukaryote and prokaryotetypes of cells.

C.

Critical thinking example: Describe the germ theory of disease, adding to this description currentbeliefs prior to the work of Pasteur and Koch.

D.

Critical thinking question: How can we use our understanding of the immune system to fightcancer?

E.

Critical thinking example: Compare DNA translation with DNA transcription.F.


Book: C. Starr, C. Evers, & L. Starr (2014). Biology: concepts and applications (9th/e). Belmont, CACengage.

1.

Book: Krogh, D. (2011). Biology: a guide to the natural world (5th/e). Upper Saddle River, N.J.Pearson Education, Inc..

2.

Manual: Madden. Biology Lab Manual. Pirates Bookstore 3.

E.



describe biology and its role in society and culture. a.

explain the fundamental principles and generalizations of biology. b.

use the scientific method in problem solving. c.

interpret data from a scientific experiment and formulate conclusions. d.

review the historical background and relate this to modern biology. e.

describe chemical and physical reactions as they relate to biology and life’s processes. f.

use appropriate tools to study biological principles. g.

analyze and propose solutions for current topics, such as bioethics in biology. h.

use the laboratory to formulate ideas relating to a scientific experiment. i.

describe adaptation and natural selection as evidenced in various aspects of biology. j.

cite the interactions of organisms with the biotic and abiotic environment in an ecosystem. k.

review the hierarchical structure and function as it relates to the organization of life from theatom to the biosphere.

l.

cite the various types of reproduction and development in plants and animals. m.

diagram the principles of genetics and the various common types of inheritance. n.

describe the important energy forming and releasing processes of organisms. o.

compare and contrast eukaryotic and prokaryotic cells and life forms. p.

1.

A.

III.




describe the principles of classification and phylogenetic systems. q.


REQUIRED OBJECTIVES:1. describe and use the scientific method to solve problems.

2. use the laboratory to formulate ideas relating to a scientific experiment.

3. analyze data from a scientific experiment and formulate conclusions.

4. use appropriate tools to study biological principles.

2.


Lab write ups1.

Quizzes and problem-solving activities2.

Homework3.

Mid-term exams4.

Lab exams5.

A.



B.

IV.




BIO - 111: General BiologyCourse Learning Outcomes


Investigate historical and current scientific theories in chemistry, general biology, ecology and molecular science. 1.

Proficiently use scientific laboratory equipment and protocols. 2.

Conduct, record, and report on the results of scientific experiments. 3.

Compare and contrast animal and plant cell structures as demonstrated in student prepared laboratory drawingsand responses to exam questions.

4.

Use a compound light microscope to locate, focus, and estimate the size of specimens on microscope slides. 5.






BIO 114—GENERAL ECOLOGY 4 UNITS

Formerly listed as: BIO - 114: Introduction to Ecology 54 Lecture Hours, 54 Lab Hours , 108 Outside-of-Class Hours = 216 Total StudentLearning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete an MJC English composition course or the equivalent, or to exhibitproficiency in college-level essay writing skills.

Introduction to the biological sciences and the general concepts and principles of ecology. Topics includeorganization and energetics of nature, natural interactions and biological diversity. Includes global andlocal ecosystems, scientific methods of ecological research, nutrient cycles and conditions of existence,and ecological assessment. Field trips are required. Not repeatable. (A-F or P/NP) Transfer: (CSU,UC) (CC: BIOL 24) General Education: (MJC-GE: A ) (CSU-GE: B2, B3 ) (IGETC: 5B, 5C )

I.


COURSE CONTENT

Required Content:

Introduction

The ecological hierarchy1.

Ecosystem models2.

Applying hierarchy theories3.

A.


Carbohydrates1.

Lipids2.

Proteins3.

Nucleic acids4.

B.

Energetics

Energy1.

Photosynthesis2.

Cellular respiration3.

C.

1.

A.

II.




Cycles and conditions of life

Hydrologic cycle1.

Salination2.

Nitrogen and phosphorus cycle3.

Fire ecology4.

Toxic wastes5.

D.

Organization and diversity of nature

Viruses1.

Bacteria2.

Protista3.

Fungi4.

Animals5.

Plants6.

E.

Population ecology

Populations and population dynamics1.

Communities and community dynamics2.

Competition for resources3.

Human interactions with nature4.

F.

Ecosystems

Ecosystem models1.

Abiotic and biotic components2.

Gradients and ecotones3.

Biodiversity4.

Gaia hypothesis5.

G.


Scientific method

Metric system

Metric system measurement lab activitya.

1.

Sampling techniques2.

A.

2.




Sampling lab activitya.

Basic statistics

Data analysis lab activitya.

3.

Matter and energy

Ecosystem activity

Build an ecosystema.

1.

Matter, energy, and biological molecules

Photosynthesis lab activity Ia.

Mc Mush activity, biological molecules in fast foodb.

2.

B.

Organization and diversity of nature

Hierarchy of life

Leaf litter and soil investigation lab activitya.

Hierarchy of life on campus activityb.

1.

Monera and Protista

Pond water investigation lab activitya.

2.

Fungi

Fungi lab activitya.

3.

Plants

Plant kingdom lab activitya.

Photosynthesis lab activity IIb.

4.

Animals

Animal kingdom lab activitya.

Field trip to Great Valley Museumb.

5.

C.

Population ecology

Find a species, population, or community interaction in nature activity

Describe and evaluate interactiona.

1.

D.




Find a human interaction with nature activity

Describe and evaluate interaction a.

2.

Ecosystems

Biotic and abiotic components

Examine biotic and abiotic components on campus activitya.

1.

Ecological interactions

Literature research on ecological interactionsa.

Ecosystems on campus activityb.

2.

Biodiversity

Biodiversity on campus activity

Record diversity indices of organisms on campusi.

a.

Biodiversity off campus activity

Record diversity indices of organisms off campusi.

b.

3.

Cycles and conditions for life

Literature research on nutrient cyclesa.

Population growth lab activity

Experimental design, controls, evaluation and interpretationi.

b.

4.

E.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete an MJCEnglish composition course or the equivalent, or to exhibit proficiency in college-level essay writingskills.

1.


Read and understand college-level text material. A.

Write college-level laboratory reports, short essays, and assigned papers. B.

2.

B.

HOURS AND UNITS

C.






Lecture1.

Classroom discussion2.

Laboratory activities3.

Laboratory discussion4.

Field trips5.

Film and documentary viewing6.

Online activities7.

D.



Reading assignments

Daily textbook readings1.

Bi-weekly laboratory manual readings2.

Weekly ecological literature readings3.

A.

Written papers and reports

Two papers per term for lecture content1.

Eight reports for laboratory content2.

B.

1.


Quizzes and exams

Students will be able to interpret ecological concepts and theories.

Why must ecosystems be considered systems?a.

What is the definition of evolution?b.

Define and contrast the biotic and abiotic components of nature.c.

1.

Students will be able to analyze and evaluate data and interpret experimental results

What biological molecules are found in a typical hamburger fast food diet? How doesa.

2.

A.

2.

E.




What biological molecules are found in a typical hamburger fast food diet? How doesthis diet differ from a vegetarian diet?

a.

Evaluate the growth of two populations of protists and determine if their populationgrowth patterns are significantly different.

b.

Students will be able to evaluate the ecological impact of humans on the environment bothat the local and global level.

Describe the impact of humans on the Central Valley of Califonia in terms of habitatloss and land degradation.

a.

Describe the impact humans have on the carbon cycle in nature.b.

3.

Written papers and reports

Students will analyze and evaluate ecological papers and reports.

Evaluate the concept of animal corridors as viable land use practices to supportbiodiversity.

a.

Evaluate the scientific evidence supporting and contradicting human activity as thecause global warming.

b.

Describe how measurements of species abundance, diversity, and evenness are usedto determine biodiversity.

c.

1.

Students will analyze and evaluate laboratory and field trip based data.

Describe the population changes observed in the two populations of protists in termsof resource competition and/or partitioning.

a.

Evaluate the biodiversity of plants at Modesto Junior College making sure to evaluteadundance and diversity.

b.

2.

B.


Book: W.P. Cunningham (2013). Principles of Environmental Science (7th/e). New York, NYMcGraw-Hill.

1.

Manual: D.S. Vodopich. Ecology Lab Manual. McGraw Hill 2.

F.



Organize and interpret data from scientific experiments. a.

Prepare an evaluative ecological paper. b.

Apply the scientific method of investigation. c.

1.

A.

III.




Describe hierarchical levels of organization ranging from atoms to the biosphere. d.

Describe mathematical and energetic parameters of ecosystems. e.

Describe long-term solutions to environmental problems. f.

Describe fundamental features of each living kingdom of organisms. g.

Explain the Gaia hypothesis and nutrient recycling. h.

Describe ecosystem dynamics on a local and global scale. i.


REQUIRED OBJECTIVES:1. Properly use scientific lab and field equipment for data collection.

2. Evaluate and interpret scientific data and results.

3. Perform scientific experiments and collection of data in the laboratory and in the field.

4. Evaluate and interpret scientific experimental data and results.

5. Write analytical papers and reports summarizing and evaluating scientific experimental data.

2.


Lecture quizzes and exams1.

Written papers2.

Lab activity quizzes and reports3.

Field trip reports4.

A.


Final lecture exam1.

Field trip notebook2.

B.

IV.




BIO - 114: General EcologyCourse Learning Outcomes


Apply the scientific method of investigation and evaluate ecological data and results from scientific experiments. 1.

Demonstrate an understanding of the hierarchical levels of organization ranging from atoms to the biosphere. 2.

Demonstrate an understanding of the flow of energy and the quantitative parameters of biomass in ecosystems. 3.

Demonstrate an understanding of biogeochemical cycles and the human impact upon these cycles. 4.

Evaluate human impact on biodiversity, community and ecosystem stability, and prospects for long-termsustainability.

5.






BIO 140—INTRODUCTION TO MARINE BIOLOGY 4 UNITS


Introduction to the natural history of plant and animals living in temperate and tropical marine habitats,including rocky shore, mudflat, sandy beach, salt marsh, coral reef, mangal forest, open ocean, deepocean, and bay/estuary. Polar and subpolar marine ecosystems will also be introduced. Field trips arerequired. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) General Education: (MJC-GE: A )(CSU-GE: B2, B3 ) (IGETC: 5B, 5C )

I.


COURSE CONTENT

Required Content:

IntroductionA.

Physical factors of marine environment

Temperature, pressure, illumination1.

Waves, currents, and tides2.

Substrate types3.

Coastal features4.

B.

Chemical factors of marine environment

Salinity1.

Dissolved oxygen2.

pH and buffering system3.

C.

Biological factors of marine environment

Energy flow through food chain1.

Nutrient cycles2.

Metabolic processes (photosynthesis, chemosynthesis, etc.)3.

Community structure (predator-prey, mutualism, etc.) 4.

Reproductive patterns 5.

D.

1.

A.

II.




Marine habitats

Temperate shoreline and continental shelf

Intertidal

rockyi.

sandy beach ii.

mudflatiii.

a.

Subtidal

kelp foresti.

sandy bottomii.

b.

Estuary and salt marshc.

Outer coastd.

1.

Oceanic

Pelagic (photic, aphotic)a.

Benthicb.

2.

Tropical marine

Coral reefa.

Mangal swampb.

Sea grass bedc.

3.

Polar and subpolar 4.

E.

Photosynthetic organisms

Phytoplankton1.

Macroalgae2.

Vascular plants3.

F.

Marine animals

Major marine invertebrate groups1.

Marine fishes2.

Marine reptiles3.

Marine birds4.

G.




Marine mammals5.

Human influences on the marine environment

Ocean resources 1.

Changes in marine ecosystems2.

Current conservation issues 3.

H.

Scientific method and biological investigation I.


Laboratory exercises will emphasize identification and ecology of marine organisms:

Photosynthetic organisms

Phytoplanktoni.

Macroalgaeii.

Vascular plantsiii.

a.

Marine animals

Major marine invertebrate groupsi.

Major marine vertebrate groupii.

b.

1.

Proper use of laboratory tools will be demonstrated and practiced:

Compound microscopea.

Dissecting scopeb.

Spectrophotometerc.

Dissecting equipmentd.

Use of identification keyse.

2.

Field work may include:

Methods for collecting data on abiotic factorsa.

Methods for collecting invertebrate animalsb.

Observation of vertebrates within their environmentc.

Use of field guidesd.

Use of binocularse.

3.

2.




HOURS AND UNITS


B.


Demonstration1.

Discussion2.

Lecture3.

Use of models4.

Guided field activities5.

Guided laboratory exercises6.

Guided library research7.

C.



Weekly assigned readingA.

Completion of weekly laboratory reportsB.

Completion of field trip reports (one per fieldtrip; two to four per semester)C.

Library research project (one per semester)D.

1.


Weekly reading will be assigned from the course textbook, and/or other scholarly articles ontopics in marine biology, oceanography, and/or global change.

A.

Laboratory reports will require students to record and analyze data collected, for example: usinga spectrophotometer, students will record the absorption spectra of the pigments found in greenalgae and relate these results to the depth of water where these organisms may live.

B.

Feld trip reports will require students to record and interpret their field trip observations. As anexample, the report for a field trip to the rocky intertidal zone may require students to assess theadaptations of organisms observed in different microhabitats.

C.

Library research projects will provide students an opportunity to further explore topics in marinebiology while synthesizing course content. For example, a student might choose a libraryresearch project investigating the effects of the ocean's changing pH on a specific group ofmarine organisms.

D.

2.

D.

TEXTS AND OTHER READINGS (TYPICAL) E.




Book: Sumich, James L.and John F. Morrissey (2010). An Introduction to the Biology of Marine Life(9th /e). Jones & Bartlett.

1.

Book: Allen, Sarah G., Joe Mortenson, and Sophie Webb (2011). Field Guide to Marine Mammals ofthe Pacific Coast (California Natural History Guides) (1st/e). University of California Press.

2.

Book: Peter Castro & Michael E. Hunter (2012). Marine Biology (9th/e). McGraw-Hill. 3.

Manual: Teri Curtis. Instructor generated lab materials. Self 4.

Other: Scholarly articles, field reports and other readings as assigned by instructor.5.



describe the general characteristics of the major groups of marine organisms. a.

identify dominant organisms of each marine ecosystem studied. b.

identify and describe the interacting physical forces of the marine environment. c.

identify and describe chemical factors of marine ecosystems. d.

assess the interactions of chemical, physical and biological factors of marine ecosystems. e.

illustrate and explain the flow of energy and the cycling of materials in marine ecosystems. f.

analyze the relationships between marine organisms within marine communities. g.

evaluate the effects of human activities on marine environments. h.

1.


REQUIRED OBJECTIVES:1. demonstrate proper use of compound and dissecting microscopes.

2. use scientific instruments to make qualitative observations and to collect quantitative data.

3. record and analyze data gathered in the laboratory and/or in the field.

2.

A.

III.


Examinations1.

Quizzes2.

Laboratory reports3.

Field reports4.

A.

IV.





Final exam1.

Completion of class project: research paper, and/or class presentation.2.

B.




BIO - 140: Introduction to Marine BiologyCourse Learning Outcomes


Interrelate the general physicalnature, biological characteristics andcomposition of marine ecosystems.

1.

Identify the dominant organisms of major marine communities.2.

Describe the general characteristics of themajor groups of marine organisms.

3.

Assess the impact of human activities on the marine environment. 4.






BIO 145—INTRODUCTION TO FRESHWATER BIOLOGY 4 UNITS


Introduction to the natural history of common organisms of the freshwater environment along with basicecological principles, which includes: energy flow, nutrient cycling, population dynamics, and communitystructure. Field trips are required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) GeneralEducation: (MJC-GE: A ) (CSU-GE: B2, B3 ) (IGETC: 5B, 5C )

I.


COURSE CONTENT

Required Content:

Physical factorsA.

light1.

temperature2.

chemical gases and pH3.

nutrients4.

substrate5.

additional parameters6.

Biological principlesB.

levels of organization1.

transport of molecules accross a cell membrane2.

reproduction3.

photosynthesis 4.

respiration 5.

classification 6.

Ecology C.

1.

A.

II.




productivity and energy flow1.

population dynamics2.

community3.

biogeochemical cycles 4.

Still watersD.

ponds1.

lakes 2.

marshes3.

Moving watersE.

streams1.

rivers2.

Biological components F.

freshewater organisms1.

plantsa.

animalsb.

microbesc.

adaptations2.

Sampling methodsG.

evaluation1.

Scientific Method 2.


Laboratory exercises will emphasize the identification and ecology of freshwater organismsA.

Photosynthetic organisms1.

Phytoplankton a.

Vascular plantsb.

2.




Heterotrophic organisms2.

Microscopic detritivoresa.

Major invertebrate groupsb.

Major vertebrate groupsc.

Proper use of laboratory will be demonstratedB.

Compound microscope1.

Dissecting Scope2.

Spectrophotometer3.

Identification keys4.

Field exercises will be conducted in different freshwater habitatsC.

Lentic (still water) habitats1.

Pondsa.

Lakes b.

Wetlandsc.

Lotic (moving water habitats)2.

Streamsa.

Rivers b.

Field exercises may includeD.

Methods for measuring abiotic factors1.

Methods for collecting aquatic invertebrates2.

Observation of vertebrates within their aquatic habitat3.

Use of identification keys and field guides4.

The scientific method will be appliedE.

During laboratory exercises1.

Observation skillsa.

Data collectionb.




Data analysisc.

Completion of lab reportsd.

During field exercises2.

Use of field notebooksa.

Qualitative observationsb.

Quantitiative observationsc.

Evaluation habitat healthd.

Recommended Content:

Other aquatic ecosystemsA.

estuaries1.

vernal pools2.

Impact of humans on aquatic ecosystemsB.

non-native species1.

habitat destruction2.

pollution including runnoff3.

Climate change4.

possible solutions5.

3.

HOURS AND UNITS

4 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 54 1.00Discussion 0 0Activity 0 0

B.


Lecture1.

Discussions2.

Use of audio and video materials3.

Field trips4.

C.




Demonstrations5.



Preparation for weekly quizzesA.

Weekly readingsB.

Preparation for examsC.

Maintenance of a field notebookD.

Completion of final projectE.

1.


Laboratory exercises will require students to demonstrate their microscope skills. For examplestudents will create a wet mount of freshwater protists, properly focus the slide to observe theprotists, and estimate the size of freshwater protists.

A.

Laboratory exercises requiring students to collect data and make inferences about biologicalphenomena. For example, students will observe aquatic segmented worms under the dissectingmicroscope and infer how the worm utilzes visible structures for movement.

B.

Field exercises will require students to:C.

conduct chemical tests of water samples for phosphate, nitrate oxygen, pH levels.1.

collect samples of organisms and identify them to the correct taxonomy.2.

easure other parameters, such as, water temperature, depth, visibility, water flow.3.

evaluate the water quality of the ecosytem based on the analysis of data gathered.4.

Through collaborative groups, students will demonstrate understanding of the scientificmethod by designing and conducting an experiment. For example, given a problem, such as:"What type of food is preferred by crayfish?" or "What effect does temperature change haveon the heart rate of a Daphnia," students will develop a hypothesis, then design and conductan experiment to test their hypothesis.

5.

2.

D.


Book: Eric Simon (2017). Biology: the Core (2nd /e). Pearson. 1.

Book: McGinnis, Samuel and Alcorn, Doris (2006). Field Guide to Freshwater Fishes of California(Revised/e). University of California Press .

2.

Book: Thorp, J. & Rogers, D (2011). Field Guide to Freshwater Invertebrates of North America(1st/e). Academic PRess.

3.

E.

DESIRED LEARNING OBJECTIVES A.

III.





Identify major groups of freshwater organisms and distinguish them from other groups by theirgeneral characteristics.

a.

Analyze the chemical and biological composition of freshwater ecosystems studied during fieldtrips.

b.

Identify and characterize the major freshwater ecosystems. c.

Name the common organisms found in local ecosystems d.

Describe the interrelationships of organisms with their environment (i.e. biogeochemical cycles,productivity).

e.

Discuss adaptations found in freshwater organisms which enable them to succeed in an aquaticenvironment

f.

Demonstrate the proper use of classroom laboratory equipment g.

Demonstrate proper use of water sampling equipment in the field h.

Apply process skills in collecting data and analyzing data both in the laboratory and in the field.i.

1.


REQUIRED OBJECTIVES:1. Describe and use the Scientific Method.

2. Use common field equipment for taking water samples.

3. Collect data in a field notebook.

2.

Recommended Objectives Upon satisfactory completion of the course (when the related recommended content is covered) the student willbe able to:

Discuss the importance of estuaries to connecting rivers and streams. a.

Describe physical and biological characteristics that make vernal pools unique. b.

Describe the benefits of freshwater ecosystems to humans. c.

Evaluate how humans impact, both negatively and positively, the health of freshwater habitats. d.

3.


Weekly quizzes1.

Midterm lab exam2.

Homework3.

Midterm lecture exams4.

A.

IV.




field lab book evaluations5.


Lab final project1.

Lecture final exam2.

B.




BIO - 145: Introduction to Freshwater BiologyCourse Learning Outcomes


Describe the interrelationship of organisms in afreshwater ecosystem.

1.

Evaluate the health of a specific environment byanalyzing biological, chemical,and physical data in the field.

2.

Demonstrate an understanding of aquaticadaptations.

3.

Describe the function of anatomical structures found in common freshwater organisms. 4.





ELTEC 300 OVERVIEW The following information will appear in the 2019 - 2020 catalog

ELTEC 300—SURVEY OF APPLIED TECHNOLOGIES 3 UNITS


Survey of applied technologies in the Advance Manufacturing, Transportation, or Construction Industry.Topics include electricity, small engines/industrial mechanics, common computer software and robotics. Field trips might be required. Not repeatable. (A-F Only)

I.


COURSE CONTENT

Required Content:

Industry and Technical Profession Review A.

Advance Manufacturing1.

Construction 2.

Transportation 3.

Power & Energy4.

Survey of ElectricityB.

Safety and Electricity 1.

Tools and Measuring Instruments 2.

Magnets, Lights, Sound, Circuits, Data Transmission, Motion 3.

Soldering 4.

Logic, Ladder Diagrams, Solenoid Valves, Relay and Limit Switches5.

Survey of MechanicsC.

Safety in an Industrial Shop 1.

Tool Identification and Measuring Instruments 2.

Metric / English Units 3.

1.

A.

II.

Division: Technical Education 1 of 7 Printed on: 10/26/2020 02:00 PM

Meeting Date: 11/26/2019 ELTEC 300EFFECTIVE: Spring 2020 Discipline(s)ACTIVE COURSE Electricity (NM)

Machine tool technology (NM) Manufacturing technology (NM)

Measurement and Units Conversionsa.

Basic Mechanical Measurements - Ruler and Tape Measureb.

Precision Measuring Tools and Techniques c.

Specifications and Measurementsd.

Mechanical Concepts 4.

Basic Operation and Cycle of Small Motors a.

Three Common Mechanisms in Motorsb.

Engine/Motor Parts, Identification and Function of Components 5.

Levers, Cams, Pulleys, Gears and Drives, Cranks a.

Friction and Lubrication b.

Assembly and Disassembly Techniques and Mechanisms c.

Repair Considerationsd.

Troubleshootinge.

Survey of Robotics D.

Five Basic Robot Components 1.

Mechanical Structure2.

Eight Rules of Robot Safety 3.

Movement and Effector Commands 4.

Manual Operation, Programming5.

How Technicians Add Value through Computers E.

Preventive Maintenance Logs 1.

Costing Projects 2.

Department Memos and Capital Requests 3.

Charting Performance 4.

Programming Software (i.e. PLC, Robotics) 5.

Using the Internet to obtain operating, repair and specification information6.


During lab periods, students will conduct experiments and projects that reinforce lecture materials.This activity will be inclusive of:

2.




This activity will be inclusive of:

Measurements with tools inclusive of multimeters, micrometers, calipers, and tape measuresA.

Simple soldering projectsB.

Basic computer programming exercisesC.

Lego/VEX System robotic projects and experimentsD.

Small engine exposureE.

Recommended Lab Content:

Arc & gas welding exercisesA.

Pnuematic trainer exercisesB.


Survey of Welding A.

Safety 1.

Oxy-Acetylene 2.

Electrode (stick) 3.

MIG 4.

TIG Plasma OR5.

Survey of Pneumatics B.

Pneumatic Power 1.

Circuit Connections 2.

Basic Cylinder Valve, and Motor Circuits 3.

Pneumatic Schematics 4.

Pressure, Cylinder Force, Air Flow, Resistance & Volume5.

Occupational SafetyC.

OSHA Hazmat1.

Other Regulatory2.

3.

HOURS AND UNITS

3 Units

B.




INST METHOD TERM HOURS UNITSLecture 36 2.00Lab 54 1.00Discussion 0 0Activity 0 0


Lecture1.

Use of PowerPoint presentations2.

Instructor led discussion of case studies3.

Equipment and technology demonstrations4.

Instructor supervised applied labs5.

Field trips6.

C.



Weekly text based problems and exercisesA.

Weekly simulated interactive lab experimentsB.

Weekly reading assignmentsC.

Per Semester: Preparation for Mid Term and Final ExamD.

Per Semester: Preparation for QuizzesE.

1.


Given a real or computer simulated circuit, use troubleshooting techniques to identify the sourceof a malfunction.

A.

Using a multimeter, the student will measure current, voltage, and resistance in a functioningcircuit.

B.

Students will work in groups of 2-3 individuals in programming and assembly roboticVex/Mindstorm projects designed to perform specific activity.

C.

Working in teams of 2-3 individuals, students will disassemble and re-assemble a small engine.D.

2.

D.


Book: Evans, Martin and Poatsy (2016). Technology in Action (13th/e). Prentice Hall. 1.

E.

DESIRED LEARNING OBJECTIVES A.

III.





Match 20 in-demand career occupations to specific industries and local employers in the SanJoaquin Valley.

a.

Explain the importance and uses of computers and automation in the Manufacturing,Transportation and Construction Industry.

b.

Describe the importance how a strong basic skills foundation (i.e. math, English, and reading)provides added value in terms of performance and career growth to technicians in theManufacturing, Transportation or Construction Industry.

c.

Identify common electrical and mechanical tools and measuring devices used in the industry. d.

Conduct basic electrical and mechanical measurements in Metric and English units. e.

List the components and parts that are common in a small engine, industrial automation linesand pneumatic systems.

f.

Explain basic electrical circuit concepts, AC and DC current. g.

Assemble and program Lego Mindstorm and/or Vex robots to perform simple tasks that rely onservos, motors and sound and visual sensors.

h.

Interact and contribute as a team member in small work group to the project's outcome (i.e. smallengine, robotics, etc.).

i.

Follow technical procedures and directions in performing applied technology related labs. j.

Record activity, findings and outcomes of applied technology related labs. k.

1.


REQUIRED OBJECTIVES:1. Follow technical procedures and directions in performing applied technology related labs.

2. Record activity, findings and outcomes of applied technology related labs.

3. Assemble and program Lego Mindstorm and/or Vex robots to perform simple tasks that rely onservos, motors and sound and visual sensors.

4. Conduct basic electrical measurements using a multimeter.

5. Conduct basic measurements in Metric and English units.

6. Interact and contribute as a team member in small work group to the project's outcome (i.e.small engine, robotics, etc.).

2.


Recognize and describe the difference between arc, stick, gas, MIG, TIG and Plasma weldingtechniques.

a.

List the components and parts in a common pneumatic system. b.

3.





Participation in classroom lecture and discussions1.

Weekly evaluation of student's lab project quality2.

Weekly evaluation of assigned homework3.

A.


Comprehensive lab observation and evaluation of student workmanship1.

Final exam2.

B.

IV.




ELTEC - 300: Survey of Applied TechnologiesCourse Learning Outcomes


Perform basic exercises and test exercises involving electricity, robotic programming, mechanic engine/motorsystems, industrial measurements, and computer navigation.

1.

Recognize and articulate the value of technical knowledge and skills for "career skilled technicians" in industry, intoday's marketplace.

2.





ENGR 100 OVERVIEW The following information will appear in the 2020 - 2021 catalog

ENGR 100—INTRODUCTION TO ENGINEERING AND INDUSTRIAL TECHNOLOGY 2 UNITS

Formerly listed as: ENGR - 100: Intro to Engineering & Architecture,ENGR - 100:Introduction to Engineering and Architecture 18 Lecture Hours, 54 Lab Hours , 36 Outside-of-Class Hours = 108 Total StudentLearning Hours

Introduction to the vocational and academic opportunities in engineering and industrial technologies.Topics include models of student success, characteristics of the professions, degree requirements,importance of teamwork and self-assessment. Activities include field trips, labs, projects and presentationsby practicing engineers and technology specialists. Field trips might be required. Not repeatable. (A-F orP/NP) Transfer: (CSU, UC)

I.


COURSE CONTENT

Required Content:

Introduction to the professions

Engineering – Civil, mechanical, aerospace, electrical, structural, industrial, agricultural,chemical, materials science.

1.

Engineering Technology – Civil, mechanical, electrical, drafting and design, surveying andphotogrammetry.

2.

Industrial Technology - Automation, facility and industrial maintenance, manufacturingdesign, power utility, transportation.

3.

A.

Professionalism and ethicsB.

Engineering design and problem solving processes. C.

Modern tools and practices.D.

Technical written and oral communication skills.E.

Roles of a design teamF.

Aptitude requirementsG.

Education1.

Profession2.

Student success methodsH.

1.

A.

II.


Meeting Date: 11/12/2019 ENGR 100EFFECTIVE: Summer 2020 Discipline(s)

ACTIVE COURSE Engineering (M)

Goal setting methods1.

Time management methods2.

Self-assessment techniques3.

Education options

Certificate and degree offerings1.

Use of ASSIST database2.

I.


Facilities ToursA.

Industry SpeakersB.

Design ProjectsC.

CAD and other professional software1.

Material Science2.

Robotics3.

Welding and Machining4.

2.

HOURS AND UNITS


B.


Lectures1.


Lab Activities3.

Guest Speakers4.

Media and Audiovisual5.

Possible field trips6.

C.

ASSIGNMENTS (TYPICAL) D.





Written weekly assignments involving research of careers, majors, disciplines, degreerequirements, engineering/engineering technologies projects, articulation agreements andanalysis of guest speakers, engineering firms and course effectiveness.

A.

Weekly homework problems from textbook and instructor generated materials.B.

Weekly lab reports.C.

Open-ended design/build solution to an engineering project.D.

1.


Research paper describing, analyzing and examining the case studies of engineering andmanufacturing problems, solutions, and professional standards.

A.

Written summaries and evaluation of guest speaker presentations.B.

Evaluation of one's abilities, ambitions, career goals and expectations of his/her chosen field.C.

Design and build a solution to an engineering project.D.

Completion of research papers related to career options, engineering projects and notedengineers.

E.

Example of a final exam question - Evaluate and analyze the case of the Tacoma NarrowsBridge collapse. Critically argue for or against whether the design team met professional anddesign standards.

F.

2.


Book: Raymond Landis (2019). Studying Engineering: A Road Map to a Rewarding Career (5th/e).Anaheim, CA Discovery Press.

1.

E.



Describe the role of engineers and technology professionals in society. Classify the variousbranches, the functions, and the industries in which they work.

a.

Identify and describe appropriate academic pathways for the students goals. b.

Develop and apply effective strategies to succeed academically. c.

Explain professional ethical principles and standards. d.

Demonstrate knowledge of effective practices for writing technical documents and making oralpresentations.

e.

Analyze problems using the engineering design and manufacturing processes. f.

1.

A.

III.




Demonstrate teamwork skills while working on design project teams. g.


REQUIRED OBJECTIVES:1. Demonstrate knowledge in manufacturing processes and applying those skills in anengineering environment.

2. Describe the career paths in engineering and industrial technologies.

2.


Grading of written reports and projects1.

Weekly grading of homework problems2.

Periodic quizzes and exams3.

A.


Comprehensive student report and/or final exam.1.

B.

IV.




ENGR - 100: Introduction to Engineering and IndustrialTechnologyCourse Learning Outcomes


Identify the duties, responsibilities, and areas of expertise of engineering and engineering technologies. 1.

Analyze issues using the guidelines of engineering ethics. 2.

Apply engineering teamwork and communication skills and the engineering design process towards groupprojects.

3.

Identify and describe academic pathways to achieve their educational goals. 4.






ENGR 127—ENGINEERING GRAPHICS 4 UNITS

36 Lecture Hours, 108 Lab Hours , 72 Outside-of-Class Hours = 216 Total StudentLearning Hours Prerequisite: Satisfactory completion of MATH 161. Recommended for Success: Before enrolling in this course, students are strongly advisedto have previous drafting and CAD experience.

Development of graphics skills for engineering drawings with the use of 3D modeling and computer-aideddrafting (CAD) software. Topics include 3D modeling, orthographic and pictorial projections, section andauxiliary views, dimensioning, tolerancing, threaded fasteners and working drawings. Intoduction to 3Dmodeling and engineering design. Design project required. Field trips might be required. Notrepeatable. (A-F or P/NP) Transfer: (CSU, UC) (C-ID: ENGR 150)

I.


COURSE CONTENT

Required Content:

Modeling techniques A.

Multi-viewsB.

Definition of orthographic projection1.

Definition of multi-views2.

Standard layout of multi-views3.

Line types in multi-views4.

Computer-aided-drafting softwareC.

File management, navigational and zoom tools, printing and units1.

Drawing functions2.

Editing functions3.

Sectional viewsD.

Definition1.

Uses and types2.

1.

A.

II.




Construction methods3.

Auxiliary viewsE.

Definition1.

Uses and types2.

Construction methods3.

DimensioningF.

Standards of dimensioning1.

Purpose of dimensioning2.

Types3.

Dimensioning of linear features4.

Dimensioning of curved features5.

TolerancingG.

Definition1.

Purpose and types2.

Notation3.

Tolerance methods of shaft/hold combinations4.

Threaded fastenersH.

Definitions, terminology and notation1.

Purpose and applications2.

Drawing techniques3.

Working drawingsI.

Definitions of detailed and assembly drawings1.

Elements of working drawings2.

Design process fundamentalsJ.


Engineering designA.

2.




Basic engineering drawing conceptsB.

Visualization skillsC.

Use of engineering/architect scalesD.

Multiview drawingsE.

Auxiliary and sectional viewsF.

Pictorial projectionsG.

Dimensioning and tolerancingH.

CADI.

2D construction and editing tools1.

3D solid modeling2.

Detail and assembly drawingsJ.


Prerequisites

Satisfactory completion of MATH 161.

1.

Advisories

Before enrolling in this course, students are strongly advised to have previous drafting and CADexperience.

2.


Graph and write equations of circles. A.

Graph and identify properties of equations in two variables. B.

Evaluate the trigonometric function of an angle in degree and radian measure. C.

Solve trigonometric equations, triangles, and applications. D.

Graph polar equations. E.

Represent a vector (a quantity with magnitude and direction) in the form < a, b> and ai+bj. F.

3.

B.

HOURS AND UNITS

4 UnitsINST METHOD TERM HOURS UNITSLecture 36 2.00Lab 108 2.00Discussion 0 0

C.




Activity 0 0


Lecture1.

Drawing demonstrations2.

Instructor-led discussion3.

Instructor-led problem solving exercises4.

Use of audio or video materials5.


D.



Weekly reading assignments from textbook related to lecture topicsA.

Daily assignments requiring hand drawings and use of CAD softwareB.

Preparation for periodic quizzesC.

Preparation for two in-class exams (approximate 2.5 hours each)D.

Individual multi-week design projectE.

1.


Homework assignments require graphical solutions to engineering related problems. Solvingsuch problems requires 3D visualization and application of engineering drawing standards. Problems have multiple solutions and students are required:

A.

Determine the best layout for the application.1.

Determine the best types of views (eg – auxiliary or section) to express the solution.2.

Determine the most logical method of applying dimensions and tolerances.3.

Examples of assignment problems are given below (figures omitted):B.

Produce a mechanical drawing showing the front, top and side views of a stapler. Views mustbe located in the proper position.

1.

Produce a mechanical drawing of a 1” I.D. bronze journal bearing. Include dimensions andtolerances. Include a note block with material, finish and heat treatment if applicable.

2.

Design a spring scale to weigh loads ranging from 10-50 lbs. Maximum deflection is 0.5”. Produce a full set of detailed drawings for each part and an assembly drawing.

3.

Exam problems are similar in form to the given homework problems.C.

2.

E.





Book: Shih (2015). Autodesk Inventor 2016 and Engineering Graphics An Integrated Approach(1st/e). SDC Publications.

1.

F.



Develop multi-view drawings by hand or CAD using orthographic projection. a.

Create sectional views from isometric or multi-view drawings. b.

Create auxiliary views from multi-view drawings. c.

Dimension a multi-view drawing. d.

Calculate tolerance for shaft/hole combinations. e.

Apply correct notation and form for tolerance on multi-view drawings. f.

Apply computer-assisted drafting methods to enhance and facilitate graphical projections andpresentations.

g.

Create simplified drawings of threaded fasteners. h.

Identify threaded fastener elements. i.

Create working drawings (detailed and assembly). j.

Cite the fundamental design process steps. k.

1.


REQUIRED OBJECTIVES:1. Apply rules of orthographic projection to create multiview drawings.

2. Create pictorials from orthographic views.

3. Use CAD software to create:1) 2D engineering drawings, including working drawings and assembly drawings.2) 3D models and assemblies.

4. Create auxiliary and section views of an object following correct conventions.

5. Apply standards of dimensioning and tolerancing to engineering drawings.

2.

A.

III.



Classroom assessment of in-class computer and hand assignments2.

A.

IV.




Classroom assessment of in-class computer and hand assignments2.

Quizzes3.

Exams requiring analysis of problems and production of engineering drawings4.

Grading of multi-week design project5.



B.




ENGR - 127: Engineering GraphicsCourse Learning Outcomes


Produce a multi-view drawing of an object using orthographic projection. 1.

Fully dimension and tolerance detail drawings of mechanical parts. 2.






ENGR 130—PROPERTIES OF MATERIALS 4 UNITS

54 Lecture Hours, 54 Lab Hours , 108 Outside-of-Class Hours = 216 Total StudentLearning Hours Prerequisite: Satisfactory completion of CHEM 101 and PHYS 101.

This course presents the internal structures and resulting behaviors of materials used in engineeringapplications, including metals, ceramics, polymers, composites, and semiconductors. The emphasis isupon developing the ability both to select appropriate materials to meet engineering design criteria and tounderstand the effects of heat, stress, imperfections, and chemical environments upon material propertiesand performance. Laboratories provide opportunities to directly observe the structures and behaviorsdiscussed in the course, to operate testing equipment, to analyze experimental data, and to preparereports. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC)

I.


COURSE CONTENT

Required Content:

Atomic structure and bondingA.

Crystal structures and crystallographyB.

Imperfections in crystals, including polycrystalline, semi-crystalline, and amorphous solidsC.

DiffusionD.

Elastic and plastic deformation in metalsE.

Strengthening and toughening in metalsF.

Mechanical properties and testingG.

Stress-strain analysisH.

Mechanical failure: fracture, fatigue, creepI.

Phase diagramsJ.

Phase transformationsK.

Iron-Carbon system, heat treatment of steelsL.

Metals and Metal AlloysM.

Forming and FabricationN.

Thermal, electrical and magnetic properties, including semiconductorsO.

1.

A.

II.




Chemical properties, including corrosionP.

Structure and properties of polymersQ.

Structure and properties of ceramicsR.


Atomic structure and bondingA.

Crystal structures and cyrstallographyB.

Imperfections in crystals, including pllycrysalline, semi-crystalline, and amorphous solidsC.

DiffusionD.

Elastic and plastic deformation in metalsE.

Strengthening and toughening in metalsF.

Mechanical properties and testingG.

Stess-strain analysisH.

Mechanical failure: fracture, fatigue, creepI.

Phase diagramsJ.

Phase transformationsK.

Iron-Carbon system, heat treatment of steelsL.

Metals and Metal AlloysM.

Forming and FabricationN.

Thermal, electrical and magnetic properties including semiconductorsO.

Chemical properties, including corrosionP.

Structure and properies of polymersQ.

Structure and properties of ceramicsR.

Stucture and properties of composites, including wood and concrete (optional)S.

Selection of materials in engineering design (optional)T.

2.


Structure and properties of composites, including wood and concreteA.

Selection of materials in engineering design B.

3.


Prerequisites

Satisfactory completion of CHEM 101 and PHYS 101.

1.

B.





Describe the development of modern atomic theory. Derive the symbolic data. Calculate theatomic weight of an element using natural abundance data. Classify compounds as ionic ormolecular by referring to the chemical formula. Name chemical compounds given the correctchemical formula; derive correct chemical formulas from compound names.

A.

Solve problems that relate to the Bohr Theory of the atom. Be able to correctly predict theelectron configuration of atoms and ions and draw the corresponding orbital diagrams byreferring to the periodic table.

B.

Explain the concept of electro negativity and apply this principle to the determination of thepolarity of chemical bonds and molecules.

C.

Compare and contrast the differences between the solid, liquid and gaseous phases of matter.Identify the three types of intermolecular forces and, by inspection of chemical structures,predict which of these forces will be present in a particular molecule.

D.

Predict the relative sizes, ionization energies and electron affinities of atoms and ions based onthe position of the element on the periodic table.

E.

Solve complex problems using the principles of dimensional analysis. F.

Identify and apply the vocabulary and basic principles of mechanics. G.

Identify and use the techniques of measurement in mechanics. H.

Demonstrate the graphical techniques of analyzing experimental data. I.

2.

HOURS AND UNITS


C.


Lectures1.

Videos2.


Multimedia4.


D.



Weekly reading assignments of subject material in textbookA.

1.

E.




Weekly end-of-chapter homework assignmentsB.

Weekly written laboratory reportsC.

One research paper and oral presentation (per term) of a material science related topicD.

Periodic quizzesE.


Explanations of material science related processes, procedures, manufacturing techniques (eg“When would you choose to forge a metal component vs cast it.”)

A.

Designing graphical solutions (eg determining points, lines and planes in crystal latticestructures)

B.

Calculating values using formulae included in the text/lecture (eg “If a component fabricatedfrom a low carbon-nickel alloy is to be exposed to a tensile stress of 31 MPA at 649 deg C,calculate its rupture lifetime.”)

C.

Use of chart and diagrams to determine certain quantities (eg phase diagrams, isothermaltransformation diagrams, continuous cooling transformation diagrams, etc.)

D.

Within the crystal lattice, describe what is happening during plastic deformation.E.

Why is fine pearlite harder and stronger than coarse pearlite?F.

Use the graph given to determine the phases present (at 930 deg C) for a mixture of 55% Ti –45% Ni.

G.

Calculate the maximum allowable compressive stress for a 2014-T6 part that needs to last500,000 cycles and subjected to 380 MPa.

H.

2.


Book: William D. Callister (2018). Materials Science and Engineering: An Introduction (10th/e).Wiley.

1.

F.



Describe the atomic and microstructural characteristics which control the important properties ofengineering materials.

a.

Identify and apply techniques necessary to characterize crystallographic points, lines and planes.b.

Identify and describe imperfections in solids. c.

Describe the nature of atomic diffusion in solids. d.

Calculate stress and strain for circular and rectangular cross-sectional samples loaded intension.

e.

Create a stress/strain diagram based on analysis of a loaded sample or from a laboratory tensilef.

1.

A.

III.




test.

Calculate true stress and strain. g.

Distinguish between multiple hardness testing systems including Rockwell, Brinell, Knoop,Vickers, etc.

h.

Identify atomic dislocation movement mechanisms and the effects on material properties. i.

Identify methods of limiting dislocation movement in solids. j.

Create S-N diagrams for samples under cyclical loading. k.

Analyze and decipher phase diagrams for binary isomorphous and eutectic systems. l.

Identify microstructures of the iron-carbon system. m.

Predict the formation of microstructures in the iron-carbon system based on cooling rates. n.

Identify and describe thermal processing techniques for steel and aluminum alloys. o.

Describe the molecular structure of common ceramics. p.

Describe processing and fabrication techniques of ceramics. q.

Describe the molecular structure of common polymers. r.

Describe processing and fabrication techniques of polymers. s.

Describe the construction of common composites. t.

Compare the mechanical properties of common composites. u.

Describe the atomic factors that affect the electrical properties of solids. v.

Describe the mechanisms of semiconduction in solids. w.


REQUIRED OBJECTIVES:1. Measure material properties and/or evaluate processing treatments using standard materialstesting equipment and techniques.

2. Write laboratory reports that communicate the collection, analysis, and interpretation ofexperimental data according to professional engineering standards.

2.


Given the opportunity to observe material science related processes and techniques in anindustrial setting, students will be able to better describe these activites.

a.

Students will be able to identify and distinguish various material heat-treating methods, materialprocessing procedures and fabrication techniques.

b.

3.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION A.

IV.





Periodic quizzes2.

Exams requiring analysis of problems and selection of appropriate technique3.

Weekly laboratory reports4.



B.




ENGR - 130: Properties of MaterialsCourse Learning Outcomes


Measure material properties and/or evaluate processing treatments using standard materials testing equipmentand techniques.

1.

Explain the relationship between the internal structure of materials and their macroscopic properties. 2.

Explain methods (intentional or unintentional) of altering the structure of materials by mechanical, chemical, orthermal means in order to change material properties.

3.

Illustrate the various systems for classifying materials, and compare differences in properties among materialclasses that derive from differences in structure.

4.






ENGR 135—ENGINEERING MECHANICS - STATICS 3 UNITS

54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Prerequisite: Satisfactory completion of PHYS 101 and MATH 172.

Statics of particles and rigid bodies; vector notation; analytical solutions of two- and three-dimensionalstructures in equilibrium; centroids, center of gravity, moments of inertia, and friction. Field trips might berequired. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) (C-ID: ENGR 130)

I.


COURSE CONTENT

Required Content:

Vector OperationsA.

Concurrent two- and three-dimensional force systemsB.

Moments and couplesC.

Equivalent force systemsD.

Equilibrium of rigid bodies (two- and three-dimensional)E.

Center of mass; center of gravityF.

Centroids of areas and volumesG.

Distributed force systemsH.

TrussesI.

Frames and machinesJ.

Beams; shear and bending moment diagramsK.

Principles of frictionL.

Friction in machinesM.

Area and mass moments of inertiaN.

1.


CablesA.

Mohr’s circleB.

2.

A.

II.




Virtual workC.

Fluid staticsD.


Prerequisites

Satisfactory completion of PHYS 101 and MATH 172.

1.


Identify and apply the vocabulary and basic principles of mechanics. A.

Apply the several methods of problem-solving using analytical as well as synthetic techniques. B.

Analyze and solve integration problems by applying an appropriate technique. C.

Solve application problems from science, engineering, economics and/or probability (instructoroption).

D.

Model real-world situations with elementary or separable differential equations. E.

Integrate to determine areas and lengths of polar and parametric curves. F.

Use vectors to solve two and three dimensional static problems. G.

State the equilibrium conditions for a rigid body and apply them in solving statics problems forvarious systems of rigid bodies.

H.

2.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 0 0Discussion 0 0Activity 0 0

C.


Lectures1.





D.



1.

E.




Weekly reading assignments of subject material from the textbook.A.

Weekly problem-solving assigments from the textbook.B.


Homework assignments include end-of-chapter questions that require solving of complex,force/moment loading scenarios on rigid bodies, trusses, frames and machines.

A.

Example problems include (figures omitted):1.

An adjustable brace is used to bring a wall into plumb with a force-couple system. Replacewith an equivalent force-couple system at A knowing that R=21.2 lb and M=13.25 lb-ft.

a.

The rigid L-shaped member is supported by a ball-and-socket joint and three cables. Forthe loading shown, determine the tension in each cable and the reaction at the pointspecified.

b.

Determine the force in each truss member while being loaded as shown.c.

Determine the moments of inertia Ix and Iy of the composite area shown with respect tothe centroidal axes.

d.

Exam questions are similar in form to the given homework problemsB.

2.


Book: Beer, Ferdinand Pierre (2018). Vector Mechanics for Engineers: Statics (12th/e). McGraw-HillEducation.

1.

F.



Recite Newton’s laws of motion. a.

Calculate the resultant of 2 coplanar forces using the Parallelogram Law. b.

Calculate the resultant of multiple forces (vectors) in 2 or 3 dimensions. c.

Resolve forces into rectangular components (2D or 3D). d.

Identify the necessary and sufficient conditions for equilibrium. e.

Calculate unknown force vector quantities for particles in equilibrium. f.

Calculate unknown force or moment vector quantities for rigid bodies in equilibrium. g.

Create free-body diagrams to aid in solving 2 or 3 dimensional equilibrium problems. h.

Identify the manner in which structures respond to force systems. i.

Calculate forces applied to truss members. j.

1.

A.

III.




Calculate internal forces and moments in frames and machines. k.

Calculate the centroid of cross-sectional (composite) areas. l.

Calculate the center of gravity for composite area plates. m.

Calculate forces on submerged surfaces. n.

Create shear and moment diagrams for beams under load. o.

Analyze static and dynamic equilibrium problems including dry friction. p.



Periodic quizzes2.

Exams requiring analysis of problems and selection of appropriate technique3.

A.



B.

IV.




ENGR - 135: Engineering Mechanics - StaticsCourse Learning Outcomes


Determine the forces that act on rigid bodies including external forces, weight, normal, distributed loads, frictionand reactions at supports.

1.

Calculate internal forces in members and create shear and bending moment diagrams for beams. 2.

Perform vector analysis methods addressing forces acting on rigid bodies, trusses, frames, and machines. 3.






ENGR 141—INTRODUCTION TO CIRCUIT ANALYSIS (WITH LAB) 4 UNITS

54 Lecture Hours, 54 Lab Hours , 108 Outside-of-Class Hours = 216 Total StudentLearning Hours Prerequisite: Satisfactory completion of PHYS 103. Corequisite: Concurrent enrollment in MATH 193.

Direct-current and alternating-current circuit analysis; steady and transient phenomena in RLC circuits;circuit theorems; single-phase and polyphase alternating-current circuits; and laboratorydemonstrations/exercises emphasizing circuit construction, analysis, and instrumentation. Materials feerequired. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC)

I.


COURSE CONTENT

Required Content:

Basic conceptsA.

System of units1.

Basic quantities2.

Circuit elements3.

Resistive CircuitsB.

Ohm’s Law1.

Kirchoff’s Laws2.

Single loop and single node-pair circuits3.

Circuits with dependent sources4.

Nodal and Loop Analysis TechniquesC.

With/without dependent sources1.

Operational AmplifiersD.

Op-Amp models1.

1.

A.

II.




Op-Amp analysis techniques including ideal and real2.

Comparators3.

SuperpositionE.

Thevenin’s and Norton’s equivalent circuitsF.

Capacitance and InductanceG.

Fundamental properties and behavior1.

Using initial conditions with energy storage devices.2.

Series and parallel combinations of energy storage.3.

First- and Second- Order RL and RC CircuitsH.

Transient analysis1.

AC Steady-State AnalysisI.

Sinusoids and complex forcing functions1.

Phasors2.

Phasor relationships for circuit elements3.

Impedance4.

Phasor Diagrams5.

Analysis techniques using Kirchoff’s Laws, nodal and mesh analysis6.

Steady-State Power AnalysisJ.

Instantaneous power1.

Average power2.

Maximum average power transfer3.

RMS values4.

Power factor5.

Complex power6.

Polyphase CircuitsK.

Three-phase circuits1.

Required Lab Content: 2.




Test and Measurement equipment: Use of each item for specific purposesA.

Circuit construction techniques for laboratory use (“breadboarding”)B.

Component identification and labeling; nominal and measured values; limitations on voltage,current, power dissipation

C.

Verifying lecture concepts: KCL; KVL; Ohm’s Law; Voltage and Current Division; Powerdissipation; Series and Parallel Circuits; Equivalent circuits; Thevenin equivalent circuit; andSuperposition.

D.

Operational Amplifiers and the practical voltage and current limits on the output of these devices.E.

Step response of RL, RC, and RLC circuitsF.

Frequency response of RL, RC, and RLC circuits (including resonance)G.

Laboratory SafetyH.


Prerequisites

Satisfactory completion of PHYS 103.

1.

Co-requisites

Concurrent enrollment in MATH 193.

2.


Cite and identify the terms and concepts of capacitance, electric current, resistance, circuits,light, and electric fields.

A.

Demonstrate the proper use of laboratory instruments in making measurements in light andcircuits.

B.

Use graphing techniques, statistics, and computer modeling in the analysis of data to determinethe relationship between physical quantities.

C.

Find solutions to first-order differential equations using various methods appropriate to lowerdivision differential equations.

D.

Solve systems of differential equations by applying appropriate methods. E.

Approximate solutions of differential equations using various numerical methods. F.

Apply the concepts of Ohm's Law, Kirchhoff's Law,theory of light, electric fields, and circuits tosolve problems involving capacitance, electric current, resistance, circuits, light, and electricfields.

G.

3.

B.

HOURS AND UNITS

4 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 54 1.00

C.




Discussion 0 0Activity 0 0


Lectures1.



Laboratory lectures to describe procedures and explain objectives4.



D.



Weekly reading assignments of subject material in textbookA.

Weekly end-of-chapter homework assignmentsB.

Weekly written laboratory reportsC.

Prepare for periodic quizzesD.

1.


Homework assignments include end-of-chapter questions that require analysis of voltages,current and power consumption of various electrical circuits. Students are required to considerseveral analysis methods for a given problem and determine the most efficient manner forsolving.

A.

Example problems include (figures omitted):B.

Determine the voltage at point “0” in the network using either mesh or nodal analysis.1.

Calculate the power supplied by the dependent sources in the figure.2.

Determine the expression for the output voltage of the inverting summing circuit shown.3.

An amplifier has a gain of 15 and the input waveform is shown. Draw the output waveform.4.

Exam questions are similar in form to the given homework problems.C.

2.

E.


Book: Nilsson, James and Riedel, Susan (2018). Electric Circuits (11th/e). Pearson. 1.

Manual: Instructor provided lab manual. ENGR 141 Lab Manual. MJC Bookstore 2.

F.






Describe the vocabulary and concepts related to circuits, components and devices. a.

Construct circuit network diagrams. b.

use the principles of circuit analysis to solve for equivalent circuits flow. c.

Apply Thevenin and Norton theorems to develop equivalent circuits. d.

Apply the concept of linearity and the technique of superposition. e.

Analyze circuits containing operational amplifiers. f.

Evaluate the appropriate technique for solving problems in circuits. g.

Analyze the behavior of circuits containing inductors and capacitors. h.

Apply phasor analysis to AC circuits in sinusoidal stead-state. i.

Calculate power consumption for DC circuits and various power parameters (instantaneous,average, complex, etc) for AC circuits.

j.

1.


REQUIRED OBJECTIVES:1. Demonstrate the proper use of laboratory instruments in making measurements.

2. Use graphing techniques, statistics, and computer modeling in the analysis of data todetermine the relationship between physical quantities.

2.


Observe industrial applications of electrical systems and identify major components of suchsystems by attending required field trips.

a.

3.

A.

III.



Periodic quizzes2.

Midterm exams requiring analysis of problems and selection of appropriate technique3.

Weekly grading of laboratory reports4.

A.

SUMMATIVE EVALUATION B.

IV.




ENGR - 141: Introduction to Circuit Analysis (with Lab)Course Learning Outcomes


Analyze and solve problems with DC circuits including current, voltage, resistance, power, and/or energy. Thiswill include RL, RC, and RLC circuits.

1.

Analyze and solve problems with AC circuits using circuit principles and theories. 2.

Access and use the most basic functions of electrical test and measurement equipment including oscilloscopes,multimeters, function generators and power supplies in a collaborative lab setting.

3.





PHILO 107 OVERVIEW The following information will appear in the 2016 - 2017 catalog

PHILO 107—PHILOSOPHY OF SCIENCE 3 UNITS

54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Prerequisite: Satisfactory completion of ENGL 101.

Systematic study of the methods of scientific inquiry through the application of critical thinking throughphilosophical analysis of scientific methodology. Course will emphasize critical writing strategies andanalytic writing. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) GeneralEducation: (MJC-GE: D2 ) (CSU-GE: A3 ) (IGETC: 1B )

I.


COURSE CONTENT

Required Content:

Introduction

Contemporary philosophical perspectives on science1.

Preliminary taxonomy2.

Presuppositions of scientific investigation3.

Science and common sense4.

Specialized vocabulary5.

A.

Logic and application

Deduction1.

Induction2.

Contextual3.

Informal fallacies4.

B.

Scientific Methodology

Discovery or proof1.

Inductive generalization2.

Hypothetico-deductive3.

Contextual4.

C.

1.

A.

II.

Division: Business, Behavioral & Social Sciences 1 of 6 Printed on: 10/20/2020 12:50 PM

Meeting Date: 11/24/2015 PHILO 107EFFECTIVE: Summer 2016 (Expedited Request) Discipline(s)

ACTIVE COURSE Philosophy (M)

Philosophic analysis of Scientific Metholdolgy

The problem of induction1.

Science and truth2.

Realism versus idealism3.

Taxonomy revisited - science or sciences4.

D.

Science and pseudoscience

Historical overview of pseudosciences1.

Application of logic to distinguish2.

E.


Prerequisites

Satisfactory completion of ENGL 101.

1.


Demonstrate the ability to read and think critically. A.

Demonstrate the ability to evaluate and articulate the credibility of print and online sources. B.

Demonstrate the legitimate use of scholarly sources. C.

Write papers that demonstrate the use of expository and argumentative forms of writing, carefullycrafted and utilizing competent mastery of the written language. Writing will be a college levelwith a minimum of 6,000 words.

D.

2.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 0 0Discussion 0 0Activity 0

C.


Lecture1.

Instructor-led class and group discussion2.

Instructor-led in-class guided philosophical reflective inquiry on philosophical science issues and/orselections in assigned readings

3.

Instructor-mediated formal and informal debates on matters of science including scientific method andexplanations.

4.

D.




Instructor-led extensive sequential writing assignments emphasizing critical, evaluative support forvarious positions as part of the 6,000 word requirement.

5.

Instructor led peer workshops of written work6.



Minimum of 6,000 words written at the college level based on instruction and practice inphilosophical writing: argument analysis, paraphrasing, summarization, evaluation, andargument construction including counter arguments. Minimum of 6,000 words may include thefollowing:

A.

Essays and research papers1.

Regular (chapter, section, or topic) written summaries of reading materials2.

Argument analysis and evaluation of primary texts3.

Midterm and/or final philosophy paper with a thesis, argument, consideration ofcounterarguments and conclusion.

4.

Use Library and instructor-approved Web resources multiple (6-8) timesduring the semester toprepare topical essays and research papers

B.

Daily reading assignmentsC.

Study and prepare for exams several (3+) times during the semesterD.

1.


Typical reading assignment: Summarize, in one typed page, Imre Lakatos' argument in Scienceand Pseudo science. Be sure to state his thesis and list at least 15 independent reasonsprovided his Lakatos' thesis.

A.

Typical exam questions: Discuss the relative importance of observation and critical reasoning inthe articulation of a scientific theory.

B.

Typical exam question: What does Kuhn mean by a "paradigm shift"? How did theDarwinian model serve such a role in biology? Or did it...?

C.

Typical research paper assignment: What is the difference between a legitimate science andapseudoscience? Choosing one example of each, provide acompelling argument that one istruly science whereas the other is not, based on the core critical aspect of scientific logic.

D.

2.

E.


Book: Julian Baggini and Peter Fosl (2010). The Philosopher's Toolkit (2nd/e). Chichester, WestSussex, UK Wiley-Blackwell.

1.

Book: Richard DeWitt (2010). Worldviews: An Introduction to the History and Philosophy of Science(2nd/e). Chichester, West Sussex, UK Wiley-Blackwell.

2.

Book: Thomas S. Kuhn (1996). The Structure of Scientific Revolutions (3rd/e). Chicago, IL Universityof Chicago Press.

3.

F.




Book: David Hume (1751). Enquiry Concerning Human Understanding (2nd/e). multiple sources. 4.

Book: Ian Hacking (1983). Representing and intervening: introductory topics in the philosophy ofnatural science Cambridge University Press.

5.

Book: Alexander Bird (1998). Philosophy of Science McGill-Queen's University Press. 6.

Book: Geoffrey Gorham (2009). Philosophy of Science One World Publications. 7.

Book: Timothy McGrew (2009). Philosophy of Science: An Historical Anthology Wiley-Blackwell. 8.

Book: Martin Curd (2013). Philosophy of Science: The Central Issues (2nd/e). W.W. Norton. 9.



Describe, identify, and define terms and logical problems related to various sciences. a.

Summarize, explain, analyze, synthesize, and evaluate scientific arguments, not in the technicalsense, but in the philosophical sense of correct methodology and sound critical thinkingpractices.

b.

Discuss the logic of inquiry and proof within various sciences. c.

Differentiate science from pseudoscience in terms of inquiry and proof. d.

Critically analyze and evaluate various philosophical arguments pertaining to the nature ofscience and scientific methodology.

e.

Write at least 6,000 words in essays at a college level. f.

1.

A.

III.


Class Discussions - frequency and quality of participation in classroom discussions.1.

Quizzes - regular quizzes to evaluate comprehension of assigned readings.2.

Exams - one or more exams during the semester requiring presentation and development of keyconcepts along with critical arguments.

3.

Papers - As part of the 6,000 word college level writing minimum, regular papers explaining andcritiquing various theories of the nature of scientific inquiry.

4.

A.


Exams - Comprehensive final examination to develop the position of two or more philosophicaltheories on a selected topic, evaluating the argument of each and judging their relative strengths.

1.

Term Paper - As part of the 6,000 college level word minimum, write a research paper demonstratinga clear grasp of selected philosophical issues in science along with a well-reasoned critique of thestrengths and weaknesses of competing interpretations.

2.

B.

IV.




PHILO - 107: Philosophy of ScienceCourse Learning Outcomes


Analyze and clearly articulate the structure and meanings of various common types of argument in scientificdiscourse.

1.

Identify the differences in methodology between science and pseudoscience, including the fallacies of theorytesting displayed in the pseudosciences.

2.

Identify and compare scientific paradigms and the development of logical systems as used in the sciences. 3.






PHILO 115—RELIGION: PHILOSOPHICAL AND COMPARATIVE INQUIRY 3 UNITS

54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours

Introduction to the philosophical problems of religion and a comparative analysis of religious traditions andspiritual practices. Topics include the nature and existence of God, faith and reason, religious knowledge,language and experience in human life. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) (CC: HUMAN 4) General Education: (MJC-GE: C ) (CSU-GE: C2 ) (IGETC: 3B )

I.


COURSE CONTENT

Required Content:

Abrahamic (Jewish, Christian and/or Muslim) Concepts of GodA.

Eastern (Hindu, Buddhist, and/or Taoist) Concepts of God or Ultimate Reality or Ultimate SacredReality

B.

Arguments for and against Abrahamic conceptions of God C.

Arguments for and against Eastern conceptions of Ultimate Reality or Ultimate Sacred RealityD.

The Problem of Evil as applied to both eastern and western conceptions of God or UltimateSacred Reality

E.

Revelation of FaithF.

Evidentialism, Foundationalism, and Rational BeliefG.

Problems of Religious LanguageH.

The Problem of VerificationI.

The Conflicting Truth Claims of Different ReligionsJ.

Implications for immortality, the afterlife, the good life from Abrahamic perspectivesK.

Implications for Karma, Reincarnation, and the good life from Eastern perspectives.L.

Various world religious traditions and spiritual practicesM.

1.


Philosophical issues found in non-western indigenous religious traditions and practices andnotions of ultimate sacred reality such as animism

A.

Philosophical issues found in Mayan or Aztec conceptions of the sacred or religious traditionsB.

2.

A.

II.


Meeting Date: 09/12/2017 PHILO 115EFFECTIVE: Summer 2018 Discipline(s)


Philosophical issues found in Mayan or Aztec conceptions of the sacred or religious traditionsand practices

B.

HOURS AND UNITS


B.


Socratic questioning1.

Background lectures to improve accessibility of readings 2.

Lectures covering reading content and modeling of philosophical skills3.

Instructor-led class discussions of primary sources and students' responses therein 4.

Timely written feedback on student writing 5.

Focused group work with instructor oversight6.

Use of handouts or text-based visuals (mindmaps, argument maps) that model for students idealanalysis (or explication) of primary sources

7.


C.



Complete weekly reading assignmentsA.

Review class notes weeklyB.

Use web and library resources several times during the term to prepare written assignmentsC.

Study and prepare for exams several times during the termD.

1.


Explain the difference between an ontological and a cosmological argument for the existence ofGod. Why is neither a satisfactory argument?

A.

According to Ayer, why are statements about God literally meaningless?B.

Paper assignment: It is clear that Kierkegaard, Marx and James, each in his own way, isreacting strongly to Hegel. In a paper of 5-7 pages, show how each philosopher's argumentsstand as a refutation of Hegel and how they differ from each other in terms of belief, practice,knowledge, and truth.

C.

2.

D.





Book: Stevern M. Cahn, editor (2004). Ten Essential Texts in the Philosophy of religion: Classicsand Contemporary Issues (1st /e). Oxford, U.K. Oxford University Press.

1.

Book: Andrew Eshleman (editor) (2008). Readings in the Philosophy of Religion: East Meets West(1st/e). New York, NY Wiley-Blackwell.

2.

E.



Identify, distinguish, define, and categorize common terms, questions, and concepts used inwestern and non-western religious traditions, and in the academic study of religion.

a.

Identify key premises, conclusions, argument types, and philosophical strategies found inprimary sources from both western and at least one non-western tradition.

b.

Explicate and evaluate arguments found in primary sources from both western and at least onenon-western tradition.

c.

Criticize, appraise and evaluate various religious traditions in terms of their internal unity andcoherence as well as their correspondence to various other traditions.

d.

Identify and construct counter-arguments to a given explicit or implicit argument found in primarysources from both western and at least one non-western tradition.

e.

Distinguish and understand the difference between philosophy of religion, religious philosophy,and religious studies.

f.

Explain and assess an account of philosophical changes or development over time of religiousbeliefs or practices within at least one western and one non-western tradition.

g.

Explain, and argue for, the future economic, social and political implications of, a current issue inreligion and society.

h.

Cultivate an increased comfort with ambiguity and an enjoyment of difficult questions with noeasy answer.

i.

1.

A.

III.


Quizzes1.

Exams2.

Papers3.

Student surveys4.

A.


Final exam1.

B.

IV.




Final paper2.




PHILO - 115: Religion: Philosophical and Comparative InquiryCourse Learning Outcomes


Reproduce and assess one or more opposing classical arguments from primary sources regarding the existenceof God, Brahman, Emptiness or notions of the sacred, or ultimate reality or the nature of religious language andbelief or the nature of religious experience.

1.

Explain, contrast, and assess the implicit philosophical commitments that undergird different historical,contemporary, and future conceptions of the study of religion as a discipline.

2.






PHILO 121—HISTORY OF PHILOSOPHY: MODERN 3 UNITS


Western ideas and philosophy from the 16th through 18th centuries with an emphasis on knowledge andreality in philosophical thought from Descartes to Kant as well as the rise of modern science. Field tripsare not required. (A-F or P/NP) Transfer: (CSU, UC) (C-ID: PHIL 140) General Education: (MJC-GE: C) (CSU-GE: C2 ) (IGETC: 3B )

I.


COURSE CONTENT

Required Content:

Rise of Science from the 16th to 18th centuriesA.

16th through 18th century philosophy with emphasis on epistemological and/or metaphysicaldevelopments using primary texts in the course

B.

Rationalist thought1.

Descartesa.

Leibnizb.

Spinozac.

Empiricist thought2.

Lockea.

Berkeleyb.

Humec.

Kant3.

1.

A.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00

B.

II.




Lab 0 0Discussion 0 0Activity 0


Lecture1.

Discussion2.

Socratic questioning3.

Assigned group work4.

Hybrid Education - either the lectures or the discussions could be face to face as students wouldmeet with the instructor during the semester. when face to face, lecture and discussions areappropriate, as they are also with distance learning .

5.

Telecourse Education - videos with student guides and textbooks For this distance-educationmodality, effective instructor-student contact will be established and/or maintaned as follows:orientation meetings periodic meetings during the semester email

6.

C.



Complete weekly reading assignmentsA.

Review class notes weekly B.

Use web and library resources several times during the term to prepare written assignmentsC.

Study and prepare for exams several times during the termD.

1.


Exam questions: A.

How does Descartes show that he cannot doubt the "I think" as a starting point forphilosophy? Explain why you are in agreement or not.

1.

How does Spinoza show that God's free actions are of necessity? Explain how this differsfrom your ordinary view of freedom, and explain why Spinoza might be right.

2.

Paper topics: Descartes and HumeB.

One sunny Sunday, in the middle of the summer, Rene´ Descartes meets David Hume in thepark across the street from a large cathedral. Suddenly, the church bells ring and hundredsof people enter the church. Hume pokes Descartes in the ribs and makes a joke about theintelligence of the people going to church. Descartes is slightly offended by Hume’s commentand begins to explain to Hume why it is necessary for not only those parishioners but forHume himself to attend services and give thanks and glory to God. Hume busts up laughingand glibly tells Descartes that he, too, might be an idiot.

1.

The two of them calm down and agree to discuss the issue of God and causality in moredetail with each presenting his own version and then raising objections to the other’s.

2.

2.

D.




Your assignment is to write that conversation.3.

Have fun, but be comprehensive. Be sure not only to state arguments, positions, and reasonsfor those positions, but also to give examples that illustrate those arguments and positions.

4.


Book: Stevern M. Cahn, editor (2012). Classics of Western Philosophy (8th /e). Hackett PublishingCo..

1.

E.



Describe, distinguish, demonstrate, analyze, explain, and evaluate the historical development ofspecific philosophical issues in the 16th to 18th centuries; e.g., perception, philosophic method,science and scientific method, mind/body, existence of God, realism/idealism.

a.

Explain and assess the change in specific philosophic issues in the 16th to 18th centuries. b.

Demonstrate mastery of critical philosophical skills to present accurately and to interpret thepositions of 16th to 18th century philosophers, based on readings of their primary texts.

c.

Critically analyze and evaluate arguments, assumptions, principles, and methods of 16ththrough 18th century philosophers.

d.

1.

A.

III.


quizzes1.

exams2.

papers3.

A.


quizzes1.

exams2.

papers3.

B.

IV.




PHILO - 121: History of Philosophy: ModernCourse Learning Outcomes


Describe concepts and methods used in 16th to 18th century philosophy. 1.

Restate and critically analyze the general arguments of selected 16th through 18th century philosophers. 2.

Identify argument structures, strategies, and use of philosophical concepts in selected canonical primary textsfrom 16th to 18th century philosophers.

3.





SOCSC 154 OVERVIEW The following information will appear in the 2017 - 2018 catalog

SOCSC 154—MOVIES WITH A MESSAGE 3 UNITS


Social Science 154 Movies With A Message is a three (3) unit thematic film course aimed at using themedium of film to broaden the awareness of current societal and global issues, focusing on different topicssemester to semester. Selected sequences of feature films, documentaries, unusual foreign and domesticreleases will explore how film makers depict aspects of history, culture, religion, race, gender, class,ideology and other issues in a global perspective. Course will cover related elements of film style andtheory, such as the relationship of subject to style, form and function. Modern variations on film media(animation, Youtube, reality TV and device media) will be investigated with an eye on 21st centuryculture. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) GeneralEducation: (MJC-GE: C ) (CSU-GE: C1 )

I.


COURSE CONTENT

Required Content:

Universal Elements of FilmA.

Nature of the film medium1.

Basic vocabulary of film2.

Film genres, the concept of invention and audience response3.

Visual language of cinematography4.

Story and the concept of film authorship5.

Theme vs. plot6.

Characterization7.

Point of view: individual and societal8.

Spoken language and dialogue9.

Setting: time and place10.

Sound and music11.

Editing: classical, formalist, realist, experimental12.

Particular Elements of Film: Cultural Context and the Artistic ProductB.

1.

A.

II.


Meeting Date: 10/11/2016 SOCSC 154EFFECTIVE: Summer 2017 Discipline(s)ACTIVE COURSE Psychology (M)

Social science (M) Sociology (M)

Humanities (M) Philosophy (M) Political science (M)

Economics (M) Geography (M) History (M)

Administration of justice (NM) Anthropology (M)

Historical and political developments1.

Religious and social determinants2.

Folklore, traditional arts and other cultural precedents3.

Class considerations4.

Role of artists in society5.

National cinema and globalization6.

Ideology and ExpressionC.

The left-center-right model1.

Directorial styles, directorial freedom2.

Propaganda and the idea of truth3.

Political constraints and the use of metaphor4.

Overt vs. covert ideology in film5.

Satire, humor and the sacred6.

The audience: film as educator7.

Film as agent of social change8.

HOURS AND UNITS


B.


Film screenings1.

Lectures2.

Instructor led analysis of films3.

Directed class discussions evaluating assigned readings and relating the reading to the associatedfilm

4.


C.



1.

D.







Required attendance at weekly film screenings and accompanying lecture (15 per semester)A.

Required participation in weekly post-film discussionsB.

Weekly readings from texts or handouts to provide context for films screenedC.

Ten critical thinking/film response papers per semester, covering five genre of filmD.

One midterm movie critiqueE.

One final Course Learning Objective projectF.


WEEKLY FILM RESPONSES (10 required)A.

ABSTRACT OR THESIS SUMMARY - Offer a distilled version of what was observed, heard,read, etc., and what appeared to be the point / genre.

1.

PRESENTATION MEDIA – This area is an objective assessment of the methods by whichinformation was brought forward. This area includes such information as: verbal delivery,musical score or sound effects,

2.

CONTENT – This area allows the participant to highlight specific items of content. Ofsignificant importance in this area are both the INCLUSIONS and the EXCLUSIONS of thepresentation. Describe in detail at least three main scenes.

3.

BIAS – The field of bias or political agenda can be overt or covert, conscious or unconscious. Was the film biased (slanted) in any particular way? How so (race, gender, politics, class,religion), and what clues did you see?

4.

EFFECTIVENESS – This is the subjective portion of the review process. In other words:How do you feel about the movie/book/lecture, and why do you feel that way?

5.

HISTORICAL CONTEXT AND FACTUAL BACKGROUND – A two part statement --#1,Historical context: what about America made this movie popular when it was made? And, #2,factual background, concerns facts behind the actual event(s) that the presentationdescribed. To what degree is the film historical? Cite a source you used to verify thehistorical aspect of the film.

6.

MIDTERM FOR SOCIAL SCIENCES 154B.

Be A Social Sciences Movie Critic1.

Over the course of the past couple of weeks we have watched several films. Use theexperience and skill gleaned from that in completing the review of The Negro Soldier - oneof the films analyzed in chapter 8 of your text: Screening America. After re-viewing thefilms, write a social sciences movie review essay. The movie review essay is limited to 2pages of 12 point font single OR double spaced. Your review should include but is notlimited to the following:

a.

offer a brief (VERY BRIEF) synopsis i.

a description of how the characters are portrayed and their significance to the filmii.

What groups or attitudes are represented by the various characters? iii.

2.







http://www.youtube.com/watch?v=XRUeOObzY4o

describe the central themes / messages the film is trying to conveyiv.

What questions (social, political, historical, economic etc.) does this film raise?v.

Were there any stereotypes in the movie? vi.

How is this film linked to the course? vii.

Your overall general impression of the film.viii.


Book: Heather Addison and Charles Berg (2009). Annual Editions: Film 08/09 (2nd/e). McGraw Hill. 1.

Book: Lorence, James J. (2016). Screening America (1st/e). New York, New York Pearson. 2.

E.



Locate a film's "message" along a spectrum of subjectivity vs. objectivity and identify theelements that place it there. Evaluate whether the quality of subjectivity is more or less valid in aparticular film, for example, in a case where first person testimonial provides value that could notbe achieved by fiction.

a.

Correctly use the standard terminology of basic film elements (setting, theme, plot, point-of-view,characterization, visual imagery, directorial style, etcetera) to describe films that are included inthe course syllabus.

b.

Identify the meanings of terms used in the analysis of films and accurately apply them in theirdiscussion, both oral and written, of films viewed. Identify and articulate a film's theme and central concern within the context of its creation (i.e.country of origin, historical period and special conditions under which it was made).

c.

Recall and review the factual information presented by the film, as well as in readings andlectures provided as background for understanding of the film.

d.

Evaluate the information presented by the film in terms of its completeness and reliability in lightof other research sources on the same subject.

e.

Analyze the film's point-of-view as expressed by script, direction, casting, camera angles,lighting, editing, sound, music and/or acting.

f.

Examine and question the social, political, ethical and other issues raised by a movie in thecontext in which the story is filmed.

g.

Appraise the impact and effectiveness of a film in relation to its intention, audience and momentof its release (or re-release).

h.

Evaluate the artistic effects of cinematic composition in a film, particularly with regards to theartistic traditions of the film maker's culture of origin (for example, any similarities betweencinematic composition and traditional paintings in Chinese cinema.

i.

Evaluate the effects of setting, film editing and the use of sound in a given film or series of filmsto establish or reflect national or ideological identity.

j.

Critically evaluate a film's depiction of historically-based events, places and peoples and identifyany assumptions or biases that may be present in that depiction.

k.

1.

A.

III.







Write an essay describing a given film's social and aesthetic value within its socio politicalcontext and its contribution to the subject depicted.

l.


Post-screening discussions, including instructor-directed questions, to assess depth, quality andclarity of student understanding of films screened.

1.

Written response papers2.

A.


Completion of a final research paper that demonstrates knowledge of the terms used in filmappreciation, independent research, and critical thinking in an independently chosen subject relatedto the course topic.

1.

Completion of a film journal whose purpose is to discuss the issues raised by the films viewed, theirrelevance to society and the viewer, and to chart the student's reflections and changes in thinking,attitudes and values on the selected topic over the course of the semester.

2.

Individual and group projects relating to the researching, evaluation, cataloging and presentation ofthematic filmographies.

3.

B.

IV.







SOCSC - 154: Movies With a MessageCourse Learning Outcomes


Demonstrate factual knowledge of key political, economic, social and cultural events and issues in film. 1.

Apply critical thinking (including causal analysis and skeptical inquiry) to historical concepts and developments infilm.

2.

Evaluate, analyze and interpret primary and secondary historical sources and make historical arguments basedon these sources about Movies With a Message.

3.







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