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Showing Results for Area C, Outcome #1
|Course Number||Learning Outcomes||Rating|
|ANAT 14||1. Understand and apply the scientific method to anatomy and physiology based experiments. This includes|
conducting experiments, analyzing data, and drawing conclusions from these data.
3. Define the major terms used to describe the levels of organization of life (atoms, molecules, organelles,
cells, tissues, organs, organ systems, and organism).
4. Compare and contrast the structure and function of major organic molecules (nucleic acids, proteins,
5. Name the major cell organelles and describe their basic functions.
6. Identify specific cell types and their unique sub-cellular components.
7. Explain the concept of homeostasis and why the inability to maintain homeostasis leads to disorders.
8. Apply physiological feedback systems to the maintenance of homeostasis.
9. List and locate the principal body cavities and their major organs.
|ANAT 25||A. Describe verbally or in writing the:|
1. subcellular components of the eucaryotic cell; their locations, ultrastructure,
functions, and interrelationships.
B. Sequentially analyze selected body functions or dysfunctions in terms ofthe:
1. specific system or systems involved.
2. specific system component or components involved.
3. specific tissues, cells, and subcellular structures involved.
c. Accurately and precisely identify in the laboratory the:
1. specific types ofhuman cells and their subcellular components in microscopic
preparations and micrographs.
|ANTH 1||A. Define the scope, focus, objectives and subdisciplines of biological anthropology.|
B. Distinguish between evolution and evolutionary theories and describe the historical development of modem evolutionary theory and how it is used to explain evolution.
C. Explain the mechanisms of biochemical genetics, including the structures and
functions ofDNA, RNAs, and ribosomes; and solve simple problems in DNA coding
for protein synthesis.
D. Describe the processes of mitosis and meiosis; relate meiosis to biochemical genetics, Mendelian genetics, population genetics, and evolution.
E. Explain the mechanisms of Mendelian genetics; solve simple problems involving the inheritance of dominant and recessive alleles, co-dominant alleles, and sex-linked genes; and analyze simple human pedigrees.
F. Explain the mechanisms of population genetics; solve simple problems in population genetics using the Hardy-Weinberg formula; and critically evaluate the results.
G. Describe the synthesis of genetics and evolutionary theory; compare and contrast gradualism and punctuated equilibrium and discuss their possible applications to human evolution.
H. Discuss current anthropological techniques in the study of human variability and
current interpretations of common variations; discuss and critically analyze the
biological and environmental factors involved in human adaptations; describe specific human adaptations to factors such as altitude, temperature, UV radiation exposure, etc.; and discuss the anthropological classifications of modem humans and their problems.
I. Describe the elementary principles of biological taxonomy, including cladistics, and demonstrate a working knowledge of the classification of the vertebrates in general and the primates in specific.
J. Describe the geographic distributions and habitats of the living non-human primates; compare and contrast the morphological and cytogenetic characteristics of the living non-human primates and apply comparative biology to distinguish between prosimians, New World monkeys, Old World monkeys, and apes; and correlate nonhuman primate biological characteristics with habitat, diet, locomotion, and behavior.
K. Describe the general patterns of primate social behavior, using specific field studies; and apply the general patterns to the analysis of real or fictitious examples.
L. Demonstrate a working knowledge of plate tectonics and continental drift;
stratigraphy; relative and chronometric dating techniques; and geological time.
M. Discuss the major evolutionary trends of the primates and the evidence for them.
N. Describe and explain the fossil evidence for non-hominid primate (prosimian,
monkey, ape) evolution.
O. Describe and discuss the morphology, dating, geographic location, classification,
ecology, and associated archeology of the fossil evidence for hominid evolution.
P. Compare and contrast the prevailing hypotheses of hominid origins and the proposed phylogenetic relationships of the currently known hominid fossils.
|ASTR 1||A. Describe the universe and its major components: large-scale structure, galaxies, stars, and planets.|
H. Describe the development and features of our solar system.
J. Explain areas of research in astronomy and astrophysics, and identify major phenomena that remain unsatisfactorily resolved.
|ASTR 4||B. Describe possible sites of life within the Solar System beyond Earth.|
F. Describe the major components of microbial cells & their functions.
I. Explain the role of the Sun to the evolution of life in the solar system.
K. Describe methods to detect extrasolar planets.
|ASTR 14||B. Describe current issues in astronomy and the roles of various space agencies, astronomical organizations, astronomy publications, observatories, or planetaria in them.|
E. Discuss from a historical perspective the use of evidence, reasoning, argument, and discovery to uncover the physical properties about the universe we live in.
G. Discuss the current ideas concerning the origin, evolution, and eventual possible fate of the earth, solar system, stars, galaxies, the universe, and biological life, including the possibility of the existence of and contact with other life forms.
|ASTR 16||C. Describe the appearance and motion of the sun, moon, and planets from the heliocentric and geocentric viewpoints.||Perfectly aligned|
|ASTR 17||A. Discuss the history and methods of observing planets.|
B. Explain the roles of stars in producing the chemical constituents of planets.
D. Describe the major particles and forces that control planetary evolution and structure.
J. Discuss modern planetary astronomy research techniques.
|ASTR 18||A. Describe the major particles and forces that control stellar structure.|
B. Discuss the history and methods of observing stars.
E. Explain the roles of stars in producing the chemical composition of the universe.
F. Discuss modern stellar astronomy research techniques.
|ASTR 19||A. Describe the universe and the major components of its large-scale structure.|
C. Discuss the history of cosmology from the ancient to modern world.
B. Demonstrate the ability to use scientific method to design experiments and interpret data in quantitative and graphical formats.
C. Evaluate the validity of scientific information in the media.
E. Separate facts from hypotheses and theories.
|BIO 11||A. Demonstrate the use of the scientific method in various problem solving situations, including|
laboratory experiments, field observations, group experiments.
B. Utilize various pieces of laboratory apparatus and field tools such as, maps, charts, taxonomic keys,
C. Report observations and experiments using standards prescribed by American Institute of Biological
D. Read, understand and critique popular and current articles on biological topics.
|BIO 15||A. Compare and contrast the major theories about the biological origins and|
emergence of HIV.
B. Compare the major routes of HIV transmission and analyze risk behaviors and
facilitating factors for transmission
C. Comprehend basic epidemiologic concepts and terminology that relate to
disease transmission such as exposure, infection and disease, incidence and
prevalence. Compare and contrast patterns of HIV transmission between
differing geographic regions
D. Evaluate the basic structure of DNA, RNA and proteins and comprehend the
mechanisms involving the processes of transcription, reverse transcription and
E. Describe the general structure and makeup of viruses and retroviruses and
relate this to the replication and mutation of HIV within host cells
F. Compare and contrast the antibody and cell-mediated components of the
human immune system and relate their significance to HIV/ AIDS infection,
pathogenesis and disease progression
G. Demonstrate a basic comprehension of HIV testing methods by means of
problem solving, be able to interpret positive/negative HIV antibody and viral load
H. Examine the natural history of HIV infection and disease progression and
relate to data from specific cohort studies such as multicenter cohort studies,
long-term survivors, high risk exposed but uninfected individuals
I. Establish a working knowledge of the clinical manifestations of early HIV
infection (acute retroviral syndrome) and advanced AIDS including HIV wasting
syndrome, AIDS dementia, opportunistic infections and cancers
J. Compare and contrast the efficacy of different prevention strategies to modify
risk behaviors and reduce HIV transmission
K. Evaluate current and developing treatment regimens for HIV/AIDS within the
context of clinical trials
L. Evaluate current vaccine strategies and limitations within the context of clinical
|BIO 20||A. Define several key terms used in the field of ecology, such as niche, habitat, population, community and ecosystem.|
B. Describe the flow of energy through ecosystems.
C. Describe the dynamics of biogeochemical cycles.
D. Identify the ecological principles operating in specific ecosystems, especially marine and terrestrial ecosystems.
E. Describe the problems of proper wildlife management.
F. Analyze a specific ecosystem and discuss the principles relevant to the area chosen.
G. Describe the major characteristics of the ecosystems of the San Francisco Bay Area.
H. Demonstrate in writing an understanding of the concept of biodiversity.
|BIO 30||A. Analyze the interrelationship of the biosphere, geosphere, and sociosphere to major environmental problems affecting humans and animals.|
B. Outline the major components of the geophysical environment, the hydrosphere, and the atmosphere and demonstrate their effects on humans.
C. Evaluate the major types of environmental pollutants, such as solid wastes, water pollution, air pollutants, sound and noise, radiation, pesticides, and food contaminants.
D. Recognize sources of the above pollutants.
E. Identify and describe major health hazards of each of the pollutants mentioned above.
F. Analyze a specific environmental problem that affects humans, give statistical evidence for its importance, and offer practical solutions.
G. Write an environmental impact report for a project of the student's choosing.
|BIO 31||A. Explain the interdisciplinary nature of environmental science.|
B. Identify major environmental and natural resource issues in the context of human welfare.
C. Describe the scientific evidence underlying environmental and resource problems and
relate them to their political, social, and historical context.
D. Critically evaluate solutions to selected environmental problems as proposed by
individual disciplines and interdisciplinary research teams such as the Intergovernmental Panel on Climate Change.
G. Analyze and discuss current events of environmental significance.
H. Acquire, analyze and evaluate information pertaining to environmental issues from popular, technical, academic and scientific sources.
2. Compare and contrast the physical and structural differences between
terrestrial and aquatic ecosystems.
6. Construct a table showing the evolutionary relationship of the animal
9. Explain the physical factors and biological factors that define the upper
and lower limits of the intertidal zone.
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City College of San Francisco
11. Define the term "symbiosis" and list examples of mutualism,
commensalism and parasitism in the aquatic environment.
15. Summarize the general patterns of distribution of fish in the marine
|BIO 40||A. Explain major ecological concepts underlying the formation of the major natural regions of California.|
B. Interpret ecological models using the basic concepts of ecology and the laws of
C. Explain the major geological forces responsible for the formation of the major natural regions of California.
D. Evaluate the effects of the rock cycle and plate tectonics on ecological systems
E. Interpret plant and animal anatomy, physiology and life histories in terms of their
adaptive value to local environmental conditions.
F. Compare and contrast the major natural regions of California in terms of their geology and biology.
G. Use dichotomous taxonomic keys to identify plants and animals.
H. Describe plant-animal interactions for each of California's major natural regions.
I. Diagram interactions between biotic and abiotic factors within the major natural regions of California.
J. Assess human impact on each of California's major natural regions and the resulting
specific environmental problems.
K. Propose specific strategies to counter negative human impact in the major natural
regions of California.
L. Analyze and discuss current events of environmental significance.
M.Acquire and analyze published technical information pertaining to Californian natural
|BIO 100B||A. Construct the framework of biology using evolution as a unifying concept.|
B. Synthesize evidence supporting evolution as the mechanism for the diversity of life and distinguish diverse forms of life.
C. Compare and contrast form and function for the major plant phyla and correlate this to the evolution and use of land plants.
D. Evaluate the interactions between organisms and their environment through ecological principles.
E. Assemble observations to generate hypotheses, design and develop experiments, analyze and evaluate data, recommend new questions and support or refute other studies.
|BOT 10||A. review the major characteristics of plants, explain the basic principles of plant|
taxonomy, and discuss the importance of plants for human existence and in the
B. describe the structure and function of the plant cell and its major components,
the major differences between plant and animal cells, and major differences
between eukaryotic and prokaryotic cells.
C. describe the process and significance of MITOTIC cell division with emphasis
placed upon the effects on the genetic material (DNA).
D. describe the process and significance of MEIOTIC cell division with emphasis
placed upon the effects on the genetic material (DNA).
E. demonstrate'a knowledge of classical genetics and an ability to successfully
resolve genetic problems.
F. distinguish between asexual and sexual reproduction and the consequences of
each, and explain the types of sexual life histories and occurrence of each.
G. discuss the relationships between form and function in plants, describe the
major problems for plants in the terrestrial environment, and describe and
explain the adaptations that have evolved in plants to overcome these
H. describe the Divisions of Plantae and to restate which groups of plants have
evolved the adaptations described in "Gil above.
I. recognize the morphological features of vascular plants that characterize root,
stem, and leaf, and then correlate these with recognition and analysis of the
internal anatomy of each.
J. discuss the adaptive significance of vasculature, heterospory, ovules/seeds,
pollen, and the flower and fruit.
K. discuss the process of growth in plants, and clearly distinguish between
anatomy and functions of primary growth and secondary growth.
L. explain the physiological functions of plants including photosynthesis, cellular
respiration, transport, and hormonal control.
M. describe the characteristics of the major groups of the Protista and Fungi, and
explain their function in the environment.
|BTEC 115||C. Apply the principles of proper documentation handing in experiment data collection and record keeping.|
D. Apply critical thinking in data analysis including statistical and graphical analysis and in interpretation of the experimental results.
E. Employ proper methods of laboratory report development and presentation including use of computer for data analysis and report generation.
J. Assess the ethical aspects of recombinant DNA science and the regulatory controls involved.
|BTEC 120||A. Define and correctly use the basic terminology of molecular and cell biology.|
E. Apply critical thinking in data analysis including statistical and graphical analysis, and in the interpretation of the experimental results.
F. Employ methods of laboratory report writing and presentation, including the use of computer for data analysis and report generation that meet industrial and scientific standards.
H. Assess and discuss the value and consequence of the application of the techniques of molecular and cell biology on the fields of medical, pharmaceutical, agricultural, and environmental science.
I. Assess the importance of safety practices and the regulatory controls involved in the laboratory and industrial applications of cell and molecular biology techniques.
|CHEM 32||The student will demonstrate knowledge of chemical nomenclature and structure sufficient to locate and interpret information on the physical and chemical properties (including physiological effects) of biologically relevant chemicals in standard reference sources.|
The student will demonstrate critical thinking skills through the solution of problems requiring synthesis of multiple concepts, including problems requiring written explanations.
|CHEM 40||Upon completion of this course a student will be able to describe, analyze and interpret selected chemical and physical laws and theories including atomic theory, chemical bonding, matter/energy relationships, solution chemistry, gas laws, kinetic theory, and the periodic law.||Perfectly aligned|
|CHEM 101A||Upon completion of this course a student will be able to:|
A. Predict and write balanced net ionic equations for acid-base and precipitation reactions.
B. Analyze and solve stoichiometry problems including limiting, elemental analyses, and material balances in aqueous solution.
C. Solve classical gas law problems and interpret the behavior of gases using kinetic theory, and predict circumstances under which non-ideal behavior becomes important.
D. Derive energies and enthalpies of physical and chemical processes from calorimetric data, and solve problems involving enthalpies of formation and Hess’ law.
E. Derive and use classical and modern relationships for electromagnetic radiation.
F. Interpret electron density and probability plots for hydrogen-like orbitals, interpret atomic emission spectra to atomic energy levels, apply quantum theory to polyelectronic atoms, and relate electron configurations to atomic properties.
G. Predict, for given molecules or polyatomic ions:
a. Orbital hybridization and orbital geometry
b. Molecular geometry
c. Types and numbers of covalent bonds in molecules
d. Bond length, bond angles, and bond energies
e. Polarity, resonance, and formal charges
H. Use molecular orbital energy diagrams for diatomic molecules to determine bond order and magnetic properties of a molecule.
I. Solve initial-value equilibrium problems including weak acid dissociation, interpret equilibrium constants, and use le Chatelier’s principle to predict the effect of a disturbance on an equilibrium system.
J. Correlate physical properties of solid substances with interparticle attractions.
K. Construct and interpret a Born-Haber cycle.
L. Describe and use laboratory techniques, including proper recording of laboratory data, the proper use of weighing balances, spectrophotometers, and other equipment, the proper disposal of waste, and safety procedures and precautions.
|CHEM 103A||Upon completion of this course a student will be able to communicate their mastery of key principles in areas such as stoichiometry, thermochemistry, quantum theory, and the properties solids.||Somewhat aligned|
|CHEM 110||A. understand basic chemical concepts and how they apply to everyday experiences.|
B. Be proficient in science literacy, thereby improving the student’s understanding of science and technology and allowing a better comprehension of questions that arise in modern society.
C. Appreciate chemistry as an experimental science via an introduction of the scientific method from both a historical perspective and a current dynamic vision.
|ENRG 3||A. Describe the scope and options for alternative energy technologies.|
B. Be familiar with the economic, societal, and environmental implications of various energy sources, including non-renewable and renewable.
C. Evaluate various energy resources, including their energy value and environmental impact.
F. Apply the scientific method in experimentally verifying that the data acquired through
presentations of alternative energy technologies is consistent with that which is predicted by theory.
|GEN 10||Explain the basic principles of genetics and evolution.|
2) Outline the various investigative techniques used in the study of genetics.
3) Demonstrate the importance of genetics and evolution to biology, agriculture, animal husbandry, and
4) Explain the scientific method and discuss how this technique is used to examine observations in genetics.
5) Describe the structure of DNA and RNA and explain how structure is related to function.
6) Compare and contrast differing theories of evolution.
7) Describe how variation is related to chromosomal behavior.
8) Outline the areas of research in genetics.
|GEN 15||A. Demonstrate a basic understanding of both the principles of Mendelian|
inheritance and molecular genetics covering both eukaryotic and
B. Apply the basic concepts of genetics to human inheritance.
C. Explain the importance of genetics to the understanding of human biology,
medicine, and public health.
D. Outline a variety of health and birth defects related to abnormal
E. Discuss the inheritance in families and family trees.
F. Explain the role of human genetics in the appearance of abnormal
G. Explain the mechanisms which lead to mutations and explain how
mutations cause disruption of normal inheritance.
H. Discuss the future of human genetics and explain how advances in genetic
engineering may improve the genetics of the human species.
I. Compare and contrast the benefits and risks of genetic engineering.
|GEOG 1||Describe and explain the changes in Earth-Sun relations associated with the annual change of seasons.|
Describe and explain the heating processes of the atmosphere, and the causes and significance of land-water temperature contrasts.
Examine and explain the concept of relative humidity, and the relationships between relative humidity and adiabatic processes in the atmosphere.
Explain the topographic features and tectonic activity associated with the three major kinds of plate boundaries, and how mantle plumes and terranes are incorporated into the model of plate tectonics.
Identify and explain the major kinds of faults and the most common landforms associated with faulting.
Describe and explain the major processes of mechanical and chemical weathering.
Identify and describe the main categories of mass wasting and the landforms typically produced by these processes.
Describe and explain landforms associated with karst topography and hydrothermal processes.
Explain the various processes of glacial erosion, transportation, deposition and glaciofluvial action, and the typical landforms associated with mountain and continental glaciation.
|GEOG 49||Describe the national park and monument concept.|
Explain the reasons for the establishment and expansion of national parks and monuments.
Understand and appreciate the wonders of nature that entranced and inspired the early conservationists and eventually produce the national park movement.
|GEOL 10||Diagram and explain features and processes associated with each type of plate boundary.|
Identify, classify, and interpret the formation history of common rock-forming minerals, and igneous, sedimentary, and metamorphic rocks.
Experience and be able to demonstrate the magnitude of geologic time.
Evaluate and interpret the model of Plate Tectonics based on global geologic phenomena and features.
|GEOL 11||Analyze and evaluate the theories for Earth's origin.|
Analyze and evaluate the model of Plate Tectonics.
|GEOL 18||Diagram and explain the structure of the Earth's interior and demonstrate how it affects Earth's surface and Plate Tectonics.|
Compare and contrast various important geologic hazards at work in California — cause and effects (including volcanoes, earthquakes, floods, and landslides).
Compare and contrast the geologic provinces and processes in California, including volcanoes, earthquakes, terrane accretion, mountain building, glaciation, coastal processes, mineral occurrences.
|GEOL 20A||Identify, describe, and interpret the major rock types and geologic structures exposed in the Mono Basin and its surroundings.||Perfectly aligned|
|GEOL 20B||Identify, describe, and interpret the major rock types and geologic structures exposed in the Sierra Nevada.||Perfectly aligned|
|GEOL 20C||Identify, describe, and interpret the major rock types and geologic structures exposed in the Death and Owens Valley regions.||Perfectly aligned|
|GEOL 25||Locate on a map and describe the natural occurrences of gem deposits including their origin, mineral associations, and relative abundance.|
Analyze how gemstones are used by different cultures and how the regard held for a particular gemstone may change due to varying influences of history, art, folklore, technology, mining and marketing.
|GEOL 30||Recognize, analyze, and be able to communicate about current global natural hazard events (such as volcanic eruptions, earthquakes, floods) or resource issues (such as water rights, soil loss, air pollution).|
Qualify, quantify, and analyze the interactions and feedbacks among the lithosphere, biosphere, hydrosphere, and atmosphere.
Explain how global warming occurs and identify the various environmental and societal factors and pollutants that contribute to the greenhouse effect
|M B 10||A. Relate the historical importance of selected infectious diseases to human|
health. Understand how views of disease causation have changed over time.
B. Appraise the scope of microbial diversity and be able to differentiate the main
structural features of disease agents including bacteria, viruses, fungi,
protozoa, worms, insects and prions.
C. Illustrate the process involved in proving an infectious disease agent is the
cause of a specific disease.
D. Compare how microbes persist, interact and survive within changing
E. Assess the factors that contribute to disease emergence and reemergence, such
as microbial mutation and evolution, antibiotic resistance, urbanization, mass
transit and jet travel, pollution, climate change, and bioterrorism.
F. Compare and contrast different patterns of disease transmission including
arthropod-borne disease, sexual-transmission, food-borne and respiratory tract
G. Demonstrate a knowledge of human immune defenses against infectious
diseases and recognize common tactics used by pathogens to escape such
H. Summarize the major virulence factors and disease process involved in
emerging and reemerging infectious diseases.
I. Appraise different methods for control and prevention of selected infectious
disease including antibiotics, vaccines and biological control.
J. Examine modem day methods of tracking and investigating disease outbreaks.
|M B 12||A. Articulate the molecular and cellular structure of microorganisms.|
B. Explain the mechanisms of microbial genetics, including the structures and
functions of DNA, RNA, and proteins.
C. Solve problems involving the genetic code in transcription and translation.
D. Understand the causes of mutation and significance of mutation with regard
to microbial evolution, genetic engineering and antibiotic resistance.
E. Describe mechanisms of microbial pathogenesis in relation to their survival
and replication within the host.
F. Evaluate real-life factors that contribute to infectious disease progression.
G. Specify the major routes of microbial transmission and relate this to
prevention of transmission, particularly within a hospital setting.
H. Understand the types and general mechanisms of action of antimicrobial
drugs and agents.
I. Describe the humoral and cell-mediated components of the immune system.
J. Have an appreciation of the real life applications of microbes to the
biotechnology industry, such as fermentation, production of vaccines, fuels, gene
therapy, and genetically modified foods.
K. Comprehend the relationship of microbes to the environment.
L. Correlate microbial diversity and evolution and note that these are recurring
themes in microbiology.
M. Demonstrate knowledge of key historical figures and contributions to the field
N Document, organize, interpret and express laboratory data.
O. Demonstrate an understanding of the scientific method by using a step-bystep
problem solving approach to identify unknown organisms in the laboratory.
P. Exhibit an ability to work independently both in lecture and in lab.
Q. Perform and rationalize aseptic technique in the laboratory.
R. Utilize equipment such as microscopes, spectrophotometers, pipettes, and be
familiar with their working parts.
S. Execute basic techniqes such as streak and pour plating, biochemical tests,
staining and pipetting.
T. Develop quantitative skills such as dilution,plate counts, graphing and
|M B 51||A. Recognize the causes and symptoms of the major types of food poisoning.|
B. Distinguish between normal food microbes, spoilage organisms, and
D. Recognize unsanitary personal hygiene habits.
E. Explain the importance and reasons for established public health and food
service management procedures for buying, storage, preparation, and
service of food to the public.
|NUTR 12||A. Identify classes of nutrients, their general structure and role in the human body|
B. Describe digestion and absorption of carbohydrates, proteins and lipids.
C. Name key process during catabolism of glucose, triglycerides and amino acids.
D. Explain how energy is utilized by individuals, and calculate energy used during energy expenditure.
E. Describe optimal methods for weight gain and weight loss, and evaluate popular diets.
F. discuss major roles of vitamins and minerals and list deficiency and toxicity symptoms
G. Interpret food labels and compare labels of similar foo products or nutritional
H. Critically evaluate news articles and identify reliable resources for nutrition information.
I. Assess current nutrition issues and justify viewpoints scientifically.
J. Explain some of the uses for and limitation s of the RDA, food guides and dietary guidelines.
K. Apply nutrition guidelines for use in planning and modifying diets for healthy individuals.
L. Suggest dietary modifications applicable for individuals with high blood cholesterol, high )
blood pressure, diabetes, and other nurition-sensitive conditions.
|NUTR 51||A. Assess how diet habit and food choice affects health and disease.|
B. Propose, plan, and prepare a healthier diet and food choices.
C. Describe the digestion, absorption, and metabolism of nutrients.
D. Evaluate one's protein, carbohydrate, and fat intake. Describe the effect of high and low intake of these nutrients on health.
E. Compare and assess dietary and environmental causes of vitamin and mineral deficiencies.
F. Describe the concept of energy balance.
G. Compare common types of food-bome pathogens and evaluate food-preserving methods.
H. Compare and evaluate common metabolic diseases and digestive problems.
|NUTR 52||A. Compare different classes of nutrients, assess and evaluate scientific methods currently used|
to determine nutrient needs.
B. Predict and evaluate how genetic, environmental, and nutritional factors affect nutrient
digestion, absorption and metabolism thus leading to metabolic diseases.
C. Compare and evaluate health and diseases associated with malnutrition of macronutrients.
E. Calculate one's energy requirement and compare it with the recommended dietary intake.
F. Construct and propose healthy strategies for weight management.
G. Compare and assess one's food record to the dietary guidelines.
H. Critically compare and evaluate food labels and health claims.
I. Compare and choose reliable nutrition information, publications, and sources.
|O H 76||A. Correctly identify 150 species of woody and herbaceous plants|
commonly used in Bay Area landscapes, providing common name, botanical
name, and family for each plant.
B. Provide information on appropriate landscape use, cultural requirements and growth characteristics of the above mentioned plants, and apply this information to practical landscaping situations.
|O H 77||A. Correctly identify 150 species of woody and herbaceous plants|
commonly used in Bay Area landscapes, providing common name, botanical
name, and family for each plant.
B. Provide information on appropriate landscape use, cultural requirements and growth characteristics of the above mentioned plants, and apply this information to practical landscaping situations.
|OCAN 1||Analyze and evaluate the model of Plate Tectonics.|
Demonstrate and explain the unique properties of water and their application to the oceans (surface tension, heat capacity, density-temperature curve, dissolving power).
Examine and illustrate the origin and foundations of life in the oceans, including photosynthesis, nutrients, nutrient cycling, and traits adapted specifically to marine organisms.
|P SC 11||M, I||Mostly aligned|
|PALE 1||Describe and explain the steps by which an organism becomes a fossil.|
Describe the evolution of life from Precambrian time through the recent.
Discuss major principles of Paleontology such as Fossil Variation, Species and Speciation, Systematics, Evolution, Extinction, Functional Morphology, Paleoecology, Biogeography and Biostratigraphy
|PHYC 2A||A. Demonstrate familiarity with the SI (International System) system of units and apply dimensional analysis to check for the reasonableness of solutions.||Mostly aligned|
|PHYC 4A||This GE outcome is covered in PHYC 4AL, which is a corequisite for PHYC 4A.||Somewhat aligned|
|PHYC 10||D. Describe properties of different phases of matter.|
J. Describe the electrical and magnetic properties of various materials.
K. Discuss the relationship between electrical and magnetic phenomena.
L. Describe the physical mechanism behind optical phenomena such as polarization, transparency, opacity, and refraction.
|PHYC 40||C. Use correctly the basic terminology of physics such as position, displacement, velocity and acceleration.|
D. Demonstrate conceptual understanding in kinematics, dynamics, energy, momentum, rotational motion and electricity.
|PHYS 1||A. Comprehension of the language and concepts of physiological science.|
B. Comprehension of the physical, chemical, molecular, and cellular mechanisms underlying physiological processes.
C. Comprehension of the consequences of dysfunction or alterations in function in the human.
E. Comprehension oft he integration of physiological activities for adaptation in the face of environmental circumstances.
|PHYS 12||A. Demonstrate the ability to use and understand the basic terminology and|
concepts of physiology.
B. Demonstrate the ability to use and understand the biochemical and physical
processes underlying the physiology of the human body.
C. Demonstrate an understanding of the way in which the mechanisms of normal
physiology change in situations of disease, trauma or degeneration.
D. Demonstrate the ability to use the basic laboratory skills, techniques and
procedures of elementary physiology.
|PHYS 67||A. Describe the anatomy of neurons.|
B. Describe the general functions of cell membrane channels and pumps.
C. Describe the generation of the membrane potentials and there relationship to the
D. Describe the basics of synaptic transmission including general principles of
neurotransmitter action and their receptor pharmacology.
E. Distinguish the processes associated with sensation and sensory processing including
the somatic sensory, vision, auditory, vestibular, and the chemical
F. Describe the function of the neuromuscular junction, reflex arc, and basic control
of movement by the spinal chord.
G. Summarize mechanisms associated with the muscle spindle.
H. Analyze the brainstem reflexes associated with locomotion reflexes.
I. Describe the general organization of the nervous system as it relates to the
functioning of the spinal cord, brainstem, and forebrain structures.
J. Describe the basics of brain development - neural tube development, brain vesicle
enlargement, major brain subdivisions
K. Discuss the issues associated with vertebrate and invertebrate development.
L. Analyze the topics of phrenology and mis-measurement.
M. Describe the mechanisms associated with forebrain control of movement
N. Describe brainstem nuclei, cerebellum, and pathways associated with
coordination and balance.
O. Analyze topics associated with movement and disorders ofmovement
P. Analyze concepts associated with sex, sexuality ofthe brain and emotions.
Q. Examine the concept of synaptic plasticity, cellular learning and its relationship to
learning and memory.
R. Examine concepts associated with language and lateralization ofthe nervous
S. Analyze concepts associated with sleep and consciousness.
T. Examine concepts associated with aging and disorders of the nervous system
|ZOOL 10||A. Describe the steps in the scientific method in order.|
B. Discuss how the scientific method can be applied to medical research and everyday situations.
C. Distinguish a hypothesis, theory and a law.
D. Demonstrate an understanding of the method of Strong Inference for formulating sets of multiple working hypotheses
E. Explain the advantages of the application of Strong Inference over the formulation of a single hypothesis and supportive experiments.
F. Explain the principle aspects in which the natural sciences differ from other intellectual disciplines.
G. Describe the characteristics shared by all living organisms.
H. List in ascending order the levels of organization found in living systems.
I. Distinguish biology, zoology, botany, anatomy, physiology, and ecology.
J. Describe the vitalistic, mechanistic, and modem views of life.
K. Discuss the limitations of anthropomorphism.