BIOL 0002. Botany
Units: 4.5
Prerequisite: Completion of intermediate algebra or higher with grade of "C" or better or appropriate placement
Advisory: Eligibility for ENGL 1A
Hours: 144 (54 lecture, 90 laboratory)
Part of the BIOL 1/BIOL 2/BIOL 3 course series for life science majors. Introduction to the principles of botany, including diversity, classification, life cycles, and evolutionary trends of plants, fungi, algae, and cyanobacteria. Emphasis is on the anatomy, morphology, physiology, development, evolution, and ecology of plants. Field trips may be required; transportation will be provided. Recommended for biology majors and students in environmental science, plant biology or related programs. Non-life science majors see BIOL 14, BIOL 21, or BIOL 24. Not recommended for students taking BIOL 140. (C-ID BIOL 155) (CSU, UC)
BIOL 0002 - Botany
http://catalog.sierracollege.edu/course-outlines/biol-0002/
Catalog Description Prerequisite: Completion of intermediate algebra or higher with grade of "C" or better or appropriate placement Advisory: Eligibility for ENGL 1A Hours: 144 (54 lecture, 90 laboratory) Description: Part of the BIOL 1/BIOL 2/BIOL 3 course series for life science majors. Introduction to the principles of botany, including diversity, classification, life cycles, and evolutionary trends of plants, fungi, algae, and cyanobacteria. Emphasis is on the anatomy, morphology, physiology, development, evolution, and ecology of plants. Field trips may be required; transportation will be provided. Recommended for biology majors and students in environmental science, plant biology or related programs. Non-life science majors see BIOL 14, BIOL 21, or BIOL 24. Not recommended for students taking BIOL 140. (C-ID BIOL 155) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe primary and secondary plant metabolites and their significance to both plants and humans. CSLO #2: Identify and describe the major cells and tissues in roots, stems, leaves, wood, and reproductive parts. CSLO #3: Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms. CSLO #4: Describe the fundamental characteristics of plant-based viruses, cyanobacteria, photosynthetic protists, fungi, and members of the plant kingdom (bryophytes, ferns, gymnosperms and angiosperms). CSLO #5: Detail the broad evolution of plants and their association with the current ecological landscape. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 144 Outside of Class Hours 108 Total Student Learning Hours 252 Course Objectives Course objectives are linked to items in the Course Content Outline (in parentheses). Lecture Course Objectives: 1. Identify and describe secondary plant metabolites and their significance to both plants and humans (#2) 2. Correlate the basic structural features of plant cells with the functions of the structures in plants (#3, #4, #5, #6, #7) 3. Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms (#4, #5, #6, #7) 4. Diagram the major features of life cycles in fungi, bryophytes, ferns, gymnosperms, and angiosperms (#15, #16, #17, #18, #19) 5. Describe the fundamental characteristics of plant associated viruses and photosynthetic and plant associated prokaryotes and protists (#13, #14) 6. Identify and describe the general characteristics and evolution of the Fungi, photosynthetic protists and Plant kingdom (#12, #13, #14, #15, #16, #17, #18, #19) 7. Identify the major pathways of water and dissolved substances in plants (#3, #4, #5, #6, #7, #11) 8. Categorize and describe the factors controlling plant growth (#3, #9, #10) 9. Compare and contrast the various common plant hormones by bioassay and behavioral response (#9) 10. Identify the basic pathways for light dependent reactions as they apply to the behavior of plant responses (#8) 11. Compare and contrast C3, C4 and CAM photosynthesis (#8) 12. Outline and describe the events and cite examples of evolution in the plant kingdom (#12, #15, #16, #17, #18, #19) 13. Categorize and arrange organisms studied in logical evolutionary and phylogenetic order (#12, #13, #14, #15, #16, #17, #18, #19) 14. State and apply major features of currently accepted plant classification (#12, #13, #14, #15, #16, #17, #18, #19) 15. Identify ways in which plants interact with their environment, and implications of these interactions (#9, #10, #20, #21 16. Identify the major biomes by their climatic, latitudinal and biological indicators (#20) 17. Apply plant ecological principles such as food chains and food webs, primary productivity, nutrient cycling, and ecosystem succession to any major world ecosystem or community (#20) 18. Develop and describe a timeline for ecosystem succession (#20) Laboratory Course Objectives: 1. Use compound and dissecting microscopes to investigate plant structures (using both fresh and prepared specimens) (#1, #2, #3, #4, #5, #6) 2. Dissect fresh plant specimens under a dissecting microscope (#1, #2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 3. Illustrate and identify cellular plant structures (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 4. Identify and locate major stem, root, leaf, and reproductive tissues (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 5. Differentiate and characterize the distinguishing features of selected representatives of the following groups of organisms: bacteria, archaea, protista, fungi, lichens, bryophytes, ferns, gymnosperms, and angiosperms (monocots and dicots) (#11, #12, #13, #14, #15, #16, #17) 6. Categorize and identify plant specimens according to taxonomy, family, and species (#11, #12, #13, #14, #15, #16, #17) 7. Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements (#2, #8, #9, #10) 8. Evaluate various soil/mineral deficiencies in plants by recognizing/identifying specific plant responses (#2, #10) General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences AS - Life Science Lab CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: To address lecture course objective #1, "Identify and describe secondary plant metabolites and their significance to both plants and humans", students might participate in a class discussion about the features of and differences between primary and secondary metabolites, including the three classes of secondary metabolites, and examples of these metabolites that are used in medicine. Students could be evaluated on participation, accuracy of information and completeness of information. Rubric grading. Essay Examinations Example: To address lecture course objective #3, "Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms", students might answer an essay question on an exam that asks them to explain the location and role of the endodermis in regulating the movement of substances into and out of the root's vascular cylinder. Students could be evaluated on the accuracy and completeness of their answer. Rubric grading. Objective Examinations Example: To address lecture course objective #1, "Identify and describe secondary plant metabolites and their significance to both plants and humans", students might answer a quiz or exam question asking them to describe or distinguish between primary and secondary metabolites, including the three classes of secondary metabolites, and provide examples of these metabolites that are used in medicine. Students could be evaluated on accuracy and completeness of their answer. Rubric grading. Projects Example: To address lecture course objective #13, "Categorize and arrange organisms studied in logical evolutionary and phylogenetic order" and lab course objective #6, "Categorize and identify plant specimens according to taxonomy, family, and species", students might be asked to complete a semester project involving the collection, identification, and proper preparation of herbarium specimens. Students could be evaluated based on the number of specimens collected, the diversity of the specimens, the quality of the specimens and herbarium sheets, and the accuracy of species identifications. Rubric grading. Reports Example: To address lab course objective #7, "Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements", students might conduct an experiment on bean and pea growth and then prepare a formal lab report describing the experiment and results and including analysis of those results. Students could be evaluated based on the composition of the lab report, the accuracy of the information, and the scientific validity of conclusions drawn. Rubric grading. Skill Demonstrations Example: To address lecture course objective #13, "Categorize and arrange organisms studied in logical evolutionary and phylogenetic order" and lab course objective #6, "Categorize and identify plant specimens according to taxonomy, family, and species", students might collect, identify, and properly prepare specimens for inclusion in an herbarium. Students could be evaluated on their skill in collecting specimens of appropriate species, size, and condition. Students could also be evaluated on their skill in pressing and mounting those specimens on an herbarium sheet with all pertinent specimen information documented. Rubric grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: To address lab course objective #7: "Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements", the instructor may prepare a demonstration on the proper technique for applying hormone to the apical meristem of beans and peas. After demonstration, instructor will ask students to perform the task and collect experimental data twice weekly for three weeks. Students will have become familiar with technique by reading both lab manual and textbook, writing information in lab manual, and analyzing the outcome. To address lab course objective #6: "Categorize and identify plant specimens according to taxonomy, family, and species", the instructor could demonstrate the local plants with live specimens and identify methods for categorization. Students will then be able to correctly identify these local plants in the field or on a lab practical exam. Lecture: To address lecture course objective #3: "Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms, the instructor might prepare lectures that highlight, define, and compare the major tissues throughout all the regions in a plant. The lecture could include images that show where all the tissues are located and types of cells involved. Students will then be able to correct answer homework or exam questions about these tissue types. To address lecture course objective #11: "Compare and contrast C3, C4 and CAM photosynthesis", the instructor could prepare a lecture outlining and detailing the events of C3 photosynthesis and then use this mechanism to explain and compare C4 and CAM photosynthesis. The instructor could use models, videos, and diagrams to explain these processes. Students will then be able to participate in a class discussion concerning the advantages and disadvantages of each type of photosynthesis. Distance Learning To address lecture course objective #7, "Identify the major pathways of water and dissolved substances in plants", the instructor might prepare a lecture to post online that explains the basic movement of water and dissolved substances in plants, providing examples of different substances and scenarios. This online lecture might include text, audio (with transcript), and/or captioned video presentation of information.The students will be listening and/or watching this lecture, taking notes, asking clarifying questions (via chat, Zoom, email, etc.), and making connections to previous lecture topics and/or experiments conducted in the laboratory. A student can demonstrate mastery of this objective in multiple ways. One example is to successfully answer an online multiple choice or essay exam question that asks the student to correctly identify the sequence of structures that water and/or dissolved substances move through in a plant. Another example is to ask the student to create an annotated diagram of the flow patterns of water and/or dissolved substances in a plant. Students could create this diagram digitally and upload the file to the course LMS, or create the diagram on paper and then scan/photograph the diagram and upload the resulting file to the course LMS. To address lecture course objective #15, "Identify ways in which plants interact with their environment, and implications of these interactions", the instructor might guide students in an online discussion of the various interactions that plants participate in, asking students to consider specific examples of species that are found in California to illustrate those interactions. Typical Out of Class Assignments Reading Assignments 1. Read a periodical (e.g. Science News, Nature, National Geographic) on plants and food and be prepared to discuss in class. 2. Conduct research on assigned protists and present their findings to the rest of the class via presentation (e.g. PowerPoint). 3. Read the assigned pages from the textbook and be prepared to discuss primary metabolite review for class. Writing, Problem Solving or Performance 1. Complete a formal laboratory report that contains an introduction, purpose, procedure, and materials used for each lab. 2. Conduct an experiment on bean and pea growth when subjected to various hormones, collect data for 4 weeks, and determine the effect of the hormone on plant growth. 3. Complete short-answer questions from a published laboratory manual each week regarding topics related to course. Other (Term projects, research papers, portfolios, etc.) 1. Collect 25 plants from the wild, identify to genus, mount, and display them, and present their collection to the class. 2. Conduct research on an aspect of plant physiology. The paper submitted must be 7 - 10 pages in length and consist of an Abstract, Introduction, Methods and Materials, Presentation of Data, Discussion, and Conclusion. Required Materials Raven Biology of Plants Author: Evert and Eichhorn Publisher: Macmillan Publication Date: 2013 Text Edition: 8th Classic Textbook?: OER Link: OER: A Photographic Atlas for the Botany Laboratory Author: Rushforth et al. Publisher: Morton Publication Date: 2016 Text Edition: 7th Classic Textbook?: OER Link: OER: Botany: An Introduction to Plant Biology Author: Mauseth Publisher: Jones & Bartlett Publication Date: 2012 Text Edition: 7th Classic Textbook?: OER Link: OER: Botany: A Lab Manual Author: Mauseth Publisher: Jones & Bartlett Publication Date: 2016 Text Edition: 6th Classic Textbook?: OER Link: OER: Introduction to Plant Science: Investigating the Green World Author: McKenney, Chau, and Shuch Publisher: Kendall Hunt Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HSCI 0002 - Emergency Medical Technician
http://catalog.sierracollege.edu/course-outlines/hsci-0002/
Catalog Description Advisory: Completion of HSCI 3, HSCI 7 or BIOL 55 with grade of "C" or better; eligibility for ENGL 11 Hours: 225 (139 lecture, 86 laboratory) Description: Provides knowledge and critical thinking skills necessary to deliver emergency medical care in a prehospital environment. Covers legal and moral aspects, scene safety, primary and secondary patient assessments, intervention and stabilization skills, proper use of emergency medical equipment, awareness of bloodborne pathogens and communicable diseases, recognition of signs and symptoms, and pathophysiology of medical emergencies and traumatic injuries. Includes practical hands-on skills training and interactive simulations. Includes certification for American Heart Association CPR professional and bloodborne pathogen and infection control. Tactical EMS training and a state certification in "TEMS First Responder Operations". Clinical experience is an assigned field and/or clinical observation. Attendance and participation is mandatory; a cumulative score of 80% on all written quizzes and exams, and passing score on all practical skills testing are required for qualification for national and state EMT certification. Meets updated National Education Standards for EMT curriculum, and all requirements of the California Code of Regulations Title 22, the California EMS Authority and the National Registry of Emergency Medical Technicians (NREMT). Upon successful completion, student is eligible to take the NREMT EMT examination and qualify for a California State EMT certification. Students must be 18 years of age at start of course; provide a Tuberculosis (TB) Blood Test (Quantiferon) or a negative chest x-ray; provide proof of immunizations for Mumps, Measles, Rubella (MMR); Varicella zoster-vaccination or positive titer; Hepatitis B series completion and titer, or Hepatitis B series in progress and a signed declination; Diphtheria, Tetanus and Pertussis (Tdap); current influenza vaccine; Student are required to take a drug screen test demonstrating the absence of evidence of controlled substance use,and provide criminal background screening satisfying the requirements of the State EMS Authority and EMT program clinical providers. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate the ability to perform a primary and secondary assessment on an adult, child and infant in acute respiratory, cardiovascular, and trauma related emergencies and perform the appropriate interventions and assistive treatment. CSLO #2: Describe the management and intervention skills required during emergency childbirth and explain the indications and pathophysiology of childbirth complications. CSLO #3: Describe the role and responsibility of the EMT during scene size-up, basic scene management, hazardous material and tactical EMS roles during multi-casualty incidents. CSLO #4: Demonstrate competency in all EMT practical skills testing required for certification with the National Registry of Emergency Medical Technicians and qualify for certification with the State of California. CSLO #5: Demonstrate Rapid Patient Extrication and Disentanglement Techniques while performing medical care interventions. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 225 Outside of Class Hours 278 Total Student Learning Hours 503 Course Objectives Lecture Objectives (139 hours): 1. Describe the legal considerations, roles and responsibilities of the EMT; 2. Identify the different human systems and the basic anatomy and physiology of each; 3. Describe the role and responsibility of the EMT during scene size-up and scene safety; 4. Name the steps required to complete a primary and secondary patient assessment; 5. Explain the purpose of obtaining vital signs and how the information is used for patient assessment; 6. Identify basic components of anatomy and physiology for the respiratory system; 7. Describe the signs and symptoms of respiratory emergencies and pathophysiology of related causes; 8. Explain the intervention and management skills for respiratory emergencies required of the EMT; 9. Identify the basic components of anatomy and physiology for the cardiovascular system; 10. Describe the signs and symptoms of cardiac emergencies and pathophysiology of related causes; 11. Describe the signs and symptoms associated with an acute cardiac event, identify the cardiac pathology and implement the appropriate treatment protocol as an EMT. 12. Describe the basic components of the circulatory system and the physiology of perfusion; 13. Describe the signs and symptoms of hypoperfusion and pathophysiology of shock; 14. Explain the EMT intervention and management skills for shock related emergencies; 15. Describe mechanism of injury and the physiology of critical trauma emergencies; 16. Explain the EMT intervention and stabilization skills required for critical trauma patients; 17. Identify basic components of anatomy and physiology for the musculoskeletal system; 18. Describe the signs and symptoms and pathophysiology of musculoskeletal injuries; 19. Explain the assessment and management skills for stabilizing musculoskeletal injuries; 20. Identify basic components of anatomy and physiology for the nervous system; 21. Describe the signs and symptoms and pathophysiology of neurological emergencies; 22. Explain the assessment and intervention skills for stabilizing neurological injuries; 23. Describe the signs and symptoms and pathophysiology of various medical emergencies; 24. Explain the assessment and intervention skills for various medical injuries; 25. Identify the primary environmental factors and the effect on the different human systems; 26. Describe the signs and symptoms of heat and cold related illnesses; 27. Describe the signs and symptoms of different environmental injuries and illnesses; 28. Explain the assessment and intervention skills for stabilizing environmental emergencies; 29. Identify the basic components of anatomy and physiology of emergency childbirth; 30. Describe the stages of labor and normal delivery during childbirth; 31. Identify the indications and pathophysiology of childbirth complications; 32. Explain the management and intervention skills for emergency childbirth; 33. Identify the basic anatomical and physiological differences for pediatric patients; 34. Explain the assessment and intervention skills for different pediatric emergencies; 35. Describe the assessment and management skills for behavioral emergencies; 36. Explain the basic rescue skills and extrication techniques used in patient removal; 37. Describe the basic scene management skills for a hazardous materials incident; 38. Explain the EMT roles and responsibilities during disasters and multi-casualty incidents; 39. Describe the BLS/CPR basic steps for adults; 40. Describe the steps for AED operation; 41. Describe the basic steps of CPR for children; 42. Describe the basic steps of CPR for infants; 43. Describe use of AED on an infant or child under 8 years of age; 44. Describe requirements of OSHA standard 29 CFR 1910.1030; 45. Describe universal precautions used in healthcare professions; 46. Describe bloodborne pathogens; 47. Describe how bloodborne pathogens are spread; 48. Describe the different types of bloodborne pathogens; 49. Describe occupational practices and engineering controls; 50. Describe regulated waste and body fluid clean-up; 51. Describe field associated exposures and infections; 52. Describe clinical associated exposures and infections; 53. Describe Exposure Incident and reporting requirements. 54. Describe treatment protocol for anaphylaxis or severe asthma. 55. Describe indications for use of auto-injector epinephrine. 56. Describe actions, indications,contraindications of Naloxone 57. Explain the signs and symptoms of an opioid overdose 58. Explain the finger stick blood glucose testing with a Glucometer. 59. Describe the diabetic emergency and treatment protocol for the symptomatic diabetic patient. 60. Discuss the EMT role of operating effectively within the rescue task force. 61. Discuss the (3) levels of Tactical EMS Casualty Care in California. 62. Explain the indications and contraindications of the optional i-Gel Airway and Supraglottic King Airway devices. Skills Lab Objectives (86 hours): 1. In a simulated training scenario, perform primary and secondary assessment on an ill patient and recognize the signs and symptoms associated with medical emergencies; 2. In a simulated training scenario, perform primary and secondary assessment on an injured patient and recognize the signs and symptoms of associated with traumatic injuries; 3. In a simulated training scenario, demonstrate the ability to perform a full set of vital signs, recognize the any abnormal discrepancies, and properly record and communicate the findings; 4. In a simulated scenario properly assess and recognize the need to administer the OTC medication aspirin; 5. In a simulated training scenario, demonstrate the ability to perform initial spinal stabilization and to securely immobilize a patient to a backboard; 6. In a simulated scenario, demonstrate the proper use of tourniquets and hemostatic dressings; 7. In a simulated scenario, demonstrate the proper use and interpretation of Pulse Oximetry; 8. On a simulated training manikin, correctly demonstrate the use of humidifiers, partial non-rebreather nd venturi masks for oxygen administration; 9. On a simulated training manikin, correctly assess the patient presenting with a compromised airway and properly insert the oralpharyngeal airway adjunct; 10. On a simulated training manikin, correctly assess the patient presenting with a compromised airway and properly insert the nasopharyngeal airway adjunct; 11. On a simulated airway manikin, correctly demonstrate a primary patient assessment and the intervention skills for initiating proper airway management with manual positive pressure ventilation and correctly utilizing the appropriate airway adjunct. 12. On a simulated training manikin, demonstrate the application of the non-rebreather oxygen mask and proper delivery of high flow supplemental oxygen; 13. On a simulated training manikin, demonstrate the application of Continuous Positive Airway Pressure (CPAP) delivery of high flow supplemental oxygen; 14. On a simulated training manikin, demonstrate the application of the automatic external defibrillator and proper delivery of electrical cardioversion on the unconscious and pulseless patient; 15. On a simulated training manikin, demonstrate the proper application of the traction splint apparatus and stabilization of an orthopedic injury; 16. On a simulated training manikin, demonstrate the proper application of the air splinting device and stabilization of an orthopedic injury; 17. On a simulated training manikin, demonstrate the proper assessment of an obstetrical patient and the medical assistance required during emergency childbirth; 18. On a simulated training manikin, demonstrate the recognition of an obstetrical emergency and the required interventions for childbirth complications; 19. During a simulated vehicle extrication demonstrate ability to perform a scene size up and incident safety protocols; 20. During a simulated vehicle extrication, demonstrate ability to gain access to victims to perform disentanglement and rapid patient extrication techniques; 21. Demonstrate the BLS/CPR basic steps for adults; 22. Demonstrate 2-Rescuer team CPR for adults; 23. Demonstrate proper application of AED on patient; 24. Demonstrate proper AED operation and shock delivery; 25. Demonstrate the basic steps for performing CPR on a child; 26. Choose correct AED pads for an infant or child under 8 years; 27. Demonstrate the basic steps for performing CPR on an infant; 28. Demonstrate how to administer mouth-to-mouth breaths to a victim; 29. Demonstrate choking relief of responsive child older than 1 year; 30. Demonstrate choking relief of unresponsive child older than 1 year; 31. Demonstrate how to relieve choking in a responsive/unresponsive infant; 32. Demonstrate proper lifting/moving techniques of an unresponsive patient; 33. Demonstrate the lifting safety techniques used in patient gurney operations; 34. Demonstrate proper hand washing techniques; 35. Demonstrate the use of personal protective equipment; 36. Demonstrate airway management and injection practices. 37. Demonstrate prep, inspection and administration of epinephrine 38. Demonstrate IM injection of epinephrine auto-injector device 39. Demonstrate IN and IM delivery of Narcan for the suspected opioid overdose 40. Demonstrate finger stick blood glucose testing procedure 41. Demonstrate the proper disposal of blood glucose sharps/contaminates 42. Demonstrate proper Tourniquet use, Wound packing and pressure dressings for tactical EMS purposes 43. Demonstrate use of basic and optional airway adjuncts during tactical EMS setting. 44. Demonstrate the proper size-up and insertion techniques for the optional i-Gel airway device. 45. Demonstrate the proper size-up and insertion technique for the supraglottic optional airway. Clinical Experience Objectives (30 hours): 1. Under the supervision of the EMT program Clinical Coordinator, participate in a mandated hospital orientation and required post examinations; participate in the multi-step clinical application and personal registration process and participate in completing the mandated clinical immunization and vaccination process. 2. Under the supervision of an assigned clinical or field preceptor, complete 24 hours of experience in a hospital emergency room environment and/or a field ride-along with a pre-hospital care provider; 3. Under the supervision of an assigned clinical or field preceptor, participate as directed in all patient care management and interventions, performing skills and assessments within the EMT scope of practice; 4. Under the supervision of an assigned clinical or field preceptor, participate in ten (10) patient contacts performing skills and assessments within the EMT scope of practice. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Students will take a multiple-choice examination on shock. Standard grading. Example question: Which of the following types of shock deal with blood loss? A. Anaphylactic, B. Septic, C. Neurotic, D. Hypovolemic. Skill Demonstrations Example: Students will demonstrate the ability to splint a broken leg. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: During a practical skills lab, the EMT Instructor will demonstrate the essential components of a primary patient assessment and the critical intervention skills necessary for initiating proper airway management and utilization of positive pressure ventilation. Students will identify the appropriate adjunct airway and manually initiate positive pressure ventilation. Lecture: During a lecture presentation, the instructor will lead a discussion on the pathophysiology of cardiovascular emergencies and discuss the ability of an EMT to recognize the various signs and symptoms associated with a cardiac event. Students will correctly interpret the EKG rhythm, identify the pathology and treatment protocol. Distance Learning Online lecture on legal considerations. Students use of the discussion board will facilitate critical thinking and group discussion on legal considerations. . Students will be required to respond to a minimum of 2 others students initial responses which will allow for interaction between students and the instructor. Typical Out of Class Assignments Reading Assignments 1. Read the lesson plans on Respiratory Emergencies and explain the physiological differences of internal and external respiration. Identify the different types of respiratory compromise and explain the pathological differences of each condition. Describe the treatment interventions available within the EMT scope of practice. 2. Read the lesson plans on shock and explain the pathology of inadequate tissue perfusion, identify the different types of shock and the pathological differences, and describe the treatment interventions available within the EMT scope of practice. Writing, Problem Solving or Performance 1. Given a detailed emergency medical scenario, student will utilize standard medical terms to develop an organized medical report for the transfer of patient care. Student will then compose a written report to outline the emergency medical interventions performed, and to summarize the scene management of the incident. 2. Given detailed information of a traumatic injury scenario, student will respond to a series of questions to identify critical steps performed in the primary assessment; describe what signs and symptoms would present with any given injury; and identify the correct interventions required for proper patient stabilization. 3. Given a realistic emergency medical scenario, the student will physically demonstrate the appropriate EMT skills and interventions to properly stabilize, manage and immobilize a spinal cord injury. Other (Term projects, research papers, portfolios, etc.) Required Materials Emergency Care and Transportation of the Sick and Injured Author: American Academy of Orthopedic Surgeons Publisher: Jones & Bartlett Publishers Publication Date: 2016 Text Edition: 11th Classic Textbook?: OER Link: OER: Emergency Care and Transportation of the Sick and Injured - Student Workbook Author: American Academy of Orthopedic Surgeons Publisher: Jones & Bartlett Publishers Publication Date: 2016 Text Edition: 11th Classic Textbook?: OER Link: OER: EMT-Basic Review Manual for National Certification Author: Stephen J. Rahm Publisher: Jones & Bartlett Publishers Publication Date: 2008 Text Edition: 2nd Classic Textbook?: OER Link: OER: HIPAA Handbook for Healthcare Staff Author: Kate Borten Publisher: HCPro Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Navigate Test Prep 2 : EMT Access Code Author: Jones and Bartlett Learning Publisher: Jones and Bartlett Publishing Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Sierra College EMT Clinical Observation Manual with HIPAA (Health Information Awareness Act) Handbook. 2012 edition, Sierra College Printing. Equipment: Stethoscope, Blood Pressure Cuff, Penlight, Watch with second hand or digital seconds. Sierra College EMT Uniform: -shirt -pants -shoes
Course Identification Numbering System (C-ID)
...BIOL 0001 , BIOL 0002 , and BIOL 0003 BIOL 150 BIOL 0003 BIOL 155 BIOL 0002...
