BIOL 0021. Introduction to Plant Science
Units: 4
Also known as AGRI 156
Advisory: Eligibility for ENGL 1A
Hours: 108 (54 lecture, 54 laboratory)
Emphasizes structure, growth, physiology and reproduction of flowering plants and their responses to modifications and environment; including propagation, media, soil and plant nutrition. Explores the interrelationship of plant science with other life sciences and technology. Applies principles of plant science to agricultural systems. (CSU, UC)
BIOL 0021 - Introduction to Plant Science
http://catalog.sierracollege.edu/course-outlines/biol-0021/
Catalog Description Also known as AGRI 156 Advisory: Eligibility for ENGL 1A Hours: 108 (54 lecture, 54 laboratory) Description: Emphasizes structure, growth, physiology and reproduction of flowering plants and their responses to modifications and environment; including propagation, media, soil and plant nutrition. Explores the interrelationship of plant science with other life sciences and technology. Applies principles of plant science to agricultural systems. (CSU, UC) Course Student Learning Outcomes CSLO #1: Relate plant anatomy & physiology, including structural and reproductive systems, plant metabolism and growth and development, to agricultural management practices. CSLO #2: Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance. CSLO #3: Compare various methods growers use to manipulate plant physiological processes for increased plant productivity and quality and assess economic, environmental and social issues related to each. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives LECTURE OBJECTIVES: 1. Explain the relationship between humans and cultivated plants. (I-A, I-B) 2. Compare and define the relation of agricultural plant science to other life sciences. (I-A) 3. Identify important scientific and technological achievements made in plant science. (I-B) 4. Discuss current innovative practices in sustainable agriculture (e.g., aquaponics). (I-B) 5. Differentiate among various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A) 6. Describe the levels of eukaryotic organization. (III-A) 7. Relate basic plant cell structure to their function within various plant organs. (III-B, III-C, III-D) 8. List and describe the primary tissues of higher plants and their functions. (III-C, III-D, III-E, III-F, III-G) 9. Relate fundamental physiology of flowering plants to anatomy including structural and reproductive systems, plant metabolism, growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F) 10. Identify specific growth processes: photosynthesis, respiration, transpiration, translocation and absorption and describe their roles in plant growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F) 11. Contrast the generalized equations of photosynthesis and respiration and identify the principal products of each. (IV-A, IV-B) 12. Identify major plant hormones and define their functions and commercial, agricultural applications. (IV-F) 13. Define basic genetic principles of crop improvements and discuss how those principles are used to improve crops. (IV-F) 14. Compare and distinguish between sexual and asexual propagation of plants. (V-A, V-B) 15. Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance. (VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I, VI-J) LABORATORY OBJECTIVES: 1. Apply various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A) 2. Create fictitious plant names using the binomial system of nomenclature. (II-A) 3. Construct a dichotomous key for 10 plants. (II-A) 4. Diagram and identify basic plant cell structures and organelles and explain the function of each. (III-A, III-B, III-C) 5. Examine and identify various plant organs, differentiate between organ types and modifications, and describe how they are used as a basis for classifying plants. (III-C, III-D) 6. Identify basic internal and external anatomy of flowering plants using proper terminology. (III-E) 7. Compare various methods used to manipulate plant physiological processes for increased plant productivity and quality and discuss economic, environmental and social issues related to each. (I-B, IV-F, V-A, V-B) 8. Demonstrate various methods of sexual and asexual propagation and aftercare techniques of plants by completing a propagation activity. (V-A, V-B) 9. Evaluate and appraise a soil site for specific crop/plant production: collect soil samples, complete a basic soil analysis, evaluate data collected from test and compile soil management recommendations for better plant performance in a written document. (VI-A, VI-B, VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I) 10. Apply the scientific method to various experiments including measuring rate of transpiration under various conditions. (I-B, IV- C) 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: Students will participate in a group discussion on transgenic crops. This discussion will include comparing and contrasting and/or debating various points of view while relating them to current plant management protocols. Students will be evaluated based on participation and incorporating course content. Lecture Objective: 3 Objective Examinations Example: Students will dissect flowers and identify floral parts, applying correct botanical terminology. Grade will be based on correct spelling and application of terminology. Lecture Objectives: 7, 8, 9; Laboratory Objectives: 5, 6 Projects Example: Given a plant specimen, students will apply the proper rules for using a dichotomous key. Grades will be assigned based on correct application of rules for naming plants, thoroughness of identified characteristics for each ranking category, and correct identification. Rubric grading. Laboratory Objective: 3 Skill Demonstrations Example: Students will demonstrate the proper technique for applying hormone to the apical meristem of beans and peas. Students will collect experimental data 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. Pass/Fail grading. Lecture Objectives: 10, 12 15; Laboratory Objectives: 7, 8,10 Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: 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 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. (Lecture Objectives: 10, 12 15; Lab Objectives: 7, 8) Lecture: Instructor leads discussion of various methods and rules currently in use for the classification and naming of plants and the importance of a universal system. Following the discussion, students work collaboratively, in small groups, to devise an operational system of classification and fictitious botanical names for each member of their group, applying the "Botanical Rules of Nomenclature" and an interpretive handout of botanical Latin. (Lecture Objective 5, Lab Objective 1) Distance Learning Following an online lecture on sustainable agriculture, students will debate ideas on a discussion board with their colleagues. They will also post evaluative papers to the board and critique papers posted by their colleagues. Students will be required to respond to a minimum of 2 other students initial responses. The instructor will create accessible content. Instructor will incorporate engaging tools to facilitate content delivery, keeping student equity, success and accessibility as the foundation for tool selection. (Lecture Objective 4) Typical Out of Class Assignments Reading Assignments 1. Read an article in a current plant science journal, synthesize information and summarize in a logically developed essay. Present an oral summary of article before class and answer questions applying information to agriculture or plant ecosystems. 2. Read assigned pages in textbook. On reporting form, answer discussion question #1: "Describe and explain how certain plant foliage changes color in the fall." Be prepared to discuss answer in class with assigned reporting group. Writing, Problem Solving or Performance 1.- Obtain prepared slides of transverse sections of dicot and monocot roots. - Observe the prepared slides of each root section under the microscope. - Draw sectional diagrams of each root; label as monocot or dicot. - Identify and label the tissue in each diagram. - Write a brief paragraph comparing and contrasting the two kinds of roots. 2. - Obtain specimens of adventitious roots of dicot shrub or vine (Ivy) and fibrous grass (monocot) roots. - Observe the specimens of tap and fibrous roots under the dissection microscope. - Estimate the length of root hairs on a 1 cm. length of your specimens and enter information in the table provided. - Observe the root hairs of each sample under the dissection microscope. - Observe and classify the annual and perennial plants' roots into 'tap' or 'fibrous' classes in the table provided. - Enter results of observations in the table provided (table identifies life cycle type, plant species, root structure). - Draw a labeled diagram of the parts of tap and fibrous systems including, main root, lateral root, root hairs. Answer the following questions: - Which root system would be more susceptible to drought conditions and why? - Which root system would be least susceptible to drought conditions and why? - Explain what precautions should be taken when growing woody plants in containers. - How can the root system help you to understand how plant species become successfully adapted to their environment? - How would you tell which root system was the most lignified? - How can monocotyledons and dicotyledon species mostly be separated by their root systems? - List four features that make perennial plants successful. Other (Term projects, research papers, portfolios, etc.) Students will maintain a laboratory notebook containing data, observations, calculations, and other information pertinent to the laboratory portion of the course. Required Materials Stern's Introductory Plant Biology Author: Bidlack and Jansky Publisher: Science Engineering and Math Publication Date: 2021 Text Edition: 15th Classic Textbook?: No OER Link: OER: Functional Biology of Plants Author: Hodson Publisher: Wiley Publication Date: 2012 Text Edition: Classic Textbook?: No OER Link: OER: Growth, Development, and Utilization of Cultivated Plants Author: McMahon, Margaret J., Kofranek, Anthony M., Rubatsky, Vincent E. Publisher: Pearson Publication Date: 2010 Text Edition: 5th Classic Textbook?: No OER Link: OER: Introductory Plant Science: Investigating the Green World Author: McKenny, Chau, Schuch Publisher: Kendall Hunt Publication Date: 2019 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
NRSR 0021 - Nursing Fundamentals and Geriatric Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0021/
Catalog Description Prerequisite: Completion of BIOL 4 or 8A/8B, 5 or 7A/7B, 6, NUTF 10, HDEV 1, PSYC 100, MATH A, and ENGL 1A with grades of "C" or better Hours: 396 (99 lecture, 297 laboratory) Description: Introduction to nursing with overview of its evolution, present trends and issues, legal and ethical aspects and the major concepts underlying today's practice. Theory and correlated clinical practice related to utilizing the nursing process based on Roy's Adaptation Model to provide direct care to stable adult and geriatric patients. Emphasis on basic human needs and promoting adaptive mechanisms for attaining and maintaining wellness. Students gain the knowledge and skills necessary to perform all basic nursing procedures. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Using the nursing process, describe variations in care planning for the adult and/or geriatric client. CSLO #2: Perform and document a basic physical assessment to include variations for the adult and/or geriatric client. CSLO #3: Communicate therapeutically with adult and/or geriatric patients. CSLO #4: Apply interpersonal communication abilities to interact effectively with patients, families, groups, faculty and colleagues from diverse backgrounds. CSLO #5: Apply basic principles of teaching and learning to convey information to patients and family members about the plan of care and medications. CSLO #6: Perform as a member of the healthcare team when caring for adult and/or geriatric clients in the acute and long term care setting. CSLO #7: Explain basic legal and ethical principles related to consumer rights and protection, and the Nursing Practice Act. CSLO #8: Safely administer medications by oral, injection, and topical routes. Interact safely within the environment of care. CSLO #9: Perform basic nursing care and procedures and correctly document the same. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 396 Outside of Class Hours 198 Total Student Learning Hours 594 Course Objectives Through classroom discussions, presentations, written assignments: Lecture Objectives: 1. Develop a basic understanding of the nursing process and describe variations in care planning for the adult and geriatric client. 2. Identify basic legal and ethical principles related to consumer rights and protection, and the Nursing Practice Act. 3. Incorporate knowledge of basic nursing concepts, sciences, and other pre-requisite support coursework into the care of adult and geriatric clients. Through skills laboratory and clinical activities: 1. Communicate safely with adult and geriatric patients. 2. Apply basic principles of teaching and learning to convey information to patients and family members about the plan of care and medications. 3. Perform as a member of the healthcare team when caring for adult and/or geriatric clients in the acute and long term care setting. 4. Perform and document a basic physical assessment to include variations for the geriatric client. Safely administer medications by oral, injection, and topical routes. 5. Interact safely within the environment of care. 6. Perform basic nursing care and procedures and correctly document the same. General Education Information Approved College Associate Degree GE Applicability 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: Sample Test Questions, Fundamentals of Nursing: 1. The nurse who practices patient advocacy demonstrates which behavior? A. Assess the patient's point of view and articulate that point. B. Determine the patient's value system and encourage changes in beliefs. C. Identify the staff members who can contribute to the patient's plan of care. D. Assume accountability for the patient's relationships with health care providers. 2. Five days post surgery a patient still complains of severe incisional pain in spite of nursing and collaborative measures. According to the nursing process, the next step for the nurse is to: A. Continue with the plan until the patient's pain is gone. B. Change the nursing diagnosis from Alteration in Comfort to Ineffective Individual Coping. C. Collaborate with the physician to increase pain medication. D. Gather more data, evaluate the goals and modify the plan accordingly. Sample Test Question, Geriatric Nursing: The nurse is monitoring an older client for medication toxicity. The nurse understands which of the following age-related changes may increase the risk of medication toxicity? A. Decreased cough efficiency and decreased vital capacity. B. Decreased lean body mass and decreased glomerular filtration rate. C. Decreased salivation and decrease gastrointestinal motility. D. Decreased muscle strength and loss of bone density. Problem Solving Examinations Example: Students must also take a written dosage calculation exam. Sample Test Question, Dosage Calculation: The medication order reads: Digoxin 0.25 mg PO, once daily. Dose sent by pharmacy is labeled 0.125 mg/tablet. How many tablets should the nurse administer? Projects Example: Weekly Nursing Care Plans are required when the student begins hospital clinical laboratory. The care plans demonstrate the student's ability to use the Nursing Process to problem-solve and plan care for adult and geriatric clients. Skill Demonstrations Example: Students are required to complete online skills modules with a pre and post test and they must achieve a 90% on the skill post test prior to skill practice/performance in the skills lab. Students are required to demonstrate a basic level of competency and skill validation performing required skills that were presented in skills lab before participating in the hospital clinical laboratory setting. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will lecture on the topic of Fluid and Electrolytes and the class will develop a Pathophysiology Standards of Care sheet related to the specific electrolyte imbalance. The student will present the information and a test question to the class. Lecture: Instructor will lecture on the Principles of Medication Administration and Basic Pharmacology. Instructor will then demonstrate the skill of medication administration in a subsequent skills laboratory, and students will practice that skill under the supervision of the faculty and perform a skill competency test. Clinical Lab with Human Patient Simulation: Instructor will demonstration how to assess vital signs followed by the students will properly perform assessing the patient's vital sign under supervision. Distance Learning The instructor may initiate or facilitate delivery of content through instructor-developed lecture content posted to the LMS site in the form of visually enhanced .pdf documents, PowerPoint presentations, personal websites or other digital medium useful for delivering information and ideas. Typical Out of Class Assignments Reading Assignments 1. Read and explore the effect of the Healthy People initiative in today's nursing practice and in the future. Identify 10 indicators of the health of the U.S. population as evaluated by Health People 2020 2. Use chapter information to apply and discuss in class the nursing process when caring for patients with fluid and electrolyte imbalance. Writing, Problem Solving or Performance 1. Perform the following nursing skill in clinical after faculty skill validation in the skill laboratory setting- Research pharmacokinetic properties of medications to develop an understanding of the desired effect, side effects, and contraindications for each medication. Using patient simulation, prepare and administer oral medications, and/or topical skin preparations, and eye, ear, and nose drops in the skills lab for skill validation prior to administration in the clinical setting. Utilize the medication dispense cart in the skills lab to obtain and prepare patient medications. Document medication administered according to agency policy. 2. Weekly journaling: o Facilitate reflection about clinical experiences o Allow for expression of feelings o Develop critical thinking o Improve written communication skills o Promote self-directed learning o Increase self-confidence o Validate assumptions and ideas o Promote a trusting relationship between student and clinical instructor Other (Term projects, research papers, portfolios, etc.) 1. Patient education teaching project to be performed during post clinical. After week 8 of theory, the student will choose a medical or surgical topic to develop patient education teaching plan using evidence-based research to present in post clinical conference to the clinical group. Grading based upon grading rubric. 2. Additional patient assessment will be performed as needed to determine rationale and effectiveness of medications. Required Materials Fundamentals of Nursing The Art and Science of Person-Centered Care Author: Tayloy, Lynn, & Bartlett Publisher: Wolters Kluwer Publication Date: 2019 Text Edition: 9th Classic Textbook?: OER Link: OER: Brunner & Suddarth's Textbook of Medical-Surgical Nursing Author: Hinkle & Cheever Publisher: Wolters Kluwer Publication Date: 2018 Text Edition: 14th Classic Textbook?: OER Link: OER: Pharmacology for Nursing Care Author: Lehne Publisher: ElsevierMosby Publication Date: 2018 Text Edition: 10th Classic Textbook?: OER Link: OER: Taylor's Clinical Nusing Skills A Nursing Process Approach Author: Lynn Publisher: Wolters Kluwer Publication Date: 2019 Text Edition: 5th Classic Textbook?: OER Link: OER: Nurse's Pocket Guide: Diagnosis, Intervention & Rationale Author: Doenges, Moore et al. Publisher: F.A. Davis Publication Date: 2019 Text Edition: 15th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Books for drug reference, lab test reference, and medical dictionary, are also required and published in the course syllabus. Supplies for skills laboratory are also required. Students must also purchase Kaplan online and practice tests for independent practice and preparation for clinical skills and review of theoretical course content.
Course Identification Numbering System (C-ID)
...AGRI 0200 AG-PS 106 106 L BIOL 0021 AG-PS 106 106 L AGRI...
