ENGL 0011. Analytical and Critical Thinking in Reading
Units: 3
Prerequisite: Placement by matriculation assessment process OR completion of ENGL N with grade of "C" or better
Advisory: Eligibility for ENGL 1A
Hours: 54 lecture
Designed to teach critical thinking and critical examination of texts and other printed material. Emphasizes principles of critical thinking, logic and fallacies, reasoning strategies, author's purpose and bias, research evaluation, propaganda, advertising, and reading for academic purpose. Includes instruction in analyzing digital texts. (CSU)
ENGL 0011 - Analytical and Critical Thinking in Reading
http://catalog.sierracollege.edu/course-outlines/engl-0011/
Catalog Description Prerequisite: Placement by matriculation assessment process OR completion of ENGL N with grade of "C" or better Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Designed to teach critical thinking and critical examination of texts and other printed material. Emphasizes principles of critical thinking, logic and fallacies, reasoning strategies, author's purpose and bias, research evaluation, propaganda, advertising, and reading for academic purpose. Includes instruction in analyzing digital texts. (CSU) Course Student Learning Outcomes CSLO #1: Explain arguments and biases. CSLO #2: Analyze and evaluate a wide range of research sources. CSLO #3: Evaluate and interpret fiction and non-fiction book length works. CSLO #4: Develop and apply a personalized reading process. CSLO #5: Develop extended analytical written responses to text. Effective Term Fall 2019 Course Type Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Produce an annotated bibliography, including a variety of academic material, that demonstrates ability to develop a critical line of inquiry using research; 2. Construct a critical written response to various types of texts; 3. Propose logically sound questions in order to develop critical response to author's writing; 4. Infer author's meaning according to purpose and tone; 5. Differentiate between components of logic, thought and fallacial argument; 6. Analyze author's word choice & use of figurative language(denotation, connotation, etc); 7. Detect and examine author's bias from text; 8. Judge author's reliability and credibility in any type of printed or digital source; 9. Assess common propaganda techniques in text, advertising, and political commentary; 10. Relate varying types of prose to a larger theme (Examples: How "Lord of the Flies" relates to political science; Why "Frankenstein" speaks to bioethics); and 11. Evaluate and analyze non-academic reading in the context of critical thinking and logical thought. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Reading Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Essay Examinations Example: Read and annotate the following essay. As part of your response, discuss the author's bias and methods of persuasion. Cite and discuss specific evidence. Projects Example: With your group, examine "On Dumpster Diving" and choose ten words the author uses that best capture the mood, tone, and essence of the essay. Be able to orally justify each selection to the class. Other Example: Choose five assignments from the group work we have done this semester. Write approximately 500 words discussing how these assignments helped you grow as a reader. Evaluate the components of logic, persuasion and critical thinking used in the assignments as part of your discussion. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Also, the instructor will guide students in exploratory synthesis of the ideas expressed in "Reading Lolita in Tehran" and "The Handmaid's Tale." This paper will require students to take a position on which method of argument was the most effective for them and explain that position, using examples from the text and the critical thinking terminology. Example 2: Students will analyze advertisements for critical thinking fallacies and will engage in graded, guided discussion re: how that advertisement appeals to an audience. Distance Learning Online discussion boards; group activities; oral presentations; evaluative writing; exploratory writing; collaborative activities; guided reading; lecture; small group discussion; large group discussion. Example 1: The instructor will lead discussion and coordinate activities regarding the critical interpretation of "Reading Lolita in Tehran." Students will isolate arguments and discuss the effectiveness of evidence. Students will engage in critical discourse and will apply ideas of critical thinking to the reading. Students will then read a relate fiction book and discuss the differences in argumentation style between the non-fiction and the fiction. Students will receive feedback from instructor on a discussion board rubric that will advise on where to improve specificity and precision of responses. Typical Out of Class Assignments Reading Assignments 1. Read and annotate "Lord of the Flies". 2. Read and prepare to discuss Voter's Information Handbook sample proposition analysis. 3. Using an appropriate search engine, find two different types of websites (personal, non-profit, consumer, etc.) that address the same topic. Make a list of major differences. 4. From your thematic list of works, read and annotate one short story, one poem and one piece of expository prose. Prepare to discuss and explore in class. Be sure to annotate words, images and phrases that indicate the given theme. Writing, Problem Solving or Performance 1. Detect and examine author's bias and reliability from arguments for and against any proposition from the Voter's Information Handbook. 2. Write an essay in which you relate the themes of "Reading Lolita in Tehran" to the themes in "The Handmaid's Tale". What political statements do each of these texts make? How are they the same and how are they different? 3. Based on your reading of "My Last Duchess" by Robert Browning and "The Yellow Wallpaper" by Charlotte Perkins Gilman, write a paper in which you discuss the issue of the narrator's bias and reliability. Include specific quotes to support your assertions. 4. Using a list of set criteria, develop and produce an annotated bibliography on a research question (approved by instructor) that includes at least ten works. Specifically address how each work will contribute to the overall development of your research question. 5. Rewrite Hamlet's monologue from Act V Scene II in contemporary language, preserving, as closely as possible, Hamlet's mood and tone. Consider the denotations and connotations of your vocabulary carefully. Other (Term projects, research papers, portfolios, etc.) 1. Students will produce a portfolio of all graded work to present at the final exam. 2. Students will present an annotated bibliography that incorporates their acquired skills. 3. Students will give an oral presentation that presents at least two of the works studied during the course. Required Materials Writing Logically, Thinking Critically w Readings Author: Sheila Cooper & Rosemary Patton Publisher: Longman Publication Date: 2015 Text Edition: 8th Classic Textbook?: OER Link: OER: Learning to Think Things Through Author: Gerald Nosich Publisher: Prentice Hall Publication Date: 2011 Text Edition: 4th Classic Textbook?: OER Link: OER: Asking the Right Questions: A Guide to Critical Thinking Author: M. Neil Browne Publisher: Bedford/St Martins Publication Date: 2011 Text Edition: 14th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ASTR 0011 - Observational Astronomy
http://catalog.sierracollege.edu/course-outlines/astr-0011/
Catalog Description Prerequisite: Completion with grade of "C" or better or concurrent enrollment in ASTR 2, 5, or 10 Advisory: Completion of ENGL N with grade of "C" or better Hours: 54 laboratory Description: Basic interpretation of astronomical observations through telescopes, binoculars, computers, cameras, and other simple measuring equipment. Use of planetarium to facilitate recognition of constellations, stars, planetary motions, and study coordinate systems and celestial motions. Development of observational skills to study outdoor sky and outcomes of indoor laboratory experiments. Emphasis on quantitative and qualitative analysis of variety of astronomical data. (CSU, UC) Course Student Learning Outcomes CSLO #1: Demonstrate knowledge and skill in observational astronomy, showing correlation of the observable sky to events in the cosmos. CSLO #2: Explain knowledge and skill in celestial navigation, evaluating the significance of important astronomical phenomena. CSLO #3: Operate a variety of optical systems, demonstrating proficiency in their use. CSLO #4: Relate core concepts in basic science to stellar astronomy, assessing the various factors that are important to stellar evolution. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 0 Total Student Learning Hours 54 Course Objectives Through assigned tasks, hands-on activities, computer-simulated exercises, classroom/online discussions, and quizzes/exams, students will: 1. Identify at least 12 constellations 2. Identify and describe some of the properties of 24 stars 3. Locate and describe at least 10 "deep sky objects" including star clusters, galaxies, nebula, multiple star systems 4. Locate planets in the night sky utilizing computer software 5. Make computations making proper use of significant figures 6. Make computations utilizing scientific notation 7. Make computations utilizing calculators and computers 8. Determine the phase of the moon and predict its location on a star map via a computer 9. Explain why there are seasons 10. Properly set up a small telescope for observations of the night sky 11. Compute the magnification power of a telescope 12. Compute the light gathering of a variety of telescopes 13. Compute the resolving power of a variety of telescopes 14. Prepare an observing scenario using a robotic observatory, small telescope, binoculars, or unaided eye with the aid of a computer 15. Identify and sketch planetary features using a small telescope 16. Use a computer to predict the orientation of the Jovian satellites 17. Use a reticule magnifier to measure features on astronomical photographs 18. Classify stellar spectra by observation of absorption lines 19. Plot a light curve and explain the nature an eclipsing binary system 20. Properly set up a telescope to safely observe the sun 21. Find celestial objects utilizing a planisphere 22. Demonstrate proper use of SC-001 (Equatorial Region) and SC-002 (North Circumpolar Region) star maps 23. Describe how to utilize a computer to generate a star map of selected regions of the sky 24. Process B&W and Color digital photographic data taken by a charged Couple Device using Image Processing software 25. Use an optical bench to determine optical parameters for mirrors and lenses 26. Construct and explain the operation of a sundial 27. Use simulator data to identify and measure direction and velocity of asteroids 28. Get students to Read the Lab so they can be better ready to complete it in the the time allotted 29. Determine image scale and actual size of objects in astrophotographs, including comets, and features on the moon 30. Calculate the sidereal and synodic period of the sun based on sunspot rotation data 31. Determine the spectral class, color and apparent magnitude of stars using a computer program 32. Determine the distance to star clusters using an H-R diagram General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences AS - Physical Science Lab CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: 1. Standard quizzes, mid-term, and final exams consisting of a variety of tasks and question formats, evaluating all levels of performance according to Bloom's taxonomy (knowledge, understanding, application, analysis, synthesis, and evaluation)(Example question: You are given a pair of binoculars which are labeled "7x50." What do the two numbers represent?) Problem Solving Examinations Example: Midterm and Final Exams also contain problems to solve. (Ex. What is the scale of the star map in mm/deg, given that stars A and B are 15 deg apart)? Projects Example: Each person will build or co-build a working sundial. Students are expected to submit a report and tell the class about how they constructed it. Reports Example: 1. Laboratory exercises to evaluate student comprehension of weekly assignments and assigned reading (Example exercise: Find and determine the azimuth and altitude of Vega, Deneb and Altair (the summer triangle)). Skill Demonstrations Example: 1. Use of the Meade Telescopes during observation nights, to look and examine several celestial objects for every evening. Repeatable No Methods of Instruction Laboratory Distance Learning Lab: Critical Thinking: Students are taught what characteristics of a telescope and eyepiece determine magnification, light gathering power, field of view, and resolving power. Using this basic information, students must then answer questions relating different parameters to each other, and what external factors would limit the telescope performance – for example earth based telescopes vs space-base telescopes. (Objectives 11,12,13) Reading: Reading from the required course text is assigned on a regular basis. Weekly lab assignments require students to read procedures and expected analysis (Objectives 9,14,22,27,28). Writing: Term sundial project requires written report. (Objective 26) Field Trips: Students will be required to go on at least one field trip per semester or more (depending on weather and moon phase). (Objectives 1,3,4,10,15,20) Distance Learning Students will watch instructional video on how to complete a laboratory activity. At the end of the laboratory exercise, there are three particularly challenging analysis questions. Students will then interact with each other in a discussion board, where they are given a prompt to discuss one of the three challenging analysis questions in the lab. This discussion board is shaped with hints from the instructor, as to how to solve the problems. Answers to the problems are submitted individually by the students. Typical Out of Class Assignments Reading Assignments 1. Reading from assigned text on a weekly basis. Example: Read the Chapter on "Stars for All Seasons". Be prepared to discuss in class. 2. Reading from supplemental handouts. Example: Read the "Meade LX-200 Telescope: Set-up and Take-down Procedure" handout. Students will then list the steps. Writing, Problem Solving or Performance 1. Weekly laboratory reports. Example question: Calculate the magnification for the LX-200 telescope using a 40 mm eyepiece. 2. Written sundial project report. Example demonstration: Calculate, design and build a sundial which functions. 3. Quizzes, Midterm, and final exam to demonstrate acquisition of critical thinking skills and astronomical knowledge. Example exam question: Suppose that you live in Saint Louis, MO. What is the altitude of Polaris? Other (Term projects, research papers, portfolios, etc.) One assignment is given for each week of class. Each of these assignments will be of a nature that is reflective of the course outcomes. In particular, for assignments that are of a hands-on nature, our online students will acquire this experience through computer simulations, remote access to a robotic telescope, and/or visits to a public telescope observation site (either at a Sierra College Astronomy Department site or one owned by a local astronomy club). Example: Using the LX-200, locate and sketch the crater Copernicus on the Lunar surface. Required Materials NightWatch Author: Terence Dickenson Publisher: Firefly Books Publication Date: 2007 Text Edition: 4th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. 1. Laboratory exercise packet prepared by instructors and updated every semester, printed and packaged on campus and distributed through the campus bookstore.* 2. Laboratory handbook prepared by instructors and updated every semester, printed and packaged on campus and distributed through the campus bookstore.* 3. Star Maps SC-001 (Equatorial Region) and SC-002 (North Circumpolar Region). 4. "Skygazer's Almanac" for the most current year (recommended). * Lab exercises and handbook are written with relevance to existing facilities, equipment, and current course content.
BIOL 0011 - Concepts of Biology
http://catalog.sierracollege.edu/course-outlines/biol-0011/
Catalog Description Advisory: Eligibility for ENGL 1A and MATH 12 Hours: 108 (54 lecture, 54 laboratory) Description: Designed for non-life science majors desiring an introductory biology course with a lab. Introduces the main concepts of biology, covering molecular and cell biology, heredity and nature of genes, biotechnology, evolution, diversity of life, and principles of ecology. Students enrolling in BIOL 11 after having taken BIOL 10 will lose credit for BIOL 10. Not recommended for students who have completed BIOL 56 and 56L. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Develop, utilize and evaluate scientific hypotheses through experimentation. CSLO #2: Appraise the relationship between cellular respiration and photosynthesis. CSLO #3: Formulate the correct structure of the main types of cells and diagnose the hypotheses regarding the evolutionary development of those cells. CSLO #4: Assess the role of DNA in living things, construct methods to analyze the patterns of inheritance, and judge the impact of genetic engineering on living things. CSLO #5: Justify the role of evolution in the development of living things, the diversity of living things and judge the effects of humans on living things on earth. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Via written examinations, quizzes, independent projects, and laboratory exercises, the students will Lecture Objectives: 1. Apply the main steps of the scientific method to develop a scientific hypothesis. (Lecture Ia) 2. Identify the variables found in scientific experiments and the roles that they play in testing hypotheses. (Lecture outline Ia) 3. Outline the levels of organization of life from molecular to ecosystem level in a diagram (Lecture outline I). 4. Apply knowledge of the parts of an atom to construct molecules with a lower energy state than the atoms that entered into the bond. (Lecture outline Ib) 5. Describe characteristics of the main organic compounds and consider roles of various organic molecules in living organisms (Lecture outline 1c) 6. Outline the functions of the main components of prokaryotic cells and the components and organelles of eukaryotic cells (Lecture outline Id) 7. Defend why a living cell is the basic unit of life (Lecture outline Id) 8. Describe the behavior of molecules during diffusion both within the solution itself and across a membrane. (Lecture outline Id) 9. Hypothesize how the structure of the cellular membrane enables cells to function. (Lecture outline Id) 10. Differentiate between the first two laws of thermodynamics and apply them to living systems (Lecture outline IIa) 11. Diagram how enzymes work and how they can be shut down. (Lecture outline IIb) 12. Identify the role of enzymes in organisms (Lecture outline IIb) 13. Compare and contrast the processes of photosynthesis and cellular respiration, recognize their role in energy flow in ecosystems. (Lecture outline IIc and IId) 14. Compare and contrast the processes of bacterial fission, mitosis and meiosis, recognize their role in the life cycles of organisms (Lecture outline IIIa) 15. Explain the correlation between errors in the cell cycle and cancer (Lecture outline IIIa). 16. Describe the structure of a DNA molecule and the process by which it replicated. (Lecture outline IIIb) 17. Analyze the main steps of protein synthesis. (Lecture outline IIIb) 18. Critique the role that mutations play in protein synthesis and evolution (Lecture outline IIIb) 19. Identify the main implications of DNA technology in the lives of humans. (Lecture outline IIIb) 20. Judge ethical issues associated with the use of biotechnology. (Lecture outline IIIb) 21. Critique the adaptive significance of sexual reproduction and situations in which asexual reproduction would be preferable. (Lecture outline IIIc) 22. Outline the ways by which meiosis and random fertilization contribute to biological adaptation and diversity.(Lecture outline IIIc) 23. Formulate the main Mendelian rules of inheritance and utilize these rules to solve simple genetic problems (involving monohybrid and dihybrid crosses). (Lecture outline IIIc) 24. Analyze the connection between genetics, heredity, epigenetics and the environment. (Lecture outline IIIc) 25. Evaluate natural selection as the main mechanism of biological evolution. (Lecture outline IVa) 26. Defend the importance of variation, overproduction, and heritability in natural populations. (Lecture outline IVa) 27. Describe the history of evolutionary thought (Lecture outline IVa) 28. Compare and contrast microevolution and macroevolution (Lecture outline IVa) 29. Evaluate the Oparin/Miller theory of the origin of life as suggested by geological and biochemical evidence. (Lecture outline IVb) 30. Identify the Domains and Kingdoms recognized by modern taxonomy, list the main characteristics of each domain and kingdom, and give examples of the main representatives of each. (Lecture outline IV) 31. Evaluate the role that microorganisms, plants, fungi and animals play in ecosystems and in the lives of humans (Lecture outline IV) 32. Investigate the main evolutionary adaptations found in microorganisms, plants, fungi and animals. (Lecture outline IV) 33. Examine the main components of an ecosystem and diagnose the ecological roles that organisms play within them. (Lecture outline IVf) 34. Evaluate the effect of human activities on the diversity of life on and the geological processes of Earth. (Lecture outline IV) 35. Diagnose the long-term effect of human population growth on the fate of our planet (Lecture outline IV) Laboratory Objectives: 1. Develop, implement and test a scientific hypothesis. (Lab outline I) 2. Construct biological molecules using modeling kits (Lab outline II) 3. Describe characteristics of the main organic compounds and consider roles of various organic molecules in living organisms (Lab outline II) 4. Apply knowledge of the parts of an atom to construct molecules with a lower energy state than the atoms that entered into the bond. (Lab outline II) 5. Outline the functions of the main components (organelles) of a living cell (Lab outline III) 6. Observe the behavior of molecules during diffusion both within the solution itself and across a membrane and determine how factors such as tonicity, molecule size and temperature can play a role in that rate of diffusion. (Lab outline IV) 7. Differentiate between the first two laws of thermodynamics and apply them to living systems (Lab outline IV) 8. Demonstrate via experimentation the role of the molecules involved in the photosynthetic equation. (Lab outline V) 9. Demonstrate via experimentation the role of the molecules involved in the process of both aerobic and anaerobic cellular respiration. (Lab outline VI) 10. Diagram the stages of mitosis outline what occurs during each stage. (Lab outline VII) 11. Describe the structure of a DNA molecule and the process by which it replicated. (Lab outline 12. Analyze the main steps of protein synthesis. (Lab outline VIII) 13. Critique the role that mutations play in protein synthesis and evolution (Lab outline VIII) 14. Isolate DNA from the remains of a living organism. (Lab outline VIII) 15. Formulate the main Mendelian rules of inheritance and utilize these rules to solve simple genetic problems (involving monohybrid and dihybrid crosses). (Lab outline IX) 16. Utilize the rules of natural selection and Mendelian genetics to demonstrate how natural selection affects the gene frequencies of populations. (Lab outline X) 17. Critique the roles that sexual selection, gene flow, genetic drift and mutation play in evolution. (Lab outline X) 18. Investigate the main evolutionary adaptations found in microorganisms, plants, fungi and animals. (Lab outline X, XI, XII, XIII) 19. Apply the metric system when conducting laboratory experiments; correctly and safely use standard tools and equipment (light compound microscope, digital scale, chemical glassware, etc.) in a biology lab. (All labs) 20. Collaborate as a team member during biology lab exercises. (All labs) 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 Essay Examinations Example: Answer in a one page, double-spaced essay which will be evaluated based on accuracy and development of response. Rubric grading. 1. Genetically modified organisms are those which have had their genes altered. This is not the same as selective breeding. In selective breeding agriculturalists select the plants or animals that produce the most food and then breed them together to produce offspring that produce a high amount of food. For example, due to selective breeding cows are able to produce more milk per day today than they were in the past. Genetically modified organisms, however are something different. Genetically modified organisms, or GMOs as they are commonly referred to, have genes from other species of organisms inserted into their own genome. For example, Bt corn is a type of corn that has had a gene from a bacterial species called Bacillus thuringiensis inserted into it. This gene makes the corn resistant to a particular corn pest species called the European corn borer. This means that farmers who grow this corn no longer need to spray their corn with pesticides to eliminate this pest. However, there are many who worry about the impact of GMOs on the environment, on humans and on other crop species. What do you think of GMOs? Find some research on-line (from an .org or .edu source) both in support and against the use of these organisms. What do you think of their arguments? Do you agree or disagree? What do you think the global impact of these organisms could be? What percentage of the average American diet is composed of GMOs? Outcomes assessed: 1. Identify the main implications of DNA technology for the medical field and agriculture. (Lecture outline IIIb) 2. Judge ethical issues associated with the use of biotechnology. (Lecture outline IIIb) 2. Answer in a one page, double-spaced essay which will be evaluated based on accuracy and development of response. Rubric grading. In cattle, hornless condition is dominant to horned. If both parents are heterozygous for this condition: a. What is the probability that a calf born to these parents will be horned? b. What is the probability that the calf will be hornless? Outcome Assessed: 1. Formulate the main Mendelian rules of inheritance and utilize these rules to solve simple genetic problems (involving monohybrid and dihybrid crosses). (Lecture outline IIIc) Objective Examinations Example: 1. Hypertrichosis, hairiness of the outer ear, is inherited as a Y-linked recessive in humans, If a man with hypertrichosis marries a woman without the trait, what might be the phenotypes of their children? A. All of their children have hypertrichosis B. All of the sons have hypertrichosis, but none of the daughters C. All of the daughters have hypertrichosis, but none of the sons D. None of their children have hypertrichosis 2. Tube feet of sea stars are used primarily for: A. Reproduction B. Circulation C. Movement D. Sensation Reports Example: Lab Questions: What wavelengths of light worked best for the production of oxygen? Hypothesize why it was those particular wavelengths of light that produced the most oxygen. Why did using the full spectrum of light work best for the production of oxygen? Explain why an increase in carbon dioxide in the Habitation Unit would not result in greater production of oxygen. Your explanation should include a discussion on the light dependent reactions and the Calvin cycle. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Students will be assigned genotypes and the instructor will inform how those genotypes correspond to particular feeding phenotypes. Candy will then be placed on the tables in front of the students. Students will use their phenotypes to forage for food. Those students that do not collect enough food will be removed from the population. Those students who collect enough food will be allowed to parent the next generation. Using the Mendelian ratios based upon the genotypes of the parents, the instructor will allocate new genotypes to the students previously removed from the game. Gene frequencies will be calculated both before and after each round of play. Lecture: Instructor leads class discussion on the following: "A food manufacturer is advertising a new cake mix as fat-free. Scientists at the US Food and Drug Administration (FDA) are testing the product to see if it truly lacks fat. Hydrolysis of the cake mix yields glucose, fructose, glycerol, a number of amino acids, and several kinds of molecules with long hydrocarbon chains. Further analysis shows that most of these hydrocarbon chains have a carboxyl group (typical to organic acids) at the end. What would you tell the manufacturer if you were the spokesperson for the FDA, and why?" Distance Learning Following a live-recorded lecture on procaryotic and eucaryotic cells, the instructor will guide students through the following process: "Perform an internet search for the websites on cell structure. Find sites that: give an overview and illustrate cell organelles and their functions; compare animal cells and plant cells; compare eukaryotic and prokaryotic cells; and, overall, have descriptions and images that are most helpful in illustrating the content of our chapter After you have found such website(s), post a link to them in our Discussion Board, put a comment on why you think this particular site is helpful and what you liked about it. What additional information did you find there that helped you learn the concepts better?" Typical Out of Class Assignments Reading Assignments 1. Discover something new in science. In the tradition of a "Today I learned" post, read about a new discovery in science. Evaluate what you read and be prepared to discuss the implications for humans and the environment of that work. 2. Review the data collected and results from a scientific experiment provided by the instructor (e.g. science surrounding vaccine acceptance). Evaluate the outcome of the experiment. Identify the hypothesis and variables that were part of that experiment. Writing, Problem Solving or Performance 1. Complete word problems in genetics that are based in genetic terminology. 2. Evaluate the size of the human population on earth today. Use this information to determine the effects that humans have on the natural world. Detail your findings in a two-page essay that demonstrates critical thought. Other (Term projects, research papers, portfolios, etc.) 1. Review the laboratory exercises prior to coming to lab. Answer pre-lab questions prior to arrival in class. 2. Answer review questions posed in lab manual based upon the experiments conducted in lab. 3. Case Studies: Should we clone mammoths? Evaluate what the potential barriers are to cloning mammoths. Discuss the potential effects on the ecosystem of the reintroduction of mammoths into the ecosystem. Use this information to debate issues surrounding the reintroduction of mammoths or other extinct animals back into the ecosystem. Required Materials Concepts of Biology Author: Fowler, Roush, Wise Publisher: Open Stax Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Campbell Essential Biology Author: Reece, Simon, Dickey Publisher: Benjamin Cummings Publication Date: 2018 Text Edition: 7th Classic Textbook?: OER Link: OER: Laboratory Manual for Biology 11 Author: Carroll, Martinez, Pravosudova Publisher: Sierra College Publication Date: 2015 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Art ENGL 0016 Introduction to LGBTIQ Literature ENGL 0027 Literature by Women ETHN 0011 Introduction...
