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Discipline: Degree: AS - Integrated Pest Management - S0311

Course Name	Course Number	Objectives
Biology for Majors	BIOL 4	Students completing this project will be able to demonstrate the ability to show the relevance of biology on their daily lives. Students will have the ability to form a hypothesis, collect data, conduct statistical analysis, and interpret data. Students will be able to examine the chemical organization and structure of cells, and relate these to cellular processes including transport, synthesis and cell reproduction. Students will be able to apply principles of the scientific method in experimental situations and demonstrate explain the purpose and expected outcomes of laboratory experiments. Students will be able to integrate the principles of ecology to explain relationships within the biosphere and human impact on the planet. Students will be able to evaluate experimental results in the laboratory and explain why these may differ from expected results. Students will be able to compare and contrast the components of the organizational hierarchy within the biosphere. Students will be able to describe the structure of DNA, its mechanism of replication and the implications of this process on inheritance, evolution and biodiversity. Students will be able to compare and contrast the processes of photosynthesis and cellular respiration, and explain the significance of the similarities and differences between the two processes.
Biology for Majors - Honors	BIOL 4H	Students completing this project will be able to demonstrate the ability to show the relevance of biology on their daily lives. Students will have the ability to form a hypothesis, collect data, conduct statistical analysis, and interpret data. Students will be able to examine the chemical organization and structure of cells, and relate these to cellular processes including transport, synthesis and cell reproduction. Students will be able to compare and contrast the processes of photosynthesis and cellular respiration, and explain the significance of the similarities and differences between the two processes. Students will be able to integrate the principles of ecology to explain relationships within the biosphere and human impact on the planet. Students will be able to apply principles of the scientific method in experimental situations and demonstrate explain the purpose and expected outcomes of laboratory experiments. Students will be able to evaluate experimental results in the laboratory and explain why these may differ from expected results. Students will be able to compare and contrast the components of the organizational hierarchy within the biosphere. Students will be able to describe the structure of DNA, its mechanism of replication and the implications of this process on inheritance, evolution and biodiversity.
Cell and Molecular Biology	BIOL 8	Students will be able to accurately draw a plasmid map based on the results of a restriction digest of a plasmid. Students will be able to identify the function of each component of the SDS PAGE development process (primary antibody, secondary antibody, biotin, milk protein).
Chemistry for Allied Health Majors	CHEM 10	Perform calculations, set up and solve problems using conversion factors Perform calculations, set up and solve problems using conversion factors.
Ecology and Field Biology	BIOL 3	Students will be able to integrate principles of ecology to explain relationships within the biosphere and man's impact on the planet. Students will be able to use dichotomous keys in identification of plant and animal species. Students will be able to examine current ecological applications (i.e. sharing of neighborhoods by people and predatory species, effectiveness of the endangered species act, fragmentation of wildlife habitat, etc.). Students will be able to diagram biogeochemical cycles and their relationship to environmental problems such as acid rain and global warming. Students will be able to apply scientific theories and concerns (e.g. human population growth). Students will be able to compare and contrast environmental topics such as ozone depletion vs. global warming, various animal mating systems, various foraging strategies, etc. Students will be able to demonstrate various field techniques such as insect collection/ mounting, plant pressing, vegetation line transects, etc. Students will be able to identify various local habitat types and their associated organisms, including amphibians, reptiles, birds, mammals and plants. Students will be able to demonstrate the ability to show the relevance of biology on their daily lives. Students will be able to explain the concept of natural selection through ecological examples of comparative adaptations.
Fundamentals of Genetics	BIOL 34	Students will be able to describe types of mutations at the molecular level. Students will be able to describe the role of gene expression in development using specific genes as examples. Students will be able to explain the process of RNA and protein synthesis and how these processes are regulated. Students will be able to relate the structures of DNA to DNA replication. Students will be able to describe the components of the eukaryotic genome. Students will be able to determine the mode of inheritance of a human genetic disorder from examining a pedigree of inheritance of that disorder. Students will be able to solve genetics problems involving linkage and recombination. Students will be able to solve genetics problems including those involving dominance, incomplete dominance, multiple genes, sex linkage, and epistasis. Students will be able to identify and discuss the ethical and moral implications of genetic technology including recombinant DNA technology. Students will be able to describe the methods and applications of recombinant DNA technology. Students will be able to discuss the relationship between mutation and molecular evolution and evolution in organisms. Students will be able to describe types of mutations at the chromosomal level including aneuploidies, deletions, duplications, inversions and translocations.
General Biology - GE	BIOL 1	Relate cell structure and physiology. Classify the molecules of living systems and apply basic principles of chemistry to their interaction. Students completing relevant assignments in Area B courses will evaluate the impact of science on their daily lives An advisory prereq of READ 100 has been added to Bio 1 course outline. It is currently in the queue for review by Ed Design. Can students answer general questions about community and population ecology and natural selection after completing a related activity in lab? Explain why evolution is the most all-encompassing scientific explanation for the history of life and the similarities in biochemistry and physiological processes among living things. Describe how the systems of the human body interact to maintain homeostasis. Assess how population and community dynamics are affected by ecological interactions. Summarize the various types of evidence used to examine evolutionary principles. Evaluate how life forms duplicate, maintain control, and exhibit hereditary patterns. Compare and contrast the processes of photosynthesis and cellular respiration in terms of energy transformation in cells.
General Chemistry I	CHEM 50	Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: a. calculating molarity b. making dilutions c. performing stoichiometric calculations. Chem 50 students will be able to demonstrate an understanding of stoichiometric principles, such as: a. Mole-to-mole conversions b. Mole-to-mass conversions c. Mass-to-mass conversions d. Identifying limiting reactant e. Calculating the theoretical yield f. Calculating the amount of excess reactant
General Chemistry I - Honors	CHEM 50H	Chem 50H students will be able to demonstrate an understanding of stoichiometric principles, such as: a. Mole-to-mole conversions b. Mole-to-mass conversions c. Mass-to-mass conversions d. Identifying limiting reactant e. Calculating the theoretical yield f. Calculating the amount of excess reactant Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: a. calculating molarity b. making dilutions c. performing stoichiometric calculations.
General Chemistry II	CHEM 51	Chem 51 students will be able to a. examine and predict the effect of common ions on an aqueous equilibrium system b. examine and predict the effect of common ions on an aqueous equilibrium system as applied to the Solubility Procudt Constant (Ksp) Experiment c. predicting degree of solubility based on solubility product constants d. calculating the value of the solubility of a solution containing a common ion The questions focused on determination of solubility, understanding the concept of Ksp, and the effects of the common ion effect on solubility. Some of the questions related directly to experiences that they had in several lab experiments. Chem 51 students will be able to a. Define and identify a buffer solution b. Determine the pH of a buffer solution c. Predict the change in pH of a buffer solution upon addition of a strong acid or base d. Determine the chemical quantitates needed in order to prepare a buffer solution of given pH and acid or base concentration By using the concept of Le Chatelier’s Principle, students will be able to a. predict the effect that causes the reaction to shift toward products in a gas phase reaction initially at equilibrium. b. predict the correct effect of different stresses on a gas phase reaction at equilibrium c. predict the correct effect of adding a substance that reacts with a component in the equilibrium system of a slightly soluble salt that was used in the “Review of Equilibrium Systems” experiment d. predict the correct effect (by color of solution) from adding common ion in the aqueous phase equilibrium system used in the “Review of Equilibrium Systems” experiment e. predict the correct effect (by color of solution) from adding a substance that reacts with a component in the equilibrium system used in the “Review of Equilibrium Systems” experiment. The questions focused on determining the direction of shift of a reaction upon adding a variety of stresses to a system at equilibrium. Some of the questions related directly to experiences that they had in several lab experiments. Outcomes (SLO statement): Chem 51 students will be able to: a. Define and identify a buffer solution b. Determine the pH of a buffer solution c. Predict the change in pH of a buffer solution upon addition of a strong acid or base d. Determine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration SLO on Buffers focused on the following course measurable objective: Prepare buffer solutions of a given pH and molarity and predict the response of the buffers to additions of acids and bases. Outcomes (SLO statement): Chem 51 students will be able to: a. Define and identify a buffer solution b. Determine the pH of a buffer solution c. Predict the change in pH of a buffer solution upon addition of a strong acid or base d. Determine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration
Horticultural Science	AGOR 1 (VOC)	GEO- Students completing relevant assignments in Area B courses will evaluate the impact of science on their daily lives. Students completing AGOR 1 will be able to evaluate various pruning practices and applications for common plants. Students completing AGOR 1 will be able to describe sexual and asexual reproduction in plants.
Humans and the Environment	BIOL 6	Evaluate the task of moving from simplistic, linear thinking to circular, cybernetic thinking that is harmonious with the ecological cycles that sustain us. Evaluate the "J"-shaped curves of increasing population, natural resource use and pollution with respect to their ability to disrupt the earth's life support system. Illustrate the basic ecological concept that everything living and non-living is interconnected. Examine the differences between a frontier society and a sustainable earth society. Contrast the laws of matter and thermodynamics and assess their connections to pollution. Evaluate the concept of carrying capacity as it relates to the earth's resources and matter recycling systems. Appraise the complexities of the biological and environmental problems confronting humans. Integrate ecological principles into everyday thought and apply them to decision- making. Students will learn ecological principles, differentiate which ecological principles relate to specific ecological situations inspected in class and/or determine the relevance of environmental science to their daily lives
Humans and the Environment Laboratory	BIOL 6L	Analyze the ecological principles presented in a variety of environmental articles. Assess the potential problems of abused ecosystems and describe these problems. Select appropriate ecological principles from the textbook and integrate these principles in preparing written field notebooks. Examine the process of energy production from waste resources. Students will learn ecological principles, differentiate which ecological principles relate to specific ecological situations inspected in lab and determine the relevance of environmental science to their daily lives Summarize the characteristics of California native plant communities. Analyze information and describe the effects of nuclear weapons on the abiotic and biotic environment. Summarize and evaluate critical ecological concerns along the Southern California coast. Examine and evaluate the biological and social values of the Mt. San Antonio College Wildlife Sanctuary and other ecological reserves. Analyze and evaluate the pros and cons of resource recycling. Illustrate a flow chart of an urban water reclamation plant.
Integrated Pest Management	AGOR 24 (VOC)	Students successfully completing this course will be able to demonstrate knowledge of Laws and Regulations of California Department of Pesticide Regulation Successful completers will be able to identify local pests and disorders of trees, turf, and ornamental landscapes. Students completing AGOR 24 will be able to give a professional quality oral presentation
Interior Landscaping	AGOR 15 (VOC)	Students will be able to select appropriate interior plants for given site conditions. Students will be able to identify common species and varieties of interior plants. Students completing AGOR 15 will be able to give a professional quality oral presentation.
Introduction to General Chemistry	CHEM 40	Molecular Geometry) - students will be able to assign a molecular geometry of linear, bent, trigonal planar, trigonal pyramidal, or tetrahedral to a given molecule. Students will be able to calculate the percent composition, molar masses, empirical and molecular formula of compounds from appropriate data. Chemistry 40 students will be able to apply the principles of stoichiometry to calculate the quantities of any component in a balanced chemical reaction equation.
Introductory Organic and Biochemistry	CHEM 20	CHEM 20 students will be able to: • Predict the products of replication. • Predict the product of transcription. • Predict the product of translation from a given sequence of DNA. • Predict changes in the translation product that would result from mutation in the DNA sequence. CHEM 20 students will be able to: • Predict the products of replication. • Predict the product of transcription. • Predict the product of translation from a given sequence of DNA. • Predict changes in the translation product that would result from mutation in the DNA sequence. Given a segment of DNA, students will be able to: 1. Identify which strand is used for transcription and draw the primary structure of the mRNA produced in the transcription underneath the strand. 2. Write the sequence of polypeptide that will be produced from the DNA. 3. Clearly describe the effect on the protein chain when a base pair is mutated. Students will be able to: Describe the fate of proteins that enter the body. Describe what happens to the excess amino acids in the body? Describe the ultimate fate of the nitrogen atoms from excess amino acids? Describe TWO different possible fates of the carbon skeletons from excess amino acids.
Landscape Irrigation - Design and Installation	AGOR 62 (VOC)	Course completers will be able to evaluate a site and develop a functional design that meets client criteria Identify the proper components of a efficient automatic irrigation system
Landscape Irrigation Systems Management	AGOR 63 (VOC)	Students will be able to determine the distribution uniformity of an irrigation system. Completers will be able to properly repair a PVC piping system used in Irrigation.
Landscaping and Nursery Management	AGOR 32 (VOC)	Demonstrate a work ethic appropriate to the plant production industry. Students completing AGOR 32 will be able to demonstrate good customer relations skills. Students completing this course will be able to explain the organizational structure of the nursery industry.
Marine Biology	BIOL 20	Students will be able to differentiate between the major phyla of marine organisms. Students will be able to explain factors that influence winds, currents and tides. Students will be able to identify dominant invertebrates and vertebrates associated with the southern California coast. Students will be able to summarize ecological principles associated with marine ecosystems. Students will be able to explain the process of plate tectonics and its significance in marine environments. Students will be able to evaluate the biological and political factors that are associated with overfishing. Students will be able to compare and contrast the geological, physical, and chemical aspects of the marine environment and explain how marine organisms adapt to each aspect. Students will be able to analyze the limiting factors of oceanic provinces. Students completing relevant assignments in Area B courses will evaluate the impact of science on their daily live Students will be able to describe two major differences between vertebrate and invertebrate marine organisms.
Marine Biology - Laboratory	BIOL 21	Students will be able to differentiate between the major phyla of marine organisms based on anatomical differences discovered in laboratory dissections. Students will be able to identify dominant invertebrates and vertebrates of the intertidal regions in a field situation by observing differences in distribution at different elevations above sea level. Students will be able to summarize ecological principles associated with marine ecosystems. Students will be able to analyze external and internal anatomy of marine organisms and describe differences in structure between various classes of marine organisms within a particular phylum. Students will demonstrate an ability to recognize chordgrass, pickleweed, and salt grass and describe the elevational distribution of these plants in a salt marsh. Students will be able to relate anatomical structure to life style of various marine organisms, and analyze the significance of the structure and functions of organ systems to the mode of life in the marine environment. Students will be able to compare and contrast the biological and physical aspects of the marine environment, and explain adaptations of marine organisms to each aspect. Students completing relevant assignments in Area B courses will evaluate the impact of science on their daily lives Students will be able to identify 5 different organisms found in the intertidal zone of southern California.
Organic Chemistry	CHEM 80	Provided with a molecular formula and the infrared (IR), 1H-NMR, 13C-NMR spectra for an unknown organic molecule, CHEM 80 students will be able to propose a correct structure for the molecule. The assessment consisted of questions in a multiple-choice standardized-exam format (ACS Standardized National Exam), focusing on IR and NMR. In addition, a student survey was administered to gauge the effectiveness of replacing the old computers with new ones in the CTC Lab. Some of the questions targeted direct experience using the CTC lab. CHEM 80 students will be able to demonstrate the effectiveness of the CTC Lab. These updated tools promote their success in organic chemistry. CHEM 80 students will be able to analyze 3D, Fischer and Newman projection drawings to determine their stereochemical designations, determine isomeric relationships between two drawings, and correlate stereoisomerism with physical properties such as optical rotation of light.
Organic Chemistry	CHEM 81	Provided with a molecular formula and the infrared (IR), 1H-NMR, 13C-NMR spectra for an unknown organic molecule, CHEM 81 students will be able to propose a correct structure for the unknown molecule. SLO 2 (Evaluation of a Multi-Step Synthesis) - CHEM 81 students will be able to evaluate a mechanism of a multi-step synthesis reaction. CHEM 81 students will be able to a. Predict the product(s) of reactions involving carboxylic acids and their derivatives b. Provide the reagents needed to transform carboxylic acids and their derivatives c. Compare relative reactivities of carboxylic acids and their derivatives d. Write the mechanism for reactions involving carboxylic acids and their derivatives
Ornamental Plants - Herbaceous	AGOR 29 (VOC)	Students completing AGOR 29 will be able to identify common herbaceous landscape plants using physical features of leaf, stem, flower, fruit, and growth habit.
Ornamental Plants - Trees and Woody Shrubs	AGOR 30 (VOC)	Students completing AGOR 30 will be able to identify common landscape trees and woody shrubs using physical features of leaf, bark, flower, fruit, and growth habit.
Plant and Animal Biology	BIOL 2	Students will be able to describe the life cycles of the important phyla in detail emphasizing evolutionary trends through geological time. Students will be able to describe plant form and function emphasizing evolutionary trends throughout the plant kingdom (including structure, function, growth, transport, nutrition, control systems, reproduction and development.) Students will be able to discuss evolutionary changes throughout the geological time scale including topics on systematics, taxonomy, and biological diversity. Students will be able to analyze the current taxonomic classification schemes and discuss how taxonomy is a work in progress. Students will be able to describe animal form and function emphasizing evolutionary trends throughout the animal kingdom (including structure, function, nutrition, circulation, gas exchange, immune response, internal controls, chemical signals, reproduction, development, behavior, nervous and sensory systems). Students will be able to complete an analysis of plant and animal interactions in relationship to their biomes. Students will be able to classify plants to Family. Students will be able to correctly analyze plant characteristics and be able to place unfamiliar plants into their correct plant families. Students will be able to construct cladogram. Students will be able to correctly analyze and construct a cladogram using shared and derived characteristics placing species and their characteristics in the proper positions. Students will be able to evaluate the impact of science on their daily lives (area B GEO being used as course level SLO) Students will be able to compare and contrast prokaryotic and eukaryotic organisms and describe how they are arranged in a classification hierarchy. Students will be able to compare and contrast the different taxonomic groups (bacteria, protists, plants, animals and fungi) and discuss evolutionary changes that led to their adaptive radiation throughout geological time. Students will be able to define the concept of alteration of generation, and analyze the modifications that have occurred in different organismal groups.
Plant Propagation/Greenhouse Management	AGOR 2 (VOC)	Students completing AGOR 2 will be able to demonstrate a work ethic appropriate to the plant production industry. Course completers will be able to demonstrate commercial plant propagation techniques used in the nursery industry.
Plant Structures, Functions, and Diversity	BTNY 3	Evaluate various theories dealing with uptake of water and food and associated transport pathways in vascular plants. Examine, monitor and analyze the growth and development of plants from seed to seed and relate deficiencies in nutrients to growth changes. Summarize the characteristics of plant communities and biomes. Examine the major lines of evolution of plants and the phylogenetic relationships from bacteria to angiosperms, including the work of Charles Darwin and natural selection. Illustrate the ecological concept that every living and non-living thing is interconnected, with emphasis on biotic as well as abiotic factors such as soil and exposure to sun/wind. Compare and contrast the reproductive structures of bacteria, algae, fungi, bryophytes, lower vascular plants, ferns, gymnosperms, and angiosperms. Discuss the importance of biodiversity and conservation. Value plants, fungi, algae, and the natural world. Compare and contrast the anatomical and morphological differences between stems, leaves and roots. Distinguish modifications of stems, leaves and roots with respect to various environmental conditions related to water and food. Identify cells and tissues in stems, leaves and roots.
Soil Science and Management	AGOR 50 (VOC)	Course completers will be able to predict the potential effects that certain chemical and physical properties of soils will have on overall plant health. Course completers will be able to identify and explain all aspects of a standard soil test. Course completers will be able to evaluate the soil conditions at an existing site and make specific recommendations for the immediate and long-term correction of all problems
Sports Turf Management	AGOR 40 (VOC)	Course completers will be able to formulate and propose an all-inclusive management program for a sports turf area
Turf Grass Production and Management	AGOR 39 (VOC)	Course completers will be able to formulate and implement a complete Turf Management program for a specific site.
Urban Arboriculture	AGOR 75 (VOC)	Students completing AGOR 75 will be able to describe the environmental, economic, aesthetic, and social benefits of trees.
Work Experience in Nursery Operations	AGOR 91	Employers of Horticulture Work Experience Students will rate the work habits of their students as above average. Employers of HorticultureWork Experience Students will rate the technical skills of their students as above average.

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