Los Angeles Harbor College
Program Review
for
SCIENCE & FAMILY &
CONSUMER STUDIES
Following the guidelines as approved by the Academic Senate
and the College Planning Council on October 16, 2003 and
using the Steps as approved by the Academic Senate
and the Academic Affairs Cluster
Los Angeles Harbor College Program Review, December 2005 1
Science & F&CS Division Unit Plan
Page
Life Science 7
Program Review
Anatomy 1-Course Outline, Syllabus
Biology 3-Course Outline, Syllabus
Microbiology 20-Course Outline, Syllabus
Child Development 49
Program Review
Child Development 1-Course Outline, Syllabus I, Syllabus II
Child Development 22-Course Outline, Syllabus
Family & Consumer Studies 21-Course Outline, Syllabus
Geology 99
Program Review
Geology 1-Course Outline, Syllabus
Oceanography 1-Course Outline, Syllabus
Geography 125
Program Review
Geography 1-Course Outline, Syllabus
Los Angeles Harbor College Program Review, December 2005 2
Science and Family &
Consumer Studies Division
Unit Plan 2005-2006
Los Angeles Harbor College Program Review, December 2005 3
COLLEGE OBJECTIVES ACTIVITIES/TASKS STATUS RESOURCES COSTS
STRATEGY
DIVISION OBJECTIVES
1.1, .13, 1.5, Complete staffing needs of 1.0 Division Administrative Assistant Complete in Committee Personnel
2.1, 7.4 Science/Family & Consumer
Studies Division
1.3, 2.1, 2.3, Renovate building Replace lighting and wiring system, air Exterior painting Facilities,
3.4, 6.1, 6.2 condition building, paint interior and complete Equipment
exterior of building, provide individual In Proposition A/AA
faculty office space, create SMART plans
classrooms
1.3, 1.4, 1.5, Refurnish building Install new furniture and window In Prop A/AA plans Facilities,
2.1, 6.1, 6.2 treatments in lecture halls, laboratories, Equipment
and faculty offices
LIFE SCIENCE
OBJECTIVES
1.1, 1.2, 2.1, Expand Allied Health Science Hire instructors and Laboratory Complete in Committee Personnel
2.2, 2.3 curriculum offerings Technician
1.3, 1.4, 1.5, Develop teaching technology Obtain six “Tegrity” systems, install 2 Tegrity systems Equipment
6.1, 6.2 for Life Science Program wireless technology in all classrooms, purchased
replace VHS library with DVDs Wireless in Prop A/AA
plans
1.1, 1.3, 1.5, Staffing for Life Science 3.0 Instructors Complete in Committee Personnel
2.1, 7.4, 7.5 Department 1.0 Additional Laboratory Technician
1.3, 6.2 Safeguard Life Science Install new security doors on interior In Prop A/AA plans Facilities
equipment equipment rooms and secured SMART
podiums
1.1, 1.2, 2.1, Revise and expand Majors Create new majors curriculum (Bio 101, Complete Curriculum
2.2, 2.3 and Non-Majors curriculum 102, and 103), create new
offerings Oceanography and Environmental
Science labs (Ocean 4 & ES 21) and
revise Natural History (Bio 10)
curriculum
1.3, 6.2 Facilitate the use of botanical Replace greenhouse and add marine In Prop A/AA plans Facilities,
and marine specimens room Equipment
1.3, 1.5, 6.2 Provide classroom support Purchase an additional photocopy Not in Prop A/AA plans Equipment
machine for division instructors and
staff
1.3, 1.5, 2.1, Increase course offerings in Purchase non-disposable laboratory Autoclave purchased, Equipment
6.1, 6.2 Allied Health Science and supplies such as microscopes, Title V funded a limited
Biology Majors and Non- autoclave, models and specimens and number of microscopes
Los Angeles Harbor College Program Review, December 2005 4
Majors Programs general laboratory and field equipment and water analysis
equipment
1.1, 1.2, 1.3, Facilitate Matriculation of Offer General Biology courses at local Currently offer a high Curriculum
1.4, 2.1, 2.2, students from local high high schools and offer courses at LAHC school section of Biology
2.3, 5.1, 5.2 schools limited to high school students 3 (General Bio)
Offered Anatomy 1 at
Penninsula HS in 02-03
CHILD DEVELOPMENT
OBJECTIVES
1.1, 1.3, 1.5, Staffing for Family & 1.0 Instructor Complete in Committee Personnel
2.1, 7.4, 7.5 Consumer Studies (Child 1.0 Instructional Assistant
Development) Department
1.1, 1.2, 2.1, Expand curriculum offerings Develop courses required by State of Curriculum
2.2, 2.3 California to meet areas of
specialization for California Child
Development Permits
CD 44 Completed
CD 31 In progress
CD 47 In progress
2.1, 2.2, 2.3, Create relationships with four- a. Develop a transfer plan to Completed Personnel,
5.1, 5.2 year universities to assist CSUDH for students holding as Curriculum
students in matriculation A.S. Degree in Child
Development with G.E.
Certification
b. Establish articulation agreement In progress
with CSULB for transfer credit
to a maximum of 70 units
1.1, 1.2, 1.3, Facilitate matriculation of Offer Child Development courses at Plan to offer Child Curriculum
1.4, 2.1, 2.2, students from local high local high schools Development 1-Growth
2.3, 5.1, 5.2 schools & Development at Palos
Verdes High School in
Spring 2006
1.1, 1.2, 1.3, Expand classroom technology Implement use of “Tegrity” systems in 3 Tegrity systems Equipment/
1.4, 1.5, 2.1, classrooms and install wireless purchased; purchase Prop A/AA plans
6.1, 6.2, 7.1, technology access points for
7.3, 7.4 wireless connections
5.1, 5.2 Increase community outreach Plan and implement Saturday Workshop presented Curriculum,
workshops relevant to the field of Child Spring 2005; workshops Personnel
Development planned for future Spring
Semesters
Plan and implement Parent Institute in Initial Institute planned Department
support of annual “Week of the Young
Child” – April 2006
Los Angeles Harbor College Program Review, December 2005 5
Replace outdated supplies Replace food preparation supplies and Food preparation Prop A/AA plans;
and equipment and obtain equipment; replace laminating equipment is outdated; Equipment
sound system machines; obtain sound system in two laminating machines
laboratory are out-of-order; small
portable stereo system
is used to play CDs in
large classroom
GEOLOGY OBJECTIVES
Staffing for Geology 0.5 Laboratory Technician Complete in Committee Personnel
Department
Expand course offerings Develop a one-unit Geology field Complete in Committee Curriculum
course; offer Geology and
Oceanography Online
Expand laboratory Build a wave tank Not in Prop A/AA plans Facilities,
experiences to create Equipment
awareness of the coastal
environment
GEOGRAPHY OBJECTIVES
Staffing for Geography Hire 0.6 Instructor to teach PACE and Complete in Committee Curriculum
Department local high school classes
Expand classroom technology Purchase and implement use of Prop A/AA plans Facilities
“Tegrity” system in classroom; complete
wireless connections
Replace outdated supplies Update laboratory supplies by Topographic maps date Equipment
purchasing current topographic maps back to 1950s; globes
and a classroom set of globes show wear
Increase community service Involve students in Harbor/Ken Malloy Attend Audubon Society Department
activities Park clean up of wetlands area and field walks and clean
Audubon Society fieldtrips and clean ups; faculty member
ups serves on Ken Malloy
Park Board
Los Angeles Harbor College Program Review, December 2005 6
Life Sciences Department Program Review Fall 2005
1. Program Mission
The mission of the Los Angeles Harbor College Life Sciences Department is to
provide a supportive, quality, educational environment for students transitioning or
transferring into a variety of biological and medical science-related programs, and students
fulfilling general associate degree and transfer requirements.
2. Program Objective
The Life Science Department offers a program that serves students preparing to
enter the Allied Health Science field, especially Harbor College‟s Registered Nursing
program, majors fulfilling transfer requirements, and non-major students fulfilling general
educational requirements and electives.
The courses are offered using multiple modes of instruction including traditional
classroom instruction, Honors Online, and PACE. Instruction is offered during day,
afternoon, early evening and evening to meet the needs of a diverse population. All
courses are enhanced by the appropriate use of classroom technology such as multimedia
presentations, computer-driven laboratories, and classroom Internet activities. Numerous
courses also incorporate field trips to local community and environmental sites as part of
the curriculum.
3. Student Learning Outcomes
Allied Health Science Students will:
-Demonstrate a solid foundation in the structure and function of the human body
-Identify public health issues relevant to humans
-Compete successfully for admission into Allied Health Science programs
-Promote the health and welfare of the community
Academic Transfer/Associate Degree Students will:
-Identify the role of science and technology in the post-modern world
-Acquire an appreciation of the natural world
-Transfer successfully into a four-year college or university
-Complete the Life Science requirements for an Associate Degree
4. Definition of Discipline in Terms of Relevance and Student Need
The discipline of Life Sciences serves the students of Los Angeles Harbor College
as a critical stepping stone program that supports students entering the Allied Health
Science field, Life Science majors fulfilling transfer requirements, and non-majors fulfilling
general education requirements.
Los Angeles Harbor College Program Review, December 2005 7
During 2004, the Life Sciences Department offered 116 sections in a diversity of
courses including Anatomy, Physiology, Microbiology, majors and non-majors general
Biology, Environmental Science, Oceanography, and Ornamental horticulture. According
to the Los Angeles Harbor College institutional research resource WSCH trends and
staffing patterns during 2003, the Life Sciences Department had 1102 weekly student
contact hours per 5 full-time and 11 part-time faculty. The average class size in 2003 was
47.1 for the Life Sciences Department, well above the college average of 35.1. Allied
Health Science programs including Nursing, Physical Therapy, Physician‟s Assistant and
Pharmacy require courses offered by the Life Sciences Department as prerequisites. The
large class sizes and multiple sections offered by the Life Science Department allows
these students to complete their prerequisite courses in a timely manner and pursue
acceptance into these highly competitive and impacted programs. The Life Sciences
Department also serves both majors and non-majors fulfilling their transfer requirements,
allowing these students to be successful and gain confidence in a rigorous, but nurturing
environment prior to attending a larger institution.
5. Courses Taught in the Discipline
Anatomy 1 - Introduction to Human Anatomy
Biology 1- Fundamentals of the Life Sciences
Biology 3- Introduction to Biology
Biology 5- Introduction to Human Biology
Biology 6- General Biology I
Biology 7- General Biology II
Biology 10- Natural History I
Biology 33- Medical Terminology
Biology 60- Ecology
Biology 101- Biodiversity and Environmental Biology
Biology 102 - Molecular Cell Biology and Evolution
Biology 103- Molecular Genetics and Physiology
Biology 185- Directed Study Biology
Biology 285- Directed Study Biology
Biology 385- Directed Study Biology
Biology 941- Cooperative Education
Environmental Science 1- The Human Environment: Physical Processes
Environmental Science 2- The Human Environment: Biological Processes
Environmental Science 8- Introduction to Geology: Our National Parks and Monuments
Environmental Science 21- Environmental Science Laboratory
Environmental Science 941-Cooperative Education
Microbiology 1- Introductory Microbiology
Microbiology 20- General Microbiology
Microbiology 40- Microbiology Laboratory Preparations
Microbiology 941- Cooperative Education
Los Angeles Harbor College Program Review, December 2005 8
Oceanography 1- Introduction to Oceanography
Oceanography 4- Marine Biology Laboratory
Oceanography 10- Physical Oceanography Laboratory
Oceanography 12- Lectures in Marine Biology
Oceanography 941- Cooperative Education
Ornamental Horticulture 11- Land Maintenance
Physiology 1- Introduction to Human Physiology
6. Factors that Influence Enrollment
Multiple sections are offered to accommodate working and non-working populations
needing morning, late afternoon, evening, and weekend classes. Additionally students have
the opportunity to enroll in Saturday classes.
Currently, the heaviest enrollment demand currently is for courses required for admission
to the RN Program at all community college ADN programs, i.e., Anatomy, Physiology and
Microbiology. These three nursing prerequisites must be completed prior to students applying
for an RN Program. In recent years we have added additional Anatomy, Physiology, and
Microbiology sections to accommodate the need.
With the shortage of RN nurses in California and recent legislation recommending greater
uniformity on Allied Health courses required for nursing, demand for the pre-nursing courses
should continue to increase in the coming decade. Harbor College has and will continue to
accommodate the demand within the limits of classroom space and budgetary constraints,
while meeting the need to offer a balanced program and other courses.
Non-majors courses are also in heavy demand to meet general education requirements. In
addition to the traditional non-majors course offerings of Biology 3, Biology 5, Oceanography
12, and Environmental Science 2, the department recently re-introduced Biology 10, a Natural
History lecture and laboratory which is fully transferable. We have also recently introduced
Environmental Science 21 and Oceanography 4, laboratory courses to complement
Environmental Science 2 and Oceanography 12. All of our non-majors biology courses now
have a complementary laboratory.
Starting the 2006 Spring semester, the department is introducing a new three-semester
majors Biology series which will be fully transferable to the four-year schools. We project this
will increase interest and enrollment in our majors Biology. The department is also linking with
our feeder high schools to increase the participation of under-represented students in the bio-
medical sciences.
Los Angeles Harbor College Program Review, December 2005 9
7. Quantitative Review
2000 2001 2002 2003 2004
FTES
Enrollment 1100 1288 1374 1449 1332
Sections Offered 124 115 116
Retention Rates 81.3 72.4 78.0 76.5 75.0
Successful Completion 66.2 54.6 51.8 58.6 60.6
WSCH 738 921 1012 1102 NA
FTEF 9.6 9.6 9.0 8.9 NA
WSCH/FTEF 457 557 631 707 NA
Average Class Size 30.5 37.1 42.1 47.1 NA
(Statistics reflect data obtained from the 2005 Los Angeles Harbor College Fact Book &
Planning Guide)
8. Conclusions and Significant Findings
The Life Science Department ranks among the top in average class size and
WSCH/FTEF. The average class size in the Department for 2003 was 47.1, far exceeding the
Los Angeles Harbor College average of 35.1. The Department‟s WSCH/FTEF of 707 during
2003 also exceeds the college average WSCH/FTEF of 535 during 2003. These statistics
reflect the dedication of the Department to promoting student success in a timely manner.
9. Strengths and Weaknesses in Relation to Student Needs
Strengths
1. Life science courses are offered using multiple modes of instruction such as honors
sections, online courses, and day, evening, and weekend sections.
2. The Life Science curriculum serves a variety of student populations; it includes preparation
for Allied Health careers such as RN majors, transfer requirements, non-majors general
education courses, and an updated, rigorous, and competitive majors program.
3. The faculty is composed of competent and knowledgeable full-time and part-time
instructors. Most instructors have extensive laboratory and field research experience and
advanced degrees from competitive programs with different areas of expertise covering a
wide spectrum of subjects. Faculty regularly attend workshops, seminars, and conferences to
update curriculum and improve instruction. Faculty members actively participate in campus,
district, and statewide committees and are involved in community issues.
Los Angeles Harbor College Program Review, December 2005 10
4. All classrooms have been updated with whiteboards, ergonomic chairs in the labs, and
internet access. Multimedia projection carts and laptop computers are available for instruction.
Desktop computers are available in all labs. Laboratory instruction includes state-of-the-art
software, basic biotechnology equipment, new microscopes for non-majors and anatomy
laboratories, and new digital microscopes for microbiology laboratories.
5. The Life Sciences Department has established links to different sectors of the community.
Current activities include in-campus sections for high school students and dissemination of
curriculum information to feeder high schools. The department receives constant feedback
and communication involving UCLA programs such as the Transfer Alliance Program (TAP),
Life Sciences Core Curriculum, and CARE/Bridge program. The department has excellent
relationships with a number of local institutions which include Cabrillo Marine Aquarium,
Madrona Marsh Reserve, Harbor Regional Park, Kaiser Permanente, and the Southern
California Academy of Sciences.
Weaknesses:
1. The demand for classes in the Biology Department is very high. Because of budgetary
constraints, a permanent faculty member who recently retired has been replaced by adjunct
faculty. The ever-increasing number of adjunct faculty has created logistical problems in
maintaining consistency in course content, level of instruction, and effective communication.
To address these problems, the department needs to hire two new tenure-track faculty
members to handle this constantly increasing student demand.
2. The models, skulls, and loose bones used in Anatomy and Human Biology are heavily used
and most are more than 20 years old. The wear and tear caused by over 25,000 students
using the equipment has led to cracked, broken, damaged and lost parts. Incomplete models,
skeletons and bone sets make it difficult for the students to find and identify specific structures
so important for pre-RN students to identify and know. The department needs to replace most
of the damaged and worn out old models, skulls and loose bones to make it easier for
students to learn Anatomy and Human Biology.
3. Many of the instructors use computer assisted information delivery systems for lectures and
lab classes. However, none of the classes in the Science building has audio-visual or
computer hardware permanently installed. This forces instructors to move computers and
projectors around on carts. Not only is this inconvenient, but it increases wear and tear on the
equipment and causes storage problems. The department needs to have AV projectors and
computers permanently installed in the labs and lecture hall of the science building. This will
assist instructors in delivering information to the students.
4. At present The Biology Department has only one lab technician. The lab tech is responsible
for setting up over 25 different labs for 6 different classes. This is in addition to dealing with
ordering of materials, cleaning and maintaining equipment, answering phones and keeping
the stock room in order. The lab set-ups for Microbiology are especially complicated and
include growing and maintaining bacterial cultures. The Biology Department really needs a
second lab technician to concentrate on Microbiology. This would lighten the load on the
Los Angeles Harbor College Program Review, December 2005 11
current lab tech and cause the behind the scenes work of the department to flow more
smoothly in general. The greatest disservice of not having a second laboratory technician is
the inability to serve the evening instructors and the Saturday classes. These sections are
often taught by adjunct faculty who need to scramble around trying to patch together
laboratory set ups when something goes wrong during lab. When laboratory set ups need
attention while the laboratory technician is on duty, the lab activities usually proceed forward
with the instructor continuing to teach while a new set up is prepared.
5. The chair of this department does not have a secretary. The paperwork involved in running
this department falls on the chair and Biology Lab tech, taking time away form their other
duties. The department needs a secretary to take over this work so that the chair and lab tech
can concentrate on their duties instead of paperwork.
6. Some of the equipment used in the biology labs is in need of replacement or upgrade.
Three of the labs in the science building need new sets of microscopes. Four new
spectrophotometers are needed for the biology labs. To facilitate the use of botanical
specimens in biology labs, the green house needs to be refurbished. A marine room with salt
water aquariums should be built, so that marine specimens could be utilized in the biology and
oceanography labs.
10. Plan of Action that Would Strengthen the Discipline
The Life Sciences department will continue to serve its students with the courses they
need to complete their academic goals. The program is staffed by dedicated faculty with
diverse academic preparations in the disciplines taught at Harbor College. The department
offers a comprehensive set of course offerings that are dispersed throughout the day, early
and late afternoons, evening and on Saturdays.
Many of the life science lectures are double or double-plus lectures, i.e., one lecture
serves at least two laboratory sections, if not two and one half laboratory sections. Faculty
teaching large lecture sections would be greatly assisted by having student workers to help in
lecture logistics as specified by the lecture instructor; sample tasks might include receiving
and recording student papers, helping with the distribution of test forms, setting up multi-
media equipment, providing general assistance as the need arises.
The renovation of the Science Building has been scheduled and rescheduled several
times. The improvements planned for the renovation will include capabilities for classroom
projection systems, increased multimedia and internet access.
Replacement of damaged and broken equipment for all disciplines taught is of utmost
importance. Meaningful instruction in Anatomy and human Biology depends on the students
getting an accurate and complete depiction of the body structures, systems and their
interrelationships.
Purchase of recent software and multimedia systems for all the life sciences is important to
ensure that the curriculum is as current as is possible. This process may involve purchase of
licenses so that students can work in small groups to maximize the benefits of the instructional
experience. This may also involve strategic purchasing of new equipment to carry out the
student learning process and outcomes.
Los Angeles Harbor College Program Review, December 2005 12
Recently, the California legislature changed the requirements for pre-nursing, a core set of
courses and a minimum G.P.A. in those courses will be required of all students entering
nursing programs at community colleges. The department expects all allied-health related
courses, particularly pre-nursing, to be heavily impacted in the coming years. It is crucial that
our department strengthens its curriculum and facilities to accommodate these demands.
11. Instructors, Staff, and Other Personnel
Number of Full-Time, Regular Faculty 5
Hourly Faculty 11
Classified 1
Support Personnel
Student Workers (15 hours) 2
Submitted by Ana Escandon, Tim McCord, Beverly Shue, Randy Wade, and Sue Yoder
Los Angeles Harbor College Program Review, December 2005 13
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE: 0401.06
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 11/1/03
Distributive Learning
Curr. Committee Date: 11/30/03
1. DEPARTMENT/DISCIPLINE: Anatomy
2. SUBJECT: Anatomy SUBJECT CODE: 054
3. COURSE TITLE: Human Anatomy COURSE NUMBER/LETTER: 001
4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion hrs
Other: (Specify) total hrs/wk 6 UNITS: 4
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: None
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
This course in human anatomy is planned for the student of art, physical education and pre-
nursing. Organ systems addressed includes: integumentary, skeletal, muscular, respiratory,
digestive, circulatory, endocrine, urogenital, nervous and special senses. Demonstrations
are made through the use of models and the human skeleton. Laboratory includes working
with models, bones, histology sides and dissections.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California _____________________________
Acceptable for Credit, California State Universities _____________________________
Baccalaureate _____________________________
Occupational _____________________________
Pre-college level, prerequisite and/or Developmental
Los Angeles Harbor College Program Review, December 2005 14
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Marieb, Elaline Title: Human Anatomy & Physiology
Publisher: Addison Wesley Longman Edition/Year: 6th, 2004
Author: Title:
Publisher: Edition/Year:
Other Readings:
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED: Cats and dissection equipment
STUDENT PROVIDED:
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and
measurable terms. THE STUDENT IS ABLE TO:
(1) None
(2)
(3)
(4)
(5)
B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in
specific and measurable terms. These skills become the entry skills for the next course. As a result of
completing this course, THE STUDENT WILL BE ABLE TO:
(1) State body positions and regions.
(2) Identify examples of the four tissue types.
(3) Distinguish between organs of the ten major systems of the human body.
(4) Identify on models or dissected specimens structures of the major systems of the body.
(5) Demonstrate the ability to isolate structures on a dissected specimen.
Los Angeles Harbor College Program Review, December 2005 15
(6) Recall the shape or morphology of human body organs.
(7) Describe the roles of the organ systems of the human body.
12. SCANS Competencies (Must be listed with all Vocational Education courses.)
Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self- Esteem Sociability Self- Management Integrity
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
Los Angeles Harbor College Program Review, December 2005 16
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Los Angeles Harbor College Program Review, December 2005 17
Other ( )
17. COURSE CONTENT: Anatomy 001
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in
hours) Topic or Activity
3.0
Introduction to Human Anatomy Terminology
3.0
Cell Structure & Function
3.0
Histology
6.0 Integument
15.0
Skeletal System
15.0
Muscular System
8.0 Respiratory System
8.0
Digestive System
14.0
Circulatory System
10.0 Urogenital System
5.0
Endocrine System
10.0
Nervous System
8.0 Special Senses
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
State number of hours (108) for activities.
Use additional pages if necessary.
18. EVALUATION METHODS
Los Angeles Harbor College Program Review, December 2005 18
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
Laurel Woodley___________________11/1/03__ ______________________________________________
Prepared by Date Division Chair Date
________________________________________ _____________________________________________
Los Angeles Harbor College Program Review, December 2005 19
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 20
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course: ANATOMY 001
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 21
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 22
Dates Topics Reading (6th Edition)
Body Orientation 1(1-9, 12-22)
February 7 Cell 3(63-104)
Embryology 28(1118-1127)
Tissue 4(117-140)
February 14
Integument 5(151-174)
Bones 6(175-201)
February 21
Skeleton 7(202-251)
February 28 Exam I(100)
Joints 8(251-278)
March 7
Muscle Tissue 9(279-290)
March 14 Muscular System 10(324-386)
Respiratory System 22(828-847)
March 21
Digestive System 23(881-925)
March 28 Exam II (100)
Cardiovascular-Heart 18(676-688),
April 4
Cardiovascular-Blood Vessels 19(711-721, 744-770)
Spring Break
Lymphatic System 20 (771-785)
April 18
Urinary System 25(996-1005, 1023-1027)
27(1063-1107),
April 25 Reproductive System
28(1109-1119)
May 2 Exam III (100)
Nervous Tissue 11(387-397),
May 9
Central Nervous System 12(430-456, 463-467)
Peripheral Nervous System 13(489-518)
May 16
Autonomic Nervous System 14(531-541)
Special Senses 15(554-602)
May 23
Endocrine 16(603-643)
May 30 Final Exam (200) 50% Cumulative
Los Angeles Harbor College Tuesday 6:55-10:05PM SCI 112
Anatomy 1- Lecture Schedule Spring 06
(Subject to Change)
Los Angeles Harbor College Program Review, December 2005 23
Anatomy 1: Introduction to Human Anatomy 4 Units
Section 0650; T: 6:55-10:05 PM SCI 112
Instructor: Dave A. Gayle, Ph.D.
Voice: 310-233-4553
Email: dgayle@ucla.edu
Office hrs: SCI 114; T 5:30-6:30 or by appointment
Textbook: Marieb, Elaine N. Human Anatomy and Physiology, 6th ed.,
Addison Wesley Longman, 2004.
Class Evaluation:
4 Unit Exams 400
4 Practicums 400
1 Final Exam 200
1,000 Points
No Make-up Exams
90-100% = A
80-89% = B
70-79% = C
60-69% = D
0-59% = F
Student Responsibility:
The student is expected to purchase scan sheets (#882ES or 882E) from the
bookstore for exams. You will also need a #2 pencil.
The student is expected to attend every meeting of all classes for which he or
she is registered. Students must be enrolled in a laboratory during the same
semester that lecture is taken, in order to receive a grade. It is the student‟s
responsibility to sign the roll sheet at each class meeting. After returning from an
absence, it is also the student‟s responsibility to contact the instructor regarding any
missing hand-outs or assignments.
All cell phones and audible pagers are to be turned “off” during class time.
Laboratory:
A “materials fee” of $20.00 is required for this course. Payment is to be made
at the LAHC Bookstore in Seahawk Center within the first two weeks of the
semester. Students are to: (1) sign the back of the register receipt, (2) indicate
Los Angeles Harbor College Program Review, December 2005 24
the lab for which they are enrolled and (3) submit the receipt to their lecture
instructor to receive credit for making the materials fee payment.
Dates to Remember
February 21: Last Day to Drop a Class without paying fees or with refund of
fees
March 2: Last Day to Drop a Class without a Grade of “W”
March 2: Last Day to Elect “Credit/no Credit” Grade
May 1: Last Day to Drop a Class with a Grade of “W”
Los Angeles Harbor College Program Review, December 2005 25
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE: 0401.01
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 1/27/04
Distributive Learning
Curr. Committee Date: 01/27/04
1. DEPARTMENT/DISCIPLINE: Science/ Family and Consumer Studies
2. SUBJECT: Biology SUBJECT CODE: 133
3. COURSE TITLE: Introduction to Biology COURSE NUMBER/LETTER 3
4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion hrs
Other: (Specify) total hrs/wk UNITS: 4
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: none
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
Course includes the major principles of Biology; a general survey of plant and animal life
processes; introduction to concepts of structure and function, heredity, reproduction,
development, evolution, and ecology.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California ______________________________
Acceptable for Credit, California State Universities ______________________________
Baccalaureate _____________________________
Los Angeles Harbor College Program Review, December 2005 26
Occupational ______________________________
Pre-college level, prerequisite and/or Developmental
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Enger and Ross Title: Concepts in Biology
Publisher: McGraw-Hill Edition/Year: 11th edition
Author: Wachmeister and Scott Title: Encounters with Life
Publisher: Morton Edition/Year: 6th
Other Readings:
Alternate Text: Author: Pruitt, Underwood, and Surver Title: Bioinquiry, 2end edition, Wiley Pub.
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED: Laboratory Supplies
STUDENT PROVIDED:
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and
measurable terms. THE STUDENT IS ABLE TO:
(1) None
(2)
(3)
(4)
(5)
B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in
specific and measurable terms. These skills become the entry skills for the next course. As a result of
completing this course, THE STUDENT WILL BE ABLE TO:
(1) Describe the structure and function of the cell, cell duplication, and how it makes and uses
Los Angeles Harbor College Program Review, December 2005 27
energy.
(2) Explain the basic principles of evolution, and how life has evolved.
(3) Discuss the processes involved in scientific discovery.
(4) Describe the structure of atoms and compounds and the nature of chemical bonds.
(5) Explain ecological principles and apply them to the natural world.
(6) Describe the molecular structure of the gene, DNA duplication, protein synthesis, and how
traits are inherited.
(7) Describe the classification of life. Compare and contrast the structures, functions, habitats,
behaviors and evolutionary relationships of organisms representing the diversity of life.
Los Angeles Harbor College Program Review, December 2005 28
13. SCANS Competencies (Must be listed with all Vocational Education courses.)
Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
14. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
Los Angeles Harbor College Program Review, December 2005 29
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
15. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
16. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
17. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
Los Angeles Harbor College Program Review, December 2005 30
18. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in hours) Topic or Activity
6 hours What is biology? The scientific method.
The characteristics of life.
The chemical basis of life. Atoms, compounds,
6 hours chemical bonds, organic compounds.
The prokaryote and eukaryote cells. Structures and
18 hours functions of cell membranes and organelles. Enzyme
function. Photosynthesis and respiration.
DNA and RNA. The molecular basis of heredity.
Protein synthesis. Mutation.
6 hours
Mitosis: how cells copy themselves.
Meiosis: sex cell formation.
6 hours Mendel‘s laws of heredity. Polygenic inheritance.
Environmental influences on gene expression.
6 hours Natural selection and evolution. Speciation.
Diversity within species.
Ecosystem organization, energy flow, and nutrient
18 hours cycling. Community interactions. Behavioral ecology.
Origin and evolution of life. The classification of life.
Overview of the three domains and five kingdoms of
12 hours life, including structures, functions, habitats,
evolutionary relationships.
30 hours
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
State number of hours (108) for activities.
Use additional pages if necessary.
Los Angeles Harbor College Program Review, December 2005 31
19. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
20. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
21. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
________________________________________ ______________________________________________
Prepared by Date Division Chair Date
________________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 32
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course: Introduction to Biology
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 33
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 34
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE 0401.03
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 08/03
Distributive Learning
Curr. Committee Date:
1. DEPARTMENT/DISCIPLINE: Science/Family and Consumer Studies
2. SUBJECT: Microbiology SUBJECT CODE 631
3. COURSE TITLE: GENERAL MICROBIOLOGY COURSE NUMBER/LETTER 20
4. HOURS PER WEEK: Lecture 3 hrs. Lab 3 hrs. Discussion 0 hrs
Other: (Specify) total hrs/wk 6 UNITS: 4
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: High school chemistry or one semester of college chemistry
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
This course surveys the principles of microbiology and how they relate to the entire
biological world and to humans. Topics include: chemistry of life, cell structure, metabolic
processes, human infection and disease, immunology, molecular genetics, microbe ecology.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California _____________________________
Acceptable for Credit, California State Universities _____________________________
Baccalaureate _____________________________
Los Angeles Harbor College Program Review, December 2005 35
Occupational _____________________________
Pre-college level, prerequisite and/or Developmental
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Bergquist and Pogosian Title: Microbiology:
Principles and Health Science Applications
Publisher: W.B. Saunders Co. Edition/Year: 2000
Author: Leboffe and Pierce Title: A Photographic Atlas for the Microbiology
Laboratory
Publisher: Morton Publishing Co. Edition/Year: 2nd Edition/1999
Other Readings: LAHC Microbiology 20 Laboratory Manual, prepared by instructor
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED: Laboratory Supplies
STUDENT PROVIDED:
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and
measurable terms. THE STUDENT IS ABLE TO:
(1) Differentiate between an element and an atom; an atom and an ion; an atom and a molecule
(2) Differentiate between the three chemical bonds: covalent, ionic, and hydrogen including
how each is formed.
(3) Differentiate between inorganic and organic compounds.
(4) Explain pH and how buffers function.
(5) Diagram and balance a chemical equation such as the equation for aerobic cellular
respiration.
Los Angeles Harbor College Program Review, December 2005 36
B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in
specific and measurable terms. These skills become the entry skills for the next course. As a result of
completing this course, THE STUDENT WILL BE ABLE TO:
(1) Describe the major historical events in microbiology and how they contribute to modern
applications of microbiology.
(2) Describe the general and unique features of procaryotic, eucaryotic, and viral structure,
function, and growth in both a laboratory and a natural environment.
(3) Describe mechanisms of mutation and genetic recombination and how they contribute to
the diversity of microbes.
(4) Identify agents and drugs used in the control of microbes and how microbes have evolved
resistance to these control agents.
(5) Describe the broad array of human defense mechanisms against microbial disease and
how microbes resist these defenses.
(6) Demonstrate an understanding of the epidemiological procedures used to identify and
control communicable diseases.
(7) Describe a variety of common microbial diseases including the causal agent, signs and
symptoms caused by the microbe, and treatments/cures/vaccines available.
14. SCANS Competencies (Must be listed with all Vocational Education courses.)
Indicate the SCANS competencies developed in this course:
Not Applicable
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
12. SCANS competencies continued
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
Los Angeles Harbor College Program Review, December 2005 37
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
Los Angeles Harbor College Program Review, December 2005 38
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
Los Angeles Harbor College Program Review, December 2005 39
17. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in hours) Topic or Activity
3 hours History of microbiology, organisms of interest to
microbiologists, current applications of microbiology
3 hours Laboratory safety, sampling of local environment for
microbes
6 hours Procaryotic and eucaryotic cell structure and function
3 hours Proper care and use of the microscope, other tools of the
microbiologist
3 hours Microbial growth in the laboratory and environment
3 hours Aseptic Techniques in the laboratory
12 hours Staining techniques used to identify bacteria including:
negative, simple, Gram, and endospore staining
3 hours Microbial nutrition and metabolism
6 hours Microbial genetics including DNA and RNA structure,
protein synthesis, mutation, genetic recombination, and
use of microorganisms in current biotechnology
3 hours Physical and chemical mechanisms of microbial control
in the laboratory, the home, and medical setting
12 hours Differential and selective tests used in the laboratory to
identify bacterial species
6 hours Epidemiology including: causal agents, measures of
occurrence, transmission, and control of disease
3 hours Mechanisms of microbial pathogenicity
6 hours Human defense mechanisms against pathogens
including general, physical, chemical, and biological
barriers
3 hours Antimicrobial drugs: production of, actions, and
microbial resistance to drugs
12 hours Diversity of bacteria and bacterial diseases, structure
and diversity of viruses and viral diseases, diversity of
protozoans and protozoan diseases, diversity of fungi
and fungal diseases
15 hours Creation of a key used to identify unknown bacterial
species and use of the key to identify bacterial
unknowns in the laboratory
3 hours Laboratory evaluation of hand and surface cleaning
techniques
3 hours Food, soil, and water sampling of microorganisms
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
State number of hours (108) for activities.
Use additional pages if necessary.
Los Angeles Harbor College Program Review, December 2005 40
18. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
________________________________________ ______________________________________________
Prepared by Date Division Chair Date
________________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 41
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course: Microbiology 20
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 42
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 43
M/W Lecture and Laboratory Syllabus
Fall 2005
Instructor: Randy L. Wade, Ph.D.
Office Hours: I will be available for questions, discussions, etc. 8:20-9:00pm Monday and
Wednesday and 4:15-5:15pm Tuesday and Thursday or by appointment. I can also be reached
by email at waderl@lahc.edu, or you can leave me a phone message at (310) 233-4558. Please
feel free to come and see me, especially if you find yourself having difficulty understanding some
of the topics addressed in class. It will not help you if you come to see me near the end of the
course, when you do not have sufficient time to change your learning strategy.
Meeting Times: Lecture (#3493)- MW 6:55-8:20pm, Science Room 112
Laboratory - M (#3498), W (#3501), OR F (#TBA) 3:35-6:45pm OR
T (#3480) OR Th (#3481) 6:55-10:05pm, Science Room 104
Course Prerequisite: You are not allowed to take this course unless you have completed at least
one semester of college-level chemistry or completed high school chemistry. If you have
somehow managed to enroll without the prerequisite, Admissions will discover the error and drop
you from the course (if this occurs, I will not re-enroll you).
Required Textbooks:
1) Microbiology: Principles and Health Science Applications by L.M. Bergquist and B.
Pogosian
2) A Photographic Atlas for the Microbiology Laboratory by M.J. Leboffe and B.E. Pierce.
3) Microbiology 20 Laboratory Manual
***All texts are available in the LAHC bookstore
Required Supply Fee: There is a $20.00 materials fee for this course. You must go to the
bookstore, pay the fee, PRINT your full name on the back of your receipt, and give the receipt to
me by the first exam on October 5, 2005.
Absences: Attendance is required by LAHC policy. If you miss more than two class periods, I will
exclude you from the course. If you miss these class periods after the exclusion date, you will
receive a failing grade in the course.
Earning a Grade: Your final grade in this course will be the combination of your lecture (~75%)
and laboratory (~25%) points using the following scale: 90-100%=A, 80-89%=B, 70-79%=C, 60-
69%=D, 59% or below=F.
Los Angeles Harbor College Program Review, December 2005 44
Possible Lecture Points: Possible Laboratory Points:
Midterm Exams 300 (3 @ 100 pts each) Lab Reports 30 (10 @ 3 pts
each)
Disease Summary 50 (10 @ 5 pts each) Lab Quizzes 60 (3 @ 20 pts
each)
Final Exam 200 Practical Quizzes 20 (2 @ 10 pts
each)
TOTAL 550 Unknown Reports 50 (2 @ 25 pts
each)
Lab Check-Out 10
TOTAL 170
TOTAL COURSE POINTS = 720
Exams: Midterm exams consist of a mixture of multiple choice, matching, fill-in, short answer
and/or short essay questions based on the material covered in lecture and corresponding readings
in the textbook. The final exam will be a multiple choice, comprehensive exam.
Make-up exams will ONLY be given if prior arrangements have been made. I will NOT drop or
average exam scores. Acceptable arguments for missing an exam include:
-a death or serious illness in your immediate family (requires appropriate documentation)
-an officially approved college activity (must have a college form prior to absence)
-your own illness (must have a note from physician stating your illness prevented
attendance)
-DISCRETIONARY and EXTREMELY RARE exceptions (must be argued in writing)
**Work-related excuses are NOT acceptable**
In the event of a make-up exam, the format will be at my discretion (oral, essay, etc.) as well as the
grading format.
All cell phones, beepers, etc. MUST be turned off during exams. Your exam will have 10
points deducted if your device is not turned off.
Summary of Common Diseases: Throughout the semester, you will be required to compile data on the following 10 common
microbial diseases: the flu, the common cold, fever blisters, traveler‘s diarrhea, strep throat, genital yeast infection, chlamydia,
tuberculosis, athlete‘s foot, and AIDS. Using sources such as the library, the internet, and your textbook, record the following
information for each disease.
a. Causal agent: the scientific name of the microorganism (or organisms) that cause the
disease and the microbial group to which it belongs (bacteria, virus, etc.)
b. Signs and Symptoms of the disease
c. Occurrence: Number of cases, groups of people who are most at risk
d. Treatments, vaccines, etc. used to treat or prevent the disease
e. Prognosis: length of the disease, cure/recovery rate, possible secondary infections
f. References: a list of books, journal articles, internet web pages used for information
Each disease summary should be written in essay format (no bullets, but you may use the headings above to organize each
summary), TYPED, and no more than 2 pages in length. Each summary is worth 5 points and the complete set of 10
summaries may be turned in any time PRIOR to the third exam (late papers will not be accepted).
Lab Quizzes: There will be three laboratory quizzes covering ONLY laboratory material will be
given at the BEGINNING of lab on the dates noted below. If you are late to lab on the day of the
quiz, you will only be allowed to complete the quiz in the remaining allotted time. If you arrive after
the quiz is finished, you will not be allowed to take the quiz and will receive a zero. Each quiz is
worth 20 points.
Lab Practical Quizzes: There will be two practical laboratory quizzes during which you will be required to demonstrate
specific laboratory techniques to the instructor. Each student will be called individually to take the quiz during the lab period
on the dates noted below. No make-up quizzes will be given if you are absent on the day the practical quiz is administered.
Each quiz is worth 10 points.
Los Angeles Harbor College Program Review, December 2005 45
Unknown Reports: Each pair of students will be assigned two bacterial unknowns. As a team, you
will identify your unknowns and write up a DETAILED report for each unknown of the procedures
used to arrive at your final conclusions. You will be given ONE “Instructor Life Line”. Each
unknown report is worth 25 points.
Lab Reports: Laboratory reports, found in the lab manual, may be completed in pairs. Each lab report
is worth 3 points.
Lab Check-Out: Each pair of students will be assigned a set of laboratory supplies. At the end of
the semester, the complete, in-tact return of these supplies is worth 10 points.
Lab Attendance on Exam Days: We will still have laboratory exercises on lecture exam days. If
you attend the lecture to take the exam, but do not show up for the laboratory, 10pts. will be
deducted from your exam.
Cooperative Exercises: Periodically, I will give out worksheets to be completed in groups during
the class period or as homework. These will not be graded, but are designed to increase your
understanding of the material and should be completed thoughtfully.
Extra Credit: You may earn 10 points of extra credit doing ONE of the following:
a. by giving a 10-minute, oral presentation based on a disease summary of your choice
(pick any pathogen that is NOT part of your summaries). You should use visual aids
such as a poster, Powerpoint, etc. to enhance your presentation and be ready to
answer questions from the class-YOU WILL BE THE EXPERT!
b. by attending and writing a report on a field trip that will be announced (e.g. Tour of the
Hyperion Water Treatment Plant). For some field trips, the attendance number is
limited, thus, they may be on a “first to sign up” basis.
Plagiarism and Cheating: Plagiarism (copying or paraphrasing from textbooks or any other
source and presenting the work as your own) and cheating are UNACCEPTABLE. Anyone
caught cheating will receive an F and will be subject to disciplinary action by Los Angeles Harbor
College-Don‟t do it, it‟s NOT worth it!
Notes:
1) The outline below, except exam dates, is tentative and subject to change. Students are
responsible for all changes in the class schedule.
2) It is the student‟s responsibility to submit an official withdrawal from the class. The last
day to drop without a grade of “W” is September 29, 2005. The last day to drop with a
grade of “W” is November 23, 2005.
Los Angeles Harbor College Program Review, December 2005 46
COURSE OUTLINE
Day Date Chapter(s) Lecture Topic Weekly Lab Topic
W 9/7 1 Introduction to Microbiology Lab Safety / Microbes are
Everywhere
M 9/12 1 History of Microbiology The Microscope I / Supply
Check
W 9/14 1 History of Microbiology
M 9/19 4 Procaryotic Cell Structure The Microscope II / Aseptic
W 9/21 4 Procaryotic Cell Structure Techniques I
M 9/26 4 Eucaryotic Cell Structure Aseptic Techniques II /
W 9/28 4 Eucaryotic Cell Structure Negative Stain
W 10/12 5 Microbial Nutrition (PQuiz 1)
M 10/17 7 Microbial Genetics LAB QUIZ 1 / Fermentation,
TSI,
W 10/19 7 Microbial Genetics Starch & Gelatin
(PQuiz 1)
M 10/24 7 Microbial Genetics IMViC, DNase, H2S/ Motility
W 10/26 21 Microbial Control & Aerobic Growth
M 10/31 21 Microbial Control Casein, Catalase, Oxidase,
W 11/2 11 Epidemiology Nitrate, &
Phenylalanine
M 11/7 11 Epidemiology Selective Media &
W 11/9 EXAM 2 Antibiotics (PQuiz 2)
M 11/14 12 Pathogenicity LAB QUIZ 2 / Begin
Unknowns /
W 11/16 12 Pathogenicity (PQuiz 2)
M 11/21 13-14 Host Defense Mechanisms Work on Disease Summaries
W 11/23 13-14 Host Defense Mechanisms
M 11/28 13-14 Host Defense Mechanisms LAB QUIZ 3 / Unknowns /
Los Angeles Harbor College Program Review, December 2005 47
Oral
W 11/30 22 Antimicrobial Drugs Presentations
M 12/5 10 Viruses and Viral Diseases Unknowns / Oral
Presentations
W 12/7 8 Diversity and Diseases of Bacteria
M 12/12 9 Fungal and Protozoan Diseases Unknowns Due / Oral
W 12/14 EXAM 3 Presentations/Check
Out
W 12/21 FINAL EXAM: 7:45-9:45pm, Science Rm 112
Los Angeles Harbor College Program Review, December 2005 48
Child Development Program Review Fall 2005
1. Program Mission
The mission of the Los Angeles Harbor College Child Development Department is to provide quality
transfer, vocational, general, and transitional programs in the field of Early Childhood Education/Child
Development in a supportive, educational environment.
2. Program Objective
The Child Development Department offers a program that provides students with the skills to function as
quality Early Childhood Educators in a variety of areas including Federal, State, Private (profit and non-
profit), and Family Childcare serving infants, toddlers, preschoolers, children with special needs, and
children in before/after school care.
3. Student Learning Outcomes
The student will be able to:
Plan and implement a model program for an early childhood classroom.
Demonstrate the use of developmentally appropriate practices for young children.
Identify the role of an Early Childhood Educator in preparing children for school success.
Plan and implement Early Literacy experiences/activities for young children.
Review the latest research that reveals the process by which young children are prepared for
lifelong learning.
Advocate for children‘s rights to develop their potential for becoming productive, well-adjusted
members of society.
Understand the importance of fostering secure, healthy, and loving attachments between children
and caregivers.
Obtain a California Child Development Permit.
Qualify for employment in programs receiving funds from Federal, State, Private (profit and non-
profit), and family child care sources.
4. Definition of Discipline in Terms of Relevance and Student Need
The discipline of Child Development serves the students of Los Angeles Harbor College as a vocational
education program that prepares students for the workforce. This is one of the most productive educational
programs in the College. During the 2004-2005 academic year, fifty four sections of Child Development
were offered. According to the Los Angeles Harbor College institutional research resource WSCH trends
and staffing patterns during 2004, the Department had 3162 weekly student contact hours per 2.1 full-time
and 1.9 part-time faculty. For 2004 the average class size for the college was 40.2 while the Child
Development Department exceeded the average with a 52.7 class size
Los Angeles Harbor College Program Review, December 2005 49
The field of Child Development is finally being recognized as critical in the education of all children in the
United States. Current research indicates children who have participated in quality Early Childhood
Education Programs experience greater success in school and throughout life. With this realization
legislation pertaining to ―Preschool for All‖ currently pending will change the minimum qualifications for
Early Childhood Educators. By 2014 ―Preschool for All‖ teachers must have Bachelor Degrees including
24 units in Child Development. Since Bachelor Degree Programs are being initiated by Universities for
Child Development Associate Degree students with General Education Certification, the implications for
increased need for Child Development courses is evident. This will also impact private for profit or non-
profit care facilities competing for ―Preschool for All‖ classes funded by the State. It‘s huge! (See
attachments 1 and 2.)
5. Courses Taught in the Discipline
Child Development 1 – Child Growth and Development
Child Development 2 – Early Childhood: Principles and Practices
Child Development 3 – Creative Experiences for Children I
Child Development 4 – Creative Experiences for Children II
Child Development 5 – Puppetry
Child Development 10 – Child Health
Child Development 11 – Home, School, and Community Relations
Child Development 12 – Parent-Teacher-Child Interaction
Child Development 22 – Practicum in Child Development I
Child Development 23 – Practicum in Child Development II
Child Development 30 – Infant and Toddler Studies I
Child Development 36 – Literature for Early Childhood
Child Development 38 – Administration and Supervision of Early Childhood Programs I
Child Development 39 – Administration and Supervision of Early Childhood Programs II
Child Development 42 – The Child in a Diverse Society
Child Development 44 – Programs for Children with Special Needs I
Child Development 45 – Programs for Children with Special Needs II
Child Development 46 – School Age Programs I
Child Development 60 – Introduction to Family Child Care I
Child Development 61 – Introduction to Family Child Care II
Child Development 62 – Developmental Profiles: Pre-Birth through Age Eight
Child Development 63 – Creative Curriculum in a Family Child Care Setting
Child Development 65 – Adult Supervision/Early Childhood Mentoring
Child Development 73 – Socialization and Diversity in Early Childhood Education
Child Development 74 – Steps to Early Literacy
Child Development 75 – Child Safety
Child Development 76 – Math Readiness
Child Development 185 – Directed Study – Child Development
Child Development 911, 921, 931, 941 – Cooperative Education
Family & Consumer Studies 21 – Nutrition
Family & Consumer Studies 48 – Food Safety Training
Los Angeles Harbor College Program Review, December 2005 50
6. Factors that Influence Enrollment
Classes have maximum enrollment due to flexible scheduling. Multiple sections are offered to
accommodate working and non-working populations needing morning, late afternoon, and evening classes.
Additionally students have the opportunity to enroll in classes on Saturdays as well as classes located at off
campus sites.
Students that are employed or enrolled in practicum courses may be paired with mentor teachers in the
community to enrich their experiences as classroom teachers and assistants.
Enrollments are expected to increase significantly as Child Growth and Development (Child Development
1) has recently been added to courses meeting General Education requirements for California State
Universities and University of California institutions.
7. Quantitative Review
1999 2000 2001 2002 2003 2004
FTES 98.3 85.3 120.6 105.3 103.7
Enrollment 972 650 859 815 803
Sections Offered 30 24 25 20 22
Degrees Awarded 23 24 0 20 20
Career Certificates Awarded 16 22 0 17 6
Retention Rates (%) 83.6 80.2 83.8 87 92.3
Successful Completion 73.1 73.5 72.5 73 75.6
WSCH 2559 3617 3309 3140 3162
FTEF 4.9 5.3 4.3 4.9 4
WSCH/FTEF 526 678 764 636 791
Average Class Size 52.7
8. Conclusions and Significant Findings
The Child Development Program ranks among the top in WSCH, Retention, and Completion rankings.
The average WSCH for the years from 2000 to 2004 was 3,157 for the Child Development Department.
The Department‘s retention rate from 1999 to 2003 was 85.4 %, while the College average for the same
period was 80.2 %. Completion rates for the Department are above the College average by 8.6 %.
(Statistics reflect data obtained from 2004 Los Angeles Harbor College Fact Book & Planning Guide.)
Los Angeles Harbor College Program Review, December 2005 51
9. Strengths and Weaknesses in Relation to Student Needs
Strengths:
Three faculty members voluntarily serve as Professional Growth Advisors to students seeking
California Child Development Permits and students seeking renewal or upgraded permits.
The number of mentor placements from Los Angeles Harbor College ranks among the top for
Community Colleges in the State of California.
Faculty function as a team to plan, organize, and present Saturday workshops where guest
professionals share their expertise in current curriculum areas. These workshops provide a serve to
directors, teachers, assistants, family child care providers in the community as well as currently
enrolled students.
On a daily basis Child Development faculty counsel students regarding Child Development course
selection, career options, Child Development Permit requirements, grant/scholarship opportunities,
and job placement.
The Child Development Department works closely with the Child Development Lab Center and
other campus departments to strengthen relationships and moral on the campus.
Every Child Development faculty member is an active participant of one or more campus
committees which keeps us abreast of campus relations.
Child Development faculty attend National and State workshops, conferences, and seminars to
update lectures with current research findings and trends.
Weaknesses:
Need to increase full/time faculty by at least one instructor to insure the curriculum is consistent
with the Department‘s mission and objective.
Need additional classroom space to accommodate growing student population. Although
Proposition A and AA funds will provide for refurbishing present classrooms, the faculty are
concerned that the space will be inadequate with the rapidly growing demand for advanced
education of many presently employed in local Early Childhood Education sites.
The use of computer technology in the classroom is in the initial stages. The faculty are committed
to using power point and the Internet during class sessions. Students will continue to be given
assignments requiring use of the computer. Students will also be encouraged to communicate with
faculty by means of
e-mail. (Note: Many students have limited computer skills and this is a realistic objective for our
student population.)
Los Angeles Harbor College Program Review, December 2005 52
Support personnel are temporary and totally dependent upon grant funding. A Program Assistant
(usually an upper division student attending a university in the geographic area) assists in ordering,
answering phones, and maintaining an orderly environment. No classified support is available to
assist in departmental concerns. Faculty must assume daily responsibilities to insure student‘s
needs are met.
The Department is largely dependent upon soft money to purchase equipment, audio-visuals,
software, and curriculum materials as the yearly supply budget allots approximately $1 per student
as based on an enrollment of 800 students. Obviously this indicates that operating costs are self-
generated with grants and other means.
10. Plan of Action that Would Strengthen the Discipline
The plan of action is to continue to meet the growing academic and vocational challenges of the Child
Development Program. State and Federal guidelines will be followed to prepare students as qualified Early
Childhood Educators. The Department follows recommendations presented by community leaders at Child
Development Advisory Committee Meetings who hire students in positions in the Field.
11. Instructors, Staff, and Other Personnel
Number of Full-Time Regular Faculty 2.1
Hourly Faculty 1.9
Classified 0
Support Personnel
Program Assistant (Part-time) 1.0
Student Worker (15 hours) 1.0
Submitted by Joyce Parker, Dennis Griffith, Cheryl Watson, and C. Ayo Betts
Los Angeles Harbor College Program Review, December 2005 53
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE 1305.10
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 9/05
Distributive Learning
Curr. Committee Date:
1. DEPARTMENT/DISCIPLINE: Child Development
2. SUBJECT: Child Development SUBJECT CODE 187
3. COURSE TITLE: Child Growth and Development COURSE NUMBER/LETTER 01
4. HOURS PER WEEK: Lecture 3hrs. Lab 0hrs. Discussion 0hrs
Other: (Specify) total hrs/wk 3 UNITS: 3
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: None
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
A comprehensive study of physical, social, emotional, and cognitive development during
the prenatal, infancy
early childhood, middle childhood, and adolescent periods of human growth.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California _____________________________
Acceptable for Credit, California State Universities _____________________________
Baccalaureate _____________________________
Los Angeles Harbor College Program Review, December 2005 54
Occupational ______________________________
Pre-college level, prerequisite and/or Developmental
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Feldman, Robert S. Title: Child Development
Publisher: Prentice Hall, New Jersey Edition/Year: latest
Author: Title:
Publisher: Edition/Year:
Other Readings:
Los Angeles Harbor College Program Review, December 2005 55
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED:
STUDENT PROVIDED:
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and
measurable terms. THE STUDENT IS ABLE TO:
(1)
(2)
(3)
(4)
(5)
B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in
specific and measurable terms. These skills become the entry skills for the next course. As a result of
completing this course, THE STUDENT WILL BE ABLE TO:
(1) Compare and contrast the theoretical perspectives that have guided thinking and research
in child
development.
(2) Distinguish between the aspects of development that are determined by the environment
and genetics.
(3) Characterize the physical and emotional changes experienced by the mother and father
during
pregnancy and the postpartum period.
(4) Identify the importance of adequate nutrition during each developmental period.
(5) Recognize key terms used to explain the process of language acquisition.
(6) Discuss brain development and identify practical steps parents can follow to foster early
literacy.
(7) Identify at least five aspects of physical growth and motor development that characterize
the
periods of infancy, early childhood, middle childhood and adolescence.
(8) Recognize and define key terms used to explain social and emotional development during
each stage of
development.
(9) Name and briefly describe the stages of Eric Erikson‘s epigenetic principle for each stage
of
development.
(10) List the stages of cognitive development established by Jean Piaget.
Los Angeles Harbor College Program Review, December 2005 56
15. SCANS Competencies (Must be listed with all Vocational Education courses.)
Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
Los Angeles Harbor College Program Review, December 2005 57
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
Los Angeles Harbor College Program Review, December 2005 58
17. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in hours) Topic or Activity
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
State number of hours ( ) for activities.
Use additional pages if necessary.
WEEK (3hours/10minutes per week) TOPIC/ACTIVITY
1 Orientation to child growth and development. Class goals
and objectives. Current trends in early childhood.
2 Prenatal growth and development. Interaction of heredity
and development
3 Birth and the newborn infant
4 Physical development in infancy
5 Cognitive development in infancy
6 Social and personality development in infancy
7 Physical development in early childhood
8 Cognitive development in early childhood
9 Social and personality development in early childhood
10 Physical development in middle childhood
11 Cognitive development in middle childhood
12 Social and personality development in middle childhood
13 Physical development in adolescence
14 Cognitive development in adolescence
15 Social and personality development in adolescence
Los Angeles Harbor College Program Review, December 2005 59
18. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
D.D. Griffith J.E. Parker
____________________________________________________________________________
Prepared by Date Division Chair Date
_____________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 60
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course: Child Growth and Development
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 61
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 62
LOS ANGELES HARBOR COLLEGE/SPRING 2006
CHILD GROWTH AND DEVELOPMENT I –CD 1 SECTION #6072
Day/Time: M: 3:00 pm to 5:05pm Location: Off campus at P.V H.S
Instructor: Gloria S. Daims, M.S.
Email: TBA Ph: TBA
Office& hours: (10 minutes before and after class or by previous appointment)
Course Syllabus
REQUIRED TEXTBOOK: Child Development, Third Edition, Robert S. Feldman. ISBN: 0-13-182961-0
Course Description:
Welcome to CD1! I hope you will enjoy this course. My mission is to provide you with the knowledge and
tools related to development, so that you will be able to acquire a good understanding about childhood
experiences and development (including your own!). In addition, you will learn how to improve and enrich
the lives of children around you!
The Child Growth and Development course studies the developmental theories from conception through
pregnancy, infancy, childhood and adolescence. Emphasis is given on the chronological approach which
looks at the physical, cognitive, social and personality development at different stages of the child‘s life.
“Do not train a child to learn by force or harshness but direct them to it by what amuses their minds, so
that you may be better able to discover with accuracy the peculiar bent of the genius of each” (Plato)
Course Objectives:
Compare and contrast the theoretical perspectives that have guided thinking and research in child
development.
Identify and describe the major theories of human/child development at different periods of
childhood and adolescence.
Distinguish between environment and genetics and relate how each work together to determine
individual human development.
Describe the prenatal stages of development and possible issues related to the prenatal stages.
Identify the normal process of labor and possible and birth challenges.
Identify and describe the role of physical, cognitive, social and personality development plays
during infancy, early childhood, middle childhood and adolescence stages.
Los Angeles Harbor College Program Review, December 2005 63
Class Format:
Lectures, readings, videos, group/class discussions (very important!), assignments and in-class activities
will be used to understand the growth and development of children and adolescents. It is your responsibility
to communicate with instructor, regarding understanding of the course/materials and professional or
personal obstacles that may be have an effect on your coursework.
*Under no circumstances are children allowed in class
*Cell phones/beepers cannot ring or be used during class or testing. Cell and pagers are OK in silent vibrator
modes. Thank you!!!!
Class schedule
The time set for each chapter and schedule of assignments is tentative and may change. Changes to the
schedule may be made and when necessary. Any changes will be announced in class and it is your
responsibility to keep abreast of them. There are no make-ups for mid or final Exam.
Accommodations:
Students with a verified disability who may need a reasonable accommodation for this class are encouraged
to notify the instructor and contact the Special Programs and services Department #116(LAHC campus)
310-233-4626 as soon as possible. All information will remain confidential.
Testing Course Requirements Grade Point values
Five Quizzes 50 points each. 250
*Quizzes involve true/false, multiple choice questions and completion questions
Four homework assignments
#1 Pregnancy interview/observation assignment 20
or teratogens research paper (choose one)
#2 Infant /Toddler Assignment Observation 20
#3 Toy evaluation Assignment Play Years/School years 20
#4 Current Directions Reading paper 20
Presentation Pregnancy or teratogens 10
Presentation Toy eval 10
Presentation Current directions 10
Attendance & Participation 15
Total points you can earn 375
Research paper (optional for extra points) 15
337-375 = A
300-336 = B
262-299 = C
225-261 = D
0 – 224 = F
Los Angeles Harbor College Program Review, December 2005 64
Cheating: will not be tolerated. During Quizzes all books and papers are to be stored out of sight. People who do
not adhere to these guidelines will be subject to instructor and college disciplinary action.
1. I care about your learning material, getting a good grade, and have a positive experience!!! Your
class participation is very valuable and always appreciated. Students and teachers benefit from each
other‘s feedback and experiences. Besides you getting 15 extra points!!!
2. No absence excuses a student from making up work missed. Students must contact a fellow student
to find out about the material covered during the class and any assignments due. Trade names and
phone numbers with two other students in case you miss a class and need lectures notes. You
are not competing in class. Help each other!!! Always contact the instructor when you need
help(contact info is stated above)
3. According to LAHC policy, you are expected to attend very meeting of all classes for which you are
registered. Please follow LAHC standards of conduct. Class attendance is essential for
understanding and comprehension of the material.**Being late or leaving early account for half
and absence. If you need to leave early please let me know.**be on time , not leave early, stay up
to date with the assignments, not miss Quizzes/assignments, ask questions and seek help from the
instructor as necessary,
4. It is the student‘s responsibility to process ―adds‖, ‗drops‖, etc in timely manner. Failure to process
“drops” so may result in a grade of “F” in that class.
5. Last day to drop a class without a ‗‖W‖ is 03/02/06. I f you decide to drop the class it is important
to follow the proper procedures in order to avoid getting an ―F‖ in the class.
There are some useful numbers on campus: General campus 310/233-4000 Library x4475 Bookstore x 4172
General guidelines for homework assignments:
Length should be 4 to 5 pages (max.)
Computer generated
Highlight or underline text supports
12 point font
Double space
Title page includes the following: Title of assignment, name of course, instructor‘s name, student‘s
name, section number, hour & day of class, date.
****Failure to do the above will bring point deductions****
Late work can only be accepted if arrangements are made in advance and will receive a reduction in
point value. (3 points will be deducted per each day missed)
Los Angeles Harbor College Program Review, December 2005 65
ASSIGNMENTS
1. Clinical Teratology Research (20 points) You either choose this assignment or the pregnancy
interview) DUE March 6, 2006 (includes a brief class presentation)
Today you are well-known genetic counselor! You will be writing a paper about the effects of a teratogen‘s
exposure during pregnancy and later on the developing child.
Your readers will learn very useful information about your selected teratogen, and hopefully you will help
to disseminate this information so that it will raise individuals‘ awareness about the exposure to teratogens.
You can pick a teratogen from among those mentioned in the text (or choose your own). ―Surf the web‖ to
find ―brief‖ answers to the following 6 questions (You want to use reliable websites and information, such
as that coming from universities, hospitals or reputable organizations, such as the March of Dimes).
(Cont.)
1. Which teratogen did you choose? Why?
2. What are the potential short- and long term effects of this teratogen on the fetus/ developing
person?
3. What are the risk factors associated with damage from this teratogen? That is, who is most (and
least) likely to suffer teratogenic damage?
4. Has this teratogen become more or less of a problem in recent years, as a result of technological
changes, educational awareness etc? Explain.
5. What steps can prospective parents take to minimize the effects of this teratogen?
6. State the Internet addresses (the URL’s) of two relevant web sites that you used to gather
information for this project.
2. B, Infant /Toddler Assignment: Observation( 25 points)DUE March,27, 2006
You will observe an infant/toddler (9 to 24 months is recommended).You will ask for parent’s verbal
consent to observe the child .Explain to the parents that you are not doing any evaluations but just
an observation for a course in child development and the child’s name will not be used in your
report.. Explain that the main purpose of the report is to help you see the relationship between the
textbook knowledge of child development and real children. Due to stranger anxiety and social
referencing, during the observation, you should maintain pleasant facial expression.
Be prepared to take notes as you observe the child interacting with other children, adults, exploring
his environment or playing.
Please answer the following 9 questions:
1) Child’s age, gender, place of observation, person’s present and time and date of the observation.
DO NOT INCLUDE CHILD‘S PERSONAL INFORMATION SUCH AS NAME, LAST NAME etc. (It‘s
OK to make up a name if you want)
2) Social skills: Did the infant/toddler react to the adults or/and other children? Provide 2 that support your
observation.
3) Exploration of the environment: Did the infant/toddler explore her/his environment? If so, how?
4) Gross Motor Skills: How was the child able to access her/his environment? (crawling, cruising,
walking..?)
5) Fine motor skills: Was the child able to reach, grasp and hold objects with her/his hands? Provide three
Examples.
6) Language skills: Expressive language: How did the child communicate his/her needs and wants?
(pointing, gestures, words?) Receptive language: How much the child was able to understand? Was the
child able to answer yes, no, nod his head, understand adults?
7) Self-help skills: What type of independent skills did you observed? (Eg child was able to put or take off
some clothes, able to hold the spoon, cup, finger feed, etc)
Los Angeles Harbor College Program Review, December 2005 66
8) Habituation and Object permanence: Provide one child‘s action which will relate to the to the concept
of habituation (Hint: review Ch.4).Provide one child‘s action which will relate to the concept of object
permanence? (Hint: review the definition on ch.6)
9) Child’s temperament: Describe child‘s temperament. Provide 2 Examples to support your opinion.
3. C. Evaluating Educational value of Toys (20 points) Due May 17, 2006 (includes a brief class
presentation)
Developmental psychologists view play as the major means through which physical, cognitive, and social
skills are mastered. Unfortunately, many adults are so filled with the work ethic that they tend to put down
children‘s play. Some punish their children for ―horsing around‖ or schedule their children‘s lives so
heavily with lessons and chores that there is little time for play.
Your task is to study toys for children within two of the following age ranges:
3-6(play years) 7-11(school years) years old. Select one toy two age ranges only (it will be a total of two
toys) which you think will meet the developmental needs for a child within that age range. For example,
for the age range 3-6 you might decide to choose age 4 years old and select a toy which is developmentally
appropriate for that age.
You can find the toys at a toy store, which will require you to examine the toy and take notes (you do not
need to buy the toy). However, you can also access the toys by borrowing them from a relative or a friend.
Answer the following 6 questions for the 2 toys which you have selected.
Make sure you have two separate sections, one for each toy.
1. What is the name of your toy? Give a general description of the toy. How does the child play with
it or use it?
2. How old is the child for whom the toy is intended? What features of the toy make it
developmentally appropriate?
3. Which domains of development, biosocial, cognitive and/or psychosocial, (see Page 6 of your text)
is your toy designed to stimulate? How are they stimulated?
4. What are some of the specific features of the toy (size, shape, color, noise-making properties, etc.)
that enhances its attractiveness and play value?
5. What considerations should be given to injury control when they toy is used?
6. Are there any poorly designed aspects of the toy, such as not being appropriate or not being
challenging enough, etc.
4. Current Directions Reading assignment paper (20 points). Includes presentation(Due April
17, 2006)_
You will select one reading from Current Directions in Developmental Psychology.
Write a paper (maximum 3 pages) where you will describe in your own words:
1) A summary of the article 2) Your opinion about the article 3) Choose and answer in writing one
critical thinking question (written at the end of the article). Make sure you use handouts, or power
point or transparencies to present your information to the classroom. Let me know one week in
advance if you need a projector or power point equipment for your presentation. Thank you!!
5. D. Journal Article (Length one to two pages only) (optional: 15 extra points Due May 23,
2006)
Los Angeles Harbor College Program Review, December 2005 67
You will search and find and article concerning child development ( infancy, toddler hood/preschool years,
schools years or adolescence) from a professional journal. The following are Examples of professional
journals in child development: Young Children Journal (National Association for the Education of Young
Children(NAYEC,) Developmental Psychology, Journal of Early Intervention, Young Exceptional Children
Journal, or Infant Behavior and Development. You will be able to have access the journals via Internet,
LAVC library or any other public library.
Make a copy of the article and answer the following questions:
1. Describe, in your own words, a summary of the article, including the author’s main point. 2.
Describe how the article relates to information (mention theories and/or concepts) that you have
learned in the class and/or is in our text.
3. Give your opinion of the article. Attach a copy of the article to your report. VERY IMPORTANT!
COURSE CALENDAR/CHILD DEVELOPMENT 1, Spring 2006 Section #6072
DATE- Topics/Assignments *Reading
2006 *You need to complete the assigned readings PRIOR to the lecture. Assignments
2/22 Introduction, orientation, overview. Chapter 1
Introduction to Child development
2/27 Theoretical perspectives and research.(Sign up for Current direction readings) Chapter 2
In class assignment.
3/1 The Start of Life: Genetics and Prenatal development. Chapter 3
In class assignment.
3/6 Birth and Newborn Infant. Pregnancy interview/teratogens papers are due!! Brief Chapter 4
presentations with findings reg. pregnancy interview or teratogens research.
3/8 Review Study Guide for Quiz#1 Cont Ch.4
In class assignment. Cont. Ch#4
*3/13* Physical Development in Infancy. Quiz #1 Ch. 1,2,34 Chapter 5
QUIZ#1
3/15 Cognitive Development in Infancy. Cont. Ch5&
In class assignment Chapter 6
3/20 Social and Personality Development in Infancy. Chapter 7
Review Study Guide for Quiz#2
*3/22* Physical Development in the Preschool years Chapter 8
QUIZ#2 Quiz#2 Ch.5,6,7
3/27 Cognitive Development in the Preschool years Cont Ch8 &Ch.9
Cont. Ch.8
Infant/Toddler Observation paper is due!!!!
3/29 Social and Personality Development in the preschool years. Review study guide Quiz#3 Ch.10
4/3 NO CLASS. PVHS SPRING BREAK FROM 04/3 TO 04/7
NO Prepare for Quiz#3 and current directions class presentation !!!!!!! NO CLASS
CLASS
4/10 NO CLASS. LAHC SPRING BREAK FROM 4/10 to 4/16 NO CLASS
&4/12
NO
CLASS
*4/17* Quiz#3 Ch.8&9&10 Quiz#3
QUIZ#3 Start Class Presentations(readings from Current Directions) Ch.8&9&10
& Class
Present. Presentations
4/19 (Cont. Class presentations) Chapter 11
Physical Development in Middle Childhood.
Los Angeles Harbor College Program Review, December 2005 68
4/24 Cont .Ch11 Physical Development in Middle Childhood. Cont. Ch11
In class assignment
4/26 Cognitive Development in Middle Childhood Chapter 12
In class assignment.
5/1 Social & Personality development in Middle Childhood Chapter 13
Review study guide Quiz#4. Toy Evaluation paper due!!!
5/3 Physical Development in Adolescence. Ch14
In class assignment.
*5/8* Cognitive Development in Adolescence. Ch. 15
QUIZ#4 Quiz#4 Ch.11&12&13
5/15 Social & Personality Development in Adolescence. In class assignment Chapter 16
5/17 Review Study Guide for Quiz #5/Final Review
Presentations Toy Study
5/22 Cont. presentations Toy study. In class assignment Presentations
*5/24* FINAL QUIZ#5 FINAL
FINAL HAVE A GREAT SUMMER YOU DESERVE IT!!!
Los Angeles Harbor College Program Review, December 2005 69
LOS ANGELES HARBOR COLLEGE
CHILD DEVELOPMENT 1
COURSE OUTLINE / SCHEDULE - GRIFFITH
Tuesday 6:50 – 10:00 Office: SCI 207 Hours: To be posted
Phone 233-4552 Email: griffidd@lahc.edu
Feb 7, 2006 - Orientation, Goals, and Objectives; Chapter 1 & 2
Feb 14 - Chapter 3, Conducting a Child Observation
Feb 21 - Chapter 4; Review for QUIZ 1
Feb 28 - Chapter 5; QUIZ 1 (Chapters 1,2,3,4)
Mar 7 - Chapter 6
Mar 14 - Chapter 7; Review for QUIZ 2
Mar 21 - Chapter 8; QUIZ 2 (Chapters 5, 6,7)
Mar 28 - Chapter 9
Apr 4 - Chapter 10 ; Review for QUIZ 3; Extra Credit available
Apr 11 - SPRING RECESS (no class)
Apr 18 - Chapter 11; QUIZ 3 (Chapters 8,9,10)
Apr 25 - Chapter 12
May 2 - Chapter 13; Review for QUIZ 4
May 9 - Chapter 14; QUIZ 4 (Chapters 11,12,13)
May 16 - Chapter 15; CHILD OBSERVATION due
May 23 - Chapter 16; Review for QUIZ 5; EXTRA CREDIT DUE
May 30 - QUIZ 5 (Chapters 14,15,16).
Los Angeles Harbor College Program Review, December 2005 70
CD 1 REQUIREMENTS/POINT SYSTEM
I. OVERVIEW
This class will provide a broad overview of the field of child and adolescent development using a chronological
approach which looks at the physical, cognitive, social and personality development at different stages of the child‘s life.
Students will be introduced to the theories, research, and applications that constitute the field of child development by
examining both traditional areas of the field and more recent innovations.
II. STUDENT LEARNING OUTCOMES
As a result of completing this course, students will be able to:
1. Compare and contrast the theoretical perspectives that have guided thinking and research in child
development.
2. Distinguish between the aspects of development that are determined by the environment and
genetics.
3. Characterize the physical and emotional changes experienced by the mother and father during
pregnancy and the postpartum period.
4. Identify the importance of adequate nutrition during each developmental period.
5. Recognize key terms used to explain the process of language acquisition.
6. Discuss brain development and identify practical steps parents can follow to foster early literacy.
7. Identify at least five aspects of physical growth and motor development that characterize the periods
of infancy, early childhood, middle childhood, and adolescence.
8. Recognize and define key terms used to explain social development during each stage of
development.
9. Name and briefly describe the stages of Eric Erikson‘s epigenetic principle for each stage of
development.
10. List the stages of cognitive development established by Jean Piaget.
III. TEXTBOOK READINGS
All students are responsible for completing assigned readings prior to the date designated on the
READING LIST.
IV. GROUP DISCUSSIONS
All students will participate in group discussions following each lecture period. Discussion topics will be appropriate to
each week‘s previously assigned readings.
V. PARTICIPATION - possible 25 points
Active participation in group discussions is required and appreciated.
VI. QUIZZES - possible 250 points (possible 50 points each)
Quizzes will be given periodically to assess each student's understanding of the material being presented. Quizzes
will only be given on the scheduled nights. - Only one make-up will be allowed with an excused absence.
VII. FINAL PROJECT - possible 100 points
Student will complete an individual child observation which will be due on May 16, 2006. Instructor will provide guide
lines.
Note: A minimum of 10 points will be deducted for each day the paper is submitted late.
VIII. EXTRA CREDIT – possible 20 points
Extra credit will be available April 4 and is due May 23, 2006.
IX. ATTENDANCE
Attendance is mandatory. If a student‘s absences exceed the number of hours the class meets per week, the final grade
earned will be lowered one full grade. Students are responsible for obtaining missed lecture materials.
X. CELL PHONES
Cell phones are to be turned off prior to entering the classroom.
Los Angeles Harbor College Program Review, December 2005 71
GRADING OF CD 1
POINT SYSTEM EXPLANATION - GRIFFITH
PARTICIPATION - Possible 25 points
------------------------------------------------------------------------------------------------------------------------------- -
QUIZZES - Possible 250 points: 50 points for each quiz - 5 required quizzes = 5 x 50 = 250
Each quiz is graded separately.
45 -50 = A
40 - 44 = B
35 - 39 = C
30 - 34 = D
0 - 29 = F
----------------------------------------------------------------------------------------------------------------------------- ---
INDIVIDUAL CHILD OBSERVATION - Possible 100 points
90 - 100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
0 - 59 = F
----------------------------------------------------------------------------------------------------------------------------- ---
EXTRA CREDIT - Possible 20 points. Points will be added to final total to determine final grade.
----------------------------------------------------------------------------------------------------------------------------- ---
FINAL POINTS
Participation 25
Quizzes 250
Child Observation/Oral Report 100
Total 375
----------------------------------------------------------------------------------------------------------------------------- ---
FINAL GRADE
337 - 375 = A
300 - 336 = B
262 - 299 = C
225 - 261 = D
0 - 224 = F
----------------------------------------------------------------------------------------------------------------------------- ---
NOTE: If a student‘s absences exceed the number of hours the class meets per week, the final grade will be lowered by one full
grade.
Los Angeles Harbor College Program Review, December 2005 72
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE: 1305.10
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 09/05
Distributive Learning
Curr. Committee Date:
1. DEPARTMENT/DISCIPLINE: Child Development
2. SUBJECT: Child Development SUBJECT CODE: 187
3. COURSE TITLE: Practicum in Child Development I COURSE
NUMBER/LETTER: 22
4. HOURS PER WEEK: Lecture 2hrs. Lab 6hrs. Discussion hrs
Other: (Specify) total hrs/wk UNITS: 4
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: Child Development 1, and 3 units from Child
Development 3, or 4 with a grade of ―C‖ or better; health exam; TB test
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
Course provides supervised experience in a variety of Early Childhood Education programs
including infant centers, private preschools, State and Federally funded child development
centers, special education centers, family daycare providers, and school age programs. The
student will relate all previous theory and curriculum courses to practical application in the
classroom.
Los Angeles Harbor College Program Review, December 2005 73
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California ______________________________
Acceptable for Credit, California State Universities ______________________________
Baccalaureate _____________________________
Occupational ______________________________
Pre-college level, prerequisite and/or Developmental
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Jeanne Machado and Helen Botnarescue Title: Student Teaching:
Early Childhood Practicum Guide
Publisher: Thomson Delmar Learning Edition/Year: Latest
Author: NAEYC Title: Developmentally Appropriate Practices
Publisher: NAEYC Edition/Year: Latest
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED: Audio Visuals
STUDENT PROVIDED: Textbooks, Supplies for Creative Activities
Not Applicable
Los Angeles Harbor College Program Review, December 2005 74
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: State performance skills and behaviors in specific and measurable terms. THE
STUDENT IS ABLE TO:
(1) Demonstrate knowledge of basic child development theories as they relate to the
developmental domains:
physical/motor, psychosocial, cognitive and language.
(2) Demonstrate knowledge of the ages/stages of typical development.
(3) Identify and discuss program elements necessary for the physical, social, emotional,
cognitive, and creative
development of children from diverse backgrounds.
(4) Identify and plan for individual variations in children‘s developmental abilities as well as
learning styles and
needs.
(5) Communicate sensitivity and respect for children, parents and staff from diverse
backgrounds.
(6) Work effectively with children from diverse backgrounds and support families by
extending their home
culture in school.
(7) Define creativity, environments that promote creativity, and the role the teacher plays in
fostering creativity.
(8) Plan and implement creative experiences for young children.
(9) Evaluate lessons implemented by self and peers using developmentally appropriate
criteria.
(10) Read and comprehend articles written in professional journals.
(11) Write journals detailing activities, experiences and learning opportunities in the
classroom.
(12) Read and comprehend textbook information related to developmentally appropriate
practices, connections
between teaching and learning, and current trends in the field of Child Development.
(13) Critically analyze and evaluate programs and environments using established quality
standards.
(14) Write short reports detailing children‘s developmental behaviors and needs, and the
teaching strategies
necessary to meet those needs.
B. OBJECTIVES / EXIT SKILLS: State performance behaviors and skills in specific and
measurable terms(refer to Blooms Taxonomy on page 9 of this document) terms. These skills
become the entry skills for the next course. As a result of completing this course, THE STUDENT
WILL BE ABLE TO:
(1) Identify and demonstrate effective teaching practices.
(2) Design written lesson plans that outline developmentally appropriate and creative
learning.
(3) Observe and participate in a teaching situation by working directly with children, staff,
and parents.
(4) Plan, implement, and evaluate developmentally appropriate experiences which meet the
needs of a diverse
Los Angeles Harbor College Program Review, December 2005 75
group of children in the areas of physical, social, emotional, and cognitive growth.
(5) Write and implement during practice teaching demonstrations developmentally
appropriate and anti-biased
lesson plans in all curriculum areas of Early Childhood Education.
(6) Prepare measurable objectives outlining planned lesson contents.
(7) Create an intellectually engaging, responsive environment to promote each child‘s
learning and development.
(8) Design and equip learning centers to meet the needs of young children to investigate,
explore, and construct through play.
(9)Observe children‘s spontaneous play, interaction with the physical environment,
relationships with other children, teachers, and staff and document findings in a journal.
(10) Evaluate and discuss her/his present teaching methods and style, and modify when
necessary.
(11) Participate as a functional member of the school personnel team.
(12) Develop effective guidance techniques which result in a reasonable system of fair limits,
boundaries,
and expectations for children‘s behavior.
(13) Organize and maintain a healthy learning environment which reflects sensitivity to
diverse needs including children with disabilities.
16. SCANS Competencies. Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
Los Angeles Harbor College Program Review, December 2005 76
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
Los Angeles Harbor College Program Review, December 2005 77
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
17. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in hours) Topic or Activity
2.0 hours Course Requirements
Orientation to Student Teaching – Responsibilities
2.0 hours
School Placements
3.0 hours
Curriculum Resources
2.0 hours Creative Experience Resources
Review Developmentally Appropriate Criteria
Lesson Planning
Measurable Goals and Objectives
6.0 hours Complete Small Activity Lesson Form
Complete Large Group/Circle Lesson Form
Teaching Strategies
Appropriate Techniques and Methods
Designing Transitions
3.0 hours
Curriculum Development and Implementation
Los Angeles Harbor College Program Review, December 2005 78
Lesson Development
All Curriculum Areas of Child Development
Anti-bias Curriculum
Special Needs
5.0 hours Developmentally Age Appropriate
Assessments of Young Children - Journals
Guidance Techniques
Child Empowerment
Environmental Factors
Anticipating Behavior
3.0 hours Limits and Boundaries
Communication/Problem Solving
3.0 hours Common Concerns of Student Teachers
Seeking Help
Group Effectiveness/Teamwork Skills
Teaching Styles and Techniques
Professional Concerns and Values
2.0 hours The Whole Teacher
Self Evaluation
Master Teacher Evaluation
Professional Goal Setting
2.0 hours
3.0 hours
108 Hours Lab Lab includes 108 hours of supervised student teaching
in an Early Childhood Education Program. The student
will plan and implement numerous lesson plans
appropriate for young children and assist the
supervising teacher with additional responsibilities as
requested.
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
State number of hours (36 for Lecture; 108 for Lab) for activities.
Use additional pages if necessary.
Los Angeles Harbor College Program Review, December 2005 79
18. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
________________________________________ ______________________________________________
Prepared by Date Division Chair Date
________________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 80
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course:
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 81
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 82
Bloom‟s Taxonomy
SIMPLE SKILLS > COMPLEX SKILLS
Critical Thinking
Knowledge Comprehension Application Analysis Synthesis Evaluation
judge
define translate interpret distinguish compose appraise
repeat restate apply analyze plan evaluate
record discuss employ differentiate propose rate
list describe use appraise design compare
recall recognize demonstrate calculate formulate
arrange
value
name explain dramatize experiment assemble revise
relate express practice test collect score
underline identify illustrate compare construct select
locate operate contrast create choose
report schedule criticize set up assess
review shop diagram organize estimate
tell sketch inspect prepare
measure
debate
inventory
question
relate
solve
examine
categorize
Los Angeles Harbor College Program Review, December 2005 83
Los Angeles Harbor College
Child Development 22 – Syllabus
Fall 2005 Cheryl F. Watson
Lectures: 12:45-1:50 Monday and Wednesday or 4:30-6:35 Monday
Lab: 8 hours per week to be arranged
Office: Science 205
Office Hours: Monday: 2:00-2:30 PM; 3:30-4:30 PM
Thursday 1:00-2:00 PM
Telephone: (310) 233-4559
E-mail: cherylwatson@cox.net
Course Description
Course provides supervised experience in a variety of Early Childhood Education programs including
infant centers, private preschools, State and Federally funded child development centers, special education
centers, family daycare providers, and school age programs. The student will relate all previous theory and
curriculum courses to practical application in the classroom.
Student Learning Outcomes
(1) Identify and demonstrate effective teaching practices.
(2) Design written lesson plans that outline developmentally appropriate and creative
learning.
(3) Observe and participate in a teaching situation by working directly with children, staff,
and parents.
(4) Plan, implement, and evaluate developmentally appropriate experiences which meet the
needs of a diverse group of children in the areas of physical, social, emotional, and
cognitive growth.
(5) Write and implement during practice teaching demonstrations developmentally
appropriate and anti-biased lesson plans in all curriculum areas of Early Childhood
Education.
(6) Prepare measurable objectives outlining planned lesson contents.
(7) Create an intellectually engaging, responsive environment to promote each child‘s
learning and development.
(8) Design and equip learning centers to meet the needs of young children to investigate,
explore, and construct through play.
(9) Observe children‘s spontaneous play, interaction with the physical environment,
relationships with other children, teachers, and staff and document findings in a journal.
(10) Evaluate and discuss her/his present teaching methods and style, and modify when
necessary.
(11) Participate as a functional member of the school personnel team.
Los Angeles Harbor College Program Review, December 2005 84
(12) Develop effective guidance techniques which result in a reasonable system of fair limits,
boundaries, and expectations for children‘s behavior.
(13) Organize and maintain a healthy learning environment which reflects sensitivity to
diverse needs including children with disabilities.
Requirements and Point System
10 Age-Appropriate Activities 50 points each 500 total points
2 Circle/Group Times 100 points each 100 total points
1 Learning Center 100 points 100 total points
5 Daily Journals 10 points each 50 total points
750 TOTAL POINTS POSSIBLE
At the end of the semester, points will be totaled and grades will be awarded based on the following point
system:
Total Points: 750-675 = A; 674-600 = B; 599-525 = C; 524-450 = D; 449-0 = F
Point Analysis
Individual projects are graded based on the following system:
Projects worth 10 points: 10- 9 points = A
8 points = B
7 points = C
6 points = D
5-0 points = F
Projects worth 50 points: 50-45 points = A
44-40 points = B
39-35 points = C
34-30 points = D
29- 0 points = F
Projects worth 100 points: 100-90 points = A
89-80 points = B
79-70 points = C
69-60 points = D
59- 0 points = F
Los Angeles Harbor College Program Review, December 2005 85
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 9/05
Distributive Learning
Curr. Committee Date:
1. DEPARTMENT/DISCIPLINE: Family & Consumer Studies
2. SUBJECT: Family & Consumer Studies SUBJECT CODE 1305.00
3. COURSE TITLE: Nutrition COURSE NUMBER/LETTER 21
4. HOURS PER WEEK: Lecture 3hrs. Lab hrs. Discussion hrs
Other: (Specify) total hrs/wk 3 UNITS: 3
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: None
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
The relationship between diet and health is emphasized. The functions, sources, and
interrelationships of nutrients are explored. Current topics including heart disease, cancer,
diabetes, osteoporosis, weight management, and sports nutrition are discussed. Nutritional
status and body fat composition are assessed by computer analysis.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California ______________________________
Acceptable for Credit, California State Universities ______________________________
Baccalaureate _____________________________
Occupational ______________________________
Pre-college level, prerequisite and/or Developmental
Los Angeles Harbor College Program Review, December 2005 86
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Janice Thompson and Melinda Manore Title: Nutrition: An Applied
Approach
Publisher: Thompson Wadsworth Edition/Year: 2005
Author: Title:
Publisher: Edition/Year:
Other Readings:
Los Angeles Harbor College Program Review, December 2005 87
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED: Audio Visuals, Body Fat Testing Machine, Computers (available)
STUDENT PROVIDED: Textbook, Diet Analysis Program, Scantrons
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: [Minimum of Five (5)] State performance skills and behaviors in specific and
measurable terms. THE STUDENT IS ABLE TO:
(1)
(2)
(3)
(4)
(5)
B. OBJECTIVES / EXIT SKILLS: [Minimum of five (5)] State performance behaviors and skills in
specific and measurable terms. These skills become the entry skills for the next course. As a result of
completing this course, THE STUDENT WILL BE ABLE TO:
(1) Identify sources and functions of carbohydrates, fats, proteins, vitamins, minerals, and
water.
(2) Follow the processes of absorption, digestion, and metabolism of nutrients throughout the
body.
(3) Evaluate menu plans using the Food Guide Pyramid.
(4) List the components essential to nutritional labeling.
(5) Plan food intakes to maintain or obtain a normal weight throughout the life span.
(6) Explain the correlation between nutrition and diet related diseases including heart disease,
diabetes, cancer,
and osteoporosis.
(7) State guidelines for selecting fluids and foods recommended for optimum exercise
regimens and athletic
performance.
(8) Explore myths and fallacies used to beguile the public into purchasing unhealthful and/or
expensive nostrums.
Los Angeles Harbor College Program Review, December 2005 88
17. SCANS Competencies (Must be listed with all Vocational Education courses.)
Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
Los Angeles Harbor College Program Review, December 2005 89
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
Los Angeles Harbor College Program Review, December 2005 90
17. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated(in hours) Topic or Activity
3 hours Introduction to Course Content, Food Technology,
Health Objectives for the Future
Dietary Reference Intakes, Food Guide Pyramid
3 hours
Menu Evaluations
3 hours
Nutritional Labeling
2 hours Digestion, Absorption, Metabolism Overview
2 hours Food Safety and Sanitation
Carbohydrates (Intake Recommendations;
3 hours Classification; Sources; Functions; Digestion,
Absorption & Metabolism; Diabetes & Other Related
4 hours Diseases)
Fiber (Intake Recommendations, Classification,
Sources, Functions, Digestion, Benefits)
2 hours Alcohol (Absorption & Metabolism, Benefits &
Abuses)
2 hours Exchange Lists, Weight Management, Eating Disorders
Sports Nutrition
4 hours
Lipids (Intake Recommendations; Classification;
2 hours Sources; Functions; Digestion, Absorption &
Metabolism; Heart Disease & Cancer)
5 hours Phytochemicals (Classification, Sources, Functions)
Proteins (Intake Recommendations; Classification;
Sources; Functions; Digestion, Absorption &
2 hours Metabolism; Vegetarian Diets)
Vitamins (Intake Recommendations, Classification,
4 hours Sources, Functions, Supplementation, Deficiencies &
Related Diseases)
Minerals (Intake Recommendations, Classification,
Sources, Functions, Supplementation, Deficiencies &
3 hours Related Diseases)
Water (Intake Recommendation, Functions,
Dehydration)
3 hours
Exams
Los Angeles Harbor College Program Review, December 2005 91
2 hour
5 hours
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
Laboratory includes activity and/or studio hours.
State number of hours (54) for activities.
Use additional pages if necessary.
Los Angeles Harbor College Program Review, December 2005 92
18. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
Joyce Parker & Cynthia Latulip 9/2005 _________________________________________
Prepared by Date Division Chair Date
_______________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 93
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course:
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 94
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 95
LOS ANGELES HARBOR COLLEGE
Spring 2006
Course: Family & Consumer Studies 21
Professor: Ms. Parker
Office Hour: M/W 2 PM—3 PM
T 10 AM—12 PM
Th/F by appointment
Office: Science Bldg., Room 203
Campus Phone: (310) 233-4556
E-mail: parkerje@lahc.edu
COURSE DESCRIPTION:
The relationship between diet and health is emphasized. The functions, sources, and interrelationships of
nutrients are explored. Current topics including heart disease, cancer, diabetes, osteoporosis, weight
management, and sports nutrition are discussed. Nutritional status and body fat composition are assessed
by computer analysis.
COURSE OBJECTIVES:
The student will be able to:
1. Identify sources and functions of carbohydrates, fats, proteins, vitamins, minerals and water.
2. Follow the processes of absorption, digestion, and metabolism of nutrients throughout the body.
3. Evaluate menu plans using the Food Guide Pyramid.
4. List the components essential to nutritional labeling.
5. Plan food intakes to maintain or obtain a normal weight throughout the life span.
6. Explain the correlation between nutrition and diet related diseases including heart disease,
diabetes, cancer, and osteoporosis.
7. State guidelines for selecting fluids and foods recommended for optimum exercise regimens and
athletic performance.
8. Evaluate myths and fallacies used to beguile the public into purchasing unhealthful and/or
expensive nostrums.
TEXT: NUTRITION: An Applied Approach 2005
Authors: Janice Thompson and Melinda Manore
Los Angeles Harbor College Program Review, December 2005 96
COURSE REQUIREMENTS:
1. Participation
a. Attendance: A student is expected to attend every meeting of all classes for which he/she
is registered. A student who has pre-registered for a class and who does not attend the
first meeting of the class forfeits the right for a place in the class. Whenever a student‘s
absences exceed the number of hours a class meets per week, the instructor will consider
whether there are mitigating circumstances (hospitalization/death in family) which
justify the absences. It is the student‘s responsibility to consult with the instructor
regarding any absences that would alter the student‘s class status.
b. Individual/Group Participation/Classroom Activities: Participation/classroom activities
will be assigned and completed periodically throughout the semester. No make-ups will
be given to students absent at the time of the activity.
2. Completion of Textbook Readings
a. Unit 1: Chapter 1 – The Role of Nutrition in Our Health
Chapter 2 – Designing a Healthful Diet (Omit pages 50-64.)
New Food Guide Pyramid
Chapter 3 – The Human Body
Chapter 14 – Food Safety and Food Technology
b. Unit 2: Chapter 4 – Carbohydrates
Chapter 11 – Achieving a Healthful Body Weight
Chapter 12 – Nutrition and Physical Activity
Chapter 13 – Disordered Eating
Chapter 6 – Proteins
c. Unit 3: Chapter 5 – Fat: An Essential Energy-Supplying
Chapter 8 – Nutrients Involved in Antioxidant Function
Chapter 9 – Nutrients Involved in Bone Health
Chapter 10 – Nutrients Involved in Energy Metabolism
Chapter 7 – Nutrients Involved in Fluid & Electrolyte Balance
3. Completion of All Quizzes and Examinations
Make up work is limited to one quiz or exam. It is the responsibility of the student to
contact the instructor in order to establish a make-up appointment. Make-up work is to be
completed within one week of the original quiz or exam date unless there are mitigating
circumstances.
4. Completion of Assignments
a. Participation/Classroom Activities
b. Chapter Review Questions
c. Evaluation of Food Intake for One Day by Computer Analysis in Terms of the
Recommended Dietary Allowances
d. Online Assignments
e. Instructor Selected Activities Designed to Reinforce Nutritional Theories
Los Angeles Harbor College Program Review, December 2005 97
EXTRA CREDIT:
1. Assessment of Blood Cholesterol Level (12 points)
2. Assessment of Total Body Fat (5 points)
3. Evaluation of Food Intake for One or Two Days in Addition to the Required One Day
Evaluation (10 points for each day)
GRADING INFORMATION:
Methods of Evaluation:
Quizzes/Exams 60%
Assignments 30%
Classroom Activities 10%
Grades are issued according to percentage of total points earned.
100 – 90% = A
89 – 80% = B
79 – 65% = C
64 – 55% = D
WITHDRAWAL FROM CLASS:
It is the student‘s responsibility to submit an official withdrawal from
class (drop card) to the Admissions Office. Failure to complete this process by
May 1, 2006, will result in a ―W‖ or ―F‖ grade recorded on the student‘s
academic record. In order to receive a refund, the class must be dropped by
February 21, 2006. Instructor may exclude a student, but this is not an official withdrawal and fees
will be owed.
COLLEGE POLICIES:
It is the student‘s responsibility to follow college policies regarding attendance, academic standards,
and conduct. As approved by the Associated Student Organization and by the Academic Senate, all
cell phones and electronic sound-emitting devices should be turned to off or vibrate.
Los Angeles Harbor College Program Review, December 2005 98
Geology/Oceanography Program Review Fall 2005
1. Program Mission
The mission of the Los Angeles Harbor College Geology/Oceanography Department is to provide quality
transfer, and general education programs in the field of Physical Sciences, in a supportive and educational
environment.
2. Program Objective
The Geology/Oceanography Department offers courses that introduce students to the Physical
Sciences related to the planet Earth.
3. Student Learning Outcomes
Upon successful completion of the courses students will be able to:
Explain the origin of the Earth, its oceans, continents and the organisms that live on it.
Explain the use of the Scientific Method in determining the causes and effects of natural physical
phenomena.
Apply simple physical principles to explain basic observations on Earth.
Make short-term predictions regarding the movements of air, seawater, rocks and soil.
Make first-degree long-term predictions regarding the evolution of the oceans and continents.
Explain the origin and the evolution of many natural disasters related to the oceans and continents.
Evaluate the potential of multiple material and natural energy resources available to humans.
Evaluate the significance of the Scientific Method in the daily decision making process.
Further their education in the fields of physical sciences.
4. Definition of Discipline in Terms of Relevance and Student Need
This discipline provides GE requirements for AA and transfer degrees.
Prepares students for Geology, Oceanography, an Environmental Science Majors.
Provides basic background for urban planners, environmentalists, policy makers.
Introduces the physical world to lower division students.
Provides a beginning point for students interested in the physical environment.
5. Courses Taught in the Discipline
Environmental Science 1 – The Human Environment: Physical Processes
Los Angeles Harbor College Program Review, December 2005 99
Geology 1 – Physical Geology
Geology 6 – Physical Geology Laboratory
Oceanography 1 – Introduction to Oceanography
Oceanography 10 – Physical Oceanography Laboratory
6. Factors that Influence Enrollment
Students‘natural curiosity about the Earth
Monday and Wednesday offerings ( prime time) of the lecture
Frequent optional field trips to coastal and inland sites which enable students to apply concepts
learned in class and generate interest
Laboratories are offered in three hour blocks.
Innovative delivery method for course material
7. Quantitative Review
Quantitative data are based on 2005 Los Angeles Harbor College Fact Book and Planning Resource Guide.
Please see the attached sheet for the program data for the period 1998 – 2004.
8. Conclusions and Significant Finding
Based on data shown in the aforementioned guide, the program is healthy and viable. Oceanography and
Geology programs performed significantly above the college averages during the 1998-2004 period and
show significant growth trends unrelated to the college enrollment trends.
9. Strengths and Weaknesses in Relation to Student Needs
Strengths:
Three sections of Oceanography lecture are offered on Mondays and Wednesdays providing
ample opportunities for students to enroll in the classes.
Subject matter that feeds the natural curiosity of humans about the planet Earth
Weaknesses:
Need additional collaborative learning activities in the lecture classes
Geology is currently not offered in the evening
Lack of facilities [transportation funds and camping supplies] for field trips to distant
locations
Lack of hands-on physical activities in laboratories due to unavailability of support personnel
10. Instructors, Staff, and Other Personnel
Number of Full-time Faculty 1.0
Number of Hourly Faculty 0.6
Number of Classified Staff 0
Number of Support Personnel 0
Los Angeles Harbor College Program Review, December 2005 100
11. Plan of Action that Would Strengthen the Discipline
Actions to Improve Program Success
Add part-time support personnel
Offer under-prepared students opportunities for specialized personal development classes
Secure funding for lab and field activities
Prepared by Dr. Tissa Munasinghe
Los Angeles Harbor College Program Review, December 2005 101
LOS ANGELES HARBOR COLLEGE COURSE OUTLINE
Associate Degree Applicable Course TOP CODE: 1914.00
Non Associate Degree Applicable Course NEW Course
ADDITION of a District Course
Revision/Update Date: 11/21/05
Distributive Learning
Curr. Committee Date:
1. DEPARTMENT/DISCIPLINE: Earth Science
2. SUBJECT: Geology SUBJECT CODE: 460
3. COURSE TITLE: Physical Geology COURSE NUMBER/LETTER: 1
4. HOURS PER WEEK: Lecture 3 hrs. Lab hrs. Discussion hrs
Other: (Specify) total hrs/wk 3 UNITS: 3
5. REPEATABILITY: None RPT1 RPT2 RPT3
6. PREREQUISITE AND/OR CO-REQUISITE: Recommended co-requisite: Geology 6
7. COURSE CATALOG DESCRIPTION: (Please limit to 50 words)
This introductory course surveys the materials and structure of the earth, and the processes
which modify it. Major topics to be studied include rocks and their mineral composition,
plate tectonics, volcanoes, and earthquakes. Also studied will be the agents of erosion; the
work of rivers, glaciers, wind, land slides, and the oceans. Field trips to geological sites of
southern California are made.
8. COURSE CLASSIFICATION / ARTICULATION:
Course Articulation
Classification Requested Approved/Date/Signature:
Acceptable for Credit, University of California ______________________________
Acceptable for Credit, California State Universities ______________________________
Baccalaureate _____________________________
Occupational ______________________________
Pre-college level, prerequisite and/or Developmental
Los Angeles Harbor College Program Review, December 2005 102
9. TEXTBOOKS: (List all publications that students are required to use, plus any recommended college level
readings) (Also required for courses offered in a Distributive Learning format in order to be transferable.)
Author: Monroe and Wicander Title: Physical Geology: Exploring the Earth
Publisher: Thompson Brooks/Cole Edition/Year: 5 / 2005 [or the latest available edition]
Author: Title:
Publisher: Edition/Year:
Other Readings:
10. MATERIALS & SUPPLIES: (List materials and supplies that are REQUIRED for this course. For
Distributive Learning courses: Students are required to have a personal E-mail address & Internet access
through a private provider.)
COLLEGE PROVIDED:
STUDENT PROVIDED:
Not Applicable
11. COURSE ENTRY/EXIT SKILLS
A. ENTRY SKILLS: State performance skills and behaviors in specific and measurable terms. THE
STUDENT IS ABLE TO:
(None)
B. OBJECTIVES / EXIT SKILLS: State performance behaviors and skills in specific and
measurable terms (refer to Blooms Taxonomy on page 9 of this document) terms. These skills
become the entry skills for the next course. As a result of completing this course, THE STUDENT
WILL BE ABLE TO:
(1) Explain the features of the Earth and processes that affect the Earth.
(2) Describe the factors that influence the Earth processes.
(3) Recognize the importance of different processes that influence the Earth features.
(4) Apply the scientific method to determine the best explanation to observations about the
Earth.
(5) Use further information about the Earth features and processes so that they can pursue
Geology.
(6) Discuss the effect of humans on the geologic processes near the surface of the Earth.
(7) Employ the acquired knowledge to evaluate the potential disasters in a given area.
Los Angeles Harbor College Program Review, December 2005 103
18. SCANS Competencies. Indicate the SCANS competencies developed in this course:
Resources (Identifies, organizes, and allocates resources.)
Time Money Material and Facilities Human Resources
Information (Acquires and uses information.)
Acquires/Evaluates Organizes/Maintains Interprets/Communicates Uses Computers
Technology (Works with a variety of technologies.)
Selects Applies to tasks Maintains and troubleshoots equipment
Thinking Skills
Creative Thinking Decision Making Problem Solving Symbolic Thinking
Application of learning techniques Reasoning
Interpersonal (Works with others.)
Serves as team member Teaches others Serves clients/customers
Exercises Leadership Negotiates Works with diversity
Systems (Understands complex inter-relationships.)
Understands systems Monitors/corrects systems Improves/designs systems
Fundamentals
Reading Writing Mathematics Listening Speaking
Personal Qualities
Responsibility Self-Esteem Sociability . Self- Management Integrity
13. INSTRUCTIONAL METHODOLOGY: (Recommended types of writing assignments, demonstrated use
of symbol systems or ability to apply skills learned in the course) (For Distributed Learning courses:
Description of ―asynchronous interactivity‖, i.e. ability to receive instruction at a different time than class is
offered.)
A. WRITTEN ASSIGNMENTS
Req. Opt. Req. Opt.
Essay(s) Journals
Term Paper(s) Homework
Report(s) E-mail/Bulletin Boards
Summaries & Analyses Internet/Chat Rooms
Other ( )
B. SYMBOL SYSTEMS
Req. Opt. Req. Opt. Req. Opt.
Logic Computation Art Projects
Music Interpretations Drafting/Graphics
Proofs Applications
Other ( )
Los Angeles Harbor College Program Review, December 2005 104
C. SKILLS
Req. Opt. Req. Opt. Req. Opt.
Verbal Analytical Laboratory
Written Physical Computer
Other ( )
14. APPROPRIATE OUTSIDE ASSIGNMENTS
Req. Opt. Req. Opt.
Field Trips Readings
Lectures Research Projects
Meetings Computer Projects
Skill Practice Library Work
Special Films and TV Programs
Other ( )
15. CRITICAL THINKING ASSIGNMENTS
Req. Opt. Req. Opt.
Problem Solving Translation
Class Research Syntheses
Analyses Interpretations
Comparing and Contrasting Comprehension of Subject Matter
Evaluating Significance Creating/Formulating Ideas
Setting Up Proofs
Other ( )
16. INSTRUCTIONAL MODES
Req. Opt. Req. Opt.
Lecture Term Project
Lecture/Discussion Oral Drills
Lecture/Laboratory Work Experience
Laboratory Computer Interactive Assignments
Demonstration Guided Discussion
Written Assignments Discussion/Seminar
Reading Assignments Independent/Directed Study
Mediated TV One-on-one Conference
TV/Audio Visual Digitized/Modem
Guest Speakers ISDN/CODEC (Videoconference)
Small Group Experience Internet Access
Field Experience E-mail Address
Other ( )
Los Angeles Harbor College Program Review, December 2005 105
17. COURSE CONTENT
(Please outline by topics or activities and include time schedule in hours. Write course content for a
traditional 18 week semester))
(Distributive-Learning courses: Allocation of time may [or may not] be consistent with traditional
course hours/weeks. It will vary from student to student. See approved course outlines for examples.)
Time Allocated (in hours) Topic or Activity
3.0 Basic concepts and scientific method
Origin of the Earth
3.0
Interior of the Earth
3.0
Continental Drift, Seafloor Spreading, and Plate
3.0 Tectonics
Minerals
3.0 Igneous Rocks
3.0 Weathering
Sedimentary Rocks
3.0
Metamorphic Rocks
3.0
Geologic Time
3.0 Earthquakes
3.0 Rock Deformation
3.0 Mass Movements
Running Water
3.0
Groundwater
2.0
Deserts
3.0 Work of Glaciers
3.0 Coasts
3.0 Local Geology
2.0
3.0
2.0
Note: The Carnegie Rule and Title 5 section 55002 sets forth the minimum standards which require:
1 hour lecture with 2 hours homework = 1 unit Lecture also includes discussion and/or demonstration
2 hours of lab with homework = 1 unit 3 hours of lab without homework = 1 unit.
laboratory includes activity and/or studio hours.
Los Angeles Harbor College Program Review, December 2005 106
Number of hours for activities: 54
Use additional pages if necessary.
18. EVALUATION METHODS
(Multiple measures, which are consistent with the course objectives, content and scope, must be used to determine student‘s
final grade. Student performance will be evaluated by essay unless problem solving or skill demonstration is more
appropriate.)
Req. Opt. Req. Opt.
Quizzes, Unit Tests, Midterms Essays
Final Exam Term Papers, Projects and Reports
Laboratory Reports Homework Assignments
Observation Record of Student Oral Presentations
Performance Questionnaires
Class Participation Standardized Tests
Written Compositions Other ( )
(For Distributive Learning courses: explain how testing will be accomplished, i.e., through U.S. mail,
over E-mail, in on-campus testing center, at the LAC, or in designated classroom. When an in-person
testing center or site is used, a picture ID will be required to verify student‘s identity during testing or
examination.)
19. COLLEGE LIBRARY MATERIALS ASSESSMENT:
The instructor and acquisitions librarian have evaluated the library materials relating to this course and
noted relevant supporting materials and needs.
Acquisitions Librarian ____________________________________ Date ________________________
The above signature does not denote approval or disapproval of this course. Signature is not required for
routine course revisions, which do not have substantive changes.
20. DISTRIBUTIVE LEARNING COURSES: COLLEGE READINESS
The instructor has consulted with the LAN Administrator and Distance Education Coordinator regarding needed support
related to this course. This support may include use of college facilities, assistance in preparation of materials to be sent over
the ISDN lines in digitized format, and provision for intellectual property rights of the instructor.
LAN Administrator _______________________________________ Date ________________________
Distance Education Coordinator _____________________________ Date ________________________
The above signatures do not denote approval or disapproval of this course. Signatures are not required for routine course
revisions that do not have substantive changes.
_______________________________________ ______________________________________________
Prepared by Date Division Chair Date
________________________________________ _____________________________________________
Curriculum Committee Chair Date V. P. Academic Affairs Date
Los Angeles Harbor College Program Review, December 2005 107
LOS ANGELES HARBOR COLLEGE
STANDARDS AND CRITERIA FOR APPROVAL OF CREDIT COURSES
Name of Course: Geology 001
Using the Official Course Outline, please determine whether or not the above listed credit course meets the
following standards and criteria required in Title 5, Part VI of the California Administrative Code, and which
has been designated as appropriate to the Associate Degree. Place a mark (X) in the appropriate box. For
courses applicable for an Associate Degree all criteria must be met. For courses NOT applicable for an
Associate Degree only criteria marked with an (*) must be met.
RATING
CRITERION
NOT
MET MET
* 1. Is recommended by the responsible college officials, and the academic senate
or other appropriate faculty body as meeting the requirements of this subsection
and has been approved by the local district governing board as a course meeting
the needs of the students eligible for admission.
* 2. Is taught by a credentialed instructor in the discipline
* 3. Is offered as described in an outline in official college files. That outline shall
specify the unit value, scope, objectives, content in terms of a specified body of
knowledge, appropriate reading and writing assignments, outside of class
assignments, instructional methodology, and methods of evaluation for
determining whether the stated objectives have been met by students.
* 4. Is taught in accordance with a set of instructional objectives common to all
students.
* 5a. Provides for measurement of student performance in terms of the stated
course objectives and culminates in a formal recorded grade based upon
uniform standards in accordance with Section 55758 of this part, which is
permanently recorded as an evaluation of student performance.
5b. Bases grades on demonstrated proficiency in subject matter determined by multiple
measurements for evaluation; and has examinations, including essays and/or, where
appropriate, uses appropriate symbol systems and/or skills demonstrations by students.
* 6a. Grants units of credit based upon a specified relationship between the number
of units assigned to the course and the number of lecture and/or laboratory
hours or performance criteria specified in the course outline.
Los Angeles Harbor College Program Review, December 2005 108
6b. Requires a minimum of three hours of work per week including class time for
each unit of credit and prorated for short term, lab and activity courses.
RATING
CRITERION
NOT
MET MET
7. Treats subject matter with the scope and intensity, which requires
students to study independently outside of class time.
* 8.Requires, when appropriate, entrance skills and consequent prerequisites for
the course before students are enrolled
9. Requires as a pre- or co-requisite to enrollment in other courses throughout
the degree and certificate curricula, eligibility for enrollment in associate
degree credit courses in English and/or mathematics when language and/or
computational skills at the associate degree level are deemed by the college
and/or district curriculum committee as necessary for success in such courses.
10. Requires the ability to think critically and to understand and apply concepts
in order to participate in the course.
11. Requires learning skills and vocabulary appropriate for a college course.
12. Requires the use of college level educational materials.
* 13. Allows repeated enrollment only as permitted by provisions of Division 2
(commencing with Section 51000). Section 55781-55783 and 58161 of this
part.
PLEASE INDICATE THE DEPARTMENT‘S PLAN FOR IMPROVING ANY STANDARD NOT
PRESENTLY MET.
COURSE NOT APPROVED FOR THE FOLLOWING REASON (S):
___________________________________________________ DATE ________________________
Curriculum Committee Chairperson
Los Angeles Harbor College Program Review, December 2005 109
Bloom‟s Taxonomy
SIMPLE SKILLS > COMPLEX SKILLS
Critical Thinking
Knowledge Comprehension Application Analysis Synthesis Evaluation
judge
define translate interpret distinguish compose appraise
repeat restate apply analyze plan evaluate
record discuss employ differentiate propose rate
list describe use appraise design compare
recall recognize demonstrate calculate formulate
arrange
value
name explain dramatize experiment assemble revise
relate express practice test collect score
underline identify illustrate compare construct select
locate operate contrast create choose
report schedule criticize set up assess
review shop diagram organize estimate
tell sketch inspect prepare
measure
debate
inventory
question
relate
solve
examine
categorize
Los Angeles Harbor College Program Review, December 2005 110
LA Harbor College
Geology 1: Physical Geology Section 0682 Spring 2005 Rm.: SCI 210
Grade record
Instructor: Dr. Tissa Munasinghe Test #1:___ Ex. Cr: ____
Office: SCI 208 Test #2:___ Field Trip ___
Email: munasit@lahc.edu Test #3:___ Participation ___
Phone: 310-233 4555, in-campus extension: 4555 Test #4:___ H W:____
Office Hours: M & W 4:30 – 5:00 pm Final: ___ Total _______
Text: You must have a textbook for this course. Use Physical Geology, by Monroe and Wicander OR
Any Introduction to Geology textbook published after 1994. The textbook must be read before, and
after the topic is discussed in the class.
Other Material: 5 Scantron [#882] forms, #2 pencils, a good eraser.
Course Description: This course will introduce you to the solid part of the Earth, and the scientific
method of studying it. You will learn about how the Earth formed, the material forming the Earth,
processes [earthquakes, mountain building, rock deformation, groundwater] that take place inside
the earth, processes [weathering, mass movements, rivers, glaciers, deserts] that takes place outside
the Earth, and features found on the Earth. There will be at least one field trip to the Royal Palms
County Beach. Other field trips may be added.
Grading Policy: Grades are based on
(a) 3 of 4 Section Tests [3 x 100] 300 points 50% of grade
(b) Field Class OR Project 20 4%
(c) Homework Assignments 30 5%
(d) Classroom Participation 50 8%
(e) Final Examination 200 33%
Examinations will emphasize material discussed immediately prior to them, and may consist of a combination of multiple-
choice, true/false, and/or short answer questions. The worst score of the four tests will be dropped. No make-up tests will
be given. The final exam will be comprehensive. If you qualify, extra credit [maximum 30 points] can be earned by
writing short papers, or by completing small projects. Information on these will be given later. The final grade will be
determined from the maximum total of 600 points, as indicated below. Use the space at top right to keep track of your
total score, which can be compared with the percentages below to determine your current grade.
A: > 90% [540] B: > 80% [480] C: > 60% [360] D: > 50% [300] F: 90% [540] B: > 80% [480] C: > 60% [360] D: > 50% [300] F: > COMPLEX SKILLS
Critical Thinking
Knowledge Comprehension Application Analysis Synthesis Evaluation
judge
define translate interpret distinguish compose appraise
repeat restate apply analyze plan evaluate
record discuss employ differentiate propose rate
list describe use appraise design compare
recall recognize demonstrate calculate formulate
arrange
value
name explain dramatize experiment assemble revise
relate express practice test collect score
underline identify illustrate compare construct select
locate operate contrast create choose
report schedule criticize set up assess
review shop diagram organize estimate
tell sketch inspect prepare
measure
debate
inventory
question
relate
solve
examine
categorize
Los Angeles Harbor College Program Review, December 2005 141
Los Angeles Harbor College Geography Program Review January 2006
I. Program Mission
The mission of the Los Angeles Harbor College Geography Program is to provide quality education in
physical and human/cultural geography for transfer, general education, and public outreach to the South
Bay and Harbor communities.
II. Program Objectives
The aims of the Geography Program are to equip Harbor students with an enriched global view, to enhance
spatial thinking, to recognize integration and interdependence between physical and cultural environments,
and to love nature.
III. Student Learning Outcomes
Specific ―SLO‘s‖ for Geography 1, 2, 7, and 15 are as follows. There is intended overlap between Physical
Geography (1) and the Physical Geography Laboratory (15) classes.
Student Learning Outcomes for Geography 1:
Upon completion of Physical Geography, students will be able to:
Introduction:
1. Define geography, physical geography, and Earth‘s four integrated spheres: atmosphere, hydrosphere,
biosphere, and lithosphere.
2. Locate places on Earth using latitude and longitude coordinates, and relate latitude to climate, and
longitude to time.
3. Using a time zone map, calculate time zone differences between different locations on earth.
Field Trip:
4. Record field observations and compose a 4-6 page report on a geography field trip, including
descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms,
rocks, soils, and human activity in the area, with 3 labeled drawings (a plant, rock, and landscape view).
Biosphere:
5. Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and
wet environments.
6. Distinguish plant forms and identify plant samples in five Southern California vegetation communities:
coastal sage scrub (―soft chaparral‖ on drier, sunnier slopes), chaparral (taller, thicker, woody shrubland
with on hillsides with more moisture), oak woodland (grasslands with scattered trees), riparian/streamside
woodland, and grasslands (meadows). (See photos on Geography home page:
www.lahc.edu/earthscience/geography/)
7. Compare and correlate the Earth‘s major climates and biomes.
Hydrosphere:
8. Illustrate the water cycle (hydrologic cycle) and explain its processes.
9. Describe the unique properties and geographic distribution of Earth‘s waters.
10. Explain cloud formation and identify major types of clouds.
11. Define the fluvial processes of erosion and deposition, and identify landforms associated with river
systems and drainage.
12. Describe the basic pattern of Earth‘s ocean currents, and identify major currents in the Pacific Ocean
and northern Atlantic.
Maps:
13. Define cartography and mapping basics: map scale, projections, directions, symbols (point, line, and
area symbols).
Los Angeles Harbor College Program Review, December 2005 142
14. Describe remote sensing, G.P.S. (Global Positioning System), and Geographic Information Systems
(G.I.S.) as tools used in geographic analysis.
15. Locate major physical features of Earth on a series of world maps.
Atmosphere:
16. Describe and draw diagrams illustrating common patterns of temperature and temperature inversions,
high and low pressure, ocean and land winds (―onshore and offshore‖ as newscasters call them), global
wind systems, rain, and desert patterns.
17. Identify and distinguish major climate types on a world map.
Lithosphere:
18. Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanoes, and
convergence of tectonic plates), and external, landform-shaping processes (weathering, erosion, mass
wasting, and deposition). Illustrate each with examples.
19. Draw and explain the rock cycle.
20. Identify 12 samples of sedimentary, igneous (intrusive and extrusive), and metamorphic rocks.
21. Locate and draw symbols on a world map to show correlations of continental drift theory, plate
tectonics, and geographic distributions of volcanoes and earthquakes.
22. Identify landforms associated with tectonic plate boundary convergence, divergence, and transform
boundaries.
23. Explain the nature of earthquakes, their measurement, and how we as Southern Californians can be
prepared for a large earthquake to occur at any time.
24. Define and give examples of physical, chemical, and biological weathering.
25. List and define the various types of mass wasting, and identify examples of each in relation to moisture
content and speed of movement.
26. Define geomorphology, and identify landforms associated with fluvial, arid, glacial, Karst, wind, and
coastal processes.
Integration/Synthesis of Physical Geography:
27. Offer 5 specific examples of how the atmosphere, hydrosphere, lithosphere, and biosphere, are
integrated. (For example, show how rainfall, slope angle and direction, water pathways, shade, and soil
moisture affect habitats for plants and animals.)
Geography 2 Cultural Geography Student Learning Outcomes:
Upon completion of Cultural Geography, students will be able to:
(1) Demonstrate how to use maps to explain broad patterns of cultural information on Earth (language, religion,
ethnicity, political organization).
(2) Demonstrate flexibility, tolerance, and respect for diverse cultures.
(3) Identify on world maps the global distribution of human population, and major historical migrations and
refugee movements.
(4) Using maps, explain geographical patterns of economic livelihoods, including agriculture, industry, services,
and information processing.
(5) Give examples of geographical interpretations of current events.
(6) Compare and contrast rural and urban land use.
Geography 7 Student Learning Outcomes: Upon completion of World Regional Geography,
students will be able to:
1. Locate the world's major physical geographic features and climates, and compare them with world
population distribution.
2. For each world region, locate major countries, cities, and physical features (climates, rivers, mountain
ranges, plains, seas, etc.).
3. For each world region, identify the land area and population, economic geography (major livelihoods),
features that create regional unity, and geopolitical issues.
Los Angeles Harbor College Program Review, December 2005 143
4. List some of the factors used to measure different levels of economic and social development, and
evaluate how these are used to compare regions and create stereotypes.
5. Demonstrate flexibility, tolerance, and respect for diverse cultures.
6. Compare capitalism and communism as major economic systems, and some of the geographic effects of
capitalism vs. centrally planned economies.
7. Summarize the influences of European colonialism and the industrial revolution on the cultural and
economic geography of the modern world.
Geography 15 Student Learning Outcomes: Upon completion of Physical Geography
Laboratory, students will be able to:
(1) Define latitude and parallel, longitude and meridian, and use coordinates to locate places on Earth.
(2) Relate latitude and climate, and longitude and time.
(3) Calculate locational time differences using a map of international standard time zones.
(4) Interpret map elements of scale, projections, and symbols (point, line, and area symbols).
(5) Record field observations and compose two 4-6 page reports on geography field trips, including
descriptions of the site, weather characteristics on that day, water features, vegetation, animals, landforms,
rocks, soils, and human activity in the area, with 3 labeled drawings (plant, rock, landscape view).
(6) Draw and describe 4-6 plant samples showing adaptations to dry, medium, and wet environments.
(7) Interpret U.S. Geologic Survey Topographic Maps, and construct a contour map drawing isolines of
equal elevation.
(8) Analyze weather maps,s and describe atmospheric conditions at various locations.
(9) Outline the sources of current global weather information and issues on the U.S. National Weather
Service website.
(10) Analyze global temperature and precipitation patterns to determine the effects of latitude, marine vs.
continental location, altitude, topographic barriers, and prevailing winds.
(11) Compare and contrast a world climate map with a world map of biomes.
(12) Analyze and describe geomorphic processes using topographic maps, and recognize shapes of fluvial,
arid, Karst, glacial, and coastal landforms.
IV. Definition of Discipline in Terms of Relevance and Student Need
Geography is an attractive major for students, providing marketable skills and the broad geographical
perspectives that enable people to succeed at many occupations. Geographers
make good planners. Geography also meets many of the LAHC campus-wide Student Learning Objectives
concerning a global view, tolerance and respect for diversity, and understanding of the environment with
perspectives of both natural and social sciences. The potential for practicing geography in business and
government has grown considerably in recent years, although few positions have the job title of
―Geographer.‖ Juan Gonzalez, Harbor College student from Wilmington, majored in geography at UCLA
and went on to work in Washington, D.C., at the National Imagery and Mapping Agency (NIMA).
Computer cartography, the analysis of satellite imagery (remote sensing); geographic information systems
(G.I.S.); and global positioning systems (G.P.S.) have all grown as high-technology techniques, but
because geography was replaced by social studies and earth science in the American public school system,
many American adults lack the foundation to deal with the sophistication and detail of these techniques and
need more training.
Physical geographers study patterns and integration of climates, landforms, vegetation, soils, and water.
They forecast the weather, manage land and water resources, and plan for land use in wetlands, forests,
rangelands, and recreation areas. Geographers were among the first scientists to speak up with alarm that
human-induced changes to the environment may threaten life itself in earth‘s future: global warming,
desertification, deforestation, loss of biodiversity, groundwater pollution, and flooding. NASA hired a
physical geographer to teach astronauts from satellite images, because they weren‘t sure what they were
Los Angeles Harbor College Program Review, December 2005 144
looking at on Space Shuttle orbits. It is very important that physical geography be taught as a rigorous
science, or future geography and other science majors will be deprived of a solid foundation for their
careers.
Cultural/human geography is concerned with the spatial dimension of human society, how we and our
activities are organized on the earth's surface. Human geographers work in the fields of urban and regional
planning, transportation, marketing, real estate, tourism, and international business, and some have worked
in U.S. Government Bureaus of Population, Refugees and Migration; Democracy, Human Rights and
Labor; Political-Military Affairs; Oceans and International Environmental and Scientific Affairs, War
Crimes Issues and Foreign Disaster Assistance. (Source: Association of American Geographers,
www.aag.org.)
V. Courses Taught in the Discipline:
Geography 1 Physical Geography
Geography 2 Cultural Geography
Geography 7 World Regional Geography
Geography 15 Physical Geography Laboratory
Geography 31 Introduction to Geographic Information Systems
VI. Factors that Influence Enrollment
1. The environment in the Science 204 classroom is not conducive to learning and some students who
complain, stop coming. The lack of air-conditioning to provide a comfortable temperature is a problem.
Open doors to provide circulation lead to dust that accumulates and is not removed due to lack of custodial
staff. This situation is a problem for some students with allergies. I wonder if it is a factor in students‘
poor performances on tests. Quality air with a good supply of oxygen is important for brain processes and
limits nasal congestion.
2. American students are not widely exposed to geography in the school system as a viable discipline and
career, so it is generally not a major that students choose before entering college. Around the country,
many geographers become ―converted‖ when they take general education classes in the subject, realize how
much they love it, and realize the potential for future employment as a geographer.
3. Before the California state budget crisis, we were encouraged by the college to try some new classes and
diversify the program a bit. Multiple and daytime sections of Geography 7 and 15 were offered
(successfully demonstrated by other colleges), and Geography 2 and Geography 31 were introduced, but
had a low response. These have not been recently offered, as high enrollment numbers have taken priority
over experimenting.
4. Some students perceive that physical geography is a difficult science because they lack the background.
5. Our urban environment and culture limits access to nature, so students may not have enough experience
in the outdoors to be attracted to a class which includes field trips, such as Geography 1 and 15, and they
may not know that carpooling is available if they lack transportation. Countless students respond to the
field trips and nature walks with pleasure and excitement and report that their whole way of looking at the
world has changed through the outdoor learning component of these classes.
Los Angeles Harbor College Program Review, December 2005 145
VII. Quantitative Review
1999 2000 2001 2002 2003 2004
Enrollment 142 216 183 281 267 262
WSCH 739
FTEF 1.6
WSCH/FTEF 498 399 413 356 625 579
Average class size 26.6 27.5 23.7 41.7 38.6 30.8
Average class size 48.3 (Fall PACE)
VIII. Conclusions and Significant Findings
While doing the analysis for this report, I began to reflect on students‘ comments. Students seem to find
this field of science difficult. I had thought students were mostly exaggerating when they said, ―I studied,‖
and ―I‘m doing well in my other classes.‖ I have tried new methods and tactics every semester to increase
student learning in Geography 1, and they still have difficulty processing it. Outdoor learning has been the
most successful path for students completing the course..
There is a demand for science classes with labs in PACE, and PACE enrollments in geography have been
good. I would like to teach one section of Geography 1 in PACE every semester (on Tuesday nights and
Saturdays), either as part of the regular assignment or as an hourly class, and then PACE students can take
the Monday night Geography 15 lab class, which does not compete with the PACE schedule.
Geography 2 and 7 are also excellent classes to regularly include in the PACE program, where students are
motivated to succeed. They teach global, spatial, and environmental perspectives, and integrate
information from many disciplines. They are superb courses for general education.
IX. Strengths and Weaknesses in Relation to Student Needs
Strengths:
Full-time instructor has worked in Kenya, Egypt, Guam, Palau, Crete, India, Minnesota, and Texas,
and tries to equip students with a global view and empathy, not just facts.
Outdoor learning on nature walks and field trips
Proximity of Harbor Lake and wetlands
Campus vegetation with different types of trees
Science Building roof access for teaching about the atmosphere
Many mapping and other classroom activities to promote genuine hands-on learning
Student and instructor enthusiasm
Weaknesses:
Only one full-time instructor, which makes building up all the areas of the discipline difficult.
Old globes, old maps, and old air in classroom give an ―old feeling.‖
Unavailability of Power Point projector due to insufficient funding for the Department.
Not all students have Internet or C.D. playing capability in their homes, and excellent C.D.
animations that come with the Physical Geography text are not permitted in computer lab.
Globally, reading skills have declined because of proliferation of T.V. and videos.
Many students are low-income and do not buy the textbooks.
Student passivity and expectations of a ―C‖ for coming are real problems: real effort is required to
activate the spatial part of the brain and learn new material. Also, morning students have often been
up late the night before, and some have not eaten or even drunk water that day. (I take polls when
they look blank and fatigued.)
Los Angeles Harbor College Program Review, December 2005 146
X. Plan of Action that Would Strengthen the Discipline
1. Try a new temporary classroom with better air circulation. I am not asking for air conditioning, ―only
oxygen,‖ a room with windows.
2. Offering Geography 3, ―Introduction to Weather and Climate‖, incorporating American Meteorological
Society (AMS) On-line Weather Studies Curriculum. AMS has a grant for underrepresented institutions to
receive training and support for this, and East Los Angeles College is participating. Geography 3 is offered
at L.A. Valley College and Pierce College as well and counts as a physical science in general education,
usually cross-listed as Meteorology 3 (for those who transfer to schools which do have a Meteorology
program). It could either be taught on-line or incorporated into a regular class, but needs to be advertised in
city newspapers that are apart of the L.A. District.
3. Incorporating NASA and other satellite images of Earth‘s topography and vegetation, and On-Line
Weather Studies into Geography 1 and 15 exercises.
4. Hiring a 0.6 part-time instructor to teach the Banning High School Geography 2 and 7 classes,
two additional sections per semester of Geography 1, 2, 7, or 15, and/or Geography 31, and/or PACE
classes.
5. Offer a Monday/Wednesday 8:00 AM-9:25AM section of Geography 1 to increase overall Geography
enrollment and try offering the Field Trip Emphasis section of Geography 1 on Thursdays at 9:00 AM-
12:10 PM or 9:35 AM-12:45 PM.
6. Offer Geography 15 Lab every semester on Monday nights to establish consistency in time of offering.
(One to two field trips would be required to replace hours lost with Monday holidays.)
7. Once a year, offer Geography 7 in the morning. This past semester, two sections were on the schedule,
and the Wednesday 7:00 PM-10:05 PM enrollment was diluted for the first time. When Geography 7 is
offered in the PACE schedule, a different course could be offered on Wednesday nights to maximize
enrollment and effort. There needs to be coordination with PACE.
8. Continue and increase collaboration with El Camino College, Santa Monica College, California State
University Dominguez Hills, California State University Long Beach, and University of California Los
Angeles Geography Department Faculty and Geography Club concerning Geography/Geology field trips.
9. Participating in the Ken Malloy Regional Park Planning Board. The introduction of ―Reggie‖ the
alligator has publicized the park, and there is potential to restore native habitats.
10. Continue participating in geographic education programs at state and national levels.
11. Secure a Power Point projector.
Note: During the Fall 2005 Semester, I organized an LACCD Geography Discipline Committee and we
will continue meeting to help strengthen our teaching and share resources.
Los Angeles Harbor College Program Review, December 2005 147
XI. Instructors, Staff, and Other Personnel
Number of Full-Time Regular Faculty: 1.0
Hourly Faculty: 0.6
Classified: 0
Support Personnel: 0
Submitted by Dr. Melanie Renfrew, LAHC Geography Professor.
Los Angeles Harbor College Program Review, December 2005 148
Geography 1 Physical Geography Fall 2005 Syllabus
Los Angeles Harbor College Science 204 Dr. M. P. Renfrew
Class Times: MW 9:35-11, MW 11:10-12:35, M 7-10 p.m., Th 9:35-12:55, Fridays 9-12:10
Office Hours: MW 12:35-1:00, MW 6:30-7 p.m., or at end of class. Location: SCI 206 or SCI 204
Fridays: 15 minutes at end of class or field trip at the site. 310-243-4557
professorrenfrew@yahoo.com http://www.lahc.edu/earthscience/geography/
Course Description: Physical geography is an exploration of the atmosphere, hydrosphere, biosphere, and lithosphere.
Major topics are Earth-sun relations, mapping and satellite imagery, weather and climate patterns, ecology, plate
tectonics, landform development, and human impacts on the environment. This is a foundation course for students
interested in the Earth sciences and environmental studies, as well as a major in geography. Field trips and nature walks
are a regular part of the class.
Textbook and other requirements: Physical Geography, A Landscape Appreciation. Tom McKnight and Darrel
Hess, Pearson/Prentice Hall. Bring textbook and colored pencils to class. Scantron Forms for Tests (# 882), Scantron
Quizstrips. See also what to bring under “Field Trips.”
Day classes, please come to class wearing comfortable walking shoes and a hat for a possible nature walk (see
clothing recommendations for a field trip). We learn outdoors when possible and appropriate.
Grading Principles: Requirements: 3 Tests, Comprehensive Final Exam, Field Trip Report (due one week after the
trip). Class activities, Homework, Quizzes, Effort (shown by improvement on test scores, attitudes toward class, nature
walks, and tests). Class activities and exercises are due on the day assigned, and if you miss class, you are responsible
for the material covered. Late class activities will not be accepted.
Distribution: A 90-100% B 80-89% C 68-79% D 60-67% F < 59%
If you are on the border between two grades, I consider whether you attended well, improved on your test
scores, participated in class exercises and homework, and made an effort to be interested in the subject. This includes
respect for the professor, the classroom as a learning atmosphere, and other students as they try to learn. Please read
the LAHC Catalogue section on Student Conduct Policies. TURN OFF CELL PHONES! No cheating! No swearing!
Have respect!
Extra Credit only counts at the end if your test scores improve and if your final exam score is C or above;
that is, you must learn the central content of the course.
Field Trips: The field trip theme this fall semester is “Coastal and Riparian Systems”: we examine all four
spheres in nature, and how they influence each other. All students should come on one outdoor field trip led by the
professor unless you have a physical disability (notify the instructor for the alternative). If you would like to go on other
field trips, you are welcome: they are fun!
A half hour of private exploration will complete each field trip. Early birds may go early to do this. Please bring
paper or a small notebook for notes and sketches.
Please carefully read and sign the Field Trip Waiver, promising you will not sue the professor or L.A. Harbor
College for anything that happens on a field trip.
Safety: Driving safety is extremely important! Please look at maps and directions ahead of time. Carpooling is
recommended; please contribute a little money for gas to your driver and insure ahead of time that he/she is a safe
driver. Drivers, please be responsible and careful.
Attitude: Come ready to investigate plants and animals, landforms, soil, water features, and start sketching what
you see. Drawing makes us look at nature more carefully, as the eye, hand, and brain are connected.
Clothing: Please wear light-colored, loosely fitting cotton clothing with an extra layer, long pants (to avoid getting
scratched with overgrown branches, possible poison oak or insect bites), a hat with brim, and comfortable shoes
with a tread (e.g., athletic shoes, no open-toed sandals). Be prepared for sunny, hot, or cool, foggy weather, and
note that morning sky cover in the South Bay may not be a predictor of weather at the field trip site.
Bring: For field trips, you‟ll need a map of L.A. or Thomas Guide (please do not use “MapQuest”: learn to navigate
yourself), comfortable shoes with a tread (no open-toed sandals), hat or cap with brim, sunglasses, sunscreen,
insect repellant, 1-2 water bottles per person, snacks, and a camera is desirable (you may share photos with other
students). Because of ozone depletion, more ultraviolet rays reach the earth, so please protect yourself. Skin
cancers are epidemic.
Report: The “Rubric” or Grading Criteria for the Field Trip Reports is attached. Each trip is different, so don‟t even
think of copying someone else‟s, or you will get a zero. It is not a research paper; it is a report of what you
personally learned outdoors, in your own writing.
Los Angeles Harbor College Program Review, December 2005 149
Information on weekend field trips will be discussed on Monday and Wednesday of that week:
Locations are not all decided yet because in the fall, it can be very hot and smoggy inland, so I‟ve chosen coastal
and stream (riparian) locations where there will be some shade. Heavy rain or temperatures predicted above 85
F will cancel the trip and postpone it. Please check the weather report: if only a chance of light showers is
predicted, bring an umbrella or come to another trip.
Student Success Tips:
Student success is your own responsibility. I want to help you, but you must strategize and plan from the beginning
how to do well in Physical Geography. If you live in a noisy, busy home, learn to sequester yourself, buy earplugs, and/or
plan to study when others are sleeping. Public libraries usually have a quiet spot if you hunt.
Make sure you understand all the terms and concepts covered in class, and the purpose of class activities for
hands-on learning. Come see me when you need help.
Make sure to eat something and drink water before class and field trips: the brain cannot function without
nourishing and adequate blood flow. Caffeine drinks are not enough, make people jittery, and drain the body of water.
Hard work brings success!
Student Learning Objectives for Geography 1:
Introduction:
1. Define geography, physical geography, and Earth‟s four integrated spheres: atmosphere, hydrosphere, biosphere, and
lithosphere.
2. Locate places on Earth using latitude and longitude coordinates, and relate latitude to climate, and longitude to time.
3. Using a time zone map, calculate time zone differences between different locations on earth.
Field Trip:
4. Record field observations and compose a 4-6 page report on a geography field trip, including descriptions of the site,
weather characteristics on that day, water features, vegetation, animals, landforms, rocks, soils, and human activity
in the area, with 3 labeled drawings (a plant, rock, and landscape view).
Biosphere:
5. Recognize and record observations of plant characteristics that serve as adaptations to dry, medium, and wet
environments.
6. Distinguish plant forms and identify plant samples in five Southern California vegetation communities: coastal sage
scrub (“soft chaparral” on drier, sunnier slopes), chaparral (taller, thicker, woody shrubland with on hillsides with
more moisture), oak woodland (grasslands with scattered trees), riparian/streamside woodland, and grasslands
(meadows). (See photos on Geography home page.)
7. Compare and correlate the Earth‟s major climates and biomes.
Hydrosphere:
8. Illustrate the water cycle (hydrologic cycle) and explain its processes.
9. Describe the unique properties and geographic distribution of Earth‟s waters.
10. Explain cloud formation and identify major types of clouds.
11. Define the fluvial processes of erosion and deposition, and identify landforms associated with river systems and
drainage.
12. Describe the basic pattern of Earth‟s ocean currents, and identify major currents in the Pacific Ocean and northern
Atlantic.
Maps:
13. Define cartography and mapping basics: map scale, projections, directions, symbols (point, line, and area symbols).
14. Describe remote sensing, G.P.S. (Global Positioning System), and Geographic Information Systems (G.I.S.) as tools
used in geographic analysis.
15. Locate major physical features of Earth on a series of world maps.
Atmosphere:
16. Describe and draw diagrams illustrating common patterns of temperature and temperature inversions, high and low
pressure, ocean and land winds (“onshore and offshore” as newscasters call them), global wind systems, rain and
desert patterns.
17. Identify and distinguish major climate types on a world map.
Lithosphere:
18. Distinguish between internal, mountain-building processes (uplift, folding, faulting, volcanoes, and convergence of
tectonic plates), and external, landform-shaping processes (weathering, erosion, mass wasting, and deposition).
Illustrate each with examples.
19. Draw and explain the rock cycle.
20. Identify 12 samples of sedimentary, igneous (intrusive and extrusive), and metamorphic rocks.
Los Angeles Harbor College Program Review, December 2005 150
21. Locate and draw symbols on a world map to show correlations of continental drift theory, plate tectonics, and
geographic distributions of volcanoes and earthquakes.
22. Identify landforms associated with tectonic plate boundary convergence, divergence, and transform boundaries.
23. Explain the nature of earthquakes, their measurement, and how we as Southern Californians can be prepared for a
large earthquake to occur at any time.
24. Define and give examples of physical, chemical, and biological weathering.
25. List and define the various types of mass wasting, and identify examples of each in relation to moisture content and
speed of movement.
26. Define geomorphology, and identify landforms associated with fluvial, arid, glacial, Karst, wind, and coastal processes.
Integration/Synthesis of Physical Geography:
27. Offer 5 specific examples of how the atmosphere, hydrosphere, lithosphere, and biosphere, are integrated. (For
example, show how rainfall, slope angle and direction, water pathways, shade, and soil moisture affect habitats for
plants and animals.)
Course Topics and Required Readings:
Plan to read at least 1 chapter a week, plus additional pages listed. Please read ahead.
Week, Topics Chapters
1,2 Introduction to Geography & the Earth 1, Skim Chapter 10, Study Ch. 11
3,4 Biosphere 11, Plant Handouts
Test 1 on Introduction, Biosphere (Ch. 1, 11, Maps, Handouts) Then Read Ch. 9
5,6 Hydrosphere 9
Stream patterns, landforms 16
Test 2 on Hydrosphere (Ch. 9, 16, Maps of Water features)
7 Maps 2
8-10 Atmosphere, climate 3, 8, Sections of Ch. 4-7
Test 3 on Maps, Atmosphere (Ch. 2, 3, 8, terms covered from Ch. 4-7)
11-14 Lithosphere 13, 14, 15, Review 16, 17-20: Sections
15 Review and Integration of the Spheres
Final Exam is comprehensive! Study everything. Date: Time:
Los Angeles Harbor College Program Review, December 2005 151
Weather and Climate in California
nd
A summary from Chapter 4 of Rediscovering the Golden State, California Geography, 2 Ed., 2006, by William A. Selby,
Santa Monica College Geography Professor. Hoboken, N.J.: John Wiley & Sons.
Major Climate Factors („Controls‟) influencing California‟s Weather (Generalizations)
Latitude: 32 to 42 degrees N, so the southern part of the state is warmer from increased solar radiation. The northern part of the
state is wetter (see below).
Coastal/Inland differences: Because of water‟s high heat capacity, the ocean does not heat up or cool off as quickly as land
does, which may result in an overcast “marine layer” (stratus clouds or fog). The California Current flows S, and is cold. Coastal
temperatures are more mild with less range, and inland areas have “higher highs and lower lows” of temperature.
Mountain influences: Elevation: temperature, moisture, and air pressure decrease with higher altitude/elevation, and
mountains act as „topographic barriers‟ to ocean moisture, forcing moist air upward and orographic precipitation on windward
(W) sides of mountains, and dry rain shadows on leeward (E) sides. Precipitation decreases as we move E, except on high
western slopes of Sierra Nevada Mountains.
Midlatitude westerly winds are a part of Earth‟s general circulation, so W winds are most common.
Air mass sources: Aleutian Low pressure from the North Pacific Ocean – midlatitude wave cyclones, unstable air, cold fronts.
East Pacific High & Great Basin (Nevada & Utah) High pressure bring sunny, sinking air. From SE (Mexico & Gulf of Mexico),
occasional summer “monsoon” (sea-to-land wind) rains bring tropical–like cumulonimbus clouds and rain to SE deserts and
mountains.
Other conditions commonly referred to in weather reports:
Cold fronts from NW bring cumulonimbus clouds, rain showers (usually), wind, and colder temperatures. Commonly, the day
after a cold front passes is colder, windy, sunny, with clean air. “Bring a jacket.”
Warm fronts from SW bring stratus and nimbostratus clouds, possible light rain ahead of front.
Fog commonly forms along the coast or inland valleys when air temperatures are near the dew point.
Temperature inversions occur when colder ocean air blows in under a “lid” of warmer, sinking air “aloft.”
1
Santa Ana condition – High pressure, sunny, very dry, compressional (adiabatic) heating, “offshore” winds from E/NE (Great
Basin High). High fire risk. Sinking air can intensify smog.
2
Climate Types in California
Most of California has a Mediterranean climate similar to the Mediterranean region of Europe, when rains come in winter
and summers are dry, the Koeppen Csa and Csb classifications in the “Mild Midlatitude C” category. (Most of the rest of the world
has rain in the high-sun season.) We are located between more dry B climates to the S and E of us, and the moist Marine West
Coast (Koeppen Cfb) climates in coastal Oregon & Washington. Because of Earth‟s orbit around the sun and the tilt of our axis
causing seasons, it is as if the weather systems N and S of us like to travel: sunny, subtropical high pressure visits us in summer,
and rains from the North visit us in winter.
Dry B climates include semi-arid/steppe (Bs) in inland valleys near deserts, and the southern coastal strip including San
Diego. True deserts (Bw), with less than 10” of rainfall a year, are in the southern San Joaquin (Central) Valley and SE California,
and hottest temperatures are in Death Valley at lowest elevations. Central Valley is productive agriculturally because of irrigation
from the Sierras, not rainfall.
Mountain climates include sections of “Severe Midlatitude D” (microthermal - snowy forest, similar to Canada), and
Highland EH - tundra at the highest altitudes. Globally, a progression upward in altitude is similar to an increase in northward
latitude with climate and vegetation.
1
Note: If you live near a coast, the temperature, pressure, and humidity change with the direction of the winds. Newscasters refer to western,
ocean winds as “onshore winds,” and land breezes as “offshore winds” (which blow from land to the ocean, E to W in CA). During seasons when
the wind direction changes often, many people feel they are getting sick or have allergies because of nasal congestion, and this may be the case,
but it also may be a sharp gradient, that is, a rapid change in air pressure, humidity, and/or temperature, that causes the sinus tissues to lubricate
air for breathing. Desert or “offshore” winds can be very “dessicating”: they dry people up and bring fatigue, and many people get headaches
from dehydration. We may consume more caffeine drinks to combat the fatigue, not remembering that caffeine also dehydrates. Drink extra
water, and urge people around you who don‟t feel well to drink extra water. High pressure concentrates pollutant chemicals, so eyes may also
sting and water.
2
Note: Climate variability is normal. In Earth‟s history, the “wobble” and tilt of our axis, orbit around the sun, and magnetosphere all changed
continually, and solar radiation is anything but mild and predictable! These things may be inducing climate change and weather right now. It is
nothing to fear.
Commercial T.V. is driven by competitive ads, so they try to make it exciting.
Occasional flooding and subsequent landslides and mudslides are normal: what isn‟t normal is for people to locate homes at high
densities in high-risk, flood-prone, steep slope, or stream canyon locations. These are the causes of “disasters,” not the rain itself, which provides
for an abundance of life and joy. “Think about it.”
Notes from Dr. Melanie Renfrew, L.A. Harbor College Geography
Los Angeles Harbor College Program Review, December 2005 152
Common terms used on Physical Geography Field Trips: An Introduction Dr. Renfrew
Atmosphere: We live in a Mediterranean climate (rain in winter), so plants must be adapted to hot, dry summers.
(L.A. gets an average of 15" rain/year, and is not a true desert: deserts get less than 10" rain/year!) A clear,
cloudless sky means there is high air pressure. Cloud layer means there is low pressure. Winds blow from high
pressure to low pressure.
Lithosphere patterns: Make sure to know the rock cyle first (pp. 364-370). Rocks we may see: shale, basalt,
diatomite (P.V.), granite, diorite, gneiss, breccia, sandstone, slate…
Common patterns: weathering, erosion, dendritic (branching) drainage patterns, deposition, mass wasting (landslide
scars, rock fall, etc.), ridges, folding: slanted sedimentary layers, faulting
landforms of erosion: canyons/gullies/arroyos/valleys, wave-cut cliffs, etc.
landforms of deposition: marine terrace (uplifted), beaches, alluvial fans
Soil cracks means there is a high clay content.
Water features: Make sure to know the water cycle beforehand (p. 132). Streams, wetlands, ocean; note especially
how water has carved and sculpted the land.
Harbor Lake is an oxbow lake from a former meander (curve) of the L.A. River.
Four vegetation communities common in Southern California:
coastal sage scrub: short, scattered bushes and herbaceous plants on dry, rocky slopes that face west or south,
adapted to fire, some are drought deciduous (lose leaves in summer)
chaparral: thicker, taller, woody shrubland on north- and east-facing slopes, also fire-adapted
riparian vegetation: trees or shrubs that follow a stream course or river
oak woodland: grassland with scattered trees (usually coast live oaks) the plant community most similar to an
African savanna. Different species grow in the oaks' shade. Not found in Palos Verdes Peninsula, but common in
Calif. foothills, Santa Monica & San Gabriel Mtns.
Common xerophytic plant adaptations to reduce transpiration (water loss): small leaves, sclerophyllic (leathery)
or waxy coating (to keep water in), succulent (juicy tissues), thorns, light color or shiny coating to increase reflectivity
(thus decreasing heat absorption), taco shell-shaped leaves to reduce sun angle, photosynthetic stems (green stems
which contain chlorophyll), drought deciduous (lose leaves in summer), deep roots or shallow, extensive root
system.
Fire adaptations: crown sprouting of root crown, strong oils in plant tissues
Common trees we may see:
Sycamore- tall, broadleaf deciduous (loses leaves in winter), on campus, riparian, nice smell
Eucalyptus - tall, broadleaf evergreen, introduced from Australia, strong oil used in cough and cold remedies, many
species, common in California
Needleleaf evergreen trees such as pines, spruce, fir are introduced in the area of LAHC/PV, but appear naturally as
you increase elevation in the mountains.
California pepper trees - native, small compound leaves, red berries smell like black pepper
Willows - long narrow leaves, deciduous, riparian, grow around Harbor Lake
Others: take notes as we see them.
Common shrubs: Mule fat – grows near water, California sagebrush/Artemisia - "cowboy cologne." Anise/sweet
fennel - smells like licorice, introduced. Laurel sumac - "taco plant," leathery leaves. Poison oak - deciduous,
common under oak trees: "Leaves of three, let it be; if it's hairy, it's a berry." Others shrubs and wildflowers:
many, take notes as we see them.
Geography 1 and 15 Field Trip Report Grading Rubric Name:___________________
Dr. Renfrew Class Time:_______________
Topic, Points possible (60 total) Points earned:
Description of the field trip site, things unique about that site - 3 _______
Include location, time of day.
Atmosphere -5 _______
Weather for the day, including sky cover, temperature, cloud
Los Angeles Harbor College Program Review, December 2005 153
type, etc. Look also at L.A. Times Weather page for that day.
Biosphere - 10 _______
Plants and Animals: Describe plants; do not just list them.
Lithosphere - 10 _______
Specific landforms, types of rocks and soils
Hydrosphere - 7 _______
Water features - Describe (or landforms shaped by water)
3 Drawings - 10 Do these at the field trip site! _______
1 sketch each of a specific landscape/landforms scene, 1 rock,
and plant/tree showing adaptations to its environment, or plant/tree
that is characteristic of that field trip site.
Personal Exploration and Discovery - 5 _______
Describe what you discovered on your own during the
last half hour. (Early birds can go a half hour early to do this.)
Overall Effort, correctness, and personal involvement - 10 _______
Papers with too many mistakes will be returned to be redone.
Keep copies on a disk or C.D. If students do a lot incorporating
photos, it will be included in this category. This can also include
your telling the story of the field trip, personal observations of sights,
smells, sounds, feelings you had, etc. (This should not replace or be
longer than the geographic content sections.)
Total points, Grade: ______________
Fall 2005 Physical Geography Field Trip Opportunities
Dr. Melanie Renfrew, Los Angeles Harbor College Theme: Riparian Systems
Safety is of #1 importance, so please drive as carefully as you can, and study a map first. (Do not use MapQuest.)
Please carpool. Wear layered clothing (with a light-colored T-shirt), hat, shoes with rough treads, sunscreen,
sunglasses, and insect repellant. Bring drinking water and snacks in a backpack, paper for taking notes and
sketching, and towel, dry socks and shoes in car in case you get wet. Hiking stick and camera are optional; no
sword play with sticks. If you wear perfume or scents, insects will be attracted, and if you have allergies, remember
non-drowsy anti-histamine.
Allow 1+ hour of driving time from the 110 in Harbor area, more if you live farther from the freeway, want to make a
quick stop, arrive early, etc. Allow 1 ¼+ hours on a Friday morning because of commuting traffic. Go slowly and be
patient.
Note: Other Friday field trip locations will be announced in class the week before.
Sept. 17 Sat., 9-11 a.m. George F. Canyon Nature Walk: This is an introduction in a nearby riparian system.
Nov. 4 Friday, 9-Noon. Eaton Canyon, Pasadena, San Gabriel Mountains. Meet at Nature Center, look at exhibits.
9:15 carpool to shortcut for waterfall hike. Rocky stream crossings; only for athletically fit. Directions: See a map
first. Take 110 N, drive carefully after downtown L.A. on Arroyo Parkway section (middle lane is safest), go straight
in Pasadena. Follow signs to 210 E. Take 210 E to Altadena Dr. North, turn L to 1750 N. Altadena Dr. Information:
www.ecnca.org.
Nov. 5 Saturday, 8-10:30, Solstice Canyon Waterfall, Santa Monica Mountains (coastal side). See map first. Take
110 N to 405 N to 10 W, which turns into PCH (Hwy. 1). Drive carefully through Malibu, and after Malibu Canyon Rd.
(Pepperdine U. on a hill), turn right at a Union 76 Station (Corral Canyon Rd.). Go a short distance and then turn left
at Solstice Canyon; and drive up narrow lane to parking area. Explore stream if you‟re early; follow trail behind gate
if you‟re late. Wear warm clothing; it may be foggy. Map: http://www.nps.gov/samo/pdffiles/solstice.pdf
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Nov. 10 Thursday, 9:30-12:30 Millard Canyon Waterfall, Altadena San Gabriel Mountains. National Forest Service
Adventure Parking Pass required ($5, available at Big 5, REI, Sport Chalet, or give $5 to Dr. Renfrew before and be
on time). Carpool. This one is like Utah or Colorado, with tall canyon walls. The walk is not as far to the waterfall
(<1 mile from parking lot), but requires some large steps on boulders. (Bring a hiking stick if you want.) Directions:
See a map first. Take 110 N, drive carefully after downtown L.A. on Arroyo Parkway section (middle lane is safest),
go straight in Pasadena. Follow signs to 210 E. Take 210 E to Lake Ave. N; drive uphill to the end, turn L on Loma
Alta Dr., and R on Chaney Trail: watch for blinking light. Go very,very carefully and slowly uphill on curves, and
down until the end to parking lot. Do not stop and park on hill.
Nov. 12 Saturday (Veteran‟s Day weekend), 9-Noon Rancho Sierra Vista/Satwiwa Waterfall, Santa Monica
Mountains (far northwestern side). This one is my personal favorite. Hikers only: part of trail is uphill in sun. Wear
long pants to avoid poison oak along stream. Directions: See map first. Take 110 N to 405 N over hill; to 101 W to
Thousand Oaks, Lynn Road exit. Go left/south 5.25 miles to Via Goleta; turn left to main parking lot. Afterward, go
back along the coast as there is too much traffic on the 101 on Saturday afternoons: take Kanan – Dume Road or
Las Virgenes Road (through Malibu Canyon) to PCH, go L to 10 and 405 or to Lincoln and Sepulveda). Map of trail:
http://www.nps.gov/samo/pdffiles/rsv.pdf
Nov. 14 Monday Geography 1- No MW a.m. classes, to replace time spent on field trip(s).
M7 class will meet 1 hour - Review and Test 3 only.
Nov. 19 Saturday 9-11 a.m. Harbor Lake and Wetlands Geography and Ecology. Meet at southern/eastern end
of parking lot, Harbor/Ken Malloy Regional Park. Wear shoes you don‟t mind getting wet or dirty, hat; bring water,
snacks, and a stick (in case “Reggie” is alive and awake).
Dec. 2 Friday, 9-Noon, Solstice Canyon Waterfall, Santa Monica Mountains (coastal side). See directions above,
and allow 1 ¼+ hours because of commuting traffic. (Go slowly and be patient.)
Geography 1 Physical Geography Dr. Renfrew Name________________________________
Biosphere Week 2 Exercises/Homework Section Time______________
A. Look up the following terms and define them on a separate sheet (see pp. 279, 322). Use the chapters (not just
the glossary), and study diagrams, maps, photos.
Chap. 10: biome, ecosystem, ecotone, food chain, food pyramid, primary consumer, secondary consumer,
photoperiodism, photosynthesis (write out the equation)
Chap. 11: angiosperms vs. gymnosperms, annual vs. perennial, arboreal, boreal forest (needleleaf evergreen, or
coniferous forest), broadleaf vs. needleleaf, climax vegetation, deciduous vs. evergreen, exotics, forest, grassland,
hardwood vs. softwood, herbaceous vs. woody, hydrophyte/hygrophyte, invertebrates vs. vertebrates (note Fig. 11-
21), plant succession, prairie, riparian, savanna, tropical rainforest/selva, shrubland, steppe, succulent, symbiosis,
tundra, vertical zonation, wetland, woodland, xerophytic adaptations. In the northern hemisphere, an adret slope is
south-facing, and ubac slopes are north-facing (see diagrams, discussion pp. 290-1).
B. In the syllabus, your instructions are to “skim” Chapter 10 and “study” Ch. 11, but pay special attention to
“Environmental Relationships” in Ch. 10: make a list.
C. In class there will be a number of plant and flower samples: draw and label them, paying special attention to leaf
characteristics which help the plants adapt.
D. In preparation for field trips and nature walks, draw the water cycle (p. 132) and rock cycle (p. 370) on separate
sheets, and try to memorize them.
Geography 1 Physical Geography October 2005 Dr. Renfrew
Hydrosphere Class Activities Test 2: Monday Oct. 24
Required Reading: Chapters 9, 16, McKnight, Hess: Physical Geography, 8 Ed.
1. Chapter 9: Review of water cycle and its processes, water‟s unique properties/ characteristics, “What makes
clouds form?,” 5 major types of clouds, and geographical distribution (world map) of world‟s major seas, longest
rivers, and largest rivers by volume. (Week of Oct. 3-7, due in class, no late papers).
2. Groundwater and River (fluvial, stream) patterns– Chapters 9 & 16 (Week of Oct. 10-12, Due in class Oct. 12, no
late papers accepted):
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A. Copy groundwater diagram page 256, and study what terms mean. Study also diagram on page 258, and
read “Mining Groundwater in the Great Plains.”
B. Diagrams to copy and understand in Chapter 16 (color not required, but a little bit of color helps): pages
446, 449, 452 (top showing erosion and deposition), 455 (top left showing dendritic drainage pattern), 457 (waterfall
sequence on right), compare deltas on pp. 463-4 with your map rivers (no need to add), p. 465 - oxbow lake
formation (sequence of 4), plus cross section of a stream channel, 466 -landforms in a floodplain (top one only).
Label all the features illustrated in the diagrams listed: study their form and meaning, as these will be on the test.
3. No class, Monday, Oct. 17: Take-home Assignment to replace it, due Wed. Oct. 19, to be checked off, and you
may keep to study for Test 2 Oct. 24; then turn in. This will earn a letter grade, and is worth 50 points, part of your
hydrosphere test.
“How does water shape the lithosphere?”
Instructions: Read Chapters 9 and 16 first: they are required reading.
Then page through Chapters 13-20, the Lithosphere chapters of the textbook, and take notes on how water shapes,
carves, and reveals different landforms. („Landforms‟ are „individual relief features.‟) Study the photos and diagrams,
and read the sections of text around them which explain what is illustrated.
From your notes, write about 1 ½-2 pages (print neatly or type), summarizing what you‟ve learned about how
water shapes the lithosphere. Use complete sentences, correct spelling and grammar. Do not just copy the text word
for word. If you quote some phrases or definitions, use quote marks and give the page number, citing the text at
beginning. You may work with friends, but each student needs to do his/her own writing.
4. Extra Credit: Download Google Earth. Your computer may not be able to handle its size; if so, do in the LAHC
computer lab. Explore the continents and seas, and “fluvial”/river patterns on the rivers you located on your world
map. Zoom in and out. Also type in your address and look at your home, and search for other geographical places
of your interest, i.e., places you would like to travel to and visit. Spend about a half hour, and neatly write 1-2
paragraphs about what you learned about looking at Earth from space, and up close.
Geography 1 Physical Geography ATMOSPHERE STUDY GUIDE November 2005
th
L.A. Harbor College Dr Renfrew Text: Physical Geography, 8 Ed., McKinght & Hess.
This Study Guide and class explanations from the book are the foundation for Test 3 on the Atmosphere. (Skip
Chapter 2 until after Thanksgiving.) Chapter 3, Introduction to the Atmosphere, is required reading: pay particular
attention to the atmosphere‟s composition, vertical structure (troposphere and stratosphere only), ozone depletion, 4
weather elements, and 7 climate controls (list, define, also read p. 95, map p. 112 –Global winds). Note also the
coastal (marine, moderating) and inland („continental‟ - “higher highs, lower lows”) effects on map and annual
temperature chart p. 223, L.A. area.
Attach “Weather Basics” sheet, and review Water Cycle p. 132.
For Chapters 4-7, most of the topics you need to know are in the Student Animations C.D. Use the textbook for
reference. Watch the following animations carefully:
Ozone Depletion
Global Warming
Ocean Circulation Patterns (+ review currents on map)
Cyclones and Anticyclones (Low pressure and High pressure systems)
Global Atmospheric Circulation – Hadley cells, Tropical and Midlatitude patterns only
Cold Fronts and Warm Fronts
Midlatitude Cyclones
Hurricanes
Tornadoes
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El Nino - optional
If you did not do well on either Test 1 or 2, review the animations on (Ch. 1) Earth-Sun Relations,
(Ch. 9) Hydrologic Cycle, (Ch. 16) Stream Processes and Floodplains, and Oxbow Lakes.
Other Atmosphere terms and diagrams from the text (we will go over these in class, but look up first):
Ch. 4 – Insolation, energy, heat, temperature, sensible temperature
Electromagnetic spectrum – “the rainbow and beyond”….ultraviolet (shortwave), infrared & longer
Fig. 5-9, p. 108: Make sure you understand this – low and high pressure diagrams
p. 127 Land breeze (”offshore”) and sea breeze (“onshore” winds), Mountain & valley winds
p. 128 Santa Ana winds (Foehn/Chinook); review p. 94 Temperature inversion, photo p. 95
Lithosphere
“Mass Wasting” Video: 1. Mass wasting is the downward movement of earth materials because of gravity: it is not the
same as erosion. Learn the types, related to speed and wetness of the materials (p. 436).
2.Why is Southern California especially prone to episodes of mass wasting (that is, natural causes)?
3. What human activities contribute to it?
4. What can be done to prevent it?
5. List the major types and reasons for mass wasting in these locations and take extra notes on the Palos Verdes
Peninsula movement.
Armero, Colombia
Malibu Big Rock, Santa Monica Mountains
San Pedro (“Sunken City”), P.V.
Portuguese Bend, P.V.
Wrightwood, California (by San Andreas Fault)
Integration of the Spheres:
A. Slide talk on “The Cultural Ecology of the Turkana Nomadic Pastoralists, Northwestern Kenya”
Take notes on the type of environment(s) the Turkana live in, and examples of their cultural adaptations.
B. Review of field trips and nature walks in class: what we have learned, and rationale of the methods
C. World comparison of climates and biomes
Climate and Biome Relationships
1. Reread Chapter 11 section on Biomes, and study world map of Biomes
2. Skim/read quickly Chapter 8 on Climates, and study world map on Climates
3. Compare the two maps, keeping in mind the bands of latitudes, low or high air pressure, and position/location on
continents (S.W., S.E., N.W.). Note that an “ecotone” is an overlap between two ecosystems, and this happens
globally, too. These are the main correlations:
Climate Biome
„A‟ Tropical Humid
Wet Tropical rainforest
Savanna (wet and dry) Tropical savanna (grasslands with scattered trees)
„B‟ Dry
Desert Desert
Steppe/semi-arid Steppe (short, dry grass), also some “Scrub”
„C‟ Mild Midlatitude
Mediterranean (S.W.) Mediterranean (remember those we have studied-
coastal sage scrub, chaparral shrubland, oak
woodland, riparian woodland)
Humid Subtropical (S.E.)
Marine West Coast (N.W.) Mixed Midlatitude forest and Grasslands – all 3
„D‟ Severe Midlatitude of these climates have mixed deciduous and evergreen/
Humid Continental coniferous forests and grassland areas
Subarctic Boreal forest (coniferous, needleleaf evergreen)
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„E‟ Polar
Tundra Tundra
Ice cap No vegetation
„H‟ Highland (high mountains) Altitude zones of vegetation (see diagrams, and similarities
between going up in altitude and to higher latitude)
Physical Geography Dr. Renfrew Review for Final Exam, Nov. 28- December 15, 2005
I. REVIEW EVERYTHING. Read Geography 1 syllabus thoroughly, all handouts, exercises, class notes, field trip
reports, and review Tests 1-3 during class to take notes on terms to re-learn.*
II. Chapter 2: Portrayal of Earth: See Objectives for “Maps” and satellite images in Syllabus.
III. Lithosphere Questions from McKnight and Hess, Physical Geography, A Landscape Appreciation:
A. Chapter 13: Introduction to Landform Study What is the lithosphere? Rocks? Minerals?
Make sure to memorize the rock cycle diagram, and samples of rocks passed around in class.
What is the most common kind of intrusive igneous rock? Extrusive igneous rock?
Which is the most common class of rocks found on both continents and the ocean floor?
Which class of rocks is thought to make up the bulk of Earth‟s crust?
Which class of rocks may have an even greater volume?
Why don‟t scientists know the exact volume of rock classes? (Refer to beginning of chapter.)
What is the scientific study of landforms?
Internal Processes make Earth‟s surface more uneven (powered by tectonic heat energy, the expansion of
molecules): uplift, volcanoes, faulting, folding, convergence of tectonic plates.
External processes make Earth‟s surface more even (powered by solar radiation, the work of water, wind, plus
gravity from beneath): weathering, erosion, deposition, mass wasting
B. Chapter 14: Internal Processes: Copy and study the Plate Tectonics map, including added locations of the Mid-
Atlantic Ridge, East Pacific Rise, East African Rift Valley, Hawaiian mantle plume/”hot spot,” San Andreas Fault.
“Subduction zones” are “convergent boundaries.” Add dots for earthquakes and volcanoes. How are continental drift
theory, plate tectonics, Earth‟s geographic distributions of earthquakes and volcanoes related?
What are 3 types of plate boundaries? Give examples of associated landforms for each.
Describe mantle plumes, or hot spots, giving Hawaii as an example.
What is the difference between faulting and folding? What are anticlines and synclines?
Which type of fault is the San Andreas Fault?
Study the Focus section on Earthquakes, especially the terms in bold. Review: How do you personally need to
prepare for a large earthquake to come? It could be soon!
C. Terms and Landforms to recognize from Chapters 15-20: As you study these, be thinking of the question, “How
does water shape the lithosphere?,” and reread Geog 1 syllabus objectives. Be sure to enjoy the beautiful
photographs: it‟s like traveling, and will help you enjoy traveling more.
Types of weathering and mass wasting Erosion deposition
Fluvial landforms shaped by running water: canyons/valleys, rills/gullies, drainage basin, drainage divide, dendritic
pattern, tributary streams, oxbow lakes, meander scar, deltas, natural levees, floodplain, bluffs, yazoo stream,
braided stream, valley filling and scouring related to volume of water
Karst landforms are caused by the chemical weathering/carbonation of limestone: limestone caves, stalactites,
stalagmites, sinkholes, tower Karst =haystack hills
Desert landforms (arid) are mainly caused by running water during storms (fluvial erosion and deposition): alluvial
fans, basin and range topography, playas, mesas, buttes
Glacial landforms are shaped by the tremendous power and weight of moving sheets of ice, plus by the rocks they
drag which scrape the land: U-shaped and hanging valleys (Yosemite), horns (Matterhorn)
Coastal landforms are shaped by waves and currents (wind & Earth‟s rotation): beaches, longshore current, wave-
cut cliffs, marine terraces, headlands/points, bays, lagoons, barrier islands, coral atolls
Winds shape sand dunes, both in deserts and along coasts (“Aeolian” deposition).
Extra credit Landform exercise - either choice, but reread Extra Credit Policy on syllabus first:
1. Find 10 examples of landforms listed here on NASA images from space, look at them for awhile, and send me the
web links on e-mail (professorrenfrew@yahoo.com), plus give me a paper copy. It must be your own work. OR
Los Angeles Harbor College Program Review, December 2005 158
2. Make a salt clay sculpture at home (such as ones seen in class) showing a group of related landforms or relief
map of a continent or the world. Recipe: 2 parts flour, 1 part salt, 1 part water. Ask Dr. Renfrew for additional
instructions. Neatness is important, and correct labeling to one side.
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