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LAB MANUAL2013

S u m m e r B r i d g e 2


Welcome!On behalf of Napa Valley College Hispanic Serving Institution Program, it is with great pleasure we welcome you to our 2013 Summer Bridge STEM Program!

As part of our extended STEM family, you will be working closely with our faculty, counselor and staff, as you engage in classroom settings that bring to life math and its relationship to science; counseling and its relationship to student leadership.

This is but the beginning of a journey to explore tomorrow’s most lucrative jobs and to explore the inner space of your imagination. Your ultimate journey will transfer you to the college of your choice, prepared for the academic challenges and the future only you can create through your education.

So jump on board and enjoy the ride!

José HernándezAssistant DeanHispanic Serving InstitutionSTEM/MESANapa Valley College

Credits


This Science, Technology, Engineering and Math (STEM) Summer Bridge Program has been presented to you as a joint effort in cooperation with the faculty, staff, and administration of Napa Valley College. Every person involved in this program is an expert in their respective field. These discipline experts have come together and worked many hours discussing the interrelationship between their disciplines in order to create a program that is integrated and comprehensive. This program could not have been done without the dedicated help of our staff and enthusiastic support of our administration. We thank everyone for their encouragement and support.

We hope you enjoy the program

Table of Contents Page

Welcoming Message 3

Credits 4

Meet Our Faculty 7

Schedule of Events12

Campus Map 14

Laboratory Safety Rules15

Lab ManualChemistry - Determining the pH of a Solution18

Biology – Human Genetics23

Engineering – Circuits 29

Geology – The Geology of Point Reyes35

Field Trip – The Geology of Point Reyes36

Biology – Determination of Protein in Food53

Geology – Analyzing the Geology of Point Reyes 62

Chemistry – Determination of the Gas Law Constant, R63


Physics – Determination of Absolute Zero 68

Field Trip – Physics and Engineering71

Table of ContentsCounseling

Counseling Topics and Agenda74

STEM Counseling & Leadership Syllabus 75

Services for Students 77

Personal Bilingüe en El Colegio del Valle de Napa 78

Learning Styles 80

Time Management86

General Education (GE) Requirements91

Intersegmental General Education Transfer Curriculum (IGETC)93

Program Planning for the A.A. and A.S. Degree95


Forest Quinlan – Professor of ChemistryForest grew up in the San Joaquin farming and oil communities of Bakersfield and Taft California. He attended Cal State Bakersfield

for two years before transferring to UC Santa Barbara. Three years later he graduated with a Bachelor’s degree in Chemical Engineering. He went to graduate school at UC Davis and received a Master’s degree working with nanoparticles, and then a Ph.D. in Chemical Engineering working with battery technology. After graduate school he did postdoctoral research at Hawaii’s Natural Energy Institute working on enzyme based fuel cells and then postdoctoral work in reaction kinetics at UC Davis. He joined the faculty of Napa Valley College in 2008 where he teaches Introductory and General Chemistry and he has served as club advisor to the MESA and SACNAS clubs on campus.

Stephanie Burns - Professor of BiologyProfessor Burns received her Ph.D. from U.C. Davis in Pharmacology and Toxicology. Her research interests included the effect of diet on the expression of metabolizing enzymes. She has been teaching biology at Napa Valley College since 2005. She has taught several college biology courses including general biology for non-majors, general biology for majors, and human biology. Prior to teaching at Napa Valley College she worked for the Peregrine Fund, researching the effects of pesticides

on birds of prey. Currently, Dr. Burns teaches Human Biology (BIOL 105) and General Biology (BIOL 120) and is serving as the division chair of Science, Mathematics & Engineering. Her extracurricular interests include bird watching and dog activities (agility and herding) with her two Belgian Malinois dogs.

Bonnie Moore - Professor of BiologyProfessor Moore received her Ph.D. from UC Davis and has been teaching biology at Napa Valley College since 1997. She has taught several college biology courses including non-majors biology, majors biology, reproductive biology, digestive physiology, cellular physiology, human anatomy, and human physiology. Currently, Dr. Moore teaches Human Anatomy (BIOL 218) and Human Biology (BIOL 105). She spends her spare time with her Whippet, Comet.


Meet Our

Faculty

Shawna Bynum – Professor of MathematicsShawna Bynum began teaching full time at Napa Valley College in 2003 after earning her Bachelors of Science Degree in Mathematics from Chico State and her Masters of Arts in Teaching Mathematics from UC Davis. During her time at NVC Shawna has served on the Academic Senate and worked closely with the MESA program.Shawna grew up in a small town in Southern Oregon and is happily settled in Napa with her husband and three young children.

Richard Della Valle – Professor GeologyRichard received his B.S and M.S. in Earth and Environmental Sciences from Queens College CUNY and a Ph.D. in Geology and Geochemistry from the University of New Mexico. He was a Research Scientist at Los Alamos National Laboratory, Senior Research Petrologist with Phillips Petroleum and Senior Engineering Geologist/ Principle with Terradex Corporation. He has over 35 years of experience in geotechnical engineering, aqueous geochemistry, clay mineralogy, hydrology and

curriculum development in Environmental Technology and Geographic Information Systems. In the last few years he has been developing curriculum in Energy Systems Management. He has been teaching Geology, Geography and Environmental Technology courses at NVC since 1989. He has taught several courses at NVC including Physical Geology, Earth Science, Physical Geography, California Geography, Introduction to Environmental Technology, Hazardous Materials Management, Hazardous Waste Management, Safety and Emergency Response, and Geographic Information Systems. Currently he is teaching Physical Geology and Geographic Information Systems and is the Statewide Initiative Director for Environment, Health, Safety and Homeland Security (Economic and Workforce Development Program). As Initiative Director he coordinates the statewide activities of four Environmental Training Centers.


Yolanda Woods – Professor of MathematicsYolanda Woods began her career in education as a bilingual instructional assistant at Napa High School where she worked in that capacity for 8 years. She returned to school and earned a bachelor’s degree in mathematics and a professional clear teaching credential with bilingual certification in Spanish from Sonoma State University. Shortly afterwards Yolanda earned a Master of Arts in Math Education also from Sonoma State University. Her master’s studies and writing focused on

improving the achievement of remedial students, particularly Second Language Learners.

Yolanda has taught mathematics for ten years at all levels from pre-algebra through calculus to secondary and post-secondary students at Napa High School and Napa Valley College. She has taught at Sonoma State University in the School of Education to graduate students and credentialed teachers, where she focused on alternative methods of instruction. Yolanda has also been active in the credential evaluation of pre-service teachers. She was the lead evaluator and trainer in math for Sonoma State University.

Sherry Lohse – Professor of MathematicsIn the Spring Semester of 1992, Sherry Lohse began teaching at Napa Valley College as an adjunct instructor. That same semester, she received her Master of Arts Degree in Mathematics from San Francisco State University. Sherry grew up on the east coast, but started her college education at Santa Rosa Junior College after relocating to Sonoma County, with her family, immediately after high school graduation. She received

her Bachelor of Arts Degree in Mathematics locally as well, from Sonoma State University.

Sherry has taught continually at Napa Valley College throughout her adjunct career, in addition to teaching at Santa Rosa Junior College. In the fall of 2007, she became a full-time member of the NVC Mathematics Department. Throughout her time here, Sherry has been involved in implementing the state funded Basic Skills Initiative program. The program has been instrumental in supporting basic skills programs across campus, including the NVC Math Success Center.

Sherry still resides in Sonoma County with her husband and two daughters, both of whom will be attending a California Community College this coming fall.


Antonio Castro – Professor of Engineering and PhysicsAntonio Castro teaches physics and engineering at Napa Valley College (NVC). He earned a B.S. in Electrical Engineering from California State University Fullerton in 2000. After working in industry for several years, he returned to college and earned a M.S. in Electrical Engineering from Stanford University. Antonio was born in Santa Ana, California; however, he grew up in the state of Jalisco, Mexico. At the age of thirteen, he returned to the

United States. In 1994, he graduated 3rd from Valley High School in a class of 572 students. Antonio has industry experience in design and manufacturing of amplifiers, electrical measurement and test equipment, and photovoltaic systems. He started working at NVC in 2006.

Carlos Ernesto Cuauhtémoc Hagedorn - CounselorCarlos is an Educator, Youth Developer and Community Organizer. He currently teaches Latin American Studies and Mexican American and Chicana/o Studies at Napa Valley College. He is co-founder and current manager of LEGACY, a high school “at promise” youth program dedicated to supporting Latino males and is a lead facilitator for CLARO, “Challenging Latinos to Access Resources and Opportunities,” at Calistoga Jr/Sr High School and a consultant in Leadership & Cultural

Education.

Carlos is a Board of Trustee for the Napa Valley Unified School District and serves on the Napa Valley Hispanic Network’s Board of Directors as the Chair of Education. He also serves on the Napa Valley College Puente Program Mentor Advisory Board and has been a Mentor for the Puente Program for the last 4 years. He is a Co-founder and Member of the Napa Valley Dream Team whose mission is to support undocumented students in their struggle and right for educational access and a Co-founder and Member of the Napa Valley Ethnic Studies Advocates whose mission is to implement Ethnic Studies courses in our educational institutions. He is also a Member of the West Coast Ethnic Studies Education for Liberation.

Carlos holds a Bachelor’s Degree in Latina/o Studies and Master’s Degree in Ethnic Studies from San Francisco State University.

Finally, Carlos is a second generation Mexican American and first generation Filipino American.


Elizabeth Lara-Medrano - CounselorElizabeth Lara-Medrano is a first generation Latina who works at Napa Valley College as our HSI STEM Counselor. She obtained an Associates of Science in Natural Science and Mathematics at Napa Valley College, and participated in MESA, SSS, and EOPS Programs in addition to several student clubs and organizations such as MESA and Chicano Americano Club and Phi Theta Kappa Honor Society. She majored in Computer Engineering and

transferred to University of California Davis - College of Engineering but changed her major and obtained a Bachelor’s of Arts in Sociology and minor in Chicano Latino Studies and received a Masters of Arts Degree from Saint Mary’s College of California in Career Counseling and College Student Services.

As a bilingual, English/Spanish Counselor, she is ready to work with bilingual students interested in Science, Technology, Science and Engineering (STEM) majors. She brings more than 4 years of experience in Community College Counseling and has a true passion for academic, career, and transfer counseling and student success. Her work experience includes working at Napa Valley College as a Career Center Interim Counselor/Coordinator, Adjunct ESL and General Counselor, and Counseling Instructor both at the main Campus and at the Upper Valley Campus. She has worked at Woodland Community College for the last three years as CalWORKs Counselor/Coordinator and has worked at the local public high schools and middle schools as School Secondary Advisor through Migrant Education.


Schedule of Events

Week One – July 29th to August 2nd

Mon

day

Math 9:00 to 10:00

Shawna Bynum 834

Chemistry

10:00 to 12:00

Forest Quinlan 1830

Lunch 12:00 to 1:00

Lunch Glade

Math 1:00 to 2:00 Shawna Bynum 834Counselor

2:00 to 3:00 Elizabeth Lara Medrano

1738

Tues

day

Math 9:00 to 10:00

Sherry Lohse 834

Biology 10:00 to 12:00

S. Burns and B. Moore

2040

Lunch 12:00 to 1:00

Lunch 1731

Math 1:00 to 2:00 Sherry Lohse 834Counselor


1738

Wed

nesd

ay

Math 9:00 to 10:00

Shawna Bynum 834

Physics 10:00 to 12:00

Antonio Castro 1836

Lunch 12:00 to 1:00

Lunch Glade

Math 1:00 to 2:00 Shawna Bynum 834Counselor


1738

Thur

sday

Math 9:00 to 10:00

Sherry Lohse 834

Geology 10:00 to 12:00

Richard Della Valle 1836

Lunch 12:00 to 1:00

Lunch 1731

Math 1:00 to 2:00 Sherry Lohse 834Counselo 2:00 to 3:00 Elizabeth Lara 1738


r MedranoFr

iday Geology

Field Trip 8:30 to 6:00 Richard Della Valle 1836


Week Two – August 5th to August 9th M

onda

yMath 9:00 to

10:00Yolanda Woods 834

Biology 10:00 to 12:00

S. Burns and B. Moore

2040

Lunch 12:00 to 1:00

Lunch Glade

Math 1:00 to 2:00 Yolanda Woods 834Counselor

2:00 to 3:00 Carlos Hagedorn 1738

Tues

day

Math 9:00 to 10:00

Yolanda Woods 834

Geology 10:00 to 12:00

Richard Della Valle 1836

Lunch 12:00 to 1:00

Lunch 1731



Wed

nesd

ay

Math 9:00 to 10:00

Yolanda Woods 834

Chemistry

10:00 to 12:00

Forest Quinlan 1830

Lunch 12:00 to 1:00

Lunch Glade



Thur

sday

Math 9:00 to 10:00

Yolanda Woods 834

Physics 10:00 to 12:00

Antonio Castro 1836

Lunch 12:00 to 1:00

Lunch 1731




Frid

ayPhysicsField Trip 8:30 to 4:00 Antonio Castro 1836

Award Ceremony

4:00 to 6:00pm Everyone 1731


LABORATORY SAFETY RULESYour participation in this laboratory requires that you follow safe laboratory practices. You are required to adhere to the safety guidelines listed below, as well as any other safety procedures given by your instructor(s) in charge of the course. You will be asked to sign this form certifying that you were informed of the safety guidelines and emergency procedures for this laboratory. Violations of these rules are grounds for expulsion from the laboratory.

Note: You have the right to ask questions regarding your safety in this laboratory, either directly or anonymously, without fear of reprisal.

Goggles must be worn at all times while in lab. Locate the emergency evacuation plan posted by the door. Know your

exit routes! Locate emergency shower, eyewash station, fire extinguisher, fire

alarm, and fire blanket. Dispose of all broken glassware in the proper receptacle. Never put

broken glass in the trashcan. Notify you instructor immediately if you are injured in the laboratory;

no matter how slight. Shoes must be worn in the laboratory. These shoes must fully enclose

your foot. Long hair must be tied up in a bun during lab work. Loose long

sleeves should be avoided in the lab. Never pipette fluids by mouth. Check odors cautiously (i.e. wafting).

Never taste a chemical. All biohazardous materials are to be disposed of in the special

biohazard receptacle. All biohazardous spills are to be reported to the instructor or to the

instructional assistant and are to be cleaned up using disinfectant and disposed of properly.

Dispose of all animal material in plastic bags. Exercise care in working with surgical instruments. Notify you

instructor immediately if you receive any type of injury in the laboratory no matter how slight.

Eating or drinking in the lab is prohibited. Do not drink from the laboratory taps.

Wash your hands before and after working in the lab. Turn off the Bunsen burner when you are not using it. Every chemical in a laboratory must be properly labeled. If a label is

unclear, notify your instructor. Follow the instructor’s directions for disposal of chemicals. If any reagents are spilled, notify your instructor at once.


Only perform the assigned experiment. No unauthorized experiments are allowed.

Use the proper instrument (eye-dropper, scoopula, etc.) to remove reagents from bottles. Never return unused chemicals to the original container. Do not cross contaminate reagents by using the same instrument for 2 different reagents. (e.g. don’t use the mustard knife in the mayonnaise jar)

Do not operate or handle any equipment if you are not sure how to use it. Always ask instructor or lab assistant for clarification and instructions before using any equipment.

Exercise care in working with any instrument in the laboratory. Notify you instructor immediately if you receive any type of injury in the laboratory no matter how slight.

Turn off any electrical equipment, mechanical equipment, and/or the Bunsen burner when it is not in use.

Do not place power cables on aisles because anyone can trip and fall. Do not block exits or aisles for anyone to exit the laboratory room.

All radioactive materials should be handled according to the instructions provided by the instructor or lab assistant, and it should not be disposed of or taken outside the laboratory room.

Children and pets are not allowed in the laboratory. Material Safety Data Sheets (MSDS) are available for your reference.

These contain all known health hazards of the chemicals used in this course. In addition, there is information concerning protocols for accidental exposure to the chemical. You are advised to inspect the contents of the MSDS binder. If you cannot locate this binder please ask your instructor or instructional assistant for assistance.


Summer BridgeLab Manual

2013


Chemistry Experiment Determining the pH of a Solution

INTRODUCTIONIt is common to use pH to discuss the acidity or basicity of a solution, but what exactly is pH? By definition,

pH = -log10 [H+]

The “p” in pH really means (in words) “take the negative log of…” Therefore we can have pH, pOH, pKw, pKa, and even pCa2+ if we were to take the negative log of a calcium concentration.

Students are often misinformed about the range of pH values and often believe that the range is between 1 and 14. This is not true. For example, you will sometimes use concentrated acids in lab experiments. Concentrated HCl is about 12 M. If we calculate its pH we find that,

pH = -log10[12 M H+] = – 1.079

Very, very basic solutions could have a pH of 15 or above. So the actual range of the pH scale goes from about -1 to about 15. If the pH is less than 7 then the solution is acidic and if it is more than 7 then the solution is basic. If the pH = 7 then the solution is considered neutral.

In this lab you will determine the pH of an unknown solution. You will have samples whose pH is known, and you will test your unknown sample against them to determine the pH of your unknown.

Water (H2O) has the ability to break apart into ions. These ions are the hydrogen ion, H+, and the hydroxide ion, OH–. This process is called the auto-ionization of water and the reaction looks like this:

H2O ⇆ H+ + OH–


1

pH of Common ItemsPool Acid 0Stomach acid 1Battery Acid 2Vinegar 3Orange Juice 4Coffee/Soda 5Rain 6Milk/Blood 7Sea Water 8Baking Soda 9Antacids 10Milk of Magnesia

11

Conc. Ammonia 12Conc. Bleach 13Lye/Draino 14

This auto-ionization is constant and has the value 1×10-14 and the expression for this is written as

1×10-14 = [H+] [OH-]

Where [H+] and [OH-] are the concentration of the hydrogen ion and the hydroxide ion respectively. The units of concentration are molarity, M, which is moles per liter. Moles can be thought of as an amount, like grams is a measure of the amount of mass, or weight, something has.

By knowing the [H+] in a solution, the pH can be calculated and the relative acidity or basicity can be known. The pH of solution is calculated as follows:

pH = ‒ log[H+]

If a solution has equal amounts of H+ and OH– then [H+] = [OH-] so that,

1×10-14 = [H+][OH-] = [H+]2

Or1×10-7 = [H+]

And,pH = ‒ log[H+] = ‒ log[1×10-7 M H+] = 7

Therefore, neutral water has a pH of 7. Generally, acids have pH values between 1 and 7, and bases have pH values between 7 and14. As the number gets lower, the solution becomes more acidic. If the pH is known, we can use the antilog to calculate the [H+] from the pH.

[H+] = 10–pH

In this lab you will test the pH of a solution using indicators. Indicators are substances that change color depending on the pH of a solution. Using various indicators on your unknown solution, you will be able to systematically determine the actual pH of the unknown.

You will begin by asking the simple question “is the solution acidic or basic”. You will then test your solution using different indicators that will point you in the direction that the pH of the solution lays, either more or less than 7. In the end, however, you may find that your pH lies somewhere in between. In order to make the final determination of your pH, you may have to create your own “known” solution. In order to do this, you will have to dilute a strong solution to make it weaker, to the point where the [H+] will create the desired pH.


Dilution is taking a strong solution and making it weaker, like diluting coffee with milk or frozen orange juice with water. The equation that relates a concentrated solution to a diluted solution is:

M1V1 = M2V2

Where M is molarity (concentration), V is volume, and the subscripts refer to the different states (concentrated or diluted). If you know the concentration of one solution, you can dilute it to make a weaker solution to which you know the concentration.

PROCEDURE

Obtain two unknowns solutions from the boxes. Test a 2 mL sample of your first unknown with 2 drops of the bromothymol blue indicator to determine if it is acidic or basic. Once this is known, continue to test new 2 mL samples with appropriate indicators to hone in on the pH of the solution. Refer to the handout to determine the correct indicator to use at each stage. When you believe that you have narrowed the pH down, record this value.

It is very likely that the pH that you determined may fall between two whole numbers (e.g. 4.5). If this is the case, you will need to make a solution of that pH in order to test your unknown sample against a new known solution. You will have stock solutions of acids and bases available to you to create these new known solutions.

First, determine the pH you wish to make. Calculate the [H+] that this solution would have. Once you have this value, use the dilution formula to calculate how much of the concentrated solution you would need to create 100 mL of your new solution. Test this solution with the appropriate indicator(s), and compare against your unknown solution.

Repeat for the other unknown sample.

All reactants can be poured down the drain with lots of water.

Indicator Color of Unk# pH Color of

Unk# pH

Malachite GreenMethyl Violet

Methyl OrangeBromocresol Green


Methyl RedBromothymol Blue

Cresol RedThymol Blue

PhenolphthaleinAlizarin Yellow RIndigo Carmine


Indicator Transition pH

Low pH color

Transition Color

High pH color

Malachite Green 0.0 - 2.0Methyl Violet 0.0 - 2.0Methyl Orange 3.1 - 4.4Bromocresol Green 3.8 - 5.4

Methyl Red 4.4 - 6.2Bromothymol Blue 6.0 - 7.6

Cresol Red 7.2 - 8.8Thymol Blue 8.0 - 9.6

Phenolphthalein 8.2 - 10.0

Alizarin Yellow R

10.2 - 12.0

Indigo Carmine 11.4 - 13.0


Biology Experiment Human Genetics

INTRODUCTION

Physical traits are observable characteristics. While each of us shares some of our traits with many other people, our own individual combination of traits is what makes each of us look unique.

Physical traits are determined by specific segments of DNA called genes. Multiple genes are grouped together to form chromosomes, which reside in the nucleus of the cell. Every cell (except the gametes) in an individual’s body contains two copies of each gene. This is due to the fact that both mother and father contribute a copy at the time of conception. This original genetic material is copied each time a cell divides so that all cells contain the same DNA. Genes store the information needed for the cell to assemble proteins, which eventually yield specific physical traits.

Most genes have two or more variations, called alleles. For example, the gene for hairline shape has two alleles – widow’s peak or straight. An individual may inherit two identical or two different alleles from their parents. When two different alleles are present they interact in specific ways. For many of the traits included in this activity, the alleles interact in what is called a dominant or a recessive manner. The traits due to dominant alleles are always observed, even when a recessive allele is present. Traits due to recessive alleles are only observed when two recessive alleles are present. For example, the allele for widow’s peak is dominant and the allele for straight hairline is recessive. If an individual inherits:

Two widow’s peak alleles (both dominant), their hairline will have a peak

One widow’s peak allele (dominant) and one straight hairline allele (recessive), they will have a widow’s peak

Two straight hairline alleles (recessive), their hairline will be straight.

A widespread misconception is that traits due to dominant alleles are the most common in the population. While this is sometimes true, it is not always the case. For example, the allele for Huntington’s Disease is dominant, while the allele for not developing this disorder is recessive. At most, only 1 in 20,000 people will get Huntington’s; most people have two recessive, normal alleles.


2

Most human genetic traits are the product of interactions between several genes. Many of the traits included in this activity, however, are part of the small number that may be due to only one pair of alleles. More information about these traits is listed below. Note that scientists usually use the shorthand of a “dominant trait” rather than saying that a trait is due to a dominant allele.

Gender – Females have two X chromosomes, while males have an X and a Y chromosome. Maleness is determined by a specific region of the Y chromosome. Femaleness results from the lack of this region.

Earlobe attachment – Some scientists have reported that this trait is due to a pair of alleles for which unattached earlobes is dominant and attached earlobes are recessive. Other scientists have reported that this trait is probably due to several genes.

Thumb extension – This trait is reportedly due to a pair of alleles; straight thumb is dominant and hitchhiker’s thumb is recessive.

Tongue rolling – Tongue rolling ability may be due to a pair of alle-les with the ability to roll the tongue a dominant trait and the lack of tongue rolling ability a recessive trait. However, many twins do not share the trait, so it may not be inherited.

Dimples – Dimples are reportedly due to a pair of alleles with dimples dominant (people may exhibit a dimple on only one side of the face) and a lack of dimples recessive.

Handedness – Some scientists have reported that handedness is due to a pair of alleles with right handedness dominant and left handed-ness recessive. However, other scientists have reported that the in-teraction of four alleles is responsible for this trait.

Freckles – This trait is reportedly due to a single gene; the presence of freckles is dominant, the absence of freckles is recessive.

Hair curl – Early geneticists reported that curly hair was dominant and straight hair was recessive. More recent scientists believe that more than two alleles may be involved.

Cleft chin – This trait is reportedly due to a pair of alleles with a cleft chin dominant and a smooth chin recessive.

Allergies – While allergic reactions are induced by things a person comes in contact with, such as dust, particular foods, and pollen, the tendency to have allergies is inherited. If a parent has allergies, there is a one in four (25%) chance that their child will also have allergy problems. This risk increases if both parents have allergies.

Hairline shape – This trait is reportedly due to a pair of alleles with a widow’s peak dominant and a straight hairline recessive.

Hand clasping – Some scientists report that there may be a genetic component to their trait while others have found no evidence to sup-port this.

Colorblindness – Colorblindness is due to a recessive allele located on the X chromosome. Women have two X chromosomes, one of


which usually carries the allele for normal color vision. Therefore, few women are colorblind. Men only have one X chromosome, so if they carry the allele for colorblindness, they will exhibit this trait. Thus, colorblindness is seen more frequently in men than in women.

Sodium Benzoate tasting – the most common taste reactions to sodium benzoate are: sweet, salty, or bitter, although some people note other or no responses.

Thiourea tasting – if you note a very bitter taste reaction, then you are a taster of thiourea. If the taste is like that of the Control Taste Paper, then you are a non-taster.

PTC Tasting For some people the chemical phenylthiocarbamide (PTC) tastes very bitter. For others, it is tasteless.

The ability to taste PTC shows dominant inheritance and is controlled by a gene on chromosome 7. This gene codes for part of the bitter taste receptor in tongue cells. One of its five alleles (forms) causes a lack of ability to sense bitter tastes; the other four alleles produce intermediate to fully sensitive taste abilities. Approximately 75% of people can taste PTC while the remaining 25% cannot.

PTC-like chemicals are found in the Brassica family of vegetables, such as cabbage, Brussels sprouts, and broccoli. People who can taste PTC often do not enjoy eating these vegetables, since they taste bitter to them. Non-tasters tend not to notice bitter tastes and therefore may be more likely to become addicted to nicotine (which is bitter). Some scientists think that tasters have fewer cavities, suggesting that there might be a substance in the saliva of tasters that inhibits the bacteria that cause cavities to form. Others think that PTC tasting may be in some way connected with thyroid function. PTC tasting was a chance discovery in 1931.

Materials Control taste paper; PTC taste paper; Sodium Benzoate taste paper; Thiourea taste paper; An Inventory of My Traits Survey

Procedures 1. Each person needs to fill out the survey, “An Inventory of My Traits.” Staple the surveys to the back of the lab. 2. Fill out the Data Table by going around to each group and gathering data. Make sure each student is included.

Data TableTrait Yes (#) No (#)

Male


Detached earlobesHitchhiker’s thumbTongue rollingDimplesRight-handedFrecklesNaturally curly hairCleft chinAllergiesWidow’s peakCross left thumb over rightSee the colors red and greenTaste PTCTaste Sodium BenzoateTaste Thiourea

3. Calculate the frequency of each trait by taking the number of students with the trait and dividing that by the number of students in the class. To get percent you must take that quotient and multiply by 100. Fill out the Frequency chart.

Frequency ChartTrait Frequency

MaleDetached earlobesHitchhiker’s thumbTongue rollingDimplesRight-handedFrecklesNaturally curly hairCleft chinAllergiesWidow’s peakCross left thumb over rightSee the colors red and greenTaste PTCTaste Sodium BenzoateTaste Thiourea

Compare the frequency of traits in the classroom population with the frequency in the general population:

Trait FrequenciesGender Female – 50%

Male – 50%

Thumb extension Straight thumb – 75%Hitchhiker’s thumb – 25%

Tongue rolling Can roll tongue – 70%Can not roll tongue – 30%


Handedness Right handed – 93%Left handed – 7%

Hand claspingLeft thumb on top – 55%Right thumb on top – 44%No preference – 1%

Color visionNormal females – almost 100%Colorblind females – less than 1%Normal males – 92%Colorblind males – 8%

4. Make a bar graph showing how many people in your group answered, “yes” for each trait.


Number of Students

Trait

Summing up

1. What traits do you have in common with your lab partner?

_____________________________________________________________________________

2. What different traits do you have comparing yourself with your lab partner?

_____________________________________________________________________________

3. Which traits were the most common in your class?

_____________________________________________________________________________

4. Which traits were the least common in your class?

_____________________________________________________________________________

5. Are the most common traits always dominant?

_____________________________________________________________________________

6. Did the frequency of any traits in the classroom population come close to the frequency in the general population? If so, which one(s).

_____________________________________________________________________________

7. Which trait had the highest frequency?

________________________________


Engineering ExperimentMultiloop Circuits: Kirchhoff’s Rules

INTRODUCTION

The analysis of electrical circuits is the first step toward understanding their operation. The “analysis” is the process of calculating how the electrical currents in a circuit depend on the values of the voltage sources (or vice versa).

Many electrical circuits can be analyzed by using nothing more than Ohm’s law. The simplest situation consists of one battery, V, and one resistor, R, connected in a single closed loop. In this case, I = V/R.

The more general electrical circuit contains several loops with batteries and currents shared among the loops. Such a general circuit cannot be analyzed directly by using just Ohm’s law. However, it can be analyzed using Kirchhoff’s rules, or laws as they are sometimes called. These are named after Gustav Kirchhoff’s (1824 – 1887), the German physicist who developed them.

In this experiment, the application of Kirchhoff’s rules in analyzing multiloop circuits will be investigated.

THEORY

The simple multiloop circuit shown in Figure 1 will be used to illustrate the principles of Kirchhoff’s rules and the terminology involved. The definitions of these terms vary among textbooks, even though the principles remain the same. Therefore, it is important to carefully define terms as used here.

A junction is a point in a circuit at which three or more connecting wires are joined together, or a point where the current divides or comes together in a circuit. For example, in Figure 1a, points B and D are junctions.

A branch is a path connecting two junctions, and it may contain one element or two or more elements. In Figure 1a, there are three branches connecting junction B and D. These are the left branch BAD, the center BCD, and the right BD with R3.

A loop is a closed path of two or ore branches. There are three loops in the circuit in Figure 1. As shown in Figure 1b – two inside loops (loop 1 and


3

loop 2) and one outside loop (loop 3). Notice that each loop in this case is a closed path of two branches.

Kirchhoff’s Rules

These rules do not represent any new physical principles. They embody two fundamental conservation laws: conservation of electrical charge and conservation of (electrical) energy.

A current flows in each branch of a circuit. In Figure 1a, these are labeled I1, I2 and I3. At a junction, by the conservation of electrical charge, the current (or currents) into a junction equal(s) the current(s) leaving the junction. For example, in Figure 1a, at junction B,

I1 = I2 + I3

[current in = current(s) out]

By the conservation of electrical charge, this means that charge cannot “pile up” or “vanish” at a junction. This current equation may be written as

I1 – I2 – I3 = 0 (1)

Of course, it is not generally known whether a particular current flows into or out of a junction by looking at a multiloop circuit diagram. We simply assign labels and assume the directions in which the branch currents flow at a particular junction. If these assumptions are wrong, a negative value for the current is obtained from the mathematics. Notice that once the directions of the branch currents are assigned at one junction, the currents at a common branch junction are fixed; for example, in Figure 1a, at junction D,

I2 + I3 = I1

[current(s) in = current out]


Figure 1: Multiloop circuit. (a) By Kirchhoff’s junction theorem, the sum of the currents at a junction is zero. (b) The circuit has three loops, about which the sum of the voltage change is zero (Kirchhoff’s loop theorem).

Equation (1) is may be written in mathematical notation as

ΣIi = 0 (2)

which is a mathematical statement of Kirchhoff’s firs rule or junction theorem:

The algebraic sum of the currents at any junction is zero.

Now, in a simple single-loop circuit, by the conservation of energy, the voltage “drop” across the resistor must be equal to the voltage “rise” of the battery; that is,

Vbattery = Vresistor

where the voltage drop across the resistor is by Ohm’s law equal to IR, that is, Vresistor = IR. By the conservation of energy, this means that the energy (per charge) delivered by the battery to the circuit is the same as that expended in the resistances. The conservation law holds for any loop in a multiloop circuit, although there may sometimes be more than one battery and more than one resistor in a particular loop.

In a manner similar to the summation of the currents in the first rule, we may write for the voltages Kirchhoff’s second rule or loop theorem:

ΣVi = 0 (3)or

The algebraic sum of the voltages changes around a closed loop is zero.

Since a circuit loop can be traversed in either a clockwise or a counterclockwise direction, it is important to establish a sign convention for voltage changes. For example, if going around a loop in one direction and crossing a resistor, this might be a voltage drop (depending on the current direction). However, in going around the loop in the opposite direction, there would be a voltage “rise” in terms of potential. The sign convention illustrated in

Figure 2 will be used. The voltage change of a battery is taken as positive when the battery is traversed in the direction of the “positive” terminal (a voltage “rise”) and as negative if the battery is traversed in the direction of the “negative” terminal. Note that the assigned branch current have


Figure 2: Sign convention for Kirchhoff’s Rules. (a) Sign convention when traversing a battery. (b) Sign convention when traversing a resistor.

nothing to do with determining the voltage change of a battery; they affect only the direction one goes around a loop or through a battery.

The voltage change across a resistor, on the other hand, involves the direction of the assigned current through the resistor The voltage change is taken to be negative if the resistor is traversed in the direction of the assigned branch current (a voltage “drop”) and as positive if the resistor is traversed in the opposite direction.

The sign convention allows the traversing of a loop in opposite directions merely makes all the signs opposite.

Kirchhoff’s rules may be used in circuit analysis in several ways. We will consider the Branch (Current) Method.

Branch (Current) Method

First, label a current for each branch in the circuit. This is done by a current arrowhead, which also indicates the current direction and is most conveniently done at a junction, as in Figure 1 at junction B. Kirchhoff’s first rule applies at any junction. Remember, the current directions are arbitrary, but there must be at least one current in and one current out.

Then draw loops so that every branch is in at least one loop. This is shown for the circuit in Figure 1, which has three loops. Again, the direction of a loop is arbitrary because of our sign convention.

With this done, current equations are written for each junction according to Kirchhoff’s junction theorem (rule 1). In general, this gives a set of equations that includes all branch current. For the simple circuit in Figure 1, this is one equation, since the sum of the currents at junction D is the same as that at junction B.

Then Kirchhoff’s loop theorem (rule 2) is applied to the circuit loops. This gives additional equations tht along with the junction equation, form a set of N equations with N unknowns, which can be solved for the unknowns. There may be more loops than necessary. Only the number of loops that include all branches is needed.EXPERIMENTAL PROCEDURE

1. Examine the resistors. The colored bands on composition resistors conform to a color code that gives the resistance value of the resistor. Look up the color code provided to identify each resistor. Note that the actual resistance value may vary according to the tolerance indicated by the last band (gold ±5%, silver ±10%, no band ±20%).


2. Connect the two-loop circuit as illustrated in Figure 3. If you are using variable power supplies, adjust each power supply as closely as possible to the values specified in the figure. Leave the switches open until the circuit has been checked by the instructor.

Note: Lay out the circuit on your table exactly as shown in the diagram. This will help prevent errors and will facilitate

your measurements.

3. After the circuit has been checked, close the switches and measure the “operating” value of each battery (V1 and V2) by temperately connecting the voltmeter across it. Record the operating values in Data Table 1.

4. Again, use the voltmeter of measure the voltage across each resistor and use Ohm’s law to find the branch current. Recall that I = V/R.

5. Repeat Procedure 4 for each resistor in each of the branches.

6. Compute the theoretical values of each branch current for this circuit using Kirchhoff’s rules.

7. Compare the measured results of the branch currents with the computed theoretical values by finding the percent error.


Figure 3: Multiloop circuit. Diagram for experimental two-loop circuit.

8. If time allows, connect the three-loop circuit shown in Figure 4. Repeat Procedures 3 through 7 for this circuit. Use Data Table 2 to enter measured values and theoretical values.


Figure 4: Multiloop circuit. Diagram for experimental three-loop circuit.

Geology ExperimentGeology of Golden Gate National Recreation

Area and Point Reyes National Seashore

Introductory Material:

The three families of rocks and the two subfamilies of igneous rocks are listed below. Based on this list, name the following and give examples of each:

Name ExampleA rock formed by the recrystallization of other rocksA rock formed by the cooling of magma undergroundA rock formed by the cementation of particles of other rocks or fossilsA rock formed by cooling of lava on the earth’s surface

For each rock family, indicate how it can be recognized in terms of structure (layering is absent or present), grain size (separated grains visible or not) and grain shape, when grains are visible (rock fragments or crystals)

Structure(layering absent or present)

Grain Size(grains visible or not visible)

Grain Shape(rock fragments or crystals)

Igneous Volcanic

Plutonic

Sedimentary

Metamorphic


4

Field TripFrom Napa Valley College go south to highway 37 and north on 101 to San Francisco. Take the last exit before the Golden gate and make a left and go up the hill. Our first stop is the red outcrop across the road. Dress warmly in layers. Wear comfortable shoes and bring something to drink and snack on along the way.

1) Visitor Center and Earthquake Trail 8) McClures Beach,2) Tomales Bay Trail 9) Mount Vision on Inverness Ridge3) Point Reyes Lighthouse 10) Limantour Beach4) Chimney Rock area 11) Olema Valley5) Drakes Beach 12) Palomarin Beach6) Tomales Bay State Park 13) Duxbury Reef7) Kehoe Beach 14) Bolinas Lagoon/Stinson Beach area

Point Reyes (PR), Tomales Bay (TB), Drakes Estero (DE), Bolinas Lagoon (BL),Point Reyes Station (PRS), San Rafael (SR), and San Francisco (SF), Lucas Valley Road (LVR), and Sir Francis Drake Boulevard (SFDB).

OUTCROP 1-A

Identifying rocks and their environments of deposition


Examine the uphill portion of the outcrop and look closely at the reddish brown rock. Describe the following:

Layering in the Outcrop? Grain Size? Grain Shape?

To what family of rocks must this outcrop belong?_______________________________

The sizes of grains in sedimentary rocks are often dictated by the energy of the environment they are deposited in or transported by. A low energy environment is indicated by fine particles while larger particles indicate a high energy environment.

Does the complete absence of visible grains in this rock indicate it was deposited in a low energy or high energy environment?_________________________________________

There are many environments of deposition (Rivers, Deltas, Deserts, Deep Ocean and Shallow Ocean) and each has its own particular energy. Shallow Ocean environments often show large particles because of high energy near shore while deep ocean sediments have much less energy. The rocks you see are definitely low energy and are also deposited in a special deep water environment called an Ocean Ridge.

What are the two types of sediment raining down on the ocean floor?_________________________________ and ___________________________________

The red rock you see is composed of which sediment?____________________________

Name the rock____________________________

Examine the very thin layers between the thicker reddish brown layers. What sediment composes these layers?_______________________________

Name the rock composing these layers?_________________________


Identifying the Minerals and Elements PresentThe Chert Beds

What element gives the chert its red and brown color?______________________

This rock may have a variety of colors depending on which particular iron mineral is present in this rock. For the following colors name the mineral causing the color:

Red to red brown Yellow brown green

Joints are fractures in rocks that show no movement on either side of the fracture while Faults do show movements with many offsets.

What is the name for the fractures that are distributed throughout this outcrop and show no sign of fault movement?___________________

What element produces the blue black coloration on this outcrop? (Hint: This element can be mined from deep sea nodules)__________________________________________

Test the hardness of the rock by scratching it with a knife or a key. (You will make a groove if the rock is soft) Is the rock soft or hard?_______________________________

Test the rock with 10% Hydrochloric Acid. Does it fizz? _________________

Is the rock primarily silicate or carbonate? (Hint: carbonate will fizz)________________

We now know that this variety of chert is made of microfossils composed of silica.

Name the particular silica microfossil.______________________


The White Veins

Examine the downhill portion of the road cut and look for the white veins cutting through the red chert. Determine the following about this mineral:

Hardness Acid Test Silicate or Carbonate

Since veins are formed by minerals crystallizing from hot water flowing along fractures, what would we find at the point where these veins reach the ocean floor?_____________

From what we know about the heat source for such geothermal features, evidence of what kind of geologic activity might we expect in this vicinity? _________________________

Explain how the silica-rich hot spring waters escaping into the ocean water above our heads, could contribute to the origin of the chert beds.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Although occurring in a much different geologic environment than here, similar looking quartz veins in the Sierra foothills, contain what valuable mineral? (Hint: It is California’s State mineral).

_________________________________________________

OUTCROP 1-B

Proceed up the hill and stop after about 100 yards when you come to a dark blackish-green rock outcrop.


Identifying the rocks and their environments of deposition

Describe the following from the overall view of the road cut and by looking at a chunk of the rock:

Layering in Grain GrainOutcrop? ______________ size? _______________ shape? ______________

To what family of rocks must this outcrop belong? (Check table)

________________________________________

Based on the color, is the rock high or low in iron? __________________________Name the rock. _____________________________________

In which two distinctly different geologic environments can this rock solidify?

(#1) __________________________ and (#2) ____________________________

What structures are diagnostic of each of these environments respectively?

(#1) ____________________________ and (#2) ___________________________

The structure displayed in this road cut is _____________________________ and

indicates that the rock solidified in which environment? _____________________

Generally we think of basalt as black. What aspect of this rock’s history may have produced the greenish color?

____________________________________________________________________

By following the layering in the chert beds, do they appear to overlie or underlie the basalt? _____________________________

In what oceanic environment did this association of pillow basalt and chert originate?

________________________________________________________________________


Identifying the minerals present

There are two kinds of veins cutting through the green rock, each composed of a different mineral. Test the following:

Mineral A Mineral B

Hardness? (hard or soft) _________________________________________

Acid Test? (fizz or no fizz?) ____________________ _____________________

Primary silicate or carbonate? _________________________________________

Name of mineral ____________________ _____________________

OUTCROP 1-C

Proceed up the hill and around the curve in the road.

Name the two rocks forming the thicker and thinner layers respectively in this outcrop.

_____________________________ and _____________________________

Sedimentary layering is so obvious that its significance is often overlooked. What does the presence of distinct “bedding planes” sharply separating the layers of chert and shale tell you about the history of sediment accumulation at this site on the ocean floor?

________________________________________________________________________

We know that chert forms by the raining down of microfossils of radiolarian fed in part by volcanic hot springs, while shale forms by the raining down of tiny clay particles dispersed through ocean water. What sudden changes in the environment could cause a sudden change from shale deposition to chert deposition, or vice versa?

(i) ____________________ (ii) ____________________ (iii) ____________________(Remember, bedding planes represent evidence of some sudden change in the environment).


Look for a 2-inch thick layer of blue-black material in the chert. We saw thin deposits of this coating joints at outcrop 1-A. It is an important source of the element ____________and it may be eventually mined from the deep ocean floors where it forms round masses called __________________________.

Since we now have good evidence that the chert and pillow basalt originally formed in the deep ocean, thousands of miles from the continental edge, name the two processes by which they were first transported and then attached to the continent.

_______________________________ and _________________________________

In the process of subduction what force would you expect to act on the rock layers: tension or compression ?_______________________________________________

What are the general names for the two distinctly different types of structures developed in layered rocks by this force? ______________________________________

and ___________________________________.

Find a large fold in these layers and draw it, labeling the up arched position as the anticline and the down bent position as the syncline.Diagram:

Find examples of both joints and faults in the outcrop. Both are types of fractures. What is the distinction between them?________________________________________________________________________

What evidence in the layers on either side of a fracture, proves whether it is a joint or a fault?

________________________________________________________________________

We will now return to the cars and proceed to stop #2Drive back down the hill and go back through the tunnel to rejoin Hwy. 101 North. Immediately after re-entering the highway, notice the massive gray


outcrops in the big road cut to the left. The layering in these rocks indicates they must be sedimentary. The gray color is typical, and these are layers of sandstone called greywacke. A few hundred yards further on we pass on the left a reddish-brown, thickly layered outcrop of chert. After passing through the Waldo Tunnel with its rainbow paint job, look about 200 yards north of the tunnel at the dark greenish black outcrop to the left. It has good examples of pillow structure and is pillow basalt. We next take Lucas Valley road to the East.

After crossing the ridge with the huge painted boulder on the right side, we will stop about ½ mile further at a dark green road cut.

#2

Examine the outcrop and a broken chunk of this rock.

Layering Grain Grainin outcrop _____________ size? ______________ shape? ______________

By reference to the introductory table and by process of elimination, this rock might belong to either of what two rock families?

____________________________ or ____________________________

To further help in your identification, look for evidence of abundant faults cutting through the outcrop. The smooth, shiny surfaces on rocks from this outcrop are the result of polishing due to fault movement. Every shiny surface is a separate fault plane. What are these shiny surfaces called?

_______________________________________________________________________

Another clue is to look at the type of veins cutting through the rock. Can you see any white quartz (hard) or calcite (fizzes) veins? __________________________________

What is the lustrous greenish mineral in thin ¼” thick veins composed of fibers perpendicular to the walls of the veins and which shines in the sun like satin?

________________________________________________________________________

What 2 properties make this mineral valuable? _____________________________ and

________________________________________.


What is the other dull greenish white mineral in veins which is soft but doesn’t fizz?

_________________________________________.

Name the rock. (Hint: It is California’s state rock.)______________________________

From what zone in the earth did this rock originate? _____________________________

By what two different processes could this rock have reached its present position?

#1 _________________________________________________________________

#2 _________________________________________________________________

Name two characteristic features in hand specimens, by which you can distinguish this rock from pillow basalt.

_____________________________ and _________________________________

Return to cars and proceed to Stop #3. Continue through the village of Nicasio and follow Nicasio Valley Road to the “T” intersection with Petaluma – Point Reyes Road. Turn left and go about 1 ¼ miles to a large gray road cut beside the Nicasio Reservoir.

#3

Is layering present or absent? ______________________________________.

To what family of rocks must this outcrop belong? _____________________________.


There are two different rocks present here, a light gray rock and a dark gray rock. Pick up a chunk of each rock type and answer the following:

#1 light gray rock: grain grainsize? ___________ shape? __________ name? ___________

#2 dark gray rock: grain grainsize? ___________ shape? __________ name? ___________

In studying sedimentary rocks, geologists try to read the layers of rock like pages in a book to determine what the environment at a particular site was like at the time the layers were deposited. The size of the grains in the rock is particularly helpful in unraveling the story. To transport a large grain requires much more energy than to transport a tiny grain. Based on the grain size of the material in the shale, would you think it was deposited in a high energy, near shore environment like a beach or a low energy, deep water environment? __________________ .

What about the greywacke? High energy near shore, or low energy, deep water? ______________________________

Now look at the road cut again. How many changes in environment can you count?

_____________________________.

Remember that the presence of sharp separations between beds, called bedding planes, must indicate sudden changes in material being deposited. Consider a possible explanation for the many sudden changes from high energy to low energy conditions, being reported again and again at the same site.

For a possible explanation, consider how long ago in years these lavers were deposited?_____________________________________

At that time, what was present where the Sierra are today?_________________________

And from what we learned about plate tectonics, what is present offshore from every volcanic arc?_____________________________________


The normal grain size of sediment raining down into this deep water environment would be _____________________ and would harden into rock called ______________________________ .

Now, we can see that in addition to this normal deep water sediment, we also get what seems to be a shallow water sediment deposited here. To understand this, name the two types of geologic violence you expect to be produced by the process of subduction. (Hint: Remember the video shown in lab.).

_____________________________ and _______________________________________

Given that the Sierras are 150 miles inland, which of these two violent phenomena had the greatest impact on sediments in this trench environment?_______________________

What would be the effect of a violent earthquake on the coarse high energy sediment dumped at the lip of this trench in the near shore environment?_____________________

Such an event causes a muddy mixture of sand and water to flow under the clear water at speeds up to 50 mph as a high density current called a ___________________________

Thus rather than indicating sudden change in sea level, each change from shale to greywacke gives a record of a possible ________________________________________

As this high speed current of sand rushes over the fine grained clay layer (shale) below it, what effect would you expect to occur?________________________________________Look for evidence of this effect in the outcrop. Name the two kinds of evidence we can see_______________________________ and __________________________________


Return to the cars and continue past Nicasio Reservoir. As we pass the parking area and chain link fence besides the Nicasio Dam, notice the remarkable greenish to blackish green rock cuts. We continue through road cuts of this rock as far as the next stop sign and road intersection.


Name the rock exposed in these road cuts. _______________

Continue to the town of Pt. Reyes Station. After passage through town, look for a bridge and turn right after you cross the bridge. The bridge marks the approximate east boundary of the San Andreas Fault Zone. The West boundary of the fault zone is at the base of the hills ahead of us. The flat stretch of road which we are driving on crosses the sediment filled erosional fault valley defining the San Andreas Fault Zone in this area. About ½ mile past the bridge, we cross a culvert and creek which is near the 1906 trace of the San Andreas Fault where approximately 22 feet of horizontal displacement was measured.

At the end of this straight stretch, turn left at the intersection and continue South to the Bear Valley Headquarters of Pt. Reyes National Seashore. We will have lunch in the picnic area.

#4 – LUNCH TIME

After a 45 minute lunch we will have a quick hike on the Earthquake Trail.

#5

After lunch and the Earthquake Trail hike, retrace the route to the junction with the main highway. About 2 miles north of this junction, stop on pullout on right shoulder and 100 yards south to the road cut.

Examine the road cut. Is layering absent or present?______________________________

Are crystals visible or not visible?____________________________________________

The rock is from which family?______________________________________________

Name the rock.________________________________

Name the 2 light colored minerals present and give the color of each.

Name Color

1

2

Name the dark colored mineral present.________________________________________


This rock is the basement rock in this region.

On which side of the San Andreas Fault are we on? (West or East)_________________

What tectonic plate are we on? ______________________________

Where did this rock originally form geographically?______________________________

From here we continue North through Inverness and follow the signs to Pt. Reyes.

As we drive the twenty miles to the lighthouse, look at the rocks exposed in the road cuts as well as the overlying general topography of the Pt. Reyes Peninsula. We drive north past the town of Inverness and have a view of Tomales Bay on our right.

Tomales Bay marks the location of what geologic feature? ________________________

What is the specific name for this type of valley which has been flooded by the waters of Tomales Bay? __________________________________________

As we leave the flat bay side and climb over Inverness Ridge, the weathered light buff to tan colored rock in the road cuts is representative of the basement rocks found on the west side of the San Andreas Fault.

Name this rock. _____________________________

As we cross the Pt. Reyes Peninsula, notice how the land slopes down to near sea level at the Johnson Oyster Farm and then rises up again as we climb to Pt. Reyes itself. This down slope is actually a result of compression and folding. (Hint: think of the chert outcrop)

What is the name for this type of fold?_______________________________


#6

After leaving the parking area, stop at the nearby whale viewing area.

Examine the rock past the Whale viewing area.

Layering? _______________

Grain size? ______________

Grain shape?_____________

Examine the large grains and name two rock types making up these rounded fragments.

________________________ and ____________________________.

To what family of rocks does this rock outcrop belong? ___________________________

Was it deposited in a high or low energy environment? ___________________________

From the list of environments on page 2, name the most likely environment for this rock.____________________________________________

Name the rock. _______________________________

As we walk toward the lighthouse look for more outcrops of this particular rock, especially where spheroidal weathering is evident.

At the informational sign describing the cause of various colors on the rock surface, name the material responsible for the bright orange coloration in these rocks.

___________________________________________________

A short distance past the park information and sales office is a remarkably varied outcrop.

To what family of rocks does the outcrop belong?________________________

Similar to the situation we studied in Stop#3, the layers here are composed chiefly of two distinctly different rocks. Name the two rock layers


represented and for each indicate the relative grain size (fine, medium, coarse) and relative energy (high or low).

Name of Rock Grain Size EnergyLayer#1Layer#2

Identify 3 different rocks present as rounded fragments in the conglomerate.

_____________________, _______________________, and ______________________

Thinking back to how we explained inter-layered greywacke and shale at Stop#3, how might you explain the association of two different rock layers of different energies here?

________________________________________________________________________

________________________________________________________________________

A key piece of evidence to support this would be the presence of scouring structures called sole marks. Find a sole mark and draw a simple cross section of it below. What is the evidence that this is not a down fold or syncline?

_______________________________________

Diagram:

What mineral is causing the rusty-brown layers and lines in the rock?

_________________________


The horizontal rusty layers are produced by the oxidation of the black mineral magnetite which was originally present. It forms the common black sand at coastal beaches. However the striking rusty lines which are not parallel to the bedding have another origin. What is the origin of these concentric bands?

________________________________________________________________________

Examine the unusual honeycomb weathering in the rocks here. Which particular rock type shows this weathering pattern best?

_________________________________

Name the weathering pattern?_________________________________

By what general process did this weathering pattern from and why?

________________________________________________________________________Point Reyes is one of the most spectacular spots in California to appreciate the dynamic interface between land and sea. It is also, remarkably dynamic geologically. Explain briefly why it is often called “An Island in Time”.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

From here we will return to Napa.


Geologic Map of Point Reyes National Seashore


Biology Experiment Qualitative and Quantitative Analysis of Proteins in Food

Part I: Qualitative Analysis - Protein in FoodWe all need to eat to obtain energy and maintain your body functions. Deciding what to eat can start by reading food labels. How do they know that there is 2 grams of protein in 2 crackers? Labs need to test food for nutrients and pesticides. This testing can be quick and easy or can be time consuming.

Today we are going to test four food items for the presence of protein. It won’t tell us how much protein there is, but it will let us know if it is present.

The Structure and Nature of ProteinsProteins are a diverse group of biological molecules. They include enzymes that make reactions proceed faster. There are structural proteins that make spider webs strong and there are proteins in muscles that allow the muscles to moves. This laboratory deals with nutritional proteins. All proteins are made of amino acids that are linked together to form a chain. The structure of an amino acid is shown below; there are 20 amino acids, each with a different substitution for R. For example, when R is CH3 then the amino acid is alanine.


5

From: kidshealth.org

Below is pictured a dipeptide (two peptides bound together)

H2N C C

CH3

OH

OH

H2N C C

H

OH

OH

+ H2N C C

CH3

OH

N C C

H

OH

OH

H

+ H2O

Alanine Glycine Ala-Gly Dipeptide

R-groups

The chemical ninhydrin can react with the end amino acid in the chain, producing a purple colored product by the following reaction:

O

O

OH

OH NH3

R CO2

O

O

N

O

O

R

- 2 H2O - CO2

O

O

N

R

H2O- RCHO

O

O

NH2ninhydrin- H2O

OH

O

N

O

O

Purple coloredproduct

+

Procedure: Testing for the presence of amino acids and proteins.

Step 1: Place 5 mL of each blended food item in separate test tubes. You will have four tubes, each with a different food item.

Step 2: Place 5 mL of albumin (egg white protein) in a separate test tube (positive control).

Step 3: Place 5 mL of water in another test tube (negative control). Note : You will have six tubes, four with food items and two with

controls.

Step 4: Add 10 drops of 0.3% Ninhydrin to each test tube.

Step 5: Heat the test tube to boiling and then allow it to cool.

Step 6: Record the results in the table below.


Under each test indicate the color change you observed, under the conclusion note if protein was detected it the food item.

Food Item Ninhydrin ConclusionWater

Albumin

Hamburger

Bun

French Fries

Soda

Part II: Quantitative Analysis - Protein in FoodThus far we have used ninhydrin to determine whether protein was present in various foods but this procedure does not tell us how much protein is present. We have already seen that proteins will react with ninhydrin which turns the proteins purple. Highly colored solutions absorb light and the amount of light absorbed will be proportional to the concentration of the compound in solution. The relationship between the concentration and the intensity of its color is known as the Beer-Lambert law,

A = εlc

Where, A is the amount of light absorbedε = extinction coefficient in Liter

mole∙cml = the path length of the sample cellc = the concentration of the compound in moleLiter


A Spec 21 sends a beam of light through a cuvette that contains the sample of interest. Some of the light is absorbed. A detector on the opposite side of the sample determines how much light has been absorbed and outputs the information to an absorption meter.

According to the Beer Lambert law there is a linear relationship between absorbance and concentration of a solution. If we make a series of solutions of known concentration we can measure their absorbance using an instrument called a Spect 21. Using this data we create a Beer-Lambert plot and then use this plot to determine the concentration of an unknown. The Beer-Lambert PlotTo make a Beer-Lambert plot we will create several solutions of known concentration and measure their absorbance using a Spec 21 and then use a computer to graph the data. These solutions are made by diluting a standard solution in a process called SERIAL DILUTION. The absorbance of these solutions are determined and then plotted against their concentration to create a Beer-Lambert plot. The data is analyzed using a computer to determine the best fit line by linear regression. This will determine the slope and the intercept for this data and these values are then used to determine the concentration of an unknown solution from its absorbance.


If we look closer at the Beer-Lambert equation we see that it is really the equation for a line,

A = εl c + 0y = m x + b

Mathematically, the Beer-Lambert law is in the form of a line where, A = y, m =εl, c = x, and b = 0. Of course, because of the absorption of water and the container, the intercept is not always equal to zero, but a good Beer-Lambert plot usually has an intercept that is very close to zero.

ExperimentWe will be determining the concentration of methylene blue in solution, using a known standard solution. We will make a series of dilutions from a stock (concentrated) standard solution of methylene blue. The molecular mass of methylene blue is 319.85 g/mol.

The most accurate and user-friendly way of making many concentrations of a single solution is to perform SERIAL DILUTIONS, or making many sequential dilutions from a single stock solution. This is faster and more accurate than making every solution from scratch.

A serial dilution starts with a standard. In this case you will start with a stock solution that has a concentration of 200 mg/dL of methylene blue. From this solution you will make a new solution that is 100 mg/dL. This 100 mg/dL solution is then used to make a new solution that is 75 mg/dL. Each new solution is used to make the next solution until we have a series of solutions that are 100 mg/dL, 75 mg/dL, 60 mg/dL, 45 mg/dL, and 25 mg/dL of methylene blue.


N

S NNH3C

CH3

CH3

CH3

Methylene Blue

To facilitate making these solutions, we use the following equation,

Dilution Equation: CiVi = CfVf

Where: Ci = Concentration of initial solutionVi = Volume of initial solution to be usedCf = Concentration of final dilute solutionVf = Volume of final dilute solution

The solution you will need to make are given below. Calculate the following dilutions, remembering that we are performing serial dilutions. Therefore the Ci for the first dilution we will make is the stock solution (200 mg/dL), but the Ci for the next dilution is 100 mg/dL.

You will need to convert your volumes to microliters.

Calculate the volume of stock (or previous solution) needed to do the following dilution. You will start with a 200 mg/dL solution of methylene blue.

A. 1.5 ml of 100 mg/dL

B. 1.2 ml of 75 mg/ dL

C. 1 ml of 60 mg/ dL

D. 1 ml of 45 mg/ dL

E. 0.9 ml of 25 mg/dL


Desired concentrati

on

Volume (μL) of stock or previous standard

dilutionVolume of

distilled water

100 mg/dL

75 mg/dL

60 mg/dL

45 mg/dL

25 mg/dL

Beer-Lambert Standard CurveNow that your standard solutions are made, we will measure their absorbance using a Spec 21. Set the wavelength of the Spec 21 to 600 nm. We will use the same test tube, cuvette, for the blank and for each standard and the unknown. A “blank” is a solution that contains everything but the colored ingredient. In this case you will use water as a blank. Blanks are used to remove any residual absorption due to the water or imperfections in the cuvette. You will need to rinse the cuvette between each reading and wipe the outside of the cuvette with Kimwipes. Follow the instructions given by the instructor on how to perform a blank.

Pipet 200 microliters of each standard dilution into 3 mL’s of distilled water.

Be sure to use a different pipette tip for adding each dilution.

Make sure there are no “extra” drops on the outside of the pipette tip when adding your dilutions to the water.

Gently mix the contents of each tube to create a homogeneous solution.


Record the absorbance values of each solution in the table below. Don’t forget your control (blank). Start with the blank, then the lowest concentration of standard, working your way up to the highest concentration of standard. Then use 200 microliters of the “unknown” into 3 mL’s of distilled water and record the absorbance in the table below.

Beer-Lambert Standard Curve DataConcentration Absorbance0 mg/dL = blank

25 mg/dL

45 mg/ dL

60 mg/ dL

75 mg/ dL

100 mg/ dL

Unknown

After you have your results, enter the data in the computer, and use linear regression to determine the concentration of the unknown. You can do this by realizing that you have a relationship that is,

Absorbance = slope x concentration + intercept

Using the slope and intercept of your Beer-Lambert plot and the measured absorbance of your unknown you should be able to calculate the concentration of your unknown. Please fill in the data table below and calculate the concentration of your unknown.

Result of Concentration AnalysisSlope of Beer-Lambert PlotIntercept of Beer-Lambert Plot


Concentration of unknown

QUESTIONS

1. What is the linear regression equation for your data?

2. What is the concentration of the unknown? _______________________

3. What is the extinction coefficient of methylene blue? _______________

4. Why did we use serial dilutions instead of making each dilution from the stock solution?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

5. Why did we use a multi-point curve instead of a single point calibration?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


Geology ExperimentAn Analysis of Your Field Trip to Point Reyes

Please bring the sheets you filled out during your field trip to Point Reyes. We will analyze this data and talk about the geology of Point Reyes.


6

Chemistry Experiment Determination of the Ideal Gas Constant, R

INTRODUCTION

An ideal gas is a gas that behaves ideally. That is to say, that one can predict its behavior under a certain set of circumstances. There are a few general sets of circumstances that we all tend to just know intuitively. For instance, our intuition tells us that if you heat up a balloon, it will become larger. If you heat up a sealed container, say a can of spray paint, the pressure inside will increase (which is why you do not store these near heat sources). If you have a balloon and you increase the pressure around it, the balloon will shrink. In each of these three circumstances, the gases behaved as expected because they were ideal gases.

In order for a gas to behave ideally it must be at relatively high temperature and low pressure. If the temperature is too low for that particular gas, or the pressure too high, then it will deviate from predictable behavior. Thankfully, though, most of the gases that we deal with on a regular basis are ideal, and we can predict how they will behave.Ideal gases can be described by the Ideal Gas Equation:

PV = nRT

Where P is the pressure in atmospheres (atm), V is the volume in liters (L), n is the number of moles of gas (think of moles as a fancy word for the amount of the gas), T is the temperature in Kelvin (K), and R is the gas constant, 0.08206 L·atm

mol·K . If you know any three of the variables in this equation (because R is always given) you can determine the fourth. For instance, if you knew the pressure, volume, and temperature of a gas, you could determine the number of moles (amount) of that gas.

An interesting consequence of the equation above is that if the number of moles (amount) of the gas remains constant, but the conditions change, you can predict just what that change would be. Rearranging the ideal gas equation to put all constants on one side, we see:

PVT

= nR = constant

What this means is that any conditions of pressure, volume, and temperature will equal this same constant, nR, as long as the amount of gas remains unchanged. As a result, this equation can be rewritten such that two different sets of conditions, each equaling the constant, are now equal


7

to one another. The subscripts denote the two conditions: conditions 1 and conditions 2.

P1 V 1

T1 =

P2 V2

T2

Using this equation, you can predict how the gas will behave if you change one or more variables. For instance, if you knew the volume of a gas at a certain pressure and temperature, and then changed both the pressure and temperature on that gas, you could predict the new volume that the gas would occupy.

Measuring the volume of a gas poses an interesting problem. How do you measure the volume of gas that is produced during a chemical reaction? The answer is: you collect it in a vessel over water. You displace water inside of an inverted container by bubbling bas into it. If the vessel is calibrated, the volume can be read directly from it.It is useful to point out here that any gas that is collected over water inherently has water vapor in it. Any liquid that has a gas above it (air) will have a certain vapor pressure. Vapor pressure is the pressure of a gas over its liquid. In layman’s terms, any liquid wants to have a certain amount hovering above it in the gaseous phase. Since the water vapor will add to the overall pressure of the gas inside the container, it is necessary to subtract the vapor pressure of water from the overall pressure of the gas that is collected in the vessel.

Thankfully, there is a well understood correlation between temperature and the vapor pressure of water. This is given in Table 1 in this lab. By subtracting the water vapor pressure from the atmospheric pressure, the pressure and the amount of dry gas can be determined.

Useful conversions for this lab are:760 mmHg = 1 atm K = °C + 273 1000 mL = 1 L

EQUIPMENT NEEDED:

1 – 600 mL beaker (or larger)1 – Eudiometer1 – test tube clamp6M HCl (aq)

Copper WireMagnesium

1 – Rubber Stopper with hole


ProcedureWeigh out a sample of magnesium ribbon. Be sure it weighs between 0.035 g and 0.045 g. Record the mass of the magnesium.

Put the copper wire through the rubber stopper hole and secure the magnesium ribbon to the copper wire on the narrow portion of the stopper. Make sure the magnesium is approximately 2 cm from the end of the stopper so that it protrudes far enough into the solution during the experiment. Bend the end of the copper wire on the larger end of the stopper to secure the wire and magnesium ribbon to it.

Fill a 600 mL (or larger) beaker with tap water and ready a test tube clamp on the ring stand to support the eudiometer inside the beaker during the experiment.

Pour approximately 7 mL of 6 M HCl into the eudiometer. Gently fill the eudiometer with water using a squirt bottle, taking care not to disturb the HCl on the bottom of the tube. Completely fill the tube with water.

Put the stopper into the eudiometer, cover it with your finger, and invert the tube into the beaker of water. Secure it inside the beaker using the test tube clamp.When the magnesium has fully reacted, try to equalize the liquid heights between the eudiometer and the beaker by raising or lowering the tube


Inverted eudiometer

Magnesium strip attached to a copper wire.

Copper wire placed into eudiometer and submerged in water.

within the beaker. This will minimize pressure differences between the atmosphere and the tube.

Record the volume of the gas inside the tube.

Save the copper wire for other runs (and future generations).

Calculate the ideal gas law constant.

Example CalculationA 1.316 g sample of zinc is reacted with excess hydrochloric acid, and 528.05 mL of gas is collected over water at 24°C with an atmospheric pressure of 767 mmHg. How many moles of the gas were produced? What would be the calculated value for the gas constant, R?

Zn (s ) + 2 HCl (aq ) → Zn Cl2( aq ) + H2 (g)

First calculate the moles of hydrogen gas produced by the zinc using the above equation. The conversion between grams to moles is taken from the periodic table:

1.316 g Zn [1 mol Zn65.38 g Zn ] [1 mol H2

1 mol Zn ]= 0.02013 mol H2

Convert the pressure, volume, and temperature into the units of the gas constant, namely atmospheres, liters, and Kelvin. Subtract out the pressure due to the water vapor (see Table 1). In this case it is 22.4 mmHg, so our actual pressure due to the dry hydrogen gas is 744.6 mmHg.(24°C = 297K, 744.6 mmHg = 0.980 atm, 528.05 mL = 0.52805 L)

Using PV = nRT and rearranging for R, we get

PVnT

= R

and plugging in the numbers

(0.980atm)(0.52805 L)(0.0213mol )(297 K)

=0.0818 L·atmmol·K

All waste can go down the drain with plenty of water to wash it down. Remember to save the copper wires and return them to their place of origin. Return stoppers to their place of origin. Rinse out eudiometers well and return them to the bin.

Results - Mg with HCl Trial 1 Trial 2


Mass of magnesium __________ __________

Atmospheric Pressure __________ __________

Partial pressure of water __________ __________ (see table below)

Pressure of dry hydrogen gas__________ __________

Volume of hydrogen gas __________ __________

Temperature of hydrogen gas __________ __________

Calculate the number of moles of dry hydrogen gas for each trial from mass of Mg metal

___________ ___________ Trial 1 Trial 2

Calculate the gas constant, R, for each trial

___________ L·atmmol·K __________ L·atm

mol·K


Temperature (°C)

Pressure

(mmHg)

17 14.518 15.519 16.520 17.521 18.722 19.823 21.124 22.425 23.826 25.227 26.728 28.329 30

Physics ExperimentAbsolute Zero Temperature

INTRODUCTION

The Absolute Zero Apparatus consists of a Fast Response Temperature Sensor and plastic tubing (with pressure connector) mounted into a hollow copper sphere. When the sphere is submerged in a water bath and connected to a temperature sensor, pressure sensor, and a computer interface, DataStudio records and displays the temperature and pressure.

The Absolute Zero Apparatus is used to experimentally determine the temperature of absolute zero (in degrees Celsius). Absolute zero, by definition, is the point at which a gas exerts zero pressure. With a computer, the Absolute Zero Apparatus can help students to observe the relationship between temperature and pressure and use DataStudio to mathematically extrapolate to find absolute zero.

THEORYThe ideal gas law relates the pressure, volume, moles, and temperature of an ideal gas. The simple mathematical expression for the ideal gas law is:

PV = nRTwhere P = Pressure

V = Volumen = Number of molesR = Gas constantT = Temperature

For an ideal gas, keeping the number of moles and the volume constant, the absolute pressure is directly proportional to the absolute temperature of the gas.

P= (nRV ) T

Thus a plot of pressure vs. temperature will result in a straight line. The slope of the line depends on the amount of gas in the thermometer, but


8

Absolute Zero Apparatus submerged in an ice bath.

regardless of the amount of gas, the intercept of the line with the temperature axis should be at absolute zero.

If we instead plot the temperature in degrees Celsius, the intercept will not be zero, but rather the temperature of absolute zero in degrees

EXPERIMENTAL PROCEDURE

Equipment Setup

1. Plug the Fast Response Temperature stereo plug into a PASPORT Temperature Sensor box.

2. Plug the Temperature Sensor box into a PASPORT interface.

3. Connect the Pressure port connector to a Pressure Sensor. Plug the Pressure Sensor into the computer interface.

4. Set up your experiment in DataStudio. In DataStudio, open a Graph display and plot Pressure vs. Temperature.

5. Submerge the sphere into a bucket of water.

6. In DataStudio software, click the Start button to begin collecting data.

Experimental Procedure

1. Start with the water as hot as possible. Instructor will provide hot water.

2. Connect the hose fitting from the Absolute Zero Apparatus to the Pressure Sensor. Connect the stereo plug from the apparatus to the Temperature Sensor.

3. Set up your experiment in DataStudio (See instructions under Equipment Setup.) In DataStudio, open a Digits display and a pressure vs. temperature graph. Click the Start button.

4. Place the sphere of the apparatus in the water bath, and keep the sphere completely submerged.

5. Watch the Digits display of temperature. When the display stops changing (in the hundredths place), click on the Keep button. Do not stop recording.


6. Cool the water bath by adding cold water or some ice cubes. When the container becomes too full, dump out some of the water, but always have enough water to keep the apparatus completely submerged. Cool the bath by about 10°C, and repeat step (4).

7. Repeat steps 4 through 6, for temperatures down as low as you can go, and then click on the Stop button to end recording.

8. In the Graph display, click on the Fit button and select a linear curve fit. The x-intercept is your value for absolute zero.


Physics and Engineering Field Trip

InstructionsPlease wear comfortable clothes and shoes. However, since we are going to be walking outdoors, climbing stairs, it is REQUIRED to bring pants and closed toe shoes. In addition, it is recommended to bring a hat and sunblock. Please check the weather the day before to plan accordingly.

Food and Drinks: Lunch will not be supplied. Please bring a lunch and drinks for the 6+ hour field trip.

9:00

am Napa Valley College 2277 Napa Vallejo

Hwy Napa, CA 94558

Meet outside of room 1836 with your lunch and drinks for the day.

9:30

– 1

1:00

am

ZD Wines 8383 Silverado TrailNapa, CA 94558

We will take the Eco Tour at ZD Wines. It will teach us about the ecological practices of ZD Wines. We will learn about their organic farming, renewable energy, biodiversity, and more. Comfortable shoes are recommended as this tour will include a walk through the organically certified Estate Cabernet Vineyard. In practice ZD Wines implements a wide range of organic farming techniques to maintain the health and vitality of the soil. These techniques include compost, use of cover crops among the vine rows, and use of a high intensity “flamer” that singes the seedlings of weed as they begin to grow. ZD Wines has 712 solar panels. After having installed their photovoltaic system in the fall of 2007, ZD Wines is now running exclusively on solar power.

Lunch Time


8

1:00

– 2

:00

pmNapa Sanitation District 1515 Soscol Ferry Road,

Napa, CA 94559The Soscol Water Recycling Facility is a state-of-the-art wastewater treatment plant. Since it was founded in 1945, the Napa Sanitation District has helped to protect public health and the Napa River by providing wastewater collection, treatment and disposal, and pollution prevention programs. The District serves approximately 73,000 people in a 21 square mile area that comprises the City of Napa and surrounding unincorporated areas. It treats an average of 10 million gallons per day (MGD) of wastewater. Some of the wastewater treated by the District is turned into recycled water, which can be safely reused to irrigate landscaping, parks, playing fields, pastureland and vineyards. The treatment plant produces an average of 612 million gallons of recycled water each year. The District operates a water quality laboratory that tests the wastewater at each step in the treatment process. In order to insure high water quality and protect the Napa River, the lab performs over 26,000 water quality tests every year! The District maintains, cleans and repairs 270 miles of pipeline that collect wastewater from homes and businesses in Napa and carry it to the wastewater treatment plant. The collection system also includes three pump stations and a siphon that pulls wastewater through a pipeline under the Napa River. The tour of the facility will satisfy your curiosity of the following topics and more:

Wastewater treatment Water recycling Bio-solids reuse Pollution prevention Water quality protection

2:30

- 4:

00 p

m

Napa County Engineering Division - Planning, Building, and Environmental Services

Cnty Administration Building

1195 Third StreetNapa, CA 94559

The Engineering Division has primary responsibility for processing grading permits and floodplain management permits, and enforcing storm water pollution and prevention measures. We provide information and assistance to the public regarding compliance with various land development and environmental policies and regulations at the federal, State, and local levels. The Engineering Division is also responsible for floodplain management resources, and infrastructure, and Napa County Roads and Streets Standards. We will take a tour of their facilities and learn about some of the major projects that they are working on.


Counseling andLeadership Program

2013


Summer Bridge

CounselingTopics and

Agenda


Week 1 College & Career Success Skills

July 29th

Introductions, Overview of Program & STEM

STEM presentation NVC Student Services Campus Tour

July 30th

Learning Styles Discuss learning styles preferences Complete learning styles assess-

ment

July 31st

Time Management and Prioritizing Review time management methods

& tools Use A-B-C method to prioritize

tasks

Aug. 1st

From a Community College to a 4- Year University

NVC GE, Certificates, AA/AS Transfer Planning: Major Prepara-

tion & General Education UC , CSU, Private Universities

Week 2 Culture, Leadership and Future

Aug. 5th

Team Activity Cultural Contributions & Achieve-

mentsAug. 6th

Cultural Principles Leadership Values

Aug. 7th

Future Planning Life Maps

Aug. 8th

Life Map LIFE Map Presentations

Napa Valley College STEM Counseling & Leadership

Summer 2013 Syllabus

Instructors: Elizabeth Lara-Medrano, M. A. Carlos EC Hagedorn, M. A.Emails: [email protected] [email protected]

Class Meeting Days: Mon. to Thurs.

Time: 2- 3 pmRoom: 1738

Course DescriptionThis non-credit class is designed to assist students with STEM, Science, Technology, Engineering, and Mathematics, career exploration and educational planning. Students will learn key STEM resources and will develop a clear understanding of general and major preparation courses required by their major.

Students will learn effective time management and will become aware of the different learning styles, and will understand the intersections between culture, career, and leadership.

Student Learning Outcomes

Identify resources available on campus and on-line that support STEM students

Implement effective time-management through review of goals, identification of action required, and scheduling time for task completion

Understand his/her own learning style and identify positive learning attitudes

Develop a critical consciousness of one’s cultural legacy Understand the intersections between culture, career and leadership Learn four leadership skills to succeed thought college and beyond Build a vision for the future

Required Materials: Pen/Pencil Note-Taking Paper STEM Summer Bridge Handbook


Teaching Approaches: Lectures Group Discussions Group Activities Presentations Documentaries/Audio

Assignments: In-Class/Outwork assignments: base on course materials. E.g.

discussions, readings, lectures, documentaries, audio listen-ing, and visual text.

Grading Criteria: This class is not graded

Class Agreements, Expectations, and Policies

Agreements: We are here to learn, teach, and challenge ourselves to do our very best. Therefore, come to class prepared and ready to give your 100% attention, energy and intellectual commitment to our subject and our class time. It is important that we see each other and ourselves as responsible for the success of our class community.

Expectations: Participate, ask questions, express/share your thoughts,

ideas and opinions Be respectful to yourself and to all those who are part of our

class communityPolicies:

No Cell phones and/or other electronics visible and/or making sound

No food. Sorry.


Admissions and Records Bldg. 1300 North Lobby 256-7200Admission, registration and student record information; help with online registration, student petitions (including graduation), high school enrollments, online transcript requests, transcript evaluations; international student assistance, and student enrollment verifications

ASNVC/Student Life OfficeBldg. 1300, Room 1342 256-7340Student government, club activities and events, student advocacy, student participation in college shared governance, student ID cards, housing board, bus schedules, vendor solicitations, and campus posting approvals.

BookstoreBldg. 900, Room 932 253-3320Textbooks, classroom supplies, study guides, reference books, t-shirts, and snacks

Business/Cashiers OfficeBldg. 1500, Room 1542 256-7188Payment for registration, associated student fees, parking permits/fines, lab fees and purchase of ASNVC cards

Career CenterBldg. 1300, Room 1335 256-7330Career and general counseling for undecided students and job services for students seeking full-time and part-time work off campus; assistance with computerized career tools; a career library and a job board; www.myinterfase.com/napavalley/student

Child Development CenterBldg. 3000 253-3046Early childhood care and education for children; children ages 2 months to 5 years; 2 programs available; a state subsidized program for low income NVC student families and a full tuition Community Preschool program open to

faculty, staff, and the general community.

College Police DepartmentBldg. 2250 253-3330Assistance for victims of crime or violence; lost and found items; parking information, and citation appeals; campus emergencies dial 511 from campus phonesCounseling CenterBldg. 1300, Room 1339A 256- 7220Assists students with educational planning and in the achievement of educational goals; certificate, degree, transfer, and graduation requirements; new student assessment and orientation requirements; college success strategies, support services and short term personal counseling

Disabled Students Program and Services(Special Services)Bldg. 1330, Room 1339A 256-7220Services for students with psychological, physical, and learning disabilities; academic support, program planning, & accommodations

Educational Talent Search - TRiOBldg. 1100, Room 1133 256-7390Pre-college academic support program for first generation and low-income middle school and high school students

Faculty OfficesBldg. 1000, 2nd FloorDivision secretaries can assist you in locating an instructor's office or leaving a message for an instructor. Contact the Instruction Office for division secretaries phone numbers.

Financial Aid/EOPS/CalWORKs/VeteransBldg. 1100, Room 1132 253-3020

Financial aid information, applications, grants, loans, work study, scholarships, emergency loans, support and counseling for EOPS, CARE, CalWORKs students and veterans

HSI-STEM CenterBldg. 1800, Room 1805 253-6037Provide specialized STEM tutoring, mentoring, and supplemental instruction; academic development; bilingual STEM counseling; student support services

Instruction OfficeBldg. 1500, Room 1531 256-7150Credit by exam forms, independent study agreements; help with problems relation to instructionLearning Services (LS)Bldg. 1700, Room 1766, 2nd fl. 256-7442Assessment services to identify learning disabilities and to determine accommodations to support student success in the college environment

Math CenterBldg. 800, Room 839 259-6049Student tutoring for all levels of community college mathematics on a drop-in basis. Hours for tutors are posted.

McCarthy LibraryBldg. 1700, 1st floor 256-7400Books, periodicals, reserves, DVDs, videos, CDs, student computers, wireless internet access, educational technology, online databases and services, interlibrary loan system, reference assistance, media assisted instruction and support

MESA CenterBldg. 1800, Room 1805 253-3199Academic and scholarship support; leadership development; college visitations; statewide and national student

organization membership; internship placement, free tutoring, and

computer lab for MESA students majoring in math, science, and engineering. students and students with disabilities: advising, tutoring, academic tours, transfer financial literacy and scholarship assistance.

Student Support Services TRiO Bldg. 1300, Room 1333 256-7350Academic, retention, transfer and graduation support for first-generation and low-income students and students with disabilities:advising, tutoring, academic tours, transfer financial literacy and scholarship assistance.

Scheduling OfficeBldg. 1500, Room 1531 256-7151Schedule information (also online)

Student Health CenterBldg. 2250 259-8005Free to students: diagnosis and treatment of illnesses, first aid, TB, birth control, pregnancy testing; STD screening and treatment; and mental health services (supported by the Student Health Fee)

Testing and Tutoring Center Room 1764, 2nd floor. 256-7434 or 256-7437 Provides placement testing into English, math and ESL classes; accommodations for test administration to students with disabilities, make-up exams, GED testing, distance ed proctoring and tutoring services

Transfer CenterBldg. 1300, Room 1335 256-7333Transfer advising and counseling, web access to 4-yr. college information, appointments with university representatives, workshops on transfer related topics, visits to neighboring universities; annual fall Transfer Day and annual spring Transfer Celebration.


Services for Students

Vice President of Student ServicesBldg. 1300, Room 1330 256-7360Assistance with problem resolution, complaints, grievances; information on graduation ceremony; general information about student services’

Welcome CenterBldg. 1300 North Lobby 256-7215General college information and StudentAmbassador assistance with the admissions process for both new and returning students; Web Advisor guidance and referrals to appropriate student support services

Writing CenterBldg. 800, Room 832 253-3274.5 or 1 unit class (Eng 84) to improve writing; 30 minute appointments available for feedback on essays or other writing assignments

WorkAbility IIIBldg. 1700, Room 1769D, 2nd fl. 256-7370

Provides an intense academic/career program designed to transition students with severe disabilities, who qualify through the state Department of Rehabilitation Services, on a gradual basis through an academic-vocational training experience.

Personal Bilingüe en El Colegio del Valle de Napa

Departamento Lugar Teléfono Horario Correo electrónico

Summer Hours might be different than those noted below:

[email protected]

EOPS/ Ayuda FinancieraAlejandro Guerrero 1132 707-256-

7317 9 am - 5 pm aguerrero@

Mary Manning 1132 707-256-7308 varia mmanning@

Laura Rodriguez 1132 707-256-7313

8am-4:30pm L-J 9am-12pm lrodriguez@

Mary Salceda-Nuñez 1132 707-256-7318 varia msalceda@

Admisión/Inscripción/ResidenciaMargarita Ceja 1331 707-256-

7217 8 am - 3 pm mceja@

Leticia Naranjo 1331 707-256-7211 8 am - 5 pm lnaranjo@

Angelica Torres 1331 707-256-7208 8 am - 3 pm atorres@

Oficina de ConsejeríaJose Hurtado 1339L 707-256-

7225 varia jhurtado@

Renee Sicard 1339A 707-256-7227 varia rsicard@

Oficina de Servicios para EstudiantesOscar De Haro, Vice Presidente 1330 707-256-

7360 9 am-5 pm L-J; 9 -12 pm V odeharo@

Martha Navarro 1330 707-256-7363 9 am-5 pm L-J; 9 -12 pm V mnavarro@

Oficina de Vida Estudiantil (ASNVC)Benjamin Quesada 1342 707-256-

7341 9 am-5 pm L-J; 9 -12 pm V bquesada@El Programa de ESL


Michael Conroy 1030G 707-253-3059

Comunicarse con el profesor mconroy@

El Centro de EscrituraVicky Tharp 832 707-253-

3274 8 am - 3 pm vtharp@

Loretta Carr 832 707-253-3274 11 am - 5 pm L-J lcarr@

El Centro de Carreras/EmpleoEdward Beanes 1334 707-256-

7332 varia ebeanes@Guardería de NiñosMonique Villagran 3000 707-256-

4597 8 am - 4 pm mvillagran@

Catalina Martinez 3000 707-259-8047 8 am - 3 pm cmartinez@

WorkAbility III (WAIII)Edward Beanes 1769 707-256-

7332 varia ebeanes@

Centro de Matemáticas, Ingeniería, y Ciencias (MESA)

Sandy Barros 1808 707-253-6037 9 am - 5 pm sbarros@

José Hernández 1804A 707-253-3179 9 am - 5 pm jhernandez@

René Rubio 1805 707-253-3199 9 am - 5 pm rrubio@

Oficina de Talento Educativo (Educational Talent Search)

Ramon Salceda 1133 707-256-7395 9 am - 5 pm rsalceda@

Veronica Gomez 1133 707-256-7384 8 am - 5 pm vgomez@

Maria Vazquez 1133 707-256-7393 9 am - 5 pm mvazquez@

Maricela Lopez 1133 707-256-7397 varia marlopez@

Rocio Escobedo 1133 707-256-7397 varia rescobedo@


Departamento Lugar Teléfono Horario Correo electrónico

Summer Hours might be different than those noted below:

[email protected]

Servicios de Apoyo para Estudiantes (SSS)Roberto Alvarado 1333 707-256-

73528 am - 5 pm

ralvarado@Martin Olguin 1333 707-256-

73539 am - 6 pm L-J; 9- 1 pm V

molguin@Clínica de SaludCharlene Reilly 2250 707-259-

800510 am - 2 pm

creilly@Jazmin Delacruz 2250 707-259-

80058:30 - 4 pm L-J; 9-1 pm V

jdelacruz@Departamento de Lenguas ModernasMary Shea 1030D 707-253-

31659:30 am - 11 am L-J

mshea@María Villagómez 1031 707-253-

3178Comunicarse

mvillagomez@con la profesoraRecursos HumanosLaura Ecklin 1544 707-256-

71058 am - 5 pm

lecklin@Liz Gomez 1544 707-256-

71068 am - 5 pm

egomez@Colegio del Valle de Napa en Santa HelenaLinea de español para mensajes 707-967-

29008 am - 5 pm L-J

Oficina de Matriculación de Cursos 8 am - 7 pm Mde preparación (Non-credit ESL) 8 am - 4 pm V

L = Lunes M = MartesMier=Miercoles J = JuevesV = Viernes


LEARNING STYLES AND PREFERENCESLEARNING STYLES ACTIVITY #1

The following is an informal quick exercise to help you figure out what learning methods you use to remember things.Circle all the choices that apply to you. You will be given a key to check your answer.Note: This is just a fun activity, and it is not a validated authentic test!!!While concentrating quietly on an enjoyable task, which of the following activities would you find

SERIOUSLY DISTRACTING?a) Little kids running around the room (not screaming, just running around).b) Being able to see the TV out of the corner of your eye.c) Hearing the sound from a TV you can’t see.d) Two people talking nearby about something you’d like to talk about.e) A beginning musician practicing an instrument – badly.f) The room cluttered and disorganized with piles of paper about to fall over.g) Someone is counting items nearby.h) The story you are reading seems to not follow any pattern; some details of the story seem

contradictory.i) Colorful pictures in the magazine/book you are reading distract your attention from the

story.j) When you are deeply involved in reading, someone quietly asks you a question.k) When you are deeply involved in reading, a person is talking on the phone nearby.

In general, which of the following do you find DISTRACTING OR REALLY ANNOYING?a) Discussing a subject you don’t know and don’t care much about.b) Putting together a new toy with no instructions on how to do it.c) Thinking of a great idea and not being able to tell anyone about it.d) Someone “backseat driving” while you are trying to put something in order.e) Solving a problem, only to find out that lots of people have already solved it.f) Having to work alone on a problem for several hours.g) The story you are reading doesn’t get to the main point until the end.h) The story you are reading goes on and on before you get any details.


LEARNING STYLES AND PREFERENCES REFERENCE CHART AND ANSWER KEYSensory Preferencesa. Kinesthetic Prefer to learning through movement, doing things:

Study by using objects and motions Taking notes helps-you are doing something

b. Visual Prefer to learn by looking at illustrations, graphs, drawings: Study the figures in the book or make a flowchart Use color and sketches in your notes Use the CD/website that comes with the text

c. Auditory Learn best by listening to the information being presented: Study by listening to tapes, play music while studying Take notes using a tape recorder if you are permitted to Go to study groups or tutors to listen

d. Verbal Learn best by talking out the information: Study by describing and explaining (talk even if alone) Sub-vocalize while note-taking Find a tutor who will talk through the material

Learning talents or “intelligences”Note: There are more types of talents/intelligences than the ones described heree. Rhythmic A talent for learning rhythm, poetry, dance:

Study by making up rhymes, songs, etc. Moving rhythmi-cally while studying may help.

Playing instrumental music while studying may help.f. Spatial A talent for understanding size, shape, space, arrangements:

Study by moving and organizing objects. Lab classes may work well for you

Use spatial imagery to describe ideas (i.e. graphic organiz-ers)

g. Quantitative A talent for working with numbers, counting, sorting, etc.: Study by using numbers to describe work. Tables, charts,

and graphs may be helpfulOrganize your notes in a rational order

h. Systems A talent for learning how parts of a system or process work together: Study by making flow charts. Outlines may be good study

tools Sketching out processes or systems (words or pictures) may

helpi. Aesthetic A talent for understanding or producing art, music, design,

color: Study by using the “art” that you most enjoy and under-

stand. Take notes in several colors Study graphics & illustrations in your book Use your intuitive sense of how things fit together


Personal Interaction Preferencesj. Interpersonal Talking and working together with other people:

Study in groups, teaching others Ask questions in class, go to office hours Discuss your notes with others

k. intrapersonal Working in a quiet setting where you can think and study alone: Study by solving problems in a quiet lace Sit in class and take notes quietly Go online to read more than the subject

Classroom Interaction Preferencesl. Avoidant Need to build confidence, engagement and/or interest:

Study by trying accessible materials firstm. Dependent Seek out structure from teacher, class materials:

Study by completing all required work, taking good notes, etc.

n. Participant Engaged and interested in problem solving and interpersonal interactions: Study by discussion, analysis, and other synthesis of authen-

tic problemso. Independent Engaged with the material, but not by interpersonal interactions:

Study alone, focusing on self-paced work and independent projects

p. Competitive Engaged with material and challenge of competition: Study in groups if you can be the leader, work on most chal-

lenging problemsq. Collaborative Engaged by interpersonal interactions first and material second:

Study in groups, work on group projectsInformation Processing Stylesr. Global Learner “Why does that work?”

Like to have the big picture first Study by getting main idea than adding detail Pay attention to section headings in the book

s. Analytical Learner “How does that work?” Need to have the details before the big picture Work on one section of the material at a time, until it makes

sense Take careful notes that include details


LEARNING STYLES ACTIVITY #2: QUESTIONNAIRE

DIRECTIONS: Each item presents two choices. Circle the alternative that best describes you. In cases where neither choice suits you, select the one that is closer to your preference in the current science class you are taking CIRCLE the letter of your choice, count the a’s and the b’s and enter the totals for each part in the chart at the end of the questionnaire.

Part One: Auditory vs. Visual1. I would prefer to allow a set of:

a. oral directionsb. written directions

2. I would prefer to:a. attend a lecture given by a fa-

mous psychologistb. read an article written by the

psychologist3. When I am introduced to someone it is

easier for me to remember the person’s:a. nameb. face

4. I find it easier to learn new information using:

a. language (words)b. images (pictures)c.

Part Two: Applied vs Conceptual 8. I would prefer to:

a. work with facts and detailsb. construct theories and ideas

9. I would prefer a job involving:a. following specific instructionsb. reading, writing, analyzing

10. I prefer to:a. solve math problems using a

formulab. discover why the formula works

11. I would prefer to write a tern paper explaining:

a. how a process worksb. a theory

5. I prefer classes in which the instructor:a. lectures and answers questionsb. uses films and videos

6. To follow current events, I would prefer to:

a. listen to the news on the radiob. read the paper

7. To learn how to operate a fax machine, I would prefer to:

a. listen to a friend’s explanationb. watch a demonstration

12. I prefer tasks that require me to:

a. follow careful, detailed instruc-tions

b. use reasoning and critical analy-sis

13. For a criminal justice course, I would prefer to:

a. discover how and when a law can be used

b. learn how and why it became law

14. To learn more about the operations of a high-speed computer printer, I would prefer to:


a. work with several types of print-ers

b. understand the principles on which they operate


Part Three: Spatial vs. Verbal15. To solve a math problem, I would prefer to:

a. draw or visualize the problemb. study a sample problem and use it as a

model16. To best remember something, I:

a. create a mental pictureb. write it down

17. Assembling a bicycle from a diagram would be:

a. easyb. challenging

18. I prefer classes in which I:a. handle equipment or work with modelsb. participate in a class discussion

Part Four: Social vs. Independent22. For a grade in biology lab, prefer to:

a. work with a partnerb. work alone

23. When faced with a difficult personal problem, I prefer to:

a. discuss it with othersb. resolve it myself

24. Many instructors could improve their classes by:

a. including more discussion and group activities

b. allowing students to work on their own more frequently

Part Five: Creative vs. Pragmatic29. To make a decision, I rely on:

a. my experiences and gut feelingsb. facts and objective data

30. To complete a task I:a. can use whatever is available to get the

job doneb. must have everything I need at hand

31. I prefer to express my ideas and feelings through:

a. music, songs, or poetry

b. direct, concise language32. I prefer instructors who:

a. allow students to be guided by their own interest

b. make their expectation clear and ex-plicit

19. To understand and remember how a machine works, I would:

a. draw a diagramb. write notes

20. I enjoy:a. drawing or working with my handsb. speaking, writing, listening

21. If I were trying to locate an office on an unfamiliar campus, I prefer:

a. a mapb. written directions

25. When listening to a lecturer or speaker, I respond more to the:

a. person presenting the ideasb. ideas themselves

26. When on a team project, I prefer to:a. work with several team membersb. divide the tasks and complete those as-

signed tome27. I prefer to shop and do errands:

a. with friendsb. by myself

28. A job in a busy office is:a. more appealing than working aloneb. less appealing than working alone

33. I tend to:a. challenge and question what I hear and

readb. accept what I hear and read

34. I prefer:a. essay examsb. objective exams


35. in completing an assignment, I prefer to:a. figure out my own approachb. be told exactly what to do

Results

To score your questionnaire, record the total number of a’s you selected and the total number of b’s selected for each part of the questionnaire. Record your totals in the scoring grid provided below;

Scoring Grid

Part Total # of CHOICES “a” Total # of CHOICES “b”

One _______Auditory ________Visual

Two ________ Applied ________Conceptual

Three ________Spatial ________Verbal (non-spatial)

Four ________Social _________Independent

Five ________Creative ________Pragmatic

Circle the higher score for each part of the questionnaire. The word next to the score indicates a strength of our learning style. The next section explains how to interpret your scores.


TIME MANAGEMENT

TIME MANAGEMENT ACTIVITY #1: WEEKLY SCHEDULE

1. Read the information on the next couple of pages, and then fill out the provided Weekly Schedule.

2. Start by filling out your fixed activities. Include your classes, work schedule, family time, meals, other standing appointments (book clubs, church, etc.), commuting, exercise, and TV shows that you regu-larly watch.

3. Put in the hours you will study for your academic classes: 2 -3 hours / week / unit.

4. Evaluate your schedule. What can you change to make it more balanced? Do you have enough study time? Do you sleep enough? Are there any “open” times for unexpected changes?

Tips for managing your time better:

Many effective schedulers plan their days at a regular time: 5-10 minutes in the morning or before going to bed.

Don’t schedule exceedingly long study sessions. Few people can study effectively for more than two or three hours without a substantial break.

Allow larger blocks of time for learning new material, grasping concepts, drafting a theme, etc. Divide these larger blocks of time into definite subparts the length of your attention span (20 minutes? 30 minutes?).

As you work on each subpart, jot down the time you expect to finish. When you’re through, reward yourself with a brief break – move around, talk to a friend, drink water, eat a snack…whatever works for you.

Use short periods of time (15-45 minutes) to review. It’s most effective to spend a few minutes re-viewing immediately BEFORE a class involving discussion or immediately AFTER a class that is pri-marily lecture.

Schedule harder tasks when you are most alert and can concentrate best.

Do something daily – don’t let it all pile up.

Plan to really learn the first time. The rest of your study time should be spent reviewing through notes, and making up and answering potential test questions.

Don’t try to allocate all of your time. Know what needs to be done and how long it will take you. It’s HOW you use your time that counts.


When leaving a lecture:

13% recall

2 days later

90%recall

within 10

92% recall24 hours

later

94% recalla week

later

24-Hr Memory Rate: The Importance of Reviewing Notes

Quick breakdown of your time:

Draft Weekly Schedule

Study Time Formula

2-3 hours/week/unit12 units x 2 hours = 24 study hrs/week12 units x 3 hours = 36 study hrs/week

Legend

Sleep – ZZ Work - W Study – S In class - CLeisure – L Other - O


3rd review 1st review

2nd review

No review

Week = 168 hoursOur Favorite Student’s

Week at a Glance Your Week…(fill it out)

Sleep 8 hours / day = 56 hours

Food prep & eating 21 hours

School (12 units) 20 hours

Work, study, family, fun 71 hours (10 of every 24)

Semester ____________

S M T W T F S6-7am

7-8am

8-9am

9-10am

10-11am

11-12pm

12-1pm

1-2pm

2-3pm

3-4pm

4-5pm

5-6pm

6-7pm

7-8pm

9-10pm

10-11pm

11-12am

Revised Weekly Schedule Study Time Formula Legend


Semester ____________ 2-3 hours/week/unit12 units x 2 hours = 24 study hrs/week12 units x 3 hours = 36 study hrs/week

Sleep – ZZ Work - W Study – S In class - CLeisure – L Other - O

S M T W T F S6-7am

7-8am

8-9am

9-10am

10-11am

11-12pm

12-1pm

1-2pm

2-3pm

3-4pm

4-5pm

5-6pm

6-7pm

7-8pm

9-10pm

10-11pm

11-12am

Academic Planner Semester ________________


Sunday Monday Tuesday Wednesday Thursday Friday Saturday


Napa Valley College

CALIFORNIA STATE UNIVERSITY GENERAL EDUCATION (GE) REQUIREMENTS

Effective FALL 2013 through SUMMER 2014

The General Education Requirements for the California State University (CSU) system specifies courses within subject areas which will satisfy the 39 lower division GE requirements for any campus of the California State University System. Completion of CSU GE is not required before transfer but it is highly recommende d for most students. For some students, in high unit majors, completing the pre-major course requirements will be a priority over completing GE requirements. Napa Valley College courses with a number designation of 100 through299 are transferable to all CSU campuses, but only a select group of these courses qualify for CSU GE.

NVC CSU-GE Certification Process: Students wishing to have CSU GE certification accompany their transcripts when they are

sent to the CSU must complete an official request and submit it to the Napa Valley College Admissions and Records office.

Courses taken at CSU campuses or other California Community Colleges will be applied to the subject areas in which they were listed by the institution where the course was taken.

Students may qualify for either full certification or subject-area certification. A student qualifies for full certification if the requirements for all 5 subject areas of CSU GE

are satisfied A student qualifies for subject area certification for those subject areas where all require-

ments are satisfied. An example would be when a student completes Speech Communication 122, English 120 and English 125 for each of the 3 categories of Area A. The student qualifies for certification of Area A. If a student has not fully completed the requirements of an area, that area may n ot be certified.

All CSU campuses allow applicants who submit full or area certifications to double count courses for general education and major requirements, but most campuses have limitations. See a counselor for the limitation imposed by each campus.

A. ENGLISH LANGUAGE COMMUNICATION AND CRITICAL THINKING (A minimum of 9 units is required) Select one course from A-1, A-2 and A-3.

A-1. Oral Communication (Grade of “C” or higher required.) Speech Communication 120, 122, 124, 130A-2. Written Communication (Grade of “C” or higher required.) English 120A-3. Critical Thinking (Grade of “C” or higher required.)English 123, 125; Philosophy 120, 121, 126, 130, 131

B. SCIENTIFIC INQUIRY AND QUANTITATIVE REASONING (A minimum of 9 units is required)

Select one Physical Universe course (Area B-1) and one Life Forms course (Area B-2). At least one of the courses must include a laboratory, indicated by a star (*). In addition, select one Mathematics course from Area B-4.

B-1. Physical ScienceAstronomy 110, 111; Chemistry *110, *111, *120, *121, *240, *241; Earth Science *110; Geography 110; Geology 110, (add Geology *111 for lab); Physics 110 (add Physics 111 for lab),120,*140, 240*, 241*B-2. Life ScienceAnthropology 120, 120L*; Biology *105, *110, 112, 117, *120, *218, *219, *220, *240, *241


B-3. Laboratory Activity (Select at least one course in Area B-1 or B-2 with a star {*})B-4. Mathematics/Quantitative Reasoning (Grade of “C” or higher required.)Mathematics 106, 108, 115, 120, 121, 220, 221, 222, 232, 235; Technology 107


C. ARTS AND HUMANITIES (A minimum of 9 units is required) At least 3 units must be selected from Arts,Area C-1, and at least 3 units must be selected from Humanities, Area C-2. The remaining units may be selected from either Area C-1 or Area C-2, for a total of at least 9 units.

C-1. Arts: Arts, Cinema, Dance, Music, TheaterArts 100, 101, 102, 112; Art History 105, 106, 110, 114, 118, 120, 130, 135, 180, 210; Child FamilyStudies 196; Film 100, 110, 117, 120, 121, 125A, 125B, 125C, 125D; Humanities 117, 120, 121, 125, 170, 174, 185, 186, 189A, 189B,189C, 189D; Music 110, 112, 114, 121, 122, 196; Photography 120, 121, 180; Theater 100, 105, 115, 141, 142C-2. Humanities: Literature, Philosophy, Languages Other than EnglishAmerican Sign Language 120, 121; Child Family Studies 145; English 121, 213, 214, 215, 216, 220, 223, 224, 225, 226; Film 105, 106, 115; French 120, 121; History 122, 123; Humanities 100, 101, 105, 106, 112, 113, 115, 125, 151, 160, Italian 120, 121; Philosophy 120, 121, 125, 126, 127, 128, 129, 133, 134, 137; Photography 181; Spanish 120 (or SPAN 110 & 111**), 121, 240, 241, 280, 281, 282Note:** Students must successfully complete both SPAN 110 &111 to receive credit for Area C-2,

D. SOCIAL SCIENCES (A minimum of 9 units is required) A maximum of 2 courses may be selected from one of the following categories. Some courses may be listed in more than one category but may only count towardsatisfying one category.

D-0. Sociology and Criminology: Administration of Justice 120; Anthropology 180; Child Family Studies 180; Psychology 123, 135; Sociology 120, 122, 123, 154

D-1. Anthropology 121, 122, 130, 131, 145, 180, 200; Child Family Studies 180D-2. Economics 100, 101, 120; History 145; Political Science 145D-3. Ethnic Studies: English 224, 225, 226; History 145, Humanities 100, 101, 112, 113, 160;

Psychology 128D-4. Gender Studies: Anthropology 150, History 150, 152; LGBT 120; Philosophy 127D-5. Geography 114D-6. History 120, 121, 122, 123, 135, 140, 142, 145, 150, 152, 153; Humanities 100, 101D-7. Interdisciplinary Social or Behavioral Science: Child Family Studies 120, 140;

Speech Communications 126D-8. Political Science 120, 121, 125, 130, 135, 140, 145D-9. Child Family Studies 120, 140; Psychology 120, 123, 124, 125, 126, 127, 135, 175;

Sociology 123

E. LIFELONG LEARNING AND SELF-DEVELOPMENT (A minimum of 3 units is required)E-1. Integrated Physiological, Social and Psychological Beings:

Child Family Studies 120; Counseling 100; Health 106; Psychology 120, 124, 135; Sociology 122, 130

E-2. Activity Courses:Dance 126, 128, 132, 133, 134, 135, 136, 137, 138, 140; Physical Education 100, 102A, 102B, 105, 112,113, 117, 118, 122, 123, 125, 129, 130, 131, 132, 133, 145, 146, 147, 148, 149, 151, 152, 153, 154, 160,Note: Effective Fall 2001, a maximum of 1.5 units in activity courses may be used to satisfy Area E.

AMERICAN HISTORY AND INSTITUTIONS GRADUATION REQUIREMENT FOR CSU: Select one coursefrom the American History category and one course from the American Government category.American History:History 120, 121, 150 or 152

American Government:Political Science 120 or 121

Note: Courses selected for this requirement may also be used for Area D, Social and Behavioral Sciences


Napa Valley College

Intersegmental General Education Transfer Curriculum (IGETC)

Effective FALL 2013 through SUMMER 2014

Completion of all the requirements in the Intersegmental General Education Transfer Curriculum (IGETC) will permit you to transfer from a community college to a campus in either the California State University (CSU) or the University of California (UC) system without the need, after transfer, to take additional lower- division, general education courses to satisfy campus general education requirements. All campuses will accept IGETC EXCEPT for UC, San Diego’s Eleanor Roosevelt and Revelle Colleges and UC, Berkeley’s School of Business Administration.

The IGETC i s not advisab l e for all tra n sfer stu d ent s . If you are pursuing a major that requires extensive lower-division preparation you may be better served by taking courses which fulfill the CSU General Education-Breadth requirements or those of the UC campus or college to which you plan to transfer. Majors include, but are NOT LIMITED to: Engineering, Business, Pre-professional programs.

Certification: Be sure to request certification when requesting transcripts be sent to your choice of university or college. All courses MUST be completed with grades of “C” or better. Please consult with a counselor or the transcript evaluator regarding the use of courses from other colleges or universities. Students who choose to use the IGETC pattern are expected to complete all of the requirements of the pattern before transferring to a UC or CSU campus. However, if a student is unable to complete one or two IGETC courses he/she may be eligible for partial certification. Students should consult with a counselor for details regarding this option.

Restrictions: Student who have been registered at a UC campus may not be eligible for IGETC. Students should consult with a counselor regarding this issue. This restriction, though, does not apply to students who have taken only UC summer session or Extension classes.

AREA 1 ENGLISH COMMUNICATIONCSU: 3 courses required, one from Group A, B, and C UC: 2 courses required, one each from Group A and B.

Group A: English Composition, one course: 3 semester or 4-5 quarter unitsEnglish 120

Group B: Critical Thinking - English Composition, one course: 3 semester or 4-5 quarter unitsEnglish 123, 125

Group C: Oral Communications (CSU requirement only), one course: 3 semester or 4-5 quarter unitsSpeech Communication 122

AREA 2 - MATHEMATICAL CONCEPTS AND QUANTITATIVE REASONINGOne course: 3 semester or 4-5 quarter units

Math 106+, 115+, 120+, 121, 220, 221, 222, 232, 235


AREA 3 - ARTS AND HUMANITIESAt least 3 courses, with at least one from the Arts and one from the Humanities.9 semester or 12-15 quarter units

Arts: Arts 100; Arth 105, 106, 110, 114, 118, 120, 130, 135, 180, 210; Film 100, 110, 120, 121, 125A,125B, 125C, 125D; Huma 120, 121, 170, 174, 185, 186, 189A, 189B, 189C, 189D; Musi 110, 112, 114, 121,Humanities: Asl 121; Engl 121, 213, 214, 215, 216, 220, 223, 224, 225, 226; Film 105, 106, 115; Hist 122, 123; Huma 100, 101, 105, 106, 112, 113, 115, 125, 151, 160; Phil 120, 121, 125, 126, 127, 128, 129, 133, 134, 137; Phot 181; Span 121, 240+, 241+, 280+, 281+, 282

AREA 4 - SOCIAL AND BEHAVIORAL SCIENCESAt least 3 courses from at least two academic disciplines: 9 sem. or 12-15 qtr. units

4A. Anthropology and Archaeology: Anth 121, 122, 130, 131, 150, 180, 200; Cfs 1804B. Economics: Econ 100, 101, 120; Poli 1454C. Ethnic Studies: Huma 112, 113; Engl 224, 225, 2264D. Gender Studies: LGBT 120, Phil 1274E. Geography: Geog 1144F. History: Hist 120+, 121+, 122, 123, 135, 140, 142, 145, 150, 1524G. Interdisciplinary, Social and Behavioral Sciences: Spcom1264H. Political Science, Government & legal Institutions: Poli 120+, 121+, 125, 135, 140, 1454I. Psychology: Cfs 120+, 140+; Psyc 120, 123, 124, 125, 126, 127, 128, 135, 175; Soci 1234J. Sociology and Criminology: Anth 180; Cfs 180; Psyc 123, 135; Soci 120, 122, 123, 154

AREA 5 - PHYSICAL AND BIOLOGICAL SCIENCESAt least 2 courses, with one from the Physical Science and one from the Biological Science; at least one of the two courses must include a laboratory (indicated by a star “*”): 7-9 semester or 9-12 quarter units

Physical Sciences: Astr 110, 111; Chem 110*, 120*, 121*, 240*, 241*; Eart 110+*; Geog 110; Geol 110,Biological Sciences: Anth 120, 120L*; Biol 105+*, 110+*, 112, 117, 120+*, 218*, 219*, 220*, 240*, 241*

LANGUAGE OTHER THAN ENGLISH (UC requirement only) Complete the equivalent of two years ofhigh school study the same language.

Napa Valley College courses that meet the minimum proficiency level:Asl 120; Fren 120; Ital 120; Span 120 (or Span 110

& 111)

College Course: College:

Completed in High School: Course: High School:

Completed by Examination: Name of exam Score Date• SAT II: Subject Test in languages other than English.• Advanced Placement Examination with a score of 3 or higher• International Baccalaureate Higher Level Examination with a score of 5 or higher• Language other than English “O” level exam with grade of “A”,“B”, or “C”.• Language other than English International “A” Level exam with a score of 5, 6, or 7.• An achievement test administered by a community college, university, or other college in a language other thanEnglish.

Two years of formal schooling at the sixth grade level or higher in an institution where the language of

instruction is not English. Faculty member verification of a student’s competency.CSU GRADUATION REQUIREMENT in US History, Constitution and American Ideals (Not part ofIGET C ; may be completed prior to transfer).

6 semester or 8-10 quarter units, one course from Group 1 and one course from Group 2.Group 1 Group 2

Hist 120, 121, 150, 152 Poli 120, 121


+Indicates that transfer credit may be limited by either UC or CSU or both. Please consult with a counselor for additional information.*Designates courses with a laboratory.


Napa Valley CollegeProgram Planning for the A.A. and A.S. Degree

Effective Fall 2013 Through Summer 2014

Student Name: ID Number:

A.A. Major: A.S. Major

Transfer Units to be used from:_ (Name of College)

Graduation Date: Fall 20 Spring 20 Summer 20 Military used for P.E.

Certification Date: Evaluator:

The following are the minimum requirements to be filled for graduation with an Associate of Arts and/or an Associate in Science degree from Napa Valley College.

Petition: Every candidate for graduation must file a petition in the Admissions and Records Office in the semester prior to the semester in which graduation is anticipated.

Grade Average: Candidates must complete at least 60 semester units with a grade point average of at least 2.0 (C). Only courses numbered 90 to 399 may be counted towards the 60 semester units.Total semester units completed as of / / . Units still required to complete 60: _.

Residence: Candidates must complete at least 12 semester units at Napa Valley College and be in attendance during the semester prior to graduation or have completed 30 units of work at Napa Valley College. (See “Grade Average” above for additional clarification of units required.)Residence semester units completed as of / / . Units still required: .

Major: For an A.A. Degree, students must complete at least 18 semester units in one discipline or related disciplines as listed in the Napa Valley College catalog under A.A./A.S. Degree Requirements. For an A.S. Degree, the requirement is usually 30 or more semester units in the major, as listed in the Napa Valley College catalog under Occupational Programs.

Major Courses Units TermCourse completed

CurrentlyEnrolled

To BeTaken

Major Courses Units TermCourseCompleted

CurrentlyEnrolled

To BeTaken

PE/Health Ed: Choice of 3 units of Physical Education and Dance courses or complete Health Education 106.

Exemptions:1) Students majoring in Health Occupations2) Veterans with six months service receive unit credit for P.E. and Health Education 106.3) Completion of Police Academy.

American History/ Institutions:A.A. Degree Only: Students must select one course from U.S. History (HIST 120, 121, 150 or 152) and one coursefrom Political Science (POLI 120 or 121). The courses chosen to satisfy this requirement cannot be used to satisfyArea B, Social and Behavioral Sciences.

General Ed Requirements:Must complete 18 to 21 semester units (see reverse side). If you are a transfer student, choose only courses that appearboth here and on the appropriate transfer general education/breadth sheet.


Total

Courses completed at Napa Valley College are circled; courses in progress are underlined; equivalent courses transferred to Napa Valley College are enclosed in a box. A course may be used for only one category except in the case of Area E for the AS degree. Students are required to complete 18-21 semester units in Areas A through E below.

Term/YearCompleted

Units Competency Requirements in Reading, Writing, and Mathematics:

The student can demonstrate reading competency with a grade of “C” or better in a transferable course with a strong reading component.Writing competency can be demonstrated through the completion of the English composition requirement with a “C” or better (see Section D-1).

Math competency can be demonstrated through tests offered by the Learning Skills Center or a “C” or better in the mathematics requirements under Section D-2.

General Education Requirements:A total of 18-21 semester units must be completed in A through E below. The same course cannot be usedto satisfy a requirement in more than one category except in the case of Area E and the AS degree.

A. Natural Science: (Choose 3 units)ANTH 120; ASTR 110, 111; BIOL 103, 105, 110, 112, 117, 120, 218; CHEM 110, 111, 120; EART

110; ENVS 115; GEOG 110, 114; GEOL 110; HEOC 100; PHYS 110, 120, 140. B. Social and Behavioral Sciences: (Choose 3 units)

ADMJ 121, 122, 125; ANTH 121, 122, 130, 131, 145, 150, 180, 200; CFS 120, 140, 180; COUN 120; ECON 100, 101, 120;ENGI 110; HIST 120+, 121+, 122, 123, 135, 140, 142, 145, 150, 152, 153;LGBT 120; POLI 120+, 121+, 125, 130, 135, 140; PSYC 120, 123, 124, 125, 126, 127, 128, 135, 220; SOCI 120, 122, 123, 220; SPCOM 126.

C. Humanities: (Choose 3 units)

ANTH 150; ARTS 100; ARTH 105, 106, 114, 118, 120, 130, 135, 210; ASL 120, 121; CFS 145; DART 120; ENGL 121, 123, 213, 214, 215, 216, 220, 223, 224, 225, 226; FILM 100, 110, 125A, 125B, 125C,125D, 203; FREN 120, 121; HIST 122,123; HUMA 100, 101, 112, 113, 125, 151, 160, 170, 174, 185,186, 188, 189A, 189B, 189C, 189D; ITAL 120, 121; MUSI 110, 112, 114, 121, 122; PHIL 120, 121, 125, 127, 128, 129, 130, 131, 133, 134, 137; PHOT 120; SPAN 111, 120, 121, 240, 241, 280, 281, 282; THEA 100, 105, 215

D. Language and Rationality: 1. ENGLISH COMPOSITION (Choose 3 units and complete with a “C” or

better.) BUSI 105; ENGL 120 2. MATHEMATICS (choose 3 units; complete with at least a “C”; may demonstrate competency with

a test).MATH 94, 99, 106, 108, 115, 120, 121, 220, 221, 222, 232, 235; TECH 107

3. COMMUNICATION AND ANALYTICAL THINKING (Choose 3 units; complete with a “C” or better)ADMJ 123, 124; ANTH 150, 200; ASL 120; ASTR 111; BIOL 103, 110, 112, 120, 219, 220, 240,241; BTV 98, 109; BUSI 103, 108, 110, 143; CFS 123, 135, 140, 155, 160; CHEM 110, 111, 120,121; COUN 100, EART 110; ECON 100, 101; ENGI 123; ENGL 121, 123, 125, 200, 201, 202, 213,214, 215, 216, 220; ESL 106; FILM 110, 203; HEOC 101; HUMA 100, 101, 125, 185, 186; MATH90, 94, 97, 99, 106, 108, 115, 120, 121, 220, 221, 222, 232, 235; PHIL 120, 121, 125,126, 130, 131; PHYS 110, 120, 121, 140, 240; POLI 125, 135, 140; PSYC 124, 135, 220; RESP 120; SOCI 122, 220; SPAN 240, 241, 280, 281; SPCOM 120, 122, 124, 126, 128; TECH 92, 107; THEA 110, 140*, 150*, 156, 210, 244

E. Multicultural/Gender Studies: Effective Fall, 2001 for the A.S. Degree only, choose 3 units which may

double count for one other area of GE, providing the course is listed in that area. Effective Fall, 1995 for the AA Degree, choose 3 units in addition to other GE area requirementsADMJ 123; ANTH 121, 145, 150, 180; CFS 140, 180; COUN 124; ENGL 224; FILM 110; HIST 145,150, 152, 153; HUMA 100, 101, 112, 113, 151, 174, 186; LGBT 120; PSYC 128; SPCOM 126; THEA 105

*Two unit courses or variable unit courses


+A.A. degree only; courses chosen to satisfy the History and Institutions requirement cannot be used to satisfy area B.Counselor’s Signature: Date:

OREvaluator’s Signature: Date:


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