El Camino College and El Camino College Compton Center Student Learning Outcomes: Title and Statement Report. Natural Sciences Division

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1 El Camino College and El Camino College Compton Center Student Learning Outcomes: Title and Statement Report Natural Sciences Division ANAT 30 (Nervous System) The student will be able to identify the cranial nerve involved in a patient who had a surgery to remove a cancer involving the left parotid gland. After surgery the patient presented with weakness of the muscles on the left side of the face, and loss of taste sensation over the anterior 2/3rd of the left half of the tongue. ANAT 30 (Cells, Organs and Tissues) Students will demonstrate proper microscope techniques to view and identify cells and tissues that compose the body organs, and explain the characteristics of the cell and tissue type that make them suited to organ function. ANAT 30 (Nervous System) The student will be able to identify the cranial nerve involved in a road traffic accident patient, whose X-Ray of the skull shows a fracture-line passing through the piteous part of the temporal bone, presenting with weakness of the muscles on the right side of the face, and loss of taste sensation over the anterior 2/3rd of the right half of the tongue. ANAT 30 (Nervous System) The student will be able to identify the vertebral layers at which a needle could be safely inserted to do a spinal tap (Lumbar puncture), and give the rationale to choose that level. The student will also be able to name the meninges in proper order through which the lumbar puncture needle will pass before it will be in subarachnoid space. ANAT 32 (Nervous System) The student will be able to identify the cranial nerve involved in a patient who had a surgery to remove a cancer involving the left parotid gland. After surgery the patient presented with weakness of the muscles on the left side of the face, and loss of taste sensation over the anterior 2/3rd of the left half of the tongue. ANAT 32 (Nervous System) The student will be able to identify the cranial nerve involved in a road traffic accident patient, whose X-Ray of the skull shows a fracture-line passing through the piteous part of the temporal bone, presenting with weakness of the muscles on the right side of the face, and loss of taste sensation over the anterior 2/3rd of the right half of the tongue. 1

2 ANAT 32 (Nervous System) The student will be able to identify the vertebral layers at which a needle could be safely inserted to do a spinal tap (Lumbar puncture), and give the rationale to choose that level. The student will also be able to name the meninges in proper order through which the lumbar puncture needle will pass before it will be in subarachnoid space. ANAT 32 (Program Level) (Allied Health Problems-Blood Counts) The student will be able to differentiate between various types of white blood cells and identify the type of infection given in a clinical case study. ANAT 32 (Nervous System) The student will be able to identify the cranial nerve involved in a patient who had a surgery to remove a cancer involving the left parotid gland. After surgery the patient presented with weakness of the muscles on the left side of the face, and loss of taste sensation over the anterior 2/3rd of the left half of the tongue. ANAT 32 (Skeletal System) The student will be able to identify bones and muscles at the site on an injury and identify the functions affected by the injury and list the sequence of events in fracture repair. ANAT 32 (Anatomy 32 Musculoskeletal) The student will be able to identify muscle groups as flexors or extensors and explain how they move the joint. ANAT 32 Given an unlabeled X-ray, the student will identify the bone, the bone region injured, and the type of fracture. The student will be able to determine what muscle actions will be affected based on the analysis of the X-ray. The student will also be able to explain the process of a healing fracture in either scientific terms or lay-man s terms. ANATOMY and PHYSIOLOGY (Program Level) Student will be given a differential white blood cell count and normal values table. The student should compare the differential white blood cell count with the normal values to identify any abnormalities. The student should be able to conclude what type of infection or reaction that the differential white blood cell count is revealing. The student should be able to understand why that particular white blood cell was increased or decreased by the functions of the white blood cell. 2

3 ASTR 12 (Program Level) Students will be able to explain how the study of electromagnetic radiation and the application of the laws of physics reveal the properties of stars, planets, and galaxies. Students will be able to identify and appreciate ways in which astronomy affects their daily lives. ASTR 13abc (Optical Surfaces) The student will understand and apply the principles of testing optical surfaces. ASTR 13 (Program Level) Students will be able to explain how the study of electromagnetic radiation and the application of the laws of physics reveal the properties of stars, planets, and galaxies. Students will be able to identify and appreciate ways in which astronomy affects their daily lives. ASTR 20 (Seasons and Climate) Students will be able to explain the causes of seasonal variations in the length of the day, direction of sunrise and sunset, and the amount of solar heating on the Earth. ASTR 20 (Electromagnetic Radiation) Students will explain how electromagnetic radiation and astronomical instruments are used to reveal the properties of stars and planets. ASTR 20 (Seasons and Climate) (Program Level) Students will be able to explain the causes of seasonal variations in the length of the day, direction of sunrise and sunset, and the amount of solar heating on the Earth. ASTR 20 (Electromagnetic Radiation) (Program Level) Students will explain how electromagnetic radiation and astronomical instruments are used to reveal the properties of stars and planets. ASTR 20 (Program Level) Students will be able to explain how the study of electromagnetic radiation and the application of the laws of physics reveal the properties of stars, planets, and galaxies. Students will be able to identify and appreciate ways in which astronomy affects their daily lives. ASTR 20 (Program Level) Students will be able to describe the structure and contents of the Universe and major events in the history of the Universe that led to the formation of the Earth. ASTR 25 (Seasons and Climate) Students will be able to explain the causes of seasonal variations in the length of the day, direction of sunrise and sunset, and the amount of solar heating on the Earth. 3

4 ASTR 25 (Electromagnetic Radiation) Students will explain how electromagnetic radiation and astronomical instruments are used to reveal the properties of stars and planets. ASTR 25 (Seasons and Climate) (Program Level Students will be able to explain the causes of seasonal variations in the length of the day, direction of sunrise and sunset, and the amount of solar heating on the Earth. ASTR 25 (Electromagnetic Radiation) (Program Level) Students will explain how electromagnetic radiation and astronomical instruments are used to reveal the properties of stars and planets. ASTR 25 (Program Level) Students will be able to explain how the study of electromagnetic radiation and the application of the laws of physics reveal the properties of stars, planets, and galaxies. Students will be able to identify and appreciate ways in which astronomy affects their daily. ASTR 25 (Program Level) Students will be able to describe the structure and contents of the Universe and major events in the history of the Universe that led to the formation of the Earth. ASTRONOMY PROGRAM (Program Level) SLO #1 Students will be able to demonstrate an understanding of how astronomical knowledge is gained. SLO #2 Students will be able to evaluate if conclusions are supportable by repeatable observations. SLO #3 Students will be able to identify and appreciate ways in which astronomy affects their daily lives. SLO #4 Students will be able to understand the time and spatial scales of the universe and the Earth s place within these scales. SLO #5 Students will demonstrate an awareness of celestial objects, their changes, and the relevant processes and rates of evolution. Earth Science (Human s Relationship with Their Environment) (Program Level) Students recognize and can accurately articulate how their environment (including the Earth, the atmosphere, ocean, and biosphere) affects humans lives and how human activities affect their environment. (Recognize valuing: Learning outcome related to attitudes, behaviors, and values; articulate (explain) comprehension: learning outcome related to knowledge) 4

5 Earth Science (Knowledge of the Basic Concepts of Earth Science) (Program Level) Students can identify the salient features of basic concepts of their field of study. (This includes the ability to recall the definitions of the specialized vocabulary of their field of study.) (Identify, Recall knowledge: Learning outcome related to knowledge) BIOL 8 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 10 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 10 (Scientific Method) The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. BIOL 10 (Cell Reproduction and Division: Mitosis) The student will be able to describe key activities at each stage of mitosis. BIOL 10 (Scientific Method) (Program Level) The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. BIOL 10 (Microbial Population Survey in Which Different Objects are Being used by Staff and Students) The student will be able to identify bacterial population in different area where staff and students circulate and those objects are used daily. Contaminates population from staff room (floor & Table), corridor, lecture and lab room doors/handles learning objects as microscope and objects used to study the subject from rooms ( ), bath room doors/handles, staff bathroom...etc. The sites will be investigated and according to the existing issues the measures of safe health sides will be recommended. BIOL 11 (Cell Reproduction and Division: Mitosis) The student will be able to describe key activities at each stage of mitosis. BIOL 11 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 12 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. 5

6 BIOL 12 (Dichotomous Keying) The student will be able to determine the identity of common insects to order by applying knowledge of insect anatomy and using a dichotomous key. BIOL 15 (Scientific Method) The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. BIOL 16 (Dichotomous Keying) The student will be able to determine the identity of common insects to order by applying knowledge of insect anatomy and using a dichotomous key. BIOL 16 (Proficiency with a Microscope) The student will be able to observe cells and microorganisms on compound and dissection microscopes. BIOL 17 (Scientific Method) The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. BIOL 18 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 101 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 102 (Cell Reproduction and Division: Mitosis) The student will be able to describe key activities at each stage of mitosis. BIOL 102 (Proficiency with the Microscope) The student will be able to use the compound and dissecting microscope to observe cells and microorganisms. BIOL 103 (Scientific Method) The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. 6

7 BIOL (Program Level SLO s) SLO #1 Process: The student will understand and apply principles of the scientific method; recognizing an idea based on reproducible evidence. SLO #2 Technical Abilities: The student will master the use of appropriate biological tools and evaluate evidence gathered to explain biological principles. SLO #3 Concepts: Students will have a working knowledge of biological principles and a mastery of a broad set of factual biological knowledge concerning ecology, evolution and cells. SLO #4 Preparedness: Students will be prepared to transfer and complete a degree in the biological sciences CHEM 1A (Equation Writing) On a written exercise, given the names of chemical compounds, students will be able to write the correct reactant formulas, states of matter (when required), identify reaction type, predict the product formulas and balance the chemical equation. CHEM 1A (Laboratory Safety) (Program Level) Students will practice safe laboratory procedures by putting their goggles on at the beginning of a chemistry lab experiment involving burners or chemicals, and by keeping their goggles in place during the entire course of the experiment. Students will not remove their goggles until the students are leaving or until the instructor has said that it is safe to do so (whichever comes first). CHEM 1B (Equation Writing) On a written exercise, given the names of chemical compounds, students will be able to write the correct reactant formulas, states of matter (when required), identify reaction type, predict the product formulas and balance the chemical equation. CHEM 4 (Equation Writing) On a written exercise, given the names of chemical compounds, students will be able to write the correct reactant formulas, states of matter (when required), identify reaction type, predict the product formulas and balance the chemical equation. CHEM 7A (Equation Writing) On a written exercise, given the structures of reactants for a reaction, students will be able to write the correct structures of products and identify the reaction type. CHEM 7B (Equation Writing) On a written exercise, given the structures of reactants for a reaction, students will be able to write the correct structures of products and identify the reaction type. 7

8 CHEM 20 (Equation Writing) On a written exercise, given the chemical formulas of reactants, students will be able to write the correct formulas of products, identify the reaction type and balance the equation. CHEM 21A (Equation Writing) On a written exercise, given the names of chemical compounds, students will be able to write the correct reactant formulas, states of matter (when required), identify reaction type, predict the product formulas and balance the chemical equation. CHEM (Program Level SLO s) SLO#1 Upon completion of their course of study in Chemistry, students will be able to properly perform laboratory techniques such as measurements, preparation of compounds and solutions, separations, making observations, and formulating conclusions. SLO #2 Upon completion of their course of study in Chemistry, students will be able to perform proper laboratory safety techniques, including eye protection, safe handling of equipment and chemicals, responsible lab conduct, and emergency preparedness. SLO #3 Upon completion of their course of study in Chemistry, students will be able to demonstrate, chemical principles and factual knowledge in an oral and/or written fashion. GEOG 1 (Knowledge of the Basic Concepts of Physical Geography) Students can identify the salient features of the basic concepts of physical geography. (This includes the ability to recall the definitions of the specialized vocabulary of physical geography.) GEOG 1 (Student's Relationship with the Earth) GEOG 2 (Student's Relationship with the Earth) GEOG 5 (Student's Relationship with the Earth) 8

9 GEOG 6 (Student's Relationship with the Earth) GEOG 7 (Student's Relationship with the Earth) GEOG 8 (Student's Relationship with the Earth) GEOG 9 (Student's Relationship with the Earth) GEOG 20abcd (Student's Relationship with the Earth) GEOG 50 (Student's Relationship with the Earth) GEOG 99abc (Student's Relationship with the Earth) 9

10 GEOL 1 (Identifying use of the Scientific Method) Students can identify the key elements of the scientific method (hypotheses, tests, observations, conclusions/interpretation of observations) in popular accounts of scientific research in magazines, newspapers, movies, and on the Internet. When presented with observations of the geological processes of the Earth, students will formulate their own hypotheses to explain the observations, and design an experiment to test the validity of their hypotheses. (Identify, Explain, Formulate, Design synthesis: learning outcome related to knowledge) GEOL 1 (Student s Relationship with the Earth) Students recognize and articulate how the Earth affects their lives and how their lives affect the Earth and environment. Recognize valuing: learning outcome related to attitudes, behaviors, and values: GEOL 1 (Knowledge of the Basic Concepts of Geology) Students can identify the critical features of the basic concepts of Geology. (This includes the ability to recall the definitions of the specialized vocabulary of geology.) (Identify, Recall knowledge: learning outcome related to knowledge) GEOL 1 (Student s Relationship with the Earth) (Recognize valuing: Learning outcome related to attitudes, behaviors, and values; GEOL 1 (Student s Relationship with the Earth) GEOL 2 (Student s Relationship with the Earth) GEOL 3 (Student s Relationship with the Earth) 10

11 GEOL 4 (Student s Relationship with the Earth) GEOL 6 (Student s Relationship with the Earth) GEOL 15 (Student s Relationship with the Earth) GEOL 30 (Student s Relationship with the Earth) GEOL 32 (Student s Relationship with the Earth) GEOL 34 (Student s Relationship with the Earth) 11

12 GEOL 36 (Student s Relationship with the Earth) GEOL 50 (Student s Relationship with the Earth) GEOL 99 (Student s Relationship with the Earth) NSCI (Health Science Program Level SLO s) (Anatomy, Physiology, and Microbiology) SLO #1 (Physiology and Microbiology) Students will be able to identify and apply scientific methods to clinical problems. SLO #2 (Anatomy, Physiology, and Microbiology) Students will identify different types of white blood cells under the microscope and compare normal and abnormal values in clinical applications. SLO #3 (Anatomy, Physiology, and Microbiology) Students will identify cell membrane structures and determine how materials are transported across the membrane. SLO #4 (Anatomy, Physiology, and Microbiology) Students will be able to interpret and analyze clinical case studies in terms of their anatomical, physiological, and microbiological implications. SLO #5 (Anatomy, Physiology, and Microbiology) Students will use appropriate scientific language related to anatomy, physiology, and microbiology in written and oral communication. HORT 42 (Plant Propagation) (Objective) The successful plant propagation student will be able to demonstrate an understanding of several of the basic concepts of plant propagation. (Context) The students will demonstrate their understanding through a series of quizzes, recognition and hand-on lab experiences. (Primary Traits) This will be done through matching various terms and concepts relative to the preceding lectures and lab exercises. 12

13 HORT 44 (Ecology of Edible, Medicinal and Poisonous Plants) (Objective) The successful student will be able to correctly identify approximately 150 plants commonly known to be edible, medicinal or poisonous. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials as well as photographic slide samples. (Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 44 (Plant Identification) (Objective) The successful student will be able to correctly identify approximately 150 plants commonly known to be edible, medicinal or poisonous. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials as well as photographic slide samples. (Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 46 (Pest Control) (Objective) The successful Pest control Student will be able to demonstrate an understanding of several of the basic concepts of horticulture. (Context) The students will demonstrate their understanding through a series of quizzes. (Primary Traits) This will be done through matching various terms and concepts relative to the preceding lectures. HORT 53 (Soils and Fertilizers) (Objective) The successful student of Soils and Fertilizers should be able to demonstrate an understanding, in writing as well as performing the appropriate calculations to determine soil texture, bulk density, soil reaction (ph), soil structure and soil horizons. The successful Soils and Fertilizers student should also be able to express an understanding, in writing, of soil fertility, the essential plant macro-nutrients, secondary nutrients and micro-nutrients and how they affect plant growth, health and vigor. HORT 54 (Landscape Design) (Context) The successful Landscape Design student will be able to design and draft a working landscape drawing using proper plant symbols to represent various plant materials of various sizes. (Objective) In-class examples and exercises will prepare the student with the necessary skills and information to successfully design and draw working landscape design drawings. (Traits) The student will demonstrate the ability to select and draw proper symbols representing various aspects of a landscape design drawing. 13

14 HORT 55 (Tree Identification) (Objective) The successful plant ID student will be able to correctly identify approximately 150 commonly used landscape plants. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials. (Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 55 (Plant Identification) (Objective) The successful student will be able to correctly identify approximately 150 plants commonly known to be edible, medicinal or poisonous. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials as well as photographic slide samples. (Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 55 (Program Level SLO s) Upon completion of their study of environmental Horticulture, the successful student will be able to select plant materials based upon water requirements, growth habits and design requirements. HORT 56 (Tree Identification) (Objective) The successful plant ID student will be able to correctly identify approximately 150 commonly used landscape plants. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials. Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 56 (Plant Identification) (Objective) The successful student will be able to correctly identify approximately 150 plants commonly known to be edible, medicinal or poisonous. (Context) Recognition of plant samples will be based upon lectures conducted in the field utilizing live plant materials as well as photographic slide samples. (Primary Traits) Students must identify various plant materials based on the plant s morphology, growth habits and growth characteristics. HORT 56 (Program Level SLO s) Upon completion of their study of environmental Horticulture, the successful student will be able to select plant materials based upon water requirements, growth habits and design requirements. 14

15 HORT (Program Level SLO s) (HORT 55, 56) Upon completion of their study of environmental Horticulture, the successful student will be able to select plant materials based upon water requirements, growth habits and design requirements. HORT (Program Level SLO s SLO #1 (HORT 41, 54, 55, & 56) Upon completion of their study of course materials for the Environmental Horticulture Program the successful student will be able to accurately identify a set of plant material; use that plant material in a landscape design; and prepare a maintenance schedule for the chosen plan materials. SLO #2 HORT 41, 55, 56 & 60) Environmental Horticulture, the successful student will be able to select plant material based on water requirements, growth habits and design requirements. MICR 33 Given a series of blood lab test results and vital signs obtained from a patient, students will be able to analyze the data. The student will be able to identify if there are any abnormal readings, to what system do they relate, and speculate on the cause for the abnormality. The student may also suggest what to study further in order to determine the cause of the abnormal result, for example if the blood test reveal a high white blood cell count the student would relate that to an abnormal immune system response. The student may request a differential white blood cell count to determine that what type of immune system cell is high. If it were to be a significant increase in neutophils (neutrophilia) then the student would correctly infer that the patient has an acute bacterial infection. (these are topics that are covered in anatomy, physiology, and microbiology) MICR 33 (Allied Health Problems-Blood Counts) The student can identify types of white blood cells, indicate normal values and analyze abnormal changes of white blood cells for diagnosis of disease or allergic reactions. MICR 33 (Program Level) (Allied Health Problems-Blood Counts) The student will be able to differentiate between various types of white blood cells and identify the type of infection given in a clinical case study. MICR 33 (Microbial Population Survey in Which Different Objects are Being used by Staff and Students) The student will be able to identify bacterial population in different area where staff and students circulate and those objects are used daily. Contaminates population from staff room (floor & Table), corridor, lecture and lab room doors/handles learning objects as microscope and objects used to study the subject from rooms ( ), bath room doors/handles, staff bathroom...etc. The sites will be investigated and according to the existing issues the measures of safe health sides will be recommended. 15

16 MICR (Program Level) This student learning outcome was proposed by the division in spring 2005 when the first draft of institutional/general education SLO s did not appear to address science. Since the Natural Science Division is responsible for the curriculum that would prepare the student for this outcome it was decided to discuss how we would prepare the student for this outcome it was decided to discuss how we would assess and evaluate this student learning outcome: Understand and apply the principles of the scientific method; recognizing an idea based as reproducible evidence. OCEA 10 (Students Relationship with the Ocean) Students recognize and can accurately articulate how the ocean affects humans lives and how human activities affect the ocean. OCEA 10 (Knowledge of the Basic Concepts of Oceanography) Student s can identify the salient features of the basic concepts of oceanography. (This includes the ability to recall the definitions of the specialized vocabulary of oceanography.) (Identify, Recall Knowledge: learning outcome related to knowledge) OCEA 10 (Identifying Use of the Scientific Method) Students can identify the key elements of the scientific method (hypotheses, tests, observations, conclusions/interpretation of observations) in popular accounts of scientific research in magazines, newspapers, etc. When presented with observations of the ocean, students can formulate their own hypotheses to explain the observations, and design and experiment to test the validity of their hypotheses. (Identify, Explain, Formulate, Design synthesis: learning outcome related to knowledge) PHYC 1A (Drawing and Using a Free-Body Diagram to Solve Statics Problems) Given a situation involving an object or objects in static equilibrium, the student will be able to draw a diagram or diagrams illustrating all forces acting on the object(s). The diagram(s) will correctly illustrate the line of action of each force. The student will introduce a well-defined coordinate system, pivot point, and sign convention for torques. For each force, the student will correctly compute all relevant Cartesian components and associated torques. The student will be able to use the force components and torques in association with Newton's second law to compute a quantitative result. 16

17 PHYC 1B (Using State Diagrams to Interpret, Quantitatively and Qualitatively, Processes Involving the ideal Gas) Given a verbal description of a sequence of connected ideal-gas processes operating as an engine, construct a PV diagram for the cycle and determine the state of the gas at specified points on the cycle. Indicate where heat enters and leaves the cycle, and calculate the cycle's thermodynamic efficiency. PHYC 1C (Demonstrate ability to Solve for charges and currents in a Steady State DC Circuit) Given a complex Circuit, the student will be able to simplify the circuit, write the appropriate equations, and solve for the desired currents, voltages, energies, and/or power. PHYC 1D (Drawing and Using a Free-Body Diagram to Solve Statics Problems) Given a situation where an image is formed by two optic elements (either two mirrors, two lenses, or a mirror and a lens) the student will be able to determine the position and size of the final image, given the position and size of the object. The student will be able to graphically illustrate the formation of the image using raytracing diagrams. PHYC 2A (Demonstrate ability to Solve Word Problems) Given a physics word problem, students will analyze the given information, identify the physical principles required to solve the problem, model the physical principles, and formulate the equations necessary to solve the problem. Students will solve the equations and correctly report the answer. PHYC 2B (Demonstrate Ability to Solve Word Problems) Given a word problem, students will identify the physical principles required to solve the problem, they will then model the physical principles, and formulate the equations necessary to solve the problem. Students will correctly solve the equations and report the answer using correct units. PHYC 3A (Demonstrate Ability to Solve Word Problems) Given a word problem, students will identify the physical principles required to solve the problem, they will then model the physical principles, and formulate the equations necessary to solve the problem. Students will correctly solve the equations and report the answer using correct units. PHYC 3B (Demonstrate Ability to Solve Word Problems) Given a word problem, students will identify the physical principles required to solve the problem, they will then model the physical principles, and formulate the equations necessary to solve the problem. Students will correctly solve the equations and report the answer using correct units 17

18 PHYC 11 (Demonstrate the Ability to Provide a Conceptual Explanation of Natural Phenomena) Given a description of a physical situation (floating ice cube, falling body, ) the student should be able to recognize the basic physical principles involved and explain how they are manifested in, and influence the behavior of, the situation. PHYC 12 (Demonstrate the Ability to Determine the Units, and Proper Number of Significant Figures, of a Calculated Result given the Units and Proper Number of Significant Figures for the Data used in the Calculation.) Given the units and proper number of significant figures for data that might be collected during a Physics 12 level lab, the student should then be able to take a provided relationship between the data (i.e., a formula) and properly determine the units, value, correct number of significant figures of the calculated result. PHYC 13 (Drawing and Using a Free-Body Diagram to Solve Statics Problems) Given a situation involving an object or objects in static equilibrium, the student will be able to draw a diagram or diagrams illustrating all forces acting on the object(s). The diagram(s) will correctly illustrate the line of action of each force. The student will introduce a well-defined coordinate system, pivot point, and sign convention for torques. For each force, the student will correctly compute all relevant Cartesian components and associated torques. The student will be able to use the force components and torques in association with Newton's laws to compute a quantitative result. PHYC (Program Level SLO s) SLO #1 (Physics 1ABCD, 2AB, 3AB) Upon completion of their course of study in the Physics Department, students will be able to identify the physical principles which are relevant to or responsible for given physical phenomena. SLO #2 (Physics 1ABCD, 2AB, 3AB) Upon completion of their course of study in the Physics Department, students will be able to identify and apply the applicable laws of physics along with the necessary mathematics to successfully solve a physics problem. SLO #3 (Physics 1ABCD, 2AB, 3AB) Upon completion of their course of study in the Physics Department, students will be able to use appropriate instruments in order to collect data. Students will be able to interpret and analyze that data, including error analysis. 18

19 PHYC 25 (Demonstrate the Ability to use Relevant Physical Principles to explain Physical Phenomena) Given a physical phenomenon, students will be able to identify the physical laws which explain this phenomenon. They will correctly and completely explain this phenomenon using the relevant physical laws. PHYO 31 (Water Balance Concept Map) Students will demonstrate how the different body systems interact to maintain water balance. PHYO 31 (Program Level) (Allied Health Problems-Blood Counts) The student will be able to differentiate between various types of white blood cells and identify the type of infection given in a clinical case study. 19