Summer Bridge  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 Hernández
Assistant Dean
Hispanic Serving Institution
STEM/MESA
Napa Valley College
Summer Bridge  3
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
Summer Bridge  4
Table of Contents
Page
Welcoming Message
3
Credits
4
Meet Our Faculty
7
Schedule of Events
12
Campus Map
14
Laboratory Safety Rules
15
Lab Manual
Chemistry - Determining the pH of a Solution
18
Biology – Human Genetics
23
Engineering – Circuits
29
Geology – The Geology of Point Reyes
35
Field Trip – The Geology of Point Reyes
36
Biology – Determination of Protein in Food
53
Geology – Analyzing the Geology of Point Reyes
62
Chemistry – Determination of the Gas Law Constant, R
63
Physics – Determination of Absolute Zero
68
Field Trip – Physics and Engineering
71
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Table of Contents
Counseling
Counseling Topics and Agenda
74
STEM Counseling & Leadership Syllabus
75
Services for Students
77
Personal Bilingüe en El Colegio del Valle de Napa
78
Learning Styles
80
Time Management
86
General Education (GE) Requirements
91
Intersegmental General Education Transfer Curriculum (IGETC)
93
Program Planning for the A.A. and A.S. Degree
95
Summer Bridge  6
Forest Quinlan – Professor of Chemistry
Forest 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 Biology
Professor 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 Biology
Professor 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.
Summer Bridge  7
Shawna Bynum – Professor of Mathematics
Shawna 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 Geology
Richard 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.
Summer Bridge  8
Yolanda Woods – Professor of Mathematics
Yolanda 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 Mathematics
In 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 fulltime 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.
Summer Bridge  9
Antonio Castro – Professor of Engineering and Physics
Antonio 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 - Counselor
Carlos 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 cofounder 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.
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Elizabeth Lara-Medrano - Counselor
Elizabeth 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.
S u m m e r B r i d g e  11
Schedule of Events
Monday
Math
Chemistry
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Shawna Bynum
Forest Quinlan
Lunch
Shawna Bynum
Elizabeth Lara Medrano
834
1830
Glade
834
1738
Tuesday
Math
Biology
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Sherry Lohse
S. Burns and B. Moore
Lunch
Sherry Lohse
Elizabeth Lara Medrano
834
2040
1731
834
1738
Wednesday
Math
Physics
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Shawna Bynum
Antonio Castro
Lunch
Shawna Bynum
Elizabeth Lara Medrano
834
1836
Glade
834
1738
Thursday
Math
Geology
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Sherry Lohse
Richard Della Valle
Lunch
Sherry Lohse
Elizabeth Lara Medrano
834
1836
1731
834
1738
Friday
Week One – July 29th to August 2nd
Geology
Field Trip
8:30 to 6:00
Richard Della Valle
1836
S u m m e r B r i d g e  12
Monday
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Yolanda Woods
S. Burns and B. Moore
Lunch
Yolanda Woods
Carlos Hagedorn
Tuesday
Math
Geology
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Yolanda Woods
Richard Della Valle
Lunch
Yolanda Woods
Carlos Hagedorn
Wednesday
Math
Chemistry
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Yolanda Woods
Forest Quinlan
Lunch
Yolanda Woods
Carlos Hagedorn
834
1830
Glade
834
1738
Math
Physics
Lunch
Math
Counselor
9:00 to 10:00
10:00 to 12:00
12:00 to 1:00
1:00 to 2:00
2:00 to 3:00
Yolanda Woods
Antonio Castro
Lunch
Yolanda Woods
Carlos Hagedorn
834
1836
1731
834
1738
Physics
Field Trip
8:30 to 4:00
Antonio Castro
1836
Award
Ceremony
4:00 to 6:00pm
Everyone
1731
Friday
Math
Biology
Lunch
Math
Counselor
Thursday
Week Two – August 5th to August 9th
834
2040
Glade
834
1738
834
1836
1731
834
1738
S u m m e r B r i d g e  13
S u m m e r B r i d g e  14
LABORATORY SAFETY RULES
Your 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.
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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.
S u m m e r B r i d g e  15
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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.
S u m m e r B r i d g e  16
S u m m e r B r i d g e  17
Chemistry Experiment
Determining the pH of a Solution
INTRODUCTION
It 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 autoionization of water and the reaction looks like this:
pH of Common Items
Pool Acid
0
Stomach acid
1
Battery Acid
2
Vinegar
3
Orange Juice
4
Coffee/Soda
5
Rain
6
Milk/Blood
7
Sea Water
8
Baking Soda
9
Antacids
10
Milk of Magnesia
11
Conc. Ammonia
12
Conc. Bleach
13
Lye/Draino
14
S u m m e r B r i d g e  18
H2O ⇆ H+ + OH–
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
Or
1×10-7 = [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
S u m m e r B r i d g e  19
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.
S u m m e r B r i d g e  20
Indicator
Color of
Unk#
pH
Color of
Unk#
pH
Malachite Green
Methyl Violet
Methyl Orange
Bromocresol Green
Methyl Red
Bromothymol Blue
Cresol Red
Thymol Blue
Phenolphthalein
Alizarin Yellow R
Indigo Carmine
S u m m e r B r i d g e  21
Indicator
Transition
pH
Malachite Green
0.0 - 2.0
Methyl Violet
0.0 - 2.0
Methyl Orange
3.1 - 4.4
Bromocresol Green
3.8 - 5.4
Methyl Red
4.4 - 6.2
Bromothymol Blue
6.0 - 7.6
Cresol Red
7.2 - 8.8
Thymol Blue
8.0 - 9.6
Phenolphthalein
8.2 - 10.0
Alizarin Yellow R
10.2 - 12.0
Indigo Carmine
11.4 - 13.0
Low pH
color
Transition
Color
High pH
color
S u m m e r B r i d g e  22
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:
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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.
S u m m e r B r i d g e  23
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.
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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 alleles 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 handedness recessive.
However, other scientists have reported that the interaction 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.
S u m m e r B r i d g e  24




Hand clasping – Some scientists report that there may be a genetic component to
their trait while others have found no evidence to support 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 nontaster.
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.
S u m m e r B r i d g e  25
2. Fill out the Data Table by going around to each group and gathering data. Make sure
each student is included.
Data Table
Trait
Yes (#)
No (#)
Male
Detached earlobes
Hitchhiker’s thumb
Tongue rolling
Dimples
Right-handed
Freckles
Naturally curly hair
Cleft chin
Allergies
Widow’s peak
Cross left thumb over right
See the colors red and green
Taste PTC
Taste Sodium Benzoate
Taste 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 Chart
Trait
Frequency
Male
Detached earlobes
Hitchhiker’s thumb
Tongue rolling
Dimples
Right-handed
Freckles
Naturally curly hair
Cleft chin
Allergies
Widow’s peak
Cross left thumb over right
See the colors red and green
Taste PTC
Taste Sodium Benzoate
Taste Thiourea
S u m m e r B r i d g e  26
Compare the frequency of traits in the classroom population with the frequency in the general
population:
Trait
Gender
Thumb extension
Tongue rolling
Handedness
Hand clasping
Color vision
Frequencies
Female – 50%
Male – 50%
Straight thumb – 75%
Hitchhiker’s thumb – 25%
Can roll tongue – 70%
Can not roll tongue – 30%
Right handed – 93%
Left handed – 7%
Left thumb on top – 55%
Right thumb on top – 44%
No preference – 1%
Normal females – almost 100%
Colorblind females – less than 1%
Normal males – 92%
Colorblind males – 8%
Number of Students
4. Make a bar graph showing how many people in your group answered, “yes” for each
trait.
Trait
S u m m e r B r i d g e  27
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?
________________________________
S u m m e r B r i d g e  28
Engineering Experiment
Multiloop 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.
S u m m e r B r i d g e  29
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 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,
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).
S u m m e r B r i d g e  30
I2 + I3 = I1
[current(s) in = current out]
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.
Figure 2: Sign convention for Kirchhoff’s Rules.
(a) Sign convention when traversing a battery. (b)
Sign convention when traversing a resistor.
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.
S u m m e r B r i d g e  31
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 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.
S u m m e r B r i d g e  32
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
Figure 3: Multiloop circuit. Diagram for
experimental two-loop circuit.
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.
S u m m e r B r i d g e  33
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 threeloop circuit.
S u m m e r B r i d g e  34
Geology Experiment
Geology 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
Example
A rock formed by the
recrystallization of other rocks
A rock formed by the cooling
of magma underground
A rock formed by the
cementation of particles of
other rocks or fossils
A 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)
Igneous
Grain Size
(grains visible or
not visible)
Grain Shape
(rock fragments
or crystals)
Volcanic
Plutonic
Sedimentary
Metamorphic
S u m m e r B r i d g e  35
Field Trip
From 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
2) Tomales Bay Trail
3) Point Reyes Lighthouse
4) Chimney Rock area
5) Drakes Beach
6) Tomales Bay State Park
7) Kehoe Beach
8) McClures Beach,
9) Mount Vision on Inverness Ridge
10) Limantour Beach
11) Olema Valley
12) Palomarin Beach
13) Duxbury Reef
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).
S u m m e r B r i d g e  36
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?_________________________
S u m m e r B r i d g e  37
Identifying the Minerals and Elements Present
The 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.______________________
S u m m e r B r i d g e  38
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 blackishgreen rock outcrop.
S u m m e r B r i d g e  39
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
Outcrop? ______________ size? _______________
Grain
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?
________________________________________________________________________
S u m m e r B r i d g e  40
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).
S u m m e r B r i d g e  41
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 #2
S u m m e r B r i d g e  42
Drive 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
in outcrop _____________ size? ______________
Grain
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?
________________________________________________________________________
S u m m e r B r i d g e  43
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? _____________________________.
S u m m e r B r i d g e  44
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
size? ___________
grain
shape? __________ name? ___________
#2 dark gray rock:
grain
size? ___________
grain
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?_____________________________________
S u m m e r B r i d g e  45
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.
S u m m e r B r i d g e  46
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
S u m m e r B r i d g e  47
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?_______________________________
S u m m e r B r i d g e  48
#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?________________________
S u m m e r B r i d g e  49
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
Energy
Layer#1
Layer#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?
_________________________
S u m m e r B r i d g e  50
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.
S u m m e r B r i d g e  51
Geologic Map of Point Reyes National Seashore
S u m m e r B r i d g e  52
Biology Experiment
Qualitative and Quantitative Analysis of Proteins in Food
Part I: Qualitative Analysis - Protein in Food
We 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 Proteins
From: kidshealth.org
Proteins 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.
S u m m e r B r i d g e  53
Below is pictured a dipeptide (two peptides bound together)
H2N
H
O
C
C
+
OH
CH3
H2N
H
O
C
C
OH
H2N
H
R-groups
O
C
C
CH3
Glycine
Alanine
H
H
O
N
C
C
H
H
OH
+ H2O
Ala-Gly Dipeptide
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
R
CO2
+
O
O
O
- 2 H2O
- CO2
N
NH3
N
R
R
O
O
O
H2O
- RCHO
OH
Purple colored
product
O
O
ninhydrin
- H2O
N
O
NH2
O
O
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.
S u m m e r B r i d g e  54
Under each test indicate the color change you observed, under the conclusion note if
protein was detected it the food item.
Food Item
Ninhydrin
Conclusion
Water
Albumin
Hamburger
Bun
French Fries
Soda
Part II: Quantitative Analysis - Protein in Food
Thus 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
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.
Where,
A is the amount of light absorbed
Liter
ε = extinction coefficient in mole∙cm
l = the path length of the sample cell
mole
c = the concentration of the compound in Liter
S u m m e r B r i d g e  55
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 Plot
To 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.
S u m m e r B r i d g e  56
If we look closer at the Beer-Lambert equation we see that it is really the equation for a
line,
A = εl c + 0
y= 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.
Experiment
We 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.
CH3
N
CH3
S
H3C
N
CH3
N
Methylene Blue
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.
S u m m e r B r i d g e  57
To facilitate making these solutions, we use the following equation,
Dilution Equation: CiVi = CfVf
Where:
Ci = Concentration of initial solution
Vi = Volume of initial solution to be used
Cf = Concentration of final dilute solution
Vf = 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
S u m m e r B r i d g e  58
Desired
concentration
Volume (μL) of stock or
previous standard dilution
Volume of
distilled water
100 mg/dL
75 mg/dL
60 mg/dL
45 mg/dL
25 mg/dL
Beer-Lambert Standard Curve
Now 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.
S u m m e r B r i d g e  59
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 Data
Concentration
Absorbance
0 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 Analysis
Slope of Beer-Lambert Plot
Intercept of Beer-Lambert Plot
Concentration of unknown
S u m m e r B r i d g e  60
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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
S u m m e r B r i d g e  61
Geology Experiment
An 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.
S u m m e r B r i d g e  62
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
L∙atm
the temperature in Kelvin (K), and R is the gas constant, 0.08206 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:
PV
= nR = constant
T
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,
S u m m e r B r i d g e  63
this equation can be rewritten such that two different sets of conditions, each equaling
the constant, are now equal to one another. The subscripts denote the two conditions:
conditions 1 and conditions 2.
P1 V1 P2 V2
=
T1
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 – Eudiometer
1 – test tube clamp
6M HCl (aq)
Copper Wire
Magnesium
1 – Rubber
Stopper with hole
S u m m e r B r i d g e  64
Procedure
Weigh 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.
Magnesium strip attached to a copper wire.
Copper wire placed into eudiometer and
submerged in water.
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.
S u m m e r B r i d g e  65
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 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 Calculation
A 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) → ZnCl2 (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 mol Zn
1 mol H
1.316 g Zn [65.38 g Zn] [1 mol Zn2] = 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
PV
=R
nT
and plugging in the numbers
(0.980 𝑎𝑡𝑚)(0.52805 𝐿)
L · atm
= 0.0818
(0.0213 𝑚𝑜𝑙)(297𝐾)
mol · K
S u m m e r B r i d g e  66
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
__________
__________
Pressure of dry hydrogen gas
__________
__________
Volume of hydrogen gas
__________
__________
Temperature of hydrogen gas
__________
__________
(see table below)
Calculate the number of moles of dry hydrogen gas for each trial from mass of Mg
metal
___________
Trial 1
Temperature Pressure
(°C)
(mmHg)
17
14.5
18
15.5
19
16.5
20
17.5
21
18.7
22
19.8
23
21.1
24
22.4
25
23.8
26
25.2
27
26.7
28
28.3
29
30
___________
Trial 2
Calculate the gas constant, R, for each trial
L∙atm
___________ mol∙K
L∙atm
__________ mol∙K
S u m m e r B r i d g e  67
Physics Experiment
Absolute 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.
THEORY
The 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 = nRT
where P = Pressure
V = Volume
n = Number of moles
R = Gas constant
T = Temperature
Absolute Zero Apparatus
submerged in an ice bath.
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.
nR
P= ( ) T
V
S u m m e r B r i d g e  68
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 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.
S u m m e r B r i d g e  69
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 xintercept is your value for absolute zero.
S u m m e r B r i d g e  70
Physics and Engineering
Field Trip
Instructions
Please 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.
9:00 am
Food and Drinks: Lunch will not be supplied. Please bring a lunch and drinks for the
6+ hour field trip.
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 – 11:00 am
ZD Wines
8383 Silverado Trail
Napa, 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
S u m m e r B r i d g e  71
1:00 – 2:00 pm
Napa Sanitation District
The 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:





2:30 - 4:00 pm
1515 Soscol Ferry Road,
Napa, CA 94559
Wastewater treatment
Water recycling
Bio-solids reuse
Pollution prevention
Water quality protection
Napa County Engineering
Division - Planning, Building,
and Environmental Services
Cnty Administration Building
1195 Third Street
Napa, 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.
S u m m e r B r i d g e  72
S u m m e r B r i d g e  73
Week 1
July 29
th
July 30th
July 31st
Aug. 1st
College & Career Success Skills
Introductions, Overview of Program & STEM
 STEM presentation
 NVC Student Services Campus Tour
Learning Styles
 Discuss learning styles preferences
 Complete learning styles assessment
Time Management and Prioritizing
 Review time management methods &
tools
 Use A-B-C method to prioritize tasks
From a Community College to a 4- Year
University
 NVC GE, Certificates, AA/AS
 Transfer Planning: Major Preparation &
General Education
 UC , CSU, Private Universities
Week 2
Aug. 5th
Aug. 6th
Aug. 7th
Aug. 8th
Culture, Leadership and Future








Team Activity
Cultural Contributions & Achievements
Cultural Principles
Leadership Values
Future Planning
Life Maps
Life Map
LIFE Map Presentations
S u m m e r B r i d g e  74
Napa Valley College
STEM Counseling & Leadership
Summer 2013 Syllabus
Instructors: Elizabeth Lara-Medrano, M. A.
Carlos EC Hagedorn, M. A.
Emails:
elara@napavalley.edu
chagedorn@napavalley.edu
Class Meeting Days: Mon. to Thurs.
Time: 2- 3 pm
Room: 1738
Course Description
This 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
S u m m e r B r i d g e  75
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 listening, 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
community
Policies:
 No Cell phones and/or other electronics visible and/or making
sound
 No food. Sorry.
S u m m e r B r i d g e  76
Admissions and Records
Bldg. 1300 North Lobby
256-7200
Admission, 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 Office
Bldg. 1300, Room 1342
256-7340
Student 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.
Bookstore
Bldg. 900, Room 932
253-3320
Textbooks, classroom supplies, study
guides, reference books, t-shirts, and
snacks
Business/Cashiers Office
Bldg. 1500, Room 1542
256-7188
Payment for registration, associated
student fees, parking permits/fines,
lab fees and purchase of ASNVC
cards
Career Center
Bldg. 1300, Room 1335
256-7330
Career and general counseling for
undecided students and job services
for students seeking full-time and parttime work off campus; assistance with
computerized career tools; a career
library and a job board;
www.myinterfase.com/napavalley/stud
ent
Child Development Center
Bldg. 3000
253-3046
Early 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 Department
Bldg. 2250
253-3330
Assistance for victims of crime or
violence; lost and found items; parking
information, and citation appeals;
campus emergencies dial 511 from
campus phones
screening and treatment; and mental
health services (supported by the
Student Health Fee)
Counseling Center
Bldg. 1300, Room 1339A 256- 7220
Assists 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 256-7220
Services for students with
psychological, physical, and learning
disabilities; academic support,
program planning, & accommodations
Educational Talent Search - TRiO
Bldg. 1100, Room 1133
256-7390
Pre-college academic support
program for first generation and lowincome middle school and high school
students
Faculty Offices
Bldg. 1000, 2nd Floor
Division 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/Veterans
Bldg. 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 Center
Bldg. 1800, Room 1805
253-6037
Provide specialized STEM tutoring,
mentoring, and supplemental
instruction; academic development;
bilingual STEM counseling; student
support services
Instruction Office
Bldg. 1500, Room 1531
256-7150
Credit by exam forms, independent
study agreements; help with problems
relation to instruction
Learning Services (LS)
Bldg. 1700, Room 1766, 2nd fl.
256-7442
Assessment services to identify
learning disabilities and to determine
accommodations to support student
success in the college environment
Math Center
Bldg. 800, Room 839
259-6049
Student tutoring for all levels of
community college mathematics on a
drop-in basis. Hours for tutors are
posted.
McCarthy Library
Bldg. 1700, 1st floor
256-7400
Books, 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 Center
Bldg. 1800, Room 1805
253-3199
Academic 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
256-7350
Academic, 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 Office
Bldg. 1500, Room 1531
256-7151
Schedule information (also online)
Student Health Center
Bldg. 2250
259-8005
Free to students: diagnosis and
treatment of illnesses, first aid, TB,
birth control, pregnancy testing; STD
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 Center
Bldg. 1300, Room 1335
256-7333
Transfer 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.
Vice President of Student Services
Bldg. 1300, Room 1330
256-7360
Assistance with problem resolution,
complaints, grievances; information
on graduation ceremony; general
information about student services’
Welcome Center
Bldg. 1300 North Lobby
256-7215
General college information and
Student
Ambassador assistance with the
admissions process for both new and
returning students; Web Advisor
guidance and referrals to appropriate
student support services
Writing Center
Bldg. 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 III
Bldg. 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 academicvocational training experience.
S u m m e r B r i d g e  77
Personal Bilingüe en El Colegio del Valle de Napa
Departamento
Lugar
Teléfono
EOPS/ Ayuda Financiera
Alejandro Guerrero
1132
707-256-7317
Mary Manning
1132
707-256-7308
Laura Rodriguez
1132
707-256-7313
Mary Salceda-Nuñez
1132
707-256-7318
Admisión/Inscripción/Residencia
Margarita Ceja
1331
707-256-7217
Leticia Naranjo
1331
707-256-7211
Angelica Torres
1331
707-256-7208
Oficina de Consejería
Jose Hurtado
1339L
707-256-7225
Renee Sicard
1339A
707-256-7227
Oficina de Servicios para Estudiantes
Oscar De Haro, Vice
1330
707-256-7360
Presidente
Martha Navarro
1330
707-256-7363
Oficina de Vida Estudiantil (ASNVC)
Benjamin Quesada
1342
707-256-7341
El Programa de ESL
Michael Conroy
1030G
707-253-3059
El Centro de Escritura
Vicky Tharp
832
707-253-3274
Loretta Carr
832
707-253-3274
El Centro de Carreras/Empleo
Edward Beanes
1334
707-256-7332
Guardería de Niños
Monique Villagran
3000
707-256-4597
Catalina Martinez
3000
707-259-8047
WorkAbility III (WAIII)
Edward Beanes
1769
707-256-7332
Centro de Matemáticas, Ingeniería, y Ciencias (MESA)
Sandy Barros
1808
707-253-6037
José Hernández
1804A
707-253-3179
René Rubio
1805
707-253-3199
Oficina de Talento Educativo (Educational Talent Search)
Ramon Salceda
1133
707-256-7395
Veronica Gomez
1133
707-256-7384
Maria Vazquez
1133
707-256-7393
Maricela Lopez
1133
707-256-7397
Rocio Escobedo
1133
707-256-7397
Horario
Correo electrónico
Summer Hours might be different
than those noted below:
name@napavalley.edu
9 am - 5 pm
varia
8am-4:30pm L-J 9am-12pm
varia
aguerrero@
mmanning@
lrodriguez@
msalceda@
8 am - 3 pm
8 am - 5 pm
8 am - 3 pm
mceja@
lnaranjo@
atorres@
varia
varia
jhurtado@
rsicard@
9 am-5 pm L-J; 9 -12 pm V
odeharo@
9 am-5 pm L-J; 9 -12 pm V
mnavarro@
9 am-5 pm L-J; 9 -12 pm V
bquesada@
Comunicarse con el profesor
mconroy@
8 am - 3 pm
11 am - 5 pm L-J
vtharp@
lcarr@
varia
ebeanes@
8 am - 4 pm
8 am - 3 pm
mvillagran@
cmartinez@
varia
ebeanes@
9 am - 5 pm
9 am - 5 pm
9 am - 5 pm
sbarros@
jhernandez@
rrubio@
9 am - 5 pm
8 am - 5 pm
9 am - 5 pm
varia
varia
rsalceda@
vgomez@
mvazquez@
marlopez@
rescobedo@
S u m m e r B r i d g e  78
Departamento
Lugar
Teléfono
Servicios de Apoyo para Estudiantes (SSS)
Roberto Alvarado
1333
707-256-7352
Martin Olguin
1333
707-256-7353
Clínica de Salud
Charlene Reilly
2250
707-259-8005
Jazmin Delacruz
2250
707-259-8005
Departamento de Lenguas Modernas
Mary Shea
1030D
707-253-3165
María Villagómez
1031
707-253-3178
con la profesora
Recursos Humanos
Laura Ecklin
1544
707-256-7105
Liz Gomez
1544
707-256-7106
Colegio del Valle de Napa en Santa Helena
Linea de español para mensajes
707-967-2900
Oficina de Matriculación de Cursos
de preparación (Non-credit ESL)
Horario
Correo electrónico
Summer Hours might be different
than those noted below:
name@napavalley.edu
8 am - 5 pm
9 am - 6 pm L-J; 9- 1 pm V
ralvarado@
molguin@
10 am - 2 pm
8:30 - 4 pm L-J; 9-1 pm V
creilly@
jdelacruz@
9:30 am - 11 am L-J
Comunicarse
mshea@
mvillagomez@
8 am - 5 pm
8 am - 5 pm
lecklin@
egomez@
8 am - 5 pm L-J
8 am - 7 pm M
8 am - 4 pm V
L = Lunes M = Martes
Mier=Miercoles J = Jueves
V = Viernes
S u m m e r B r i d g e  79
LEARNING STYLES AND PREFERENCES
LEARNING 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.
S u m m e r B r i d g e  80
LEARNING STYLES AND PREFERENCES REFERENCE CHART AND ANSWER KEY
Sensory Preferences
a.
Kinesthetic
b.
Visual
c.
Auditory
d.
Verbal
Prefer to learning through movement, doing things:
 Study by using objects and motions
 Taking notes helps-you are doing something
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
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
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 here
e. Rhythmic
A talent for learning rhythm, poetry, dance:
 Study by making up rhymes, songs, etc. Moving
rhythmically 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
organizers)
g. Quantitative
A talent for working with numbers, counting, sorting, etc.:
 Study by using numbers to describe work. Tables, charts,
and graphs may be helpful
Organize 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
help
i. Aesthetic
A talent for understanding or producing art, music, design,
color:
 Study by using the “art” that you most enjoy and
understand. Take notes in several colors
 Study graphics & illustrations in your book
 Use your intuitive sense of how things fit together
S u m m e r B r i d g e  81
Personal Interaction Preferences
j. 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 Preferences
l. Avoidant
Need to build confidence, engagement and/or interest:
 Study by trying accessible materials first
m. 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
authentic problems
o. 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
challenging problems
q. Collaborative
Engaged by interpersonal interactions first and material second:
 Study in groups, work on group projects
Information Processing Styles
r. 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
S u m m e r B r i d g e  82
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. Visual
1. I would prefer to allow a set of:
a. oral directions
b. written directions
2. I would prefer to:
a. attend a lecture given by a famous
psychologist
b. read an article written by the
psychologist
3. When I am introduced to someone it is
easier for me to remember the person’s:
a. name
b. 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 details
b. construct theories and ideas
9. I would prefer a job involving:
a. following specific instructions
b. reading, writing, analyzing
10. I prefer to:
a. solve math problems using a
formula
b. discover why the formula works
11. I would prefer to write a tern paper
explaining:
a. how a process works
b. a theory
5. I prefer classes in which the instructor:
a. lectures and answers questions
b. uses films and videos
6. To follow current events, I would prefer
to:
a. listen to the news on the radio
b. read the paper
7. To learn how to operate a fax machine, I
would prefer to:
a. listen to a friend’s explanation
b. watch a demonstration
12. I prefer tasks that require me to:
a. follow careful, detailed instructions
b. use reasoning and critical analysis
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 printers
b. understand the principles on which
they operate
S u m m e r B r i d g e  83
Part Three: Spatial vs. Verbal
15. To solve a math problem, I would prefer to:
a. draw or visualize the problem
b. study a sample problem and use it as a
model
16. To best remember something, I:
a. create a mental picture
b. write it down
17. Assembling a bicycle from a diagram would
be:
a. easy
b. challenging
18. I prefer classes in which I:
a. handle equipment or work with models
b. participate in a class discussion
Part Four: Social vs. Independent
22. For a grade in biology lab, prefer to:
a. work with a partner
b. work alone
23. When faced with a difficult personal problem,
I prefer to:
a. discuss it with others
b. 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
19. To understand and remember how a machine
works, I would:
a. draw a diagram
b. write notes
20. I enjoy:
a. drawing or working with my hands
b. speaking, writing, listening
21. If I were trying to locate an office on an
unfamiliar campus, I prefer:
a. a map
b. written directions
25. When listening to a lecturer or speaker, I
respond more to the:
a. person presenting the ideas
b. ideas themselves
26. When on a team project, I prefer to:
a. work with several team members
b. divide the tasks and complete those
assigned tome
27. I prefer to shop and do errands:
a. with friends
b. by myself
28. A job in a busy office is:
a. more appealing than working alone
b. less appealing than working alone
Part Five: Creative vs. Pragmatic
29. To make a decision, I rely on:
33. I tend to:
a. my experiences and gut feelings
a. challenge and question what I hear and
b. facts and objective data
read
30. To complete a task I:
b. accept what I hear and read
a. can use whatever is available to get the job 34. I prefer:
done
a. essay exams
b. must have everything I need at hand
b. objective exams
31. I prefer to express my ideas and feelings
35. in completing an assignment, I prefer to:
through:
a. figure out my own approach
a. music, songs, or poetry
b. be told exactly what to do
b. direct, concise language
32. I prefer instructors who:
a. allow students to be guided by their own
interest
b. make their expectation clear and explicit
S u m m e r B r i d g e  84
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.
S u m m e r B r i d g e  85
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
regularly 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
reviewing immediately BEFORE a class involving discussion or immediately AFTER a class that is
primarily 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.
S u m m e r B r i d g e  86
24-Hr Memory Rate: The Importance of Reviewing Notes
13% recall
2 days later
No review
94% recall
a week
later
rd
3 review
When
leaving a
lecture:
1st review
90%
recall
within 10
2nd review
92% recall
24 hours
later
Quick breakdown of your time:
Week = 168 hours
Our Favorite Student’s
Week at a Glance
Sleep
8 hours / day = 56 hours
Food prep & eating
21 hours
School (12 units)
20 hours
Your Week…(fill it out)
Work, study, family, fun 71 hours (10 of every 24)
S u m m e r B r i d g e  87
Draft Weekly Schedule
Semester ____________
S
M
Study Time Formula
Legend
2-3 hours/week/unit
12 units x 2 hours = 24 study hrs/week
12 units x 3 hours = 36 study hrs/week
Sleep – ZZ
Study – S
Leisure – L
T
W
T
F
Work - W
In class - C
Other - O
S
6-7am
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
S u m m e r B r i d g e  88
Revised Weekly Schedule
Semester ____________
S
M
Study Time Formula
Legend
2-3 hours/week/unit
12 units x 2 hours = 24 study hrs/week
12 units x 3 hours = 36 study hrs/week
Sleep – ZZ
Study – S
Leisure – L
T
W
T
F
Work - W
In class - C
Other - O
S
6-7am
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
S u m m e r B r i d g e  89
Academic Planner
Sunday
Monday
Semester ________________
Tuesday
Wednesday
Thursday
Friday
Saturday
S u m m e r B r i d g e  90
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 recommended 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 through
299 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 requirements 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 not 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, 130
A-2. Written Communication (Grade of “C” or higher required.)
English 120
A-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 Science
Astronomy 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 Science
Anthropology 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
S u m m e r B r i d g e  91
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, Theater
Arts 100, 101, 102, 112; Art History 105, 106, 110, 114, 118, 120, 130, 135, 180, 210; Child Family
Studies 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, 142
C-2. Humanities: Literature, Philosophy, Languages Other than English
American 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, 282
Note:** 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 toward
satisfying 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 180
D-2. Economics 100, 101, 120; History 145; Political Science 145
D-3. Ethnic Studies: English 224, 225, 226; History 145, Humanities 100, 101, 112, 113, 160;
Psychology 128
D-4. Gender Studies: Anthropology 150, History 150, 152; LGBT 120; Philosophy 127
D-5. Geography 114
D-6. History 120, 121, 122, 123, 135, 140, 142, 145, 150, 152, 153; Humanities 100, 101
D-7. Interdisciplinary Social or Behavioral Science: Child Family Studies 120, 140; Speech
Communications 126
D-8. Political Science 120, 121, 125, 130, 135, 140, 145
D-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,
andPolitical
Psychological
Beings:
Note: History
120, 121, 150 Social
or 152 and
Science 120
or 121 may double count for this area as well as
Child
Family
Studies
120;
Counseling
100;
Health
106;
Psychology
120, 124, 135; Sociology 122, 130
satisfying CSU graduation requirements for American History
and Institutions.
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,
162, 169, 171, 172, 173, 174, 176, 178, 199, 200, 255, 284, 285, 286, 287, 290, 291, 292, 297, 298
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 course
from 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
S u m m e r B r i d g e  92
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 is not advisable for all transfer students. 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 COMMUNICATION
CSU: 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 units
English 120
Group B: Critical Thinking - English Composition, one course: 3 semester or 4-5 quarter units
English 123, 125
Group C: Oral Communications (CSU requirement only), one course: 3 semester or 4-5 quarter units
Speech Communication 122
AREA 2 - MATHEMATICAL CONCEPTS AND QUANTITATIVE REASONING
One course: 3 semester or 4-5 quarter units
Math 106+, 115+, 120+, 121, 220, 221, 222, 232, 235
AREA 3 - ARTS AND HUMANITIES
At 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,
122; Phot 180; Thea 100, 105
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
S u m m e r B r i d g e  93
AREA 4 - SOCIAL AND BEHAVIORAL SCIENCES
At 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 180
4B. Economics: Econ 100, 101, 120; Poli 145
4C. Ethnic Studies: Huma 112, 113; Engl 224, 225, 226
4D. Gender Studies: LGBT 120, Phil 127
4E. Geography: Geog 114
4F. History: Hist 120+, 121+, 122, 123, 135, 140, 142, 145, 150, 152
4G. Interdisciplinary, Social and Behavioral Sciences: Spcom126
4H. Political Science, Government & legal Institutions: Poli 120+, 121+, 125, 135, 140, 145
4I. Psychology: Cfs 120+, 140+; Psyc 120, 123, 124, 125, 126, 127, 128, 135, 175; Soci 123
and Criminology:
Anth 180; CfsSCIENCES
180; Psyc 123, 135; Soci 120, 122, 123, 154
AREA4J.
5 -Sociology
PHYSICAL
AND BIOLOGICAL
At 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,
111*; Phys 110+, 111*, 120+*,121+*, 140+*, 240+*, 241+*
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 of
high 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:
Completed by Examination: Name of exam
High School:
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 than
English.
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 of
IGETC; 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.
S u m m e r B r i d g e  94
Napa Valley College
Program 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:_
Graduation Date:
Fall 20
(Name of College)
Spring 20
Certification Date:
Summer 20
Military used for P.E.
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
Term
Course
completed
Currently
Enrolled
To Be
Taken
Major Courses
Units
Term
Course
Completed
Currently
Enrolled
To Be
Taken
PE/Health Ed: Choice of 3 units of Physical Education and Dance courses or complete Health Education 106.
Exemptions:
1) Students majoring in Health Occupations
2) 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 course
from Political Science (POLI 120 or 121). The courses chosen to satisfy this requirement cannot be used to satisfy
Area 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 appear
both here and on the appropriate transfer general education/breadth sheet.
S u m m e r B r i d g e  95
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/Year
Completed
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 used
to 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; MATH
90, 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
Total
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 requirements
ADMJ 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:
OR
Evaluator’s Signature:
Date:
S u m m e r B r i d g e  96