2 Summer Bridge
Welcome!
On behalf of Napa Valley College Hispanic
Serving Institution Program, it is with great
pleasure we welcome you to our 2014
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
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
4 Summer Bridge
Table of Contents
Page
Welcoming Message
3
Credits
4
Meet Our Faculty
7
Schedule of Events
10
Campus Map
12
Laboratory Safety Rules
13
Leadership
Learning Styles and Preferences
16
Learning Styles Activity
19
Time Management
22
24-Hr Memory Rate
24
Draft Weekly Schedule
25
Revised Weekly Schedule
26
Counseling
Counseling 97 Syllabus
28
Counseling 97 Course Outline
29
Program Planning for the A.A. and A.S. Degree
30
Intersegmental General Education Transfer Curriculum (IGETC)
32
Summer Bridge  5
CSU General Education (GE) Requirements
34
COUN 97 Take Home Final
36
Engineering Field Trip
37
STEM Lab Manual
Biology – Human Genetics
39
Chemistry – Esters and Amides
45
Physics – Speed of Sound
50
Biology - Phylogenetics
55
Chemistry - Biodiesel
58
Geology – Field Trip - Geology of Point Reyes
61
6 Summer Bridge
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
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.
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.
8 Summer Bridge
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 5 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 been working at NVC for that last two years as a STEM
Counselor.
Summer Bridge  9
Schedule of Events
Monday
9:00 to 10:30
Luz Moreno
Coun 97
Class
10:40 to 12:30
Elizabeth Lara
Tuesday
Leadership
Workshop
9:00 to 10:30
Luz Moreno
Coun 97
Class
10:40 to 12:30
Elizabeth Lara
Wednesday
Leadership
Workshop
9:00 to 10:30
Luz Moreno
Coun 97
Class
10:40 to 12:30
Elizabeth Lara
Leadership
Workshop
9:00 to 10:30
Luz Moreno
Coun 97
Class
10:40 to 12:30
Elizabeth Lara
Physics
Field Trip
8:30 to 4:00
Antonio Castro
Friday
Leadership
Workshop
Thursday
Week One – June 23rd to June 27th
10  S u m m e r B r i d g e
1836
Thursday
Wednesday
Tuesday
Monday
Week Two – July 28th to August 1st
Biology
9:00 to 11:00
Bonnie Moore/Stephanie Burns
2040
Chemistry
11:00 to 1:00
Forest Quinlan/Steven Fawl
1830
Lunch
1:00 to 1:30
Lunch
Physics
1:30 to 3:00
Erin Quealy
1834
Ecology
9:00 to 11:00
Chris Farmer/Stephanie Burns
2040
Chemistry
11:00 to 1:00
Forest Quinlan/Steven Fawl
1830
Lunch
1:00 to 1:30
Lunch
Geology
1:30 to 3:00
Richard Della Valle
1836
Geology
Field Trip
Point
Reyes
8:30 to 6:00
Richard Della Valle
1836
Bus Ride
Check-In
Lunch
9:00 am
11:00 am
UCB Tour
Activities
Student Panel
12:00 pm
Glade
Go to
Berkeley!
Film on
6:00 pm
Campus
Return to Napa for those unable to stay overnight at U.C. Berkeley
Breakfast
Friday
Glade
8:00 am
Activities
10:00 to 11:30 am
Lunch
12:00 to 1:00 pm
Bus Ride
1:30 pm
Awards
Ceremony
5:00 pm
Home from
Berkeley!
S u m m e r B r i d g e  11
12  S u m m e r B r i d g e
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.
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.
S u m m e r B r i d g e  13
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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 this binder if you have any questions about the materials with
which you will be working.
14  S u m m e r B r i d g e
S u m m e r B r i d g e  15
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.
16  S u m m e r B r i d g e
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  17
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
18  S u m m e r B r i d g e
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)
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  19
Part Three: Spatial vs. Verbal
15. To solve a math problem, I 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
Part Five: Creative vs. Pragmatic
29. To make a decision, I rely on:
a. my experiences and gut feelings
b. facts and objective data
30. To complete a task I:
a. can use whatever is available to get the
job done
b. must have everything I need at hand
31. I prefer to express my ideas and feelings
through:
a. music, songs, or poetry
b. direct, concise language
32. I prefer instructors who:
a. allow students to be guided by their
own interest
b. make their expectation clear and
explicit
20  S u m m e r B r i d g e
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
33. I tend to:
a. challenge and question what I hear and
read
b. accept what I hear and read
34. I prefer:
a. essay exams
b. objective exams
35. in completing an assignment, I prefer to:
a. figure out my own approach
b. be told exactly what to do
Results
To score your questionnaire, record the total number of a’s you selected and the total number of b’s
selected for each part of the questionnaire. Record your totals in the scoring grid provided below;
Scoring Grid
Part
Total # of CHOICES “a”
Total # of CHOICES “b”
One
_______Auditory
________Visual
Two
________ Applied
________Conceptual
Three
________Spatial
________Verbal (non-spatial)
Four
________Social
_________Independent
Five
________Creative
________Pragmatic
Circle the higher score for each part of the questionnaire. The word next to the score indicates a strength of
our learning style. The next section explains how to interpret your scores.
S u m m e r B r i d g e  21
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.
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Don’t schedule exceedingly long study sessions. Few people can study effectively for more than
two or three hours without a substantial break.
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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?).
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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.
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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.
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Schedule harder tasks when you are most alert and can concentrate best.

Do something daily – don’t let it all pile up.
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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.
22  S u m m e r B r i d g e
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  23
Draft Weekly Schedule
Semester ____________
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
24  S u m m e r B r i d g e
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
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  25
Academic Planner
Sunday
Monday
26  S u m m e r B r i d g e
Semester _______________
Tuesday
Wednesday
Thursday
Friday
Saturday
Date
June 23rd
June 24th
June 25th
June 26th
College & Career Success Skills
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Introduction
Overview of class
Graduation Requirement
Journal 1 assigned
Time Management
Journal #1 due
Journal #2 assigned
Note Taking
Test Anxiety
Learning Disabilities
Journal #2 due
Journal #3 assigned
Take Home Final distributed
Journal #3 due
Take-home final due
S u m m e r B r i d g e  27
Instructor: Elizabeth Lara-Medrano, M.A
Class Meets On: Monday –Thursday, June 23- 26th from 10:40-12:30 pm
Room: 1807
Counseling 97- MANAGING THE COLLEGE EXPERIENCE - 0.5 Units
Course Description
This is a short term course designed for first year students who would like to develop skills and
strategies for success in college. Students will be introduced to strategies for managing their time,
note taking, reading textbooks, other resources, life issues, and changes that will occur in college.
Students will also be exposed to transfer options available to them.
Student Learning Outcomes
1. Successfully navigate the college environment and experience.
2. Practice the strategies for successful college classroom behaviors.
3. Actively participate in the use of college skills for success in courses at Napa Valley College
and the university.
4. Articulate personal and academic strengths, goals, and needs.
Textbook
HOW TO GET GOOD GRADES: In Ten Easy Steps by Linda O’Brien. Woodburn Press 2013.
Attendance
With this being a short term course it is essential that you DO NOT miss any classes. All
assignments must be turned in to get full credit and pass the class. Problems and concerns should be
discussed with the instructor.
Grading
Daily journal reflections are required and a final take-home exam are to be turned in at the end of the
class. Final grade will be based on:
 3 Journal Reflections
15
Points
 Time Mgmt. Sheet
10
Points
 Assist.org Print Outs 1 UC/1 CSU
20
Points
 Copy of Your Ed Plan
20
Points
 Take Home Final
20
Points
 Participation
15
Points (Total 100)
Assignments
After each class you will be assigned a one page journal reflecting on the topics discussed in class.
Journals must be typed. Late assignments will be docked 50% of the points possible.
Special Accommodations
Any student who feels s/he may need an accommodation based on the impact of a learning disability should
contact Learning Services in the Library and Learning Resource Center (LLRC), room 1766, phone (707) 2567442. A Learning Disability Specialist will review your needs and determine appropriate accommodations.
All information and documentation is confidential. Please feel encouraged to make an appointment with me
privately to discuss your specific learning needs in my class.
Contacts: If you have concerns or questions you may contact any of us at: (707) 256-7663, elara@napavalley.edu
28  S u m m e r B r i d g e
COUNSELING 97
MANAGING THE COLLEGE EXPERIENCE
COURSE OUTLINE AND ASSIGNMENTS
One page minimum, double spaced, 12 point font for all Journals. Each journal is worth 5
points.


You must attend ALL classes to pass this class.
All assignments must be typed including the final exam
6/23/14
Assignment
Introduction / Overview of class / Graduation Requirement
Journal # 1: What are some of the challenges you have experienced with your
education? How do you see this class helping you overcome those challenges?
6/24/14
Assignment
Time Management (Journal #1 due)
Journal #2: Write about your experience following your schedule for one week?
Was it easy or hard to stay on track? Why?
6/25/14
Assignment
Note Taking / Test Anxiety / Learning Disabilities (Journal #2 due)
Journal # 3: Write about your current note taking process. Try one of the
techniques presented in class. Write about your experience using a new method
for note taking.
Distribute final exam
6/26/14
Journal #3 and Take-home final due
S u m m e r B r i d g e  29
Napa Valley College
Program Planning for the A.A. and A.S. Degree
Effective Fall 2014 Through Summer 2015
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
Summer 20
Certification Date:
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
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.
30  S u m m e r B r i d g e
.
.
To Be
Taken
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.
Total
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, 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, 118, 130, 135; 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; FREN 120, 121; HIST 122,123; HUMA 100, 101, 112, 113, 125, 151, 160, 170, 174, 185,
186, 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*, 156, 210, 244
E. Multicultural/Gender Studies: Effective Fall, 2001 for the A.S. Degree only, choose 3 units which
may double count for one other area of GE, providing the course is listed in that area. Effective Fall, 1995
for the AA Degree, choose 3 units in addition to other GE area requirements
ADMJ 123; ANTH 121, 145, 150, 180; CFS 140, 180; COUN 124; ENGL 224; FILM 110;
HIST 145, 150, 152; HUMA 100, 101, 112, 113, 151, 174, 186; LGBT 120; PHOT 182; 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 or Evaluator’s Signature:
Date:________________________________
S u m m e r B r i d g e  31
Napa Valley College
Intersegmental General Education Transfer Curriculum (IGETC)
Effective FALL 2014 through SUMMER 2015
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 lowerdivision 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.
For majors with Associate Degrees for Transfer (ADT), students must complete either CSU-GE or
IGETC. Please consult a Counselor for updated ADT information.
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, 128
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, 118, 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
32  S u m m e r B r i d g e
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, 220; Soci 123, 220
4J. Sociology and Criminology: Anth 180; Cfs 180; Psyc 123, 135; Soci 120, 122, 123, 154
AREA 5 - PHYSICAL AND BIOLOGICAL SCIENCES
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:
High School:
Completed by Examination: Name of exam
Score
Date
• SAT II: Subject Test in languages other than English.
• Advanced Placement Examination with a score of 3 or higher
• International Baccalaureate Higher Level Examination with a score of 5 or higher
• Language other than English “O” level exam with grade of “A”,“B”, or “C”.
• Language other than English International “A” Level exam with a score of 5, 6, or 7.
• An achievement test administered by a community college, university, or other college in a language other 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  33
Napa Valley College
CALIFORNIA STATE UNIVERSITY GENERAL EDUCATION (GE) REQUIREMENTS
Effective FALL 2014 through SUMMER 2015
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 majors with Associate Degrees for Transfer (ADT), students must complete either CSU-GE or IGETC.
Please consult a Counselor for updated ADT information. For some students, in high unit majors, completing the premajor 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, 128, 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; SpCom 128
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
34  S u m m e r B r i d g e
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, 118, 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, 200, 201, 202, 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:**SCIENCES
Students must
successfully
SPAN 110
&111 to receive
credit for
AreabeC-2
D. SOCIAL
(A minimum
ofcomplete
9 units isboth
required)
A maximum
of 2 courses
may
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; Administration of Justice 121
D-9. Child Family Studies 120, 140; Psychology 120, 123, 124, 125, 126, 127, 135, 175, 220; Sociology 123,
220
Note: History 120, 121, 150 or 152 and Political Science 120 or 121 may double count for this area as
well as satisfying CSU graduation requirements for American History and Institutions.
E. LIFELONG LEARNING AND SELF-DEVELOPMENT (A minimum of 3 units is required)
E-1. Integrated Physiological, Social and Psychological Beings:
Child Family Studies 120; Counseling 100; Health 106; Psychology 120, 124, 135; Sociology 122, 130
E-2. Activity Courses:
Dance 101, 126, 128, 128B, 132, 133, 134B, 135, 136, 136B, 137, 138, 138B, 140, 140C;
Physical Education 100, 101, 102A, 102B, 105, 112, 112B, 113, 113B, 117, 118, 118B, 122, 123, 123B, 125,
125B, 129, 129B, 130, 130B, 131, 131B, 132, 133, 133B, 145, 146, 146B, 147, 148, 148B, 149, 149B, 151,
151B,
152, 152B, 153, 154, 154B, 160,162, 169, 171, 172, 173, 174, 176, 176B, 178, 199, 200, 255, 284, 285, 286,
287,
Note: Effective Fall 2001, a maximum of 1.5 units in activity courses may be used to satisfy Area E.
290, 291,
292, 297,
298
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  35
COUN 97 Take Home Final
Final must be typed
1) What are the ten steps to getting good grades? (just list them) 3 points
2) What are the four main types of diplomas/degrees you can receive at Napa Valley College? 2
points
3) How many units do you need to transfer? Will all the units you have completed count towards
transfer?3 points
4) What are the three steps that improve your reading of the text? (just list them) 3 points
5) What are the six note taking methods that were presented in class? (just list them) 3 points
6) What is assist.org? What information will you find at the website? Why is this information
important? (short answer 1 paragraph) 3 points
7) Now that you have had time to try the various study strategies (time mgmt, reading the text, note
taking etc . . .) presented in class. What have you learned about yourself and how have you
become a better student? (short answer 1 paragraph) 3 points
36  S u m m e r B r i d g e
Engineering Field Trip
Friday, June 27th
Instructions
9:15 – 10:45 am
9:00 am
Please wear comfortable clothes and shoes. Please check the weather the day before to plan
accordingly. Food and drinks will not be supplied. We will return to the Napa Valley
College by 1:00.
Napa Valley College
Meet outside of room 1836 with your lunch and drinks for the day.
James Loudspeakers
535 Airpark Road
Napa, CA 94558
James Loudspeaker is an industry leader and innovator in both high-end
residential and commercial speaker solutions (indoor, outdoor, and marine).
They have been manufacturing since 1999 and take pride in their sound
innovation, unprecedented custom work, flawless sonic reproduction and
excellence in design and quality. All James products are specially designed
with minimal visual presence in your interior or landscape designs. The result
is solid sonic precision in the beauty of your surroundings.
Royce Instruments, LLC
11:00 – 12:30 pm
2277 Napa Vallejo Hwy
Napa, CA 94558
831 Latour Court, Suite C,
Napa, CA 94558
Royce Instruments celebrates 30 years as an innovative global leader for design
and manufacture of precision assembly tools and high accuracy, low force
bond testing equipment. Their products include equipment for wire bond and
die bond testing, semiconductor die pick and place into trays, waffle pack, and
GelPak™ and semi-custom die handling in the life sciences and laser diode
industries. Royce Instruments' equipment continues to be utilized throughout
the world by the leading semiconductor and photonics manufacturers,
assembly subcontractors, computer manufacturers, aerospace companies, and
most of the world’s largest auto and medical electronics device manufacturers.
Return to the college
S u m m e r B r i d g e  37
38  S u m m e r B r i d g e
Biology Experiment
Human Genetics
INTRODUCTION
Physical traits are observable characteristics. While each of us shares some of our traits with
many other people, our own individual combination of traits is what makes each of us look
unique.
Physical traits are determined by specific segments of DNA called genes. Multiple genes
are grouped together to form chromosomes, which reside in the nucleus of the cell. Every
cell (except the gametes) in an individual’s body contains two copies of each gene. This is
due to the fact that both mother and father contribute a copy at the time of conception. This
original genetic material is copied each time a cell divides so that all cells contain the same
DNA. Genes store the information needed for the cell to assemble proteins, which
eventually yield specific physical traits.
Most genes have two or more variations, called alleles. For example, the gene for hairline
shape has two alleles – widow’s peak or straight. An individual may inherit two identical
or two different alleles from their parents. When two different alleles are present they
interact in specific ways. For many of the traits included in this activity, the alleles interact
in what is called a dominant or a recessive manner. The traits due to dominant alleles are
always observed, even when a recessive allele is present. Traits due to recessive alleles are
only observed when two recessive alleles are present. For example, the allele for widow’s
peak is dominant and the allele for straight hairline is recessive. If an individual inherits:



Two widow’s peak alleles (both dominant), their hairline will have a peak
One widow’s peak allele (dominant) and one straight hairline allele (recessive), they
will have a widow’s peak
Two straight hairline alleles (recessive), their hairline will be straight.
A widespread misconception is that traits due to dominant alleles are the most common in
the population. While this is sometimes true, it is not always the case. For example, the
allele for Huntington’s Disease is dominant, while the allele for not developing this disorder
is recessive. At most, only 1 in 20,000 people will get Huntington’s; most people have two
recessive, normal alleles.
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
S u m m e r B r i d g e  39
scientists usually use the shorthand of a “dominant trait” rather than saying that a trait is
due to a dominant allele.













Gender – Females have two X chromosomes, while males have an X and a Y
chromosome. Maleness is determined by a specific region of the Y chromosome.
Femaleness results from the lack of this region.
Earlobe attachment – Some scientists have reported that this trait is due to a pair of
alleles for which unattached earlobes is dominant and attached earlobes are
recessive. Other scientists have reported that this trait is probably due to several
genes.
Thumb extension – This trait is reportedly due to a pair of alleles; straight thumb is
dominant and hitchhiker’s thumb is recessive.
Tongue rolling – Tongue rolling ability may be due to a pair of 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.
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
40  S u m m e r B r i d g e


allele for normal color vision. Therefore, few women are colorblind. Men only have
one X chromosome, so if they carry the allele for colorblindness, they will exhibit this
trait. Thus, colorblindness is seen more frequently in men than in women.
Sodium Benzoate tasting – the most common taste reactions to sodium benzoate are:
sweet, salty, or bitter, although some people note other or no responses.
Thiourea tasting – if you note a very bitter taste reaction, then you are a taster of
thiourea. If the taste is like that of the Control Taste Paper, then you are a non-taster.
PTC Tasting
For some people the chemical phenylthiocarbamide (PTC) tastes very bitter. For others, it is
tasteless.
The ability to taste PTC shows dominant inheritance and is controlled by a gene on
chromosome 7. This gene codes for part of the bitter taste receptor in tongue cells. One of its
five alleles (forms) causes a lack of ability to sense bitter tastes; the other four alleles
produce intermediate to fully sensitive taste abilities. Approximately 75% of people can
taste PTC while the remaining 25% cannot.
PTC-like chemicals are found in the Brassica family of vegetables, such as cabbage, Brussels
sprouts, and broccoli. People who can taste PTC often do not enjoy eating these vegetables,
since they taste bitter to them. Non-tasters tend not to notice bitter tastes and therefore may
be more likely to become addicted to nicotine (which is bitter).
Some scientists think that tasters have fewer cavities, suggesting that there might be a
substance in the saliva of tasters that inhibits the bacteria that cause cavities to form. Others
think that PTC tasting may be in some way connected with thyroid function.
PTC tasting was a chance discovery in 1931.
Materials
Control taste paper; PTC taste paper; Sodium Benzoate taste paper; Thiourea taste paper;
An Inventory of My Traits Survey
Procedures
1. Each person needs to fill out the survey, “An Inventory of My Traits.” Staple the surveys
to the back of the lab.
2. Fill out the Data Table by going around to each group and gathering data. Make sure each
student is included.
S u m m e r B r i d g e  41
Data Table
Trait
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
Yes (#)
No (#)
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
Compare the frequency of traits in the classroom population with the frequency in the general
population:
42  S u m m e r B r i d g e
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%
Cannot 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  43
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?
________________________________
44  S u m m e r B r i d g e
Chemistry Experiment
The Chemistry of Esters and Amides
INTRODUCTION
Esters and amides are among the most important kinds of organic compounds known.
Your skin, hair and muscles are made from amino acids that are linked together using
amide bonds. Esters are used to link fatty acids to make fats and are used in energy
production with ATP. There are also a large number of non-biological uses for amides and
esters; for example, polyester is used to make the fibers that are used to make clothing and
rope. Polycarbonate is a type of ester used to make lenses for glasses and the goggles that
you will be wearing and amides make up the exoskeletons of crabs and spiders.
One of the fun things about esters is that they tend to smell good. At one time esters were
used in perfumes until it was discovered that they weren’t stable and tended to break down
into foul smelling acids and alcohols. Even so, when you bite into a green apple you are
smelling methyl butyrate which is the essence of green apple. Similar nice smelling
compounds like banana, wintergreen, strawberry, raspberry, and pineapple are all esters.
Esters are made when a carboxylic acid reacts with an alcohol. The products are an ester
and water. The reaction is given below,
O
CH3
C
O
OH
HO
Carboxylic acid
CH2
CH3
CH3
C
Alcohol
O
CH2
CH3 + H2O
Ester
Water
The reaction typically yields 60-70% of the maximum yield.
Amide reactions are identical to esters except that they use amines instead of alcohols.
O
H3C
C
H
OH
Carboxylic acid
H
N
C
Amine
CH3
H3C
O
H
C
N
Amide
C
CH3
+
H2O
Water
S u m m e r B r i d g e  45
In this experiment you will make some very nice smelling esters and synthesize another
common ester, Aspirin. You will also make a common amide, Nylon, and then just for fun
you can make a batch of slime using ingredients that you can buy at any store.
Experiment 1 – Making Esters
Into each of 5 test tubes add 10 drops of the acid if it is a liquid or 0.10 grams if it is a solid
and 10 drops of the alcohol as shown in the table below.
Test Tube #
1
2
3
4
5
Carboxylic Acid
Formic acid (l)
Acetic acid (l)
Acetic acid (l)
Acetic acid (l)
Salicylic acid (s)
Alcohol
Isobutyl alcohol
Benzyl alcohol
Isopentyl alcohol
Ethanol
Methanol
Odor
Add 5 drops of concentrated sulfuric acid (CAUTION!) to each test tube and mix the
contents by sharply tapping the test tube with your finger.
Now, place all five test tubes into a 60°C water bath for 15 minutes. Remove the test tubes
and allow to cool for a few minutes. Add 2 mL of water to each test tube. There should be a
thin layer of liquid floating on the surface. Remove some of this layer with a Pasteur pipette
and place on a watch glass. Note the odor. You should be able to detect the odor of banana,
peach, raspberry, nail polish remover, and wintergreen.
Experiment 2 – Making Nylon, a Polyamide
A solution of decanedioyl dichloride in cyclohexane is floated on an aqueous solution
of 1,6-diaminohexane. Nylon forms at the interface and can be pulled out as fast as it is
produced forming a long thread – the ‘nylon rope’.
PROCEDURE:
Wear eye protection and disposable nitrile gloves when pulling out the thread.
Dispose of the mixture as follows: First shake the reaction to mix the two layers. A lump of
Nylon will be produced which can be removed with tweezers, rinsed well with water, and
disposed as solid waste. Failure to do this may result in the polymerization taking place in
the sink, leading to a blockage. The remaining liquids can be mixed with detergent and put
in a container in the hood.
46  S u m m e r B r i d g e
The reaction is very simple. You will take a diacid (a carbon chain with an acid at either
end) and react it with a diamine (a carbon chain with an amine at either end). What results
is a continuous chain that is put together with amide links.
Two solutions should be available to you,
Solution 1 is made by adding 2.2 g of 1,6-diaminohexane to 50 mL of deionized water.
Solution 2 is made by adding 1.5 g of sebacoyl chloride to 50 mL of cyclohexane.
Pour 5 mL of the aqueous 1,6-diaminohexane (Solution 1) into a 25 mL beaker. Carefully
pour 5 mL of the sebacoyl chloride solution (Solution 2) on top of the first solution so that
mixing is minimized. Do this by pouring the second solution down the wall of the beaker or
pour it down a glass rod. The cyclohexane will float on top of the water without mixing.
A greyish film of nylon will form at the interface. Pick up a little of this with a pair of
tweezers and lift it slowly and gently from the beaker. It should draw up behind it a thread
of nylon.
Pull this over a glass rod so that the rod acts like a pulley. Turn the rod quickly. This will
pull the nylon thread at a fast rate until a few meters of nylon have been pulled from the
beaker. Take care, the thread will be coated with unreacted monomer and may in fact be a
narrow, hollow tube filled with monomer solution. Wearing disposable gloves is essential.
S u m m e r B r i d g e  47
Experiment 3 – The Synthesis of Aspirin
O
OH
O
C
OH
O
O
CH 3 C O C CH 3
OH
C
O
O
C
CH3
H2SO4
Salicylic Acid
Aspirin
Salicylic acid is found in the bark of willow trees (trees of the genus Salix, from whence
salicylic acid derives its name). Today all aspirin sold is synthesized from phenol, which, in
turn, is obtained from petroleum. The last step of the commercial synthesis is the
conversion of salicylic acid to aspirin using the Fisher ester synthesis. The conversion of
salicylic acid to aspirin is not required in order for aspirin to work but the conversion to
aspirin does make it more easily tolerated by the stomach.
The reaction of salicylic acid with acetic anhydride occurs rapidly. The reactants and a
sulfuric acid catalyst are mixed, then warmed in a hot water bath. Solid salicylic acid is
insoluble in acetic anhydride. Aspirin is soluble in a hot mixture of acetic anhydride and
acetic acid, which is formed as the reaction proceeds. Thus, the course of the reaction can be
followed by the disappearance of the solid salicylic acid. The reaction is essentially complete
when all the salicylic acid has dissolved. Aspirin is only slightly soluble in a cold mixture of
acetic anhydride and acetic acid. Therefore, as the mixture is cooled to room temperature,
the aspirin precipitates.
At the end of the reaction period, the mixture contains aspirin, acetic anhydride, and acetic
acid. Acetic acid is miscible with water, and acetic anhydride reacts fairly rapidly with
water to yield acetic acid. By adding water to the reaction mixture and allowing the aqueous
mixture to stand at room temperature for a few minutes, we can achieve a reasonable
separation-the contaminants dissolve in the water, and the aspirin precipitates. Because of
the presence of acetic acid and because aspirin is slightly soluble in water, about 10% of the
aspirin remains in solution. Therefore, the mixture is thoroughly chilled before filtration and
crystallization.
An additional small amount of aspirin can be recovered from the mother liquor if it is
allowed to stand overnight. Despite this fact, it is not good practice to leave the bulk of the
aspirin in acidic solution for an extended period of time because it will undergo a slow
hydrolysis to yield salicylic acid and acetic acid, a typical acid-catalyzed ester hydrolysis.
48  S u m m e r B r i d g e
PROCEDURE
Place 2.8 g of salicylic acid in a dry 125-mL Erlenmeyer flask, then add 5.0 mL acetic
anhydride and 3-4 drops concentrated sulfuric acid. Mix the resultant white slurry
thoroughly with a spatula, and place the flask in a warm water bath (45-50°C) for 5-7 min.
Swirl or stir the mixture occasionally to dissolve all the solid material. Because the reaction
is slightly exothermic, a small temperature rise can be detected.
Allow the flask to cool. The aspirin begins to precipitate when the temperature of the
solution is about 35-40°C, and the mixture becomes semisolid. When this occurs, add 50 mL
water and break up any lumps with a spatula. Allow the mixture to stand for an additional
5 minutes, then chill the flask in an ice bath and remove the crystals by vacuum filtration.
Experiment 4 – Slime!

Elmer's glue (most kinds of white craft glue will work)

2 disposable cups
Food coloring (you pick the color)
Water
Borax Powder (available at most large grocery stores near the laundry detergent)
A plastic spoon (for stirring)
A tablespoon (for measuring)





PROCEDURE:
1. Fill one small cup with water and add a spoonful of the Borax powder and stir it up.
Then set it aside.
2. Fill the other small cup with about 1 inch (2.5 cm) of the glue.
3. Add three tablespoons (20 ml) of water to the glue and stir.
4. Add a few drops of the food coloring and stir it up until mixed.
5. Now the fun part...Add one tablespoons of the Borax solution you made earlier and
stir well. Watch the slime form!
6. After the slime forms let it sit for about 30 seconds and then pull it off the spoon and
play with it!
Tip: Keep your slime in a tightly closed plastic bag when you are not playing with it, and
keep it away from carpet and your little sister's hair.
S u m m e r B r i d g e  49
Physics Experiment
Measuring the Speed of Sound
Overview:
Today we will measure the speed of sound waves using simple equipment:
a tube of water, a tuning fork, a mallet, and your ears.
Background:
Sound is a traveling pressure wave in air. Pressure variation causes density variation in the air. High
density regions have lots of molecules per unit volume, whereas low density regions have fewer
molecules in a unit of volume.
In this lab, we will use a tuning fork to generate sound waves. As the tuning fork vibrates back and
forth, it compresses the surrounding air as illustrated below:
Here we see a low amplitude (quiet) and a high amplitude wave (louder); this corresponds to hitting
the tuning fork soft or hard.
The vibration shown above causes individual air molecules to vibrate back and forth. An animation of
a traveling sound wave can be seen at:
http://www.acs.psu.edu/drussell/demos/waves/wavemotion.html
at this site, you will see the following picture animated:
50  S u m m e r B r i d g e
(This wave is called a longitudal wave, sound is this type of wave). The red dots indicate specific
sound particles. Notice that the wave travels to the right, but the individual particles travels back and
forth.
Instead of drawing the individual molecules, we often draw a wave as shown below, where the height
can represent the pressure, density, or particle displacement (depending on what quantity you are
looking at).
Let’s define some quantities about the wave:
Wavelength = the distance from over-dense regioin to over-dense region. They symbol for
wavelength is the Greek letter lambda: 
Frequency = how many times per second does the driving bar on the left oscillate? The symbol for
frequency is f.
Wave speed = the speed (meters per second) of the over-dense regions (note, this is not the speed of
the individual particles such as those in red, it is the speed of the wave shape). The symbol for
speed is v.
Now, imagine that the sound wave travels in a tube with one end blocked. At the blocked end, the air
molecules stay in a fixed position, they cannot move back and forth. At the open end of the tube, the
molecules will be able to move back and forth. An illustration of the molecule displacement in the
tube looks like this:
S u m m e r B r i d g e  51
Above we see the molecule displacement going from zero to the maximum value inside the length L
of the tube. The molecule displacement at the left (blocked) side is always zero. At the right end of
the tube, the molecules are free to move. Here, one quarter of the wavelength is enclosed in the tube.
If we put a blocked tube next to a tuning fork, at certain tube lengths, the air vibration will reinforce
the tuing fork vibration. This is an example of resonance. At this resonance, the sound produced by
the tuning fork will be very loud.
We will use this resonance, along with the equation:
v = f
to measure the speed of sound in this room.
Note: v is in meters/second,  is in meters, and f is in 1/seconds – so the units of this equation work
out. It is a variation on distance = velocity x time
Lab Procedure
To measure the speed of sound, v, we will need to measure the wavelength and frequency of a sound
wave.
How to measure frequency f:
Luckily, tuning forks come in precise frequencies (corresponding to a pitch or musical note), so we
will be able to read the frequency off of the tuning fork.
How to measure wavelength :
To measure the wavelength, we will record the distances at which resonance occurs in the tube. We
will change the effective length of the tube by changing the level of the water. At certain levels, the
sound will be very loud. These resonance points occur at:
Length = ¼ 
Length = ( ½ + ¼ )  = ¾ 
Length = (1 + ¼ ) 
… and so on.
In general,
52  S u m m e r B r i d g e
Length = (n/4)* for n = any odd number
The series of lengths looks like this:
series of /4 values in horizontal pipe
cartoon of lab equipment,
the water level sets pipe length
Data Collection:
Choose a tuning fork and record the distance between the top of the water and the top of the tube. Do
this for as many resonances as you can, before you run out of room on the tube. The relationship of
each entry to the wavelength is shown in the first column. Use this to solve for lambda, the
wavelength.
Tuning fork frequency =
Tube Depth (cm)
(Hz)
Wavelength  (cm)
Wavelength  (m)
(1/4) =
(3/4) =
(5/4) =
(7/4)  =
(9/4)  =
Data Analysis:
We are almost finished! To compute the speed of sound, we need to multiply the wavelength by the
frequency of the tuning fork. Which wavelength should you use? You can use a single measurement
you think is accurate, or you can use an average of all your measurements.
S u m m e r B r i d g e  53
Average = (sum of measurements)/(number of measurements)
For example, if we had a series of three measurements, 0.3, 0.32, and 0.29
Average = (0.3 + 0.32 + 0.29) / 3 = 0.91/3 = 0.303
Now, calculate the speed of sound from the wavelength and the fork frequency. You should find
something close to the accepted value: vsound = 343 m/s.
Are you surprised that you could measure the speed of sound from this set of tools?
54  S u m m e r B r i d g e
Phylogenetics
Numerical Methods in Biology
What is Phylogenetics?
Phylo- (from the Greek root meaning “race,” “tribe,” “kind”) genetics (the study of genes and
inheritance) uses variation in organisms’ genes to construct an evolutionary “family tree”. Branches
in this “family tree” (also called cladograms or phylograms) are created based on similarity between
the genes of the various organisms included. The more similar two organisms’ genes are, the closer
they are on the tree. Where two branches meet (also called a node), the tree is signifying that those
two organisms shared a common ancestor at some point in the history of life on Earth.
Why do genes change?
From generation to generation, genes slowly accumulate minor mutations that are passed from
parents to offspring. Many of these mutations have no effect on the genes’ functions, but when two
populations are separated for a long enough period of time (reproductive isolation), these minor
changes create enough difference between those population’s genes that when they are put next to
each other, or aligned, the number of mutations in the gene sequences can clearly be seen.
Cladistics
In the many years before science derived methods to accurately and efficiently sequence DNA and
other genetic material, scientists who studied the difference between organisms, and attempted to
derive their relationships were forced to use more observable characteristics such presence or absence
of hair, type of reproduction, or skeletal structure. This study is known as Cladistics, and related
S u m m e r B r i d g e  55
organisms were placed in groups called clades. Technically, phylogenetics is a form of cladistics that
uses genetics.
Parsimony
When classifying organisms in this manner most scientists abide by the idea of parsimony.
Parsimony is the rationalization that the same evolutionary changes are unlikely to occur multiple
times, and thus the most likely answer is the one with the fewest number of changes. For example, it
is unlikely that monkeys and tigers, although very different animals, both evolved fur coats
independently, thus the parsimonious solution is that at some point in ancient history, monkeys and
tigers shared a common ancestor that had fur, and both inherited that trait from that organism.
Parsimony is still at the core of many of the statistical models used in phylogenetics.
Mutation Rate
Some genes accumulate changes very fast and are said to have a high mutation rate. Some genes with
the highest mutation rates are unique in each individual (such as those used in forensics). Genes that
accumulate mutations very slowly are said to have a low mutation rate, and are better to identify
changes between organisms over a long period of time. Once the mutation rate of a gene is
discovered, it can be used to identify how long it has been since two organisms shared a common
ancestor based on the number of mutations in the gene sequences.
The numbers on the tree above represent percent divergence. In order to find the total percent
divergence, start at one organism and travel down the branches of the tree, then back out to another
organism, adding all of the numbers along the way. For example, the percent divergence between the
human and corn on the tree above is 8.77 + 4.17 + 6.36 + 19.30 = 38.60%.
If the number of bases is known, and the mutation rate of the gene is known, the time since these two
diverged can be calculated with the formula: (% difference) x (number of bases) x (mutation rate).
Ex. % divergence = 38.60%
number of bases = 114
mutation rate = 21 million years per mutation
(.386) x (114) x (21) = 924 million years!!
Exercise 1
Using the organisms and the information below, construct a simple cladogram.
Backbone
Brain
Four legs
Hair
Shell
Dog
Yes
yes
yes
yes
no
56  S u m m e r B r i d g e
Frog
Yes
yes
yes
no
no
Horse
Yes
yes
yes
yes
no
Snail
No
yes
no
no
yes
Human
Yes
yes
no
yes
no
Exercise 2
Using the organisms on the list provided, and your knowledge of these organisms, construct a
cladogram that you think best represents their evolutionary heritage.
Exercise 3
Using the online tool, select the organisms from Exercise 2 to see how close your cladogram is to the
one generated based on simple parsimony and the one generated based on gene sequences. How
close were you?
Exercise 4
Using the cladogram generated based on genetic evidence in Exercise 3, estimate how long ago
humans shared a common ancestor with each of the other organisms on the cladogram.
S u m m e r B r i d g e  57
Chemistry Experiment
Making Biodiesel from Used Fats and Oils
This experiment demonstrates the use of fats, grease and vegetable oils as an alternative,
renewable fuel. The reaction incorporates NaOH as a catalyst in order to achieve high yield
and minimize waste. In addition, the glycerol by-product can be reused in order to make
glycerine soap.
INTRODUCTION
The United States is the largest single consumer of fossil fuels in the world. Each year, the
U.S. consumes 125 billion gallons of gasoline and 60 billion gallons of diesel fuel. With
current energy consumption, the desire to find alternative fuels for our energy needs is
increasing. One such alternative fuel is vegetable oil. Vegetable oil offers the benefits of a
greener synthetic route for obtaining diesel fuel. This fuel source is commonly known as
biodiesel, and can be synthesized on an individual level or on an industrial scale.
The methods behind biodiesel synthesis have been known for quite a while. In recent years,
however, there has been significant interest in the production of biodiesel from the waste
oils of the food industry. Every year, fast food restaurants in the U.S. produce over 3 billion
gallons of used cooking oil. Since many gallons of this used oil inevitably end up in landfills
and sewers, the production of biodiesel from waste oil has the potential to significantly
reduce environmental impact.
In this experiment you will synthesize diesel fuel from a triester of glycerol (a triacylglycerol
or triglyceride). This reaction is known as a transesterification reaction. Transesterification is
the process of transforming one type of ester into another type of ester. This reaction
incorporates the use of the strong base sodium methoxide in a base- catalysed nucleophilic
addition/elimination reaction at the carbonyl carbon of the triglyceride. This experiment is
not entirely “Green.” The methanol used in this experiment is derived from petroleum
sources. Ethanol, derived from vegetable sources like corn, could have been used but the
product is less volatile and more difficult to make than the methyl ester.
The overall mechanism is catalyzed by the presence of NaOH. In the first step of the
reaction, NaOH reacts with methanol in an acid-base reaction. The product of this reaction
is the very strong base sodium methoxide and water. In the second step, the sodium
methoxide acts as a nucleophile and attacks the three carbonyl carbons of the vegetable oil.
This produces a tetrahedral intermediate that is highly unstable. The overall result is the
58  S u m m e r B r i d g e
"cracking" of the triglyceride. The elimination of the glycerol backbone leads to the
formation of the three methyl esters (the biodiesel) and glycerol. The NaOH is reproduced
as a product in the reaction. If the biodiesel is removed from the mixture, glycerol and
unreacted NaOH and methanol remain. The glycerol can be converted to soap through a
saponification reaction if excess NaOH is used. Care must be exercised when using excess
NaOH, because using too much will produce a jelly like mix of glycerol and soap.
EXPERIMENTAL PROCEDURE
1. Add 0.35 g of finely ground anhydrous NaOH into 20 mL of pure (99% or higher purity)
methanol in a 250 mL Erlenmeyer flask containing a magnetic stir bar. Put the flask on a
magnetic stir plate, and stir vigorously until all of the NaOH is dissolved. This flask now
contains sodium methoxide. Note: Sodium methoxide is an extremely strong base and
should be handled with care.
2. Warm up 100 mL of your fat, oil, or grease to about 40°C in a 250 mL beaker. Warming
the oil up is not necessary, but increases the reaction rate.
3. When all of the NaOH is dissolved, pour the 100 mL of oil into the methoxide solution
while continually stirring. At first the mixture will become cloudy, but should soon separate
into two layers. Stir for 15-30 minutes on high. (Stop here if experiment is being done over 2
weeks.)
4. Transfer the contents of the flask into a 250 mL separatory funnel. The mixture will
separate into two different layers. The glycerol will fall to the bottom, and the methyl ester
(biodiesel) will float to the top. Since about 75% of the separation occurs within the first
hour, you will be able to see immediate progress. Allow the experiment to sit for about an
hour.
5. Open the stopcock of the separatory funnel and allow the glycerol to drain into a small
beaker. Make sure not to get any biodiesel in the glycerol or glycerol in the biodiesel.
6. Use the IR spectrometer to identify your products. Print out the spectras and compare
with known spectra. The biodiesel may be hard to compare, since most oils are comprised of
different length carbon chains. Comparing to known spectra can easily identify the glycerol.
The presence of glycerol indicates a successful reaction.
S u m m e r B r i d g e  59
1. What is the reaction that is occurring that produces biodiesel?
2. How “Green” is this experiment? Please answer the following,
a) Where did you get your oil/fat you used in this experiment and what would have
happened to it had you not converted it to biodiesel?
b) What was the source of your methanol? Is methanol made from natural sources or is
it a product of the oil industry? Is methanol “Green”?
c) What was in the waste product and what did you with it?
60  S u m m e r B r i d g e
Geology Field Trip
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  61
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).
62  S u m m e r B r i d g e
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  63
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.______________________
64  S u m m e r B r i d g e
The White Veins
Examine the downhill portion of the road cut and look for the white veins cutting through
the red chert. Determine the following about this mineral:
Hardness
Acid Test
Silicate or Carbonate
Since veins are formed by minerals crystallizing from hot water flowing along fractures,
what would we find at the point where these veins reach the ocean floor?_____________
From what we know about the heat source for such geothermal features, evidence of what
kind of geologic activity might we expect in this vicinity? _________________________
Explain how the silica-rich hot spring waters escaping into the ocean water above our
heads, could contribute to the origin of the chert beds.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________
Although occurring in a much different geologic environment than here, similar looking
quartz veins in the Sierra foothills, contain what valuable mineral? (Hint: It is California’s
State mineral).
_________________________________________________
OUTCROP 1-B
Proceed up the hill and stop after about 100 yards when you come to a dark blackish-green
rock outcrop.
S u m m e r B r i d g e  65
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?
________________________________________________________________________
66  S u m m e r B r i d g e
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  67
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
68  S u m m e r B r i d g e
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?
________________________________________________________________________
What 2 properties make this mineral valuable? _____________________________ and
S u m m e r B r i d g e  69
________________________________________.
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? _____________________________.
70  S u m m e r B r i d g e
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  71
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.
72  S u m m e r B r i d g e
Name the rock exposed in these road cuts. _______________
Continue to the town of Pt. Reyes Station. After passage through town, look for a bridge
and turn right after you cross the bridge. The bridge marks the approximate east boundary
of the San Andreas Fault Zone. The West boundary of the fault zone is at the base of the
hills ahead of us. The flat stretch of road which we are driving on crosses the sediment
filled erosional fault valley defining the San Andreas Fault Zone in this area. About ½ mile
past the bridge, we cross a culvert and creek which is near the 1906 trace of the San Andreas
Fault where approximately 22 feet of horizontal displacement was measured.
At the end of this straight stretch, turn left at the intersection and continue South to the Bear
Valley Headquarters of Pt. Reyes National Seashore. We will have lunch in the picnic area.
#4 – LUNCH TIME
After a 45 minute lunch we will have a quick hike on the Earthquake Trail.
#5
After lunch and the Earthquake Trail hike, retrace the route to the junction with the main
highway. About 2 miles north of this junction, stop on pullout on right shoulder and 100
yards south to the road cut.
Examine the road cut. Is layering absent or present?______________________________
Are crystals visible or not visible?____________________________________________
The rock is from which family?______________________________________________
Name the rock.________________________________
Name the 2 light colored minerals present and give the color of each.
Name
Color
1
2
Name the dark colored mineral present.________________________________________
This rock is the basement rock in this region.
S u m m e r B r i d g e  73
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?_______________________________
74  S u m m e r B r i d g e
#6
After leaving the parking area, stop at the nearby whale viewing area.
Examine the rock past the Whale viewing area.
Layering? _______________
Grain size? ______________
Grain shape?_____________
Examine the large grains and name two rock types making up these rounded fragments.
________________________ and ____________________________.
To what family of rocks does this rock outcrop belong? ___________________________
Was it deposited in a high or low energy environment? ___________________________
From the list of environments on page 2, name the most likely environment for this rock.
____________________________________________
Name the rock. _______________________________
As we walk toward the lighthouse look for more outcrops of this particular rock, especially
where spheroidal weathering is evident.
At the informational sign describing the cause of various colors on the rock surface, name
the material responsible for the bright orange coloration in these rocks.
___________________________________________________
A short distance past the park information and sales office is a remarkably varied outcrop.
To what family of rocks does the outcrop belong?________________________
Similar to the situation we studied in Stop#3, the layers here are composed chiefly of two
distinctly different rocks. Name the two rock layers represented and for each indicate the
relative grain size (fine, medium, coarse) and relative energy (high or low).
S u m m e r B r i d g e  75
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?
_________________________
76  S u m m e r B r i d g e
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  77
Geologic Map of Point Reyes National Seashore
78  S u m m e r B r i d g e