GAVILAN COLLEGE CURRICULUM DEVELOPMENT

NEW COURSE PROPOSAL - SECOND READING Date: Feb. 15, 2011 Prepared & Submitted by: Andrew Van Tuyl Department: Natural Science Course Discipline and Number: PSCI3

1. Anticipated first term of offering: Fall Spring Summer Year: 2011

2. Suggested discipline, number, title, units, lecture and/or lab hours: PSCI 3 Ocean Studies 3 3 Discipline Course Number TOP Code Course Title Units Lecture Lab hours Recomme hours per per week nded LEH week Factor

Course Numbering System: 0-99 Transfer & Degree Appropriate 99, 199, 299 Emergency, One Term, Special Topics Course 100-198 Degree Appropriate & Potential Transfer 300s Non Degree, Non Transfer Occupational 200-298 Associate Degree Appropriate & Non Transfer 400s Developmental courses 500s Special Populations (see College Catalog for complete descriptions) 600s Adult Education 700s Non Credit

3. Course Catalog Description: Online Ocean Studies is an introductory oceanography course provided by the American Meteorological Society to undergraduates. The course is prepared by an experienced team of oceanographers and science educators. AMS Ocean Studies is produced in cooperation with the National Oceanographic and Atmospheric Administration AMS Ocean Studies examines the world ocean from an Earth system perspective. The course emphasizes (1) the flow and tranformations of water and energy into and out of the ocean, (2) the physical and chemical properties of seawater, (3) ocean circulation, (4) marine life and its adaptations, (5) interactions between the ocean and the other components of the Earth system (i.e., hydrosphere, atmosphere, geosphere, and biosphere), and (6) the human/societal impacts on and response to those Earth system interactions. AMS Ocean Studies is modeled after the highly successful AMS Weather Studies course..

4. Justification of recommendation for new course: (e.g. requirement for major’s sequence, general education, trends in field or scholarship, etc. List agencies, groups, resources consulted to determine need, i.e., State Boards, advisory committees, surveys, other colleges’ offerings, etc.) Ocean studies are a topic of increasing relevance, due to the ocean's interaction with the rest of the environment, and in particular to its role in global climate change. The Ocean Studies course will complement the current AMS Online Weather Studies course, which has been very successful at Gavilan during the last five years. A number of colleges and universities already offer similar oceanography courses; see item 13.

5. Proposed Grading System: Standard Letter Grade Option of a letter grade or pass/no pass Pass/no pass Non Credit

6. Will course be Repeatable? Additional skills that will be acquired by repeating this course must be included in the course outline. a. Credit course - Yes No If yes, how many times? 1 2 3 b. Non credit course - Yes No If yes, how many times? 1 2 3 Unlimited (Non credit only) 7. Is this a stand alone course? Yes (Course is NOT included in a degree or certificate program) 001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 1 No (Course is included in a degree or certificate program)

8. Course Requisites: List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form. Prerequisite: Co-requisite: Advisory: MATH 205

9. Does this course focus on basic skills in English, ESL or Math? No Yes If yes, Proposed 6 Digit TOP code Prior to College Code (A, B, C, D, E, F, G, H, Y)

10. Will this course be offered via Distance Education? Yes No If yes, fill out and submit form D - "Distance Education." Internet-based: Course development software, such as Moodle Other Hybrid Video conference Telecourse Other

11. Does course meet cultural diversity requirement? Yes No See Curriculum website for criteria for meeting cultural diversity requirement.

12. What resources will be needed in order to offer this class at Gavilan? a. Staffing: 1 (instructor) b. Facility Usage: N/A c. Supplies and equipment (include cost estimates): N/A d. Tutoring Center resources, if applicable: N/A e. Can existing library resources at Gavilan accommodate student needs for this class? Yes No Verified by: Dana Young (Verbal verification of Librarian is adequate.) If no, list additional resources necessary & budget estimate.

f. Can existing computer software, hardware, and other technological resources at Gavilan accommodate student’s needs for this class? Yes No N/A If no, list additional resources necessary & budget estimate.

13. If degree applicable, is a similar course offered at community colleges or 4 year colleges & universities? Yes No Upper or Units Lower Dir Sem/Qtr Geography 308 Intro. to Oceanography Sacramento City Coll. U L 3 Discipline & No Title College or Univ. Oceanography Oceanography Cuesta Community U L 3 210 Coll. Discipline & No Title College or Univ. Oceanography Intro. to Oceanography El Camino Coll. U L 4 10 001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 2 Discipline & No Title College or Univ.

14. If degree applicable, please complete the following information on articulation recommendations. See College Articulation Officer for assistance.

14A. Transfer: Would you recommend that this be a course that transfers to: State Universities and Colleges Yes No University of California Yes No

Will the course satisfy a major requirement at CSU or UC? If so, complete the following: at Required for Course Title & No. CSUC or UC Campus Program or Major at Required for Course Title & No. CSUC or UC Campus Program or Major at Required for Course Title & No. CSUC or UC Campus Program or Major

14B. General Education: Would you recommend that this be a course that satisfies the GE requirement in the following:

Natural Social Humanities Lifelong Commun Math/ American Cultural Science Science /Art Learning Quantitative Institutions Diversity AA/AS/GE Degree CSU G.E. UC Transfer/GE IGETC (Note that definitions of areas that can be counted in UC or CSU vary. Be sure to ask for assistance if needed.)

15. Second Reading - Routing/Recommendation for Approval: Signatures Dept. Approval (Chair sign) Date Area Dean Date Curriculum Committee Chair Date Head Librarian (if applicable) Date Distance Education Coordinator (if applicable) Date

16. Approval: Vice President of Instruction Date President Date CCC Chancellor’s Office (if applicable) Date

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 3 GAVILAN COLLEGE CURRICULUM DEVELOPMENT

COURSE OUTLINE Course Discipline and #PSCI3

DISCIPLINE: PSCI3 DEPARTMENT: Natural Science (Name and Number) COURSE TITLE: Ocean Studies (Maximum of 60 spaces) ABBREVIATED TITLE: OCEAN STUDIES (Maximum of 30 spaces)

SEMESTER UNITS: 3 LEC HOURS PER WEEK: 3 LAB HOURS PER WEEK:

Classification: Non Credit Category: Occupational Code (SAM): N/A Y Not Applicable, Credit Course N/A TOP Code: 0000.00 LEH Factor: FTE Load:

CATALOG DESCRIPTION: Online Ocean Studies is an introductory oceanography course provided by the American Meteorological Society to undergraduates. The course is prepared by an experienced team of oceanographers and science educators. AMS Ocean Studies is produced in cooperation with the National Oceanic and Atmospheric Administration. AMS Ocean Studies examines the world ocean from an Earth system perspective. The course emphasizes (1) the flow and transformations of water and energy into and out of the ocean, (2) the physical and chemical properties of seawater, (3) ocean circulation, (4) marine life and its adaptations, (5) interactions between the ocean and the other components of the Earth system (i.e., hydrosphere, atmosphere, geosphere, and biosphere), and (6) the human/societal impacts on and response to those Earth system interactions. AMS Ocean Studies is modeled after the highly successful AMS Weather Studies course.

COURSE REQUISITES: (List all prerequisites and advisories separated by AND/OR, as needed. Attach Validation Form.) Prerequisite: Co-requisite: Advisory:

PROPOSED GRADING SYSTEM: Standard Letter Grade Option of a letter grade or pass/no pass Pass/no pass Non Credit

STAND ALONE: Yes (Course is NOT included in a degree or certificate program) No (Course is included in a degree or certificate program)

REPEATABLE FOR CREDIT: (Note: Course Outline must include additional skills that will be acquired by repeating this course.) Credit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited (Noncredit only) METHODS OF INSTRUCTION: Online Modules

RECOMMENDED OR REQUIRED TEXT/S: (The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification) Required: Recommended: n/a 001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 4 Author: Joseph M. Moran Title: Ocean Studies: Introduction to Oceanography Publisher: American Meteorological Society Year of Publication: 2011 or other appropriate college level text. ISBN: (if available) Reading level of text, Grade: 16 Verified by: Dana Young Other textbooks or materials to be purchased by the student: Ocean Studies Investigations Manual 2011-12 and Summer 2012, American Meteorological Society, 2011

STUDENT LEARNING OUTCOMES: 1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs. 2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc. 3. Identify which Program Learning Outcomes (PLO) apply to this course. List them by number in order of emphasis. 4. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific. 5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below. 6. Indicate when the course was last assessed.

As a reference, copy and paste your existing Program Learning Outcomes and number them. 1. Employing the scientific method as a basis for evaluating theoretical and laboratory derived information, students will gain an understanding of the biological and/or physical worlds 2. Students will also gain a working familiarity with mathematics and an understanding of mathematics as it applies to modeling in the sciences and as an elegant stand-alone discipline.

Student Learning Outcomes: Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

1. Describe the flow and transformations of water and energy into and out of the ocean. Measure: Weekly PLO: 1 ILO: 2,3,1 GE-LO: B1 Year Assessed: 2010 lab assignments; midterm and final exams 2. Explain the important interactions between the ocean and other components of the Earth system. Measure: Weekly PLO: 1 ILO: 2,3,1 GE-LO: B1 Year Assessed: 2010 lab assignments; midterm and final exams 3. Discuss the human/societal impacts on, and the response to, ocean-Earth system interactions. Measure: Weekly PLO: 1 ILO: 2,3,1 GE-LO: B1 Year Assessed: 2010 lab assignments; midterm and final exams 4. Measure: PLO: ILO: GE-LO: Year Assessed: 5. Measure: PLO: ILO: GE-LO: Year Assessed: 6. Measure: PLO: ILO: GE-LO: Year Assessed: 001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 5 7. Measure: PLO: ILO: GE-LO: Year Assessed: 8. Measure: PLO: ILO: GE-LO: Year Assessed: 9. Measure: PLO: ILO: GE-LO: Year Assessed: 10. Measure: PLO: ILO: GE-LO: Year Assessed:

GENERAL EDUCATION LEARNING OUTCOMES

AREA A Communications in the English Language After completing courses in Area A, students will be able to do the following: A1. Receive, analyze, and effectively respond to verbal communication. A2. Formulate, organize and logically present verbal information. A3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose. A4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning. A5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work. A6. Read college course texts and summarize the information presented. A7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing. A8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief. A9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms After completing courses in Area B, students will be able to do the following: B1. Explain concepts and theories related to physical and biological phenomena. B2. Identify structures of selected living organisms and relate structure to biological function. B3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems. B4. Utilize safe and effectives laboratory techniques to investigate scientific problems. B5. Discuss the use and limitations of the scientific process in the solution of problems. B6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories. B7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology. B8. Work collaboratively with others on labs, projects, and presentations. B9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy After completing courses in Area C, students will be able to do the following: C1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts. C2. Analyze an artistic work on both its emotional and intellectual levels. C3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own. C4. Recognize the universality of the human experience in its various manifestations across cultures. C5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response. C6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures. C7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 6 AREA D Social, Political, and Economic Institutions After completing courses in Area D, students will be able to do the following: D1. Identify and analyze key concepts and theories about human and/or societal development. D2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study. D3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change. D4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender. D5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development After completing courses in Area E, students will be able to do the following: E1. Demonstrate an awareness of the importance of personal development. E2. Examine the integration of one’s self as a psychological, social, and physiological being. E3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity After completing courses in Area F, students will be able to do the following: F1. Connect knowledge of self and society to larger cultural contexts. F2. Articulate the differences and similarities between and within cultures.

HOURS CONTENT, STUDENT PERFORMANCE OBJECTIVES, AND OUT-OF-CLASS ASSIGNMENTS Hours - Total number of hours should be based on an 18 week term, even though we are on a 16 week calendar. For example, a 3 unit course should have 54 hours, less 2 for the final. Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. 3 Hours Content: Preview Week. (The material is repeated during the following week, as suggested by the AMS.) Introduction to the Online Ocean paradigm and the role of the ocean in the Earth system. Includes discussion of the ocean as a component of the global water cycle. Student Performance Objectives (SPO): Describe the importance of the ocean as part of the Ea rth system; compare flat-map and global depictions of the Earth's surface; use latitude and longitude to locate ocean features on an Earth globe. List advantages of the Earth system perspective in understanding the global water cycle; explain ways in which satellite remote sensing aids our understanding of the ocean; describe the ocean as the ultimate source of fresh water everywhere on the planet. Out-of-Class Assignments: Compare different types of maps of Earth's surface; identify intera ctions between the ocean and other components of the Earth system. Use satellite imagery to illustrate portions of the global water cycle; delineate the major ocean basins on a globe. 3 Hours Content: Week 1. This material repeats that for Preview Week; see above. Introduction to the Online Ocean paradigm and the role of the ocean in the Earth system. Includes discussion of the ocean as a component of the global water cycle. Student Performance Objectives (SPO): Describe the importance of the ocean as part of the Ea rth system; compare flat-map and global depictions of the Earth's surface; use latitude and longitude to locate ocean features on an Earth globe. List advantages of the Earth system perspective in understanding the global water cycle; explain ways in which satellite remote sensing aids our understanding of the ocean; describe the ocean as the ultimate source of fresh water everywhere on the planet. Out-of-Class Assignments: Compare different types of maps of Earth's surface; identify intera ctions between the oceans and other components of the Earth system. Use satellite imagery to illustrate portions of the global water cycle; delineate the major ocean basins on a globe. 3 Hours Content: Study of the ocean basins and plate tectonics. Comparison of the topography of the

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 7 ocean floor and the continents. Student Performance Objectives (SPO): Describe the general features of the ocean bottom; co mpare the general bathymetry of the ocean floor with the topography of the continents; explain how features of the ocean floor provide evidence for movement of tectonic plates. Describe the ocean-bottom features in the transition zone from the continents to the mid-ocean basins; construct a profile of the ocean bottom in the land-sea transition zone; distinguish between profiles of tectonically active and passive continental margins. Out-of-Class Assignments: Examine and describe features of the ocean bottom on global maps ; relate specific features to the effect of plate tectonics. Identify tectonically active and passive regions on a cross-sectional profile; plot a vertical cross-section across the South American coast; examine the topography of the ocean bottom off the Southeastern U.S. 4 Hours Content: Properties of ocean water including temperature, salinity, and density. Comparison of seawater with fresh water and sea ice. Student Performance Objectives (SPO): Explain how ocean density depends on seawater temp erature and salinity; identify the various properties that govern the salinity of surface ocean waters; describe the general patterns of sea surface temperature and salinity. Determine the initial freezing temperature of seawater; explain how salinity affects the temperature at which water is most dense; describe differences in physical properties of fresh water versus seawater undergoing cooling to freezing conditions; explain how ice forms in the ocean and fresh-water bodies. Out-of-Class Assignments: Plot on a temperature-salinity (T-S) diagram to determine the effec t of these variables on seawater density; identify processes that change the salinity of ocean surface waters; describe the horizontal and vertical patterns of ocean temperature and salinity. Use a T-S diagram to calculate the effect of salinity on water's initial freezing temperature and temperature of maximum density; examine vertical profiles of temperature and salinity and compute the water's density; describe the formation and distribution of sea ice. 4 Hours Content: Marine sediments, their origin and distribution. The major source of these sediments is investigated. Student Performance Objectives (SPO): Describe types of sediments found on the ocean botto m; explain how marine sediments arrive at the ocean floor; indicate how sediment thickness and composition change with distance from the mid-ocean ridge system. Explain why rivers differ in their sediment load delivered to the ocean; compare the rain of lithogeneous particles in the shallow waters of the continental margin with those in the deep open ocean; identify some of the processes that govern the distribution of lithogeneous sediments in the continental margin. Out-of-Class Assignments: Describe the distribution of marine sediment type and thickness; re late sediment thickness to the age of the ocean crust; identify the origin of marine sediments. Explain why different rivers deliver different types and amounts of sediment to the ocean; contrast sedimentation over the continental shelf with that in the open ocean; identify examples of sediment dispersal processes operating in the continental margin. 4 Hours Content: The atmosphere and ocean. This section investigates ocean-atmosphere connections, including the effect of solar radiation on sea-surface temperature. Student Performance Objectives (SPO): Identify factors that influence the rates of evaporation and precipitation over the ocean; describe the general pattern of net evaporation (evaporation minus precipitation) over the world ocean; relate the pattern of net evaporation to the planetary-scale atmospheric circulation. Describe the general pattern of incoming solar radiation over the year; list the various factors that influence the amount of solar radiation which strikes the ocean surface; describe the general global pattern of sea surface temperatures in February and August; identify factors other than incoming solar radiation that influence the global pattern of sea-surface temperatures. Out-of-Class Assignments: Relate net evaporation over the ocean to features of the atmospheri c flow; identify the connection between net evaporation and surface salinity; descibe how precipitation over the ocean is affected by the position of the Intertropical Convergence Zone (ITCZ). Plot and describe the annual variation of solar radiation at different latitudes; examine sea-surface temperature (SST) patterns in two different months, and compare them to patterns of incoming solar radiation; compare incoming solar radiation patterns in January and July and

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 8 describe the implications for the ocean. 4 Hours Content: Ocean currents. Wind-driven ocean circulation and ocean gyres. Density-driven circulation and water masses. Student Performance Objectives (SPO): Demonstrate the impact of Earth's rotation on objects moving freely across its surface; describe how surface winds and Earth's rotation combine to produce movement of surface ocean waters; explain how winds, Earth's rotation, and gravity produce the circulation in ocean gyres. Describe the role of temperature and salinity in determining seawater density; distinguish between water masses in the Atlantic Ocean; explain the role of density in driving the deep ocean circulation. Out-of-Class Assignments: Rotate a globe to illustrate the Coriolis effect and see its impact on horizontallly-moving objects; describe how surface winds and the Coriolis force produce variations in sea-surface height; explain the formation of ocean gyres. Use a T-S diagram to compute seawater density; identify different water masses by their density; explain how density differences drive the circulation of the deep ocean. 3 Hours Content: Review and Midterm Exam Student Performance Objectives (SPO): Out-of-Class Assignments: 3 Hours Content: Ocean waves and tides, part 1: deep- and shallow-water ocean waves. Student Performance Objectives (SPO): Identify the principal characteristics of deep- and shal low-water waves; describe how these characteristics change as the water becomes shallower; describe the water motions associated with shallow-water ocean waves. Out-of-Class Assignments: Use a wave analyzer to study the characteristics of deep- and shall ow-water ocean waves; describe how the characteristics of a wave change as it moves into shallower water; investigate the effect of wind on the direction and height of ocean waves. 3 Hours Content: Ocean waves and tides, part 2: tides. Student Performance Objectives (SPO): Describe how individual harmonic components combi ne to produce the observed tide; explain some of the different types of ocean tides the Moon helps to generate; interpret examples of diurnal, semi-diurnal, and mixed tides; retrieve real- time tide data from any one of more than 3000 U.S. locations. Out-of-Class Assignments: Demonstrate how harmonic components combine to produce the o bserved tide; investigate the tide generation component produced by the interaction of the Earth and Moon; compare observed and predicted tides for three cities. 3 Hours Content: The dynamic coast. Processes that alter the shoreline are presented. Impacts of tropical cyclones on the coast are also discussed. Student Performance Objectives (SPO): Describe ways in which wind-driven, tidal, and tsuna mi waves impart energy in shaping shoreline features; demonstrate how wave refraction can concentrate or disperse wave energy; describe the physical mechanism responsible for longshore currents and littoral drift. Explain the impacts of tropical cyclones on the underlying ocean; describe the general pattern of hurricane hazards during landfall; describe how NOAA's Tropical Prediction Center/National Hurricane Center models hurricane dangers to low-lying coastal areas. Out-of-Class Assignments: Depict wave refraction on a diagram and show how it may concent rate or disperse wave energy; examine satellite images of coastal features and relate these features to wave refraction; describe characteristics of the Asian tsunami of 2004. Identify the effects of a passing hurricane on the underlying ocean; describe the behavior of Hurricane Katrina as it made landfall; compare observed and predicted storm surges for a landfalling hurricane. 4 Hours Content: Marine ecosystems. Discusses upwelling and ocean productivity. The Chesapeake Bay area is studied as an example of a particular coastal habitat. Student Performance Objectives (SPO): Demonstrate the causes of coastal upwelling and dow nwelling; describe the influence of the prevailing wind and Coriolis effect on upwelling and downwelling; explain how scientists use "ocean color" to remotely monitor ocean productivity; describe how and why upwelling and downwelling enhance or suppress marine productivity. Identify the properties of the Chesapeake Bay estuary that are responsible for its high productivity; describe the seasonal temperature changes in the Chesapeake Bay estuary; explain how an estuary is transitional between a marine environment and a terrestrial

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 9 environment. Out-of-Class Assignments: Use a model to show how upwelling and downwelling depend on s urface wind direction; examine spatial variations in ocean productivity on remote-sensing images; relate these productivity variations to upwelling and downwelling. Describe tidal currents in the Chesapeake Bay and their effect on salinity; identify the main features of the temperature and salinity variations in the Chesapeake Bay. 4 Hours Content: Life in the ocean. Examines marine food webs and the physical and chemical conditions that influence ocean life. Student Performance Objectives (SPO): Describe how energy and biomass are transferred wit hin a marine food web; explain the significance of the relatively low ecological efficiency in the supply of food energy at the higher tropic levels; list some of the ways marine organisms depend on one another for survival. Compare measurements of net primary production at various ocean depths over the year; explain the significance of the ocean's photic zone in primary production; explain how upwelling and seasonal variations in solar radiation influence net primary production. Out-of-Class Assignments: Describe the energy and biomass transfer in a marine food web; id entify the effects of variations of solar radiation on marine productivity; investigate the connection between rising sea-surface temeperature (SST) and coral bleaching. Compare net primary production of organic matter at different ocean depths and different times of the year; describe recent trends in landing numbers of commercial fish. 3 Hours Content: The ocean, atmosphere, and climate variability, part 1: seawater temperature, pressure, and surface ocean currents. Student Performance Objectives (SPO): Explain why the sea surface slopes where warm and c old seawater occur side by side; describe the development of ocean surface currents in response to water temperature (and density) differences; describe how the Coriolis effect influences the direction of motion of surface ocean currents and eddies. Out-of-Class Assignments: Use imaginary "pressure blocks" to explain the slope of the sea sur face from warm to cold water; describe the velocity and thermal structure of the Gulf Stream; explain the flow in the Gulf Stream with a combination of the pressure block model and Coriolis effect; relate the explained structure of the Gulf Stream to the observed structure seen in remote-sensing images. 3 Hours Content: The ocean, atmosphere, and climate variability, part 2: El Nino/La Nina and its associated ocean-atmosphere connection. Student Performance Objectives (SPO): Describe the fundamental characteristics of El Nino a nd La Nina; explain how the ocean and atmosphere interact in the tropical Pacific; explain how conditions in the tropical Pacific affect weather and climate worldwide. Out-of-Class Assignments: Describe the ocean and atmosphere in the tropical Pacific during n eutral, El Nino, and La Nina conditions; identify significant features on maps of observed El Nino and La Nina 3 Hours Content: The ocean and climate change. Discusses oceanic impacts on the overall Earth system, and the role of the ocean in global climate change. Student Performance Objectives (SPO): Describe interactions between selected components of the Earth's climate system; explain the concepts of positive and negative feedback and provide examples observable in the Earth system; demonstrate how a change in one part of the Earth system can have ramifications elsewhere in the system. Explain roles the ocean plays in global climate change; describe some of the ocean processes that influence climate and climate change; explain the value of the Earth system perspective in understanding the role of the ocean in global climate change. Out-of-Class Assignments: Identify examples of climate controls in the Earth system; describe positive and negative feedback mechanisms; briefly examine the ocean's thermohaline circulation. Relate concepts in the Ocean Paradigm to the role of the ocean in climate change; briefly evaluate the need for a globally-integrated observation system in understanding climate change. 2 Hours Final

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 10 001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 11 METHODS OF EVALUATION: CATEGORY 1 - The types of writing assignments required: Percent range of total grade: 10 % to 30 % Written Homework Reading Reports Lab Reports Essay Exams Term or Other Papers Other: Online forums If this is a degree applicable course, but substantial writing assignments are NOT appropriate, indicate reason: Course is primarily computational Course primarily involves skill demonstration or problem solving CATEGORY 2 - The problem-solving assignments required: Percent range of total grade: 40 % to 45 % Homework Problems Field Work Lab Reports Quizzes Exams Other: CATEGORY 3 - The types of skill demonstrations required: Percent range of total grade: % to % Class Performance/s Field Work Performance Exams CATEGORY 4 - The types of objective examinations used in the course: Percent range of total grade: 40 % to 45 % Multiple Choice True/False Matching Items Completion Other: CATEGORY 5 - Any other methods of evaluation: Percent range of total grade: % to %

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 12 GAVILAN COLLEGE Advisory/Prerequisite/Co-requisite Documentation Form

Course Discipline & Number PSCI 3 Course Title Ocean Studies

Advisory/Prereq/Coreq Disc & Number MATH 205 Course Title Elementary Algebra

Please check only the type of condition upon enrollment that’s applicable, then find the appropriate levels below (Advisory, Prerequisite, Co-requisite) and complete as indicated.

A. Advisory – Perform Level 1 scrutiny only.

B. Prerequisite 1. Performance class – perform Level 2 scrutiny only. Honors class – perform Level 2 scrutiny only. Blocks of courses/sections – perform Level 2 scrutiny only. Health and Safety – perform Level 3 scrutiny only, OR level 4 or 5 scrutiny only. Other state/district requirements – perform Level 4 scrutiny only. Sequential courses - perform Level 1 scrutiny.

2.. Communication/computation prerequisite across disciplines – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, perform Level 6 scrutiny.

3. Recency prerequisite – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, requires Level 6 scrutiny.

4. All other prerequisites – perform Level 1 and Level 5 scrutiny.

C. Co-requisite 1. One way (e.g., lecture required for lab) Perform level 1 scrutiny only. 2. All others – perform Level 1 and Level 5 scrutiny. ______Level 1 scrutiny: content review (attached sheets as needed)

Advisory/Prereq/Co-req Course Designated Course Concepts, skills, kinds of knowledge Explanation of relevance to course Beginning algebra, including algebraic expressions, Critical thinking skills obtained from the mathematics integer exponents, radicals and rational exponents, use course will be useful in a science class. of a scientific calculator.

______Level 2 scrutiny – limitations on enrollment only Describe and justify the limitation on enrollment. If this course meets a degree or certificate requirement, list other degree or certificate classes that a student may take to satisfy the same requirement. Note: Honors classes used to restrict enrollment must be enacted under Board Policy at the recommendation of the Academic Senate.

______Level 3 scrutiny – Health and Safety prerequisites only. List, attached, all skills, concepts, and information without which students would create hazards to themselves or to others. Note: this Level is used when the lack of a body of knowledge or skills might endanger safety. This is not to be used for communication/computation skills.

001609e216f759c0253ce2907304d7d8.doc Revised: 1/9/2018 Page 13 ______Level 4 scrutiny – prerequisite required by statute or regulation. State exact statute or regulation, and tell how the prerequisite fulfills it.

______Level 5 scrutiny – transfer college requirements The following three UC and/or CSU campuses have an equivalent course with the same co-requisite or prerequisite. Catalog pages clearly verifying these are attached.

UC/CSU campus Catalog year Equivalent Course Equiv. Prereq/Coreq 1. 2. 3.

______Level 6 scrutiny – consequential validation or other statistical validation Communication or computation across disciplines. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

Recency. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

Approvals: Faculty member responsible for preparing this form Date

Dept. Chair Approval Date

Division Dean Approval Date

Curriculum Chair Approval Date

VP of Instruction Approval Date

President Date

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