Course Descriptions

AGM 238 - GM Information Systems

1. Utilize the basic features of the current personal computer operating system.
   1. Start software applications software.
   2. Find information on a computer system.
   3. Describe the basic file structure of a personal computer storage system.
2. Demonstrate a basic understanding of on-line technical support systtems for General Motors vehicle service.
   1. Use the current technical navigator.
   2. Use the current electronic service information program.

AGM 290-299 - Special Projects in Auto Service Education

AUT 100 - Introduction to Automotive Service

1. Gain skills in the Language Arts/Communications area.
   1. Adapt a reading strategy for all written materials, e.g., customer's notes, service manuals, shop manuals, technical bulletins, and computer/data feed readouts, etc., that will help identify the solution to the problem.
   2. Use study habits and methods when consulting the manufacturer’s publications, e.g., shop manuals, references, and computer databases.
   3. Visually skim or scan the manufacturer’s service manuals or databases to identify information that is related to any unfamiliar system under review, then study the applicable information with the intensity necessary for the situation.
   4. Comprehend and apply available written information needed to diagnose, analyze, and solve problems.
   5. Use text resources such as glossaries of terms, service manual indexes, database menus, and tables of contents to gather data for diagnosis and repair.
   6. Use computerized and other databases to obtain system information.
   7. Comprehend and apply information in operator’s manuals to operate and maintain automotive tools and equipment.
2. Gain skills in the Mathematics area.
   1. Add numbers that include decimals to determine conformance with the manufacturer’s specifications.
   2. Mentally add two or more numbers to determine conformance with the manufacturer’s specifications.
   3. Add whole numbers to accurately determine measurement conformance with the manufacturer’s specifications.
   4. Divide whole numbers to determine differences for comparison with the manufacturer’s specifications.
   5. Multiply numbers that include decimals to determine conformance with the manufacturer’s specifications.
   6. Mentally multiply numbers that include decimals to determine conformance with the manufacturer’s specifications.
   7. Subtract whole numbers to determine differences for comparison with the manufacturer’s specifications.
   8. Subtract numbers that include decimals to determine conformance with the manufacturer’s specifications.
   9. Subtract whole numbers to determine differences for comparison with the manufacturer’s specifications.
   10. Measure/test with tools designed for English or metric measurements and then convert the resulting measurement to the system used by the manufacturers for specifying the correct measurement or tolerance.
   11. Distinguish when a measurement or tolerance is not equal to the manufacturer’s specification.
   12. Estimate the results of basic arithmetic operations, and can accurately round up or down depending on the appropriate rule for the situation.
   13. Interpret place value (tenths, hundredths, thousandths) when conducting precision measurements.
   14. Use metric measurement instruments to determine correct sizes or distances in the metric system.
   15. Mentally compute whether the observed measurement is out-of-tolerance when comparing the observed measurement to the manufacturer’s specifications
3. Gain skills in the Science area.
   1. Convert measurements taken in the English or metric system to specifications stated in terms of either system.
   2. Identify and define terms that specifically relate to automotive systems, diagnosis, service, and repair.
4. Safely use tools and equipment typical of an automotive repair facility.
   1. Given a demonstration on the following, the student will operate tools and equipment observing safety practices using air wrenches, torque wrenches, jumper batteries, torque stiks, torque angle gauges, bead blasters, impact drivers, battery chargers, and jumper cables
5. Have available for class use safety glasses, uniform, and tools as required for this course.
   1. Meet the safety glasses, uniform, and tool requirement by the established deadline
6. Gain an orientation to the repair facility.
   1. Given a tour of the repair facility, provide a sketch of safety equipment, electrical outlets as directed.
7. Gain skills using automotive service publications and computer-generated service information.
   1. Complete an exercise using manufa

AUT 108 - Introductory Automotive Electronics

Credits: 3

     A.          Adapt a listening strategy that will provide the information required for solving the problem.

     B.          Use prior knowledge of similar situations to determine the specific cause(s) of the problem.

     C.          Attend to all written and oral directions that relate to the task or system under study.

     D.         Collect and organizes oral and written information based on discussions, notes, observations, personal experiences, and data collection
                  that will assist in the problem analysis and solution process.

     E.          Make notes regarding symptoms, possible causes of problems, and other data that will aid in the diagnosis and problem solving process.

     F.          Comprehend and uses cause and effect relationships presented in service manual problem solving trees.

     G.         Consult written information to determine the applicable technical sequence required solving a specific problem.

     H.         Evaluate the usefulness of available written information clearly and adequately when analyzing a problem.

     I.           Use the service manual, in both database and hard copy formats, to identify the manufacturer’s specifications for system operation and
                  potential malfunctions.

2.    Gain skills in the Mathematics area.

     A.          Use Ohm’s Law to determine circuit parameters that are out-of-tolerance.

     B.          Divide numbers mentally to determine conformance with the manufacturer’s specifications.

     C.          Subtract numbers mentally to arrive at a difference for comparison with the manufacturer’s specifications.

     D.         Convert variables presented in one form to another that allows an algebraic solution based on known information
                  (e.g. converting E=IR to R=E/I).

     E.          Interpret symbols to determine compliance with the manufacturer’s specifications.

     F.          Use conventional symbols (E for voltage, etc.) to solve problems using formulas such as Ohm’s Law, E=IR.

     G.         Solve problems occasionally by trying a suggested solution and observing the results.

     H.         Determine the proper mathematical operation (addition, multiplication, subtraction or division) and mentally arrive at a solution.

 3.     Gain skills in the Science area.

     A.          Explain the difference between electrical conductors and insulators.

     B.          Demonstrate an understanding of the characteristics of a quality electrical ground and the problems associated with having an electrical 
                  circuit inadequately grounded.

     C.          Explain current flow and voltage in series and parallel circuits.

     D.         Demonstrate an understanding of the processes used to locate a short circuit in the electrical/electronic system.

     E.          Demonstrate an understanding of the correct procedure to measure the electrical parameters of voltage, current, resistance, or power.

     F.          Demonstrate an understanding of how to correctly measure electrical current and voltage in a circuit.

     G.         Demonstrate an understanding of and explain the role of a fuse or fusible link when used as a protective device in an electrical or electronic
                  circuit.

     H.         Demonstrate an understanding of and explain the use of Ohm’s Law in verifying circuitry parameters (resistance, voltage, amperage).

     I.          Demonstrate an understanding of the relationship of resistance to heat, voltage drop, and circuit parameters.

     J.          Explain the relationship between electrical current in a conductor and magnetic field when produced in a coil such as the starter solenoid.

     K.          Use precision electrical test equipment to measure current, voltage, resistance, continuity, and/or power.

4.    Gain skills in construction and learning Ohm’s Law basics on series and parallel circuits.    

     A.          Use either analog or digital meters to measure voltage, current and resistance values and calculate Ohm’s Law values for specific      
                  assigned exercises given discussion on simple series and parallel circuits for 12-volt systems.

     B.          Construct jumper leads as demonstrated using soldering gun and heat shrink tubing–construct:

                  1.    Two male/female slide connector jumpers 12 inches long.

                  2.    One fused jumper with alligator clips 24 inches long.

                  3.    One unfused jumper with alligator clips 12 inches long.

                  4.    One unfused jumper with alligator clips 24 inches long.

     C.          Complete the following using the provided 9 volt bread board kits:

                  1.    two series circuit exercises.

                  2.    two parallel circuit exercises.

     D.         Use a digital multimeter to measure voltage, current and resistance values.

5.    Develop skills using voltmeters.

     A.          Given a demonstration on analog and digital voltmeters, you will:

                  1.    Measure voltage using an analog voltmeter on ten items of a vehicle.

                  2.    Measure voltage using a digital voltmeter on ten items of a vehicle.

                  3.    Label answers with appropriate unit of measure.

6.    Develop skills using Ammeters.

     A.          Given a demonstration on digital and inductive Ammeters, you will:

                  1.    Measure current draw using an Ammeter and an inline fused jumper wire.

                  2.    Measure current draw using your own DMM an AW Amps. Clamp.

                  3.    Label answers with appropriate unit of measure.

7.    Develop skills using digital Ohmmeters.

    A.          Given a demonstration on digital Ohmmeters, you will:

                  1.    Write a caution about hookup in a circuit.

                  2.    Measure the resistance of various devices.

                  3.    Label answers with appropriate unit of measure.

8.    Develop skills using a circuit powered test light.
     A.          Given a demonstration on circuit powered test lights, you will:

                  1.    Determine if it should be used on computerized components.

                  2.    Test the test light bulb

                  3.    Test identified items on a vehicle and indicate whether power is available or not.

                  4.    Locate the cause of a Blown Fuse.

9.    Develop skills using a Digital Multimeter to test for continuity.

     A.          Given a demonstration on using a DMM to test for continuity, you will:

                  1.    Test DMM power supply.

                  2.    Write a caution about using tester on a powered circuit.

                  3.    Test for continuity on identified vehicle circuits.

                  4.    Complete a test on a tail light circuit.

                  5.    Complete a test on a brake lamp circuit.

10. Develop skills using a fused and unfused jumper wire.

     A.          Given a demonstration on using jumper wires, you will:

                  1.    Explain where fused and unfused jumper wires should be used.

                  2.    Explain what will happen if a load is by-passed.

                  3.    Test various items on a vehicle as directed.

11. Trace a headlamp circuit picture, go to a vehicle and test a live circuit and apply Ohm’s Law Basic’s and voltage drop basics to each
      situation.

     A.          Given a wiring diagram, vehicle, and DMM, you will:

                  1.    Provide written answers to an exercise to determine headlamp circuit operation and calculate voltage drop valves.

                  2.    Test on vehicle voltage drop valves and compare, contrast calculated voltage drops to actual on vehicle voltage drops.

12. Develop skills in powering up a relay and explaining operation and testing.    

     A.          Given any automotive relay, you will:

                  1.    Visually identify relay parts.

                  2.    Sketch an electrical schematic for a relay-showing load and control circuits. Hooked

                        up to make complete circuits. Label all parts.

                  3.    Write a diagnostic routine to trouble shoot

                  4.    Power up the relay on bench top to demonstrate load and control circuit.

                  5.    Measure relay:a. Coil resistanceb. Control circuit ampsc. Contact point resistanced.

                        Load circuit ampse. Outline a procedure to test the electrical condition of the relay.f.

                        Demonstrate magnetism principles.

13. Gain experience using the Mitchell-on-Demand computer system.

     A.          Given a vehicle and access to Mitchell-on-Demand computer, you will:

                  1.    Locate ten separate electrical grounds on the computer and then locate the same ten

                        items on the vehicle.

14. Gain skills using a Parasitic Drain Tool.  

     A.          Given a demonstration on using a Parasitic Drain Tool, you will:

                  1.    Measure and diagnose the cause of abnormal key-off battery drain and identify needed repair.

15. Gain skills testing alternator rotors using a DMM.

      A.          Given a demonstration on testing alternator rotors for opens, shorts, grounds, and excessive resistance, you will:

                  1.    Test three rotors with defects and compare test results with manufacturer specifications to determine condition.

AUT 109 - Hybrid Electrical Vehicle Safety

1. Complete all high-voltage safety tests with 100 percent accuracy and safely work on a High-Voltage Electric Vehicle (HEV).
   1. Research applicable vehicle and service information for Hybrid Electric Vehicles, VIN, RPO codes, systems description and operations, service precautions, symptoms, technical service bulletins, safety campaigns, scan tool parameters and definitions, diagnostic trouble codes and diagnostic procedures.
   2. Identify the main types of hybrid vehicle technologies and voltage categories.
      1. Safely de-power a hybrid electric vehicle.
      2. Safely perform high-voltage disconnects.
      3. Identify the unique service issues related to HEV high-voltage systems.
      4. Demonstrate the appropriate personal protective equipment (PPE) required.
      5. Explain possible hazards of driving, moving, and lifting a hybrid electric vehicle.
   3. Define series, parallel, and series-parallel mechanical/electrical power flow.
   4. Identify common hybrid powertrain subsystems.
   5. Identify a high-voltage cable or wire by its color.
   6. Explain how to use the “one hand rule” for working on electrical circuits.
   7. Explain the use of different classes of personal prootection equipment (PPE), electrical-safety gloves. Select the proper gloves for working safely on available hybrid vehicles, test gloves for certification and insulation integrity.
   8. Describe and perform the different methods for jump starting or jump start assisting on different hybrid vehicles.
   9. Verify hazards and proper use of testing equipment, do’s and don’ts and the correct use on high-voltage systems.
   10. Describe the effects of different levels of electrical currents on the human body.
   11. Select proper multimeter category (CAT) and learn how to use on a hybrid electrical system.
   12. Demonstrate proficiency in the use of CAT III DMM and perform the necessary systems and components assessments.
   13. Verify using insulation tester on high-voltage circuits or components.
   14. Identify and verify operation of the high-voltage safety systems, the interlock system, the bus discharge circuit, comparators, voltage and fuel cutoffs, manual/service disconnect and isolation-fault detection systems.
   15. Practice Emergency Response. After studying first responder’s techniques and safety procedures you will:
       1. Safely de-power a Hybrid electric vehicle.
       2. Safely perform high-voltage disconnects.
       3. Identify the unique service issues related to HEV high-voltage systems.
       4. Demonstrate the appropriate personal protective equipment (PPE) required.
       5. Explain possible hazards of driving, moving, and lifting a Hybrid electric vehicle.

AUT 110 - Automotive Electronics Service

Credits: 4

     A.         Identify and interpret electrical/electronic system concern; determine necessary action.  P-1

     B.         Research applicable vehicle and service information, such as electrical/electronic system operation, vehicle service history, service
                  precautions, and technical service bulletins.  P-1

     C.         Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration decals).  P-1

     D.         Diagnose electrical/electronic integrity for series, parallel and series-parallel circuits using principles of electricity (Ohm’s Law).  P-1

     E.         Use wiring diagrams during diagnosis of electrical circuit problems.  P-1

     F.          Demonstrate the proper use of a digital multimeter (DMM) during diagnosis of electrical circuit  problems.  P-1

     G.         Check electrical circuits with a test light; determine necessary action.  P-2

     H.         Measure source voltage and perform voltage drop tests in electrical/electronic circuits using a voltmeter; determine necessary action.  P-1

     I.          Measure current flow in electrical/electronic circuits and components using an ammeter; determine necessary action.  P-1

     J.         Check continuity and measure resistance in electrical/electronic circuits and components using an ohmmeter; determine necessary action. 
                 P-1

     K.         Check electrical circuits using fused jumper wires; determine necessary action.  P-2

     L.          Locate shorts, grounds, opens, and resistance problems in electrical/electronic circuits; determine necessary action.  P-1

     M.         Measure and diagnose the cause(s) of excessive key-off battery drain (parasitic draw); determine necessary action.  P-1

     N.         Inspect and test fusible links, circuit breakers, and fuses; determine necessary action.  P-1

     O.         Inspect and test switches, connectors, relays, solid state devices, and wires of electrical/electronic circuits; perform necessary action.  P-1

     P.          Repair wiring harnesses and connectors.  P-1

     Q.         Perform solder repair of electrical wiring.  P-1
2.    Diagnose and repair battery system.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.

     A.          Perform battery state-of-charge test; determine needed service.  P-1

     B.          Perform battery capacity test; confirm proper battery capacity for vehicle application; determine necessary action.  P-1

     C.          Maintain or restore electronic memory functions.  P-1

     D.         Inspect, clean, fill, and replace battery.  P-2

     E.          Perform slow/fast battery charge.  P-2

     F.          Inspect and clean battery cables, connectors, clamps, and hold-downs; repair or replace as needed.  P-1

     G.         Start a vehicle using jumper cables and a battery or auxiliary power supply.  P-1

3.    Diagnose and repair starting system.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.

     A.          Perform starter current draw tests; determine necessary action.  P-1

     B.          Perform starter circuit voltage drop tests; determine necessary action.  P-1

     C.          Inspect and test starter relays and solenoids; determine necessary action.  P-2

     D.         Remove and install starter in a vehicle.  P-1

     E.          Inspect and test switches, connectors, and wires of starter control circuits; perform necessary action.  P-2

     F.          Differentiate between electrical and engine mechanical problems that cause a slow-crank or no-crank condition.  P-2

4.    Diagnose and repair charging  system.  Complete 95% of Priority 1, 80% of  Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.    

     A.          Perform charging system output test; determine necessary action.  P-1

     B.          Diagnose charging system for the cause of undercharge, no-charge, and overcharge conditions.  P-1

     C.          Inspect, adjust, or replace generator (alternator) drive belts, pulleys, and tensioners; check pulley and belt alignment.  P-2

     D.         Remove, inspect, and install generator (alternator).  P-1

     E.          Perform charging circuit voltage drop tests; determine necessary action.  P-1         

AUT 112W - Engine Service

1. Diagnose General Engine; Removal and Reinstallation (R&R). Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Identify and interpret engine concern; determine necessary action. P-1
   2. Research applicable vehicle and service information, such as internal engine operation, vehicle service history, service precautions, and technical service bulletins. P-1
   3. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration decals). P-1
   4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action. P-1
   5. Diagnose engine noises and vibrations; determine necessary action. P-2
   6. Diagnose the cause of excessive oil consumption, unusual engine exhaust color, odor, and sound; determine necessary action. P-2
   7. Perform engine vacuum tests; determine necessary action. P-1
   8. Perform cylinder power balance tests; determine necessary action. P-1
   9. Perform cylinder compression tests; determine necessary action. P-1
   10. Perform cylinder leakage tests; determine necessary action. P-1
   11. Remove and reinstall engine in a late model front-wheel drive vehicle (OBDI or newer); reconnect all attaching components and restore the vehicle to running condition. P-1
   12. Remove and reinstall engine in a late model rear-wheel drive vehicle (OBDI or newer); reconnect all attaching components and restore the vehicle to running condition. P-3
2. Diagnose and repair cylinder head and valve train. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Remove cylinder head(s); visually inspect cylinder head(s) for cracks; check gasket surface areas for warpage and leakage; check passage condition. P-2
   2. Install cylinder heads and gaskets; tighten according to manufacturer’s specifications and procedures. P-1
   3. Inspect valve springs for squareness and free height comparison; determine necessary action. P-2
   4. Replace valve stem seals on an assembled engine; inspect valve spring retainers, locks, and valve grooves; determine necessary action. P-2
   5. Inspect valve guides for wear; check valve stem-to-guide clearance; determine necessary action. P-3
   6. Inspect valves and valve seats; determine necessary action. P-3
   7. Check valve face-to-seat contact and valve seat concentricity (runout); determine necessary action. P-3
   8. Check valve spring assembled height and valve stem height; determine necessary action. P-3
   9. Inspect pushrods, rocker arms, rocker arm pivots and shafts for wear, bending, cracks, looseness, and blocked oil passages (orifices); determine necessary action. P-2
   10. Inspect hydraulic or mechanical lifters; determine necessary action. P-2
   11. Adjust valves (mechanical or hydraulic lifters). P-1
   12. Inspect camshaft drives (including gear wear and backlash, sprocket and chain wear); determine necessary action. P-2
   13. Inspect and replace timing belts (chains), overhead camdrive sprockets, and tensioners; check belt/chain tension; adjust as necessary. P-1
   14. Inspect camshaft for runout, journal wear and lobe wear. P-2
   15. Inspect camshaft bearing surface for wear, damage, out-of-round, and alignment; determine necessary action. P-3
   16. Establish camshaft(s) timing and cam sensor indexing according to manufacturer’s specifications and procedures. P-1
3. Diagnose and repair engine block assembly. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Disassemble engine block; clean and prepare components for inspection and reassembly. P-2
   2. Inspect engine block for visible cracks, passage condition, core and gallery plug condition, and surface warpage; determine necessary action. P-2
   3. Inspect internal and external threads; restore as needed (includes installing thread inserts). P-2
   4. Inspect and measure cylinder walls for damage, wear, and ridges; determine

AUT 114 - Brake System Service

1. Diagnose general brake systems. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Identify and interpret brake system concern; determine necessary action. P-1
   2. Research applicable vehicle and service information, such as brake system operation, vehicle service history, service precautions, and technical service bulletins. P-1
   3. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration decals). P-1
2. Diagnose and repair hydraulic system. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose pressure concerns in the brake system using hydraulic principles (Paschal’s Law). P-1
   2. Measure brake pedal height; determine necessary action. P-2
   3. Check master cylinder for internal and external leaks and proper operation; determine necessary action. P-2
   4. Remove, bench bleed, and reinstall master cylinder. P-1
   5. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system; determine necessary action. P-1
   6. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging or wear; tighten loose fittings and supports; determine necessary action. P-2
   7. Fabricate and/or install brake lines (double flare and ISO types); replace hoses, fittings, and supports as needed. P-2
   8. Select, handle, store, and fill brake fluids to proper level. P-2
   9. Inspect, test, and/or replace metering (hold-off), proportioning (balance), pressure differential, and combination valves. P-2
   10. Inspect, test, and adjust height (load) sensing proportioning valve. P-3
   11. Inspect, test, and/or replace components of brake warning light system. P-3
   12. Bleed (manual, pressure, vacuum or surge) brake system. P-1
   13. Flush hydraulic system. P-3
3. Diagnose and repair drum brake systems. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose poor stopping, noise, pulling, grabbing, dragging or pedal pulsation concerns; determine necessary action. P-1
   2. Remove, clean (using proper safety procedures), inspect, and measure brake drums; determine necessary action. P-1
   3. Refinish brake drum. P-1
   4. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related brake hardware, and backing support plates; lubricate and reassemble. P-1
   5. Remove, inspect, and install wheel cylinders. P-2
   6. Pre-adjust brake shoes and parking brake before installing brake drums or drum/hub assemblies and wheel bearings. P-1
   7. Install wheel, torque lug nuts, and make final checks and adjustments. P-1
4. Diagnose and repair disc brake systems. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose poor stopping, noise, pulling, grabbing, dragging or pedal pulsation concerns; determine necessary action. P-1
   2. Remove caliper assembly from mountings; clean and inspect for leaks and damage to caliper housing; determine necessary action. P-1
   3. Clean and inspect caliper mounting and slides for wear and damage; determine necessary action. P-1
   4. Remove, clean, and inspect pads and retaining hardware; determine necessary action. P-1
   5. Disassemble and clean caliper assembly; inspect parts for wear, rust, scoring, and damage; replace seal, boot, and damaged or worn parts. P-2
   6. Reassemble, lubricate, and reinstall caliper, pads, and related hardware; seat pads, and inspect for leaks P-1
   7. Clean, inspect, and measure rotor with a dial indicator and a micrometer; follow manufacturer’s recommendations in determining need to machine or replace. P-1
   8. Remove and reinstall rotor. P-1
   9. Refinish rotor according to manufacturer’s recommendations. P-1
   10. Adjust calipers equipped with an integrated parking brake system. P-3
   11. Install wheel,

AUT 119 - Hybrid Electric Vehicle Service I

Credits: 5

2.    Diagnose alternating current (AC) Induction and Permanent Magnet Electric Motors.

     A.          Describe the construction of rotors and stators.

     B.          Explain how mutual induction is used to create a magnetic field in a conductor, transformers and motor.

     C.          Describe how AC current flows through the stator coils to produce rotor rotation.

     D.         Compare positive and negative slip rates as related to electric motor torque.

     E.          Diagnose stator conductance valance, insulation and insulation contamination.

     F.          Test the various electric machines using the appropriate diagnostic equipment. Test the electric function of all components of the electric
                  motor as it operates as a motor/generator (MG).

     G.         Diagnose the permanent magnet (PM) brushless motors.

     H.         Explain strategy to overcome torque and speed loss used to assist regenerative braking.

     I.          Verify diagnostic procedure related to regenerative braking and battery charging.

 3.    Diagnose Hybrid ICE (Internal Combustion Engine)

     A.          Determine the kind  of vehicle ICE engine in sample vehicles.

     B.          Compare Otto, Atkinson and combination Atkinson/Miller-cycle engines as well as light Diesel Engines.

     C.          Describe how an Otto-cycle engine compares to an Atkinson-cycle engine at low, medium and high load ranges.

     D.         Describe the advantages of combining an Atkinson-cycle engine with an electric traction system.

     E.          Perform a compression test on an ICE engine in a hybrid vehicle.

 4.    Diagnose Power Inverters, Converters, and Electric Propulsion Sensing Systems.

     A.          Identify power inverters location.

     B.          Identify types of transistors used in power inverter.

     C.          Describe current sensors applications for power inverters.

     D.         Describe how sine waveforms are created.

     E.          Verify sine wave conversion from direct current (DC) source using Oscilloscope.

     F.          Demonstrate how to calculate rotor frequency and motor speed.

     G.         Describe the operation of a DC brush type motor.

     H.         Explain how power inverter boost is created.

     I.          Describe the operation of the pack motor drive system.

     J.          Verify regenerative braking system is working.

     K.          Diagnose several styles of speed sensors, resolvers, encoders and proximity sensors.

     L.          Diagnose throttle position sensors using scan tool and voltmeter.

     M.         Identify other vehicle sensors that relate to electric propulsion system.

     N.         Describe the functions, location and diagnosis of the AC to DC converter.

  5.    Diagnose and verify operation of Electric Transaxle and Cooling Systems

     A.          Describe the components of the Toyota Prius EVT (Electronically Variable Transmission).

     B.          Explain the roles of the Motor Generators (MG1 and MG2).

     C.          Describe how the Prius transmission controls the infinite gear ratio.

     D.         Identify and describe the construction of electronics and an electric motor cooling system.

     E.          Perform Cooling System Service in a Prius.

  6.    Diagnose and repair Energy Management Hardware Systems

     A.          Diagnose and replace high-voltage fuse following manufacturer’s instructions.

     B.          Verify condition of wires, cables, and shielding.

     C.          Describe operation and service of the pre-charge circuit.

     D.         Perform test of pre-charged circuit.

     E.          Describe operation and service procedures of battery-pack contactor system.

     F.          Perform test of the battery pack contactor system.

     G.         Describe the difference between active and passive thermal systems.

     H.         Describe the operation and test procedures of terminal voltage sensing circuits.

  7.    Perform service procedures of flooded lead acid, AGM Deep Cycle Batteries and all high-voltage batteries.

     A.          Diagnose State Of Charge, State Of Health, Energy Content of each battery: Flooded lead Acid, AGM, Deep Cycle, and High Voltage.

     B.          Describe chemical processes to produce electricity, electrolyte analysis and battery inspection procedures.

     C.          Complete service procedures to discharge and charge batteries.

     D.          Define and calculate capacity rate and Amp-Hour energy content.

     E.          Calculate electrical power on parallel and series battery configuration.

     F.           Define energy density and power density.

     G.          Diagnose specific energy and specific power content.

     H.          Perform high-voltage battery discharge, charge and balance using computerized battery discharging and charging equipment.

8.    Service Procedures of Hybrid Regenerative Braking Systems

     A.          Describe how regenerative and hydraulic braking systems interact with battery pack State of Charge.

     B.          Describe the different categories of braking system operation.

     C.          Identify foundation brakes/ABS/TCS and hill-hold control function vs. creep-aid systems.

  9.    Service Hybrid High-Voltage Climate Control Systems

     A.          Service of high voltage air conditioning (A/C) compressor and Heating, Ventilation, Air- Conditioning systems.

     B.          Service heating coolant pumps and heat storage system.

     C.          Diagnose high voltage A/C power inverter.

     D.         Test Amp/Hz of A/C compressor using inductive clamp method.

     E.          Describe other A/C compressors; combination electric-belt driven.

AUT 210W - Body Electronics Service

Credits: 3

     A.         Identify and interpret electrical/electronic system concern; determine necessary action.  P-1

     B.         Research applicable vehicle and service information, such as electrical/electronic system operation, vehicle service history, service
                 precautions, and technical service bulletins.  P-1

     C.         Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration decals).  P-1

     D.         Diagnose electrical/electronic integrity for series, parallel and series-parallel circuits using principles of electricity (Ohm’s Law).  P-1

     E.         Use wiring diagrams during diagnosis of electrical circuit problems.  P-1

     F.          Demonstrate the proper use of a digital multimeter (DMM) during diagnosis of electrical circuit problems.  P-1

     G.         Check electrical circuits with a test light; determine necessary action.  P-2

     H.         Measure source voltage and perform voltage drop tests in electrical/electronic circuits using a voltmeter; determine necessary action.  P-1

     I.          Measure current flow in electrical/electronic circuits and components using an ammeter; determine necessary action.  P-1

     J.         Check continuity and measure resistance in electrical/electronic circuits and components using an ohmmeter; determine necessary action.
                 P-1

     K.        Check electrical circuits using fused jumper wires; determine necessary action.  P-2

     L.         Locate shorts, grounds, opens, and resistance problems in electrical/electronic circuits; determine necessary action.  P-1

     M.         Measure and diagnose the cause(s) of excessive key-off battery drain (parasitic draw); determine necessary action.  P-1

     N.         Inspect and test fusible links, circuit breakers, and fuses; determine necessary action.  P-1

     O.         Inspect and test switches, connectors, relays, solid state devices, and wires of electrical/electronic circuits; perform necessary action.  P-1

     P.          Repair wiring harnesses and connectors.  P-1

     Q.         Perform solder repair of electrical wiring  P-1

2.    Diagnose, repair, and service lighting systems.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as
       listed below.
     A.          Diagnose the cause of brighter than normal, intermittent, dim, or no light operation; determine necessary action.  P-1

     B.          Inspect, replace, and aim headlights and bulbs.  P-2

     C.          Inspect and diagnose incorrect turn signal or hazard light operation; perform necessary action P-2

 3.    Diagnose, repair, and service gauges, warning devices and driver information systems.  Complete 95% of Priority 1, 80% of Priority 2, |
        and 50% of Priority 3 NATEF tasks as listed below.    

     A.          Inspect and test gauges and gauge sending units for cause of intermittent, high, low, or no gauge readings; determine necessary action. 
                   P-1

     B.          Inspect and test connectors, wires, and printed circuit boards of gauge circuits; determine necessary action.  P-3

     C.          Diagnose the cause of incorrect operation of warning devices and other driver information systems; determine necessary action.  P-1

     D.         Inspect and test sensors, connectors, and wires of electronic instrument circuits; determine necessary action.  P-2

4.    Diagnose, repair, and service horn, wiper/washer systems.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF
       tasks as listed below.

     A.          Diagnose incorrect horn operation; perform necessary action.  P-2

     B.          Diagnose incorrect wiper operation; diagnose wiper speed control and park problems. Perform necessary action.  P-2

     C.          Diagnose incorrect washer operation; perform necessary action.  P-2

5.    Diagnose, repair, and service accessories.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.

     A.          Diagnose incorrect operation of motor-driven accessory circuits; determine necessary action.    P-2

     B.          Diagnose incorrect heated glass operation; determine necessary action.  P-3

     C.          Diagnose incorrect electric lock operation; determine necessary action.  P-2

     D.         Diagnose incorrect operation of cruise control systems; determine necessary action.  P-3

     E.          Diagnose supplemental restraint system (SRS) concerns; determine necessary action. (Note:Follow manufacturer’s safety procedures to
                  prevent accidental deployment.)  P-2

     F.          Disarm and enable the airbag system for vehicle service.  P-1

     G.         Diagnose radio static and weak, intermittent, or no radio reception; determine necessary action.  P-3

     H.         Remove and reinstall door panel.  P-1

     I.          Diagnose body electronic system circuits using a scan tool; determine necessary action.  P-2

     J.          Check for module communication errors using a scan tool.  P3

     K.          Diagnose the cause of false, intermittent, or no operation of anti-theft system.  P-2

AUT 212W - Suspension System Service

Credits: 7

     A.          Identify and interpret suspension and steering concern; determine necessary action.  P-1

     B.          Research applicable vehicle and service information, such as suspension and steering system operation, vehicle service history, service
                   precautions, and technical service bulletins.  P-1

     C.          Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration decals).  P-1

 2.    Diagnose and repair steering systems.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
        below.

     A.          Disable and enable supplemental restraint system (SRS).  P-1

     B.          Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).  P-1

     C.          Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine necessary action.  P-2

     D.         Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering, and fluid leakage concerns;
                  determine necessary action.  P-3

     E.          Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and fluid leakage concerns;
                  determine necessary action.  P-3

     F.          Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, and steering wheel; perform
                  necessary action.  P-2

     G.         Adjust manual or power non-rack and pinion worm bearing preload and sector lash.  P-3

     H.         Remove and replace manual or power rack and pinion steering gear; inspect mounting bushings and brackets.  P-1

     I.          Inspect and replace manual or power rack and pinion steering gear inner tie rod ends (sockets) and bellows boots.  P-1

     J.          Inspect power steering fluid levels and condition.  P-1

     K.          Flush, fill, and bleed power steering system.  P-2

     L.          Diagnose power steering fluid leakage; determine necessary action.  P-2

     M.         Remove, inspect, replace, and adjust power steering pump belt.

     N.         Remove and reinstall power steering pump.

     O.         Remove and reinstall power steering pump pulley; check pulley and belt alignment.  P-3

     P.          Inspect and replace power steering hoses and fittings.  P-2

     Q.         Inspect and replace pitman arm, relay (centerlink/intermediate) rod, idler arm and mountings, and steering linkaage damper.  P-2

     R.          Inspect, replace, and adjust tie rod ends (sockets), tie rod sleeves, and clamps.  P-1

     S.          Test and diagnose components of electronically controlled steering systems using a scan tool; determine necessary action.  P-3

3.    Diagnose and repair suspension systems.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.

     A.          Diagnose short and long arm suspension system noises, body sway, and uneven riding height concerns; determine necessary action.  P-1

     B.          Diagnose strut suspension system noises, body sway, and uneven riding height concerns; determine necessary action.  P-1

     C.          Remove, inspect, and install upper and lower control arms, bushings, shafts, and rebound bumpers.  P-3

     D.          Remove, inspect and install strut rods (compression/tension) and bushings.  P-2

     E.          Remove, inspect, and install upper and/or lower ball joints.  P-2

     F.          Remove, inspect, and install steering knuckle assemblies.  P-2

     G.         Remove, inspect, and install short and long arm suspension system coil springs and spring insulators.  P-2

     H.         Remove, inspect, install, and adjust suspension system torsion bars; inspect mounts.  P-3

     I.          Remove, inspect, and install stabilizer bar bushings, brackets, and links.  P-2

     J.          Remove, inspect, and install strut cartridge or assembly, strut coil spring, insulators (silencers), and upper strut bearing mount.  P-1

     K.          Lubricate suspension and steering systems.  P-2

4.    Diagnose and repair rear suspension systems.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as
       listed below.

     A.          Remove, inspect, and install coil springs and spring insulators.  P-2

     B.          Remove, inspect, and install transverse links, control arms, bushings, and mounts.  P-2

     C.          Remove, inspect, and install leaf springs, leaf spring insulators (silencers), shackles, brackets, bushings, and mounts.  P-3

     D.         Remove, inspect, and install strut cartridge or assembly, strut coil spring, and insulators (silencers).  P-2

5.    Diagnose and repair miscellaneous service.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.
     A.          Inspect, remove, and replace shock absorbers.  P-1

     B.          Remove, inspect, and service or replace front and rear wheel bearings.  P-1

     C.          Test and diagnose components of electronically controlled suspension systems using a scan tool; determine necessary action.  P-3

 6.    Diagnose, adjust, and repair wheel alignment.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as
        listed below.

     A.         Differentiate between steering and suspension concerns using principles of steering  geometry (caster, camber, toe, etc).  P-1

     B.         Diagnose vehicle wander, drift, pull, hard steering, bump steer, memory steer, torque steer, and steering return concerns; determine
                 necessary action.  P-1

     C.        Perform prealignment inspection; perform necessary action.  P-1

     D.        Measure vehicle riding height; determine necessary action  P-1

     E.        Check and adjust front and rear wheel camber; perform necessary action.  P-1

     F.         Check and adjust caster; perform necessary action.  P-1

     G.        Check and adjust front wheel toe; adjust as needed.  P-1

     H.        Center steering wheel.  P-1

     I.          Check toe-out-on-turns (turning radius); determine necessary action.  P-2

     J.         Check SAI (steering axis inclination) and included angle; determine necessary action.  P-2

     K.         Check and adjust rear wheel toe.  P-2

     L.          Check rear wheel thrust angle; determine necessary action.  P-2

     M.         Check for front wheel setback; determine necessary action.  P-2

     N.         Check front cradle (subframe) alignment; determine necessary action.  P-3

7.    Diagnose and repair wheel and tire.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
     A.          Diagnose tire wear patterns; determine necessary action.  P-1

     B.          Inspect tires; check and adjust air pressure.  P-1

     C.          Diagnose wheel/tire vibration, shimmy, and noise; determine necessary action.  P-2

     D.          Rotate tires according to manufacturer’s recommendations.  P-1

     E.          Measure wheel, tire, axle, and hub runout; determine necessary action.  P-2

     F.          Diagnose tire pull (lead) problem; determine necessary action.  P-2

     G.         Balance wheel and tire assembly (static and dynamic).  P-1

     H.         Dismount, inspect, repair, and remount tire on wheel.  P-2

     I.          Reinstall wheel; torque lug nuts.  P-1

     J.          Inspect and repair tire.  P-2
8.    Write effectively.

     A.          Practice writing essay unit tests and quizzes.

     B.          Practice writing service repair orders (concern, cause, correction).

     C.          Practice writing daily assignments.

     D.         Practice writing weekly feedback to instructor.

AUT 214W - Heating/Air Conditioning Service

Credits: 5

     A.          Identify and interpret heating and air conditioning concern; determine necessary action.  P-1

     B.          Research applicable vehicle and service information, such as heating and air conditioning system operation, vehicle service history,
                  service precautions, and technical service bulletins.  P-1

     C.          Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration decals).  P-1

     D.         Performance test A/C system; diagnose A/C system malfunctions using principles of refrigeration.  P-1

     E.          Diagnose abnormal operating noises in the A/C system; determine necessary action.  P-2

     F.          Identify refrigerant type; conduct a performance test of the A/C system; determine necessary action.  P-1

     G.         Leak test A/C system; determine necessary action.  P-1

     H.         Inspect the condition of discharged oil; determine necessary action.  P-2

     I.          Determine recommended oil for system application.  P-1

2.    Diagnose and repair refrigeration system compressor and clutch.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3
       NATEF tasks as listed below.

     A.          Diagnose A/C system conditions that cause the protection devices (pressure, thermal, and PCM) to interrupt system operation; determine
                   necessary action.  P-2

     B.          Inspect A/C compressor drive belts; determine necessary action.  P-2

     C.          Inspect, test, and/or replace A/C compressor clutch components and/or assembly.  P-2

     D.         Remove and reinstall A/C compressor and mountings; measure oil quantity; determine necessary action.  P-1

3.    Diagnose and repair refrigeration system evaporator, condenser, and related components.  Complete 95% of Priority 1, 80% of Priority
       2, and 50% of Priority 3 NATEF tasks as listed below.
     A.          Determine need for an additional A/C system filter; perform necessary action.  P-3

     B.          Remove and inspect A/C system mufflers, hoses, lines, fittings, O-rings, seals, and service valves; perform necessary action.  P-2

     C.          Inspect A/C condenser for airflow restrictions; perform necessary action.  P-1

     D.          Remove and reinstall receiver/drier or accumulator/drier; measure oil quantity; determine necessary action.  P-1

     E.          Remove and install expansion valve or orifice (expansion) tube.  P-2

     F.          Inspect evaporator housing water drain; perform necessary action.  P-3

     G.         Remove and reinstall evaporator; measure oil quantity; determine necessary action.  P-3

     H.         Remove and reinstall condenser; measure oil quantity; determine necessary action.  P-3

4.    Diagnose and repair heating, ventilation, and engine cooling systems. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority
       3 NATEF tasks as listed below.

     A.          Diagnose temperature control problems in the heater/ventilation system; determine necessary action.  P-2

     B.          Perform cooling system, cap, and recovery system tests (pressure, combustion leakage, and temperature); determine necessary action. 
                   P-1

     C.          Inspect engine cooling and heater system hoses and belts; perform necessary action.  P-1

     D.         Inspect, test, and replace thermostat and housing.  P-1

     E.          Determine coolant condition and coolant type for vehicle application; drain and recover coolant.  P-1

     F.          Flush system; refill system with recommended coolant; bleed system.  P-1

     G.         Inspect and test cooling fan, fan clutch, fan shroud, and air dams; perform necessary action. P-1

     H.         Inspect and test electric cooling fan, fan control system and circuits; determine necessary action  P-2

     I.          Inspect and test heater control valve(s); perform necessary action.  P-2

     J.          Remove and reinstall heater core.  P-3

5.    Diagnose and repair operating systems and related controls.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF
       tasks as listed below.

     A.          Diagnose malfunctions in the electrical controls of heating, ventilation, and A/C (HVAC) systems; determine necessary action.  P-2

     B.          Inspect and test A/C-heater blower, motors, resistors, switches, relays, wiring, and protection devices; perform necessary action.  P-1

     C.          Test and diagnose A/C compressor clutch control systems; determine necessary action.  P-1

     D.          Diagnose malfunctions in the vacuum and mechanical components and controls of the heating, ventilation, and A/C (HVAC) system;
                  determine necessary action.  P-2

     E.          Inspect and test A/C-heater control panel assembly; determine necessary action.  P-3

     F.          Inspect and test A/C-heater control cables and linkages; perform necessary action.  P-3

     G.         Inspect A/C-heater ducts, doors, hoses, cabin filters and outlets; perform necessary action. P-3

     H.         Check operation of automatic and semi-automatic heating, ventilation, and air-conditioning (HVAC) control systems; determine necessary
                  action.  P-3

6.    Recover, recycle, and handle refrigerant.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.    

     A.          Perform correct use and maintenance of refrigerant handling equipment.  P-1

     B.          Identify (by label application or use of a refrigerant identifier) and recover A/C system

                  refrigerant.  P-1

     C.          Recycle refrigerant.  P-1

     D.         Label and store refrigerant.  P-1

     E.          Test recycled refrigerant for non-condensable gases.  P-1

     F.          Evacuate and charge A/C system.  P-1

AUT 216 - Driveline Service

1. Diagnose general drive train. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Identify and interpret drive train concern; determine necessary action. P-1
   2. Research applicable vehicle and service information, such as drive train system operation, vehicle service history, service precautions, and technical service bulletins. P-1
   3. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration decals). P-1
   4. Diagnose fluid usage, level, and condition concerns; determine necessary action. P-1
   5. Drain and fill manual transmission/transaxle and final drive unit. P-2
2. Diagnose and repair clutch. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose clutch noise, binding, slippage, pulsation, and chatter; determine necessary action. P-1
   2. Inspect clutch pedal linkage, cables, automatic adjuster mechanisms, brackets, bushings, pivots, and springs; perform necessary action. P-1
   3. Inspect hydraulic clutch slave and master cylinders, lines, and hoses; determine necessary action. P-1
   4. Inspect release (throw-out) bearing, lever, and pivot; determine necessary action. P-1
   5. Inspect and replace clutch pressure plate assembly and clutch disc. P-1
   6. Bleed clutch hydraulic system. P-1
   7. Inspect, remove or replace pilot bearing or bushing (as applicable). P-1
   8. Inspect flywheel and ring gear for wear and cracks, determine necessary action. P-1
   9. Inspect engine block, clutch (bell) housing, transmission/transaxle case mating surfaces, and alignment dowels; determine necessary action. P-3
   10. Measure flywheel runout and crankshaft endplay; determine necessary action. P-3
3. Diagnose and repair transmission/transaxle. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Remove and reinstall transmission/transaxle. P-1
   2. Disassemble, clean, and reassemble transmission/transaxle components. P-2
   3. Inspect transmission/transaxle case, extension housing, case mating surfaces, bores, bushings, and vents; perform necessary action. P-3
   4. Diagnose noise, hard shifting, jumping out of gear, and fluid leakage concerns; determine necessary action. P-2
   5. Inspect, adjust, and reinstall shift linkages, brackets, bushings, cables, pivots, and levers. P-2
   6. Inspect and reinstall powertrain mounts. P-3
   7. Inspect and replace gaskets, seals, and sealants; inspect sealing surfaces. P-2
   8. Remove and replace transaxle final drive. P-3
   9. Inspect, adjust, and reinstall shift cover, forks, levers, grommets, shafts, sleeves, detent mechanism, interlocks, and springs. P-2
   10. Measure endplay or preload (shim or spacer selection procedure) on transmission/transaxle shafts; perform necessary action. P-1
   11. Inspect and reinstall synchronizer hub, sleeve, keys (inserts), springs, and blocking rings. P-2
   12. Inspect and reinstall speedometer drive gear, driven gear, vehicle speed sensor (VSS), and retainers. P-2
   13. Diagnose transaxle final drive assembly noise and vibration concerns; determine necessary action. P-3
   14. Remove, inspect, measure, adjust, and reinstall transaxle final drive pinion gears (spiders), shaft, side gears, side bearings, thrust washers, and case assembly. P-2
   15. Inspect lubrication devices (oil pump or slingers); perform necessary action. P-3
   16. Inspect, test, and replace transmission/transaxle sensors and switches. P-1
4. Diagnose and repair drive shaft and half shaft, universal and constant-velocity (CV) joint. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose constant-velocity (CV) joint noise and vibration concerns; determine necessary action. P-1
   2. Diagnose universal joint noise and vibration concerns; perform necessary action. P-1
   3. Replace front wheel drive (FWD) front wheel bearing

AUT 218W - Automatic Electronic Transmission Service

Credits: 8

     A.         Identify and interpret transmission/transaxle concern; assure proper engine operation; determine necessary action.  P-1

     B.         Research applicable vehicle and service information, such as transmission/transaxle system operation, vehicle service history, service
                  precautions, and technical service bulletins.  P-1

     C.         Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration decals).  P-1

     D.         Diagnose fluid usage, level, and condition concerns; determine necessary action.  P-1

     E.         Perform pressure tests; determine necessary action.  P-1

     F.          Perform stall test; determine necessary action.  P-2

     G.         Perform lock-up converter system tests; determine necessary action.  P-1

     H.         Diagnose electronic, mechanical, hydraulic, vacuum control system concerns; determine necessary action.  P-1

     I.           Diagnose noise and vibration concerns; determine necessary action.  P-2

     J.           Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and held member (power flow) principles.P-1
2.    Adjust and perform maintenance on transmission and transaxle.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3
       NATEF tasks as listed below.

     A.          Inspect, adjust or replace throttle valve (TV) linkages or cables; manual shift linkages or cables; transmission range sensor; check gear
                  select indicator (as applicable).  P-1

     B.          Service transmission; perform visual inspection; replace fluids and filters.  P-1
3.    Repair in-vehicle transmission and transaxle.  Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed
       below.
     A.          Inspect, adjust or replace (as applicable) vacuum modulator; inspect and repair or replace lines and hoses.   P-3

     B.          Inspect, repair, and replace governor assembly  P-3

     C.          Inspect and replace external seals and gaskets.  P-2

     D.         Inspect extension housing, bushings and seals; perform necessary action.  P-3

     E.          Inspect, leak test, flush, and replace cooler, lines, and fittings.  P-2

     F.          Inspect and replace speedometer drive gear, driven gear, vehicle speed sensor (VSS), and retainers.  P-2

     G.         Diagnose electronic transmission control systems using a scan tool; determine necessary action.  P-1

     H.         Inspect, replace, and align powertrain mounts.  P-2

4.    Repair of off-vehicle transmission and transaxle (removal, disassembly, and reinstallation).  Complete 95% of Priority 1, 80% of Priority
       2, and 50% of Priority 3 NATEF tasks as listed below.

     A.          Remove and reinstall transmission and torque converter (rear-wheel drive).  P-2

     B.          Remove and reinstall transaxle and torque converter assembly.  P-1

     C.          Disassemble, clean, and inspect transmission/transaxle.  P-1

     D.         Inspect, measure, clean, and replace valve body (includes surfaces and bores, springs, valves, sleeves, retainers, brackets, check-balls,
                  screens, spacers, and gaskets).  P-2

     E.          Inspect servo bore, piston, seals, pin, spring, and retainers; determine necessary action.  P-3

     F.          Inspect accumulator bore, piston, seals, spring, and retainer; determine necessary action.  P-3

     G.         Assemble transmission/transaxle.  P-1

5.    Repair of off-vehicle transmission and transaxle (oil pump and converter). Complete 95% of Priority 1, 80% of Priority 2, and 50% of
       Priority 3 NATEF tasks as listed below.

     A.          Inspect converter flex plate, attaching parts, pilot, pump drive, and seal areas.  P-2

     B.          Measure torque converter endplay and check for interference; check stator clutch.  P-2

     C.          Inspect, measure, and reseal oil pump assembly and components.  P-1

6.    Repair of off-vehicle transmission and transaxle (gear train, shafts, bushings)

     A.          Measure endplay or preload; determine necessary action.  P-1

     B.          Inspect, measure, and replace thrust washers and bearings.  P-2

     C.          Inspect oil delivery seal rings, ring grooves, and sealing surface areas.  P-2

     D.         Inspect bushings; determine necessary action.  P-2

     E.          Inspect and measure planetary gear assembly (includes sun, ring gear, thrust washers, planetary gears, and carrier assembly); determine
                   necessary action.  P-2

     F.          Inspect case bores, passages, bushings, vents, and mating surfaces; determine necessary action.  P-2

     G.         Inspect transaxle drive, link chains, sprockets, gears, bearings, and bushings; perform necessary action.  P-2

     H.         Inspect, measure, repair, adjust or replace transaxle final drive components.  P-2

     I.          Inspect and reinstall parking pawl, shaft, spring, and retainer; determine necessary action.  P-3

7.    Repair of off-vehicle transmission and transaxle (friction and reaction units). Complete 95% of Priority 1, 80% of Priority 2, and 50% of
       Priority 3 NATEF tasks as listed below.

     A.          Inspect clutch drum, piston, check-balls, springs, retainers, seals, and friction and pressure plates; determine necessary action.  P-2

     B.          Measure clutch pack clearance; determine necessary action.  P-1

     C.         Air test operation of clutch and servo assemblies.  P-1

     D.         Inspect roller and sprag clutch, races, rollers, sprags, springs, cages, and retainers; replace as needed.  P-1

     E.          Inspect bands and drums; determine necessary action.   P-2

8.    Write effectively.

     A.          Practice writing essay unit tests, quizzes.

     B.          Practice writing service repair orders (concern, cause, correction).

     C.          Practice writing daily assignments.

     D.         Practice writing weekly feedback to instructor.

AUT 226 - Advance Engine Electronics & Fuel System Service

1. Diagnose general engine. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Identify and interpret engine performance concern; determine necessary action. P-1
   2. Research applicable vehicle and service information, such as engine management system operation, vehicle service history, service precautions, and technical service bulletins. P-1
   3. Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, and calibration decals). P-1
   4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action. P-2
   5. Diagnose abnormal engine noise or vibration concerns; determine necessary action. P-2
   6. Diagnose abnormal exhaust color, odor, and sound; determine necessary action. P-2
   7. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action. P-1
   8. Perform cylinder power balance test; determine necessary action. P-1
   9. Perform cylinder compression tests; determine necessary action. P-1
   10. Perform cylinder leakage test; determine necessary action. P-1
   11. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns with an oscilloscope and/or engine diagnostic equipment; determine necessary action. P-1
   12. Prepare 4 or 5 gas analyzer; inspect and prepare vehicle for test, and obtain exhaust readings; interpret readings, and determine necessary action. P-1
   13. Verify engine operating temperature; determine necessary action. P-1
   14. Perform cooling system pressure tests; check coolant condition; inspect and test radiator, pressure cap, coolant recovery tank, and hoses; perform necessary action. P-1
   15. Verify correct camshaft timing. P-2
2. Diagnose and repair computerized engine controls. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Retrieve and record stored OBD I diagnostic trouble codes; clear codes. P-2
   2. Retrieve and record stored OBD II diagnostic trouble codes; clear codes. P-1
   3. Diagnose the causes of emissions or driveability concerns resulting from malfunctions in the computerized engine control system with stored diagnostic trouble codes. P-1
   4. Diagnose emissions or driveability concerns resulting from malfunctions in the computerized engine control system with no stored diagnostic trouble codes; determine necessary action. P-1
   5. Check for module communication errors using a scan tool. P-2
   6. Inspect and test computerized engine control system sensors, powertrain control module (PCM), actuators, and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO); perform necessary action. P-1
   7. Obtain and interpret scan tool data. P-1
   8. Access and use service information to perform step-by-step diagnosis. P-1
   9. Diagnose driveability and emissions problems resulting from malfunctions of interrelated systems (cruise control, security alarms, suspension controls, traction controls, A/C, automatic transmissions, non-OEM-installed accessories, or similar systems); determine necessary action. P-3
3. Diagnose and repair fuel, air induction, and exhaust system. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor idle, flooding, hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling, and emissions problems on vehicles with carburetor-type fuel systems; determine necessary action. P-3
   2. Diagnose hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor idle, flooding, hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling, and emissions problems on vehicles with injection-type fuel systems; determine necessary action. P-1
   3. Check fuel for contaminants and quality; determine necessary action. P-3
   4. Inspect

AUT 228W - Electronic Engine Performance & Emission Control

1. Diagnose and repair ignition system. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock, power loss, poor mileage, and emissions concerns on vehicles with electronic ignition (distributorless) systems; determine necessary action. P-1
   2. Diagnose ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock, power loss, poor mileage, and emissions concerns on vehicles with distributor ignition (DI) systems; determine necessary action. P-1
   3. Inspect and test ignition primary circuit wiring and solid state components; perform necessary action. P-2
   4. Inspect, test and service distributor. P-3
   5. Inspect and test ignition system secondary circuit wiring and components; perform necessary action. P-2
   6. Inspect and test ignition coil(s); perform necessary action. P-1
   7. Check and adjust ignition system timing and timing advance/retard (where applicable). P-3
   8. Inspect and test ignition system pick-up sensor or triggering devices; perform necessary action. P-1
2. Diagnose and repair early fuel evaporation (intake manifold temperature) controls. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose emissions and driveability problems resulting from malfunctions in the early fuel evaporation control system; determine necessary action. P-3
   2. Inspect and test components of early fuel evaporation control system; perform necessary action. P-3
3. Diagnose and repair evaporative emissions controls. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Diagnose emissions and driveability problems resulting from malfunctions in the evaporative emissions control system; determine necessary action. P-1
   2. Inspect and test components and hoses of evaporative emissions control system; perform necessary action. P-2
   3. Interpret evaporative emission related diagnostic trouble codes (DTCs); determine necessary action. P-1
4. Perform engine related service. Complete 95% of Priority 1, 80% of Priority 2, and 50% of Priority 3 NATEF tasks as listed below.
   1. Remove and replace thermostat. P-2
   2. Inspect and test mechanical/electrical fans, fan clutch, fan shroud/ducting, air dams, and fan control devices; perform necessary action. P-1
5. Write effectively.
   1. Practice writing essay unit tests, quizzes.
   2. Practice writing service repair orders (concern, cause, correction).
   3. Practice writing daily assignments.
   4. Practice writing weekly feedback to instructor.

AUT 239 - Automotive Service Information Systems

1. Navigate automotive service information from various information supply houses using the current operating system.
   1. Look up service procedures, specifications, electrical schematics given various make, model year vehicle applications to 100% accuracy.
   2. Search information using the various systems information databases currently being used in the automotive technical labs.

AUT 252 - Automotive Performance Fundamentals

1. Access and print vehicle information using computer hardware and software.
   1. Use specialized automotive software to research and identify specific performance modifications, recommendations, specifications, and results.
   2. Use World Wide Web to identify sources of information, specifications, costs, recommendations, and results.
2. Diagnose and service the specific performance components of the valve train and ignition systems.
   1. Select appropriate camshaft based on vehicle application.
   2. Measure actual top dead center on an engine.
   3. Measure camshaft to crankshaft timing and correct to plus or minus one degree.
   4. Index spark plugs.
   5. Measure base ignition timing, mechanical, vacuum, and total ignition advance.
   6. Determine ignition system requirements, research data base to select ignition system components.
3. Diagnose and service the specific performance components of the induction system.
   1. Match intake manifold ports to cylinder head ports.
   2. Measure, adjust, and modify performance carburetor circuits.
   3. Measure, cut, and install braided stainless steel hose and aluminum fittings.
   4. Identify, measure, and select fuel injectors and throttle bodies.
   5. Research benefits and drawbacks of nitrous oxide injection systems.
4. Diagnose and repair components of the drivetrain and suspension systems.
   1. Identify benefits of and install shift improver kit.
   2. Identify operating characteristics of a torque converter, select appropriate torque converter for specific vehicle application.
   3. Identify optimum rear axle ratio for specific vehicle application.
   4. Install performance differential components.
   5. Identify and install performance suspension system components.
   6. Research and identify specialized vehicle safety options, determine needs for specific applications.

AUT 261 - Auto Service Skills Internship I

1. Diagnose/repair/service engine, brakes, suspension, and electrical systems to meet factory service information standards and NATEF task list requirements.
   1. Perform all necessary tasks on live customer vehicles to the customer’s satisfaction and industry standards.
   2. Required to document completed repairs.

AUT 262 - Auto Service Skills Internship II

1. Diagnose/repair/service suspension, HVAC, electrical, drivelines, and automatic transmissions to meet factory service information standards and NATEF task list requirements.
   1. Perform all necessary tasks on live customer vehicles to the customer’s satisfaction and industry standards.
   2. Required to document completed repairs.

AUT 290-299 - Special Projects in Automotive Service

AUTO 101 - Engine Repair Level 1

1. Diagnose General Engine. Complete Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Verify operation of the instrument panel engine warning indicators.
   3. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action.
   4. Install engine covers using gaskets, seals, and sealers as required.
   5. Remove and replace timing belt; verify correct camshaft timing.
   6. Perform common fastener and thread repair, to include: remove broken bolt, restore internaland external threads, and repair internal threads with thread insert.
   7. Identify hybrid vehicle internal combustion engine service precautions.
2. Diagnose Cylinder Head and Valve Train. Complete Level 1 NATEF task as listed below.
   1. Adjust valves (mechanical or hydraulic lifters).
3. Diagnose Lubrication and Cooling Systems. Complete Level 1 NATEF tasks as listed below.
   1. Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level; inspect and test radiator, pressure cap, coolant recovery tank, and heater core; determine necessary action.
   2. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.
   3. Remove, inspect, and replace thermostat and gasket/seal.
   4. Inspect and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant; bleed air as required.
   5. Perform engine oil and filter change.
4. Complete Required Supplemental Tasks related to Shop and Personal Safety
   1. Identify general shop safety rules and procedures.
   2. Utilize safe procedures for handling of tools and equipment.
   3. Identify and use proper placement of floor jacks and jack stands.
   4. Identify and use proper procedures for safe lift operation.
   5. Utilize proper ventilation procedures for working within the lab/shop area.
   6. Identify marked safety areas.
   7. Identify the location and the types of fire extinguishers and other fire safety equipment; demonstrate knowledge of the procedures for using fire extinguishers and other fire safety equipment.
   8. Identify the location and use of eye wash stations.
   9. Identify the location of the posted evacuation routes.
   10. Comply with the required use of safety glasses, ear protection, gloves, and shoes during lab/shop activities.
   11. Identify and wear appropriate clothing for lab/shop activities.
   12. Secure hair and jewelry for lab/shop activities.
   13. Locate and demonstrate knowledge of material safety data sheets (MSDS).
5. Complete Required Supplemental Tasks related to Tools and Equipment
   1. Identify tools and their usage in automotive applications.
   2. Identify standard and metric designation.
   3. Demonstrate safe handling and use of appropriate tools.
   4. Demonstrate proper cleaning, storage, and maintenance of tools and equipment.
   5. Demonstrate proper use of precision measuring tools (i.e. micrometer, dial-indicator, dial-caliper).
6. Complete Required Supplemenatal Tasks related to Preparing Vehicle for Service
   1. Identify information needed and the service requested on a repair order.
   2. Identify purpose and demonstrate proper use of fender covers, mats.
   3. Demonstrate use of the three C’s (concern, cause, and correction).
   4. Review vehicle service history.
   5. Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction.
7. Complete Required Supplemental Tasks related to Preparing Vehicle for Customer
   1. Ensure vehicle is prepared to return to customer per school/company policy (floor mats, steering wheel cover, etc.).

AUTO 102 - Automatic Transmission Level 1

1. Complete general Automotive Transmission and Transaxle Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, fluid type, vehicle service history, service precautions, and technical service bulletins.
   2. Check fluid level in a transmission or a transaxle equipped with a dip-stick.
   3. Check fluid level in a transmission or a transaxle not equipped with a dip-stick.
   4. Check transmission fluid condition; check for leaks.
2. Complete In-Vehicle Transmission/Transaxle NATEF tasks:
   1. Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, and park/neutral position switch.
   2. Inspect for leakage at external seals, gaskets, and bushings.
   3. Inspect power train mounts.
   4. Drain and replace fluid and filter(s).
3. Complete Off-Vehicle Transmission and Transaxle NATEF tasks:
   1. Describe the operational characteristics of a continuously variable transmission (CVT).
   2. Describe the operational characteristics of a hybrid vehicle drive train.

AUTO 103 - Manual Drive Trains and Axles Level 1

1. Complete general Manual Drive Train and Axels Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, fluid type, vehicle service history, service precautions, and technical service bulletins.
   2. Drain and refill manual transmission/transaxle and final drive unit.
   3. Check fluid condition; check for leaks.
2. Complete Level 1 NATEF tasks related to Clutches as listed below.
   1. Check and adjust clutch master cylinder fluid level.
   2. Check for system leaks.
3. Complete Level 1 NATEF tasks related to Transmission/Transaxle as listed below.
   1. Describe the operational characteristics of an electronically-controlled manual transmission/transaxle.
4. Complete Level 1 NATEF tasks related to Drive Shaft, Half Shafts, Universal and Constant-Velocity (CV) Joints as listed below.
   1. Inspect, remove, and replace front wheel drive (FWD) bearings, hubs, and seals.
   2. Inspect, service, and replace shafts, yokes, boots, and universal/CV joints.
5. Complete Level 1 NATEF tasks related to Differentials as listed below.
   1. Clean and inspect differential housing; check for leaks; inspect housing vent.
   2. Check and adjust differential housing fluid level.
   3. Drain and refill differential housing.
6. Complete Level 1 NATEF tasks related to Drive Axles as listed below.
   1. Inspect and replace drive axle wheel studs
7. Complete Level 1 NATEF tasks related to Four-wheel Drive/All-wheel Drive/as listed below.
   1. Inspect front-wheel bearings and locking hubs.
   2. Check for leaks at drive assembly seals; check vents; check lube level.

AUTO 104 - Suspension and Steering Level 1

1. Complete general Suspension and Steering Systems Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Disable and enable supplemental restraint system (SRS).
2. Complete Related Suspension and Steering Service related Level 1 NATEF tasks as listed below.
   1. Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots.
   2. Determine proper power steering fluid type; inspect fluid level and condition.
   3. Flush, fill, and bleed power steering system.
   4. Inspect for power steering fluid leakage; determine necessary action.
   5. Remove, inspect, replace, and adjust power steering pump drive belt.
   6. Inspect and replace power steering hoses and fittings.
   7. Replace power steering pump filter(s).
   8. Inspect pitman arm, relay (centerlink/intermediate) rod, idler arm and mountings, and steering linkage damper.
   9. Inspect tie rod ends (sockets), tie rod sleeves, and clamps.
   10. Inspect upper and lower control arms, bushings, and shafts.
   11. Inspect and replace rebound and jounce bumpers.
   12. Inspect track bar, strut rods/radius arms, and related mounts and bushings.
   13. Inspect upper and lower ball joints (with or without wear indicators).
   14. Inspect suspension system coil springs and spring insulators (silencers).
   15. Inspect suspension system torsion bars and mounts.
   16. Inspect and replace front stabilizer bar (sway bar) bushings, brackets, and links.
   17. Inspect strut cartridge or assembly.
   18. Inspect front strut bearing and mount.
   19. Inspect rear suspension system lateral links/arms (track bars), control (trailing) arms.
   20. Inspect rear suspension system leaf spring(s), spring insulators (silencers), shackles, brackets, bushings, center pins/bolts, and mounts.
   21. Inspect, remove, and replace shock absorbers; inspect mounts and bushings.
   22. Inspect electric power-assisted steering.
   23. Identify hybrid vehicle power steering system electrical circuits and safety precautions.
   24. Describe the function of the power steering pressure switch.
3. Complete Wheel Alignment related Level 1 NATEF tasks as listed below.
   1. Perform pre-alignment inspection and measure vehicle ride height; determine necessary action.
4. Complete Wheels and Tires related Level 1 NATEF tasks as listed below.
   1. Inspect tire condition; identify tire wear patterns; check for correct size and application (load and speed ratings) and adjust air pressure; determine necessary action.
   2. Rotate tires according to manufacturer’s recommendations.
   3. Dismount, inspect, and remount tire on wheel; balance wheel and tire assembly (static and dynamic).
   4. Dismount, inspect, and remount tire on wheel equipped with tire pressure monitoring system sensor.
   5. Inspect tire and wheel assembly for air loss; perform necessary action.
   6. Repair tire using internal patch.
   7. Identify and test tire pressure monitoring systems (indirect and direct) for operation; verify operation of instrument panel lamps.
   8. Demonstrate knowledge of steps required to remove and replace sensors in a tire pressure monitoring system.

AUTO 105 - Brakes Level 1

1. Complete general level 1 NATEF tasks for Brakes as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Describe procedure for performing a road test to check brake system operation, including an anti-lock brake system (ABS).
2. Complete Hydraulic System related Level 1 NATEF tasks as listed below.
   1. Measure brake pedal height, travel, and free play (as applicable); determine necessary action.
   2. Check master cylinder for external leaks and proper operation.
   3. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, loose fittings and supports; determine necessary action.
   4. Select, handle, store, and fill brake fluids to proper level.
   5. Identify components of brake warning light system.
   6. Bleed and/or flush brake system.
   7. Test brake fluid for contamination.
3. Complete Drum Brakes related Level 1 NATEF tasks as listed below.
   1. Remove, clean, inspect, and measure brake drum diameter; determine necessary action.
   2. Refinish brake drum and measure final drum diameter; compare with specifications.
   3. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related brake hardware, and backing support plates; lubricate and reassemble.
   4. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed.
   5. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings; make final checks and adjustments.
   6. Install wheel and torque lug nuts.
4. Complete Disc Brakes related Level 1 NATEF tasks as listed below.
   1. Remove and clean caliper assembly; inspect for leaks and damage/wear to caliper housing; determine necessary action.
   2. Clean and inspect caliper mounting and slides/pins for proper operation, wear, and damage; determine necessary action.
   3. Remove, inspect, and replace pads and retaining hardware; determine necessary action.
   4. Lubricate and reinstall caliper, pads, and related hardware; seat pads and inspect for leaks.
   5. Clean and inspect rotor, measure rotor thickness, thickness variation, and lateral runout; determine necessary action.
   6. Remove and reinstall rotor.
   7. Refinish rotor on vehicle; measure final rotor thickness and compare with specifications.
   8. Refinish rotor off vehicle; measure final rotor thickness and compare with specifications.
   9. Retract and re-adjust caliper piston on an integral parking brake system.
   10. Check brake pad wear indicator; determine necessary action.
   11. Describe importance of operating vehicle to burnish/break-in replacement brake pads according to manufacturer’s recommendations.
5. Complete Power-Assist Units related Level 1 NATEF tasks as listed below.
   1. Check brake pedal travel with, and without, engine running to verify proper power booster operation.
   2. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster.
6. Complete Miscellaneous Brakes related (Wheel Bearings, Parking Brakes, Electrical, Etc.) Level 1 NATEF tasks as listed below.
   1. Remove, clean, inspect, repack, and install wheel bearings; replace seals; install hub and adjust bearings.
   2. Check parking brake cables and components for wear, binding, and corrosion; clean, lubricate, adjust or replace as needed.
   3. Check parking brake operation and parking brake indicator light system operation; determine necessary action.
   4. Check operation of brake stop light system.
   5. Replace wheel bearing and race.
7. Complete Electronic Brakes, and Traction and Stability Control Systems related Level 1 NATEF tasks as listed below.
   1. Identify traction control/vehicle stability control system components.
   2. Describe the operation of a regenerative braking system.

AUTO 106 - Electrical/Electronic Systems Level 1

Credits: 4

     A.          Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins

     B.          Demonstrate knowledge of electrical/electronic series, parallel, and series-parallel circuits using principles of electricity (Ohm’s Law).

     C.          Use wiring diagrams to trace electrical/electronic circuits.

     D.         Demonstrate proper use of a digital multimeter (DMM) when measuring source voltage, voltage drop (including grounds), current flow, and
                  resistance.

     E.          Demonstrate knowledge of the causes and effects from shorts, grounds, opens, and resistance problems in electrical/electronic circuits.

     F.          Check operation of electrical circuits with a test light.

     G.         Check operation of electrical circuits with fused jumper wires.

     H.         Measure key-off battery drain (parasitic draw).

     I.          Inspect and test fusible links, circuit breakers, and fuses; determine necessary action.

     J.          Perform solder repair of electrical wiring.

     K.          Replace electrical connectors and terminal ends.

2.    Complete Level 1 NATEF tasks related to Battery Service as listed below.

     A.          Perform battery state-of-charge test; determine necessary action

     B.          Confirm proper battery capacity for vehicle application; perform battery capacity test; determine necessary action.

     C.          Maintain or restore electronic memory functions.

     D.         Inspect and clean battery; fill battery cells; check battery cables, connectors, clamps, and hold-downs.

     E.          Perform slow/fast battery charge according to manufacturer’s recommendations.

     F.          Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.

     G.         Identify high-voltage circuits of electric or hybrid electric vehicle and related safety precautions.

     H.         Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting
                  vehicle battery.

     I.          Identify hybrid vehicle auxiliary (12v) battery service, repair, and test procedures.

  3.    Complete Level 1 NATEF tasks related to Starting Systems as listed below.

     A.          Perform starter current draw test; determine necessary action.

     B.          Perform starter circuit voltage drop tests; determine necessary action.

     C.          Inspect and test starter relays and solenoids; determine necessary action.

     D.         Remove and install starter in a vehicle.

     E.          Inspect and test switches, connectors, and wires of starter control circuits; determine necessary action.

 4.    Complete Level 1 NATEF tasks related to Charging Systems as listed below.

     A.          Perform charging system output test; determine necessary action

     B.          Inspect, adjust, or replace generator (alternator) drive belts; check pulleys and tensioners for wear; check pulley and belt alignment.

     C.          Remove, inspect, and re-install generator (alternator).

     D.         Perform charging circuit voltage drop tests; determine necessary action.

  5.    Complete Level 1 NATEF tasks related to Lighting Systems as listed below.

     A.          Inspect interior and exterior lamps and sockets including headlights and auxiliary lights (fog lights/driving lights); replace as needed.

     B.          Aim headlights.

     C.          Identify system voltage and safety precautions associated with high-intensity discharge headlights.

  6.    Complete Level 1 NATEF tasks related to Electrical Accessories as listed below.

     A.          Disable and enable airbag system for vehicle service; verify indicator lamp operation.

     B.          Remove and reinstall door panel.

     C.          Describe the operation of keyless entry/remote-start systems.

     D.         Verify operation of instrument panel gauges and warning/indicator lights; reset maintenance indicators.

     E.          Verify windshield wiper and washer operation; replace wiper blades.

  7.    Complete required supplemental Level 1 NATEF tasks as listed below.

     A.          Demonstrate awareness of the safety aspects of supplemental restraint systems (SRS), electronic brake control systems, and hybrid
                   vehicle high voltage circuits.

     B.          Demonstrate awareness of the safety aspects of high voltage circuits (such as high intensity discharge (HID) lamps, ignition systems,
                   injection systems, etc.).

AUTO 107 - Heating and Air Conditioning Level 1

1. Complete general Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
2. Complete Level 1 NATEF tasks related to Refrigeration System Components as listed below.
   1. Inspect and replace A/C compressor drive belts, pulleys, and tensioners; determine necessary action.
   2. Identify hybrid vehicle A/C system electrical circuits and the service/safety precautions.
   3. Inspect A/C condenser for airflow restrictions; determine necessary action.
3. Complete Level 1 NATEF tasks related to Heating, Ventilation, and Engine Cooling Systems as listed below.
   1. Inspect engine cooling and heater systems hoses; perform necessary action.
4. Complete Level 1 NATEF tasks related to Operating Systems and Related Controls as listed below.
   1. Inspect A/C-heater ducts, doors, hoses, cabin filters, and outlets; perform necessary action
   2. Identify the source of A/C system odors.

AUTO 108 - Engine Performance Level 1

1. Complete general Engine Performance related Level 1 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action
   3. Perform cylinder power balance test; determine necessary action.
   4. Perform cylinder cranking and running compression tests; determine necessary action.
   5. Perform cylinder leakage test; determine necessary action.
   6. Verify engine operating temperature.
   7. Remove and replace spark plugs; inspect secondary ignition components for wear and damage.
2. Complete Level 1 NATEF tasks related to Computerized Engine Controls as listed below.
   1. Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codes when applicable.
   2. Describe the importance of operating all OBDII monitors for repair verification.
3. Complete Level 1 NATEF tasks related to Fuel, Air Induction, and Exhaust Systems as listed below.
   1. Replace fuel filter(s).
   2. Inspect, service, or replace air filters, filter housings, and intake duct work.
   3. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields; determine necessary action.
   4. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields; repair or replace as needed.
   5. Check and refill diesel exhaust fluid (DEF).
4. Complete Level 1 NATEF tasks related to Emissions Control Systems as listed below.
   1. Inspect, test, and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, and hoses; perform necessary action.

AUTO 110 - MLR Internship

1. Diagnose/repair/service engine, brakes, suspension, and electrical systems to meet factory service information standards and NATEF task list requirements.
   1. Perform all necessary tasks on live customer vehicles to the customer’s satisfaction and industry standards.
   2. Document completed repairs.

AUTO 149 - MLR Capstone

1. Explain test taking and test preparation techniques for a computer based test.
2. Complete the ASE G1 MLR technician certification exam successfully by demonstrating knowledge of automotive service at a maintenance and light repair level.

AUTO 151 - Engine Repair Level 2

1. Complete Level 2 NATEF tasks related to general Engine Repair as listed below.
   1. Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction.
   2. Research applicable vehicle and service information, such as internal engine operation, vehicle service history, service precautions, and technical service bulletins.
   3. Verify operation of the instrument panel engine warning indicators.
   4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action
   5. Install engine covers using gaskets, seals, and sealers as required.
   6. Remove and replace timing belt; verify correct camshaft timing
   7. Perform common fastener and thread repair, to include: remove broken bolt, restore internal and external threads, and repair internal threads with thread insert.
   8. Inspect, remove and replace engine mounts.
   9. Identify hybrid vehicle internal combustion engine service precautions.
2. Complete Level 2 NATEF tasks related to Cylinder Head and Valve Trains as listed below.
   1. Remove cylinder head; inspect gasket condition; install cylinder head and gasket; tighten according to manufacturer’s specifications and procedures.
   2. Clean and visually inspect a cylinder head for cracks; check gasket surface areas for warpage and surface finish; check passage condition.
   3. Inspect pushrods, rocker arms, rocker arm pivots and shafts for wear, bending, cracks, looseness, and blocked oil passages (orifices); determine necessary action.
   4. Adjust valves (mechanical or hydraulic lifters).
   5. Inspect and replace camshaft and drive belt/chain; includes checking drive gear wear and backlash, end play, sprocket and chain wear, overhead cam drive sprocket(s), drive belt(s), belt tension, tensioners, camshaft reluctor ring/tone-wheel, and valve timing components; verify correct camshaft timing.
   6. Establish camshaft position sensor indexing.
3. Complete Level 2 NATEF tasks related to Engine Block Assembly as listed below.
   1. Remove, inspect, or replace crankshaft vibration damper (harmonic balancer).
4. Complete Level 2 NATEF tasks related to Lubrication and Cooling Systems as listed below.
   1. Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level; inspect and test radiator, pressure cap, coolant recovery tank, and heater core; determine necessary action.
   2. Identify causes of engine overheating
   3. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.
   4. Inspect and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant; bleed air as required.
   5. Inspect, remove, and replace water pump.
   6. Remove and replace radiator.
   7. Remove, inspect, and replace thermostat and gasket/seal.
   8. Inspect and test fan(s) (electrical or mechanical), fan clutch, fan shroud, and air dams.
   9. Perform oil pressure tests; determine necessary action.
   10. Perform engine oil and filter change.
   11. Inspect auxiliary coolers; determine necessary action.
   12. Inspect, test, and replace oil temperature and pressure switches and sensors.

AUTO 152 - AutomaticTransmission Level 2

1. Complete general Automotive Transmission and Transaxle Level 2 NATEF tasks as listed below.
   1. Identify and interpret transmission/transaxle concern, differentiate between engine performance and transmission/transaxle concerns; determine necessary action.
   2. Research applicable vehicle and service information fluid type, vehicle service history, service precautions, and technical service bulletins.
   3. Diagnose fluid loss and condition concerns; determine necessary action.
   4. Check fluid level in a transmission or a transaxle equipped with a dip-stick.
   5. Check fluid level in a transmission or a transaxle not equipped with a dip-stick.
   6. Perform stall test; determine necessary action.
   7. Perform lock-up converter system tests; determine necessary action.
   8. Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and held member (power flow) principles.
   9. Diagnose pressure concerns in a transmission using hydraulic principles (Pascal’s Law).
2. Complete In-Vehicle Transmission/Transaxle Level 2 NATEF tasks as listed below.
   1. Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, and park/neutral position switch.
   2. Inspect for leakage; replace external seals, gaskets, and bushings.
   3. Inspect, test, adjust, repair, or replace electrical/electronic components and circuits including computers, solenoids, sensors, relays, terminals, connectors, switches, and harnesses.
   4. Drain and replace fluid and filter(s).
   5. Inspect powertrain mounts.
3. Complete Off-Vehicle Transmission and Transaxle Level 2 NATEF tasks as listed below.
   1. Remove and reinstall transmission/transaxle and torque converter; inspect engine core plugs, rear crankshaft seal, dowel pins, dowel pin holes, and mating surfaces.
   2. Inspect, leak test, and flush or replace transmission/transaxle oil cooler, lines, and fittings.
   3. Inspect converter flex (drive) plate, converter attaching bolts, converter pilot, converter pump drive surfaces, converter end play, and crankshaft pilot bore.
   4. Describe the operational characteristics of a continuously variable transmission (CVT).
   5. Describe the operational characteristics of a hybrid vehicle drive train.

AUTO 153 - Manual Drive Trains and Axles Level 2

1. Complete general Manual Drive Train and Axles Level 2 NATEF tasks as listed below.
   1. Identify and interpret drive train concerns; determine necessary action.
   2. Research applicable vehicle and service information, fluid type, vehicle service history, service precautions, and technical service bulletins.
   3. Check fluid condition; check for leaks; determine necessary action.
   4. Drain and refill manual transmission/transaxle and final drive unit.
2. Complete Level 2 NATEF tasks related to Clutches as listed below.
   1. Diagnose clutch noise, binding, slippage, pulsation, and chatter; determine necessary action.
   2. Inspect clutch pedal linkage, cables, automatic adjuster mechanisms, brackets, bushings, pivots, and springs; perform necessary action.
   3. Inspect and replace clutch pressure plate assembly, clutch disc, release (throw-out) bearing and linkage, and pilot bearing/bushing (as applicable).
   4. Bleed clutch hydraulic system.
   5. Check and adjust clutch master cylinder fluid level; check for leaks.
   6. Inspect flywheel and ring gear for wear and cracks; determine necessary action.
   7. Measure flywheel runout and crankshaft end play; determine necessary action.
3. Complete Level 2 NATEF tasks related to Transmission/Transaxles as listed below.
   1. Inspect, adjust, and reinstall shift linkages, brackets, bushings, cables, pivots, and levers
   2. Describe the operational characteristics of an electronically-controlled manual transmission/transaxle.
4. Complete Level 2 NATEF tasks related to Drive Shafts and Constant-Velocity (CV) Joints as listed below.
   1. Diagnose constant-velocity (CV) joint noise and vibration concerns; determine necessary action.
   2. Diagnose universal joint noise and vibration concerns; perform necessary action.
   3. Inspect, remove, and replace front wheel drive (FWD) bearings, hubs, and seals.
   4. Inspect, service, and replace shafts, yokes, boots, and universal/CV joints.
   5. Check shaft balance and phasing; measure shaft runout; measure and adjust driveline angles.
5. Complete Level 2 NATEF tasks related to Differentials as listed below.
   1. Clean and inspect differential housing; check for leaks; inspect housing vent.
   2. Check and adjust differential housing fluid level.
   3. Drain and refill differential housing
   4. Inspect and replace companion flange and pinion seal; measure companion flange runout.
6. Complete Level 2 NATEF tasks related to Drive Axles as listed below.
   1. Inspect and replace drive axle wheel studs.
   2. Remove and replace drive axle shafts.
   3. Inspect and replace drive axle shaft seals, bearings, and retainers.
   4. Measure drive axle flange runout and shaft end play; determine necessary action.
7. Complete Level 2 NATEF tasks related to Four-wheel Drive/All-wheel Drive as listed below.
   1. Inspect, adjust, and repair shifting controls (mechanical, electrical, and vacuum), bushings, mounts, levers, and brackets.
   2. Inspect front-wheel bearings and locking hubs; perform necessary action(s).
   3. Check for leaks at drive assembly seals; check vents; check lube level.
   4. Identify concerns related to variations in tire circumference and/or final drive ratios.

AUTO 154 - Suspension and Steering Level 2

1. Complete general Suspension and Steering Systems Level 2 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
2. Complete Level 2 NATEF tasks related to Steering Systems as listed below.
   1. Disable and enable supplemental restraint system (SRS).
   2. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).
   3. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine necessary action.
   4. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine necessary action.
   5. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine necessary action.
   6. Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, and steering wheel; perform necessary action.
   7. Remove and replace rack and pinion steering gear; inspect mounting bushings and brackets.
   8. Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots; replace as needed.
   9. Determine proper power steering fluid type; inspect fluid level and condition.
   10. Flush, fill, and bleed power steering system.
   11. Inspect for power steering fluid leakage; determine necessary action.
   12. Remove, inspect, replace, and adjust power steering pump drive belt.
   13. Remove and reinstall power steering pump.
   14. Remove and reinstall press fit power steering pump pulley; check pulley and belt alignment.
   15. Inspect and replace power steering hoses and fittings.
   16. Replace power steering pump filter(s).
   17. Inspect and replace pitman arm, relay (centerlink/intermediate) rod, idler arm and mountings, and steering linkage damper.
   18. Inspect, replace, and adjust tie rod ends (sockets), tie rod sleeves, and clamps.
   19. Identify hybrid vehicle power steering system electrical circuits and safety precautions.
3. Complete Level 2 NATEF tasks related to Suspension Systems Diagnosis and Repair as listed below.
   1. Diagnose short and long arm suspension system noises, body sway, and uneven ride height concerns; determine necessary action.
   2. Diagnose strut suspension system noises, body sway, and uneven ride height concerns; determine necessary action.
   3. Inspect, remove and install upper and lower control arms, bushings, shafts, and rebound bumpers.
   4. Inspect, remove and install strut rods and bushings.
   5. Inspect, remove and install upper and/or lower ball joints (with or without wear indicators).
   6. Inspect, remove and install steering knuckle assemblies.
   7. Inspect, remove and install short and long arm suspension system coil springs and spring insulators.
   8. Inspect, remove and install torsion bars and mounts.
   9. Inspect, remove and install front stabilizer bar (sway bar) bushings, brackets, and links.
   10. Inspect, remove and install strut cartridge or assembly, strut coil spring, insulators (silencers), and upper strut bearing mount.
   11. Inspect, remove and install track bar, strut rods/radius arms, and related mounts and bushings.
   12. Inspect rear suspension system leaf spring(s), bushings, center pins/bolts, and mounts.
   13. Inspect electric power-assisted steering.
4. Complete Level 2 NATEF tasks related to Suspension and Steering Service as listed below.
   1. Inspect, remove, and replace shock absorbers; inspect mounts and bushings.
   2. Remove, inspect, and service or replace front and rear wheel bearings.
   3. Describe the function of the power steering pressure switch.
5. Complete Level 2 NATEF tasks related to Wheel Alignment as listed below.
   1. Diagnose vehicle wander, drift, pull, hard steering, bump steer, memory steer, torque steer, and steering return concerns; determine necessary action.
   2. Perform pre-alignment inspection and measure veh

AUTO 155 - Brakes Level 2

1. Complete general level 2 NATEF tasks for Brakes as listed below.
   1. Identify and interpret brake system concerns; determine necessary action.
   2. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   3. Describe procedure for performing a road test to check brake system operation; including an anti-lock brake system (ABS).
2. Complete Hydraulic System related Level 2 NATEF tasks as listed below.
   1. Diagnose pressure concerns in the brake system using hydraulic principles (Pascal’s Law).
   2. Measure brake pedal height, travel, and free play (as applicable); determine necessary action.
   3. Check master cylinder for internal/external leaks and proper operation; determine necessary action.
   4. Remove, bench bleed, and reinstall master cylinder.
   5. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system; determine necessary action.
   6. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, and wear; check for loose fittings and supports; determine necessary action.
   7. Replace brake lines, hoses, fittings, and supports.
   8. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types).
   9. Select, handle, store, and fill brake fluids to proper level.
   10. Inspect, test, and/or replace components of brake warning light system.
   11. Identify components of brake warning light system.
   12. Bleed and/or flush brake system.
   13. Test brake fluid for contamination.
3. Complete Drum Brakes related Level 2 NATEF tasks as listed below.
   1. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging or pedal pulsation concerns; determine necessary action.
   2. Remove, clean, inspect, and measure brake drum diameter; determine necessary action.
   3. Refinish brake drum and measure final drum diameter; compare with specifications.
   4. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related brake hardware, and backing support plates; lubricate and reassemble.
   5. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed.
   6. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings; perform final checks and adjustments.
   7. Install wheel and torque lug nuts.
4. Complete Disc Brakes related Level 2 NATEF tasks as listed below.
   1. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pulsation concerns; determine necessary action
   2. Remove and clean caliper assembly; inspect for leaks and damage/wear to caliper housing; determine necessary action.
   3. Clean and inspect caliper mounting and slides/pins for proper operation, wear, and damage; determine necessary action.
   4. Remove, inspect, and replace pads and retaining hardware; determine necessary action.
   5. Lubricate and reinstall caliper, pads, and related hardware; seat pads and inspect for leaks.
   6. Clean and inspect rotor; measure rotor thickness, thickness variation, and lateral runout; determine necessary action.
   7. Remove and reinstall rotor.
   8. Refinish rotor on vehicle; measure final rotor thickness and compare with specifications.
   9. Refinish rotor off vehicle; measure final rotor thickness and compare with specifications.
   10. Retract and re-adjust caliper piston on an integrated parking brake system.
   11. Check brake pad wear indicator; determine necessary action.
   12. Describe importance of operating vehicle to burnish/break-in replacement brake pads according to manufacturer’s recommendations.
5. Complete Power-Assist Units related Level 2 NATEF tasks as listed below.
   1. Check brake pedal travel with, and without, engine running to verify proper power booster operation.
   2. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster.
   3. Inspect vacuum-type power booster unit for leaks; inspect the check-

AUTO 156 - Electrical-Electronic Systems Level 2

1. Complete general Electrical Systems related Level 2 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Demonstrate knowledge of electrical/electronic series, parallel, and series-parallel circuits using principles of electricity (Ohm’s Law).
   3. Demonstrate proper use of a digital multimeter (DMM) when measuring source voltage, voltage drop (including grounds), current flow and resistance.
   4. Demonstrate knowledge of the causes and effects from shorts, grounds, opens, and resistance problems in electrical/electronic circuits.
   5. Check operation of electrical circuits with a test light.
   6. Check operation of electrical circuits with fused jumper wires.
   7. Use wiring diagrams during the diagnosis (troubleshooting) of electrical/electronic circuit problems.
   8. Diagnose the cause(s) of excessive key-off battery drain (parasitic draw); determine necessary action.
   9. Inspect and test fusible links, circuit breakers, and fuses; determine necessary action.
   10. Inspect and test switches, connectors, relays, solenoid solid state devices, and wires of electrical/electronic circuits; determine necessary action.
   11. Replace electrical connectors and terminal ends.
   12. Repair wiring harness.
   13. Perform solder repair of electrical wiring.
2. Complete Level 2 NATEF tasks related to Battery Service as listed below.
   1. Perform battery state-of-charge test; determine necessary action.
   2. Confirm proper battery capacity for vehicle application; perform battery capacity test; determine necessary action.
   3. Maintain or restore electronic memory functions.
   4. Inspect and clean battery; fill battery cells; check battery cables, connectors, clamps, and hold-downs.
   5. Perform slow/fast battery charge according to manufacturer’s recommendations.
   6. Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.
   7. Identify high-voltage circuits of electric or hybrid electric vehicle and related safety precautions.
   8. Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting vehicle battery.
   9. Identify hybrid vehicle auxiliary (12v) battery service, repair, and test procedures.
3. Complete Level 2 NATEF tasks related to Starting Systems as listed below.
   1. Perform starter current draw tests; determine necessary action.
   2. Perform starter circuit voltage drop tests; determine necessary action.
   3. Inspect and test starter relays and solenoids; determine necessary action.
   4. Remove and install starter in a vehicle.
   5. Inspect and test switches, connectors, and wires of starter control circuits; determine necessary action.
   6. Differentiate between electrical and engine mechanical problems that cause a slow-crank or a no-crank condition.
4. Complete Level 2 NATEF tasks related to Charging Systems as listed below.
   1. Perform charging system output test; determine necessary action.
   2. Diagnose (troubleshoot) charging system for causes of undercharge, no-charge, or overcharge conditions.
   3. Inspect, adjust, or replace generator (alternator) drive belts; check pulleys and tensioners for wear; check pulley and belt alignment.
   4. Remove, inspect, and re-install generator (alternator).
   5. Perform charging circuit voltage drop tests; determine necessary action.
5. Complete Level 2 NATEF tasks related to Lighting Systems as listed below.
   1. Diagnose (troubleshoot) the causes of brighter-than-normal, intermittent, dim, or no light operation; determine necessary action.
   2. Inspect interior and exterior lamps and sockets including headlights and auxiliary lights (fog lights/driving lights); replace as needed.
   3. Aim headlights.
   4. Identify system voltage and safety precautions associated with high-intensity discharge headlights.
6. Complete Level 2 NATEF tasks related to Electrical Accessories as listed below.

AUTO 157 - Heating and Air Conditioning Level 2

1. Complete general A/C System diagnosis and Repair Level 2 NATEF tasks as listed below.
   1. Identify and interpret heating and air conditioning problems; determine necessary action.
   2. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   3. Performance test A/C system; identify problems.
   4. Identify abnormal operating noises in the A/C system; determine necessary action.
   5. Identify refrigerant type; select and connect proper gauge set; record temperature and pressure readings.
   6. Leak test A/C system; determine necessary action
   7. Inspect condition of refrigerant oil removed from A/C system; determine necessary action.
   8. Determine recommended oil and oil capacity for system application.
   9. Using a scan tool, observe and record related HVAC data and trouble codes.
2. Complete Level 2 NATEF tasks related to Refrigeration System Components as listed below.
   1. Inspect and replace A/C compressor drive belts, pulleys, and tensioners; determine necessary action.
   2. Inspect, test, service or replace A/C compressor clutch components and/or assembly; check compressor clutch air gap; adjust as needed.
   3. Remove, inspect, and reinstall A/C compressor and mountings; determine recommended oil quantity.
   4. Identify hybrid vehicle A/C system electrical circuits and the service/safety precautions.
   5. Determine need for an additional A/C system filter; perform necessary action.
   6. Remove and inspect A/C system mufflers, hoses, lines, fittings, O-rings, seals, and service valves; perform necessary action.
   7. Inspect A/C condenser for airflow restrictions; determine necessary action.
   8. Remove, inspect, and reinstall receiver/drier or accumulator/drier; determine recommended oil quantity.
   9. Remove, inspect, and install expansion valve or orifice (expansion) tube.
   10. Inspect evaporator housing water drain; perform necessary action.
3. Complete Level 2 NATEF tasks related to Heating, Ventilation, and Engine Cooling Systems Diagnosis and Repair as listed below.
   1. Inspect engine cooling and heater systems hoses; perform necessary action.
   2. Inspect and test heater control valve(s); perform necessary action.
4. Complete Level 2 NATEF tasks related to Operating Systems and Related Controls Diagnosis and Repair as listed below.
   1. Inspect and test A/C-heater blower motors, resistors, switches, relays, wiring, and protection devices; perform necessary action.
   2. Diagnose A/C compressor clutch control systems; determine necessary action.
   3. Diagnose malfunctions in the vacuum, mechanical, and electrical components and controls of the heating, ventilation, and A/C (HVAC) system; determine necessary action.
   4. Inspect and test A/C-heater control panel assembly; determine necessary action.
   5. Inspect and test A/C-heater control cables, motors, and linkages; perform necessary action.
   6. Inspect A/C-heater ducts, doors, hoses, cabin filters, and outlets; perform necessary action.
   7. Identify the source of A/C system odors.
   8. Check operation of automatic or semi-automatic heating, ventilation, and air-conditioning (HVAC) control systems; determine necessary action.
5. Complete Level 2 NATEF tasks related to Refrigerant Recovery, Recycling, and Handling as listed below.
   1. Perform correct use and maintenance of refrigerant handling equipment according to equipment manufacturer’s standards.
   2. Identify and recover A/C system refrigerant.
   3. Recycle, label, and store refrigerant.
   4. Evacuate and charge A/C system; add refrigerant oil as required.

AUTO 158 - Engine Performance Level 2

1. Complete general Engine Performance related Level 2 NATEF tasks as listed below.
   1. Identify and interpret engine performance concerns; determine necessary action.
   2. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   3. Diagnose abnormal engine noises or vibration concerns; determine necessary action.
   4. Diagnose abnormal exhaust color, odor, and sound; determine necessary action
   5. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action.
   6. Perform cylinder power balance test; determine necessary action.
   7. Perform cylinder cranking and running compression tests; determine necessary action.
   8. Perform cylinder leakage test; determine necessary action.
   9. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine necessary action.
   10. Verify engine operating temperature; determine necessary action.
   11. Verify correct camshaft timing.
2. Complete Level 2 NATEF tasks related to Computerized Engine Controls as listed below.
   1. Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codes when applicable.
   2. Access and use service information to perform step-by-step (troubleshooting) diagnosis.
   3. Perform active tests of actuators using a scan tool; determine necessary action.
   4. Describe the importance of running all OBDII monitors for repair verification.
3. Complete Level 2 NATEF tasks related to Ignition System Diagnosis and Repair as listed below.
   1. Diagnose (troubleshoot) ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock, power loss, poor mileage, and emissions concerns; determine necessary action.
   2. Inspect and test crankshaft and camshaft position sensor(s); perform necessary action.
   3. Inspect, test, and/or replace ignition control module, powertrain/engine control module; reprogram as necessary.
   4. Remove and replace spark plugs; inspect secondary ignition components for wear and damage.
4. Complete Level 2 NATEF tasks related to Fuel, Air Induction, and Exhaust Systems as listed below.
   1. Check fuel for contaminants; determine necessary action.
   2. Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; perform necessary action.
   3. Replace fuel filter(s).
   4. Inspect, service, or replace air filters, filter housings, and intake duct work.
   5. Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or unmetered air.
   6. Inspect and test fuel injectors.
   7. Verify idle control operation.
   8. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields; perform necessary action.
   9. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields; repair or replace as needed.
   10. Perform exhaust system back-pressure test; determine necessary action.
   11. Check and refill diesel exhaust fluid (DEF).
5. Complete Level 2 NATEF tasks related to Emissions Control systems as listed below.
   1. Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation (PCV) system; determine necessary action.
   2. Inspect, test, and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, and hoses; perform necessary action.
   3. Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system; determine necessary action.
   4. Inspect, test, service, and replace components of the EGR system including tubing, exhaust passages, vacuum/pressure controls, filters, and hoses; perform necessary action.
   5. Inspect and test electrical/electronically-operated components and circuits of air injection systems; perform necessary action.
   6. Inspect and test catalytic converter efficiency.
   7. Inspect and t

AUTO 160 - AST Internship

1. Diagnose/repair/service engine, brakes, suspension, and electrical systems to meet factory service information standards and NATEF task list requirements.
   1. Practice and perform all necessary tasks on live customer vehicles to the customer’s satisfaction and industry standards.
   2. Required to document completed repairs.

AUTO 201W - Engine Repair Level 3

1. Complete Level 3 NATEF tasks related to general Engine Repair as listed below.
   1. Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction.
   2. Research applicable vehicle and service information, such as internal engine operation, vehicle service history, service precautions, and technical service bulletins.
   3. Verify operation of the instrument panel engine warning indicators.
   4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action
   5. Install engine covers using gaskets, seals, and sealers as required.
   6. Remove and replace timing belt; verify correct camshaft timing
   7. Perform common fastener and thread repair, to include: remove broken bolt, restore internal and external threads, and repair internal threads with thread insert.
   8. Inspect, remove and replace engine mounts.
   9. Identify hybrid vehicle internal combustion engine service precautions.
2. Complete Level 3 NATEF tasks related to Cylinder Head and Valve Train as listed below.
   1. Remove cylinder head; inspect gasket condition; install cylinder head and gasket; tighten according to manufacturer’s specifications and procedures.
   2. Clean and visually inspect a cylinder head for cracks; check gasket surface areas for warpage and surface finish; check passage condition.
   3. Inspect pushrods, rocker arms, rocker arm pivots and shafts for wear, bending, cracks, looseness, and blocked oil passages (orifices); determine necessary action.
   4. Adjust valves (mechanical or hydraulic lifters).
   5. Inspect and replace camshaft and drive belt/chain; includes checking drive gear wear and backlash, end play, sprocket and chain wear, overhead cam drive sprocket(s), drive belt(s), belt tension, tensioners, camshaft reluctor ring/tone-wheel, and valve timing components; verify correct camshaft timing.
   6. Establish camshaft position sensor indexing.
3. Complete Level 3 NATEF tasks related to Engine Block Assembly as listed below.
   1. Remove, inspect, or replace crankshaft vibration damper (harmonic balancer).
4. Complete Level 3 NATEF tasks related to Lubrication and Cooling Systems as listed below.
   1. Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level; inspect and test radiator, pressure cap, coolant recovery tank, and heater core; determine necessary action.
   2. Identify causes of engine overheating
   3. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.
   4. Inspect and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant; bleed air as required.
   5. Inspect, remove, and replace water pump.
   6. Remove and replace radiator.
   7. Remove, inspect, and replace thermostat and gasket/seal.
   8. Inspect and test fan(s) (electrical or mechanical), fan clutch, fan shroud, and air dams.
   9. Perform oil pressure tests; determine necessary action.
   10. Perform engine oil and filter change.
   11. Inspect auxiliary coolers; determine necessary action.
   12. Inspect, test, and replace oil temperature and pressure switches and sensors.

AUTO 202W - Automatic Transmission Level 3

1. Complete general Automotive Transmission and Trnasaxle Level 3 NATEF tasks as listed below.
   1. Identify and interpret transmission/transaxle concern, differentiate between engine performance and transmission/transaxle concerns; determine necessary action.
   2. Research applicable vehicle and service information fluid type, vehicle service history, service precautions, and technical service bulletins.
   3. Diagnose fluid loss and condition concerns; determine necessary action.
   4. Check fluid level in a transmission or a transaxle equipped with a dip-stick.
   5. Check fluid level in a transmission or a transaxle not equipped with a dip-stick. 1F. Perform pressure tests (including transmissions/transaxles equipped with electronic pressure control); determine necessary action.
   6. Diagnose noise and vibration concerns; determine necessary action.
   7. Perform stall test; determine necessary action.
   8. Perform lock-up converter system tests; determine necessary action.
   9. Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and held member (power flow) principles.
   10. Diagnose electronic transmission/transaxle control systems using appropriate test equipment and service information.
   11. Diagnose pressure concerns in a transmission using hydraulic principles (Pascal’s Law).
2. Complete Level 3 NATEF tasks related to In-Vehicle Transmission/Transaxle as listed below.
   1. Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, and park/neutral position switch.
   2. Inspect for leakage; replace external seals, gaskets, and bushings.
   3. Inspect, test, adjust, repair, or replace electrical/electronic components and circuits including computers, solenoids, sensors, relays, terminals, connectors, switches, and harnesses.
   4. Drain and replace fluid and filter(s).
   5. Inspect powertrain mounts.
3. Complete Level 3 NATEF tasks related to Off-Vehicle Transmission and Transaxle Repair as listed below.
   1. Remove and reinstall transmission/transaxle and torque converter; inspect engine core plugs, rear crankshaft seal, dowel pins, dowel pin holes, and mating surfaces.
   2. Inspect, leak test, and flush or replace transmission/transaxle oil cooler, lines, and fittings.
   3. Inspect converter flex (drive) plate, converter attaching bolts, converter pilot, converter pump drive surfaces, converter end play, and crankshaft pilot bore.
   4. Describe the operational characteristics of a continuously variable transmission (CVT).
   5. Describe the operational characteristics of a hybrid vehicle drive train.

AUTO 203 - Manual Drive Trains and Axles Level 3

Credits: 1

     A.          Identify and interpret drive train concerns; determine necessary action.

     B.          Research applicable vehicle and service information, fluid type, vehicle service history, service precautions, and technical service bulletins.

     C.          Check fluid condition; check for leaks; determine necessary action.

     D.          Drain and refill manual transmission/transaxle and final drive unit.

2.    Complete Level 3 NATEF tasks related to Clutches  as listed below.

     A.          Diagnose clutch noise, binding, slippage, pulsation, and chatter; determine necessary action.

     B.          Inspect clutch pedal linkage, cables, automatic adjuster mechanisms, brackets, bushings, pivots, and springs; perform necessary action.

     C.          Inspect and replace clutch pressure plate assembly, clutch disc, release (throw-out) bearing and linkage, and pilot bearing/bushing (as
                   applicable).

     D.         Bleed clutch hydraulic system.

     E.          Check and adjust clutch master cylinder fluid level; check for leaks.

     F.          Inspect flywheel and ring gear for wear and cracks; determine necessary action.

     G.         Measure flywheel runout and crankshaft end play; determine necessary action.

3.    Complete Level 3 NATEF tasks related to Transmission/Transaxles as listed below.

     A.          Inspect, adjust, and reinstall shift linkages, brackets, bushings, cables, pivots, and levers

     B.          Describe the operational characteristics of an electronically-controlled manual transmission/transaxle.

     C.          Diagnose noise concerns through the application of transmission/transaxle powerflow principles.

     D.          Diagnose hard shifting and jumping out of gear concerns; determine necessary action.

     E.          Diagnose transaxle final drive assembly noise and vibration concerns; determine necessary action.

4.    Complete Level 3 NATEF tasks related to Drive Shafts and Constant-Velocity (CV) Joints as listed below.    

     A.          Diagnose constant-velocity (CV) joint noise and vibration concerns; determine necessary action.

     B.          Diagnose universal joint noise and vibration concerns; perform necessary action.

     C.          Inspect, remove, and replace front wheel drive (FWD) bearings, hubs, and seals.

     D.         Inspect, service, and replace shafts, yokes, boots, and universal/CV joints.

     E.          Check shaft balance and phasing; measure shaft runout; measure and adjust driveline angles.

5.    Complete Level 3 NATEF tasks related to Differentials as listed below.

     A.          Clean and inspect differential housing; check for leaks; inspect housing vent.

     B.          Check and adjust differential housing fluid level.

     C.          Drain and refill differential housing.

     D.         Diagnose noise and vibration concerns; determine necessary action.

     E.          Inspect and replace com  pinion flange and pinion seal; measure companion flange runout.

6.    Complete Level 3 NATEF tasks related to Limited Slip Differentials as listed below.
     A.          Diagnose noise, slippage, and chatter concerns; determine necessary action.

7.    Complete Level 3 NATEF tasks related to Drive Axles as listed below.

     A.          Inspect and replace drive axle wheel studs.

     B.          Remove and replace drive axle shafts.

     C.          Inspect and replace drive axle shaft seals, bearings, and retainers.

     D.         Measure drive axle flange runout and shaft end play; determine necessary action.

     E.          Diagnose drive axle shafts, bearings, and seals for noise, vibration, and fluid leakage concerns; determine necessary action

8.    Complete Level 3 NATEF tasks related to Four-wheel Drive/All-wheel Drive as listed below.    

     A.          Inspect, adjust, and repair shifting controls (mechanical, electrical, and vacuum), bushings, mounts, levers, and brackets.

     B.          Inspect front-wheel bearings and locking hubs; perform necessary action(s).

     C.          Check for leaks at drive assembly seals; check vents; check lube level.

     D.         Identify concerns related to variations in tire circumference and/or final drive ratios.

     E.          Diagnose noise, vibration, and unusual steering concerns; determine necessary action

     F.          Diagnose, test, adjust, and replace electrical/electronic components of four-wheel drive systems.

AUTO 204 - Suspension and Steering Level 3

1. Complete general Suspension and Steering Systems Level 3 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Identify and interpret suspension and steering system concerns; determine necessary action.B
2. Complete Level 3 NATEF tasks related to Systems as listed below.
   1. Disable and enable supplemental restraint system (SRS).
   2. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).
   3. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine necessary action.
   4. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine necessary action.
   5. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine necessary action.
   6. Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, and steering wheel; perform necessary action.
   7. Remove and replace rack and pinion steering gear; inspect mounting bushings and brackets.
   8. Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots; replace as needed.
   9. Determine proper power steering fluid type; inspect fluid level and condition.
   10. Flush, fill, and bleed power steering system.
   11. Inspect for power steering fluid leakage; determine necessary action.
   12. Remove, inspect, replace, and adjust power steering pump drive belt.
   13. Remove and reinstall power steering pump.
   14. Remove and reinstall press fit power steering pump pulley; check pulley and belt alignment.
   15. Inspect and replace power steering hoses and fittings.
   16. Replace power steering pump filter(s).
   17. Inspect and replace pitman arm, relay (centerlink/intermediate) rod, idler arm and mountings, and steering linkage damper.
   18. Inspect, replace, and adjust tie rod ends (sockets), tie rod sleeves, and clamps.
   19. Test and diagnose components of electronically-controlled steering systems using a scan tool; determine necessary action
   20. Identify hybrid vehicle power steering system electrical circuits and safety precautions.
3. Complete Level 3 NATEF tasks related to Suspension Systems Diagnosis and Repair as listed below.
   1. Diagnose short and long arm suspension system noises, body sway, and uneven ride height concerns; determine necessary action.
   2. Diagnose strut suspension system noises, body sway, and uneven ride height concerns; determine necessary action.
   3. Inspect, remove and install upper and lower control arms, bushings, shafts, and rebound bumpers.
   4. Inspect, remove and install strut rods and bushings.
   5. Inspect, remove and install upper and/or lower ball joints (with or without wear indicators).
   6. Inspect, remove and install steering knuckle assemblies.
   7. Inspect, remove and install short and long arm suspension system coil springs and spring insulators.
   8. Inspect, remove and install torsion bars and mounts. 3I. Inspect, remove and install front stabilizer bar (sway bar) bushings, brackets, and links.
   9. Inspect, remove and install strut cartridge or assembly, strut coil spring, insulators (silencers), and upper strut bearing mount.
   10. Inspect, remove and install track bar, strut rods/radius arms, and related mounts and bushings.
   11. Inspect rear suspension system leaf spring(s), bushings, center pins/bolts, and mounts.
   12. Inspect electric power-assisted steering.
4. Complete Level 3 NATEF tasks related to Suspension and Steering Service as listed below.
   1. Inspect, remove, and replace shock absorbers; inspect mounts and bushings.
   2. Remove, inspect, and service or replace front and rear wheel bearings.
   3. Describe the function of the power steering pressure switch.
5. Complete Level 3 NATEF tasks related to Wheel Alignment as listed b

AUTO 205 - Brakes Level 3

1. Complete general Level 3 NATEF tasks for Brakes as listed below.
   1. Identify and interpret brake system concerns; determine necessary action.
   2. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   3. Describe procedure for performing a road test to check brake system operation; including an anti-lock brake system (ABS).
2. Complete Level 3 NATEF tasks related to Hydraulic Systems as listed below.
   1. Diagnose pressure concerns in the brake system using hydraulic principles (Pascal’s Law).
   2. Measure brake pedal height, travel, and free play (as applicable); determine necessary action.
   3. Check master cylinder for internal/external leaks and proper operation; determine necessary action.
   4. Remove, bench bleed, and reinstall master cylinder.
   5. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system; determine necessary action.
   6. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, and wear; check for loose fittings and supports; determine necessary action.
   7. Replace brake lines, hoses, fittings, and supports.
   8. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types).
   9. Select, handle, store, and fill brake fluids to proper level.
   10. Inspect, test, and/or replace components of brake warning light system.
   11. Identify components of brake warning light system.
   12. Bleed and/or flush brake system.
   13. Test brake fluid for contamination.
3. Complete Level 3 NATEF tasks related to Drum Brakes as listed below.
   1. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging or pedal pulsation concerns; determine necessary action.
   2. Remove, clean, inspect, and measure brake drum diameter; determine necessary action.
   3. Refinish brake drum and measure final drum diameter; compare with specifications.
   4. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related brake hardware, and backing support plates; lubricate and reassemble.
   5. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed.
   6. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings; perform final checks and adjustments.
   7. Install wheel and torque lug nuts.
4. Complete Level 3 NATEF tasks related to Disc Brakes as listed below.
   1. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pulsation concerns; determine necessary action
   2. Remove and clean caliper assembly; inspect for leaks and damage/wear to caliper housing; determine necessary action.
   3. Clean and inspect caliper mounting and slides/pins for proper operation, wear, and damage; determine necessary action.
   4. Remove, inspect, and replace pads and retaining hardware; determine necessary action.
   5. Lubricate and reinstall caliper, pads, and related hardware; seat pads and inspect for leaks.
   6. Clean and inspect rotor; measure rotor thickness, thickness variation, and lateral runout; determine necessary action.
   7. Remove and reinstall rotor.
   8. Refinish rotor on vehicle; measure final rotor thickness and compare with specifications.
   9. Refinish rotor off vehicle; measure final rotor thickness and compare with specifications.
   10. Retract and re-adjust caliper piston on an integrated parking brake system.
   11. Check brake pad wear indicator; determine necessary action.
   12. Describe importance of operating vehicle to burnish/break-in replacement brake pads according to manufacturer’s recommendations.
5. Complete Level 3 NATEF tasks related to Power-Assist Units as listed below.
   1. Check brake pedal travel with, and without, engine running to verify proper power booster operation.
   2. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster.
   3. Inspect vacuum-type power booster unit for leaks; inspe

AUTO 206 - Electrical-Electronic Systems Level 3

1. Complete general electrical and electronic systems Level 3 NATEF tasks as listed below.
   1. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   2. Demonstrate knowledge of electrical/electronic series, parallel, and series-parallel circuits using principles of electricity (Ohm’s Law).
   3. Demonstrate proper use of a digital multimeter (DMM) when measuring source voltage, voltage drop (including grounds), current flow and resistance.
   4. Demonstrate knowledge of the causes and effects from shorts, grounds, opens, and resistance problems in electrical/electronic circuits.
   5. Check operation of electrical circuits with a test light.
   6. Check operation of electrical circuits with fused jumper wires.
   7. Use wiring diagrams during the diagnosis (troubleshooting) of electrical/electronic circuit problems.
   8. Diagnose the cause(s) of excessive key-off battery drain (parasitic draw); determine necessary action.
   9. Inspect and test fusible links, circuit breakers, and fuses; determine necessary action.
   10. Inspect and test switches, connectors, relays, solenoid solid state devices, and wires of electrical/electronic circuits; determine necessary action.
   11. Replace electrical connectors and terminal ends.
   12. Repair wiring harness.
   13. Perform solder repair of electrical wiring.
   14. Check electrical/electronic circuit waveforms; interpret readings and determine needed repairs.
   15. Repair wiring harness (including CAN/BUS systems).
2. Complete Level 3 NATEF tasks related to Battery Diagnosis and Service as listed below
   1. Perform battery state-of-charge test; determine necessary action.
   2. Confirm proper battery capacity for vehicle application; perform battery capacity test; determine necessary action.
   3. Maintain or restore electronic memory functions.
   4. Inspect and clean battery; fill battery cells; check battery cables, connectors, clamps, and hold-downs.
   5. Perform slow/fast battery charge according to manufacturer’s recommendations.
   6. Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply.
   7. Identify high-voltage circuits of electric or hybrid electric vehicle and related safety precautions.
   8. Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting vehicle battery.
   9. Identify hybrid vehicle auxiliary (12v) battery service, repair, and test procedures.
3. Complete Level 3 NATEF tasks related to Starting Systems as listed below.
   1. Perform starter current draw tests; determine necessary action.
   2. Perform starter circuit voltage drop tests; determine necessary action.
   3. Inspect and test starter relays and solenoids; determine necessary action.
   4. Remove and install starter in a vehicle.
   5. Inspect and test switches, connectors, and wires of starter control circuits; determine necessary action.
   6. Differentiate between electrical and engine mechanical problems that cause a slow-crank or a no-crank condition.
4. Complete Level 3 NATEF tasks related to Charging Systems as listed below.
   1. Perform charging system output test; determine necessary action.
   2. Diagnose (troubleshoot) charging system for causes of undercharge, no-charge, or overcharge conditions.
   3. Inspect, adjust, or replace generator (alternator) drive belts; check pulleys and tensioners for wear; check pulley and belt alignment.
   4. Remove, inspect, and re-install generator (alternator).
   5. Perform charging circuit voltage drop tests; determine necessary action.
5. Complete Level 3 NATEF tasks related to Lighting Systems as listed below.
   1. Diagnose (troubleshoot) the causes of brighter-than-normal, intermittent, dim, or no light operation; determine necessary action.
   2. Inspect interior and exterior lamps and sockets including headlights and auxiliary lights (fog lights/driving lights); replace as needed.
   3. Aim headlights.
   4. Identify

AUTO 207 - Heating and Air Conditioning Level 3

1. Complete general A/C System diagnosis and repair Level 3 NATEF tasks as listed below.
   1. Identify and interpret heating and air conditioning problems; determine necessary action.
   2. Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.
   3. Performance test A/C system; identify problems.
   4. Identify abnormal operating noises in the A/C system; determine necessary action.
   5. Identify refrigerant type; select and connect proper gauge set; record temperature and pressure readings.
   6. Leak test A/C system; determine necessary action
   7. Inspect condition of refrigerant oil removed from A/C system; determine necessary action.
   8. Determine recommended oil and oil capacity for system application.
   9. Using a scan tool, observe and record related HVAC data and trouble codes.
2. Complete Level 3 NATEF tasks related to Refrigeration System Components as listed below.
   1. Inspect and replace A/C compressor drive belts, pulleys, and tensioners; determine necessary action.
   2. Inspect, test, service or replace A/C compressor clutch components and/or assembly; check compressor clutch air gap; adjust as needed.
   3. Remove, inspect, and reinstall A/C compressor and mountings; determine recommended oil quantity.
   4. Identify hybrid vehicle A/C system electrical circuits and the service/safety precautions.
   5. Determine need for an additional A/C system filter; perform necessary action.
   6. Remove and inspect A/C system mufflers, hoses, lines, fittings, O-rings, seals, and service valves; perform necessary action.
   7. Inspect A/C condenser for airflow restrictions; determine necessary action.
   8. Remove, inspect, and reinstall receiver/drier or accumulator/drier; determine recommended oil quantity.
   9. Remove, inspect, and install expansion valve or orifice (expansion) tube.
   10. Inspect evaporator housing water drain; perform necessary action.
   11. Diagnose A/C system conditions that cause the protection devices (pressure, thermal, and PCM) to interrupt system operation; determine necessary action.
3. Complete Level 3 NATEF tasks related to Heating, Ventilation, and Engine Cooling Systems Diagnosis and Repair as listed below.
   1. Inspect engine cooling and heater systems hoses; perform necessary action.
   2. Inspect and test heater control valve(s); perform necessary action.
   3. Diagnose temperature control problems in the heater/ventilation system; determine necessary action.
4. Complete Level 3 NATEF tasks related to Operating Systems and Related Controls Diagnosis and Repair as listed below.
   1. Inspect and test A/C-heater blower motors, resistors, switches, relays, wiring, and protection devices; perform necessary action.
   2. Diagnose A/C compressor clutch control systems; determine necessary action.
   3. Diagnose malfunctions in the vacuum, mechanical, and electrical components and controls of the heating, ventilation, and A/C (HVAC) system; determine necessary action.
   4. Inspect and test A/C-heater control panel assembly; determine necessary action.
   5. Inspect and test A/C-heater control cables, motors, and linkages; perform necessary action.
   6. Inspect A/C-heater ducts, doors, hoses, cabin filters, and outlets; perform necessary action.
   7. Identify the source of A/C system odors.
   8. Check operation of automatic or semi-automatic heating, ventilation, and air-conditioning (HVAC) control systems; determine necessary action.
5. Complete Level 3 NATEF tasks related to Refrigerant Recovery, Recycling, and Handling as listed below.
   1. Perform correct use and maintenance of refrigerant handling equipment according to equipment manufacturer’s standards.
   2. Identify and recover A/C system refrigerant.
   3. Recycle, label, and store refrigerant.
   4. Evacuate and charge A/C system; add refrigerant oil as required.

AUTO 208W - Engine Performance Level 3

Credits: 2

     A.          Identify and interpret engine performance concerns; determine necessary action.

     B.          Research applicable vehicle and service information, vehicle service history, service precautions, and technical service bulletins.

     C.          Diagnose abnormal engine noises or vibration concerns; determine necessary action.

     D.          Diagnose abnormal exhaust color, odor, and sound; determine necessary action

     E.          Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action.

     F.           Perform cylinder power balance test; determine necessary action.

     G.          Perform cylinder cranking and running compression tests; determine necessary action.

     H.          Perform cylinder leakage test; determine necessary action.

     I.            Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine necessary action.

     J.           Verify engine operating temperature; determine necessary action.

     K.           Verify correct camshaft timing.

  2.    Complete Level 3 NATEF tasks related to Computerized Engine Controls as listed below.

     A.          Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codes when applicable.

     B.          Access and use service information to perform step-by-step (troubleshooting) diagnosis.

     C.          Perform active tests of actuators using a scan tool; determine necessary action.

     D.          Describe the importance of running all OBDII monitors for repair verification.

     E.          Diagnose the causes of emissions or driveability concerns with stored or active diagnostic trouble codes; obtain, graph, and interpret scan
                   tool data.

     F.          Diagnose emissions or driveability concerns without stored diagnostic trouble codes; determine necessary action.

     G.         Inspect and test computerized engine control system sensors, powertrain/engine control module (PCM/ECM), actuators, and circuits using
                  a graphing multimeter (GMM)/digital storage oscilloscope (DSO); perform necessary action.

     H.         Diagnose driveability and emissions problems resulting from malfunctions of interrelated systems (cruise control, security alarms,
                  suspension controls, traction controls, A/C, automatic transmissions, non-OEM installed accessories, or similar systems); determine
                  necessary action.

3.    Complete Level 3 NATEF tasks related to Ignition System Diagnosis and Repair as listed below.

     A.         Diagnose (troubleshoot) ignition system related problems such as no-starting, hard starting, engine misfire, poor driveability, spark knock,
                  power loss, poor mileage, and emissions concerns; determine necessary action.

     B.         Inspect and test crankshaft and camshaft position sensor(s); perform necessary action.

     C.         Inspect, test, and/or replace ignition control module, powertrain/engine control module; reprogram as necessary.

     D.         Remove and replace spark plugs; inspect secondary ignition components for wear and damage.

4.    Complete Level 3 NATEF tasks related to Fuel, Air Induction, and Exhaust Systems Diagnosis and Repair as listed below

     A.          Diagnose (troubleshoot) hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor idle, flooding, hesitation, surging,
                   engine misfire, power loss, stalling,  poor mileage, dieseling, and emissions problems; determine necessary action.

     B.          Check fuel for contaminants; determine necessary action.

     C.          Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; perform necessary action.

     D.          Replace fuel filter(s).

     E.          Inspect, service, or replace air filters, filter housings, and intake duct work.

     F.          Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or unmetered air.

     G.         Inspect and test fuel injectors.

     H.          Verify idle control operation.

     I.            Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields;
                   perform necessary action.

     J.           Inspect condition of exhaust system hangers, brackets, clamps, and heat shields; repair or replace as needed.

     K.          Perform exhaust system back-pressure test; determine necessary action.

     L.          Check and refill diesel exhaust fluid (DEF).

5.    Complete Level 3 NATEF tasks related to Emissions Control Systems as listed below.

     A.          Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation (PCV) system; determine necessary
                  action.

     B.          Inspect, test, and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, and hoses; perform necessary
                   action.

     C.          Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system; determine necessary action.

     D.         Diagnose emissions and driveability concerns caused by the secondary air injection and catalytic converter systems; determine necessary
                  action.

     E.          Diagnose emissions and driveability concerns caused by the evaporative emissions control system; determine necessary action.

     F.          Inspect and test electrical/electronic sensors, controls, and wiring of exhaust gas recirculation (EGR) systems; perform necessary action.

     G.         Inspect, test, service, and replace components of the EGR system including tubing, exhaust passages, vacuum/pressure controls, filters,
                  and hoses; perform necessary action.

     H.         Inspect and test electrical/electronically-operated components and circuits of air injection systems; perform necessary action.

     I.          Inspect and test catalytic converter efficiency.

     J.          Inspect and test components and hoses of the evaporative emissions control system; perform necessary action.

     K.          Interpret diagnostic trouble codes (DTCs) and scan tool data related to the emissions control systems; determine necessary action.

AUTO 216 - Hybrid Electrical Vehicle Safety

1. Complete all high-voltage safety tests with 100 percent accuracy and safely work on a High-Voltage Electric Vehicle (HEV).
   1. Research applicable vehicle and service information for Hybrid Electric Vehicles, VIN, RPO codes, systems description and operations, service precautions, symptoms, technical service bulletins, safety campaigns, scan tool parameters and definitions, diagnostic trouble codes and diagnostic procedures.
   2. Identify the main types of hybrid vehicle technologies and voltage categories.
      1. Safely de-power a hybrid electric vehicle.
      2. Safely perform high-voltage disconnects.
      3. Identify the unique service issues related to HEV high-voltage systems.
      4. Demonstrate the appropriate personal protective equipment (PPE) required.
      5. Explain possible hazards of driving, moving, and lifting a hybrid electric vehicle.
   3. Define series, parallel, and series-parallel mechanical/electrical power flow.
   4. Identify common hybrid powertrain subsystems.
   5. Identify a high-voltage cable or wire by its color.
   6. Explain how to use the “one hand rule” for working on electrical circuits.
   7. Explain the use of different classes of personal prootection equipment (PPE), electrical-safety gloves. Select the proper gloves for working safely on available hybrid vehicles, test gloves for certification and insulation integrity.
   8. Describe and perform the different methods for jump starting or jump start assisting on different hybrid vehicles.
   9. Verify hazards and proper use of testing equipment, do’s and don’ts and the correct use on high-voltage systems.
   10. Describe the effects of different levels of electrical currents on the human body.
   11. Select proper multimeter category (CAT) and learn how to use on a hybrid electrical system.
   12. Demonstrate proficiency in the use of CAT III DMM and perform the necessary systems and components assessments.
   13. Verify using insulation tester on high-voltage circuits or components.
   14. Identify and verify operation of the high-voltage safety systems, the interlock system, the bus discharge circuit, comparators, voltage and fuel cutoffs, manual/service disconnect and isolation-fault detection systems.
   15. Practice Emergency Response. After studying first responder’s techniques and safety procedures you will:
       1. Safely de-power a Hybrid electric vehicle.
       2. Safely perform high-voltage disconnects.
       3. Identify the unique service issues related to HEV high-voltage systems.
       4. Demonstrate the appropriate personal protective equipment (PPE) required.
       5. Explain possible hazards of driving, moving, and lifting a Hybrid electric vehicle.

AUTO 226 - Hybrid Electric Vehicle Service I

Credits: 5

     B.          Explain how mutual induction is used to create a magnetic field in a conductor, transformers and motor.

     C.          Describe how AC current flows through the stator coils to produce rotor rotation.

     D.         Compare positive and negative slip rates as related to electric motor torque.

     E.          Diagnose stator conductance valance, insulation and insulation contamination.

     F.          Test the various electric machines using the appropriate diagnostic equipment. Test the electric function of all components of the electric
                  motor as it operates as a motor/generator (MG).

     G.         Diagnose the permanent magnet (PM) brushless motors.

     H.         Explain strategy to overcome torque and speed loss used to assist regenerative braking.

     I.          Verify diagnostic procedure related to regenerative braking and battery charging.

 3.    Diagnose Hybrid ICE (Internal Combustion Engine)
     A.          Determine the kind  of vehicle ICE engine in sample vehicles.

     B.          Compare Otto, Atkinson and combination Atkinson/Miller-cycle engines as well as light Diesel Engines.

     C.          Describe how an Otto-cycle engine compares to an Atkinson-cycle engine at low, medium and high load ranges.

     D.          Describe the advantages of combining an Atkinson-cycle engine with an electric traction system.

     E.          Perform a compression test on an ICE engine in a hybrid vehicle.

4.    Diagnose Power Inverters, Converters, and Electric Propulsion Sensing Systems.

     A.          Identify power inverters location.

     B.          Identify types of transistors used in power inverter.

     C.          Describe current sensors applications for power inverters.

     D.         Describe how sine waveforms are created.

     E.          Verify sine wave conversion from direct current (DC) source using Oscilloscope.

     F.          Demonstrate how to calculate rotor frequency and motor speed.

     G.         Describe the operation of a DC brush type motor.

     H.         Explain how power inverter boost is created.

     I.           Describe the operation of the pack motor drive system.

     J.          Verify regenerative braking system is working.

     K.          Diagnose several styles of speed sensors, resolvers, encoders and proximity sensors.

     L.          Diagnose throttle position sensors using scan tool and voltmeter.

     M.         Identify other vehicle sensors that relate to electric propulsion system.

     N.         Describe the functions, location and diagnosis of the AC to DC converter.

5.    Diagnose and verify operation of Electric Transaxle and Cooling Systems

     A.          Describe the components of the Toyota Prius EVT (Electronically Variable Transmission).

     B.          Explain the roles of the Motor Generators (MG1 and MG2).

     C.          Describe how the Prius transmission controls the infinite gear ratio.

     D.         Identify and describe the construction of electronics and an electric motor cooling system.

     E.          Perform Cooling System Service in a Prius.

6.    Diagnose and repair Energy Management Hardware Systems

     A.          Diagnose and replace high-voltage fuse following manufacturer’s instructions.

     B.          Verify condition of wires, cables, and shielding.

     C.          Describe operation and service of the pre-charge circuit.

     D.         Perform test of pre-charged circuit.

     E.          Describe operation and service procedures of battery-pack contactor system.

     F.          Perform test of the battery pack contactor system.

     G.         Describe the difference between active and passive thermal systems.

     H.         Describe the operation and test procedures of terminal voltage sensing circuits.

7.   Perform service procedures of flooded lead acid, AGM Deep Cycle Batteries and all high-voltage batteries.

      A.         Diagnose State Of Charge, State Of Health, Energy Content of each battery: Flooded lead Acid, AGM, Deep Cycle, and High Voltage.

     B.          Describe chemical processes to produce electricity, electrolyte analysis and battery inspection procedures.

     C.          Complete service procedures to discharge and charge batteries.

     D.          Define and calculate capacity rate and Amp-Hour energy content.

     E.          Calculate electrical power on parallel and series battery configuration.

     F.           Define energy density and power density.

     G.         Diagnose specific energy and specific power content.

     H.         Perform high-voltage battery discharge, charge and balance using computerized battery discharging and charging equipment.

8.    Service Procedures of Hybrid Regenerative Braking Systems

     A.          Describe how regenerative and hydraulic braking systems interact with battery pack State of Charge.

     B.          Describe the different categories of braking system operation.

     C.          Identify foundation brakes/ABS/TCS and hill-hold control function vs. creep-aid systems

 9.    Service Hybrid High-Voltage Climate Control Systems

     A.          Service of high voltage air conditioning (A/C) compressor and Heating, Ventilation, Air-Conditioning systems.

     B.          Service heating coolant pumps and heat storage system.

     C.          Diagnose high voltage A/C power inverter.

     D.         Test Amp/Hz of A/C compressor using inductive clamp method.

     E.          Describe other A/C compressors; combination electric-belt driven.

AUTO 249 - AUTO Capstone

1. Students will review test taking and test preparation techniques for a computer based test.
2. Students will take the ASE A1-A8 technician certification exams, demonstrating knowledge of automotive service at a maintenance and light repair level.

BIO 101W - Introduction to Anatomy And Physiology

Credits: 4

     A.          Define anatomy and physiology.

     B.          List and describe the major characteristic of life.

     C.          List and describe the major needs of organisms.

     D.         Name (in order of increasing complexity) the different levels of structural organization that make up the human body, and explain their
                  relationships.

     E.          List the 11 organ systems of the body and briefly explain the major function(s) of each system.

2.    The student will develop an understanding of homeostasis and system integration.

     A.          Define homeostasis.

     B.          Give an example of a homeostatic mechanism

     C.          Define negative feedback and describe its role in maintaining body homeostasis.

     D.          Explain the significance of homeostasis for living systems.

3.    The student will speak effectively and accurately in the language of anatomy and physiology.

     A.          Describe the anatomical position.

     B.          Use correct anatomical terminology to describe body planes, body sections, body regions

     C.          Identify the major body cavities and their subdivisions.

     D.          Name the specific serous membranes.

4.     The student will develop an understanding of the basic chemistry that is required to understand the functioning of the human body.

     A.          Define chemical element and list the four elements that form the bulk of body matter.

     B.          List the subatomic particles and describe their relative masses, charges, positions and functions in the atom.

     C.          Define kinetic and potential energy and provide one example (from the body) of the use of each energy form.

     D.         Distinguish between ionic and covalent bonds.

     E.          Distinguish between organic and inorganic compounds.

     F.          Differentiate between an acid and a base.

     G.         List several salts (or their ions) vitally important to body functioning.

     H.         Define: enzyme, denatured.

     I.          Explain the relationship between elements and atoms.

     J.          Explain how molecular and structural formulas are used to symbolize the composition of compounds.

     K.          Contrast synthesis and decomposition reactions.

     L.          Explain the concept of pH and state the pH of blood.

     M.         Compare and contrast carbohydrates, lipids, proteins, and nucleic acids in terms of their building blocks, structures, and functions in the
                  body.

     N.         Explain the role of enzymes in metabolic processes.

     O.         Explain the importance of ATP in the body.

     P.          Recognize that chemical reactions involve the interaction of electrons to make and break chemical bonds.

5.    The student will develop an understanding of cells and how they carry out all the chemical activities needed to sustain life.

     A.          Name the four elements that make up the bulk of living matter.

     B.          Define: cell, organelle, anabolism, catabolism.

     C.          Identify on a cell model or diagram the three major cell regions (nucleus, cytoplasm and cell membrane).

     D.          Identify on a cell model or diagram the nucleus of a cell and identify the function.

     E.          Identify on a cell model or diagram the organelles of a cell and identify the function.

     F.          Define: selective permeability, diffusion (including dialysis and osmosis), active transport, exocytosis, endocytosis (including phagocytosis
                  and pinocytosis), hypertonic, hypotonic, and isotonic.

     G.         Identify on a diagram the components of the cell membrane.

     H.         Describe briefly the process of DNA replication and of mitosis.

     I.          Explain the importance of mitotic cell division.

     J.          In relation to protein synthesis, describe the roles of DNA and of the three varieties of RNA.

     K.          Relate the structure of the cell membrane to its function.

     L.          Explain how genetic information is used in the control of cellular processes

6.    The student will develop an understanding of the major tissue types in the human body.

     A.          Name, define and describe the four major types of tissue of the body and their roles.

     B.          List the major functions of epithelial tissue.

     C.          Name and describe the three “layering” arrangements (simple, pseudostratified, stratified) of epithelial tissue.

     D.         Name and describe the three “shape” categories (squamous, cuboidal, columnar) of epithelial tissue.

     E.          Name the major types of epithelium and identify an organ in which each is found.

     F.          List the function and location of the following connective tissue types:

     G.         Loose(or areolar), adipose, dense regular, elastic, hyaline cartilage, elastic cartilage, fibrocartilage, bone, blood

     H.         Identify the major fibers of connective tissue.

     I.          List the function and location of the following muscle tissue types: skeletal, smooth, cardiac.

     J.          Describe the general characteristics and functions of nerve tissue.

  7.   The student will explain the role of the integumentary system as a functioning organ of the human body.

     A.          List the general functions of each membrane type (cutaneous, mucous,serous, and synovial) and identify a location for each in the body.

     B.          List several important functions of the integumentary system and explain how these functions are accomplished.

     C.          List the functions of each of the two layers of the skin.

     D.         List the functions of each of the accessory organs of the skin.

     E.          Identify on a model or drawing the layers of the skin and the accessory structures of the skin.

     F.          Name the uppermost and deepest layers of the epidermis and describe characteristics of each.

     G.         Differentiate between first-, second-, and third-degree burns.

     H.         Explain what accounts for individual and racial differences in skin, such as skin color.

8.    The student will develop an understanding between the components of the skeletal system and their functions.

     A.          Identify the subdivisions of the skeleton as axial or appendicular.

     B.          List at least three functions of the skeletal system.

     C.          Name the four main kinds of bones.

     D.         Identify the major anatomical areas of a long bone.

     E.          On a skull or diagram, identify and name the bones of the skull.

     F.          Name the parts of a typical vertebra.

     G.         On a diagram, identify the microscopic anatomy of compact bone.

     H.         Name the three major categories of joints and compare the amount of movement allowed by each.

     I.          List six types of freely moveable joints and identify an example of each of these joints.

     J.          Identify on a skeleton or a drawing the regions of the vertebral column.

     K.          Identify on a skeleton or a diagram the bones of the shoulder and pelvic girdles and their attached limbs.

     L.          Explain the role of bone salts and the organic matrix in making bone both hard and flexible.

     M.         Describe briefly the process of bone formation in the fetus and summarize the events of bone remodeling throughout life.

     N.         Explain the role of PTH and calcitonin on bone density.

     O.         Explain the role of fontanels in the fetal skeleton.

     P.          Discuss the importance of intervertebral disks and spinal curvatures.

     Q.         Explain how the abnormal spinal curvatures (scoliosis, lordosis, and kyphosis) differ from one another.

9.    The student will develop an understanding of the relationship between the microscopic anatomy and/or physiology of muscle tissues
        and their functions.

     A.          Describe similarities and differences in the structure and function of the three types of muscle tissue and note where they are found in the
                   body.

     B.          Define: fascia, epimysium, perimysium, endomysium, tendons, and aponeuroses.

     C.          Define: tetanus, muscle fatigue, isotonic contractions, isometric contractions, muscle tone, muscle fatigue, oxygen debt.

     D.         Explain the major events in muscle contraction. This should include: actin sliding past myosin, the shortening of sarcomeres, and the role of
                  calcium ions. (Note: the need to know about calcium ions is to make a connection with Calcium blockers)

     E.          Explain why a muscle will go into tetanic contraction.

     F.          Explain the importance of a nerve supply to skeletal muscle in order for contraction to occur.

  10.  The student will become proficient with specific skeletal muscle names and their relative functions.

     A.          Define: origin, insertion, prime mover.

     B.          Demonstrate or identify the different types of body movement.

     C.          Name and locate the major muscles of the human body on a model or diagram.

     D.         Identify the following actions: flexion, extension, abduction, adduction, circumduction, dorsiflexion, plantar flexion, inversion, eversion,
                  supination, pronation                                                                                                                              

11.  Develop an understanding of a functional overview of the nervous system.

     A.          List the general functions of the nervous system

     B.          Define the terms central nervous system and peripheral nervous system and list the major parts of each.

     C.          State the function of neurons and neuroglia.

     D.          Sketch and label the structure of a typical neuron.

     E.          List the types of general sensory receptors and describe their functions.

     F.          Identify and indicate the functions of the major regions of the cerebral hemispheres, diencephalon, brain stem, and cerebellum on a human
                  brain model or diagram.

     G.         Name the three meningeal layers and state their functions.

     H.         List two important functions of the spinal cord.

     I.          Name the components of a reflex arc and describe the function of each component.

     J.          On a diagram, label the gross anatomy of the spinal cord.

     K.          On a diagram, label the major structures seen in a cross section of the spinal cord.

     L.          Identify at least six cranial nerves by number and name, and list the major functions of each.

     M.         Describe the function of each component of a typical neuron.

     N.         Describe the events that lead to the generation of a nerve impulse.

     O.         Describe the major events that lead to the conduction of a nerve impulse from one neuron to another.

     P.          Explain the importance of cerebrospinal fluid for protection of the brain.

     Q.         Describe the general structure of a nerve.

     R.          Contrast the effect of the parasympathetic and sympathetic divisions on the following organs: heart, lungs, digestive system, blood
                   vessels.

12. The student will develop a working knowledge of the structure and function of the special senses.

     A.          Identify on a model or diagram the accessory structures of the eye and the internal anatomy of the eye and list the functions of each.

     B.          Name the eye tunics and indicate the major function of each.

     C.          Trace the visual pathway to the optic cortex.

     D.         Define: accommodation, astigmatism, blind spot, cataract, emmetropia, glaucoma, hyperopia, myopia, refraction.

     E.          Identify on a model or diagram the structures of the external, middle, and internal ear and functions of each.

     F.          Define sensorineural and conductive deafness and list possible causes of each.

     G.         Describe the location, structure, and function of the olfactory and taste receptors.

  Outcome 13:  The student will develop an understanding of the function and anatomy of the endocrine system.

     A.          Define hormone and target organ.

     B.          On an appropriate diagram, identify the major endocrine glands and tissues.

     C.          List hormones produces by the endocrine glands and discuss their general functions.

     D.         List the hormones of the adenohypophysis (anterior pituitary) and their principal actions

     E.          Distinguish between endocrine and exocrine glands.

     F.          Explain the three methods of endocrine gland stimuli.

     G.         Discuss the role of insulin and glucagon in maintaining homeostasis.

     H.         Describe the functional relationship between the hypothalamus and the pituitary gland.

     I.           Describe two major pathologic consequences of hypersecretion and hyposecretion of the hormones studied in this module.

     J.          Identify negative and positive feedback systems.

14.  The student will develop an understanding of the composition and functions of blood  

     A.          Describe the composition and volume of whole blood.

     B.          Describe the composition of plasma.

     C.          List the cell types comprising the formed elements and identify the major functions of each type.

     D.          Define: anemia, polycythemia, leukopenia, and leukocytosis.

     E.          Identify the role of the hemocytoblast.

     F.          Identify the major constituents of plasma and their functions.

     G.         Discuss the importance of plasma in the body.

     H.         Name at least two factors that may inhibit or enhance the blood-clotting process.

     I.          Describe the ABO and Rh blood groups.

     J.          Explain the basis for a transfusion reaction.

     K.          Identify the role of hemoglobin

     L.          Describe the three phases of hemostasis.

15.  The student will develop an understanding of the anatomy and function of the circulatory system.

     A.         Describe the location of the heart in the body.

     B.         Identify the major anatomical features of the heart on a model or diagram.

     C.         Trace the pathway of blood through the heart.

     D.         Name the functional blood supply of the heart.

     E.          Define: systole, diastole, stroke volume, and cardiac cycle, heart sounds, murmur, blood pressure, pulse, hypertension, atherosclerosis.

     F.          Name the elements of the intrinsic conduction system of the heart and describe the pathway of impulses through this system.

     G.         On a diagram, identify the body’s major arteries and veins.                                                                                          

     H.         Identify or name several pulse points.

     I.          List factors affecting and/or determining blood pressure.

     J.          Name the fetal vascular modifications or “fetal shunts”.

     K.          Name the two major types of structures composing the lymphatic system.

     L.          Identify the function(s) of lymph nodes, tonsils, thymus, Peyer’s patches, and the spleen.

     M.         Compare the pulmonary and systemic circuits.

     N.         Explain the operation of the heart valves.

     O.         Explain what information can be gained from an electrocardiogram (ECG).

     P.          Describe the effect of the following on cardiovascular function: stimulation by the vagus nerve, epinephrine.

     Q.         Compare and contrast the structure and function of arteries, veins, and capillaries.

     R.          Describe the exchanges that occur across capillary walls.

     S.          Describe the composition of lymph and explain how it is formed and transported through the lymphatic vessels.

     T.         Explain the function and importance of the hepatic-portal system.

16. The student will develop an understanding of the function of the non-specific and specific defenses of the human body.   

     A.          Define antigen and antibody.

     B.          Name the two arms of the immune response and relate each to a specific lymphocyte type (B or T cell).

     C.          Name several antimicrobial substances produced by the body that act in nonspecific body defense.

     D.         Describe the protective functions of skin and mucous membranes.

     E.          Explain the importance of phagocytes and natural killer cells.

     F.          Describe the roles of B cells, T cells, and memory cells.

     G.         Describe several ways in which antibodies act against antigens.

     H.         Distinguish between active and passive immunity.

     I.          Distinguish between primary and secondary humoral responses to an antigen.

 17  The student will develop an understanding of the anatomy and function of the respiratory system.

     A.          Name and identify on a diagram or model the organs forming the respiratory passageway from the nasal cavity to the alveoli of the lungs.

     B.          Define: cellular respiration, external respiration, internal respiration, pulmonary ventilation, expiration, inspiration, apnea, hyperventilation,
                  hypoventilation.

     C.          Name the brain areas involved in control of respiration.

     D.         Describe the function of each of the organs forming the respiratory passageway from the  nasal cavity to the alveoli of the lungs.

     E.          Explain how the respiratory muscles cause volume changes that lead to air flow into and out of the lungs.

     F.          Describe the process of gas exchanges in the lungs and tissues.

 18.  The student will develop an understanding of the anatomy and function of the digestive system.

     A.          Name the organs of the alimentary canal and accessory digestive organs and identify each on an appropriate diagram or model.

     B.          Identify the overall function of the digestive system as digestion and absorption of foodstuffs.

     C.          Define: nutrients, fat soluble vitamins, water soluble vitamins, essential nutrients.

     D.          Describe the general activities of each digestive system organ.

     E.          Describe the composition and function(s) of saliva.

     F.          Describe the metabolic roles of the liver.

19.  The student will develop an understanding of the anatomy and function of the urinary system.

     A.          Describe the location of the kidneys in the body.

     B.          List substances that are abnormal urinary components.

     C.          Identify on a diagram or model the organs of the urinary system.

     D.          Define micturition.

     E.          Identify the effects of the following on kidney function: hypertension, occlusion of the afferent arteriole.

     F.          Describe the anatomy of the nephron.

     G.         Describe the process of urine formation, identifying the areas of the nephron that are

                  responsible for filtration, reabsorption and secretion.

     H.         Describe the function of the kidneys in excretion of nitrogen-containing wastes.

     I.          Explain the role of antidiuretic hormone (ADH) in the regulation of water balance by the kidney.

     J.          Explain the role of aldosterone in sodium and potassium balance of the blood.

     K.          Describe the difference in control of the external and internal urethral sphincters.

     L.          Compare the course and length of the male urethra to that of the female.

20.   The student will develop an understanding of the anatomy and function of the female and male reproductive system.

     A.          Identify on a model or diagram the organs of the male reproductive system.

     B.          Name the endocrine and exocrine products of the testes.

     C.          List the composition of semen and name the glands that produce it.

     D.         Trace the pathway followed by sperm from the testis to the body exterior.

     E.          Define: erection, ejaculation, circumcision, meiosis, spermatogenesis, endometrium, myometrium, ovulation, oogenesis, fertilization,
                  zygote, menarche, menopause, implantation, HCG.

     F.          Identify on a model or diagram the organs of the female reproductive system.

     G.         List the functions of the vesicular follicle and corpus luteum of the ovary.

     H.         Identify on a model or diagram the structure of the mammary glands.

     I.          Identify the phases of the menstrual cycle.

     J.          Identify the phases of the uterine and ovarian cycle.

     K.          List the major functions of the placenta.

     L.          Trace the path followed by an egg after ovulation.

     M.         Discuss the general function of each organ of the male reproductive system.

     N.         Describe the structure of a sperm and relate its structure to its function.

     O.         Describe the effect of FSH and LH on testis functioning.

     P.          Discuss the general function of each organ of the female reproductive system, including the regions of the uterus (cervix, fundus, body).

     Q.         Describe how labor is initiated and briefly discuss the three stages of labor.

     R.          Distinguish between an embryo and a fetus.

     S.          Describe the influence of FSH and LH on ovarian function.

     T.         Relate the blood levels of estrogens and progesterone to the ovarian and uterine cycle.

21.  Perform writing tasks to promote learning.

22.  Write effectively for a specific audience and purpose.

23.  Demonstrate the learning of concepts through writing.

BIO 110W - Environmental Science

1. The student will participate in the process of science.
   1. make observations
   2. design experiments
   3. conduct experiments
   4. formulate and test hypotheses
   5. collect data
   6. analyze data
   7. draw conclusions
   8. report results
   9. explain the evaluation and revision process of science
2. The student will work collaboratively with classmates.
   1. participate in laboratory experiments with 1-3 classmates
   2. share the work load of small group activities
   3. share the responsibility of acquiring, cleaning and putting away laboratory equipment
   4. share ideas and respectfully receive the ideas of classmates
3. The student will demonstrate the competent use of common instruments and technology used in environmental investigation.
   1. use microscopes to view objects
   2. use computers to help manage and analyze data
   3. use the metric system and typical devices to measure mass, length, volume, and temperature
   4. follow directions provided with various kinds of scientific equipment
   5. use a pH meter
   6. use chemical tests and indicators to measure concentrations of specific chemicals
4. The student will be able to competently communicate about environmental topics
   1. read critically
   2. write effectively
   3. listen actively
   4. speak effectively
   5. develop and interpret graphs and flow charts
5. The student will be able to demonstrate the ability to think critically
   1. integrate concepts
   2. solve problems
   3. draw logical conclusions
   4. make predictions based on evidence
   5. identify trends and patterns
   6. distinguish between simple correlation and cause-and-effect
6. The student will be able to describe the complexity and interrelatedness of environmental problems.
   1. State examples of how social, political, and economic issues are a part of environmental problems.
   2. Explain why acceptable solutions to environmental problems are not often easy to achieve.
   3. Explain why environmental science is an interdisciplinary field of study.
   4. Cite examples or case studies that demonstrate that individuals view environmental problems from different perspectives.
   5. Discuss the local, regional, and global scope of environmental issues.
   6. Give examples of how core environmental issues differ in different parts of the world.
7. The student shall be able to describe the role ethics and morals play in determining environmental action at individual, corporate and societal levels.
   1. Differentiate between ethics and morals.
   2. Explain the connection between material wealth and resource exploitation.
   3. Describe how industry exploits resources and consumes energy to produce goods.
   4. Explain how corporate behavior is determined.
   5. Recognize the tremendous power that corporations wield because of their size.
   6. Explain why government action is needed to force all companies to meet environmental standards.
   7. Describe the general attitude of society toward the environment.
   8. Explain the relationship between economic growth and environmental degradation.
   9. List three conflicting attitudes toward nature.
   10. Debate issues involving environmental justice.
   11. Discuss factors that influence moral and ethical choices at societal, corporate, individual, and global levels.
8. The student will be able to apply basic chemistry and energy principles to environmental problems.
   1. Describe the structure of atoms in terms of specific subatomic particles (protons, neutrons, and electrons).
   2. Recognize that different elements have different atomic structures.
   3. Recognize that isotopes of the same element differ in the number of neutrons present.
   4. Recognize that atoms may be combined and held together by chemical bonds to produce molecules.
   5. Explain that rearranging chemical bonds results in a chemical reaction and that this is associated with energy changes.
   6. Relate states of matter to the amount of kinetic energy contained in the molecules.
   7. Explain the laws of thermodynamics.
   8. Provide examples of high quality

BIO 111W - Principles of Biology

Credits: 4

     A.          Describe basic assumptions in science.

     B.          Explain why correlation does not imply causation.

 2.    Develop a simple experimental design as a means of investigation and as a way of thinking critically.

     A.          Formulate a clear and testable hypothesis.

     B.          Design an experiment to test the hypothesis (includes experimental groups and control group).

     C.          Identify all variables (DV, IV and CVs).

     D.         Collect and analyze data.

     E.          Discuss the results and draw conclusions.

     F.           Share experience gained.

3.    Communicate about biological topics.

     A.          Successfully read a passage of text to gather information.

     B.          Employ writing to communicate ideas appropriate to the discipline.

     C.          Demonstrate appropriate interpersonal skills in teamwork assignments.

4.    Demonstrate an understanding of how living things differ from non-living and never living things.

     A.          Identify the attributes of living things.

     B.          Differentiate living from non-living and never living.

 5.    Demonstrate an understanding of the basic chemistry of life.

     A.          List four major groups of organic molecules associated with living things.

     B.          Describe general function of each major group of organic molecules.

     C.          Explain factors affecting enzymes activity.

     D.         Explain the difference between dehydration synthesis and hydrolysis.

6.    Use technology for survey and/or scientific investigation.

     A.          Use a microscope for cellular identification.

     B.          Use computers or calculators for data analysis.

     C.          Use other instruments appropriate to the field of biology.

7.    Demonstrate an understanding of basic cellular structures and functions.

     A.          Identify cell types.

     B.          Compare cellular structures between cell types.

     C.          Describe functions of cellular structures.

     D.          Discuss basic chemicals pathways of cellular respiration.

     E.          Discuss basic chemicals pathways of photosynthesis.

8.    Demonstrate an understanding of how cells use genetic information.

     A.          DNA<->RNA->Protein:

                  1.    Define terms common to DNA>RNA>Protein.

                  2.    Explain the structure and replication of DNA.

                  3.    Explain the processes of transcription and translation.

                  4.    Describe factors controlling gene expression.

                  5.    Discuss how mutations affect protein synthesis.

     B.          Mitosis and Cancer:

                  1.    Describe the events of the cell cycle.

                  2.    Describe how a mitotic cell division results in genetically identical daughter cells.

                  3.    Explain cellular basis of cancer.

     C.          Meiosis and Genetic Variations:

                  1.    Explain stages of meiotic division.

                  2.    Explain the role of sexual reproduction in genetic diversity.

                  3.    Explain how chromosomal abnormality can occur by meiosis.

     D.         Heredity:

                  1.    Define terms common to basic genetics.

                  2.    Explain single and double factor case of inheritance.

                  3.    Explain common cases of inheritance beyond Mendelian genetics

                  4.    Describe epigenetic effects on gene expression.

  Outcome 9:    Demonstrate an understanding of how population genetics and evolution relate to each other.

     A.          Population Genetics:

                  1.    Define terms common to population genetics.

                  2.    List three methods used to distinguish species from one another.

                  3.    List factors affecting genetic diversity in the population of species.

                  4.    Describe how the Hardy-Weinberg concept is applicable.

     B.          Evolution and Natural Selection:

                  1.    Describe the development of evolutionary thought from historical perspectives.

                  2.    Describe how the concepts of evolution and adaptation are related.

                  3.    Explain how natural selection works.

                  4.    Describe mechanisms of evolution other than natural selection.

                  5.    Describe how human evolution is supported by scientific evidence.

10. Demonstrate an understanding of the principles of ecology and how they relate to the human community.

     A.           Define an ecosystem.

     B.           Describe the structure of terrestrial and aquatic ecosystems.

     C.           Explain how energy drives geochemical cycle of elements in an ecosystem.

     D.           Discuss pyramids of energy, biomass and numbers of an ecosystem.

     E.           Discuss the effects of human activities on ecosystems.

     F.            Explain why precipitation and temperature and/or altitude can influence the type of biome

                    existing in a given area.

     G.           Identify the characteristics that vary between biomes and provide examples.

     H.           Explain the competitive exclusion principle.

     I.             Describe the process of succession.

11. Demonstrate an understanding of the tree-of-life as a scientific hypothesis accounting for the development and evolution of life on
      earth.

     A.            Describe spontaneous generation and biogenesis.

     B.            Explain experiments of historical significance in supporting spontaneous generation and biogenesis.

12. Demonstrate an understanding of the classification and evolution of organisms:

     A.           List the domains of organisms.

     B.           Classify organisms into correct kingdoms for each domain.

     C.           Describe the scientific method for naming organisms.

     D.           Explain the difference between taxonomy and phylogeny.

     E.           Distinguish major characteristics of members of the three domains.

13. Demonstrate an understanding of the health implications of human anatomy, physiology, nutrition and reproduction.

     A.           List parts of the digestive, circulatory and respiratory systems.

     B.           Explain basic functions of digestive, circulatory and respiratory systems.

     C.           Explain the principles of healthy and proper diet.

     D.           Describe the role of proper diet and regular exercise on achieving physical fitness.

     E.            Explain what factor determines sex in humans.

     F.             Discuss mechanisms of sexual hormonal balance in males and females.

     G.            List the leading methods of contraception and their effectiveness in preventing births and

                     STDs.

14. Demonstrate an understanding of how biology relates to other fields ofknowledge and application.

     A.          Explain how biology relates to other branches of science.

     B.          Explain how biology relates to social sciences and Humanities.

     C.          Explain how biology relates to arts and business.

BIO 113 - Trees and Shrubs Of Michigan

1. Participate in the process of science.
   1. Make observations
   2. Design, conduct experiments
   3. Formulate and test hypothesis
   4. Collect data
   5. Analyze data
   6. Draw conclusions
   7. Report results
   8. Analyze and revise
2. Work collaboratively with classmates and instructor.
   1. Participate in field exercises with 1-3 classmates.
   2. Share the workload in each field experience.
   3. Share experience of acquiring, transporting, cleaning, and storing equipment used in class.
   4. Share ideas and effectively dialogue with classmates.
3. Demonstrate the competent use of instruments and technology used in the field to analyze trees, shrubs and ecosystem symbiosis and synergy.
   1. Use metric systems and typical devices to measure mass, length, volume and temperature.
   2. Follow directions provided with various kinds of scientific equipment.
   3. Use a pH meter, light meter, tree borer, compass, and triangulation devices.
4. Competently communicate about Michigan trees, shrubs and their biotic and abiotic interaction.
   1. Read critically
   2. Write effectively
   3. Listen actively
   4. Speak effectively
   5. Be able to interpret graphs, charts
   6. Compile a journal summarizing appropriate activities
5. Be able to demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Carefully examine evidence.
   5. Correlate relationships.
   6. Distinguish between simple correlation and cause and effect.
6. Demonstrate competence in preparation of and participation in field activities.
   1. Participate in field activities and use appropriate equipment to conduct field activities.
   2. Select appropriate dress and equipment for overnight experience or single-day experience.
   3. Demonstrate safe and appropriate behavior during sessions.
   4. Use keys and resource books to identify and set perspective of natural history of organisms.
   5. Measure and characterize individual species members and their environmental significance.
   6. Report the results of outdoor studies conducted during sessions.
7. Describe trees, shrubs in relationship to one another and their non-living environment.
   1. Identify biotic and abiotic factors in appropriate settings.
   2. Describe the niche and habitat concept.
   3. Differentiate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe and identify individual and groups of trees and shrubs.
   6. Recognize symbiotic and synergistic relationships in ecosystems visited.
   7. Explain natural history of key species.
   8. Understand medicinal value of lay species.
   9. Understand historical significance of key species.
   10. Relate environmental factors to diversity, abundance and quality of species observed.
8. Describe how the biotic elements in the ecosystems change over time in Michigan.
   1. Recognize primary and secondary succession.
   2. Recognize the process of succession from pioneer species to climax species.
   3. Describe the disclimax succession.
   4. Identify and describe the trees and shrubs of the grassland, deciduous forest, coniferous forest, marsh, bog and swamp.
   5. Recognize the physical features which will determine type of climax forest.
   6. Describe the role of soil type, hydrology, and local physiographic factors.
   7. Describe the structure of a plant community including canopy trees, understory trees, shrubs and herbaceous plants.

BIO 114 - Animal Behavior - The Wolf

1. Participate in the process of science.
   1. Make observations.
   2. Design experiments.
   3. Conduct experiments.
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze data.
   7. Draw conclusions.
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in laboratory experiments and field activities with 1-3 classmates or entire class.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.
   4. Share ideas and respectfully receive the ideas of classmates and research staff at Wolf Park.
3. Appreciate the competent use of various instruments measuring physiological processes involved in behavioral activities.
   1. Use binoculars and spotting scopes to view wolf interactions.
   2. Demonstrate competence in use of sound recording devices.
   3. Interpret ethograms.
4. Competently communicate about ethology topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak effectively.
   5. Develop and interpret graphs, sonographs and ethograms.
   6. Compile a journal of observations and experiences related to field activities while at Wolf Park.
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on evidence.
   5. Identify trends and patterns.
   6. Distinguish between simple correlation and cause-and-effect.
6. Demonstrate appropriate preparation to participate in outdoor field activities involving ethology of wolves. Corollary: ethology of dogs, coyotes and foxes.
   1. Participate in field activities and use appropriate equipment to conduct the field activities.
   2. Select appropriate clothing and equipment for a Wolf Park weekend outing in spring.
   3. Demonstrate safe and appropriate behavior while conducting field activities.
   4. Use resource books and handouts to understand wolf behavior. Interact with student researchers and Park supervisors when appropriate.
   5. Characterize the status of each wolf in the pack demonstrating comprehension of pack hierarchy dynamics.
   6. Report results of some aspect of behavior dynamics which were observed.
7. Demonstrate general behavioral characteristics of the timber wolf. In addition, the student will compare behavior of wolf with coyote, fox and domestic dog.
   1. Understand reproductive physiology generally.
   2. Understand pack dynamics.
   3. Understand predator-prey relationships.
   4. Understand the role of humans in pack dynamics of captive wolves.
   5. Understand selection of Alpha, Beta, and Omega positions over time.
   6. Understand seasonal and daily bio-rhythms of wolves.
   7. Understand diet and nutrition of wolves.
   8. Understand behavioral differences in captive and wild wolves.
   9. Understand the natural history of the wolf and its future.
   10. Understand the impact of the wolf on ecosystems and that relationship to man.

BIO 114A - Animal Behavior - Dolphin

1. Participate in the process of science.
   1. Make observations.
   2. Design experiments.
   3. Conduct experiments.
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze data.
   7. Draw conclusions.
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in laboratory experiments and field activities.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.
   4. Share ideas and respectfully receive the ideas of classmates and research staff.
3. Appreciate the competent use of various instruments measuring physiological processes involved in behavioral activities.
   1. Use appropriate instruments to observe animal behavior.
   2. Interpret ethograms.
4. Competently communicate about ethology topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak effectively.
   5. Develop and interpret graphs, sonographs and ethograms.
   6. Compile a journal of observations and experiences related to field activities.
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on evidence.
   5. Identify trends and patterns.
   6. Distinguish between simple correlation and cause-and-effect.
6. Demonstrate appropriate preparation to participate in outdoor field activities.
   1. Participate in field activities and use appropriate equipment to conduct the field activities.
   2. Select appropriate clothing and equipment for the field work in the course.
   3. Demonstrate safe and appropriate behavior while conducting field activities.
   4. Use resource books and handouts to understand ethology.
   5. Report results of some aspect of behavior dynamics which were observed.
7. Demonstrate general behavioral characteristics of the species of study and compare and contrast the specific animal behavior with that of other mammals.
   1. Describe basic physiology.
   2. Describe colony dynamics and pair dynamics when appropriate.
   3. Describe behavior modification and training techniques.
   4. Describe maternity behavior.
   5. Describe basic conservation issues.
   6. Describe mammal stranding theory and cooperative strategies.
   7. Describe basic habitat ecology.

BIO 116W - Winter Ecology

1. Participate in the process of science.
   1. Make observations
   2. Design experiments.
   3. Conduct experiments.
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze data.
   7. Draw Conclusions
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in field activities with 1-3 classmates.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.
   4. Share ideas and respectfully receive the ideas of classmates.
3. Competently communicate about environmental topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak effectively.
   5. Develop and interpret graphs and flow charts.
   6. Compile a log of activities and impressions obtained in outdoor settings in winter.
4. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on experience.
   5. Identify trends and patterns.
   6. Distinguish between simple correlation and cause-and-effect.
5. Demonstrate appropriate preparation to participate in outdoor field activities in the winter.
   1. Plan field activities and select and use appropriate equipment to conduct the field activities.
   2. Select appropriate clothing and equipment for winter weather.
   3. Demonstrate safe and appropriate behavior while conducting field activities.
   4. Identify organisms and their activities in the field.
   5. Measure and characterize physical environmental characteristics.
   6. Report the results of outdoor studies conducted during the class.
6. Describe why we have a seasonal climate and how winter is different from other seasons.
   1. Describe how the tilt of the earth’s axis and the earth’s movement contribute to the seasonal nature of our climate.
   2. State major physical environmental changes that characterize winter.
   3. Describe the impact of various kinds of precipitation on organisms during winter.
7. Describe structural, physiological, and behavioral adjustments organisms make to survive winter.
   1. Describe how annual, biennial and perennial herbaceous plants survive winter.
   2. State the different mechanisms used by woody perennials to avoid damage during winter.
   3. Compare deciduous and coniferous trees and the mechanisms they use to survive winter.
   4. Characterize the different strategies used by poikilotherms, homeotherms and hibernators to survive winter.
8. Describe changes that occur in ecosystems during winter.
   1. Describe how populations of organisms change during winter.
   2. State examples of changed behavior of animals that is related to winter.
   3. Describe reasons why ecosystems are simplified during winter.
   4. Relate the reproductive cycles of organisms to seasonal climates that include a winter period.
9. Describe how living organisms, non-living matter, and energy are interconnected.
   1. Identify the abiotic and biotic factors in an ecosystem.
   2. Describe the niche concept.
   3. List components of an ecosystem.
   4. Describe the role of producer, herbivore, carnivore, scavenger, parasite, and decomposer in an ecosystem.
   5. Describe energy flow in an ecosystem.
   6. Relate the concept of food web an flood chain to trophic levels.
   7. Recognize that the process of natural selection operates to refine the fit between an organism and its habitat.
10. Describe various factors that influence the kind of biotic community that will develop in a region of the world.
    1. Identify physical and biological characteristics of the temperate deciduous forests, boreal forests and tundra.
    2. Relate the physical environment of temperate deciduous forest, boreal forest, and tundra to kinds of plants and animals that live in the regions.
11. Perform writing tasks to promote learning.
12. Write effectively for a specific audience and purpose.

BIO 117 - Birds of Michigan

1. Participate in the process of science.
   1. Make observations
   2. Design, conduct experiments
   3. Formulate and test hypothesis
   4. Collect data
   5. Analyze data
   6. Draw conclusions
   7. Report results
   8. Analyze and revise
2. Work collaboratively with classmates and instructor.
   1. Participate in field exercises with 1-3 classmates.
   2. Share the workload in each field experience.
   3. Share experience of acquiring, transporting, cleaning, and storing equipment used in class.
   4. Share ideas and effectively dialogue with classmates.
3. Demonstrate the competent use of instruments and technology used in the field for identification and understanding of birds and their behavior.
   1. Use metric systems and typical devices to measure mass, length, volume and temperature.
   2. Follow directions provided with various kinds of scientific equipment.
   3. Use a binoculars, spotting scope, wind and light meter, and triangulation devices.
4. Competently communicate about both resident and migratory birds of Michigan. In addition, the student will understand the relationship of bird species to their biotic and abiotic environment.
   1. Read critically
   2. Write effectively
   3. Listen actively
   4. Speak effectively
   5. Be able to interpret graphs, charts
   6. Compile a journal summarizing appropriate activities
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Carefully examine evidence.
   5. Correlate relationships.
   6. Distinguish between simple correlation and cause and effect.
6. Demonstrate competence in preparation of and participation in field activities.
   1. Participate in field activities and use appropriate equipment to conduct field activities.
   2. Select appropriate dress and equipment for overnight experience or single-day experience.
   3. Demonstrate safe and appropriate behavior during sessions.
   4. Use keys and resource books to identify and set perspective of natural history of organisms.
   5. Measure and characterize individual species members and their environmental significance.
   6. Report the results of outdoor studies conducted during sessions.
7. Identify and describe birds and their behavior. Relate species and behavior to living and non-living environment.
   1. Identify biotic and abiotic factors in appropriate settings.
   2. Describe the niche and habitat concept.
   3. Differentiate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe and identify individual and groups of trees and shrubs.
   6. Recognize symbiotic and synergistic relationships in ecosystems visited.
   7. Explain natural history of key species.
   8. Understand migration and relate to seasonal habitats.
   9. Understand historical significance of key species.
   10. Relate environmental factors to diversity, abundance and quality of species observed.
8. Describe how the biotic elements in the ecosystems change over time and location in Michigan.
   1. Recognize the types of succession.
   2. Understand the process of succession.
   3. Identify and describe key trees and shrubs in relationship to avian territories and feeding habits.
   4. Be able to predict species location according to habitat and ecosystem.
   5. Understand inter- and intra- specific relationships seasonally.
   6. Describe the relationships of nestlings, fledglings and adults over seasons.
   7. Describe the structure of plant communities in relation to bird diversity and

BIO 118 - Michigan Wildflowers

1. Participate in the process of science.
   1. Make observations
   2. Design, conduct experiments
   3. Formulate and test hypothesis
   4. Collect data
   5. Analyze data
   6. Draw conclusions
   7. Report results
   8. Analyze and revise
2. Work collaboratively with classmates and instructor.
   1. Participate in field exercises with 1-3 classmates.
   2. Share the workload in each field experience.
   3. Share experience of acquiring, transporting, cleaning, and storing equipment used in class.
   4. Share ideas and effectively dialogue with classmates.
3. Demonstrate the competent use of instruments and technology used in the field to analyze wildflowers and ecosystem symbiosis and synergy.
   1. Use metric systems and typical devices to measure mass, length, volume and temperature.
   2. Follow directions provided with various kinds of scientific equipment.
   3. Use a pH meter, magnifying glass and light meter.
4. Competently communicate about Michigan wildflowers and their biotic and abiotic interaction.
   1. Read critically
   2. Write effectively
   3. Listen actively
   4. Speak effectively
   5. Be able to interpret graphs, charts
   6. Compile a journal summarizing appropriate activities
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Carefully examine evidence.
   5. Correlate relationships.
   6. Distinguish between simple correlation and cause and effect.
6. Demonstrate competence in preparation of and participation in field activities.
   1. Participate in field activities and use appropriate equipment to conduct field activities.
   2. Select appropriate dress and equipment for overnight experience or single-day experience.
   3. Demonstrate safe and appropriate behavior during sessions.
   4. Use keys and resource books to identify and set perspective of natural history of organisms.
   5. Measure and characterize individual species members and their environmental significance.
   6. Report the results of outdoor studies conducted during sessions.
7. Describe Michigan wildflowers in relationship to one another and their non-living environment.
   1. Identify biotic and abiotic factors in appropriate settings.
   2. Describe the niche and habitat concept.
   3. Differentiate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe and identify individual related species of Michigan wildflowers.
   6. Recognize symbiotic and synergistic relationships in ecosystems visited.
   7. Explain natural history of key species.
   8. Understand medicinal value of lay species.
   9. Understand historical significance of key species.
   10. Relate environmental factors to diversity, abundance and quality of species observed.
8. Describe how the biotic elements in the ecosystems change over time in Michigan.
   1. Recognize the process of succession in the ecosystems visited.
   2. Identify and describe the wildflowers of the grassland, deciduous forest, coniferous forest, marsh, bog and swamp.
   3. Recognize the physical and seasonal features which will determine types of wildflowers seen.
   4. Describe the role of soil type, hydrology and local physiographic factors.
   5. Describe the relationship of wildflowers to shrubs and trees of each ecosystem visited.

BIO 119 - Stream Ecology

Credits: 1

     A.          Make observations.

     B.          Design experiments.

     C.          Conduct experiments.

     D.         Formulate and test hypotheses.

     E.          Collect data.

     F.          Analyze data.

     G.         Draw conclusions.

     H.         Report results.

      I.          Explain the evaluation and revision process of science.

2.    Work collaboratively with classmates.

     A.          Participate in laboratory experiments and field activities with 1-3 classmates.

     B.          Share the work load of small group activities.

     C.          Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.

     D.         Share ideas and respectfully receive the ideas of classmates.

3.    Demonstrate the competent use of common instruments and technology used in environmental investigation.

     A.          Use microscopes to view objects.

     B.          Use the metric system and typical devices to measure mass, length, volume, and temperature.

     C.          Follow directions provided with various kinds of scientific equipment.

     D.          Use a pH meter.

     E.          Use chemical tests and indicators to measure concentrations of specific chemicals.

4.    Competently communicate about environmental topics.

     A.          Read critically.

     B.          Write effectively.

     C.          Listen actively.

     D.         Speak effectively.

     E.          Develop and interpret graphs and flow charts.

     F.           Compile a journal of observations and experiences related to field activities on rivers.

5.    Demonstrate the ability to think critically.

     A.          Integrate concepts.

     B.          Solve problems.

     C.          Draw logical conclusions.

     D.         Make predictions based on evidence.

     E.          Identify trends and patterns.

     F.          Distinguish between simple correlation and cause-and-effect.

6.    Demonstrate appropriate preparation to participate in outdoor field activities involving sampling and characterizing a stream.

     A.          Participate in field activities and use appropriate equipment to conduct the field activities.

     B.          Select appropriate clothing and equipment for a canoeing/camping outing in early fall.

     C.          Demonstrate safe and appropriate behavior while conducting field activities.

     D.         Use keys and resource books to identify organisms typically found in streams.

     E.          Measure and characterize physical environmental characteristics of streams.

     F.          Report the results of outdoor studies conducted during the class.

7.    Describe how living organisms, non-living matter, and energy are interconnected.

     A.          Identify the abiotic and biotic factors in an aquatic ecosystem.

     B.          Describe the niche concept.

     C.          Describe predator-prey, parasite-host, competitive, mutualistic, and commensalistic

     D.         Describe the role of producer, herbivore, carnivore, omnivore, scavenger, parasite, and decomposer in an aquatic ecosystem.

     E.          Describe energy flow in an aquatic ecosystem.

     F.          Relate the concept of food web and food chain to trophic levels.

     G.         Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorous, through a stream ecosystem.

     H.         Describe the process of natural selection as it operates to refine the fit between an organism and its stream habitat.

     I.          Recognize that all organisms have an impact on their surroundings.

8.    Compare streams of different quality.    

     A.          Identify organisms typically found in polluted streams and contrast them with organisms typical of unpolluted streams.

     B.          Identify physical environmental conditions typical of polluted streams and contrast them with environmental conditions typical of unpolluted
                   streams.

     C.          Relate biodiversity to stream quality.

9.    Characterize the abiotic and biotic characteristics of a stream.

     A.          Describe ways in which stream ecosystems differ from terrestrial ecosystems in terms of the dominant insect groups, the source of new
                  organic matter, and the role of decomposers, herbivores, and carnivores.

     B.          Describe how land use patterns influence the nature of a stream.

     C.          Describe the role flow rate, oxygen concentration, substrate, temperature, clarity, and dissolved and suspended solids influence the kinds
                   of organisms present.

     D.         Describe methods used by various kinds of stream insects to capture food.

     E.          Describe the life cycles of stream insects.

BIO 123 - Survey of Michigan Plant Communities

1. Participate in the process of science.
   1. Make observations.
   2. Design experiments.
   3. Conduct experiments.
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze data.
   7. Draw conclusions.
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in field activities with 1-3 classmates.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning, and putting away sampling equipment.
   4. Share ideas and respectfully receive the ideas of classmates.
3. Demonstrate the competent use of common instruments and technology used in environmental investigation.
   1. Use the metric system and typical devices to measure mass, length, volume, and temperature.
   2. Follow directions provided with various kinds of scientific equipment.
   3. Use a pH meter.
4. Competently communicate about environmental topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak actively.
   5. Develop and interpret graphs and flow charts.
   6. Compile a journal of activities and impressions obtained in outdoor settings while experiencing different kinds of ecosystems.
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on evidence.
   5. Identify trends and patterns.
   6. Distinguish between simple correlation and cause-and-effect.
6. Demonstrate appropriate preparation to participate in outdoor field activities in the winter.
   1. Participate in field activities and use appropriate equipment to conduct the field activities.
   2. Select appropriate clothing and equipment for the outdoor setting in late spring or early summer.
   3. Demonstrate safe and appropriate behavior while conducting field activities.
   4. Use keys and resource books to identify organisms and their activities in the field.
   5. Measure and characterize physical environmental characteristics.
   6. Report the results of outdoor studies conducted during the class.
7. Describe how living organisms, non-living matter, and energy are interconnected.
   1. Identify the abiotic and biotic factors in an ecosystem.
   2. Describe the niche concept.
   3. Differentiate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe the role of producer, herbivore, carnivore, omnivore, scavenger, parasite, and decomposer in an ecosystem.
   6. Describe energy flow in an ecosystem.
   7. Relate the concept of food web and food chain to trophic levels.
   8. Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorous, through an ecosystem.
   9. Describe the process of natural selection as it operates to refine the fit between an organism and its habitat.
   10. Recognize that all organisms have an impact on their surroundings.
   11. Relate physical environmental factors to the kinds of organisms found in a community.
8. Describe the various factors that influence biotic communities change and determine the kinds of climax communities typical of Michigan.
   1. Recognize the difference between primary and secondary succession.
   2. Describe the process of succession from pioneer to climax community in both terrestrial and aquatic situations.
   3. Identify physical and biological characteristics of open grasslands, deciduous forest, boreal forest, marsh, bog, and swamp
   4. Recognize the physical environmental factors that determine the kind of climax community that will develop in an area.
   5. Describe the role of soil type, hydrology, local physiographic features, fire, seed sources, and historical land use patterns have in determining the nature of a plant community.
   6. Describe the characteristics of soil and how different soil types influence plant communities.
   7. Describe the structure of a plant community including canopy trees, understory trees, shrubs and herbaceous plants.

BIO 126 - Ecology and Natural History of Isle Royale National Park

1. Participate in the process of science.
   1. Make observations.
   2. Design experiments.
   3. Conduct experiments.
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze data.
   7. Draw conclusions.
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in laboratory experiments and field activities with 1-3 classmates or entire class.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.
   4. Share ideas and respectfully receive ideas of class notes and Park Service officials, as well as class supervisors.
3. Demonstrate the competent use of common instruments and technology in environmental investigation.
   1. Use binoculars and spotting scopes to view various wildlife interactions.
   2. Demonstrate the use of sound recording devices.
   3. Read compass and follow maps of details/trails on island.
4. Competently communicate about environmental topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak effectively.
   5. Develop and interpret graphs and flow charts.
   6. Compile a journal of activities and impressions obtained in outdoor settings while experiencing different kinds of ecosystems.
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on evidence.
   5. Identify trends and patterns.
   6. Distinguish between simple correlation and cause-and-effect.
6. Demonstrate appropriate preparation to participate in outdoor field activities involving sampling, observing and characterizing island natural history features.
   1. Participate in field activities and use appropriate equipment to conduct the field activities.
   2. Demonstrate safe and appropriate behavior while conducting field activities.
   3. Use keys and resource books to identify organisms and their activities in the field.
   4. Provide evidence of accurate behavioral and organismic interaction observation skill.
   5. Report the results of outdoor studies conducted during the class.
7. Describe how living and non-living factors interact on the island.
   1. Identify the abiotic and biotic factors in an ecosystem.
   2. Describe the niche concept.
   3. Differentiate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe the role of producer, herbivore, carnivore, omnivore, scavenger, parasite, and decomposer in an ecosystem.
   6. Describe energy flow in an ecosystem.
   7. Relate the concept of food web and food chain to trophic levels.
   8. Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorus, through an ecosystem.
   9. Describe the process of natural selection as it operates to refine the fit between an organism and its habitat.
   10. Recognize that all organisms have an impact on their surroundings.
   11. Relate physical environmental factors to the kinds of organisms found in a community.
8. Describe the various factors that influence how biotic communities interact and change over time, especially regarding the Wolf-Moose interaction on the island.
   1. Recognize the key species of plants on the island.
   2. Recognize the key species of animals on the island.
   3. Understand how severe weather through the year affects the abundance and activity of various species.
   4. Identify the reasons for the cyclical nature of the Wolf-Moose interaction.
   5. Explain how man has affected the island habitat.
   6. Project future of plant and animal interactions on the island

BIO 126AW - Ecology and Natural History of the Appalachia Region

1. Participate in the process of science.
   1. Make observations.
   2. Design experiments.
   3. Conduct experiments
   4. Formulate and test hypotheses.
   5. Collect data.
   6. Analyze date.
   7. Draw conclusions.
   8. Report results.
   9. Explain the evaluation and revision process of science.
2. Work collaboratively with classmates.
   1. Participate in laboratory experiments and field activities with 1-3 classmates or entire class.
   2. Share the workload of small group activities.
   3. Share the responsibility of acquiring, cleaning and putting my laboratory and feld equiment.
   4. Share ideas and respectfully receive ideas of class notes and Park Service officials, as well as class supervisors.
3. Demonstrate the competent use of common instruments and technology in environmental investigation.
   1. Use binoculars and spotting scopes to view various wildlife.
   2. Demonstrate the use of sound recording devices
   3. Read compass and follow maps of details in the region.
4. Competently communicate about environmental topics.
   1. Read critically.
   2. Write effectively.
   3. Listen actively.
   4. Speak effectively.
   5. Develop and intepret graphs and flow charts.
   6. Compile a journal of activities and impressions obtained in outdoor settings while experiencing different kinds of ecosystems.
5. Demonstrate the ability to think critically.
   1. Integrate concepts.
   2. Solve problems.
   3. Draw logical conclusions.
   4. Make predictions based on evidence.
   5. Identify trends and patterns.
   6. Distingish between simple correlation and cause-and-effect.
6. Demonstrate appropriate preparation to participate in outdoor field activities involving sampling, observing, and characterizing local Appalachia natural history features.
   1. Participate in field activities and use appropriate equipment to conduct the field activities.
   2. Demonstrate safe and appropriate behavior while conducting field activities.
   3. Use keys and resource books to identify organisms and their activities in the field.
   4. Provide evidence of accurate behavioral and organismic interaction observation skills.
   5. Report the results of outdoor studies conducted during the class.
7. Describe how living and non-living factors interact.
   1. Identify the abiotic and biotic factors in an ecosystem.
   2. Describe the niche concept.
   3. Differentitate between a community and an ecosystem.
   4. List components of an ecosystem.
   5. Describe the role of producer herbivore, carnivore, omnivore, scavenger, parasite, and decomposer in an ecosystem.
   6. Describe energy flow in the ecosystem.
   7. Relate the concept of food web and food chain to trophic levels.
   8. Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorus, through an ecosystem.
   9. Describe the process of natural selection as it operates to refine the fit between an organism and its habitat.
   10. Recognize that all organisms have an impact on their surroundings.
   11. Relate physical environmental factors to the kinds of organisms found in a community.
8. Describe the various factors that influence how biotic communities interact and change over time, espcially regarding local Riparian species and the introduced Red Wolf.
   1. Recognize the key species of plants and animals in the area.
   2. Understand how severe weather through the year affects the abundance and activity of various species.
   3. Identify the reasons for the population fluctuations of the introduced red wolf.
   4. Explain how man has affected the habitat of the region.
   5. Project future of plant and animal interactions in the region.

BIO 130W - Introduction to Chemistry and Cell Biology

Credits: 3

     A.          Define the basic units of the metric system: Liter, meter, gram and temperature and be able to convert between kilo, base units, deci, centi,
                   milli, u (micro).

     B.          Recognize reasonable measurements and appropriate units.

     C.          Convert the following English (or Customary) units to metric measurements: inches, pounds, and degrees Fahrenheit.

     D.          Make reasonable estimates in metric units for weight, length, and volume. and temperature (ex: “think” in metric)

     E.          Use measuring equipment to acquire data, carry out appropriate conversions between units and analyze the significance of the data.

     F.          Apply the use of the metric system to problems.

2.    Recognize the scientific method and its use in clinical studies.

     A.          Define valid, reliable, experimental group, control group, variable, observation, hypothesis, theory, and scientific method.

     B.          List the steps in the scientific method.

     C.          Draw a valid conclusion from a set of observations.

     D.          Graph a set of data derived from experiment procedures.

3.    Describe the basic characteristics of the structure of matter.

     A.          Define: Matter, weight, specific gravity, energy, potential energy, kinetic energy, calorie, the

                  three states of matter (solid, liquid, and gas) and density.

     B.          Differentiate clearly between matter and energy and between potential energy and kinetic

                  energy.

     C.          Explain how the three states of matter relate to energy.

     D.         Apply the concepts above to examples derived from everyday experiences.

4.    Explain basic inorganic chemistry concepts of the biologically important elements including carbon, oxygen, hydrogen, nitrogen, iron,
       magnesium, calcium, phosphorous, potassium, sulfur, sodium, chlorine.

     A.          Identify by name and symbol the most common elements found in living cells.

     B.          Define: element, atom, atomic number, molecule, atomic weight, mass number, isotope,  radioisotope, AMU, atomic nucleus, chemical
                  bonds, chemical formula, chemical reaction, chemical symbol, covalent bond, empirical formula, compound, mixture, hydrogen bond, ionic
                  bond, ions, ionization, orbital, Periodic Table of the Elements, solvent, solute, solution, products, reactants, structural formula, hydrolysis,
                  dehydration synthesis, polar, nonpolar.

     C.          Describe the relative masses, charges, and positions of subatomic (proton, electrons, neutrons) particles in an atom.

     D.         Define a chemical reaction and distinguish the reactants from the products.

     E.          Distinguish between a compound and a mixture.

     F.          Compare solutions and suspensions.

     G.         Determine the number and location of particles within an atom when given the information on a periodic table.

     H.         Explain the role of electrons in chemical bonding and in relation to the octet rule.

     I.           Differentiate between ionic and covalent bonds. Contrast these bonds with hydrogen bonds

     J.          Identify three major types of chemical reactions (synthesis, decomposition, and exchange).

     K.          Explain at least one use of radioactive isotopes in medical procedure and describe how one might protect themselves from exposure to
                  radioactive isotopes.

     L.          Describe the factors that affect chemical reaction rates.

     M.         Identify the elements and the ratios in a given empirical formula.

     N.         When given a structural formula and a model kit, build a model of a molecule.

     O.         Apply the concepts above to examples derived from everyday experiences.

     P.          Apply the concepts to human physiology issues.

     Q.         Distinguish between atom, ion, isotope and molecule.

     R.         Use chemical notation to symbolize chemical reactions.

5.    Develop an understanding of homeostasis.

     A.          Define homeostasis.

     B.          Define negative feedback and describe its role in maintaining body homeostasis.

     C.          Define positive feedback and describe its role in maintaining body homeostasis.

     D.          Give an example of each of the above types of homeostatic mechanism.

6.    Describe acids, bases and buffers and their role in homeostasis.

     A.          Describe the characteristics of water

     B.          Define: Acid, base, hydrogen ion, hydroxide ion, pH, buffer, homeostasis, salts, neutralization, dissociation and electrolytes.  Strong acid
                   vs. weak acid base vs weak base

     C.          Distinguish among acids, bases, hydrogen ions and hydroxyl ions.

     D.          Explain the role of a buffer in maintaining pH in biological systems.

     E.          Carry out simple experiments to test the effects of buffers on solutions with different ph, analyze the data, and provide rationale for the
                   results.

     F.          Apply the concepts above to examples derived from everyday experiences.

     G.         Supply examples of how these concepts apply to physiology issues.

     H.         Compare and contrast neutralization and buffering.

7.    Explain introductory organic chemistry and biochemistry concepts

     A.          Define: carbon skeleton, macromolecule, amino acid, biochemistry, carbohydrate complex carbohydrate,dehydration synthesis, denature,
                  double bond, fat, fatty acid, functional groups, glycerol, hydrolyses (digestion), inorganic molecules, isomer, lipid, monomer, nucleic
                  acid, nucleotide, organic molecule, peptide bond, phospholipid, polypeptide, polymer, protein, saturated, steroid, triglyceride, unsaturated,
                  amphipathic, saturated fatty acid, unsaturated fatty acid.

     B.          Describe and compare the building blocks, general structures and biological functions of carbohydrates, lipids, proteins and nucleic acids

     C.          Explain the role of dehydration synthesis and hydrolysis in the formation and breakdown of organic molecules

     D.          Describe the four levels of protein structure.

     E.          Apply the four levels of protein structure to their biological function/ importance.

     F.          Supply examples of organic molecules derived from everyday experiences.

     G.         Supply example of how the chemistry and biochemistry concepts apply to physiology issues.

8.    Discuss the structure, function, and importance of enzymes.

     A.          Define: activation energy, active site, catalyst, denature, enzyme, enzyme-substrate complex, substrate, optimum, co-enzyme.

     B.          Explain the relationship between enzyme shape, substrate shape and action specificity of an enzyme.

     C.          Explain the need for enzymes in the maintenance of living cells.

     D.          Supply examples of enzymes derived from everyday experiences.

     E.          Describe how the environmental factors of heat, pH, enzyme concentration, and substrate concentration influence a reaction.

     F.          Supply examples of how these concepts apply to physiology issues.

     G.         Describe the following enzymatic control processes:  enzymatic competition, negative- feedback inhibition, inhibitors (competitive
                  inhibition).

9.    Describe cell membrane composition and relate it to function.

     A.          Define: diffusion, osmolarity, dialysis, dynamic equilibrium, gradient, osmosis, selectively permeable membrane, hypertonic, hypotonic,
                   isotonic, active transport, facilitated diffusion, endocytosis, exocytosis (pinocytosis and phagocytosis), fluid mosaic model.

     B.          Describe the structure of the plasma membrane, including the fluid mosaic model, ion channels and ion pumps.

     C.          Differentiate clearly between active and passive transport processes relative to energy source, substances transported, direction and
                   mechanism.

     D.          Determine the net direction of movement of substances in active transport and passive transport.

     E.          Identify the compartments of the body (ICF and ECF including plasma and interstitial fluid).

     F.          Explain the importance of water and salts to body homeostasis.

     G.         Explain the role of osmosis in controlling movement of water through cell membranes.

     H.         Supply examples of how these concepts apply to physiology issues.

10. Describe the structural anatomy of a cell and the function of its components

     A.          Define: Organelle, cytoplasm, plasma membrane, nucleus, cell, cell theory.

     B.          List the three major regions of a generalized cell and indicate the general function of each region.

     C.          Describe the structure and function of:  lysosomes, peroxisomes, microtubules, microfilaments, cilia, flagella, nucleolus, nucleus,
                   chromatin, nuclear envelope, centrioles, mitochondria, ribosomes, smooth endoplasmic reticulum, rough endoplasmic reticulum, Golgi
                   apparatus, vesicles and vacuoles.

     D.         Calculate the surface area and volume of a regularly shaped object.

     E.          Apply the surface area to volume ratio of a cell to cellular physiology.

11. Discuss the process and significance of ATP formation during cellular respiration.

     A.          Discuss this equation: ADP + P <–> ATP (phosphorylation and dephosphorylation).

     B.          Summarize important events and products of glycolysis, the Krebs cycle and the electron transport chain.

     C.          Distinguish between anaerobic and aerobic processes and describe the influence of oxygen on ATP production.

     D.          Describe the three stages of metabolism of energy-containing nutrients in the body (anaerobic, aerobic & creatine phosphate pathways)

     E.          Explain the role of ATP in cell metabolism.

     F.          Explain how all three groups of organic nutrients (carbohydrates, lipids, and proteins) can be interconverted through the glycolytic pathway
                  and Krebs cycle.

     G.         Describe when a cell will utilize aerobic cellular respiration compared to anaerobic cellular respiration pathways.

12: Discuss the structure and significance of nucleic acids

     A.          Define:, chromatin, chromosome, complementary base pairing, DNA, RNA, DNA replication, gene, mutation, nitrogenous base, nucleic
                  acid, nucleotide, template, chromatid

     B.          Recognize and describe the components of DNA and RNA nucleotides.

     C.          Recognize and describe the similarities and differences between DNA and RNA.

     D.          Describe the process of DNA replication

     E.          Explain the significance of DNA replication

     F.          Predict the complementary strand of DNA when given a segment of DNA.

13. Define a gene and explain the sequence of events involved in protein synthesis.

     A.          Define: gene, codon, mRNA, tRNA, rRNA, nucleic acid, template, transcription, translation, triplets, triplet code, code, anticodon

     B.          Explain the difference in structure and function among mRNA, tRNA, and rRNA.

     C.          Name the two phases of protein synthesis and describe the roles of DNA, mRNA, tRNA and rRNA in each phase.

     D.         Given a strand of DNA and an amino acid-nucleic acid dictionary, predict the amino acid sequence in a polypeptide.

     E.          Relate protein synthesis to the anatomy and physiology of the cell.

14. Develop an understanding of genetic mutations and connections to genetic diseases    

     A.          Define: mutation, genotype, phenotype, point mutation, Central Dogma

     B.          Explain how changes in the DNA sequence result in mutations

     C.          Predict the outcome of a protein synthesized if substitutions of one nitrogen base are made for another nitrogen base.

     D.          Explain how any mutation could result in an altered phenotype.

     E.          Explain how the absence or low levels of correctly formed proteins contribute to genetic diseases.

     F.          Explain the difference between inheritable versus non-inheritable mutations.

15. Discuss the stages, events and significance of somatic cell division.

     A.          Define:  differentiation, chromosome, chromatid, centromere, spindle fibers, centriole, mitosis, cytokinesis, apoptosis, cancer, diploid,
                   homologous chromosomes, karyotype, autosome and sex chromosome.

     B.          List the phases of the cell life cycle.

     C.          Recognize a picture or diagram of each phase of the cell life cycle (interphase and mitotic phases).

     D.          Describe the key events in each phase of the cell life cycle.

     E.          List the purposes of cell division.

     F.          Explain the relationship between cancer, cell differentiation and mitosis.

     G.         Explain the significance of somatic cell division.

  Outcome 16: Discuss the stages, events, and significance of reproductive cell division.

     A.          Define the following terms as they relate to sexual reproduction: diploid, egg cell, ovum, oocyte, fertilization, gamete, gonad, haploid,
                  homologous chromosomes, independent assortment, karyotype, meiosis, reduction division, sperm cells, spermatocyte, zygote,              
                  nondisjunction, crossing over, segregation, oogenesis, spermatogenesis

     B.          Recognize a picture or diagram of a sex cell in each meiotic phase.

     C.          List the purposes of reproductive cell division (meiosis).

     D.          Describe the key events of each meiotic phase.

     E.          Compare and contrast the cell division processes of mitosis and meiosis.

17. Develop a basic understanding of human genetics.

     A.          Define: allele, carrier, dominant, recessive, gene, genotype, heterozygous, homozygous, Mendelian genetics, phenotype, Punnet square,
                  sex chromosome, X-linked gene, polygenic inheritence, pleiotropy, incomplete dominance, multiple alleles, co-dominant.

     B.          Differentiate between dominant and recessive alleles.

     C.          Provide an example of a genetically determined medical condition.

     D.          Explain how sex is determined in humans.

     E.          Set up and work a Punnet square for a monohybrid cross.

     F.          Predict the outcome of a monohybrid genetic cross.

18. Develop a basic understanding of scientific literature.

     A.          Locate an article in a professional journal which relates to a biology topic.

     B.          Relate concepts of this course to the research article content.

     C.          Explain how the scientific method is demonstrated in a study within the research article.

19. Identify root words in the language of anatomy and physiology.

20. Write effectively for a specific audience and purpose.

21. Perform writing tasks to promote learning.

22. Demonstrate the learning of concepts through writing.

BIO 140W - Essentials Of Human Anatomy & Physiology

Credits: 5

     A.          Use appropriate metric units.

                  1.    Name the base units for length, volume and mass.

                  2.    Arrange metric prefixes in order from greatest to smallest (kilo, hecto, deka, deci, centi, milli).

                  3.    Explain the relative difference in size between metric units.

                  4.    Use appropriate units for measurements related to anatomy.

     B.           Demonstrate understanding of basic chemistry as it relates to the study of anatomy and physiology.

                  1.    Differentiate between matter and energy and between potential energy and kinetic energy.

                  2.    Describe an atom and an element.

                  3.    List the subatomic particles; describe their relative masses, charges, and positions in the atom.

                  4.    Define atomic number, isotope, and radioisotope.

                  5.    Explain the role of valence electrons in chemical bonding.

                  6.    Distinguish between an atom, an ion, an isotope and a molecule.

                  7.    Differentiate between ionic, covalent, and hydrogen attractions/bonds.

                  8.    Define polar and non-polar compounds.

                  9.    Use chemical notation to symbolize chemical reactions.

                 10.   Distinguish among the major types of chemical reactions that are important for studying physiology (dehydration synthesis,
                         decomposition/hydrolysis).

                  11.   Describe the functions of water and inorganic acids, bases, salts, and buffers.

                  12.  Define pH and describe the pH scale.

                  13.  State the homeostatic pH range of blood.

                  14.  Define physiological acidosis and physiological alkalosis.

                  15.  Explain how the body attempts to keep pH within the limits of homeostasis.

                  16.  Distinguish between organic and inorganic compounds.

                  17.  Describe and compare the building blocks, general structures, and biological functions of carbohydrates, lipids, proteins and nucleic
                         acids.

                  18.  Describe the connection between protein structure and function.

                  19.  Describe the effects of temperature and pH change on protein function.

                  20.  Describe the general mechanism of enzyme activity u sing the following terms: active site, substrate, enzyme-substrate complex,
                         product, specificity and denaturation.

     C.          Discuss the structure and significance of nucleic acids.

                  1.    Define:  nucleus, gene, chromosome, complementary base pairing, DNA, RNA, DNA replication, nucleic acid, nucleotide, template

                  2.    Compare and contrast DNA and RNA, including which nucleotides are found in each type of molecule.

                  3.    Predict the complementary strand of DNA when given a segment of DNA.

                  4.    Explain how errors in DNA replication can alter the functionality of a protein.

2.    Describe the structural anatomy and function of components of the cell.

     A.          Describe cell membrane composition and relate it to function.

                  1.    Define:  diffusion, equilibrium, intracellular fluid, extracellular fluid, interstitial fluid, plasma, solute, solvent, solution, concentration
                         gradient, passive transport processes, active transport, vesicles, facilitated diffusion, osmosis, osmotic pressure, isotonic solution,
                         hypotonic solution, hemolysis, hypertonic solution, crenation, sodium-potassium pump, endocytosis, exocytosis, phagocytosis.

                  2.    Describe the structure of the plasma membrane and identify the structures involved in active and passive transport including protein
                         channels and protein pumps.

                  3.    Differentiate between active and passive transport processes relative to energy source, substances transported, direction and
                         mechanism.

                  4.    Identify the compartments associated with cells (ICF and ECF including plasma and interstitial fluid).

                  5.    Explain the role of osmosis and osmotic pressure in controlling movement of water through cell membranes.

     B.          Describe the structural anatomy of a cell and the function of its components.

                  1.    Define:  organelle, cytoplasm, plasma membrane, nucleus, cell, cytosol

                  2.    Describe the functions of: lysosomes, peroxisomes, cilia, flagella, nucleolus, nucleus, nuclear envelope, centrioles, mitochondria,
                         ribosomes, smooth and rough endoplasmic reticulum, Golgi apparatus, vesicles and vacuoles.

                  3.    Discuss the structure and function of mitochondria in energy production.

       C.          Discuss the process and significance of ATP formation during cellular respiration.

                  1.    Define:  glycolysis, TCA Cycle (Kreb’s), ETC (electron transport system or oxidative phosphorylation).

                  2.    Identify where in the cell the steps of energy production occur.

                  3.    Explain this equation:  ADP + P <—–> ATP

                  4.    Distinguish between anaerobic and aerobic processes in terms of: where they occur in the cell, energy yield, and end products.

     D.         Develop an understanding of cell growth and reproduction as it relates to the study of anatomy and physiology

                  1.    Describe the stages of the cell life cycle, including mitosis, interphase, and cytokinesis, and explain their significance.

                  2.    Explain the relationship between cell division and cancer.

                  3.    Define and explain the role of stem cells in tissue regeneration.

     E.                Develop an understanding of protein synthesis and mutations as it relates to the study of anatomy and physiology.

                  1.    Define mutation and mutagen. Explain how a mutation may affect the functionality of a protein and result in an altered expression of a
                         trait.

                  2.    Explain how the absence or low levels of correctly formed proteins may contribute to genetic diseases.

                  3.    Explain the relationship between DNA, chromosomes, genes, mutations and proteins.

3.    Demonstrate understanding of systems of the human body

     A.          Explain the role of the integumentary system as a functioning organ of the human body.

                  1.    List the functions of the integumentary system and explain how these functions are accomplished.

                  2.    Provide specific examples to demonstrate how the integumentary system responds to maintain homeostasis in the body.

                  3.    List the two layers of the skin and the functions of each of the two layers.

                  4.    Explain the basis for different skin color.

                  5.    Identify on a model or drawing the epidermis and dermis of the skin and the accessory structures of the skin.

                  6.    List the functions of each of the accessory structures of the skin (sweat glands, sebaceous glands, nails, hair, arrector pili muscle,
                         sensory receptors.

                  7.    Describe the purpose of the stratification of the epidermis and differences between stratum germinativum (basale) and stratum
                         corneum.

                  8.    Compare and contrast the function and location of keratinocytes and melanocytes.

                  9.    Differentiate between first-, second-, and third-degree burns.

     B.          Develop an understanding of the gross anatomy of the skeletal system.

                  1.    Define the two major divisions of the skeletal system (axial and appendicular) and list the bones in each.

                  2.    Describe the principal surface markings on bones and their functions.

                  3.    Identify the regions of the vertebral column.

                  4.    Discuss the importance of intervertebral disks and spinal curvatures.

                  5.    Identify all bones and markings listed on the Biology 140 Anatomy Objective List. Identification of anatomy may be on models,
                         skeletons (both articulated and disarticulated), diagrams, MRI, CT and X-ray images and appropriate dissection specimens.

     C.          Develop an understanding of bone physiology.

                  1.    Describe the functions of the skeletal system.

                  2.    Name the four main types of bones (classified by shape).

                  3.    Describe the gross anatomy of a typical long bone and flat bone.

                  4.    Describe the histological features of bone tissue.

                  5.    Define ossification and compare and contrast intramembranous ossification, endochondral ossification and appositional growth.

                  6.    Differentiate between the functions of osteocytes, osteoclasts, and osteoblasts.

                  7.    Discuss the purpose of fontanels.

                  8.    Explain the role of PTH, calcitonin and human growth hormone (hGH) on bone growth and maintenance.

                  9.    Explain the role of PTH and calcitonin on calcium homeostasis and bone density.

                  10.  Explain the role of exercise and mechanical stress on bone remodeling.

     D.         Develop an understanding of joints, focusing on synovial joints.

                  1.                Name the three major functional categories of joints, compare the amount of movement allowed by each and give an example
                                     of each.

                  2.                Describe the structural characteristics shared by all synovial joints.

                  3.                Name and describe (or perform) the common body movements: flexion, extension, dorsiflexion, plantar flexion, abduction,
                                     adduction, circumduction, supination, pronation, inversion, eversion, protraction, retraction, elevation, depression, and rotation.

                  4.                List the different types of synovial joints, link structural features to joint functions and identify an example of each of these
                                     joints.

                  5.                List the bones involved in the following joints (wrist, knee, shoulder, hip, ankle, elbow, jaw).

     E.          Develop an understanding of the role of muscles and muscle tissue in the human body.

                  1.    Define:  fascia, epimysium, perimysium, endomysium, tendons, aponeuroses, tetanus, isotonic contraction, isometric contraction,
                         muscle tone, muscle fatigue, oxygen debt, motor unit, muscle twitch.

                  2.    Explain the factors that contribute to muscle fatigue.

                  3.    Explain the sliding filament mechanism of skeletal muscle contraction.

                  4.    Explain how muscle fibers are stimulated to contract.

                  5.    Interpret a myogram of a muscle twitch and describe the events occurring during the three phases (latent, contraction, relaxation).

                  6.    Explain the muscle response to changes in stimulation frequency, including summation and tetanus.

                  7.    Explain the muscle response to increasing stimulus strength, including recruitment.

                  8.    Differentiate between isometric and isotonic contractions. 

                  9.    List the sources of energy stored in a typical muscle fiber.

                  10.   Describe three ways in which ATP is regenerated in skeletal muscle (creatine phosphate, aerobic respiration, anaerobic respiration).

                  11.   Distinguish between aerobic and anaerobic endurance, and explain their implications for muscular performance.

     F.          Become proficient with specific skeletal muscle names and their relative functions.

                  1.    Define: origin, insertion, prime mover.

                  2.    Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, skeletons (both
                         articulated and disarticulated), diagrams, MRI, CT and X-ray images and appropriate dissection specimens

                  3.    Identify the function of the major muscles listed in the anatomy objectives with respect to the following body movements: flexion,
                         extension, dorsiflexion, plantar flexion, abduction, adduction, circumduction, supination, pronation, inversion, eversion, protraction,
                         retraction, elevation, depression, and rotation.

     G.         Develop an understanding of the fundamentals of the nervous system and nervous tissue.

                  1.    List the basic functions of the nervous system.

                  2.    Define the terms central nervous system and peripheral nervous system and list the major parts of each.

                  3.    Describe the relationship between neurons, nerves, and neuroglia.

                  4.    Compare and contrast the structural and anatomical differences between gray matter and white matter.

                  5.    Define neuron, describe its important structural components, and relate each to a functional role.

                  6.    Differentiate between a nerve and a tract, and between a nucleus and a ganglion.

                  7.    Explain the importance of the myelin sheath and identify the cells involved in its formation in the PNS.

                  8.    Describe the function of sensory, motor, and interneurons (association neurons).

                  9.    Define resting membrane potential and describe how the sodium-potassium exchange pump maintains this potential.

                  10.  Contrast relative concentrations of sodium, potassium, chloride and protein ions inside and outside of a resting neuron.

                  11.  Explain how action potentials are generated and propagated along neurons (threshold, depolarization, repolarization,
                         hyperpolarization).

                  12.  Compare and contrast saltatory and continuous conduction (propagation) based on the following criteria:  signal speed and presence
                         or absence of myelination.

                  13.  Explain the events of synaptic transmission.

                  14.  Describe the general functions of neurotransmitters.

                  15.  Define absolute and relative refractory periods.

                  16.  Make predictions about the outcome when drugs which mimic, inhibit, or destroy neurotransmitters, neurotransmitter receptors or
                         degrading enzymes (e.g. AchE) are introduced into the synapse.

     H.         Develop an understanding of the structures and functions of the nervous system.

                  1.    Name the major parts of the brain (as listed on the Anatomy Objectives) and explain

                  2.    Describe how the meninges, cerebrospinal fluid and the blood-brain barrier protect the CNS.

                  3.    Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI,
                         CT and X-ray images and appropriate dissection specimens.

                  4.    Describe the function, location, and formation of cerebrospinal fluid and how it flows in one continuous loop, including the pathway of
                         CSF flow within the brain.

                  5.    Contrast the location of gray and white matter in the brain and spinal cord.

                  6.    Identify the components of a reflex arc.

                  7.    Explain the function of ascending pathways and where they terminate.

                  8.    Explain the function of descending pathways and where they originate.

                  9.    Define peripheral nervous system and list its components.

                  10.  Define plexus and identify the body areas innervated by the following plexuses: cervical, brachial, lumbar and sacral.

                  11.   List the 12 pairs of cranial nerves by name and number and the function of each.

     I.          Develop a basic understanding of the autonomic nervous system.

                  1.    Define autonomic nervous system and explain its role within the PNS.

                  2.    Compare the somatic and autonomic nervous systems relative to effectors, efferent pathways, and neurotransmitters released.

                  3.    Define cholinergic and adrenergic receptors and where each is used in the ANS.

                  4.    Compare and contrast the functions of the parasympathetic and sympathetic divisions on the following (cardiovascular system,
                         respiratory system, digestive system, sweat glands, and pupils).

                  5.    Make predictions about the effects of drugs that mimic or inhibit adrenergic or cholinergic effects.

     J.          Develop an understanding of the function and anatomy of the endocrine system.

                  1.    List the components of the endocrine system.

                  2.    Describe the major functions of the endocrine system.

                  3.    Define target cells and describe the role of hormone receptors.

                  4.    Explain the three methods for controlling hormone secretion, and provide examples for each.

                  5.    Describe the locations of and relationship between the hypothalamus and the pituitary gland.

                  6.    Describe the functions of each hormone secreted by the pituitary gland (growth hormone, thyroid-stimulating hormone, luteinizing
                         hormone, follicle stimulating hormone, prolactin, adrenocorticotropic hormone, oxytocin, antidiuretic hormone).

                  7.    Describe the location, hormones and functions of the thyroid gland, parathyroid glands, pancreatic islets, adrenal (suprarenal) glands,
                         ovaries, testes, and pineal gland.

                  8.    Use the hormones listed (grouped by organs) to name the target tissue or cells for each hormone and describe the effect(s) of each
                         hormone on the target tissue or cells: Thyroid gland (thyroxine (T4), triiodothyronine (T3), calcitonin), Parathyroid gland (parathyroid
                         hormone), Adrenal gland (glucocorticoids (cortisol), mineralocorticoids (aldosterone), gonadocorticoids, epinephrine, norepinephrine), 
                         Testis (testosterone), Ovary (estrogen, progesterone), Pancreas (insulin, glucagon), Adipose tissue (leptin).

                  9.    Compare and contrast the roles of the nervous and endocrine systems with respect to signal speed and duration of response by the
                         body.

                  10.  Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI,
                         CT and X-ray images and appropriate  dissection specimens.

     K.          Develop an understanding of the composition and functions of blood.

                  1.    Define the principal components of blood and their functions in the body.

                  2.    Discuss the formation (hematopoiesis), components and functions of whole blood.

                  3.    Describe the phases of hemostasis (vascular spasm, platelet plug formation, coagulation, clot retraction and repair, fibrinolysis).

                  4.    Describe the ABO and Rh blood groups.

                  5.    Describe the structure of erythrocytes and their function in the transport of O2 and CO2.

                  6.    Define erythropoiesis and describe the role of EPO in triggering the process.

     L.          Develop an understanding of the anatomy and function of the cardiovascular system.

                  1.    Describe the location of the heart and the structure and functions of the pericardium.

                  2.    Identify all heart structures listed on the Biology 140 Anatomy Objective List. Identification of anatomy may be on models, diagrams,
                         MRI, CT and X-ray images and appropriate dissection specimens.

                  3.    Discuss the functions of all heart structures listed in the Anatomy Objective list.

                  4.    Trace the pathway of blood through the heart.

                  5.    Describe the clinical importance of coronary circulation.

                  6.    Define: systole, diastole, stroke volume, and cardiac cycle, heart sounds, murmur,

                         blood pressure, pulse.

                  7.    Name the components of the intrinsic conduction system of the heart and how each heartbeat is initiated and maintained.

                  8.    Describe the purpose and diagnostic value of an electrocardiogram.

                  9.    Correlate an ECG tracing with the electrical events of the heart.

                  10.  Describe the phases of the cardiac cycle.

                  11.  Define cardiac output, calculate it, and describe how it is regulated.

                  12.  Describe the effect of the following on cardiovascular function (CO and BP): stimulation by the vagus nerve, exercise, epinephrine,
                         ADH or renin-angiotensin.

                  13.  On diagrams and/or models, identify the body’s major arteries and veins as listed on the Bio 140 Anatomy Objectives list.

                  14.  Compare and contrast the structure and function of arteries, veins, and capillaries.

                  15.  Describe how substances enter and leave the blood in capillaries.

                  16.  Explain how venous blood returns to the heart.

                  17.  Define blood pressure and describe how it varies throughout the systemic circulation.

                  18.  Define vascular resistance and identify the factors that affect vascular resistance and blood pressure.

                  19.  Describe how blood pressure and blood flow are regulated.

                  20.  Compare and contrast pulmonary circulation with systemic circulation.

                  21.  Explain the function and importance of the hepatic-portal system.

                  22.  Name the fetal vascular modifications or “fetal shunts”.

     M.         Develop an understanding of the lymphatic and immune system and resistance to disease.

                  1.    Define immunity and identify the properties of immunity.

                  2.    Identify the major components of the lymphatic system and explain their functions.

                  3.    Describe the importance of lymphocytes and describe where they are found in the body.

                  4.    Describe the types of nonspecific resistance to disease.

                  5.    Distinguish between cell-mediated and antibody-mediated (humoral) immunity.

                  6.    Differentiate between T-cells and B-cells and describe the role each plays in the immune response.

                  7.    Describe the structure and function of antibody molecules, and explain how they function.

                  8.    Describe the primary and secondary immune responses to antigen exposure.

                  9.    Differentiate between the different types of immunity.

                  10.  Explain how lymph is transported to the heart.

     N.         Develop an understanding of the anatomy and function of the respiratory system.

                  1. Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI, CT                 and X-ray images and appropriate dissection specimens.

                  2. Describe the functions of all structures listed in the Anatomy Objective list.

                  3.  Explain how inhalation and exhalation take place and the major muscles used for each.

                  4.    Define the various lung volumes and capacities.

                  5.    Describe the exchange of oxygen and carbon dioxide between alveolar air and blood (external respiration) and between blood and
                         body cells (internal respiration).

                  6.    Describe how the blood transports oxygen and carbon dioxide.

                  7.    Explain how the nervous system controls breathing and list the factors that can alter the rate and depth of breathing.

                  8.    Identify the type of tissue lining the respiratory tract.

                  9.    List, in order, the respiratory structures that air passes through during inspiration.

     O.         Develop an understanding of the anatomy and function of the digestive system.

                  1.    Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI,
                         CT and X-ray images and appropriate dissection specimens.

                  2.    List, in order, the structures that food passes through during digestion.

                  3.    Discuss the functions and relative locations of all structures listed in the Anatomy Objective list.

                  4.    Explain the function of peristalsis and segmentation in digestion.

                  5.    Describe the characteristics of the small intestines that increase surface area for

                  6.    Identify the type of tissue lining the digestive tract.

                  7.    Describe the role the following enzymes and fluids play in digestion (salivary amylase, pepsin, pancreatic enzymes, bile) with respect
                         to their location of secretion, the substances they break down, and the products of breakdown.

                  8.    Describe the location of the visceral and parietal peritoneum.

                  9.    Identify the branch of the nervous system that stimulates digestive function and the cranial nerve involved.

     P.          Develop an understanding of the anatomy and function of the urinary system.

                  1.    Discuss the general functions of the urinary system.

                  2.    Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI,
                         CT and X-ray images and appropriate dissection specimens.

                  3.    Discuss the functions of all structures listed in the Anatomy Objective list.

                  4.    Describe the external structures of the kidney, including its retroperitoneal location, support structures, and covering.

                  5.    Describe the microscopic structure of the kidneys.

                  6.    List the major processes in urine formation and where each occurs in the nephron and collecting system.

                  7.    List, in order, the structures that filtrate passes through in the nephron and what occurs in each structure.

                  8.    List, in order, the urinary structures that urine passes through once it leaves the nephron until it leaves the body.

                  9.    Compare and contrast the male and female urethra.

                  10.  List substances that are normal and abnormal urinary components.

                  11.  Define diuretic and describe how they affect kidney function.

                  12.  Explain how the following hormones affect kidney function: renin-angiotensin II system, EPO, calcitriol (Vitamin D).

     Q.         Develop an understanding of the anatomy and function of the female and male reproductive system and prenatal development.

                  1.    Identify all structures listed on the Biology 140 Anatomy Objective List.  Identification of anatomy may be on models, diagrams, MRI,
                         CT and X-ray images and appropriate dissection specimens.

                  2.    Discuss the functions of all structures listed in the Anatomy Objective list.

                  3.    Describe how sperm cells are produced (spermatogenesis).

                  4.    Explain the roles of hormones in regulating male reproductive functions (testosterone, FSH, LH).

                  5.    Describe how oocytes are produced (oogenesis).

                  6.    Describe the major events of the ovarian and uterine cycles.

                  7.    Explain the major developmental events that occur during the embryonic period.

                  8.    Define the fetal period.

                  9.    Explain the roles of hormones in regulating female reproductive functions (estrogen, progesterone, follicle stimulating hormone,
                         luteinizing hormone, oxytocin, prolactin, human chorionic gonadotropin).

                  10.  Trace the path of a sperm from the location of production until it leaves the body.

                  11.   Trace the path of an oocyte from the location of production until it leaves the body.

     R.          Develop an understanding of the major tissue types in the human body.

                  1.    Name the four major types of tissue found in the human body.

                  2.    Discuss the general characteristics of epithelial tissue that make it well suited as a tissue that lines and covers surfaces and cavities.

                  3.    List the general functions of epithelial tissue.

                  4.    Name and describe the three “layering” arrangements (simple, pseudostratified, stratified) of epithelial tissue.

                  5.    Name and describe the three “shape” categories (squamous, cuboidal, columnar) of epithelial tissue.

                  6.    Name the major types of epithelium and identify an organ in which each is found.

                  7.    Discuss the components of connective tissue that account for its varied functions and locations in the human body.

                  8.    Describe the types of connective tissue found in the body and indicate the general functions for each type.

                  9.    Discuss the general characteristics of muscle tissue that allow it to be used in propulsion of the skeleton and hollow organs.

                  10.  List the three types of muscle tissue.

                  11.  Compare and contrast the three types of muscle tissue based on the following criteria:  location, control (voluntary or involuntary), cell
                         shape, presence or absence of striations, number of nuclei.

                  12.  List the two cell types found in nervous tissue and discuss the characteristics and functions of each.

                  13.  Name the specific serous membranes and their common function.

  4.    Demonstrate an understanding of the relationship between anatomy and physiology in the human body.

     A.          Define anatomy and physiology.

     B.          Name (in order of increasing complexity) the different levels of structural organization that make up the human body, and explain their
                   relationships.

  5.    Demonstrate an understanding of homeostasis and system integration.

     A.          Define homeostasis.

     B.          Define positive feedback.

     C.          Define negative feedback and describe its role in maintaining body homeostasis.

     D.          Describe examples of when positive and negative feedback are used in the human body.

     E.          Explain the significance of homeostasis for living systems.

     F.          Provide an example of how homeostatic imbalance results in disease

6.    Use communication skills to convey ideas of anatomy and physiology.

     A.          Write effectively for a specific audience and purpose.

     B.          Demonstrate the learning of concepts through writing.

     C.          Perform writing tasks to promote learning.

     D.          Speak effectively and accurately in the language of anatomy and physiology.

                   1.    Describe the anatomical position.

                   2.    Use correct anatomical terminology to describe body planes, body sections, body

                          regions, body directions and surface anatomy.

                  3.     Locate and name the major body cavities and their subdivisions.

                  4.    Name the four quadrants of the abdominopelvic cavity and know major organs in

                         those areas (liver, stomach, spleen, small intestine, large intestine, appendix, urinary

                         bladder).

BIO 152W - Human Anatomy & Physiology I

Credits: 4

    A.        Define anatomy and physiology.

    B.        Name (in order of increasing complexity) the different levels of structural organization that make up the human body, and explain their relationships.

2.    Demonstrate an understanding of homeostasis.

    A.        Define homeostasis.

    B.        Define negative feedback and describe its role in maintaining body homeostasis.

    C.        Define positive feedback and describe its role in the body.

    D.        Give an example of each of the above types of homeostatic mechanisms.

    E.        Provide an example of how homeostatic imbalance results in disease.

3.    Speak accurately in the language of anatomy and physiology.

    A.        Describe the anatomical position.

    B.        Use correct anatomical terminology to describe body planes, body sections, body regions and body directions.

    C.        Locate and name the major body cavities and their subdivisions.

    D.        Name the three specific serous membranes (pleural, pericardial, and peritoneal), their two layers (visceral and parietal), and their functions.

    E.        Describe the four quadrants of the torso: left upper (LUQ), right upper (RUQ), left lower (LLQ), and right lower (RLQ).

    F.         Identify the major organs in the four quadrants (such as the liver, stomach, spleen, small intestine, large intestine, appendix, urinary bladder, ovaries, and gall bladder).

    G.        Describe the nine abdominopelvic regions: epigastric, umbilical, hypogastric, hypochondriac (L/R), lumbar (L/R), and iliac (L/R).

    H.        Identify the major organs in the abdominopelvic regions (liver, stomach, spleen, small intestine, large intestine, appendix, urinary bladder, ovaries, and gall bladder).

4.    Demonstrate an understanding of basic chemistry as it relates to the study of anatomy and physiology.

    A.        Define chemical elements and list the four elements that form the bulk of body matter.

    B.        Define and distinguish between the terms atom, molecule, isotope and ion.

    C.        List the subatomic particles; describe their relative masses, charges and positions in the atom.

    D.        Define atomic number, atomic weight, mass number, isotope, and radioisotope.

    E.        Distinguish between compounds, mixtures, solutions and suspensions.

    F.         Define the differences between polar and non-polar compounds.

    G.        Differentiate clearly between matter and energy and between potential energy and kinetic energy.

    H.        Explain the role of valence electrons in chemical bonding and in relation to the octet rule.

    I.          Compare and contrast ionic, covalent, and hydrogen bonds.

    J.         Use chemical notation to symbolize chemical reactions.

    K.         Identify three major types of chemical reactions (dehydration synthesis, hydrolysis, and exchange).

    L.         Describe the major factors that affect the rates of chemical reactions.

    M.        Use metric measurements for length, mass, and volume.

5.    Demonstrate an understanding of basic biochemistry as it relates to the study of anatomy and physiology.

    A.        Define the terms acid, base, buffers, acidosis, and alkalosis.

    B.        Explain the importance of water and salts to body homeostasis.

    C.        Explain the concept of pH.

    D.        Describe how buffering maintains blood pH.

    E.        Compare and contrast the building blocks, general structures, and biological functions of carbohydrates, lipids, proteins and nucleic acids.

    F.         Explain the role of dehydration synthesis and hydrolysis in the formation and breakdown of organic molecules.

    G.        Describe the four levels of protein structure, and how these affect the action of enzymes.

    H.        Describe the general mechanism of enzyme activity.

6.    Describe cellular physiology.

    A.        Define the terms diffusion, osmolarity, dialysis, dynamic equilibrium, gradient, osmosis, selectively permeable membrane, solute, solvent, solution, hypertonic, hypotonic, isotonic, active transport, facilitated diffusion, endocytosis, exocytosis (pinocytosis and phagocytosis), and the fluid mosaic model.

    B.        Describe the chemical composition of the plasma membrane, including the fluid mosaic model and membrane proteins and their functions.

    C.        Differentiate between active and passive transport processes relative to energy source, substances transported, direction and mechanism.

    D.        Compare and contrast between the locations and ionic compositions of the ICF and ECF including plasma and interstitial fluid.

    E.         Explain the role of osmosis and osmotic pressure in controlling the movement of water through cell membranes.

7.    Describe the structural anatomy of a cell.

    A.        Define the terms organelle, cytoplasm, cytosol, plasma membrane, nucleus, and cell.

    B.        Describe the functions of lysosomes and peroxisomes, cilia, flagella, nucleolus, nucleus, nuclear envelope, centrioles, mitochondria, ribosomes, endoplasmic reticulum (SER and RER), Golgi apparatus, vesicles, and vacuoles.

    C.       Describe the importance of cell junctions (gap, desmosomes, and tight) in cellular physiology.

8.    Discuss the process of ATP formation during cellular respiration.

    A.        Define the terms glycolysis, lactic acid fermentation, Krebs Cycle (TCA), and the oxidative phosphorylation (ETC).

    B.        Explain the role of ATP in cell metabolism.

    C.        Discuss the equation ADP + P <- -> ATP.

    D.        Distinguish between anaerobic and aerobic processes in terms of where they occur in the cell, energy yield, and end products.

9.    Discuss the significance of nucleic acids.

    A.        Define the terms chromatin, chromosome, complementary base pairing, DNA, RNA, DNA replication, gene, mutation, nitrogenous base, nucleic acid, nucleotide, and template.

    B.        Recognize and describe the components of DNA and RNA nucleotides.

    C.        Compare and contrast DNA and RNA both chemically and physically.

    D.        Describe the process of DNA replication.

    E.        Explain the importance of DNA replication.

    F.         Predict the complementary strand of nucleotides that is created from a given DNA template.

10.  Demonstrate an understanding of cellular reproduction.

    A.        Describe the key events of each phase of the cell life cycle (interphase, prophase, metaphase, anaphase, and telophase).

    B.        Explain the significance of the mitotic cycle of somatic cell division for most tissues and the two exceptions to this cycle for adult cells (cardiac muscle and nervous tissue).

    C.        Explain how cancer is a disruption of the normal cell cycle.

    D.        Describe the role of stem cells in tissue regeneration.

11.  Demonstrate an understanding of protein synthesis as it relates to the study of anatomy and physiology.

    A.        Define autosomal vs. sex-linked (X-linked) traits and dominant vs. recessive traits.

    B.        Explain the function of genes and the meaning of “genetic code”.

    C.        Name the two phases of protein synthesis (transcription and translation).

    D.        Describe the roles of DNA, mRNA, tRNA and rRNA in each phase of protein synthesis.

    E.        Given a strand of DNA and an amino acid-nucleic acid dictionary, predict the amino acid sequence in a polypeptide.

    F.        Predict the outcome of a protein synthesized if a substitution of one nitrogenous base is made for another nitrogenous base.

    G.        Explain how a mutation may result in an altered expression of a trait.

    H.        Explain how the absence or low levels of correctly formed proteins may contribute to genetic diseases.

    I.          Explain the relationship between DNA, chromosomes, genes, mutations and proteins.

    J.         Explain the basic function of tumor suppressor genes and oncogenes in controlling cell replication.

12.  Demonstrate an understanding of the major tissue types in the human body.

    A.        Name the four major types of tissues found in the human body (epithelial, connective, muscle, and nervous).

    B.        Discuss the general characteristics of epithelial tissue that make it well suited as a tissue that lines surfaces and cavities.

    C.        List the major functions of epithelial tissue.

    D.        Name and describe the three “layering” arrangements (simple, pseudostratified, stratified) of epithelial tissue.

    E.        Name and describe the three “shape” categories (squamous, cuboidal, columnar) of epithelial tissue.

    F.         Name the major types of epithelium and identify an organ in which each is found.

    G.        Discuss the components of connective tissue that account for its varied functions and locations in the human body.

    H.        Describe the types of connective tissue found in the body, and indicate the general functions for each type.

    I.          Discuss the general characteristics of muscle tissue that allow it to be used in propulsion of the skeleton and hollow organs.

    J.         List the three types of muscle tissue (skeletal, cardiac, and smooth).

    K.        Compare and contrast the three types of muscle tissue based on the following criteria: location, control (voluntary or involuntary), cell shape, presence or absence of striations, and the number of nuclei.

    L.         List the two cell types found in nervous tissue (neurons and neuroglia).

    M.        Discuss the characteristics and functions of each cell type found in nervous tissue.

    N.        Describe how tissues are used to create four membrane types (cutaneous, mucous, serous, and synovial) and identify a location for each type in the body.

13.  Explain the role of the integumentary system as a functioning organ of the human body.

    A.        List several important functions of the integumentary system and explain how these functions are accomplished.

    B.        Name the two layers of the cutaneous membrane (epidermis and dermis) and describe their functions.

    C.        Name the accessory structures (derivatives) of the integument and describe their 

    D.        Identify on a model or drawing the three major layers of the skin (epidermis, dermis, hypodermis) and the accessory structures (derivatives) of the skin.

    E.        Name the five layers (strata) of the epidermis: basale, spinosum, granulosum, lucidum, and corneum.

    F.         Describe how stratification leads to thick vs. thin skin.

    G.        Compare and contrast the function and location of keratinocytes and melanocytes.

14.  Demonstrate an understanding of the anatomy of the skeletal system.

    A.        List the components of the axial and appendicular skeleton.

    B.        Define the four principal types of bones in the skeleton (short, long, flat, and irregular).

    C.        Compare and contrast a typical long bone and flat bone.

    D.        Describe the histological features of bone tissue.

    E.        Describe the principle types of surface structures on bones (condyles, trochanters,

                tuberosities, etc.).

    F.         Relate the structure of surface structures with their functions (muscle attachment, passageways for nerves, etc.).

    G.        Discuss the function of the fontanelles of the skull.

    H.         Identify the foraminae of the skull as listed in the anatomy objective list along with the major structures(s) that pass through these openings.

    I.           Identify all skeletal structures listed on the BIO 152 Anatomy Objective List.

    J.          Identify the five regions of the vertebral column (cervical, thoracic, lumbar, sacral, and coccygeal).

    K.         Discuss the function of intervertebral disks.

    L.         Contrast normal spinal curvatures with spinal disorders (lordosis, kyphosis, and scoliosis).

15.  Demonstrate an understanding of bone physiology.

    A.        Identify the major components of the skeletal system.

    B.        Define ossification.

    C.        Discuss the functions of the skeletal system.

    D.        Compare and contrast compact and spongy bone tissue.

    E.        Differentiate between the functions of osteocytes, osteoclasts, and osteoblasts.

    F.         Compare and contrast intramembranous ossification, endochondral ossification, and appositional growth.

    G.        Describe the sequence of events seen in fracture repair and discuss some of the factors influencing the length of time needed for repair.

    H.        Discuss the chemical composition of bone and the relative advantages conferred by its organic and its inorganic components.

    I.         Identify the major glands affecting bone physiology (the parathyroid glands and parafollicular tissue of the thyroid glands).

    J.         Describe how parathyroid hormone, calcitonin, and human growth hormone (hGH) affect bone growth and maintenance.

    K.        Explain the role of PTH and calcitonin on blood calcium levels and bone density.

    L.         Explain the role of exercise and mechanical stress on bone remodeling (Wolff’s Law).

16.  Demonstrate an understanding of joints, focusing on synovial joints.

    A.        Name the three major functional categories of joints (synarthrotic, amphiarthrotic, and diarthrotic) and compare the range of motion (ROM) allowed by each.

    B.        Describe the structural characteristics shared by all synovial joints.

    C.        Name and describe (or perform) the common body movements (flexion, extension, dorsiflexion, plantar flexion, abduction, adduction, circumduction, rotation, supination, pronation, inversion, eversion, protraction, retraction, elevation, and depression).

    D.        List at least 5 different subgroups of the synovial joints and identify 1-2 examples of each of these joints.

    E.        List the bones forming the following joints: wrist, knee, shoulder, hip, ankle, elbow and jaw.

17.  Demonstrate an understanding of the role of muscle tissue in the human body.

    A.        Define the terms fascia, epimysium, perimysium, endomysium, tendons, aponeuroses, muscle tetanus, muscle fatigue, isotonic contractions, isometric contractions, oxygen debt, motor unit, and muscle twitch.

    B.        Explain the sliding filament mechanism of skeletal muscle contraction (with actin, myosin, troponin, and tropomyosin).

    C.        Explain how muscle fibers are stimulated to contract.

    D.        Describe a muscle twitch myogram and describe the events occurring during its three

    E.         Explain the muscle response to changes in stimulation frequency and strength.

    F.          Compare and contrast psychological fatigue with physiological fatigue.

    G.        Compare and contrast the three ways in which ATP is regenerated in skeletal muscle (using creatine phosphate, glycolysis, and aerobic metabolism).

18.  Demonstrate proficiency with specific skeletal muscle names.

    A.         Define the terms origin, insertion, and prime mover.

    B.         Identify all structures listed on the Biology 152 Anatomy Objective List.

    C.        Identify the major function of all of the muscles listed in the anatomy objectives with respect to the following body movements: flexion, extension, dorsiflexion, plantar flexion, abduction, adduction, circumduction, supination, pronation, inversion, eversion, protraction, retraction, elevation, and depression, and rotation.

19.  Demonstrate an understanding of the fundamentals of the nervous system.

    A.        List the basic functions of the nervous system.

    B.        Define the terms central nervous system and peripheral nervous system.

    C.        List the major components of the central nervous system and peripheral nervous systems.

    D.        State the function of neurons and the following neuroglial subgroups: Schwann cells, oligodendrocytes, astrocytes, microglia, and ependymal cells.

    E.        Define neuron, describe its important structural components, and relate each to a functional role.

    F.         Differentiate between a nerve and a tract, and between a nucleus and a ganglion, and between gray and white matter.

    G.        Explain the importance of the myelin sheath and describe how it is formed in the central and peripheral nervous systems.

    H.        Describe the function of sensory, motor, and interneurons (or association neurons).

    I.         Explain how action potentials are generated and propagated along neurons (being sure to include resting membrane potential, sodium-potassium pumps, threshold, depolarization, repolarization, hyperpolarization, and ion channels).

    J.        Explain the importance of refractory periods.

    K.        Define saltatory conduction and contrast it to conduction along unmyelinated fibers.

    L.         Describe how information transmission occurs at a chemical synapse.

    M.        Describe the general functions of neurotransmitters.

    N.        Make predictions about the outcome expected with drugs that mimic, inhibit, or destroy neurotransmitters, bind with neurotransmitter receptors, or when degrading enzymes (e.g. AChE) are introduced into the synapse.

    O.        Discuss the conditions under which nerve cell/fiber repair can occur.

20.  Demonstrate an understanding of the central nervous system.

    A.        Identify all structures listed on the Biology 152 Anatomy Objective List.

    B.        Describe the functions of all structures listed on the Biology 152 Anatomy Objective List.

    C.        Describe how the meninges (dura mater, arachnoid membrane, and pia mater), cerebrospinal fluid (CSF), and the blood-brain barrier (BBB) protect the CNS.

    D.        Describe the function, location and formation of cerebrospinal fluid and how it flows in one continuous loop.

    E.        Explain the function of the ascending (posterior) white column and where it originates and terminates.

    F.        Explain the function of the descending (lateral and anterior) white column and where they originate and terminate.

21.  Demonstrate an understanding of the peripheral nervous system.

    A.        List the components peripheral nervous system.

    B.        List the 12 pairs of cranial nerves by name and number and give a function for each nerve set.

    C.        Define: ganglia, nerves (cranial and spinal), and plexuses (cervical, brachial, and lumbar, and sacral).

    D.        Identify the five components of a reflex arc (receptor, sensory neuron, interneuron, motor neuron, and effector).

22.  Demonstrate an understanding of the special senses.

    A.        Compare and contrast the roles of rods and cones in vision.

    B.        Trace the visual pathway from the eye to the optic cortex.

    C.        Trace the sound conduction pathway from the external auditory meatus to the Organ of Corti.

    D.         Explain the role of the semicircular canals and the vestibule in maintaining balance (static vs. dynamic).

    E.         Identify the structures listed on the BIO 152 Anatomy Objective List.

    F.          Identify the functions of those structures listed on the BIO 152 Anatomy Objective List.

23.  Demonstrate a basic understanding of the autonomic nervous system.

    A.        Compare the somatic and autonomic nervous systems relative to effectors, efferent pathways, and the neurotransmitters that are released.

    B.        Define cholinergic and adrenergic receptors.

    C.        Compare and contrast the general functions of the parasympathetic and sympathetic divisions on the cardiovascular, respiratory and digestive systems, sweat glands and pupils.

    D.        Make predictions about drugs that mimic or inhibit adrenergic or cholinergic effects.

24:  Demonstrate an understanding of the endocrine system.

    A.        Distinguish between endocrine glands and exocrine organs.

    B.        Define hormone, target tissue (cell or organ), and their receptors.

    C.        Identify the structures listed on the BIO 152 Anatomy Objective list.

    D.        Describe the effects of hormones produced by the following endocrine glands: hypothalamus, anterior pituitary (adenohypophysis), posterior pituitary gland (neurohypophysis), thyroid gland, parathyroid glands, adrenal gland (medulla vs. cortex),       kidneys, pancreas, pineal gland (body), thymus, ovary, testis.

    E.        Explain how the adrenal medullary secretions act as supplements to sympathetic

    F.         Compare and contrast how the endocrine system and nervous system function to maintain homeostasis.

    G.        Describe the control of hormonal secretions via feedback cycles (humoral, hormonal, and neural) and provide several examples.

    H.        Discuss how the pituitary gland and the hypothalamus are structurally and functionally related.

    I.         Make predictions about potential effects due to hypersecretion or hyposecretion of hormones released by major endocrine glands.

25.  Demonstrate an understanding of the composition of blood.

    A.        Define the principal characteristics of blood and its functions in the body.

    B.        Discuss the structure of erythrocytes and their function in the transport of oxygen and carbon dioxide.

    C.        Define erythropoiesis.

    D.        Explain the function of erythropoietin (EPO) and the stimulus for production.

    E.        Describe the life cycle of an erythrocyte and the fate of bilirubin, heme and globin.

    F.         List the five subgroups of leukocytes (monocytes, lymphocytes, neutrophils, eosinophils, and basophils) and their specific functions.

    G.        Discuss the purpose of laboratory tests such as hematocrit, hemoglobin, differential WBC count, and platelet count.

    H.        List the major components of plasma and explain their importance.

    I.         Describe where vascular spasm, platelets, clotting factors and fibrinolysis fit into the blood clotting sequence.

    J.         Identify the role of prothrombin, thrombin, and fibrin in the coagulation process.

    K.        Compare red to yellow bone marrow in adults.

    L.         Describe the role of the hemocytoblast in formed element production.

    M.        Explain ABO and Rh blood groups and their consequences with erythroblastis fetalis.

    N.        Make predictions about compatible and incompatible blood transfusions.

26.  Perform writing tasks to promote learning.

27.  Write effectively for a specific audience or purpose.

28.  Demonstrate the learning of concepts through writing.

BIO 153W - Human Anatomy & Physiology II

1. The student will develop an understanding of the anatomy of the lymphatic system.
   1. Define and compare lymph and chyle
   2. Define lymph capillaries, vessels, ducts, and nodes
   3. List the regional groupings oflymph nodes
   4. List the three types of tonsils
   5. Describe the anatomical differences of the lymph vessels and circulatory vessels
   6. Describe how the anatomy of the capillaries, vessels, and nodes allow for their functional ability
   7. Explain the function of a lymph node and relate this to its anatomy
   8. Describe the different functional area served by each lymphatic duct
2. The student will develop a functional understanding of the lymphatic system physiology
   1. List the functions of the lymphatic system.
   2. Describe the structure of lymphatic capillaries, vessels, thoracic duct, and right lymphatic duct and relate to flow of lymph.
   3. Describe structure of lymph node.
   4. Define edema and list several causes of edema.
   5. Describe the factors that result in lymph flow.
   6. Explain the role of the following associated organs to the lymphatic system: lymph nodes, spleen, tonsils, and thymus gland.
   7. Relate how changes in exercise affects Starling’s Law of Capillary and resulting lymph formation and flow.
   8. Explain how edema results from blocked lymph channels, heart malfunction, and alter capillary permeability.
3. The student will develop an understanding of the function the innate and adaptive body defenses.
   1. Define immuncompetence and self-tolerance
   2. Define humoral immunity.
   3. Name the two major types of structures composing the lymphatic system
   4. Identify the function(s) of lymph nodes, tonsils, thymus, Peyer’s patches, and the spleen
   5. Describe the surface membrane barriers and their protective functions
   6. Explain the importance of phagocytosis and natural killer cells in nonspecific body defense.
   7. Describe the inflammatory process. Identify several inflammatory chemicals and indicate their specific roles.
   8. Name the body’s antimicrobial substances and describe their function.
   9. Explain how fever helps protect the body
   10. Define antigen and describe how antigens affect the immune system.
   11. Follow antigen processing in the body.
   12. Compare and contrast the origin, maturation process, and general function of B and T lymphocytes
   13. Describe the role of macrophages and other phagocytes.
   14. Describe the process of clonal selection of a B cell.
   15. Recount the roles of plasma cells and memory cells in humoral immunity.
   16. Compare and contrast active and passive humoral immunity.
   17. Describe the structure of an antibody monomer and its role in the activation of complement
   18. Explain the function(s) of antibodies and describe clinical uses of monoclonal antibodies
   19. Define cell-mediated immunity and describe the process of activation and clonal selection of T cells.
   20. Describe the functions of cytotoxic T cells, helper T cells, suppressor T cells and memory T cells
   21. Describe how the antigen-antibody complex destroys the antigen
   22. Differentiate between the primary and secondary response to an antigen.
4. The student will develop familiarity with the organs of the respiratory system and its functions.
   1. Identify the major components of the respiratory system.
   2. Identify the tissues that make up the major organs of the respiratory system.
   3. Locate the major components of the respiratory system.
   4. Identify the muscles involved with quiet respiration.
   5. Identify the muscles involved with forced respiration.
   6. Discuss the functions of the major components of the respiratory system.
   7. Discuss relationship between movement of diaphragm and the volume of thoracic cavity.
   8. Discuss relationship between movement of external intercostal and the volume of thoracic cavity.
   9. Discuss relationship between movement of internal and external intercostals and rectus abdominis and the volume of the thoracic cavity.
   10. Describe the effects on the pleural cavity and lung

BIO 160AW - Human Anatomy & Physiology Review

Credits: 1

     A.          List the three types of muscle

     B.          Define myogenic

     C.          Define intercalated discs

     D.         Compare the three types of muscle tissue

     E.          Relate the following terms: myogenic, self excitation, inherent rhythmicity, syncytium, cell to cell stimulation, long absolute refractory

 2.    Describe the Action Potential of Cardiac Muscle

     A.          Define action potential, absolute refractory, and relative refractory periods for cardiac muscle.

     B.          Compare and contrast the nerve action potential to the cardiac muscle action potential

     C.          Describe the role of Na+ and K+ in the heart muscle action potential

     D.          Describe the role of Ca++ in the heart action potential

     E.          Suggest the advantage of a long refractory period to the heart

     F.          Indicate on a graph of a normal cardiac muscle action potential, what effect EDTA (Ca++binding agent) would have

     G.         Design an experiment that would show the effects of changes in Ca++concentration and contraction of cardiac muscle

  Outcome 3:    Demonstrate an understanding of the anatomy and blood flow through the heart

     A.          Name the major vessels associated with the heart

     B.          Name the chambers and structures blood passes as it moves from right heart to left heart

     C.          Name the layers of the heart wall

     D.          Name the valves between the chambers

     E.          Name the valves leaving the heart

     F.          Differentiate between systemic and pulmonary circulation

     G.         Predict what would happen if a patient experienced right side or left side heart failure

     H.         Predict the flow of blood in an adult heart if there is an opening in the interventricular wall

     I.          Predict how blood will move if a person suffers a severe right heart infarction

4.    Demonstrate an understanding of how the heart beats and understanding of the EKG

     A.          Illustrate and label the conductive pathway

     B.          Describe the role of the components of the conductive pathway: SA node, AV node, Bundle of His, bundle branch fibers,and Purkinje
                  fibers.

     C.          Define EKG and what information it provides

     D.          Label and identify the components of an EKG and describe events happening during each component

     E.          Compare normal EKG to abnormal (e.g. Sinus Tachycardia, Bradycardia, and PVCs)

5.    Understand and describe the cardiac cycle

     A.          Define diastole, systole, ventricular filling, and ventricular ejection

     B.          Define isovolumetric contraction, isovolumetric relaxation

     C.          Describe the events of the atrial diastole

     D.          Describe the events of the atrial systole

     E.          Describe the events of the ventricular diastole

     F.           Describe the events of the ventricular systole

     G.          Given a graph of the cardiac cycle, explain the reasons for all the pressure changes seen in the atrium

     H.          Predict and explain the phase of the cardiac cycle when ventricular volume is low

     I.           Compare the position of the valves in isovolumetric contraction vs isovolumetric relaxation

6.    Understand the factors that affect heart rate

     A.          Define the autonomic nervous system (ANS)

     B.          Describe the components of the ANS with respect to division, location, type of neurotransmitter

     C.          Indicate what affect stress, age, gender, and temperature have on heart muscle

     D.         Discuss the role of Ca++ on heart muscle contraction and rate

7.    Understand and describe arrhythmic conditions of the heart

     A.          Define rhythmic and arrhythmias

     B.          Define the following terms related to arrhythmias: tachycardia, bradycardia, ectopic beats, flutter, fibrillation, SA and AV nodal block,
                   murmurs

     C.          Describe three factors that might cause a tachycardia

     D.          Describe the parameters for an NSR ( normal sinus rhythym)

     E.          Describe the parameters on an EKG for V tachycardia, and V fibrillation

8.    Understand and describe vessels of the circulatory system

     A.          Define artery, arteriole, vein, venule and capillary

     B.          Describe the anatomy of an artery, a vein, and a capillary

     C.          Describe the flow of blood through a capillary bed

     D.          Label the major arteries and veins of the body

     E.          Describe coronary venous blood flow

     F.           Describe coronary arterial blood flow

9.    Demonstrate a knowledge of the role blood vessels play in delivering blood to tissues

     A.          Define Starling’s Law of Capillary

     B.          Define capillary osmotic pressure, capillary hydrostatic pressure, and interstitial hydrostatic pressure

     C.          Define systolic pressure vs diastolic pressure and interpret a blood pressure reading

     D.          Relate blood volume to blood pressure

10. Understand the factors that affect mean arterial pressure

     A.          Define Starling’s law of heart, contractility, and peripheral resistance

     B.          Define carotid/aortic sinuses, pressoreceptors, cardiac output, and stroke volume

     C.          Describe how the pressoreceptors respond to increased volume of blood leaving the heart

     D.          Explain the role of the aortic/carotid sinuses

     E.          Calculate heart rate if given the cardiac output and stroke volume

BIO 160BW - A & P Case Studies

Credits: 2

     A.          Introduce a case study involving the cardiovascular system.

     B.          Make a list of symptoms which may lead to the main problem.

     C.          Describe the anatomy of the cardiovascular system, including heart, arteries, veins and capillaries.

     D.          Illustrate the physiology of the heart, arteries, veins and capillaries.

     E.          Analyze and compare the symptoms of the patient in the presented case (i.e. the blood pressure and EKG) to the physiological state.

     F.          Relate the main problem in the presented case to at least 4 other body systems i.e. respiratory/ digestive/ renal/ integumentary.

     G.         Suggest treatment options and how to solve problems of the case.

     H.         Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts from
                  instructor.

  2.   Demonstrate understanding of the interaction between the human respiratory and other systems of the human body.

     A.          Introduce a case study involving the respiratory system.

     B.          Make a list of symptoms which lead to the main problems.

     C.          Illustrate the anatomy of the respiratory system.

     D.         Review the external and internal respiration.

     E.          Analyze and compare the symptoms of the patient in the presented case with the physiology of breathing.

     F.          Relate the main problem in the presented case to at least 4 other body systems i.e. digestive/renal/ integumentary/ nervous.

     G.         Suggest treatment options and how to solve problems.

     H.         Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts from
                  instructor.

  Outcome 3:    Demonstrate understanding of the interaction between the human nervous and other systems of the human body.

     A.          Introduce a case study involving the nervous system.

     B.          Make a list of symptoms which lead to the main problems.

     C.          Describe the anatomy of the nervous system, and its division into CNS and PNS.

     D.          Illustrate the physiology of the different parts of the brain, spinal cord, spinal nerves, tracts, peripheral nerves

     E.          Explain the importance of the myelin sheath in the central and peripheral nervous systems.

     F.           Review the blood supply to the brain and the Circle of Willis (cerebral arterial circle).

     G.          Review resting membrane potential, action potential, refractory period

     H.          Illustrate an understanding of the ANS and its parts

     I.           Analyze and compare the symptoms of the patient in the presented case i.e. blood supply, CSF-circulation to the physiological state.
                  Relate the main problem in the presented case to at least 4 other body systems (i.e.: respiratory/ digestive/ renal/ integumentary).

     J.          Suggest treatment options and how to solve problems of the case.

     K.          Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts
                   from instructor.4.

4.   Demonstrate understanding of the interaction between the human digestive and other systems of the human body.    

     A.          Introduce a case study involving the digestive system.

     B.          Make a list of symptoms which lead to the main problems.

     C.          Illustrate the anatomy and physiology of each organ of the digestive system.

     D.         Describe how these organs interact in digestion.

     E.          Review malabsorption and its effects on the body.

     F.          Analyze and compare the symptoms of the patient in the presented case with the physiology of digestion.

     G.         Relate the main problem in the presented case to at least 4 other body systems (i.e.: renal/integumentary/ skeletal/ nervous system).

     H.         Suggest treatment options and how to solve problems.

     I.          Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts from
                 instructor.

5.    Demonstrate understanding of the interaction between the human renal and other systems of the human body.

     A.          Introduce a case study involving the renal system.

     B.          Make a list of symptoms which lead to the main problem in the presented case.

     C.          Illustrate the anatomy and physiology of the renal system (i.e.: urine production, pathway of urine and control of urinary flow).

     D.          Review filtration, diffusion and secretion as basic steps in urine formation.

     E.          Analyze and compare the symptoms of the patient in the presented case with the physiology of the renal system.

     F.          Relate the main problem(s) to at least 4 other body systems (i.e.: respiratory/ digestive/integumentary/ vascular and blood/ skeletal).

     G.         Suggest treatment options and how to solve problems.

     H.         Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts from
                  instructor.

6.    Demonstrate understanding of the interaction between the human endocrine system and other systems of the human body.

     A.          Introduce a case study involving the endocrine system.

     B.          Name the different organs of the endocrine system.

     C.          Describe each gland and its hormones.

     D.          Review the hypothalamus/ hypophysis feedback mechanism

     E.          Make a list of symptoms which lead to the main problem and relate it to a gland.

     F.          Analyze and compare the symptoms of the patient in the presented case to the physiological state.

     G.         Relate it to at least to 4 other body systems (i.e.: respiratory/ digestive/ renal/ nervous system).

     H.          Suggest treatment options and how to solve problems.

     I.           Work as a team and analyze the case study using your textbooks from your previous Biology classes/ models and additional handouts from
                  instructor.

7.    Develop a case study involving at least 3 major body systems.

     A.          Will work in a team (often of 3 students) to develop a case; indicate the patient’s age, gender, and a brief history of the chief complaint that
                   brought the patient to the hospital or to the student’s attention. Note the important physical observations and assessments that
                   were reported.

     B.          Determine what information will be needed to fully understand the medical condition of the individual.

     C.          Focus on the chief medical complaint and any interesting associated problem, discuss the underlying anatomy and physiology that explain
                   the physical condition of this patient.

     D.         Indicate 3 other major body systems that are involved in this disease

     E.          Suggest treatment options and how to solve problems.

8.    Recognize common biological themes in case studies.

     A.          Demonstrate understanding of structure and function of the human body and its organ systems

     B.          Develop ability to integrate this knowledge to clinical case.

     C.          Develop skills in using materials, tools and/or technology central to this subject

     D.          Apply knowledge to differentiate between healthy and not healthy state.

     E.          Understand the language of anatomy and physiology and apply this language in communication with patients and the medical team.

     F.          Communicate effectively in writing and speaking in front of a specific audience.

     G.         Work productively with others in a team.

BIO 171 - Integrated General Biology I

Credits: 4

     A.          Make observations.

     B.          Access information resources.

     C.          Design experiments.

     D.         Conduct experiments.

     E.          Formulate and test hypotheses.

     F.          Collect data.

     G.         Analyze data.

     H.         Draw conclusions.

     I.          Report results.

2.    Demonstrate the competent use of common instruments and technology used in scientific investigation.

     A.          Use a microscope to view small objects.

     B.          Use computers to help manage and analyze data.

     C.          Correctly use various kinds of scientific equipment and metering devices for quantitative analysis.

     D.         Use chemical tests and indicators to determine the presence of specific substances and the occurrence of chemical reactions for qualitative
                  analysis.

3.    Competently communicate in the language of the discipline.

     A.          Read critically.

     B.          Write effectively.

     C.          Listen actively.

     D.         Speak effectively.

     E.          Develop and interpret graphs and flow charts.

4.    Demonstrate the ability to think critically.

     A.          Integrate concepts.

     B.          Solve problems.

     C.          Draw logical conclusions.

     D.          Make predictions based on evidence.

     E.          Identify trends and patterns.

     F.          Distinguish between simple correlation and cause-and-effect.

5.    Associate and cooperate with peers to learn.

     A.          Work in small groups.

     B.          Exchange data and ideas.

     C.          Accept responsibility for his/her share of the work.

     D.          Meet deadlines determined by the group.

6.    Become aware of the availability of the various information resources for current and continued learning purposes.

     A.          Use the library to access information using a variety of computer data bases and/or indexes.

     B.          Distinguish between the scientific literature and general information sources.

     C.          Recognize the differences between various types of journals which contain scientific information.

     D.         Use computers for access to the Internet and to self-directed tutorials and simulations.

     E.          Use reference manuals specific to the discipline.

     F.          Use instructional videos and films.

     G.         Use other individuals such as students, instructors and professionals as a source of information.

7.    Describe the basic principles and characteristics of the scientific method.

     A.          List in order the steps of the scientific method.

     B.          Explain the role of observation, hypothesis formation, and experimental design in the scientific method.

     C.          Identify that science is a self-correcting process which is based on inquiry and observation.

     D.         Differentiate between applied and basic science.

8.    Recognize the broad unifying themes in the study of living things.

     A.          List the characteristics of life which are common to all organisms/cells.

     B.          Identify that adaptability, and a cell/carbon basis are the unifying characteristics of the diversity of life around us.

     C.          List the seven different levels of taxa in the five kingdom classification scheme from most inclusive to least inclusive.

     D.          List the characteristics associated with organisms found in each of the five kingdoms.

     E.          Discuss the various ways that organisms/cells interact with their environment.

     F.          Provide several examples of the correlation of structure and function at the organismal, cellular and sub-cellular level.

     G.         Explain the common aspects of the inheritance of biological information as based in nucleic acids and base pairing.

     H.         Discuss evolution as a core theme of biology noting that its effects can be seen at the molecular, subcellular, and organismal levels.

9.    Explain basic concepts of inorganic chemistry, organic chemistry and biochemistry.

     A.          Identify the location and characteristics of protons, neutrons, and electrons in an atom.

     B.          Compare and contrast ions and isotopes and give examples of their biological significance.

     C.          Differentiate among elements, atoms, molecules and compounds.

     D.          Predict the combinations of atoms which will form molecules.

     E.          Describe the features and be able to give examples of covalent, ionic and hydrogen bonds as types of chemical bonds.

     F.          Discuss the biological importance of pH.

     G.         Convert a pH reading to the appropriate molar concentrations of hydrogen and hydroxyl ions.

     H.         Convert a molar concentration to a count of molecules per volume of solution.

     I.           Identify the biologically important functional groups and their chemical properties.

     J.          Identify and describe the structure and function of carbohydrates, lipids, nucleic acids and proteins as classes of macromolecules.

     K.          Discuss how carbohydrates, lipids, nucleic acids and proteins relate to the following cellular processes: long term energy storage, short
                   term energy storage, cell shape, information storage, catalysis of chemical reactions, energy coupling, and buffering ability.

     L.          Describe the various chemical reactions involved in forming complex chains of macromolecules.

     M.         Describe the consequences of dehydration and hydrolysis reactions and how they are dependent upon water.

     N.         Describe the four levels of protein structure and the forces that help maintain the integrity of each.

     O.         Explain why water is the essence of life as we know it.

10. Discuss the fundamental laws of thermodynamics and how they relate to cell energetics.

     A.          Describe how the first law of thermodynamics relates to the changing amount of available energy in the universe.

     B.          Define entropy and enthalpy in terms of the second law of thermodynamics.

     C.          Relate the energy requirements of dehydration and hydrolysis to the first and second laws of thermodynamics.

     D.         Discuss the energetics of coupling reactions.

     E.          Identify different types of potential energy within a cell.

     F.          Identify cellular processes that convert one type of stored energy into another type of energy.

     G.         Compare and contrast catabolic, anabolic, exergonic and endergonic reactions.

     H.         Describe the interrelatedness of oxidation-reduction reactions and their significance in living systems.

     I.          Recognize the structure of ATP.

11. Discuss the structure, function and importance of enzymes.

      A.         Define activation energy and describe how it is related to reaction rate and how it can be altered.

     B.          Describe the role of enzymes as chemical catalysts in biological systems.

     C.         Explain in terms of chemical properties of amino acids how an enzyme is capable of possessing substrate specificity.

     D.         Identify that pH, temperature, enzyme concentration, substrate concentration and inhibitors can all affect the activity of an enzyme.

     E.          Explain in chemical terms how pH, temperature, enzyme concentration, substrate concentration and inhibitors can all affect the activity of
                  an enzyme.

     F.          Explain in terms of the Law of Mass Action the difference between competitive and non-competitive inhibitors.

     G.         Diagram a generalized biochemical pathway.

     H.         Explain the role of kinases in the cell.

12. Describe the structure and function of cells and the organelles of the cell.

     A.          List three parts of the cell theory and briefly describe its development.

     B.          Explain why cells are small, and be able to calculate the surface area to volume ratio as it relates to the size of the cell.

     C.          List five basic differences between prokaryotic and eukaryotic cells.

     D.          Identify and describe the cell organelles and how they function.

     E.          Define “specialized cell” and identify some of the functions of these cells in complex organisms.

     F.          Identify which organelles belong to the endomembrane system.

    G.         Identify the path of a secreted protein through the cell.

     H.         Using a microscope, distinguish between cell types characteristic of the five kingdoms.

     I.          Prepare materials for microscopic observation and demonstrate the correct procedure for

                  using and storing a compound microscope.

     J.          Describe techniques and tools used to study cells such as microscopy, centrifugation, and

                  radioactive tracers.

  Outcome 13: Describe cell membrane composition and relate it to function.

     Objective

     A.          Understand the biochemistry of phospholipids and how they are organized into membranes.

     B.          Compare and contrast the terms diffusion, facilitated diffusion and osmosis.

     C.          Discuss the signal hypothesis.

     D.         Predict the behavior of a cell in an isotonic, hypertonic, and hypotonic environment.

     E.          Define active transport.

     F.          Discuss the membrane models involved in diffusion, facilitated diffusion, and active transport.

     G.         Differentiate between endocytosis and exocytosis.

     H.         Describe the operation of sodium-potassium pumps and the proton pumps.

     I.           Indicate the functions of cell surface receptors and cell surface markers.

14. Discuss the process and significance of cellular respiration and fermentation.

     A.          Describe glycolysis in general terms, including initial reactants, products, as well as net vs. total ATP production.

     B.          Explain the chemical consequences of the early phosphorylation events of glycolysis.

     C.          Describe the role of the citric acid cycle, the electron transport chain and oxidative phosphorylation in cellular respiration.

     D.         Compare the overall energy efficiency of the complete aerobic degradation of one molecule of glucose with the efficiency of glycolysis
                  alone.

     E.          Explain the role of NADH and FADH in glycolysis and the citric acid cycle as electron carriers.

     F.           Explain the relative ATP yields or NADH and FADH in terms of oxidative potential and the electron transport chain.

     G.         Distinguish between substrate and oxidative phosphorylation.

     H.         Explain the significance of oxygen and hydrogen in biological redox reactions.

     I.           Briefly describe the role of the citric acid cycle in intermediary metabolism touching on deamination and ?-oxidation.

     J.          Describe alcoholic fermentation in terms of needing to recycle electron acceptors, its energy output and its end products.

     K.          Describe three ways in which living organisms generate ATP and indicate which is more efficient.

     L.          Describe the process of anaerobic respiration as it occurs in human muscle.

     M.         Identify the stage of glycolysis, respiration and/or fermentation in which these intermediates are produced or involved: glucose, pyruvate,
                  acetyl, acetyl CoA, oxaloacetate, citrate, oxygen, water, carbon dioxide, hydrogen ions.

     N.         Identify the cellular location of the different stages of glycolysis, citric acid cycle, and fermentation.

15. Discuss the process and significance of photosynthesis.

     A.          Describe the properties of light in terms of energy content and photons.

     B.          Name the stages of eukaryotic photosynthesis and indicate which processes require light and why.

     C.          State the overall equation for photosynthesis and explain why water is included on both sides of the equation.

     D.          Explain how photosynthesis I and II produce ATP and NADH.

     E.          Compare and contrast non-cyclic and cyclic electron flow.

     F.          Describe how RUDP, glyceraldehyde-3 phosphate and PGAL fit into the Calvin Cycle.

     G.         Define photorespiration and its potential hazard to plants.

     H.         Discuss how CAM and C4 plants combat excessive photorespiration.

     I.          Identify the location of the light and dark reactions inside the chloroplast.

     J.          Discuss the complementary nature of photosynthesis and aerobic respiration.

16. Discuss the stages, events and significance of somatic cell division.

     A.          Describe and identify the major events of each stage of mitosis and interphase.

     B.          Discuss cancer at the cellular level in terms of:

                  1.    cell cycle control

                  2.    signal transduction

                  3.    the two hit hypothesis

                  4.    current treatment strategies

                  5.    the p53 gene

17. Discuss the stages, events and significance of reproductive cell division.

     A.          Describe and identify the major events in each stage of meiosis.

     B.          Differentiate between the products of mitosis and meiosis in number and genetic composition.

     C.          Understand the genetic consequences of crossing over and independent assortment.

     D.         Indicate the evolutionary advantages and disadvantages of sexual reproduction and describe the most current explanation for its initial
                  development.

     E.         Define aneuploidy and polyploidy and discuss three human conditions resulting from abnormal chromosome number.

     F.          Identify the stage of meiosis where the following events can occur:

                  1.    crossing over

                  2.    independent assortment

                  3.    segregation

                  4.    non-disjunction

18: Use the principles of genetics to make predictions.

     A.          Interpret human karyotype and pedigree.

     B.          Define and properly use the terms: dominance, recessive, hybrid, monohybrid, dihybrid, genotype, allele, locus, sex-influenced,
                   sex-limited, mutation, linkage group, crossing over, and non-disjunction.

     C.          Utilize the principles of probability in predicting outcomes of genetic crosses involving: monohybrid, dihybrid, sex-linked, incomplete
                  dominance, and multiple alleles.

     D.         Apply the product rule to calculate the probability of independent event occurring together in a genetic cross involving more than one gene
                  pair.

     E.          Describe modifications of Mendel’s principles based on the acquisition of new data: i.e.polygenic inheritance, multiple alleles, sex-linked
                  traits, epistasis, incomplete dominance penetrance.

     F.          Describe the role of the genetic counselor and explain the importance of diagnostic testing and family history in the counseling process.

     G.         Discuss current potentials and problems associated with recent advances in the field of genetics.

     H.         Explain and state the evidence for the chromosome theory of heredity.

     I.          Explain how the recombination of linked genes can be used to map chromosomes.

     J.          Discuss three different chromosomal sex determination systems.

     K.          Compare and contrast eukaryotic and prokaryotic chromosomes.

     L.          Relate the concept of dosage compensation and the observation of Barr Bodies with the Lyon Hypothesis.

19. Discuss the structure and significance of nucleic acids.

     A.          Recognize and properly label the chemical components of a DNA molecule.

     B.          Identify the contributions of: Griffiths, Avery et al., Hershey and Chase, Chargaff, Wilkins and Franklin, Watson and Crick to the discovery
                  of DNA as the information molecule.

     C.          Explain what is meant by semi-conservative replication.

     D.          Explain the experiments which lead to understanding that DNA is replicated semi-conservatively.

     E.          Discuss the role of the following in DNA replication: origin of replication, strand separation,

                  priming, polymerase, Okazaki fragments, ligase, proofreading and DNA repair.

     F.          List five differences between DNA and RNA.

     G.         Describe diagrammatically the processes of DNA replication, RNA

     H.         transcription, and translation. (The central dogma.)

     I.          Given a DNA coding strand and a table of codons/amino acids, determine the complimentary mRNA strand, tRNA anticodons, and the
                 amino acid sequence that would be translated.

20. Define a gene and explain the sequence of events involved in gene expression.

     A.          Discuss the contributions of Garrod, Beadle and Tatum to our current understanding of the gene.

     B.          Compare and contrast eukaryotic and prokaryotic genes and genomes.

     C.          Discuss signal sequences, RNA splicing and processing, splicesomes and ribozymes.

     D.         Describe the five regions of the lac operon and how they work together to regulate lactose metabolism.

     E.          Identify the stages in the central dogma at which regulation of gene expression can occur.

     F.          Describe generally the source of antibody diversity.

     G.         Describe the effects of chemical modification of nucleic acids on gene expression.

     H.         Compare and contrast oncogenes and tumor suppressor genes.

     I.          Describe three different levels associated with the control of gene expression.

     J.          Discuss the features specific to eukaryotic genes which allow them to evolve more quickly than prokaryotic genes.

     K.          Discuss development at the organismal level. Include the following in your discussion: totipotent, differentiation, and homeotic genes.

21. Identify general characteristics of different sources of extra-genomic DNA.

     A.          Identify viral structures and replication, distinguish between DNA viruses, RNA viruses and retroviruses.

     B.          Discuss the lytic and lysogenic cycles of bacteriophage

     C.          Discuss the bacterial genome, plasmids, transformation, transduction, and conjugation.

     D.         Define a transposon and name several organisms in which transposons have been identified.

22. Define and explain the implications of genetic mutations.

     A.          Identify factors in the environment which can act as mutagens and/or carcinogens.

     B.          Differentiate between deletion, insertion, frameshift, and point mutation.

     C.          Predict the impact of various types of mutation on protein sequence.

23. Discuss several fundamental techniques used in DNA technology or biotechnology.

     A.          Distinguish between applied and basic research using examples from recombinant DNA  technology.

     B.          Understand how plasmids and lambda viruses are used as vectors to introduce DNA to a  cell.

     C.          Know the natural function of restriction endonucelases and how a normal bacterial cell protects its DNA from their activity.

     D.         Explain the basic steps of gene cloning.

     E.          Explain selection of transformed colonies.

     F.          Explain Southern blot hybridization.

     G.         Explain the theory of genetic diagnosis based on RFLPs.

     H.         Explain the theory of PCR.

     I.          Identify the role of HUGO in molecular genetics today.

     J.          Discuss the implication of gene therapy in society from both practical and ethical views.

BIO 172W - Integrated General Biology II

Credits: 4

     A.          List the levels of taxonomic classification.

     B.          Produce several examples using the levels of taxonomic.

     C.          Compare and contrast placement of humans in reference to other common organisms.

 2.    Demonstrate an understanding of the main personalities who are important in the history of evolutionary thought, and place them in
        proper context with their contributions

     A.          Name several people who are important in the history of evolutionary biology (ex: Charles Darwin, Jean Baptiste Lamarck, George Cuvier,
                  James Hutton, Thomas Malthus, and Charles  Lyel).

     B.          List the steps created by Charles Darwin with his theory of Natural Selection and it’s effects on population characteristics.

     C.          Describe the importance of the fossil record, comparative anatomy, embryology, biogeography, and molecular biology data as possible
                   avenues for explaining evolution.

     D.          List three major types of selection for traits (ex: Stabilizing, Directional, Diversifying).

     E.          Describe the major types of fossils (ex: Amber, Imprint, Caste, Petrified) and how radioactive dating applies to them.

     F.         Predict and describe how each of these individuals would respond to modern evolutionary data.

     G.         Compare these individuals and show if their work was later scientifically substantiated.

     H.         Propose possible applications of types of selection resulting in the creation of new species.

     I.           Predict the age of a fossil when given proper data.

     J.          Apply Darwin’s hypothesis to new data that is provided.

3.    Demonstrate familiarity with how scientists believe the earth has evolved over the last 4.5 billion years, major biological events on
       Earth, and possible explanations for the appearance and evolution of cellular life.

     A.          Describe the 4 major eras in geological time with beginning and ending dates (ex: Cenozoic, Mesozoic, Paleozoic, and Precambrian).

     B.          Describe when major biological events occurred in the past (ex: solidification of the crust, appearance of microbes, primitive atmosphere,
                  appearance of the modern atmosphere, changes in the major life forms on the Earth).

     C.          List the major people who are important in our understanding of the formation of cellular life (ex: Oparin, Haldane, Miller, Urey, and Fox).

     D.          Describe the ecosystem of the Earth at any point in it’s early history, with specific reference to life forms.

     E.          Determine the application of early theories to the appearance of cellular life and it’s subsequent evolution.

     F.          Differentiate between chemical and biological evolution, and their importance in the appearance of life on the early Earth.

4.    Describe the characteristics, major groupings, and relative importance of organisms in the Kingdom Monera.

     A.          List the 2 major groupings of bacteria (ex: Archaebacteria and Eubacteria).

     B.          List the subgroupings of bacteria, based on Bergey’s Manual (ex: Halophiles, Thermoacidophiles, Methanogens, Actinomycetes,
                  Chemoautotrophs, Cyanobacteria, Endospore-formers, Enterics, Myxoplasmas, Myxobacteria, Nitrogen-fixators, Phototrophs,          
                  Pseudomonads, Rickettsias, Chlamydias, and Spirochetes).

     C.          List the taxonomic subgroupings of protists (ex: Algae, Protozoa, Fungal-like).

     D.          List the taxonomic subgroupings of algae (ex: Chlorophyta, Rhodophyta, Phaeophyta, and Chrysophyta).

     E.          List the taxonomic subgroupings of protozoa (ex: Rhizopoda, Actinopoda, Zoomastigophora, Ciliophora, Foraminifera, and Apicomplexa).

     F.          List the taxonomic subgroupings of fungal-like protists (ex: Myxomycota, Acrasiomycota,Oomycota, Chytridiomycota).

     G.         Describe the interaction between the various bacterial groups during the stabilization of the early Earth.

     H.         Describe the basic forms of bacterial life-styles and how they may have played a part in bacterial evolution.

       I.         Describe several theories which could explain the appearance of eukaryotic cells from prokaryotic beginnings (ex: Autogenous and
                  Endosymbiotic Theories).

     J.          Describe how the oxygen atmosphere could have arisen and relate this occurrence to the evolution of eukaryotes.

     K.          Describe the basic characteristics which differentiate the early eukaryotes from the prokaryotes (ex: mostly aquatic aerobes with diverse
                   nutrition, cilia/flagella in their life-cycles, and cyst formation).

     L.          Relate the appearance of the various forms of bacteria with formation of the three basic protistal groupings based on metabolism (ex:
                  Plant-like, Animal-like, and Fungal-like), and the subsequent appearance of the multicellular kingdoms that share these characteristics.

     M.         Place these organisms in their proper context when describing the evolution of the early Earth (using the geological time scale).

5.    Describe the characteristics, major groupings, and relative importance of organisms in the Kingdom Plantae.

     A.          List the 4 major groupings of modern plants (ex: Nonvascular, Vascular Spore-producers, Vascular Naked-seeds, and Vascular True  
                  Seeds).

     B.          List the divisions of nonvascular plants (ex: Bryophytes, Hepatophytes, and Anthocerophytes).

     C.          List the divisions of vascular spore-producing plants (ex: Pterophytes, Lycophytes, Sphenophytes, and Psilophytes).

     D.         List the divisions of vascular naked seed plants (ex: Coniferophyta, Cycadophyta, Gnetophyta, and Ginkophyta).

     E.          State the one division of vascular true seed plants (ex: Anthophyta).

     F.          LBe able to list the portions of an anthophyte’s flower and their importance in reproduction.

     G.         List the major adaptations of the plant kingdom as a whole (ex: vascular tissues, reduction in gametophyte size, protection of embryos, and
                  protection against dessication).

     H.         Describe the alternation of generations in plants (ex: gametophyte and sporophyte).

     I.          List many of the problems created by the plant kingdom (ex: weedy plants, destruction of wood and other products, competition for water
                 supplies, allergies, etc.).

     J.          List many of the benefits created by the plant kingdom (ex: foods, competition with bacteria and protists, building supplies, energy sources,
                  oxygen production, etc.).

     K.          Place the major plant groupings into a historical context using the geological time scale.

     L.          Describe how the adaptations of the plant divisions led to changes in the evolution of the plant kingdom as a whole.

     M.         Describe how the appearance of the anthophytes changed the evolution of other organisms on the early Earth.

     N.         Compare/contrast the Gymnosperms and Angiosperms.

     O.         Compare/contrast the Monocots and Dicots.

     P.          Relate the organisms within the plant kingdom and the organisms within the two earlier kingdoms (ex: bacteria are needed by most plants
                  in order to fix nitrogen, plants create oxygen and most protists are aerobic, etc.).

6.    Describe the characteristics, major groupings, and relative importance of organisms in the Kingdom Fungi.

    A.          List the 4 major groupings of modern fungi (ex: Zygomycetes, Ascomycetes,Basidiomycetes,andDeuteromycetes.

     B.          List the major characteristics of fungi (ex: yeasts, hyphae, mold/mildew, mycelia, septate/aseptate, haustoria, lichens, mycorrhizae, etc.).

     C.          List the 3 major groupings of lichens (ex: crustose, foliose, and fruticose).

     D.         List the major characteristics for each of the fungal groups (ex: Zygomycetes are normally coenocytic spore producers that form
                  mycorrhizae with many plants).

     E.          List many of the problems created by the fungal kingdom (ex: plant pathogens, human disorders, allergies, destruction of food, destruction
                  of wood products, etc.).

     F.          List many of the benefits created by the fungal kingdom (ex: antibiotics, foods, competition with bacteria, etc.).

     G.         Place the major fungal groupings into a historical context using the geological time scale.

     H.         Describe how the appearance of the fungi changed the evolution of other organisms on the early Earth (ex: antibiotics and their effects).

     I.          Compare/contrast the true fungi and the deuteromycetes.

     J.          Relate the organisms within the fungal kingdom and the organisms within the three earlier kingdoms (ex: mycorrhizae allowed plants to
                  venture into new areas, lichens produce soil for  plants, fungi compete with bacteria and thus accelerate their evolution, etc.).

7.    Describe the characteristics, major groupings, and relative importance of organisms in the Kingdom Animalia, including the rise in
       importance of the primates and hominids.

     A.          List the major characteristics of the animal kingdom (ex: prey ingestion, glycogen energy storage, intercellular junctions, 2-4 tissues in
                  embryo development, and dominant diploid forms).

     B.          List the major groupings in the animal kingdom (ex: Parazoa and Eumetazoa, Radiata and Bilateria, Acoelomates, Pseudocoelomates,
                   Protostomates, and Deuterostomates).

     C.          List the major phyla of the animal kingdom (ex: Porifera, Cnidaria, Platyhelminthes, Rotifera, Nematoda, Mollusca, Annelida, Arthropoda,
                   Echinoderms, and Chordates).

     D.          List the major classes within the phyla of the animal kingdom (ex: Hydrazoans, Scyphozoans, and Anthozoans in the Phylum Cnidaria).

     E.          List the major characteristics of the chordate embryo (ex: cartilagenous notochord, dorsal hollow nerve cord, respiratory slits, and a
                   post-anal tail).

     F.          List examples of prosimians, new world monkeys, old world monkeys, and great apes.

     G.         Be able to list the two forms of hominids (ex: Homo and Australopithecus).

     H.         List many of the problems created by the animal kingdom (ex: parasitism, competition with mankind for resources, etc.). Be able to list
                  many of the benefits created by the animal kingdom (ex: food products, work animals, companionship, etc.).

     I.           Place the major animal groups into a historical context using the geological time scale.

     J.          Describe how the appearance of the animals changed the evolution of other organisms on

     K.         Create a flow-chart showing the major adaptations within the animal kingdom (ex: importance of coelom formation, mouth-to-anus
                  formation, body symmetry, etc.).

     L.          Create a flow-chart showing the major adaptations within the chordates (ex: jaws, armor, cartilagenous skeletons, bones, skin breathers,
                  leathery eggs, calcified eggs, internalized maturation of young, etc.

     M.         Compare/contrast the acoelomates and the coelomates.

     N.         Compare/contrast the protostomates and deuterostomates.

     O.         Compare/contrast the echinoderms and the chordates.

     P.          Compare/contrast the prosimians, monkeys, and the great apes.

     Q.         Compare/contrast the new world and old world monkeys.

     R.          Compare/contrast the Homo and Australopithecine lines of hominids.

     S.          Relate the organisms within the animal kingdom and the organisms within the four earlier kingdoms (ex: inter-relationship between plants
                   and animals, CO2/O2 cycling, energy cycling, colonization of all of the Earth, predator/prey relationships, parasitism, etc.).

     T.          Describe how various adaptations within the primate group were correlated with changes in the terrestrial ecosystems of the Earth in the
                  past (ex: drying of the African continent and shifts from arboreal life-styles, specialization vs. generalization of feeding requirements in the
                  primates, pack behavior, etc.).

8.    Describe the major adaptations, hormones, and tropisms seen in the Kingdom Plantae and how this information correlates with
       mankind’s uses of plants.

     A.          List the major characteristics of monocots and dicots (ex: cotyledon number, vein type, vascular bundle arrangement, root type, floral part
                   number, and woody growth).

     B.          List the major portions of the modern plant embryo and the tissues that are used to make them.

     C.          List the major adaptations of plant roots (ex: winter energy storage, adventitious support, mycorrhizae, nitrogen nodules, root hairs, etc.).

     D.          List the major adaptations of plant stems (ex: bulbs, stolons, rhizomes, tubers, and xenophobes, etc.)

     E.          List the major adaptations of plant leaves (ex: deciduous/evergreen, tendrils, spines/thorns, succulents, animal traps, petals, etc.).

     F.          Diagram the progression of embryonic development in seeds (ex: triploblastic embryo, formation of bark, progression of ground tissue,
                  cambium formation of xylem and phloem, secondary woody growth, etc.).

     G.         Describe the major characteristics of xylem and phloem (ex: cell types, transpiration, source-to-sink sugar movement, flow rates, ionic
                  control of stoma, etc.).

     H.         Describe the major characteristics involved in anthophyte reproduction (ex: germination, pollination, fertilization, flower part uses, pollen
                  formation and use, egg formation and use, double fertilization of the seed, etc.).

     I.           List the 4 major groupings of seeds (ex: simple dry, simple fleshy, aggregate, and multiple).

     J.          List the 5 major forms of hormones controlling plant development (ex: auxins, cytokinins, gibberellins, abscisic acid, and ethylene).

     K.          List several tropisms seen in plants (ex: prototropism, apical dominance, fruit ripening, anti-aging effects, winter dormancy, gravitropism,
                   leaf abscission, thigmotropism, etc.).

     L.          Compare/contrast the monocots and the dicots in reference to human uses.

     M.         Compare/contrast plant root, stem, and leaf adaptations in reference to human uses of the plants.

     N.         Compare/contrast the various forms of plant fruits and their uses to mankind.

     O.         Compare/contrast the life history strategies of monocots and dicots.

     P.          Compare/contrast the life history strategies of deciduous and evergreen plants.

     Q.          Analyze the reproductive method seen in the anthophytes and formulate possible pros and cons of this system.

     R.          Describe the functions of the five major groupings of hormones in the control of plant tropisms (ex: aging, seed dormancy, fruit
                  development, apical dominance, phototropism, etc.).

     S.          Relate the adaptations of the plant kingdom and the rise of the hominids (ex: winter food storage, adaptations to the ice ages, movement of
                   hominids on the Earth, shift from nomadic to agricultural life-styles, etc.).

     T.          Describe how the various adaptations in plant reproductive styles and fruit development may have correlated with the development of
                  insects, bats, and other forms of animals.

9.    Describe the major tissues seen in the Kingdom Monera and relate them in a historical context.

     A.          List the 4 major forms of modern animal tissues (ex: epithelial, connective, muscular, and nervous).

     B.          List examples of epithelial tissues (ex: simple squamous, simple cuboidal, simple columnar, pseudostratified ciliated columnar, stratified
                   squamous, etc.)

     C.          List examples of connective tissues (ex: adipose, loose fibrous, blood, dense fibrous, cartilage, osseous, etc.).

     D.          List examples of muscular tissues (ex: skeletal, smooth, and cardiac).

     E.          List the two major cell types seen in nervous tissue (ex: neurons and neuroglia).

     F.          Compare/contrast the forms of epithelia and their uses in animals.

     G.         Compare/contrast the forms of connective tissues and their uses in animals.

     H.         Compare/contrast the forms of muscle tissues and their uses in animals.

     I.           Describe how nervous tissue cells function in relationship to other tissues.

     J.          Relate the appearance of various forms of tissues and the subsequent success of various taxonomic groups containing those tissues in
                  the fossil history of the Earth.

10. Demonstrate an understanding about general characteristics of animal nutrition.

     A.          List different feeding mechanisms of animal nutrition.

     B.          Define stages of nutrition such as ingestion, digestion, absorption, and elimination.

     C.          Name stages of evolutionary development in regard to nutrition (gastrovascular cavity to true

     D.         Describe various feeding mechanisms and provide appropriate examples.

     E.          Explain how food is processed by animals in relation to their structural complexity.

     F.          Identify feeding mechanisms of different animals and relate those to the complexity of their digestive parts.

     G.         Analyze the relationships among different coelomate’s systems with regard to increased surface area and specialized chambers.

11. Demonstrate an understanding about digestion, including humans, evolutionary adaptations, and nutritional requirements of animals.

     A.          List parts of human digestive system.

     B.          Define intracellular digestion and extracellular digestion.

     C.          Name different categories of organic molecules in terms of macromolecules and their monomers.

     D.         Name different anatomical variations that reflect diet in different animals.

     E.          Name major digestive enzymes needed in food processing (humans).

     F.          Describe the function of digestive tract and its parts in humans, herbivores, carnivores, and other omnivores.

     G.         Explain how macromolecules are broken down into their monomers by enzymatic hydrolysis (carbohydrates-> simple sugar, proteins->
                  amino acids, lipids ->fatty acid and glycerol, nucleic acids-> nucleotides)

     H.         Describe where each type of macromolecule is broken down in the digestive tract.

     I.           Explain what is meant by “healthy diet”.

     J.          Explain the roles of vitamins in digestion and enzymatic reactions.

     K.          Compare and contrast the human digestive system with specializations seen in those of other animals (ex: huge cecae, spiral valves,
                  endosymbiosis, corophagy, etc.).

12. Demonstrate an understanding about the structure, function, and evolutionary changes in animals’ circulatory and respiratory systems.

     A.          List different circulatory and respiratory systems in major animal phyla.

     B.          Name parts and components of these organ systems.

     C.          Define characteristics of parts and components within each system.

     D.         Define diffusion in both gas and liquid conditions.

     E.          Distinguish between open and closed circulatory systems.

     F.          Describe the functions of circulatory and respiratory systems in animals as either being gastrovascular (both digestion and distribution of
                  nutrients) or cardiovascular.

     G.         Explain why most animals need a circulatory system and some do not.

     H.         Explain general evolutionary trends found in the respiratory system of animals (ex: increase in surface area, internalization of respiratory
                  surface, move from water - aquatic environment - to air medium - terrestrial environment, use of concurrent exchange and
                  countercurrent exchange in different animals).

       I.          Explain the role of osmotic pressure and hydrostatic pressure in regulating the exchange of fluid and solute across capillaries.

      J.          Describe the following respiratory modifications as feature of adaptation in different animals (ex: skin, external gills, internal gills, internal
                   lungs).

     K.          Analyze different adaptations of the cardiovascular systems in vertebrates.

     L.          Compare and contrast all possible adaptive features found in circulatory and respiratory systems of major animal phyla.

     M.         Compare and contrast the circulatory schemes of birds, amphibians, reptiles, and mammals.

  13. Demonstrate an understanding about the body defense system of major animal groups.

     A.          Define the function of the body defense system.

     B.          List the nonspecific lines of defenses in the vertebrate body.

     C.          List components of specific defenses.

     D.         Define immunity: (active and passive).

     E.          Categorize different lines of the body defense system and provide an example for each case.

     F.          Explain mechanisms of nonspecific defenses (ex: first line of defense - integumentary and mucous membranes, second line of defense -
                  nonspecific macrophages, inflammation, and  protein compliments).

     G.         Explain mechanisms of specific defenses (ex: the role of MHC makers and helper T-cells in the humoral mediated response with antibodies
                  and the cell-mediated response).

     H.         Explain sequential response to antigens (ex: entry of pathogen, interaction with  macrophages, binds with helper T-cell, activation at
                  subcellular or cell levels, monoclonal selection, primary and secondary immune responses).

     I.          Evaluate the consequences of over-reaction and under-reaction of the immune system in relation to the following: autoimmune disorders,
                 immunodeficient individuals, susceptibility to cancer, allergic reaction and the role of IgE.

     J.          Characterize the following in relation to the immune system: interleukins with cancer treatments, tissue typing - ex. blood, septic shock - ex.
                  bee stings.

     K.          Compare and contrast the structure and function of an enzyme’s active site and an antibody’s antigen-binding site.

14. Demonstrate an understanding about mechanisms controlling animals’  internal environment as they are living in a fluctuating external

     A.          Distinguish between osmoregulator and osmoconformers.

     B.          Name different excretory systems found in different animals (ex: planaria – protonephridia, earthworms – metanephridia, insects –
                  malpighian tubules, vertebrates – kidneys).

     C.          List components of different excretory systems in animals.

     D.          Define internal environment and state where is it found in insects and vertebrates.

     E.          Discuss the problems with respect to homeostasis which face organisms living in different environments, and then describe the major
                   types of fossils (ex: Amber, Imprint, Caste, Petrified) and how radioactive dating applies to them.

     F.          Describe the functions of the following: protonephridia, metanephridia, malpighian tubules.

     G.         Describe the structure and function of the kidney in humans: Structure - cortex (glomerulus and convoluted tubules) and medulla (loop of
                  Henle and collecting tubules), Function (general physiology of the nephron): filtration, secretion, and reabsorption.

     H.         Discuss mechanisms involved in water balance with respect to the following 3 major forms of nitrogenous wastes produced by the
                  metabolism of proteins and nucleic acid, in different animals: ammonia NH3 – invertebrates, most fish, and some amphibians, urea – (CO
                  (NH2)2) – all mammals, many amphibians, sharks, and some fish, uric acid (C5 H4 N4 O3) – birds, insects, reptiles, terrestrial snails.

     I.          Discuss physiological adaptations in the kidneys of non-mammalian species that are beneficial in different environments.

15. Demonstrate an understanding of how animals exhibit coordination by using chemical signals at local and long distance levels.

     A.          Define terms related to the concept of chemical coordination (ex: hormones, endocrinology, endocrine glands, exocrine glands, receptors,
                  and pheromones).

     B.          List different levels of chemical communications between the cells (local level: synaptic and  paracrine, long distance level: pheromones,
                   neurosecretory, and hormones)

     C.          List the three types of hormones and provide examples of each (ex: steroid  hormones/testosterone, hormones derived from amino
                   acids/oxytocin, peptide hormones/insulin).

     D.         Describe different levels of cell communication (ex: local level, long distance pheromones in moths, dogs, humans, neurosecretory
                  hormones - protein/amino acid hormones like insulin, glucagon, oxytocin, ADH, calitonin, and growth hormones, steroid hormones like
                  FSH, aldosterone, testosterone, estrogen, and progesterone).

     E.          Describe the relationships among the following in chemical signalling systems: hormones, endocrine glands, target cells, target cell
                   receptors.

     F.          Explain the evolutionary significance of the two levels of synaptic effects at the local level: monosynaptic reflex, polysynaptic response.

     G.         Determine the relationships between the endocrine and nervous system in terms of their structure, function, and chemical components

16. Demonstrate an understanding about the modes and mechanisms of animal reproduction.

     A.          Distinguish between asexual and sexual reproduction.

     B.          Name different modes of reproduction and distinguish among parthenogenesis, hermaphroditic reproduction, and sequential
                   hermaphroditicism.

     C.          Name the parts of the reproductive systems seen in major animal phyla (including humans).

     D.          Describe the importance of sexual reproduction.

     E.          Describe the function of each component of the reproductive system of the human male and  female.

     F.          Discuss the hormonal control of reproduction in male and female mammals.

     G.         Compare and contrast spermatogenesis and oogenesis.

     H.         Explain the mode of function for various methods of contraception and their relative effectiveness: ovulation barriers (pill, patch, implants)
                  -barriers to sperm (coitus interruptus, condom, sponge, diaphragm, vasectomy, tubal ligation)- implantation barriers (IUD, RU-486)

     I.          Determine the evolutionary relationships among different modes of reproduction in major animal phyla: hermaphroditic vs. parthenogenesis,
                 and sequential parthenogenesis vs.population dynamics.

17. Demonstrate an understanding of the basic ecological concepts and their contributions to current changes on the Earth.

     A.          List all the domains of ecology and describe them (ex: organism, population, community, ecosystem, and biosphere).

     B.          List the structure and function of ecosystems and their interactions (ex: abiotic factors like temperature, light intensity, nutrients, wind, gas,
                  and other physical factors, versus biotic factors like competition, predator/prey relationships, and parasite loads).

     C.          Describe the relationship between ecology and evolution.

     D.          Explain how global effects influence ecosystems (ex: latitude and light intensity, global air cells, and latitude vs altitude).

     E.          Explain the following responses of organisms to environmental changes (ex: behavioral response, physiological response, morphological
                  response, and adaptation over evolutionary time).

     F.          Describe terrestrial ecosystems with respect to their diversity (ex: tropical forests, desert, temperate forests, coniferous forests, and
                  tundra).

     G.         Describe aquatic ecosystems with respect to their diversity (ex: marine - abyssal/pelagic/photic zones, coral reefs, estuaries, freshwater -
                  riparian, and lakes).

     H.         Identify the various biomes (terrestrial and aquatic) by using a diagram or a map of the region or the world and associate them with
                 dominant life forms from the multicellular kingdoms.

18. Demonstrate an understanding of factors regulating species population size, and common interactions within the communities of
      organisms.

     A.          Define the scope of both population and community ecology.

     B.          Distinguish between density and dispersion.

     C.          List the major population parameters and define them.

     D.          List major properties of a community and importance of each.

     E.          Distinguish between the habitat and the niche of a species.

     F.           Define carrying capacity of a given environment.

     G.          Describe types of survivorship curves and provide an example for each (ex: Type I, Type II, and Type III).

     H.         Explain how ecologists measure density of a species with a capture-mark-recapture formula.

     I.           Explain how different population parameters affect population growth and provide examples (ex: intrinsic rate of growth and carrying
                  capacity, exponential growth, and logistic growth)

     J.          Describe a theoretical community structure using the individualistic hypothesis and the interactive hypothesis.

     K.          Explain all possible community interactions and provide examples (ex: competition, competitive exclusion principle, predator/prey
                  relationships, parasitism, commensalism, ammensalism, mutualism, neutral interaction).

     L.          Explain Island Biogeography Theory in relation to species colonization and dispersal in both real islands and areas that act like islands in
                  the mainland situation.

     M.         Explain both primary and secondary successions and give examples of each.

     N.         Explain the structure and function of the ecosystems in terms of structure (abiotic vs. biotic), primary producers, consumers (primary
                  consumers, secondary consumers, and tertiary), function (energy flow (thermodynamics), food chain and food web, chemical recycling and
                  trophic structure (water, carbon, nitrogen, and phosphorous).

     O.         Determine productivity of various ecosystems on the earth and relate them to different human environmental concerns (ex: human
                  population growth, environmental pollution, habitat destruction, genetic diversity, and species and ecosystem utilization).

     P.          Compute population size, growth capacity, and type of community interactions when given appropriate novel data.

19. Perform writing tasks to promote learning.

20: Demonstrate the learning of concepts through writing.

BIO 199 - Human Heredity And Sexuality

Credits: 4

    A.        Make observations.

    B.        Conduct experiments.

    C.        Formulate and test hypotheses.

    D.        Collect data.

    E.        Analyze data.

    F.        Draw conclusions.

    G.        Report results.

    H.        Access information resources.

2.   Demonstrate the competent use of common instruments and technology used in scientific investigation.

    A.        Make observations.

    B.        Conduct experiments.

    C.        Formulate and test hypotheses.

    D.        Collect data.

    E.        Analyze data.

    F.        Draw conclusions.

    G.        Report results.

    H.        Access information resources.

3:.   Demonstrate the competent use of common instruments and technology used in scientific investigation.

    A.        Use a microscope to view small objects.

    B.        Use common laboratory instruments for accurate measurement.

    C.        Correctly use various kinds of scientific equipment.

    D.        Use gel electrophoresis to separate molecules.

4.    Communicate in the language of the discipline.

    A.        Read critically.

    B.        Write effectively.

    C.        Listen actively.

    D.        Speak effectively.

    E.        Organize a presentation appropriate for the audience.

5.    Engage in the critical thinking of the discipline.

    A.        Integrate concepts.

    B.        Solve problems.

    C.        Draw logical conclusions.

    D.        Make predictions based on evidence.

    E.        Identify trends and patterns.

    F.        Distinguish between simple correlation and cause-and-effect.

    G.        Identify pros and cons in the analysis of bioethical issues.

6.    Associate and cooperate with peers to share ideas and points of view.

    A.        Work in small groups.

    B.        Accept responsibility for his/her share of the work..

    C.        Exchange data, predictions, opinions and ideas.

    D.        Meet deadlines determined by the group.

    E.        Demonstrate respect for diverse values and viewpoints.

7.    Become aware of the availability of various information resources for current and continued learning purposes.

    A.        Use the library to access information using a variety of computer data bases and/or indexes.

    B.        Use computers for access to the Internet and to self-directed tutorials and simulations.

    C.        Use reference manuals specific to the discipline.

    D.        Use other individuals such as fellow students, instructors and professionals as a source of information.

8.    Discuss the basic concepts of heredity.

    A.        Define and properly use the language of heredity including: allele, gene, homozygous, heterozygous, carrier, chromosome, DNA, dominant, recessive, genotype, phenotype, autosomal, and sex-linked.

    B.        Distinguish between transmission, population and molecular genetics.

Outcome 9:    Discuss inborn errors of metabolism.

    A.        List and describe the function of the macromolecules upon which life is based, including: carbohydrates, proteins, lipids, nucleic acids, vitamins and minerals.

    B.        Describe in general how inborn errors of metabolism disrupt the synthesis or breakdown of these macromolecules.

    C.        Discuss PKU as a model to illustrate major genetic concepts and how inborn errors of metabolism result when metabolic pathways are blocked.

10.  Discuss basic cell structure and function and how cells communicate.

    A.        Describe the general organization of a typical human cell especially organelles important to heredity.

    B.        Discuss the process of differentiation or cell specialization.

    C.        List in proper order the molecules and structures important in cell communication including growth factors, hormones, surface receptors, other membrane proteins, secondary messengers and DNA binding proteins.

11.  Discuss the stages, events and significance of somatic cell division or mitosis.

    A.        Explain the significance of mitosis.

    B.        Tell when, why and where mitosis occurs.

    C.        List and describe the main purpose of each part of the cell cycle.

    D.        List, recognize and explain the events that occur in each step of mitosis.

    E.        Discuss several factors involved in controlling the cell cycle.

    F.        Explain the consequences of loss of control of the cell cycle.

12.  Discuss the stages, events and significance of reproductive cell division or meiosis.

    A.        Define and properly use the following: diploid, haploid, homologous chromosomes,gametogenesis, spermatogenesis, and oogenesis.

    B.        Diagram and label in sequence the process of meiosis including when major events such as synapsis, crossing over, independent assortment, segregation and reduction division occur.

    C.        Distinguish between the different stages of mitosis and meiosis when given a diagram or description and the chromosome number at interphase.

13.  Apply the concept of meiosis to sexual reproduction in humans.

    A.        Distinguish between the chromosome number of a somatic cell, a primordial germ cell and a reproductive cell at various stages of meiosis in humans.

    B.        Discuss the genetic factors that increase genetic variation among offspring.

    C.        List and describe the differences between oogenesis and spermatogenesis.

    D.        Define: ectoderm, endoderm, mesoderm, and teratogens.

    E.        Briefly describe the normal course of prenatal development, from fertilization to the birth of a healthy baby.

    F.        Discuss the genetic factors that affect maturation and aging.

14.  Discuss infertility and reproductive technologies.

    A.        Define and properly use the following terms:

    B.        Discuss the causes of infertility in men and women and several tests that doctors perform to

                determine why a couple may be unable to conceive.

    C.        Describe several reproductive technologies that are available to help infertile couples have healthy babies including: IVF, GIFT and ZIFT.

    D.        Discuss several prenatal screening tests and their limitations.

    E.        Discuss newborn screening and the factors that determine which genetic conditions should be screened.

    F.        Examine several different case studies and the ethical issues involved in each.

    G.        Use a bioethical decision making model to

15.  Discuss the study of cytogenetics and chromosomal abnormalities.

    A.        Define and properly use the following terms: aneuploid, trisomy, monosomy, triploid, tetraploid, nondisjunction, deletion, translocation, mosiac, syndrome, amniocentesis, karyotype, ultrasound, and CVS.

    B.        Describe the structure and organization of human chromosomes, and discuss how they are classified in cytogenetic studies.

    C.        Prepare a human karyotype from the photograph provided and determine the phenotype and chromosomal constitution of the individual.

    D.        Discuss the information that geneticists obtain from chromosome students and how this information is used to identify or diagnose genetic disorders.

    E.        Explain how nondisjunction can result in aneuploidy.

    F.        List some of outcomes associated with chromosomal abnormalities in humans.

    G.        List several chromosomal disorders and describe the chromosomal abnormality that is associated with each.

    H.        Relate the concept of dosage compensation and the presence or absence of Barr bodies to the Lyon hypothesis.

    I.         Explain why sex chromosomal anomalies are not usually as severe as autosomal anomalies.

16.  Use the principles of genetics to solve human genetic problems and make predictions.

    A.        Define and properly use the terms: dominant, recessive, monohybrid, dihybrid, genotype, phenotype, allele, locus, mutation, genetic heterogeneity, phenocopies, incomplete penetrance, pleiotropy, expressivity, proband and consanguinity.

    B.        Use the principles of heredity in predicting outcomes of genetic crosses involving: one or two genes.

    C.        Apply the product rule to calculate the probability of independent events occurring together in human genetic situations.

    D.        Describe modifications of Mendelian principles to explain incomplete dominance, multiple alleles, epistasis, linkage, and imprinting.

    E.        Analyze human pedigrees and determine whether the pattern of inheritance exhibited in the pedigree is compatible with one or more of the following: autosomal dominant, autosomal recessive, X-linked dominant, X-linked recessive, and/or sex-influenced.

    F.        Select a Mendelian trait or other appropriate trait known to occur in their family and collect data from as many family members as possible. Do the same for as many multifactorial traits as possible. Report findings by constructing a family pedigree and identifying each   person’s genotype or phenotype.

    G.        Solve human genetic problems involving sex chromosomes and describe modifications to Mendelian principles to explain sex-limited, sex-influenced and sex-linked problems.

    H.        Discuss sex determination and outline the complex process that leads to male or female sex differentiation.

    I.         Describe the role of the genetic counselor and explain the importance of diagnostic testing and family history in the counseling process.

17.  Discuss the inheritance of complex genetic traits and explain how polygenic traits are typically multifactorial.

    A.        Define and properly use the following terms: polygenes, continuous variation, nature/nurture,

               monozygotic twins, dizygotic twins, fraternal twins, correlations coefficient and heritability.

    B.        Cite examples of several human traits that are controlled by polygenes.

    C.        List the basic tenets of polygenic inheritance.

    D.        Develop and/or apply a three gene model or a four gene model to explain the inheritance of a

               polygenic trait such as intelligence, stature, or skin color.

    E.        List some of the general characteristics that make polygenic traits difficult to study.

    F.        Describe examples of techniques that geneticists use in order to gain insight into the relative

    G.        Discuss the limitations of polygenic models based on probability in the “nature vs. nurture” debate.

18: Discuss the structure and function of nucleic acids and the role of the “central dogma” in molecular genetic

    A.        Recognize and properly label the chemical components of a DNA molecule.

    B.        Identify the contributions of: Griffiths, Avery et al., Hershey and Chase, Chargaff, Wilkins and Franklin and Watson and Crick to the discovery of DNA as the basis of molecular genetics.

    C.        List five differences between DNA and RNA.

    D.        Discuss the role of the following in DNA replication: helicase, DNA polymerase, complimentary base pairing, semi-conservative replication.

    E.        Diagram the Central Dogma and describe the process of DNA replication, transcription and translation.

    F.        Given a DNA coding strand and a table of codons/amino acids, determine the complimentary mRNA codons, tRNA anticodons, and the amino acid sequence that would be translated into a polypeptide.

    G.        Identify factors in the environment which can act as mutagens and/or carcinogens.

    H.        Differentiate between deletion, frameshift and point mutations.

    I.         Explain how sickle-cell anemia is the result of an error in the DNA code for hemoglobin.

19.  Discuss several fundamental techniques used in genetic engineering or biotechnology.

    A.        Define and properly use the following terms: gene cloning, plasmid, antibiotic resistance gene, gel electrophoresis, PCR, recombinant DNA, transgenic animals, selectable marker, restriction enzymes, and DNA ligase.

    B.        Define biotechnology and list some examples of how biotechnology can be used to improve human health and agriculture.

    C.        Explain or diagram how recombinant DNA molecules are constructed and the basic steps of gene cloning.

    D.        Explain how scientists select for tranformed colonies.

    E.        Discuss the use of DNA fingerprinting in paternity and forensics.

    F.        Explain the theory of genetic diagnosis based on RFLP’s.

    G.        Discuss the fears, limitations and precautions involved in the release of genetically engineered microbes into the environment.

    H.        Identify the role of HUGO in molecular genetics today.

    I.         Discuss the implication of gene therapy in society from both practical and ethical viewpoints.

20,  Discuss the genetics of cancer on a cellular and a molecular level.

    A.        Explain how genetics can influence the development of cancer.

    B.        List several characteristics of cancer cells.

    C.        Discuss the role of oncogenes and tumor suppressor genes in cancer development.

    D.        Describe cancer as a breakdown in signal transduction and cellular communication.

    E.        Explain the multiple hit hypothesis of cell transformation and metastasis.

    F.        Discuss the relationship between diet and cancer.

    G.        List several types of cancer therapies and the limitations of each.

21.  Discuss the role of HIV in the development of AIDS and the biological and societal implications of this significant human plague

    A.        List four modes of HIV transmission.

    B.        Discuss current theories of the origin or AIDS and early years of transmission in the U.S.

    C.        Distinguish between HIV and AIDS.

    D.        List several signs and symptoms associated with HIV/AIDS.

    E.        Label important components of the HIV virus and explain the basic life cycle of the virus.

    F.        Discuss the effect of HIV on the immune system and target cells.

    G.        Describe some of the bioethical implications of discrimination and labeling based on human variation and diversity.

22.  Discuss gene therapy and the human genome project

    A.        Chronicle advances in gene therapy through recent cases.

    B.        Discuss several types of gene therapy and the solutions to genetic disease that they offer by describing possible vectors, specific target cells, and the expected outcome of various therapies.

    C.        Describe the limitations of gene therapy.

    D.        Discuss how genes are being enlisted in ingenious ways to fight cancer and AIDS.

    E.        List the basic goals of the Human Genome Project.

    F.        List several model organisms and describe how model organisms are useful in the study of human genes.

    G.        Describe some of the bioethical controversies that have arisen as a result of the knowledge gained in deciphering the human genome.

BIO 199H - Human Heredity And Sexuality - Honors

Credits: 4

    A.        Make observations.

    B.        Conduct experiments.

    C.        Formulate and test hypotheses.

    D.        Collect data.

    E.        Analyze data.

    F.        Draw conclusions.

    G.        Report results.

    H.        Access information resources.

2.   Demonstrate the competent use of common instruments and technology used in scientific investigation.

    A.        Make observations.

    B.        Conduct experiments.

    C.        Formulate and test hypotheses.

    D.        Collect data.

    E.        Analyze data.

    F.        Draw conclusions.

    G.        Report results.

    H.        Access information resources.

3:.   Demonstrate the competent use of common instruments and technology used in scientific investigation.

    A.        Use a microscope to view small objects.

    B.        Use common laboratory instruments for accurate measurement.

    C.        Correctly use various kinds of scientific equipment.

    D.        Use gel electrophoresis to separate molecules.

4.    Communicate in the language of the discipline.

    A.        Read critically.

    B.        Write effectively.

    C.        Listen actively.

    D.        Speak effectively.

    E.        Organize a presentation appropriate for the audience.

5.    Engage in the critical thinking of the discipline.

    A.        Integrate concepts.

    B.        Solve problems.

    C.        Draw logical conclusions.

    D.        Make predictions based on evidence.

    E.        Identify trends and patterns.

    F.        Distinguish between simple correlation and cause-and-effect.

    G.        Identify pros and cons in the analysis of bioethical issues.

6.    Associate and cooperate with peers to share ideas and points of view.

    A.        Work in small groups.

    B.        Accept responsibility for his/her share of the work..

    C.        Exchange data, predictions, opinions and ideas.

    D.        Meet deadlines determined by the group.

    E.        Demonstrate respect for diverse values and viewpoints.

7.    Become aware of the availability of various information resources for current and continued learning purposes.

    A.        Use the library to access information using a variety of computer data bases and/or indexes.

    B.        Use computers for access to the Internet and to self-directed tutorials and simulations.

    C.        Use reference manuals specific to the discipline.

    D.        Use other individuals such as fellow students, instructors and professionals as a source of information.

8.    Discuss the basic concepts of heredity.

    A.        Define and properly use the language of heredity including: allele, gene, homozygous, heterozygous, carrier, chromosome, DNA, dominant, recessive, genotype, phenotype, autosomal, and sex-linked.

    B.        Distinguish between transmission, population and molecular genetics.

Outcome 9:    Discuss inborn errors of metabolism.

    A.        List and describe the function of the macromolecules upon which life is based, including: carbohydrates, proteins, lipids, nucleic acids, vitamins and minerals.

    B.        Describe in general how inborn errors of metabolism disrupt the synthesis or breakdown of these macromolecules.

    C.        Discuss PKU as a model to illustrate major genetic concepts and how inborn errors of metabolism result when metabolic pathways are blocked.

10.  Discuss basic cell structure and function and how cells communicate.

    A.        Describe the general organization of a typical human cell especially organelles important to heredity.

    B.        Discuss the process of differentiation or cell specialization.

    C.        List in proper order the molecules and structures important in cell communication including growth factors, hormones, surface receptors, other membrane proteins, secondary messengers and DNA binding proteins.

11.  Discuss the stages, events and significance of somatic cell division or mitosis.

    A.        Explain the significance of mitosis.

    B.        Tell when, why and where mitosis occurs.

    C.        List and describe the main purpose of each part of the cell cycle.

    D.        List, recognize and explain the events that occur in each step of mitosis.

    E.        Discuss several factors involved in controlling the cell cycle.

    F.        Explain the consequences of loss of control of the cell cycle.

12.  Discuss the stages, events and significance of reproductive cell division or meiosis.

    A.        Define and properly use the following: diploid, haploid, homologous chromosomes,gametogenesis, spermatogenesis, and oogenesis.

    B.        Diagram and label in sequence the process of meiosis including when major events such as synapsis, crossing over, independent assortment, segregation and reduction division occur.

    C.        Distinguish between the different stages of mitosis and meiosis when given a diagram or description and the chromosome number at interphase.

13.  Apply the concept of meiosis to sexual reproduction in humans.

    A.        Distinguish between the chromosome number of a somatic cell, a primordial germ cell and a reproductive cell at various stages of meiosis in humans.

    B.        Discuss the genetic factors that increase genetic variation among offspring.

    C.        List and describe the differences between oogenesis and spermatogenesis.

    D.        Define: ectoderm, endoderm, mesoderm, and teratogens.

    E.        Briefly describe the normal course of prenatal development, from fertilization to the birth of a healthy baby.

    F.        Discuss the genetic factors that affect maturation and aging.

14.  Discuss infertility and reproductive technologies.

    A.        Define and properly use the following terms:

    B.        Discuss the causes of infertility in men and women and several tests that doctors perform to

                determine why a couple may be unable to conceive.

    C.        Describe several reproductive technologies that are available to help infertile couples have healthy babies including: IVF, GIFT and ZIFT.

    D.        Discuss several prenatal screening tests and their limitations.

    E.        Discuss newborn screening and the factors that determine which genetic conditions should be screened.

    F.        Examine several different case studies and the ethical issues involved in each.

    G.        Use a bioethical decision making model to

15.  Discuss the study of cytogenetics and chromosomal abnormalities.

    A.        Define and properly use the following terms: aneuploid, trisomy, monosomy, triploid, tetraploid, nondisjunction, deletion, translocation, mosiac, syndrome, amniocentesis, karyotype, ultrasound, and CVS.

    B.        Describe the structure and organization of human chromosomes, and discuss how they are classified in cytogenetic studies.

    C.        Prepare a human karyotype from the photograph provided and determine the phenotype and chromosomal constitution of the individual.

    D.        Discuss the information that geneticists obtain from chromosome students and how this information is used to identify or diagnose genetic disorders.

    E.        Explain how nondisjunction can result in aneuploidy.

    F.        List some of outcomes associated with chromosomal abnormalities in humans.

    G.        List several chromosomal disorders and describe the chromosomal abnormality that is associated with each.

    H.        Relate the concept of dosage compensation and the presence or absence of Barr bodies to the Lyon hypothesis.

    I.         Explain why sex chromosomal anomalies are not usually as severe as autosomal anomalies.

16.  Use the principles of genetics to solve human genetic problems and make predictions.

    A.        Define and properly use the terms: dominant, recessive, monohybrid, dihybrid, genotype, phenotype, allele, locus, mutation, genetic heterogeneity, phenocopies, incomplete penetrance, pleiotropy, expressivity, proband and consanguinity.

    B.        Use the principles of heredity in predicting outcomes of genetic crosses involving: one or two genes.

    C.        Apply the product rule to calculate the probability of independent events occurring together in human genetic situations.

    D.        Describe modifications of Mendelian principles to explain incomplete dominance, multiple alleles, epistasis, linkage, and imprinting.

    E.        Analyze human pedigrees and determine whether the pattern of inheritance exhibited in the pedigree is compatible with one or more of the following: autosomal dominant, autosomal recessive, X-linked dominant, X-linked recessive, and/or sex-influenced.

    F.        Select a Mendelian trait or other appropriate trait known to occur in their family and collect data from as many family members as possible. Do the same for as many multifactorial traits as possible. Report findings by constructing a family pedigree and identifying each   person’s genotype or phenotype.

    G.        Solve human genetic problems involving sex chromosomes and describe modifications to Mendelian principles to explain sex-limited, sex-influenced and sex-linked problems.

    H.        Discuss sex determination and outline the complex process that leads to male or female sex differentiation.

    I.         Describe the role of the genetic counselor and explain the importance of diagnostic testing and family history in the counseling process.

17.  Discuss the inheritance of complex genetic traits and explain how polygenic traits are typically multifactorial.

    A.        Define and properly use the following terms: polygenes, continuous variation, nature/nurture,

               monozygotic twins, dizygotic twins, fraternal twins, correlations coefficient and heritability.

    B.        Cite examples of several human traits that are controlled by polygenes.

    C.        List the basic tenets of polygenic inheritance.

    D.        Develop and/or apply a three gene model or a four gene model to explain the inheritance of a

               polygenic trait such as intelligence, stature, or skin color.

    E.        List some of the general characteristics that make polygenic traits difficult to study.

    F.        Describe examples of techniques that geneticists use in order to gain insight into the relative

    G.        Discuss the limitations of polygenic models based on probability in the “nature vs. nurture” debate.

18: Discuss the structure and function of nucleic acids and the role of the “central dogma” in molecular genetic

    A.        Recognize and properly label the chemical components of a DNA molecule.

    B.        Identify the contributions of: Griffiths, Avery et al., Hershey and Chase, Chargaff, Wilkins and Franklin and Watson and Crick to the discovery of DNA as the basis of molecular genetics.

    C.        List five differences between DNA and RNA.

    D.        Discuss the role of the following in DNA replication: helicase, DNA polymerase, complimentary base pairing, semi-conservative replication.

    E.        Diagram the Central Dogma and describe the process of DNA replication, transcription and translation.

    F.        Given a DNA coding strand and a table of codons/amino acids, determine the complimentary mRNA codons, tRNA anticodons, and the amino acid sequence that would be translated into a polypeptide.

    G.        Identify factors in the environment which can act as mutagens and/or carcinogens.

    H.        Differentiate between deletion, frameshift and point mutations.

    I.         Explain how sickle-cell anemia is the result of an error in the DNA code for hemoglobin.

19.  Discuss several fundamental techniques used in genetic engineering or biotechnology.

    A.        Define and properly use the following terms: gene cloning, plasmid, antibiotic resistance gene, gel electrophoresis, PCR, recombinant DNA, transgenic animals, selectable marker, restriction enzymes, and DNA ligase.

    B.        Define biotechnology and list some examples of how biotechnology can be used to improve human health and agriculture.

    C.        Explain or diagram how recombinant DNA molecules are constructed and the basic steps of gene cloning.

    D.        Explain how scientists select for tranformed colonies.

    E.        Discuss the use of DNA fingerprinting in paternity and forensics.

    F.        Explain the theory of genetic diagnosis based on RFLP’s.

    G.        Discuss the fears, limitations and precautions involved in the release of genetically engineered microbes into the environment.

    H.        Identify the role of HUGO in molecular genetics today.

    I.         Discuss the implication of gene therapy in society from both practical and ethical viewpoints.

20,  Discuss the genetics of cancer on a cellular and a molecular level.

    A.        Explain how genetics can influence the development of cancer.

    B.        List several characteristics of cancer cells.

    C.        Discuss the role of oncogenes and tumor suppressor genes in cancer development.

    D.        Describe cancer as a breakdown in signal transduction and cellular communication.

    E.        Explain the multiple hit hypothesis of cell transformation and metastasis.

    F.        Discuss the relationship between diet and cancer.

    G.        List several types of cancer therapies and the limitations of each.

21.  Discuss the role of HIV in the development of AIDS and the biological and societal implications of this significant human plague

    A.        List four modes of HIV transmission.

    B.        Discuss current theories of the origin or AIDS and early years of transmission in the U.S.

    C.        Distinguish between HIV and AIDS.

    D.        List several signs and symptoms associated with HIV/AIDS.

    E.        Label important components of the HIV virus and explain the basic life cycle of the virus.

    F.        Discuss the effect of HIV on the immune system and target cells.

    G.        Describe some of the bioethical implications of discrimination and labeling based on human variation and diversity.

22.  Discuss gene therapy and the human genome project

    A.        Chronicle advances in gene therapy through recent cases.

    B.        Discuss several types of gene therapy and the solutions to genetic disease that they offer by describing possible vectors, specific target cells, and the expected outcome of various therapies.

    C.        Describe the limitations of gene therapy.

    D.        Discuss how genes are being enlisted in ingenious ways to fight cancer and AIDS.

    E.        List the basic goals of the Human Genome Project.

    F.         List several model organisms and describe how model organisms are useful in the study of human genes.

    G.        Describe some of the bioethical controversies that have arisen as a result of the knowledge gained in deciphering the human genome.

23. Practice intellectual curiosity and apply it in independent ways to deepen their understanding of course material.

    A.        Complete at least one significant project, either individually or as a group depending on the instructor’s discretion, and work with the instructor to assure that the project demonstrates intellectual curiosity and academic rigor.

    B.        Actively engage with peers in conversations, seminars, or other formats at the instructor’s discretion to enhance the depth of knowledge of the relevant material.

BIO 203W - General Microbiology

1. Apply the Scientific Method and understand how data is collected and organized.
   1. Make and interpret observations.
   2. Formulate and test hypotheses.
   3. Conduct and evaluate experiments.
   4. Collect and analyze data.
   5. Interpret questions, statements, texts, theories, problems, points of view, symbols, and observations.
   6. Draw and assess conclusions.
   7. Report results.
   8. Apply microbiology concepts to real world applications.
2. Access, analyze, and use information appropriate to the discipline.
   1. Use word processing skills to prepare designated assignments.
   2. Use the library for searching and accessing information pertinent to class assignments.
   3. Use the Internet to transmit and receive e-mail and search topics pertinent to class assignments.
   4. Evaluate source and quality of information gathered through various search mechanisms for currency, appropriateness, and truthfulness.
   5. Use an appropriate style to cite and document sources.
3. Communicate in the language of the discipline.
   1. Gather information from a text, organize and integrate the information into a format that illustrates patterns, clusters, and hierarchies of information.
   2. Write for a specific audience and purpose and use writing tasks to promote learning. Produce a formal written report in the language of the discipline.
   3. Interact productively with others and use effective listening skills.
   4. Conduct audience analysis, choose an appropriate topic, and deliver an informal presentation.
4. Synthesize and engage in the critical thinking of the discipline.
   1. Interpret and integrate concepts and build on previously learned concepts.
   2. Reflect ethically and apply ethical decisions.
   3. Formulate solutions to problems.
   4. Draw logical conclusions based on data, evidence, theories, viewpoints, policies, and interpretations.
   5. Access, analyze, and use information to make predictions based on the evidence discovered.
   6. Identify, compare, and contrast trends and patterns.
   7. Distinguish between simple correlation and cause-and-effect.
5. Work cooperatively and collaboratively with peers.
   1. Show respect for others and value and respect differences.
   2. Work in organized groups to accomplish tasks.
   3. Accept responsibility for work achieved.
   4. Meet deadlines determined by the group.
6. Develop, demonstrate, and apply knowledge in a microbiology laboratory.
   1. List and describe safety precautions required in microbiology laboratories to protect workers.
   2. Demonstrate proper aseptic techniques.
   3. Demonstrate proper hand washing, disinfectant procedures, and spill cleanup.
   4. Perform the proper use of Personal Protection Equipment (PPE).
   5. Select the correct use of laboratory equipment used for working with microorganisms.
   6. Identify the correct staining methods and apply these methods used to identify microorganisms.
   7. Develop proficiency in the use of the microscope in the laboratory.
   8. Understand the use of different media in the laboratory
   9. Perform and evaluate the use of different biochemical tests in the laboratory.
   10. Describe how microorganisms are collected, inoculated, cultured, incubated, and autoclaved.
   11. Perform the correct inoculation techniques.
   12. Perform and evaluate antibiotic sensitivity tests and identify antibiotic resistance on a Culture & Sensitivity (C & S) plate.
   13. Perform and evaluate the use of water and food analyses.
   14. Apply the use of urinalysis in the laboratory.
   15. Perform the Serial Dilution and the Standard Plate Count and explain their technique, advantages, and disadvantages.
   16. Perform a specimen collection and evaluate how you must take into account aseptic technique, quantity needed, timing of administration, and correct material needed.
   17. Apply the scientific method and sequence of tests to identify an unknown bacterium.
7. Identify the major categories of microorganisms and analyze their classification, diversity, and ubiquity.
   1. Explain how microorganism

BIO 219 - Stream Ecology: Aquatic Macroinvertebrate Research

Credits: 2

     A.          Participate in field activities with 1-3 classmates.

     B.          Share the workload of small group activities.

     C.          Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.

     D.         Share ideas and respectfully receive the ideas of classmates.

2.    Demonstrate the competent use of common instruments and technology used in environmental investigation.

     A.          Use microscopes to view objects.

     B.          Use the metric system and typical devices to measure mass, length, volume, and

                  temperature.

     C.          Follow directions provided with various kinds of scientific equipment.

     D.         Use chemical tests and indicators to measure concentrations of specific chemicals.

3.    Competently communicate about environmental topics.

     A.          Read critically.

     B.          Write effectively.

     C.          Listen actively.

     D.         Speak effectively.

     E.          Develop and interpret graphs and flow charts.

     F.          Compile a journal of observations and experiences related to field activities on rivers.

4.    Demonstrate the ability to think critically.

     A.          Integrate concepts.

     B.          Solve problems.

     C.          Draw logical conclusions.

     D.         Make predictions based on experience.

     E.          Identify trends and patterns.

     F.          Distinguish between simple correlation and cause-and-effect.

5.    Demonstrate appropriate preparation to participate in outdoor field activities involving sampling and characterizing a stream.

     A.          Participate in field activities and use appropriate equipment to conduct the field activities.

     B.          Demonstrate safe and appropriate behavior while conducting field activities.

     C.          Use keys and resource books to identify organisms typically found in streams.

     D.         Measure and characterize physical environmental characteristics of streams.

     E.          Report the results of outdoor studies conducted during the class.

6.    Describe how living organisms, non-living matter, and energy are interconnected.

     A.          Identify the abiotic and biotic factors in an aquatic ecosystem.

     B.          Describe the niche concept.

     C.          Describe predator-prey, parasite-host, competitive, mutalistic, and commensalistic relationships observed in aquatic ecosystems.

     D.         Describe the role of producer, herbivore, carnivore, omnivore, scavenger, parasite, and decomposer in an aquatic ecosystem.

     E.          Describe energy flow in an aquatic ecosystem.

     F.          Relate the concept of food web and food chain to trophic levels.

     G.         Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorous, through a stream ecosystem.

     H.         Describe the process of natural selection as it operates to refine the fit between an organism and its stream habitat.

     I.          Recognize that all organisms have an impact on their surroundings.

7.    Compare streams of different quality.

    A.          Identify organisms typically found in polluted streams and contrast them with organisms typical of unpolluted streams.

     B.         Identify physical environmental conditions typical of polluted streams and contrast them with  environmental conditions typical of unpolluted
                  streams.

     C.          Relate biodiversity to stream quality.

     D.          Identify macroinvertebrate organisms associated with specific physical and biological parameters within streams.

     E.          Describe microhabitat preferences within macroinvertebrate species.

8.    Characterize the abiotic and biotic characteristics of a stream.    

     A.          Describe ways in which stream ecosystems differ from terrestrial ecosystems in terms of the dominant insect groups, the source of new
                  organic matter, and the role of decomposers, herbivores, and carnivores.

     B.          Describe how land use patterns influence the nature of a stream.

     C.          Describe the role flow rate, oxygen concentration, substrate, temperature, clarity, and dissolved and suspended solids influence the kinds
                  of organisms present.

     D.         Describe methods used by various kinds of stream insects to capture food.

     E.          Describe the life cycles of stream insects.

 9.     Prepare representative samples indicating macroinvertebrate site selection.

         A.          Complete a project that characterizes and identifies life history and natural history, of selected macroinvertebrate organisms.

BIO 221 - Nature Study

1. Participate in the process of science.
   1. Make observations
   2. Design laboratory experiments
   3. Conduct experiments
   4. Formulate and test hypothesis
   5. Collect data
   6. Analyze data
   7. Draw conclusions
   8. Explain the evaluation and revision process of Science
2. Work collaboratively with classmates.
   1. Participate in laboratory experiments and field activities with 1-3 classmates or entire class.
   2. Share the workload of small group activities
   3. Share the responsibility of acquiring, cleaning and putting away laboratory and field equipment.
   4. Share ideas and respectfully receive ideas of classmates and other professionals associated with class lectures and field work.
3. Demonstrate the competent use of common instruments and technology in environmental/Ecological investigation.Objectves:
   1. Use microscopes and dissecting scopes
   2. Use binoculars and spotting scopes in field settings
   3. Use sound recording devices
   4. Use compass and read topographical maps
   5. Use live traps for small mammals
   6. Demonstrate capture, marking and release techniques for small mammals
   7. Use insect capture and release techniques
   8. Use equipment to establish fresh H2O profiles
   9. Use plant press for plant collection
   10. Use proper preparation and storage of study skins and preserved specimens.
4. Competently communicate about environmental topics.
   1. Read critically
   2. Write effectively - both to learn, formally
   3. Listen actively
   4. Speak effectively
   5. Develop and interpret graphs and flow charts and maps
   6. Compile a journal of activities and impressions obtained in outdoor settings while experiencing the Flora and Fauna of the multiple ecosystems in the Great Lakes area.
5. Demonstrate ability to think critically.
   1. Integrate concepts
   2. Solve problems
   3. Draw logical conclusions
   4. Make predictions based on evidence
   5. Identify trends and patterns
   6. Distinguish between simple cause and effect and simple correlation
6. Demonstrate appropriate preparation to participate in indoor laboratory exercises and outdoor field activities involving sampling, observing, identification, processing specimen and characterizing natural history of upper Great Lakes features.
   1. Participate in indoor laboratory activities and use appropriate equipment to conduct exercises.
   2. Participate in field activities and use appropriate equipment to conduct field activities.
   3. Demonstrate safe and appropriate behavior during indoor and outdoor exercises
   4. Use keys and resource books to identify organisms during indoor and outdoor exercises.
   5. Provide evidence of accurate behavioral and organismic interaction observational skills.
7. Describe how living and nonliving factors interact in the Great Lakes area.
   1. Identify abiotic and biotic factors in each ecosystem identified.
   2. Describe the niches and habitat concept
   3. Distinguish between a population, community and ecosystem
   4. List index species of all ecosystems
   5. Describe the energy flow through an ecosystem
   6. Explain the cycling of nutrients, such as nitrogen, carbon, and phosphorus through an ecosystem.
   7. Describe the process of natural selection as it operates to adapt an organism to its habitat
   8. Recognize the role of all organisms to their environment
   9. Relate abiotic factors to kinds of organisms found in the community

BIO 230HW - Physical Anthropology and Archeology - Honors

1. Identify the scientific method as applied to the study of humanity’s biological and cultural development and to practice critical thinking using a scientific approach.
   1. Apply the scientific method to the study of human evolution and of archaeology.
   2. Differentiate physical anthropology and archaeology from other academic disciplines.
   3. Appreciate the applications of the knowledge of physical anthropology and of archaeology to the understanding of modern humanity and its origins.
   4. List the main contributions of influential physical anthropologists and archaeologists.
2. Employ the concepts of physical anthropology to describe and explain the general process of hominization as it is demonstrated by the fossil record.
   1. Identify and describe the major morphological and behavioral components of hominization.
   2. Apply the modern synthetic theory of evolution to explain the process of hominization.
   3. Differentiate between pongids and hominids and describe the uses of primatology in the interpretation of the morphology and behavior of fossil hominids.
   4. Distinguish among the Pliocene hominid genera and paleospecies and place them in the currently accepted hominid phylogeny.
   5. Distinguish among the Pleistocene hominid genera and paleospecies and place them in the currently accepted hominid phylogeny.
   6. Assess the multiregional paradigm and the replacement paradigm for modern human development.
   7. Compare and contrast the race paradigm with the view of modern anthropometry.
3. Employ the concepts of archaeology to describe and explain the general course of hominid technological and social development and its correlation with hominid biological evolution.
   1. Identify and describe the archaeological evidence of the Pliocene (including Lower Paleolithic).
   2. Describe the correlation of Pliocene archaeological evidence with hominid paleospecies and describe its contribution to our understanding of the hominization process.
   3. Identify and describe the archaeological evidence of the Pleistocene (including Lower, Middle, and Upper Paleolithic; Mesolithic and Neolithic).
   4. Describe the correlation of early and middle Pleistocene archaeological evidence with hominid paleospecies and describe its contribution to our understanding of the hominization process.
   5. Identify and describe the stages of prehistoric technological and social development of modern Homo sapiens and compare and contrast the course of that development for the Old World and the New World.
4. Use writing tasks to promote learning.
   1. Practice critical writing skills within the subject.
   2. Demonstrate knowledge of subject matter.
5. Practice intellectual curiosity and apply it in I ndependent ways to deepen understanding of course material.
   1. Complete at least one significant project, either individually or as a group depending on the instructor’s discretion, and work with the instructor to assure that the project demonstrates intellectual curiosity and academic rigor.
   2. Actively engage with peers in co nversations, seminars, or in other formats at the instructor’s discretion to enhance the depth of k nowledge of the relevant material.