ABET Self-Study Report

for the

Environmental Engineering Program

at

University of California Merced

Merced, CA
February 1, 2011

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

Table of Contents
BACKGROUND INFORMATION ...........................................................................................................................6 CRITERION 1 STUDENTS ...................................................................................................................................7

1.A STUDENT ADMISSIONS ..................................................................................................................................7 1.A.1 Freshman Eligibility ................................................................................................................................7 1.A.2 Freshman Selection..................................................................................................................................7 1.B EVALUATING STUDENT PERFORMANCE ........................................................................................................7 1.C TRANSFER STUDENTS AND TRANSFER COURSES ..........................................................................................8 1.D ADVISING AND CAREER GUIDANCE ..............................................................................................................9 1.E WORK IN LIEU OF COURSES ..........................................................................................................................9 1.F GRADUATION REQUIREMENTS .................................................................................................................... 10 CRITERION 2 2.A 2.B 2.C 2.D 2.E PROGRAM EDUCATIONAL OBJECTIVES......................................................................... 11

INSTITUTIONAL MISSION STATEMENT ........................................................................................................ 11 PROGRAM EDUCATIONAL OBJECTIVES ....................................................................................................... 11 CONSISTENCY OF PROGRAM EDUCATIONAL OBJECTIVES WITH MISSION OF THE INSTITUTION ................... 12 PROGRAM CONSTITUENCIES ....................................................................................................................... 12 PROCESS FOR REVISION OF THE PROGRAM EDUCATIONAL OBJECTIVES ..................................................... 13 STUDENT OUTCOMES ........................................................................................................... 15

CRITERION 3

3.A STUDENT OUTCOMES .................................................................................................................................. 15 3.B RELATIONSHIP OF STUDENT OUTCOMES TO PROGRAM EDUCATIONAL OBJECTIVES ................................... 15 3.B.1 Student Outcomes a-k ............................................................................................................................ 15 3.B.2 Student Outcomes and ABET Environmental Engineering Criteria ...................................................... 15 CRITERION 4 CONTINUOUS IMPROVEMENT ........................................................................................... 19

4.A PROGRAM EDUCATIONAL OBJECTIVES EVALUATION ................................................................................. 20 4.A.1 PEO Assessment Processes and Data.................................................................................................... 20 4.A.2 Evaluating Program Educational Objectives (PEOs) ........................................................................... 21 4.B STUDENT OUTCOMES .................................................................................................................................. 22 4.C CONTINUOUS IMPROVEMENT ...................................................................................................................... 23 4.C.1 Student Outcomes and Program Educational Objectives ...................................................................... 23 4.C.2 ABET Program-Specific Requirements .................................................................................................. 26 4.C.3 Prescribed Program Educational Objective and Student Outcome Improvements ............................... 26 4.C.4 Prescribed Program Assessment and Evaluation Procedural Modifications ........................................ 28 4.D ADDITIONAL INFORMATION ........................................................................................................................ 29 CRITERION 5 CURRICULUM .......................................................................................................................... 30

5.A PROGRAM CURRICULUM ............................................................................................................................. 30 5.A.1 Curriculum Alignment with Program Educational Objectives .............................................................. 30 5.A.2 Curriculum and Prerequisite Structure and Student Outcomes............................................................. 31 5.A.3 EnvE Design Experiences ...................................................................................................................... 32 5.B COURSE SYLLABI ........................................................................................................................................ 33 CRITERION 6 FACULTY ................................................................................................................................... 38

6.A 6.B 6.C 6.D

FACULTY QUALIFICATIONS AND WORKLOAD ............................................................................................. 38 FACULTY SIZE ............................................................................................................................................ 39 PROFESSIONAL DEVELOPMENT ................................................................................................................... 39 AUTHORITY AND RESPONSIBILITY OF THE FACULTY .................................................................................. 40 FACILITIES ............................................................................................................................... 41

CRITERION 7

7.A OFFICES, CLASSROOMS AND LABORATORIES.............................................................................................. 41 7.A.1 Offices .................................................................................................................................................... 41 7.A.2 Classrooms ............................................................................................................................................ 41 7.A.3 Laboratory Facilities ............................................................................................................................. 43 7.B COMPUTING RESOURCES ............................................................................................................................ 44 7.C GUIDANCE .................................................................................................................................................. 45 7.D MAINTENANCE AND UPGRADING OF FACILITIES ......................................................................................... 46 7.D.1 Imaging and Microscopy Facility...................................................................................................... 46 7.D.2 Machine Shop .................................................................................................................................... 46 7.D.3 Computing Facilities ......................................................................................................................... 47 7.E LIBRARY SERVICES ..................................................................................................................................... 47 7.E.1 Library Resources in General ................................................................................................................ 47 7.E.2 Library Resources in Support of the School of Engineering .................................................................. 48 7.E.3 Library Support for Access to Information ............................................................................................ 53 7.E.4 Library as Place .................................................................................................................................... 53 7.F OVERALL COMMENTS ON FACILITIES ......................................................................................................... 56 7.F.1 IMAGING AND MICROSCOPY FACILITY .......................................................................................... 56 7.F.2 MACHINE SHOP .................................................................................................................................. 57 7.F.3 Computer Labs....................................................................................................................................... 57 CRITERION 8 8.A 8.B 8.C 8.D 8.E INSTITUTIONAL SUPPORT ................................................................................................... 58

ADEQUACY OF INSTITUTIONAL SUPPORT, FINANCIAL RESOURCES AND LEADERSHIP ................................ 58 PROCESS FOR BUDGET DETERMINATION .................................................................................................... 58 ADEQUACY OF FACULTY PROFESSIONAL DEVELOPMENT ........................................................................... 59 PLAN AND SUFFICIENCY OF RESOURCES ..................................................................................................... 60 ADEQUACY OF SUPPORT PERSONNEL AND INSTITUTIONAL SERVICES ........................................................ 60

APPENDIX A COURSE SYLLABI ...................................................................................................................... 62 APPENDIX B FACULTY VITAE ...................................................................................................................... 192 APPENDIX C EQUIPMENT .............................................................................................................................. 250

List of Figures
FIGURE 4-1. DIAGRAM SUMMARIZING THE UC MERCED ENVIRONMENTAL ENGINEERING PROGRAM CONTINUOUS ASSESSMENT, EVALUATION, AND IMPROVEMENT PROCESS. ................................................................................. 19 FIGURE 4-2. ENVE CURRICULUM COURSES AND PRESCRIBED STUDENT OUTCOMES, WHERE SHADED CELLS
CORRESPOND TO COURSES EARMARKED FOR ASSESSMENT AND NUMERICAL VALUE CORRESPONDS TO PROPOSED CONTRIBUTION TO THE OUTCOME (0 = INSIGNIFICANT, 1 = MINOR OR INDIRECT, 2 = SIGNIFICANT AND DIRECT, 3 = MAJOR). ............................................................................................................................................................... 24 FIGURE 4-3. [FOR COMPARISON WITH FIGURE 4-2] EVALUATION RESULTS ENVE CURRICULUM COURSES AND ASSOCIATED STUDENT OUTCOMES, WHERE ALL SHADED CELLS WERE EARMARKED FOR EVALUATION (RED = EVIDENCE FOR OUTCOMES APPEAR TO BE ABSENT; YELLOW = LINE OF EVIDENCE AND/OR OUTCOME ACHIEVEMENT PRESENT BUT INADEQUATE; GREEN = SUCCESSFUL ATTAINMENT OF OUTCOME AT NUMERICAL LEVEL INDICATED; GRAY = EVIDENCE NOT AVAILABLE AT THE TIME OF THIS EVALUATION). .............................. 25 FIGURE 5-1. ENVIRONMENTAL ENGINEERING (ENVE) PROGRAM AND PREREQUISITE STRUCTURE. .............................. 31 FIGURE 5-2 . ENVIRONMENTAL ENGINEERING (ENVE) PROGRAM TECHNICAL ELECTIVES, INCLUDING PREREQUISITES. ............................................................................................................................................................................ 32

List of Tables
TABLE 3-1. MAPPING OF ENVE STUDENT OUTCOMES TO PROGRAM EDUCATIONAL OBJECTIVES. ................................ 16 TABLE 3-2. UC MERCED COURSE CONTENT FULFILLING THE ABET ENVIRONMENTAL ENGINEERING PROGRAMSPECIFIC CRITERIA. .............................................................................................................................................. 17 TABLE 4-1. SUMMARY OF DATA COLLECTION/ASSESSMENT PROCESSES IN SUPPORT OF EVALUATION OF THE UC MERCED ENVIRONMENTAL ENGINEERING PROGRAM EDUCATIONAL OBJECTIVES (PEOS). ................................. 21 TABLE 4-2. SUMMARY OF DATA COLLECTION/ASSESSMENT PROCESSES WHICH SUPPORT EVALUATION OF THE UC MERCED ENVIRONMENTAL ENGINEERING STUDENT LEARNING OUTCOMES (SEE FIGURE 4-1, INNER LOOP). ....... 22 TABLE 5-1. CURRICULUM: UC MERCED B.S. ENVIRONMENTAL ENGINEERING PROGRAM .......................................... 34 TABLE 6-1 FACULTY WORKLOAD SUMMARY............................................................................................................... 38 TABLE 7-1. UC MERCED LIBRARY, SERVICE & CIRCULATION STATISTICS, 2009-2010 ............................................... 54 TABLE 7-2. INFORMATION RESOURCES BY FORMAT, 2009-2010.................................................................................. 55 TABLE 7-3. REPORT OF UC MERCED INTERLIBRARY TRANSACTIONS, 2009-2010 ....................................................... 56

BACKGROUND INFORMATION
A. Contact Information Professor Thomas C. Harmon, Faculty Assessment Officer University of California Merced School of Engineering 5200 N. Lake Rd. Merced, CA 95343 Em: tharmon@ucmerced.edu Ph: (209) 228-4337 Fx: (209 228-4356 B. Program History The Environmental Engineering program began in 2005 with the opening of the UC Merced and is completing its sixth year. This is its inaugural review. C. Options The program offers a single degree (B.S. Environmental Engineering). There are no formal subareas or areas of concentration with respect to the degree outcome. However, through their technical electives, students may elect to concentrate in one or more areas, including (1) Hydrology, (2) Water Quality, (3) Air Quality, and (4) Sustainable Energy, or may study broadly across all areas. D. Organizational Structure The program and its evaluation are coordinated by the Faculty Assessment Officer (FAO), Professor Thomas Harmon. The University of California is a faculty-governed institution, and curriculum content is determined by the Environmental Engineering faculty, subject to approval by the School of Engineering Curriculum Committee (Ariel Escobar, Chair), and campus-wide by the Undergraduate Council (Susan Ammusen, Chair). The curriculum is then administered by the Dean of Engineering (Daniel Hirleman) and the Acting Vice-Provost of Undergraduate Education (Jack Vevea). E. Program Delivery Modes Environmental Engineering at UC Merced is a traditional day mode program. F. Program Locations The program is offered entirely at the UC Merced campus. G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them This if the first review of this program. H. Joint Accreditation No joint accreditation is being sought.

Criterion 1 STUDENTS
1.A Student Admissions

1.A.1 Freshman Eligibility You are considered a freshman applicant if you are still in high school or have graduated from high school but have not enrolled in a regular session at any college or university. There are three paths to eligibility for freshmen: 1. Eligibility in the Statewide Context: Students who meet minimum requirements for coursework, grade point average and test scores are admitted by this path. 2. Eligibility in the Local Context (ELC): Students who rank in the top 4 percent at participating California high schools may be admitted through ELC. ELC students are guaranteed admission to UC Merced as long as they submit an application to our campus, complete the examination and subject requirements, and maintain eligibility. 3. Eligibility by Examination Alone: Students who do not meet the requirements for Eligibility in the Statewide Context or ELC may qualify for admission by achieving high scores on the ACT Assessment plus Writing or SAT Reasoning Test and two SAT Subject Tests. 1.A.2 Freshman Selection Students are selected on the basis of academic and personal achievement, as assessed through a comprehensive review of the full range of their accomplishments presented in the admission application. Criteria for selection will include high school GPA calculated on courses completed in the "a-g" subject areas, with additional grade points given for UC-approved honors, AP, IB and transferable college courses completed; scores of all required examinations; depth and breadth of academic preparation, including quality of the senior year program; number of "a-g" courses completed beyond the minimum required for UC eligibility; and Eligibility in the Local Context (ELC) status. Academic accomplishments are considered in the context of the applicant's life experiences and educational environment. Additional factors that may be considered include outstanding performance in one or more academic subject areas; first-generation college attendance; low family income; demonstrated leadership potential; volunteer/community service; participation in special projects or programs; talents, experiences or interests that will contribute to the vitality and educational environment of the campus; and special circumstances or personal challenges, especially as they relate to the social or educational environment, that have affected an applicant's life experience. (Reference UC Merced Admissions webpage: http://admissions.ucmerced.edu/future-students/freshmanadmission)

1.B

Evaluating Student Performance

Incoming freshmen are given placement exams for Calculus and Chemistry at summer orientation. Scores for these exams are used to gage whether a student is prepared for Calculus (Math 21) and General Chemistry (Chem 2) or must first successfully complete a review of high school Chemistry (Chem 1) and/or Pre Calculus (Math 5).

Midterm grades for all lower division classes at UC Merced must be submitted to the Registrar. Freshmen that have one or more failing midterm grade (D+, D, D-, F) must attend a Success Workshop presented by the Student Advising and Learning Center. These workshops act as an intervention. They inform students about support resources found on campus, such as tutoring and counseling and disability services. At the end of each term, the Registrar runs an academic standing report. Students with a term GPA below 1.5 and a cumulative GPA below 2.0 are designated as Subject to Academic Dismissal. These students records are reviewed by the Director of Student Support and the academic advising staff. Freshmen and Sophomore students that show aptitude in non-engineering and science courses may be removed from their engineering major and placed in Undeclared. Junior and Senior students that have extenuating reasons for their academic difficulties may be placed on Special Probation. They are then required to meet with their academic advisor and sign a Special Probation Contract. The contract spells out the terms of the students continued enrollment. In most cases, students are required to return to Good Standing (2.0 GPA) within the next term or be dismissed. Some students are dismissed at the end of each semester. They are notified of this decision by email and by letter to their permanent address of record. These students are informed of the UC Merced readmission/reinstatement policy. Following academic review and dismissals, the Registrar creates a prerequisite checker document which lists all students that are in courses without UC Merced based prerequisites record. Students with D or F grades in course prerequisites are listed as well as students that have been given prerequisite overrides by academic advisors due to the prerequisite course being completed at another institution. This is particularly important with transfer students that may not have all transfer credit recognized in the student information system. Course prerequisites are reviewed by the School governing the class. For example, an engineering student enrolled in math and science courses would be reviewed by the School of Natural Sciences, not by the School of Engineering. Students not meeting the required prerequisite for a class (in most cases a C- grade) are dropped. Students with an advisor prereq override are also reviewed at this time and transfer work is verified. Students may directly request a prerequisite waiver from the instructor of record. Instructors are asked to confer with academic advisors before permitting a student to enroll in the course without the prerequisite on record.

1.C

Transfer Students and Transfer Courses

The School of Engineering has recently changed and strengthened its process for accepting transfer students. Engineering students must now complete lower division math and science courses in order to be eligible to declare in an Engineering major. Conditional Approval to Engineering is an option only for transfer students that can complete all lower division requirements within two semesters. The new policy is attached to this document and is pending Undergraduate Council approval on February 16, 2011. Transfer courses from California community Colleges are articulated on Assist.org. This on line tool has been designed for the purpose of giving community college students up to date requirements for UC 8

majors and designate the lower division equivalents when found at their community college. Most math and science courses are articulated on Assist.org but only a few lower division Engineering courses are. Transfer students are informed that some sophomore level classes will have to be completed after transfer to UC Merced which means that normal time to degree for transfer engineering students is longer than 4 semesters (2 academic years).

1.D

Advising and Career Guidance

Undergraduate Engineering students are advised by three staff academic advisors. Maria SerranoVasquez advises freshmen, Kathy Briggs advises continuing students, and Linda Zubke advises transfer students, communicates with the faculty and dean, and provides guidance to the other advisors. Engineering students are encouraged to meet with their advisor every semester. The majority do (in excess of 75%) either in person during pre-registration advising periods or by email. All 5 majors have major checklists and prerequisite maps posted on the School of Engineering website. In terms of career guidance, UC Merced has a central Career Service office on campus (http://careerservices.ucmerced.edu/students). Workshops regarding resume writing and interview skills are regularly offered. Some internships and job opportunities are managed by Career Services as well. Within the School of Engineering, students receive a newsletter every week via email from School advisors forwarding information for various internship postings. Printed copies of internship opportunities are kept in a binder in the School of Engineering lobby. In addition, faculty with their majors serve as a resource students are directed to for specific information about career pathways. For logistical information regarding graduate studies, the School of Engineering Graduate Coordinator, Ms. Tomiko Hale, presents an informational session regarding graduate school for interested undergraduate students once per semester.

1.E

Work in Lieu of Courses

Exemptions from introductory college classes are possible through some high school Advanced Placement scores. A score of 4 or better is needed to place out of Bio 1, Chem 2, Math 21 and some nonscience intro courses. A chart of the subject exams and scores needed are found in the catalog (p. 37-38) Credit by examination is available in some instances, but is not an option if: 1) 2) 3) 4) 5) A student has had prior instruction in the topic The student wishes to repeat the course The student has completed more advanced work in the topic A student has attended and audited the course A student wishes to get credit for an elementary or intermediate course in which the student if a native speaker

The exam must be given by a UC Merced instructor and be for a course listed in the current General Catalog. The final result will be reported to the Office of the Registrar, who will record the appropriate grade (P/NP). Since failure to pass the examination will be recorded as a NP, students are encouraged to prepare fully for such an examination before attempting it.

Students may use Independent Research for university credit. Up to 4 units of Independent Research (ENGR/BIOE/CSE/ENVE/MSE/ME 195) may be used for technical elective credit for the UC Merced B.S. Environmental Engineering degree. Students must fill out an Independent Research form with the faculty member s/he wishes to work with. The completed and signed form is then submitted to the Office of the Registrar. Credit for Independent Research is graded if not specifically noted as P/NP.

1.F

Graduation Requirements

Academic Advisors complete checklists manually for every engineering undergraduate. Also, for native students enrolled from 2009-2010 onward, MyAudit is an online tool that indicates to students all degree requirements and the individual progress each student has done. Students close to completing their degrees are required to file a Declaration of Candidacy with the Registrar. His or her academic advisor attaches a grad clearance list indicating outstanding degree requirements. This list is crosschecked for completion before a diploma is processed and the degree finalized.

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Criterion 2 PROGRAM EDUCATIONAL OBJECTIVES

2.A Institutional Mission Statement
The University of California, Merceds mission is embodied in its proud claim of being the first American research university of the twenty-first century. As the tenth campus of the University of California, UC Merced will achieve excellence in carrying out the Universitys mission of teaching, research and service, benefiting society through discovering and transmitting new knowledge and functioning as an active repository of organized knowledge. This mission statement is published at http://www.ucmerced.edu/about_ucmerced/mission.asp. The following Guiding Principles pertain to both the individual and collective behaviors of students, faculty, and staff. The university expects that all of its members will emulate these fundamental principles as individuals and as a community. We celebrate the spirit of academic excellence and strive to promote our University and its strengths through our daily interactions with students, staff, faculty and the community at large. II. We maintain a working and learning environment based on integrity, fairness, cooperation, professionalism and respect. III. We are a community comprised of individuals with multiple cultures, lifestyles, and beliefs. We celebrate this diversity for the breadth of ideas and perspectives it brings. IV. We value the creativity of our students, staff, and faculty, and acknowledge both their individual and collaborative achievements. V. We encourage health and wellness and strive to develop a sense of environmental responsibility and stewardship among all the members of our community. VI. We are committed to achieving tolerance in our community. All persons faculty, staff, and students regardless of background or lifestyle should participate and work together in a collegial atmosphere that we strive to make free of any and all acts of discrimination or harassment. VII. We respect, support and value the civil and respectful expression of individual beliefs and opinions.
I.

2.B

Program Educational Objectives

The UC Merced Environmental Engineering (EnvE) Program Educational Objectives (PEOs) broadly describe the career and professional accomplishments that its graduates will achieve. These are:
1.

2.

3. 4. 5.

Fundamental Knowledge: EnvE graduates will have gained a strong foundation in basic mathematics, science, social science, humanities and arts, along with engineering principles, enabling active engagement as citizens in their communities. Critical Thinking: EnvE graduates will be adept at applying critical thinking, problem solving, engineering principles and reasoning, the scientific method, and teamwork to solve environmental resource problems and to restore and sustain the global environment. Design Skills: EnvE graduates will be prepared for advanced studies and research and/or employment advancement in a broad spectrum of industries and government agencies. Professional Skills: EnvE graduates will communicate effectively in written, spoken, and visual formats with technical, professional, and broader communities. Ethics: EnvE graduates will practice engineering according to the highest professional standards, demonstrating respect for social, ethical, cultural, environmental, economic, and regulatory concerns.

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6.

Lifelong Learning: EnvE graduates will be instilled with a desire to pursue life-long learning opportunities including continued education, professional licensure, challenging professional experiences and active participation in professional organizations.

2.C

Consistency of Program Educational Objectives with Mission of the Institution

The PEOs for the EnvE program follow naturally from the UC Merced mission, succinctly expressed in three words: teaching, research, service. The 1974-78 University of California Academic Plan expands upon the meaning of the three-part mission: The distinctive mission of the University of California is to serve society as a center of higher learning. . .Providing long-term societal benefits through transmitting advanced knowledge, discovering new knowledge, and functioning as an active, working repository of organized knowledge. That obligation...includes undergraduate education, graduate and professional education, research and other kinds of public service... Achievement of the six PEOs provides the skills and knowledge necessary for success in Environmental Engineering, industry, civil service, or graduate school. Because the undergraduate curriculum is tailored to meet these objectives, each PEO is linked to the teaching portion of the university mission. The research portion of the university mission is reflected in our PEOs primarily through Objectives (2) through (4) and (6), the last of which makes specific reference to graduate school. By preparing students for graduate school and motivating many of them to continue their education at that level, we support the universitys research mission. It is also noteworthy that many undergraduate students participate directly in research at UC Merced, first out of necessity and now due to the desire of the faculty to harness the power of our bright and energetic students. The service portion of the UC Merced mission is reflected by Objectives (5) and, to some extent (6), in the sense that participation in professional society activities typically represents a service to the professional and often to the broader community.

2.D

Program Constituencies

The faculty is responsible for educating the students and has the primary responsibility for establishing the educational objectives. However, the faculty establishes these objectives in consultation with three key constituencies: (1) external advisory board, (2) current students, and (3) alumni. Obviously, as a new institution, our alumni base is relatively limited in numbers and professional experience. Regardless, our faculty recognizes the importance of nurturing this constituency now in order to obtain feedback as early as possible. The PEOs are developed and evaluated through a regular consultation and examination process that involves the faculty and the above key constituencies. Our External Advisory Board encompasses outside private and public sector engineers and scientists and provides feedback (e.g., alumni strengths and weaknesses) and recommendations on the program (e.g., its alignment with current and emerging career pathways). Student input is obtained through a standing departmental Undergraduate Advisory Board (UAB) consisting of representatives from engineering-based student organizations and all engineering majors, student representation at regular faculty meetings, student evaluation forms, and individual facultystudent advisee interaction. The most critical mechanism for student input towards PEOs is through the UAB.

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Alumni input is obtained through alumni membership on the EAB, exit surveys of graduating students, and annual surveys of program Alumni. Faculty input is obtained through regular EnvE Program faculty meetings, retreats and the School of Engineering Curriculum Committee and Executive Committee. Oversight with respect to consistency of program policies and procedures with the campus guidelines is provided by the Undergraduate Council. Assessment and Accreditation issues for the EnvE Program are coordinated by the Faculty Assessment Officer (FAO). At present, the FAO for the EnvE program is Professor Thomas Harmon.

2.E

Process for Revision of the Program Educational Objectives

The attainment and quality EnvE PEOs are reviewed after each review cycle for the program. The inaugural PEOs have been in place since 2008, but have not yet undergone extramural review. The EnvE faculty generally assembles once each semester to discuss curriculum planning and development issues. With the completion of this first self-evaluation report, the faculty meetings will begin to include the following process reviewing and revising PEOs. The FAO will provide the EnvE faculty with the selfevaluation report for review and revision prior the fall EnvE Faculty meeting (August). At the meeting, the faculty will review and discuss the relevant data, including: Student outcomes based on direct (work products) data with respect to (i) student outcome criteria (a-k) and (ii) the EnvE program-specific outcomes (see Table 3-3) Student outcomes based on indirect data from indirect data (annual student, exiting seniors, and alumni surveys/interviews) and feedback from the External Advisory Board (EAB), including suggestions as to how to improve the program Quantitative and anecdotal evidence regarding student success in standard examinations (primarily the Fundamentals of Engineering Exam), and student admission to graduate programs. Using these three data sets, the faculty identify and discuss program gaps and weaknesses, and suggested improvements, from the different constituents perspectives. The group will decide whether the various concerns and suggestions are best addressed through curriculum or outcome changes or through broader changes to the PEOs. An EnvE subcommittee and FAO the develop a proposed slate of changes for presentation to the EnvE faculty prior to their Spring meeting. Changes to the curriculum and/or PEOs can then be put in place during the spring semester to take effect in the subsequent academic year. The curriculum and PEO review and revision process led to the following significant changes in the curriculum over the past 5 years: 2006-07 AY: (i) The faculty created a more general introductory computational/programming course (CSE 20 and 21) for EnvE (and other non-Computer Science) majors. Initially, all engineers were required to enroll in CSE 30 and 31, which is now primarily for Computer Science Engineering majors. (ii) The minimum number of technical elective units was raised from 12 to 19 in order to instill more environmental engineering program content into the curriculum, and the number of fundamental (ENGR) units lowered from 18 to 15 to accommodate this change. (iii) Service Learning (ENGR 197) and Independent Study (ENGR 199) were made allowable for up to 4 units of technical electives. 2007-08 AY: No significant changes.

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2008-09 AY: (i) The second chemistry course was changed from Chem 8 (Organic Chemistry) to Chem 10 (General Chemistry II) after the latter course was found to be more appropriate as a perquisite for ENVE 100 Environmental Chemistry. (ii) To better cover the content of the Fundamentals of Engineering (FE) exam, the fundamental unit requirement was increased from 15 to 19 units and one of the courses (Strength of Materials) was increased from 3 to 4 units; the technical elective unit requirement was reduced to 15 units to accommodate the increase in fundamentals units. 2009-2010: (i) To render the sustainability component of the program more prominent, ENVE 160 Sustainable Energy became an EnvE core requirement. (ii) The technical elective requirement was reduced to 14 units to help accommodate the additional core requirement. (iii) The Statics (2 units) and Dynamics (3 units) was combined to become a 4-unit Dynamics course (with statics incorporated into it). This change was made primarily by the Mechanical Engineering faculty. (iv) The 165 Circuits course was moved to the lower division as ENGR 65 Circuit Theory (change primarily by the Bioengineering and Computer Science Engineering faculty).

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Criterion 3 STUDENT OUTCOMES

3.A Student Outcomes
The following outcomes are in effect for the undergraduate Environmental Engineering (EnvE) program at UC Merced--B.S. EnvE graduates will: a. Understand and be able to apply the basic mathematical and scientific concepts that underlie the modern field of Environmental Engineering. b. Possess the ability to design and conduct experiments and to analyze and interpret experimental data. c. Possess the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. d. Be capable of working productively with others as part of a multidisciplinary team. e. Possess critical thinking skills, problem solving abilities, and familiarity with the computational procedures essential to the field. f. Understand the professional and ethical responsibilities of their profession. g. Possess effective oral, written, and graphical communication skills. h. Have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. (i) Have the skills and motivation for lifelong education and professional growth. (j) Maintain an awareness of contemporary issues and will contribute to the well being of their communities. (k) Have the ability to use the techniques, skills, and modern engineering tools necessary for multiple aspects of Environmental Engineering, including Hydrology and Climate, Water Quality and Pollution Control, Air Quality and Pollution Control, and Sustainability Engineering.

3.B

Relationship of Student Outcomes to Program Educational Objectives

3.B.1 Student Outcomes a-k The EnvE programs student outcomes described in the previous section contribute to the Program Education Objectives (PEOs) as the mapping exercise summarized in Table 3-1 indicates. 3.B.2 Student Outcomes and ABET Environmental Engineering Criteria Program outcomes a-k were developed by the EnvE faculty in 2007 to address the general student outcome requirements of ABET Criterion 3. ABET also prescribes specific Environmental Engineering program criteria. These are summarized in Table 3-3 along with a mapping to the required courses in the current EnvE program intended to addresses these criteria.

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Table 3-1. Mapping of EnvE student outcomes to Program Educational Objectives.

Program Educational Objectives
1. Fundamental 4. Profes6. Know- 2. Critical 3. Design sional Lifelong ledge Skills Thinking Skills 5. Ethics Learning

UCM student outcomes (ABET-based):

a. Understand and be able to apply the basic mathematical and scientific concepts that underlie the modern field of Environmental Engineering X X

b. Possess the ability to design and conduct experiments and to analyze and interpret experimental data

c. Possess the ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. Be capable of working productively with others as part of a multidisciplinary team

e. Possess critical thinking skills, problem solving abilities, and familiarity with the computational procedures essential to the field

f. Understand the professional and ethical responsibilities of their profession X g. Possess effective oral, written, and graphical communication skills X h. Have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context i. Have the skills and motivation for lifelong education and professional growth X j. Maintain an awareness of contemporary issues and will contribute to the well being of their communities X X

k. Have the ability to use the techniques, skills, and modern engineering tools necessary for multiple aspects of Environmental Engineering, including Hydrology and Climate, Water Quality and Pollution Control, Air Quality and Pollution Control, and Sustainability Engineering

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Table 3-2. UC Merced course content fulfilling the ABET environmental engineering programspecific criteria.

ABET EnvE Criteria Mathematics through differential equations Probability and statistics

Required Course(s) Math 21, 22, 23, 24

Pertinent content Differential, integral, and multivariate calculus, linear algebra and differential equations Probability and Statistics Hydrology & Climate Introductory physics General and physical chemistry Geochemistry components Hydrology and climatology components Meteorology components Contemporary biology Wastewater engineering component Fluid mechanics Hydraulics components Hydraulics components Materials Science Dynamics (including statics) Circuits Thermodynamics Strength of Materials Engineering economics Spatial analysis

Math 32 EnvE 110

Calculus-based physics General chemistry Earth science relevant to EnvE

Phys 8, 9 Chem 2, 10 EnvE 100 EnvE 110 EnvE 130

Biological science relevant to EnvE

Bio 1 EnvE 20

Fluid mechanics relevant to EnvE

Engr 120 EnvE 110 EnvE 181 or 183

Fundamentals (19 units, including Engr 155)

Engr 45 Engr 57 Engr 65 Engr 130 Engr 151 Engr 155 (required) Engr 180

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EnvE Disciplinary Core (air, land, water, sustainable energy and environmental health impacts)

EnvE 20 EnvE 100 EnvE 110 EnvE 130 EnvE 160

Intro to Environmental Engineering Environmental Chemistry Hydrology and Climate Air pollution and Meteorology Sustainable Energy Fluid Mechanics Lab (1 unit component) Environmental Chem Lab (1 unit component) Field Methods in Snow Hydrology OR Field Methods in Subsurface Hydrology (2 units) Service Learning (max. 4 units) Environmental Data Analysis Subsurface Hydrology Mountain Hydrology Air Pollution Control Modeling and Design of Energy Systems Water and Wastewater Treatment

EnvE experimental component

Engr 120 EnvE 100 EnvE 181 or 183

EnvE design component

Engr 97/197 EnvE 105 EnvE 112 EnvE 114 EnvE 132 EnvE 162 EnvE 176

In addition to the ABET criteria listed in Table 3-3, the following professional elements are more specifically described by ABET:

an ability to conduct laboratory experiments and to critically analyze and interpret data in more than one major environmental engineering focus areas, e.g., air, water, land, environmental health. (ABET, 2008) The following engineering design component must also be demonstrated:

an ability to perform engineering design by means of design experiences integrated throughout the professional component of the curriculum. (ABET, 2008)

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Criterion 4 CONTINUOUS IMPROVEMENT

The process of continuous assessment, evaluation, and improvement of the Environmental Engineering program is depicted in Figure 4-1. The evaluation process is divided into two loops. The inner loop (shaded region) is focused on individual courses and their outcomes, while the outer loop is concerned with the program educational objectives (PEOs). The two loops have different timescales of evaluation and change. As noted, each loop can have different sets of reviewing constituencies. Different levels of improvement are required before change can occur, depending on the type of change proposed. In both loops, the Faculty Assessment Officer (FAO) plays a central role in the assessment and improvement process. The overall PEO evaluation is documented annually through the EnvE Self-Evaluation Report (SER, this document), which is prepared by the EnvE FAO with input and review by the EnvE and other engineering faculty. The SER is reviewed extramurally by the (1) External Advisory Committee (EAB) composed of instructors from similar programs and practicing engineers from government agencies and industry (biennially), (2) by the American Board for Engineering Accreditation (ABET) as required, and (3) by the UC Merced Academic Senate (5-yr review cycle).

Figure 4-1. Diagram summarizing the UC Merced Environmental Engineering program continuous assessment, evaluation, and improvement process.

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4.A

Program Educational Objectives Evaluation

4.A.1 PEO Assessment Processes and Data The primary mechanism for student learning and achievement of the PEOs is the EnvE curriculum, which has been organized to provide students the opportunity to learn, practice, and demonstrate the elements of our program objectives via their coursework. Direct and indirect curriculum assessment processes are being used or developed for use, and are summarized in Table 4-1. The performance of the curriculum with respect to PEOs (outer loop) is evaluated by the FAO with oversight by School Curriculum Committee and support from School staff. Direct lines of evidence in the form of course syllabi (listing specific learning outcomes) and lines of evidence reports summarizing course outcome attainment (described further in the next section) are uploaded to the School of Engineerings online information management system (https://eng.ucmerced.edu/abet) where they are checked by the FAO and, if necessary, returned to the instructor for revisions. Indirect PEO assessment data are acquired via surveys and interviews. The surveys are being developed by the FAO and EnvE faculty in collaboration with the UC Merced Institutional Planning and Analysis team, who will also administer the surveys online. Student interview questions will be developed by the FAO and EnvE faculty in collaboration with the Student Assessment of Teaching and Learning (SATAL) group, who will administer the peer-based interviews. The following surveys, interviews and focus groups are being created or modified to provide indirect assessment data to the EnvE PEO evaluation process:
1.

2.

3.

4.

5.

Student Surveys These surveys will be administered in key lower and upper division engineering classes to support evaluation of the progression of students perceptions regarding all six of the EnvE PEOs. Initially, these surveys will be piloted in two large engineering fundamentals coursesEngr 57 (Dynamics) and Engr 155 (Engineering Economics) to serve multiple majors and allow for intra-major comparison of results in the future. Student Interviews A random subset of the students from each of the key classes will undergo interviews instead of the on-line survey in order (1) calibrate the on-line survey and (2) identify student perceptions beyond the scope of the survey questions. Senior Exit Interviews A significant subset of the graduating EnvE seniors will be interviewed near the close of their final semester. This survey already exists as a general vehicle for the School of Engineering (see current Senior Survey) and pertains to perceptions about the curriculum, employment prospects, and other issues related to the EnvE PEOs. However, the existing survey relatively generic, and will be modified to create an EnvE-specific survey that more completely addresses the six PEOs. Alumni Surveys Similar to the Senior surveys, the UC Merced IPA also administers and annual alumni survey (see current: Alumni Survey). As with the Senior Exit survey, a more EnvE-specific Alumni Survey will be developed in the near future as the program develops its alumni base. Undergraduate Advising Committee (UAC) Focus Group Junior or senior student representatives from each of the 5 School majors along with an additional ad hoc student representative from the EnvE major will comprise the UAC. These students will be selected by the School of Engineering Dean, the Academic Advisors, and the School Executive Committee. The UAC meets annually as a focus group with peers from SATAL to develop and prioritize student-based suggestions regarding potential improvements to the curriculum. The first UAC will be constituted in Spring 2011.

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4.A.2

Evaluating Program Educational Objectives (PEOs)

Evaluation of the PEOs starts with an evaluation of the student/course outcome direct (faculty perspective) and indirect (student perspective) lines of evidence at the curriculum scale. This is accomplished by: Comparing the individual course outcome evaluations (created by instructors and reviewed by the FAO) against the course-outcome matrix proposed by the EnvE faculty as adequate preparation and training in the major. This comparison serves to (a) identify shortfalls in delivering the desired outcomes in specific courses, and (b) quantify the breadth and depth of student exposure to the various outcomes. Comparing the results from (1) to the student, alumni and External Advisory Board perceptions regarding outcomes and PEOs based on surveys, interviews and focus groups. In terms of numerical attainment criteria, student outcome indicators and, wherever possible, survey and interview data are quantified using a 4-unit integer rating scale (unacceptable = 0, basic = 1, proficient = 2, outstanding = 3). The criterion for successful attainment of each PEO will aggregate course outcome averaging greater than 2.0 (proficient) combined with a two-third majority of indirect responses being 2 or 3 (outstanding). Table 4-1. Summary of data collection/assessment processes in support of evaluation of the UC Merced Environmental Engineering program educational objectives (PEOs). Assessment data or vehicle Process description and administrator Minimum Frequency 1 per course offering Status Documentation and maintenance FAO and Curriculum Committee compile the reports; FAO synthesizes in the selfevaluation report

Student outcomes Course syllabi with learning outcomes and line of evidence reports are developed by instructors for all engineering courses (see Table 4-2 for details) Student survey or FAO and EnvE faculty interview develop questions in collaboration with administrating unit, SATAL or IPA1 Senior exit Curriculum Committee interviews develops questions in collaboration with administrating unit, SATAL or IPA1 Alumni survey Curriculum Committee develops survey questions in collaboration with administrating unit, IPA1 Standard exams Fundamentals of Engineering Exam (typically spring semester by seniors); Professional Engineer

In place

Annually in Under develop- IPA maintains these key lower and ment data; Summary in selfevaluation report upper division courses annually Under development IPA maintains these data; Summary in selfevaluation report

annually

Under development

IPA maintains these data; Summary in selfevaluation report Student advisors collect data from students; Summary in selfevaluation report 21

annually

Under development

licensing exam (typically several years after graduation) Undergraduate Student representatives from Advisory Board all engineering majors meeting (UAB) focus to identify and prioritize group curriculum improvement

annually

Under development

External Representatives from industry biennially Under Advisory Board and academic institutions development (EAB) review reviewing self-evaluation report and meeting with the faculty to provide feedback UC Merced UC Merced Undergraduate 5 yr cycle In place Undergraduate Council Academic Senate Council appoints review and School maintain committee (intra- and review documents Review extramural members) 1 Surveys are administered as interviews by the Students Assessing Teaching and Learning (SATAL) program (crte.ucmerced.edu/node/64) or online by Institutional Planning and Analysis (ipa.ucmerced.edu/).

FAO and EnvE faculty maintain meeting agenda and outcomes; Summary in selfevaluation report FAO and EnvE faculty maintain meeting agenda and outcomes

4.B

Student Outcomes

The PEO evaluation process described above relies on course-based student learning outcomes (inner loop, assessment processes summarized in Table 4-2). Monitoring of individual courses accomplished using an online system adapted from the Sakai initiative (sakaiproject.org/), known as ucmcrops (ucmcrops.ucmerced.edu/). This system enables individual faculty to collect direct and indirect lines of evidence with respect to student outcomes in their courses. From these lines of evidence, they provide their internal evaluation of the level of attainment of their outcomes and deliver this to the FAO along with their course syllabus articulating the desired outcomes. The FAO reviews these internal evaluations and synthesizes the results as part of the SER. Table 4-2. Summary of data collection/assessment processes which support evaluation of the UC Merced Environmental Engineering student learning outcomes (see Figure 4-1, inner loop). Assessment data or vehicle Course syllabi Process description and Minimum administrator1 Frequency Instructors prepare course 1 per class offering syllabi with appropriate learning outcomes Course problem Instructor selects and copies 2 to 4 per class sets 3 or more sample problems offering 1 sets Course exams Instructor selects and copies 2 or more per class 3 or more sample exam offering results1 Students anonymously evaluate courses and instructors online 1 per class offering Documentation and maintenance Instructor maintains and posts on Engineering assessment website Instructor line of evidence report posted on Engineering assessment website. Instructor line of evidence report posted on Engineering assessment website School administration maintains records

Course evaluations

22

Student surveys Instructor develops survey in 1 or more per class IPA maintains these data; collaboration with SATAL offering Summary in self-evaluation 2 or IPA (questions pertaining report to specific course outcomes) 1 Rubrics used to assess these work products are provided with Line-of Evidence reports. Surveys are administered as interviews by the Students Assessing Teaching and Learning (SATAL) program (crte.ucmerced.edu/node/64) or online by Institutional Planning and Analysis (ipa.ucmerced.edu/).
2

4.C

Continuous Improvement

4.C.1 Student Outcomes and Program Educational Objectives At this stage of the Environmental Engineering programs development, the data obtained from processes outlined in Table 4-2, course-based student outcome assessment, must serve as the basis for evaluating and improving the program. While this is the logical place to start the evaluation, the EnvE faculty recognizes that collecting and documenting other clienteles perspective, namely the students, alumni, and the EAB, is the critical next step in the overall process. In Spring 2010, the EnvE faculty created, over the course of several meetings, the course outcome matrix shown in Figure 4-2. This matrix assigns an integer value (0, 1, 2, 3), intended to quantify the extent to which each outcome is incorporated into each course: (0) little or no incorporation, (1) minor and/or indirect incorporation, (2) significant and direct incorporation, and (3) major incorporation. Given the number of outcomes and courses, it would be challenging to assess every outcome for every course. Instead, the shaded regions represent outcomes designated for assessment. In Fall 2010, EnvE and other engineering faculty and instructors were asked to perform self-assess the level of achievement of the student outcomes assigned to their class(es). Guidelines for creating their socalled Line-of-Evidence reports were provided, including suggestions for how to collect and evaluated direct and indirect lines of evidence. The response rate by the faculty and instructors was good but not perfect (roughly 70% of the required Line-of-Evidence reports were received). All of the reports contained direct lines evidence but only a few (Service Learning and Sustainable Energy) included indirect lines. The FAO reviewed all Line-of-Evidence reports with respect to their attainment of the achieved outcomes. The FAO then revisited the course outcomes matrix, assigning the following color code to designate degree of attainment of the outcomes (see Figure 4-3): Green indicates successful attainment of the outcome at the value assigned (2 or 3) Yellow indicates nonattainment to the assigned rating on the basis of either: (a) The evidence presented (i.e., student achievement was inadequate) or (b) The course component attributed to the outcome was insufficient to merit the rating (i.e., the outcome was assigned a 3 (major content) but appeared minor, or was assigned a 2 (significant content) but appeared insignificant). Red indicates that the assigned outcomes were absent from the Line-of-Evidence report (i.e., relevant outcome in the next LoE report is needed) 23

Student Outcomes Course Category Engineering Fundamentals Course number & title CSE 20 Intro to Computing I CSE 21 Intro to Computing II Engr 45 Intro to Materials Engr 57 Dynamics Engr 65 Circuit Theory Engr 151 Strength of Materials Engr 120 Fluid Mechanics Engr 130 Thermodynamics Engr 135 Heat Transfer Engr 155 Engineering Econ Engr 180 Spatial Analysis EnvE Required Core EnvE 20 Intro to EnvE EnvE 100 (L) Env Chemistry EnvE 110 Hydrology & Climate EnvE 130 Meteorology & Air Pollution EnvE 160 Sustainable Energy Professional Development EnvE Technical Electives Engr 191 (Professional Seminar) ENGR 97/197 Service Learning EnvE 181 (F) Field, Snow EnvE 183 (F) Field, Subsurface EnvE 152 (L) Remote Sensing EnvE 112 (D) Subsurface Hydrology EnvE 114 (D) Mtn Hydrology EnvE 116 (D) Applied Climatology a 2 2 3 3 3 3 2 2 2 2 2 3 3 3 3 3 1 1 2 2 3 3 3 3 b 1 1 3 0 0 2 3 3 3 0 0 1 3 2 2 2 0 2 3 3 3 2 2 3 2 c 0 0 0 0 0 2 2 2 2 1 1 2 1 2 2 2 1 2 2 2 2 3 3 2 3 d 0 0 0 0 0 0 2 1 1 1 2 2 1 1 1 1 2 3 3 3 1 2 2 1 2 e 3 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 1 2 2 2 3 3 3 3 3 f 1 1 0 0 0 0 0 0 0 2 2 3 2 2 2 2 3 3 2 2 1 2 2 1 2 g 0 0 0 0 0 0 1 1 1 2 1 3 2 2 2 2 2 3 3 3 2 2 2 2 2 h 0 0 0 0 0 0 1 1 1 2 3 3 3 3 3 3 2 1 2 2 2 2 2 2 2 i 1 1 0 0 0 0 0 0 0 1 2 1 2 2 2 2 3 3 2 2 2 2 2 2 2 j 0 0 0 0 0 0 0 0 0 2 2 1 3 3 3 3 3 3 2 2 1 1 1 1 1 k 3 3 3 3 3 3 2 2 2 3 3 2 2 2 2 2 1 3 3 3 3 3 3 3 3 Sem both both spr spr, fall spr, fall fall spr fall fall spr, fall fall spr fall fall fall fall spr spr/fall spr fall fall spr spr spr spr

EnvE 144 Energy Policy, Planning, and M 3

L = lab component; F = field methods course; D = design component Figure 4-2. EnvE curriculum courses and prescribed student outcomes, where shaded cells correspond to courses earmarked for assessment and numerical value corresponds to proposed contribution to the outcome (0 = insignificant, 1 = minor or indirect, 2 = significant and direct, 3 = major).

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Course Category Engineering Fundamentals

Course number & title CSE 20 Intro to Computing I CSE 21 Intro to Computing II Engr 45 Intro to Materials Engr 57 Dynamics Engr 65 Circuit Theory Engr 151 Strength of Materials Engr 120 Fluid Mechanics Engr 130 Thermodynamics Engr 135 Heat Transfer Engr 155 Engineering Econ Engr 180 Spatial Analysis

a 2 2 3 3 3 3 2 2 2 2 2 3 3 3 3 3 1 1 2 2 3 3 3 3 3

b 1 1 3 0 0 2 3 3 3 0 0 1 3 2 2 2 0 2 3 3 3 2 2 3 2

c 0 0 0 0 0 2 2 2 2 1 1 2 1 2 2 2 1 2 2 2 2 3 3 2 3

Student Outcomes d e f g 0 0 0 0 0 0 2 1 1 1 2 2 1 1 1 1 2 3 3 3 1 2 2 1 2 3 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 1 2 2 2 3 3 3 3 3 1 1 0 0 0 0 0 0 0 2 2 3 2 2 2 2 3 3 2 2 1 2 2 1 2 0 0 0 0 0 0 1 1 1 2 1 3 2 2 2 2 2 3 3 3 2 2 2 2 2

h 0 0 0 0 0 0 1 1 1 2 3 3 3 3 3 3 2 1 2 2 2 2 2 2 2

i 1 1 0 0 0 0 0 0 0 1 2 1 2 2 2 2 3 3 2 2 2 2 2 2 2

j 0 0 0 0 0 0 0 0 0 2 2 1 3 3 3 3 3 3 2 2 1 1 1 1 1

k 3 3 3 3 3 3 2 2 2 3 3 2 2 2 2 2 1 3 3 3 3 3 3 3 3

Sem both both spr spr, fall spr, fall fall spr fall fall spr, fall fall spr fall fall fall fall spr spr/fall spr fall fall spr spr spr spr

EnvE Required Core

EnvE 20 Intro to EnvE EnvE 100 (L) Env Chemistry EnvE 110 Hydrology & Climate EnvE 130 Meteorology & Air Pollution EnvE 160 Sustainable Energy

Professional Development EnvE Technical Electives

Engr 191 (Professional Seminar) ENGR 97/197 Service Learning EnvE 181 (F) Field, Snow EnvE 183 (F) Field, Subsurface EnvE 152 (L) Remote Sensing EnvE 112 (D) Subsurface Hydrology EnvE 114 (D) Mtn Hydrology EnvE 116 (D) Applied Climatology EnvE 164 Env and Resource Mangement

L = lab component; F = field methods course; D = design component Figure 4-3. [For comparison with Figure 4-2] Evaluation results EnvE curriculum courses and associated student outcomes, where all shaded cells were earmarked for evaluation (Red = evidence for outcomes appear to be absent; yellow = line of evidence and/or outcome achievement present but inadequate; Green = successful attainment of outcome at numerical level indicated; Gray = evidence not available at the time of this evaluation).

25

As noted above, the criterion for successful attainment of each PEO was an aggregate course outcome (i.e., the outcomes constituting each PEO per Table 3-1) averaging 2.0 (proficient) or better. Yellow and red cells were included in the averaging but were assigned values of zero in totaling the outcome contributions. In the few instances where indirect lines of evidence were available, the FAO also reviewed these and used them to make final adjustments on revised course outcomes matrix. 4.C.2 ABET Program-Specific Requirements The program outcomes a-k were developed by the EnvE faculty in 2009 to address the general student outcome requirements of ABET. ABET also prescribes specific criteria for Environmental Engineering programs. As summarized in Table 3-3, the EnvE faculty strives to deliver a unique curriculum leading to proficiency in mathematics through differential equations, probability and statistics, calculus-based physics, general chemistry, an earth science (with emphasis on geochemistry, soil science, hydrogeology, meteorology and climate), biological science (with emphasis on terrestrial and aquatic ecology) and fluid mechanics and hydraulics relevant to environmental engineering. Finally, through a combination of fundamental and discipline-specific courses, the program provides an advanced understanding of the principles and practice of environmental issues associated with air, land, water, and sustainable energy systems and associated environmental health impacts. It also imparts a strong ability to conduct laboratory experiments and to critically analyze and interpret data in more than one of these subareas, and the ability to perform engineering design by means of design experiences integrated throughout the professional component of the curriculum. Procedures for evaluating the level of success in attaining the program specific requirements are similar to those for evaluating PEOs. The main procedures entail the following: Integrating the individual student outcomes vertically (i.e., columns in Figure 4-3) throughout the curriculum to insure that program requirements are (i) recurring adequately through the curriculum and (ii) culminating in adequate rigor and intellectual depth in the upper division courses. Evaluating pertinent aspects of the indirect lines of evidence from surveys, particularly the Senior Exit (student perceptions regarding the outcomes and program-specific requirements) and Alumni surveys and feedback from the Undergraduate and External Advisory Committees (UAC and EAC). Evaluating outcomes of the discipline-specific standardized tests, particularly the Fundamentals of Engineering (or Engineer-in-Training) exam, and admission of students to pertinent graduate programs. 4.C.3 Prescribed Program Educational Objective and Student Outcome Improvements After reviewing and synthesizing the direct and indirect assessment data provided, the following list of issues is presented. Here, a minor issue is defined as one for which either insufficient evidence was provided to the FAO or evidence was collected review of that evidence suggests that some adjustments to the course or courses are needed. A major issue is defined as one for which some reason to doubt achievement of a major outcome or objective due to a lack of assessment data or the available assessment data were deemed inadequate by evaluation. Minor issue #1 Ethics (outcomes f, h, j and k; PEO-5): Although there is evidence of curriculum content on engineering ethics, particularly in the World at Home (CORE 1) and the 26

Professional Engineering seminar (ENGR 191), which are at the front- and backend of the curriculum, respectively. The intent was to thread direct and indirect ethics coverage throughout the curriculum. Unfortunately, assessment materials did not capture much evidence of this. o Recommendation: The notion of embedding ethics modules into several of the required components of the curriculum should be explored with the EnvE faculty. For example, minor components or case studies might be implemented throughout the required EnvE core course sequence. Minor issue #2 Lifelong Learning (outcome i, PEO-6): Although this aspect appears to be generally present in the curriculum, an alarming number of the graduating seniors indicated that they would not sit for the Fundamentals of Engineering exam in the near future. As the nature and importance of this exam is discussed with the students in the Professional Engineering seminar (ENGR 191), the reason for this response is unclear. Either the students did not retain this information or they believed the exam to be an unimportant part of their career development. o Recommendations: One improvement might be to present the Fundamentals exam to the students in other contexts throughout the curriculum, such as in their Fundamentals courses. For example, instructors might highlight specific homework problems as exemplars taken from the Fundamentals exam. Minor issue #3 (potentially Major) Experimentation/Data analysis (ABET program experimentation requirement): The ABET program-specific requirement is that students perform laboratory experiments and critically analyze and interpret data in more than one major environmental engineering focus areas, (examples provided by ABET are: air, water, land, and environmental health). The EnvE program may provide adequate experimental experiences for the students, but this point needs further evaluation. Specifically, attainment of the ABETprogram specific requirement (two significant and different EnvE laboratory experiences) through the environmental chemistry (EnvE 100) and field methods courses should be validated externally. o Recommendations: (1) The relevant upper division instructors need to provide better lines of evidence regarding their upper division laboratory courses, and (2) extramural review by evaluators familiar with ABET accreditation processes should be solicited to specifically address this aspect of the program prior to applying for formal evaluation. Minor issue #4 Technical Elective Prerequisites: In order to ensure that our upper division technical electives are taught in appropriate depth, it is necessary to avoid problems like unqualified students enrolling in the class. Accommodating these students can compromise the overall delivery of the course. While this is not considered a major issue, due to the highly specific nature of the courses, it has the potential to become one and is easily remedied. o Recommendation: All technical electives should be reviewed by the instructor-in-charge and EnvE faculty and appropriate prerequisites made more explicit. Major issue #1 - Engineering Design (outcome c; ABET program design requirement; PEO3): The ABET environmental engineering program requirement is that the curriculum instills an ability to perform engineering design by means of design experiences integrated throughout the professional component of the curriculum. The current curriculum is devised to expose students to conceptual and component design, and/or simplified system design experiences in several lower division courses and in Service Learning. The intention is that the students then engage in at least two major design projects in their upper division technical electives. While the design 27

experience provided may be sufficient, the body of evidence available at the time of this evaluation does not make a strong case in this regard. Furthermore, the current catalog copy does not require students to take specific technical electives with design components, and the technical electives direct evidence collected did not include much evidence of design projects. Hence, under the current catalog, it would be impossible to ensure that all graduates have received adequate design experience. o Recommendations: The presence of substantial component and system design experiences must be well-documented in the EnvE program. Potential modifications to the existing curriculum include: (1) installing the major design experience in at least two of the required upper division core courses (such as ENVE 110, ENVE 130, and/or ENVE 160), which would eliminate the potential for students avoiding the design in technical electives; (2) maintain the major design experiences in technical electives but require students elect at least two of these design courses; (3) some combination of (1) and (2); or (4) Institute a required capstone design course. Major issue #2 - Biology (ABET Program-specific biological science requirement): The ABET program-specific requirements include biological science of relevance to environmental engineering. The intent of this requirement is not likely met by the required introductory biology course. There is exposure to environmental engineering microbiology in the Introduction to Environmental Engineering course (EnvE 20) in the context of wastewater treatment. However, it is not clear whether this is adequate. o Recommendations: The biological science content of EnvE 20 should be reviewed and compared to that for model environmental engineering programs. If the content is judged to be inadequate, then additional coursework will need to be added to the requirements. This might be accomplished by requiring selection of one technical elective from an array of suitable courses (e.g., EnvE 176 Wastewater Treatment; ESS 120 Ecological Microbiology; etc). It is worth noting that UC Merceds strengths in ecosystem science might be leveraged here to further distinguish the EnvE program and it is recommended that avenues for cooperation be explored. 4.C.4 Prescribed Program Assessment and Evaluation Procedural Modifications The program objectives assessment and evaluation procedure outlined in section 4.A has the potential to successfully guide the UC Merced Environmental Engineering program on a cycle of continuous improvement. However, as noted above, several key aspects of the plan are not yet in place, including: Lack of participation by lecturers and non-major faculty While participation by the EnvE faculty and lecturers was for the most part excellent, there was poor return of the Lines of Evidence reports for other courses, particularly the engineering fundamental courses. These courses are a challenge to manage because of (1) they are large courses and (2) they are frequently taught by lecturers who are unfamiliar with the assessment and evaluation procedures. Gathering assessment data in these courses needs to be incorporated into the lecturer orientation process, and perhaps could be undertaken by a meeting led by the FAO. External Advisory Committee The EAC is a critical component of the constituency. Currently, the School of Engineering maintains a general advisory committee. In order to achieve accreditation and gain the level of extramural insights needed to improve, the EnvE program will need to constitute its own EAC in the near future. This might include faculty from 28

other universities, professional engineers from science and industry, and alumni from the School of Engineering. Undergraduate Advisory Committee The UAC is another critical component of the constituency. Given the small scale of the programs at UC Merced, a near-term UAC may be most efficiently comprised of representatives from each of the majors. Indirect Assessment Vehicles The achievement of student outcomes and program objectives is not yet well-documented from the students perspective. Adequate surveys and questionnaires need to be developed in consultation with educational evaluation professionals and model engineering programs.

4.D

Additional Information

Copies of any of the assessment instruments or materials referenced in 4.A, 4.B, or 4.C must be available for review at the time of the visit. Other information such as minutes from meetings where the assessment results were evaluated and where recommendations for action were made could also be included.

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Criterion 5 CURRICULUM
5.A Program Curriculum
This section describes the Environmental Engineering curriculum in more detail with respect to how it aligns with the Program Educational Objectives (PEOs). The curriculum is operated on the semester system and is summarized in Table 5-1 in terms of course offerings, enrollments and section sizes for the previous two years. 5.A.1 Curriculum Alignment with Program Educational Objectives Each PEO is discussed below in terms of its alignment with the curriculum. An effort is made to integrate aspects of each of the PEOs vertically through the curriculum in order to enhance retention by the students while achieving the objectives. PEO-1 Fundamental Knowledge - Fundamental knowledge is imparted through the UC Merced General Education requirements which are encompassed primarily by student outcomes (a) and (e) as delivered by the World at Home (CORE 1) and other social science, humanities and arts electives, the reading and composition requirement (WRI 10), lower division courses in math, computer science (Introduction to Computing 1 & 2), physics, chemistry and biology courses and through fundamental engineering courses (19 units), including: Introduction to Materials (Engr 45), Dynamics (Engr 57), Circuits (Engr 65), Fluid Mechanics (Engr 120), Thermodynamics (Engr 130), and Strength of Materials (Engr 151). PEO-2 Critical Thinking Critical thinking components are established early and enhanced throughout the curriculum, primarily through outcomes (a)-(c), (e), and (k). As a prime example, it is emphasized in experimental design and data interpretation at the lower division (Chemistry and Physics Labs), and in fundamentals courses (Introduction to Materials, Circuits, and Fluid Mechanics), the required Environmental Chemistry class (EnvE 100), and a required field lab class (EnvE 181 or 183). Disciplinespecific principles, reasoning, and problem-solving skills are developed in the five core EnvE courses, starting in the lower division with Introduction to Environmental Engineering (EnvE 20) and then honed in the subsequent upper division required courses (EnvE 100, 110, 130 and 160). These core courses and the additional technical electives extend thinking to broader, more open-ended resource management issues and the multidisciplinary teamwork-based approach needed to address them. PEO-3 Design Skills Design philosophy, process, and skills are encompassed primarily in outcomes (b)-(e) and (k). These are introduced in the lower division through the hands-on Service Learning (Engr 97) course and in Introduction to Environmental Engineering (EnvE 20), revisited in fundamentals courses (Circuits, Fluid Mechanics), and upper division Service Learning (Engr 197) course. Disciplinespecific design skills are honed in major design experiences in Hydrology and Climate (EnvE 110) and Sustainable Energy (EnvE 160), and in several technical electives. PEO-4 Professional Skills Written and oral communications and graphical presentation skills are developed throughout the curriculum through outcomes (d), (f) and (g), beginning with the lower division The World Around Us (CORE 1), Service Learning (Engr 97/197) and required reading and composition course (WRI 10), and later focusing on technical writing in the form of design, lab, research reports and presentations threaded throughout the laboratory components of the fundamentals courses, and lab and design components core and technical elective portion of the curriculum. In most labs activities and some

30

class report work products are developed by teams of students. This is particularly the case in the Service Learning sections. PEO-5 Ethics Ethics and supporting content are evident in outcomes (f), (h) and (k). The broader subject of ethics as conscientious community member is introduced to all UC Merced students in CORE 1. The issue of ethics in the context of engineering services is revisited in lower and upper division Service Learning, and reinforced in the Professional Seminar (Engr 191). PEO-6 Lifelong Learning The need and motivation for lifelong learning is addressed primarily in outcomes (f), (i) and (j). This is emphasized more generally in core EnvE courses, which point to the need to continuously update disciplinary knowledge and analytical skills to remain current and competitive in the workforce, and specifically in the Professional Engineering seminar (Engr 191) which includes speakers in engineering positions from the real world, and points to the near term issue of the Engineering Fundamentals exam and the subsequent requirements for professional licensing. 5.A.2 Curriculum and Prerequisite Structure and Student Outcomes The general structure of the curriculum is as follows (see Figures 5-1 and 5-2): (1) the students begin with set of general education courses in humanities, mathematics, physical and life sciences serving as the foundation for the curriculum; (2) The students then enter the engineering preparatory coursework involving more advance physical sciences; (3) Armed with this solid preparation, they transition into more advanced engineering fundamentals; (4) While completing the fundamentals they transition to the environmental core requirements; and (5) They complete the program with several technical electives.

Figure 5-1. Environmental Engineering (EnvE) program and prerequisite structure.

31

Figure 5-2 . Environmental Engineering (EnvE) program technical electives, including prerequisites. The prerequisite structure is in place to ensure a level of preparation that enables the upper division student to achieve a deep understanding of their discipline and feel at ease with sophisticated analytical tools, positioning them for career advancement and lifelong learning in their field. For this reason, there are rigid pathways in the curriculum; for example, physics and differential equations are required for fluid mechanics, which is required for hydrology, which is required for subsurface hydrology. While much of the prerequisite structure is rigid, the curriculum has been designed to enable glimpses of the advanced topics during the foundational years in order to improve student retention. As is well known in engineering education, the foundational years are challenging in terms of student retention for several reasons. First, the courses are generally large and demanding, and there is a high risk of students falling behind. Second, there is also a high risk of students losing focus with regard to their career goals during this time because of the general nature of the coursework. To alleviate these issues, two courses, ENVE 20 Introduction to Environmental Engineering and ENGR 97 Service Learning, are introduced in the lower division. ENVE 20 is required and is intended to be an early cohort experience for the students, affording them a glimpse of the advanced courses and their careers beyond them. ENGR 97 is not required but strongly encouraged. It offers the students an opportunity to work on basic engineering design, project management, teamwork, and communications skills in a real but safe environment. 5.A.3 EnvE Design Experiences The EnvE program currently distinguishes itself in the areas of hydrology and sustainable energy, and the curriculum ramps up knowledge and skills in early coursework to substantial design projects embedded in two upper division EnvE core courses. In order to better instill design concepts, minor design experiences (simplified system design or component design) are interspersed throughout the lower division and engineering fundamentals components of the curriculum. This lays the foundation for at least two substantial upper division design experiences in EnvE 110 Hydrology and Climate and in EnvE Sustainable Energy. In addition, several of the technical electives include substantive design projects, allowing students to gain more design experience if so desired. 32

5.B

Course Syllabi

Appendix A includes a syllabus for each course used to satisfy the mathematics, science, and disciplinespecific requirements required by ABET Criterion 5 or any applicable ABET Environmental Engineering program criteria. For courses with multiple sections that do not use a common syllabus (e.g, Engr 99/199 Individual Study, ENGR 97/197 Service Learning) a syllabus for each sections is included.

33

Table 5-1. Curriculum: UC Merced B.S. Environmental Engineering Program

Indicate Whether Course is Required, Elective or a Selected Elective by an R, an E or an SE.2 Curricular Area (Credit Hours) Engineering Topics Check if Contains Significant Design () Average Section Enrollment for Last Two Terms the the Last Two Course was Offered: Year Terms the and, Semester, or Quarter Course was Offered1

Course (Department, Number, Title) List all courses in the program by term starting with first term of first year and ending with the last term of the final year.

Math & Basic Sciences

General Education Other

YEAR 1: FALL SEMESTER CORE 001 The World at Home (Lecture and Discussion) CSE 020 Introduction to Computing I (Lecture and Lab) MATH 021 Calculus of a Single Variable I (Lecture and Discussion) PHYS 008 Introductory Physics I (Lecture, Lab and Discussion) ENGR 097 Service Learning: Engineering Projects in Community Service (Lecture and Fieldwork) CORE 090X Freshman Seminar YEAR 1: SPRING SEMESTER MATH 022 Calculus of a Single Variable II (Lecture and Discussion) CSE 021 Introduction to Computing II (Lecture and Lab) R 4 Spring 2010, Fall 2010 Lecture: 101 Discussion: 30 Lecture: 109 Lab: 30 34 R R R R 4 4 1 () 2 4 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Lecture: 486 Discussion: 20 Lecture: 177 Lab: 30 Lecture: 109 Discussion: 30 Lecture: 111 Lab: 24 Discussion: 24 Lecture: 69 Fieldwork: 12 19

SE SE

Spring 2010, Fall 2010 Fall 2009, Fall 2010

Spring 2010, Fall 2010

BIO 001 Contemporary Biology (Lecture and Discussion)

Spring 2010, Fall 2010

Lecture: 200 Discussion: 30 24 Lecture: 66 Lab: 24 Discussion: 24 19

BIO 001L Contemporary Biology Lab PHYS 009 Introductory Physics II (Lecture, Lab and Discussion) CORE 090X Freshman Seminar YEAR TWO: FALL SEMESTER WRI 010 College Reading and Composition CHEM 002 General Chemistry (Lecture and Lab) MATH 023 Multi-Variable Calculus (Lecture and Discussion) ENGR 057 Dynamics ENGR 097 Service Learning: Engineering Projects in Community Service (Lecture and Fieldwork) YEAR TWO: SPRING SEMESTER MATH 024 Introduction to Linear Algebra and Differential Equations (Lecture and Discussion) CHEM 010 General Chemistry II (Lecture and Lab) MATH 032 Statistics (Lecture and Discussion) ENVE 020 Introduction to Environmental Science and Technology

Spring 2010, Fall 2010

Spring 2010, Fall 2010

SE

Fall 2009, Fall 2010

R R R R SE 4 4 4 1 ()

Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010

20 Lecture: 160 Lab: 24 Lecture: 106 Discussion: 30 93 Lecture: 69 Fieldwork: 12

R R R R

4 4 4 4

Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Spring 2009, Spring 2010

Lecture: 115 Discussion: 30 Lecture: 143 Lab: 20 Lecture: 88 Discussion: 30 15

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YEAR THREE: FALL SEMESTER ENVE 100 Environmental Chemistry (Lecture and Lab) ENGR 130 Thermodynamics ENGR 155 Engineering Economic Analysis ENGR 197 Service Learning: Engineering Projects in Community Service (Lecture and Fieldwork) YEAR THREE: SPRING SEMESTER ENGR 120 Fluid Mechanics (Lecture and Lab) ENGR 065 Circuit Theory WRI 119 Writing for Engineering ENGR 197 Service Learning: Engineering Projects in Community Service (Lecture and Fieldwork) ENVE 112 Subsurface Hydrology ENVE 114 Mountain Hydrology of the Western States ENVE 116 Applied Climatology ENVE 118 Global Change ENVE 152 Remote Sensing of the Environment (Lecture and Lab) YEAR FOUR: FALL SEMESTER ENVE 155 Decision Analysis in Management ENVE 162 Modeling and Design of Energy Systems SE SE 4 Spring 2009, Spring 2011 Fall 2006, Spring 2009 4 7 R R R SE SE SE SE SE SE 1 () 4 4 4 4 3 4 Spring 2009 Spring 2010 Spring 2010 Fall 2010 Spring 2010 Fall 2010 Spring 2010, Fall 2010 Spring 2009 Spring 2010 Spring 2009 Spring 2010 Spring 2008 Spring 2010 Spring 2007 Spring 2010 Fall 2007 Fall 2010 Lecture: 65 Lab: 12 31 20 Lecture: 69 Fieldwork: 12 4 4 4 14 Lecture: 10 Lab: 10 R R R SE 4 3 3 1 () Fall 2009, Fall 2010 Fall 2009, Fall 2010 Spring 2010, Fall 2010 Spring 2010, Fall 2010 Lecture: 9 Lab: 6 80 60 Lecture: 69 Fieldwork: 12

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ENVE 110 Hydrology and Climate ENVE 160 Sustainable Energy YEAR FOUR: SPRING SEMESTER ENVE 130 Meteorology and Air Pollution ENVE 181 Field Methods in Snow Hydrology ENVE 183 Field Methods in Subsurface Hydrology ENGR 180 Spatial Analysis (Lecture and Lab) ENVE 176 Water and Wastewater Treatment ENGR 191 Professional Seminar

R R

4 4

Fall 2009, Fall 2010 Fall 2009, Fall 2010

8.5 12

R SE SE R SE R

4 2 2 4 4 1

Fall 2009, Fall 2010 Spring 2010, Spring 2011 Fall 2008, Fall 2010 Fall 2009, Fall 2010 Spring 2009 Spring 2010, Fall 2010

9 10 7 Lecture: 4 Lab: 30 4 24

Add rows as needed to show all courses in the curriculum. TOTALS-ABET BASIC-LEVEL REQUIREMENTS OVERALL TOTAL CREDIT HOURS FOR THE DEGREE PERCENT OF TOTAL Total must satisfy either credit hours or percentage Minimum Semester Credit Hours 32 Hours Minimum Percentage 25% 48 Hours 37.5 % 127 31% 58% 1 1% 0 % 40 73 1 3 1

1. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the average enrollment in each element. 2. Required courses are required of all students in the program, elective courses are optional for students, and selected electives are courses where students must take one or more courses from a specified group. Instructional materials and student work verifying compliance with ABET criteria for the categories indicated above will be required during the campus visit. 37

Criterion 6 FACULTY
6.A Faculty Qualifications and Workload
The environmental engineering faculty are world-class instructors and researchers, many arriving at UC Merced with numerous years of experience at other universities. Their curricula vitae may be found in Appendix B. The faculty and lecturers affiliated with the Environmental Engineering curriculum are summarized in Table 6-1. Table 6-1 Faculty Workload Summary Program Activity Distribution3 Faculty Member (name) PT or FT
1

Classes Taught (Course No./Credit Hrs.) Term and Year2

Teaching 30% 33% 30% 30% 30% 30% 30% 30% 30% 100% 30%

Research or Scholarship 60% 67% 60% 60% 60% 60% 60% 60% 60%

Other 10%

Martha Conklin Robert Rice Wolfgang Rogge Elliot Campbell Raymond Chiao Jeff Wright Qinghua Guo Anthony Westerling Yihsu Chen Tom Nguyen Tom Harmon

FT PT FT FT FT FT FT FT FT FT

EnvE 100 (4 Units) Fall 2009 EnvE 110 (4 units) Fall 2009 EnvE 181 (1 unit) Spring 2010 EnvE 130 (4 Units) Fall 2009 EnvE 20 (4 Units) Spring 2010 Engr 97/197 (1-2 Units) Fall 2009 EnvE 160 (4 units) Fall 2009 Engr 191 (1 Unit) Spring 2010 Engr 191 (1 unit) Fall 2009 Engr 180 (4 Units) Fall 2009 EnvE 116 (3 Units) Spring 2010 Engr 155 (3 Units) Fall 2009 EnvE 164 (4 units) Spring 2010 Engr 151 (4 units) Fall 2010 Engr 155 (3 units) Spring 2010 Engr 97/197 (1-2 Units) Fall 2009 Engr 120 (4 units) Spring 2010 Engr 57 (3 units) Fall 2009 Engr 65 (4 unist) Fall 2009 Engr 57 (3 units) Spring 2010 Engr 65 (3 Units) Spring 2010 Engr 45 (4 units) Spring 2010 EnvE 112 (4 units) Spring 2010 EnvE 114 (3 Units) Spring 2010 Engr 130 (3 Units) Fall 2009 EnvE 10 (4 units) Fall 2009

% of Time Devoted to the Program5 30% 33%

10% 10% 10% 10% 10% 10% 10%

30% 30% 5% 30%

30% 100%

60%

10%

30%

Edbertho Leal Christopher Viney Teamrat Ghezzehei Fengjing Liu Michael Modest Glenn Shaw
1. 2.

FT FT FT PT FT PT

100% 30% 30% 33% 30% 33% 30% 60% 60% 40% 10% 10%

100% 15% 15% 33% 15% 33%

FT = Full Time Faculty or PT = Part Time Faculty, at the institution For the academic year for which the self-study is being prepared.

38

3. 4. 5.

Program activity distribution should be in percent of effort in the program and should total 100%. Indicate sabbatical leave, etc., under "Other." Out of the total time employed at the institution.

6.B

Faculty Size

The regular environmental engineering faculty consists of the following faculty: Harmon, Conklin, Rogge, Campbell, Guo, Wright (sabbatical), Bales (admin), Westerling (0.5), Chen (0.5), and Winston (0.5). The typical teaching load for UCM faculty is 2 regular courses per year. Although it is not official policy, in the School of Engineering, this was foreseen to be one undergraduate and one graduate course each year. In reality, the demands undergraduate program necessitated that an alternating pattern of two undergraduate courses in one year followed by one undergrad and one graduate course in the following year be the norm. For example, Professor Harmon and Rogge have each been teaching two undergraduate courses over the past year. Under the following assumptions, the current environmental engineering faculty is of adequate size to deliver the curriculum: 1. Important courses such as Service Learning (ENGR 97/197) or the Professional Engineering seminar (ENGR 191) continue to be talk as overload in a shared manner by the engineering faculty as a whole (note: there is currently excessive demand for Service Learning sections being offered each semester). 2. There continues to be either faculty from other majors or lectures available to offer a sufficient number of the engineering fundamentals courses (note: demand for several such courses is increasing to the extent that multiple offerings will be required each academic year). 3. Potential deficiencies in the curriculum, such as for design content and biology relevant to environmental engineering (see Criterion 4 recommendations for improvement) are addressable by current faculty or through arrangements with faculty in related areas, such as Earth Systems Science. 4. Demand for graduate level course either does not increase or can be addressed by co-listing upper division courses with graduate-level courses (note: in some cases this will be inappropriate due to diverging objectives of some research-oriented graduate courses and more practical undergraduate engineering courses). Given that research is the distinguishing feature of the University of California, it is likely that a greater demand for regular and expanded graduate course offerings is imminent. Hence, faculty and administration will need to consider strategic hires carefully over the next few years to ensure the completion and maintain integrity of the environmental engineering program.

6.C

Professional Development

The primary mode of professional development for environmental engineering faculty is through professional organizations, including (1) the Association of Environmental Engineering and Science Professors (AEESP), the American Society of Civil Engineering, the American Geophysical Union, and the American Chemical Society (ACS). The regular environmental engineering faculty is research-active and regularly attend two or more research conferences or symposia each year. In addition, they help coordinate and attend the Environmental Systems Seminar series, which brings 15-20 outside speakers to campus each year, and are regularly invited to present seminars at other colleges and universities. 39

Through these seminar exchanges, the faculty members are exposed to different undergraduate programs and offerings, and receive feedback on our offerings. In addition, the School of Engineering Dean fully supports the accreditation effort by supporting faculty travel to educational conferences and ABET training workshops and seminars.

6.D

Authority and Responsibility of the Faculty

The University of California if faculty-governed and the faculty has full authority over the content of the curricula. Hence, it is the responsibility of the Environmental Engineering faculty to regularly evaluate and continuously improve upon their undergraduate program.

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Criterion 7 FACILITIES
7.A Offices, Classrooms and Laboratories

7.A.1 Offices Faculty and staff have offices in the Science and Engineering I building, TAs and Instructors have offices in the Academic Office Building. Staff offices are mainly located in the School of Engineering Dean suite. Staff supporting instructional labs has office space near the instructional labs on the first floor of the building. Instructors offices have two desks and are usually shared by two or three instructors. TAs share office space based on their schedules and on average six to eight TAs share office space. Standard equipment included in the offices includes a computer, a phone, and a local printer or access to building public printers. 7.A.2 Classrooms Classrooms supporting the EnvE Program are located in Class Office Building (CLSSRM), Kolligian Library Building (KOLLIG). Classroom sizes range from 22 to 100 seats. Standard classroom equipment includes an LCD screen, a projector, a projector screen, wireless network access and amplified audio. Teaching Laboratories supporting the EnvE Program are located in CLSSRM, KOLLIG and Science and Engineering Building I (SCIENG). The following labs are available for the Program: 7.A.2.1 Chemistry Lab (20 seats) SCIENG 110 10 Windows XP Laptops - software includes Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, Stella Thermo Scientific Spectronic 20+ Spectrometers 10 Mettler Toledo SevenMulti pH / Conductivity meters Mettler Toledo PB303-s/FACT Analytical Balances 20Volumetric flask 20 each size 25mL, 50mL, 100mL 10 Pipetters and tips 20 Student Stations each containing: o 2 Beakers, 50mL o 2 Beakers, 100mL o 2 Beakers, 150mL o 1 Beaker, 250mL o 1 Beaker, 400mL o 1 Beaker, 600mL o 2 Burets, 50 mL o 1 Buret clamp, double o 1 Clamp, 2-prong, medium o 1 Erlenmeyer Flask, 125 mL o 1 Erlenmeyer Flask, 250 mL o 1 Erlenmeyer Flask, 500 mL o 1 Flask tongs o 1 Graduated cylinder, 10mL, with plastic base o 1 Graduated cylinder, 25 mL 41

o o o o o o o o o o

1 Graduated cylinder, 100 mL 1 Scoopula 1 Stir rod, glass, 200 mm 1 Stirring hot plate, 7 x7 1 Support stand w/rod 6 Test tubes, 13 mm dia. x 100 mm length 2 Test tubes, 16 mm dia. x 150 mm length 1 Test tube rack, blue 1 Test tube tongs 1 Wash bottle for distilled/RO water

7.A.2.2 Mechanical Testing Lab (24 seats) SCIENG 115 2 Instron Tensile Testing machines one with bio-chamber and the other with a heating chamber. Computer control - Windows XP OS - Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, Instron Blue Hill 2 Instron Tensile Testing machines one with bio-chamber and the other with a heating chamber. Computer control - Windows XP OS - Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, Hi-Tech Education 1 Vishay Micro- Measuremsnts Photostress plus system 1 SparTec Advanced Beam Testing Apparatus 1 Thermolyne High Temperature Furnace 1 Buehler Rockwell Hardness tester 2 ECE Inverted Pendulum Computer control - Windows XP OS - Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, ECE Controlling software 2 Rectilinear Mass/Spring/Damper Apparatus Computer control - Windows XP OS - Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, ECE Controlling software 1 ECE Torsional Plant Computer control - Windows XP OS - Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, ECE Controlling software 3 Barnstead Thermolyne 1500 Furnace 7.A.2.3 Fluids Mechanics Lab (12 seats) SCIENG 126 4 Apple Mac Mini Snow Leopard OS, Microsoft Office, Adobe Acrobat, Comsol, MatLab 1 Aerolab Wind Tunnel System. Computer control Windows XP OS- Nation Instruments LabVIEW 1 US Diactic Flume US Diactic Heat Transfer Bench US Diactic Solar Energy Demonstration US Diactic Heat Transfer in a Refrigeration System US Diactic Photovoltaic Trainer 7.A.2.4 Microscopy & Crystallography (16 seats) SCIENG 158 8 Computer dual boot Windows XP/PXE Linux with Digital camera attached to light microscopes - Computer Windows boot - software includes Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, Olympus Analysis, BioPac BioPac, Accelrys Materials 42

Studio, Edax Genesis, Gatan Microscopy Suite, PANalytical Highscore Plus, Flow Lab Flow Lab, Casino EDS Monticarlo 6 Olympus BX-51 Light microscopes 1 Olympus GX 61 Inverted light microscope 1 Olympus MX 12 Stereo Light microscope 8 Computer dual boot Windows XP/PXE Linux BioPac controller - Windows boot - software includes Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, BioPac BioPac, Edax Genesis, PANalytical Highscore Plus, Flow Lab Flow Lab 8 BioPac MP36/35 Data Acquisition Unit

7.A.2.5 Mechatronics Lab (16 seats) SCIENG 172 16 Dual boot Windows XP/Network Boot Linux Computers Windows boot - software includes Microsoft Office, Adobe Acrobat, Flash, Shockwave, Symantec Antivirus, National Instruments LabVIEW, Comsol multi-physics, Wildfire Pro-E, CES EduPack, Stella, Pspice, and FlowLab. 7.A.2.6 Computer Labs Linux Computer Labs (SCIENG 100, SCIENG 138): Each lab has 30 Computers with Intel Dual core 1.66 GHz, 4 GB RAM a processors running Ubuntu Linux, and PXE booting. The Linux labs consist of diskless machines that boot over the network from centrally maintained servers. Windows computer labs (CLSSRM 281, KOLLIG 202, KOLLG 208): Each lab has 31 computers running Windows XP Professional, 2-4 GB RAM, and over 150 GB hardrives. Typical software available on computer labs includes: Stella, EES, ArcGIS, ENVI, Ecobeaker, PMWIN, Flowlab, Matlab, Labview, Mathematica MS Office, and Adobe Acrobat. 7.A.2.7 Field Class (variable) Various locations 1 Trimble Navigation GPS 12 Garman GPS 4 Orion Dissolved Oxygen / pH meters 4 Secchi Disk 1 Kemmerer Water Sampler 7.A.3 Laboratory Facilities

7.A.3.1 ENVIRONMENTAL ANALYTICAL LABORATORY The Environmental Analytical Laboratory (EAL) is a multi-user facility within the Sierra Nevada Research Institute (SNRI) at the UC Merced campus. The core facility houses an array of state of the art instrumentation and supporting sample preparation and separation equipment that covers a wide range of analytical needs for measurements of major trace elements as well as organic and inorganic compounds. The EAL provides essential analytical resources in support of multidisciplinary and interdisciplinary research and educational programs in the Earth systems and Environmental, Biological, and Ecological Sciences and Engineering. The mission of the EAL is to facilitate campus wide research and educational programs and foster inter and multi-disciplinary collaboration among campus researchers and partners in public and private sectors by providing instrumentation and analytical expertise. 43

7.A.3.2 IMAGING AND MICROSCOPY FACILITY The Imaging and Microscopy Facility (IMF) is a multi-user facility at the UC Merced Campus currently under the School of Engineering. This core facility houses state of the art instrumentation and supporting sample preparation that covers a wide range of biological and materials characterization techniques, including advanced imaging, elemental analysis, and structure determination. The suite hosts optical, scanning, transmission electron microscopes, an x-ray diffractometer, and a laser cutting tool along with equipment for preparing specimens for examination. We serve campus researchers in Physical Sciences, Biological Sciences, and Engineering with a particular focus on nanotechnology. The IMF provides training and technical, scientific, teaching, and outreach support as well as assistance in preparing research proposals that require the services of our facility or that focus on electron microscopy instrumentation. The IMF also stocks supplies that many of our users may need and attends classrooms to provide lectures or demonstrations if needed. Unfortunately, due to staff shortages, initial work must be done by appointment only. Once a student completes a safety and instrument training, 24/7 access is granted through keycard security. 7.A.3.3 MACHINE SHOP FACILITY A multi-user Machine Shop at UC Merced offers a variety of machine shop tools used for class assignments and research projects. The machine shop incorporates conventional lathes, three axis milling machines, drill presses, welders, and saws. Additionally, the shop has a three-axis CNC milling machine that gives the shop an advantage in certain projects that require cutting techniques that are not available under the conventional genre of machine tools. The machine shop is capable of supporting programs in Engineering and Natural Sciences and will allow students to gain valuable industrial skills and safety awareness in machining. One unique feature of this program is the Engineering Projects in Community Service (EPICS Learning Service) in which teams of undergraduates are designing, fabricating, and assembling hardware. The School of Engineering offers course ME-188. This course gives ME undergraduates the opportunity to engage in machine shop operation under the supervision and guidance of a qualified machine shop personnel. Students learn to operate safely the lathe, milling, drilling, and other related fabricating machining equipment. Unfortunately, due to staff shortages, initial work is done in class or by appointment only.

7.B

Computing Resources
File Storage/Backups: The school administers and maintains over 100 Terabytes (research and instructional) of general purpose file storage for students and faculty. Comprised of three Sun Fire X4500-series servers utilizing the ZFS filesystem, storage is replicated between multiple systems and backed up at regular intervals using "snapshot" technology to ensure data integrity and recovery. Students and faculty have a single home directory that is available on all school computing resources, including laboratory machines, Remote Desktop connections, and Virtual Machines. Filesystem access is also available via SSH or SMB/CIFS from anywhere on or off campus. Remote Computing Access: Due to the increasing needs to provide access to instructional software, the School of Engineering implemented a remote computing access for Windows (Windows Remote Desktop Service, WRDS) and Linux (Linux Server, SSH) users to allow 24/7 44

access to Windows/Linux-based instructional software. Instructions are provided for multiple platforms, allowing students and faculty to access software from their own equipment any time, independent of open lab hours. Versions of software to access WRDS and SSH are freely available for Windows, Macintosh, and Linux platforms. Students can access the farm on their PC both on and off campus anywhere a network connection is available. Current software available via remote computing access includes Stella, EES, Matlab, Comsol. Open Lab hours: Open lab access to Linux and Windows is available to students when classes are not in session. Linux Network Boot Service: This service allows any computer to boot using over the network from centrally-maintained servers. Computers can boot to the Linux environment over the network or to Windows from the local disk. Virtual Servers: Engineering uses OpenVZ to easily and efficiently create and maintain many isolated virtual machines or "virtual environments" (VEs) on several physical servers. Engineering's instructional use of VEs includes network booting and file service, hosting of proprietary and high-performance applications, and class-specific VEs. Individual classes use VEs to run database, Web, and other servers. These VEs are often run by the faculty, instructors or students in the class to provide complete control over the configurations and to give experience in system administration. Because VEs are not physical machines, they are more easily supervised, updated, and reset when personnel change. Library Laptops: There are approximately 90 laptops with wireless connection available for checkout at the library. Residence Halls Computers. 16 computer stations are available on residence halls. Instructional software is available when software licensing allows.

7.C

Guidance

The School of Engineering has two staff lab coordinators that work with the Instructors and Instructional Teaching Assistants to go over the proper operation of the tools, equipment and general laboratory rules and regulations. This includes going over operation manuals, notes from prior classes, and performing the lab with the tools and equipment prior to instruction. Many of the faculty working with the teaching assistants has incorporated into the coarse lab manuals the step-by-step procedures for the proper operation of many of the tools and equipment associated with the course. When classes use the Machine Shop or the Imaging and Microscopy Facility, the faculty is responsible for how the students use such facilities. Students use of the Machine Shop involves generally a two-semester process with an introduction class followed by a service-learning or capstone design class. The introduction class is a semester class in safety and proper use of the tools and equipment found in the shop. Students spend one or more weeks on the lathe, mill, drill press, and bandsaw and are required to complete a project with each tool. Students that successfully complete the class may use the facility in advanced classes. For safety reasons, anytime a student is in the shop, a lab coordinator must be present. This safety policy makes it difficult to have students work on research projects. We would like to remedy this in the next budget cycle. Student and classes using the Imaging and Microscopy Facility have three ways to gain exposure to electron microscopes and the x-ray diffractometer. The first exposure is by class demonstrations where 45

each class visits the facility and one or more of the tools are shown. Generally, in these demonstrations one or two of the students operate the instrument in one of the simplest modes. For example, on the scanning electron microscope samples from the class are placed in the microscope prior to the class visit. The microscope is tuned up and when the class arrives a student is chosen to sit in the drivers seat and adjust the magnification, focus, and stage. Then digital pictures are taken and the class can use these for their lab reports. The second way students learn how to use the equipment in the Imaging and Microscopy Facility is by taking ENGR-170L/270L. This is a lab class where the students spend four weeks on the scanning electron microscope and six weeks on the transmission electron microscope with a project due at the end of the class. Students spend four hours a week in groups of two or three, with lab reports due almost every other week. The last way students learn how to use the equipment in the Imaging and Microscopy Facility is by signing up for a brief course on the proper operation of the scanning electron microscope or transmission electron microscope. These courses are taught in three parts. The first part reviews manuals with questions on the theory and operation of the microscope. The first part is followed by a Q&A session. Upon completion, the student sits with a facility operator and goes over the safety and operational procedures of the instrument. The instrument checkout follows. The microscope is purposely misaligned and the student must bring it back into proper alignment. When the student completes the checkout list the student is granted access to the facility.

7.D

Maintenance and Upgrading of Facilities

7.D.1 Imaging and Microscopy Facility The current policy for the Imaging and Microscopy Facility (IMF) on maintenance for its instruments is that staff should perform routine maintenance instead of having service contracts. The staff should perform general preventative maintenance every six months or as needed. UC Merceds Office of Research provides $25,000 a year to the facility for repairs beyond general maintenance. Cost for recovery of items used in the preventative maintenance and minor repairs come from recharges on instrument use. New instrumentation and upgrades to existing instrumentation come primarily from grants from UC Merced faculty. SEM, XRD, the X-ray and HAADF detectors for the TEM, plus the TEM cryo-sample holder and cryo ultramicrotome were all purchased on grant funding. The IMF is fortunate to have received some of the support equipment, critical point dryer and sputter coater from UC Davis. The facility has used some of the Office of Research allocation to supplement short falls in grant funding for upgrades and equipment. Because we do not depreciate the instrumentation in our cost recovery, we cannot use recharge funds for new or upgrading existing instrumentation. 7.D.2 Machine Shop There is no current budget for the machine shop. There is a recharge system in place. The recharge system consists of four types of fees associated with the machine shop, machining services, access to operate equipment, machine shop training, and purchasing of tools and materials. These funds are put back into the machine shop to purchase tooling, maintenance items, and repairs. 46

Fees are collected from each student enrolled in ME-188 Machine Shop Technology. These fees are used for non-reusable items, such as materials, coolant, and cleaning products. The Exact Jr. (CNC) had recently been upgraded and repaired by extra funds donated from the Chancellor. Software for the Exact Jr. was donated by Centroid Corporation under their Special Educational Software Package Policy. Lawrence Livermore Lab has been giving donations to the machine shop in the past and we expect continued donations in the future. At the present time there are no policies and procedures for maintaining and upgrading the tools, equipment, computing resources and laboratories in the program. The machine shop equipment, lathes and mills do need to be lubricated on a weekly basis and oil changes after 1500 hours of use. 7.D.3 Computing Facilities Staff will perform maintenance on computer hardware during the winter and summer breaks. If failure of hardware occurs, the funding from the instructional budget will cover the expenses. The School of Engineering plans to handle upgrades or replacement of aging computes by replacement on a five-year basis. Funding comes from instructional accounts as a component of the classes that use the facility. Engineering Staff purchase software on instructional funds either as a perpetual license or as an annual license. Taking into account the instructors and their course software needs, the staff develops a list of software required and determines the type of software, number of seats, and type of licensing needed. Static or slow developing and low number of seats tend to move to perpetual licenses. Annual licenses are more common for rapid developing software and large classes. Software maintenance is more an installation new license files. UC Merceds Information Technology unit generally handles the license file install for academic software. We have a central data storage system, the use of a central storage gives us the ability to quickly update and upgrade software without having to visit individual machines. Accounts are handled through the campus (LDAP) directory service so any student can access these machines without any action by Engineering staff.

7.E

Library Services

7.E.1 Library Resources in General In support of the universitys academic programs and related learning outcomes, the University of California, Merced Library houses or enables access to information resources with online and in-person services for students, faculty, and staff. These resources and services equal or exceed those available at other University of California campuses. UC Merced librarians provide research assistance to students, faculty, and staff via email, Web pages, text messaging, 24/7 chat services, face-to-face consultations, and online tutorials. (See Table 1 UC Merced Library, Service & Circulation Statistics, 2009-2010 for detailed data.) In addition, UC Merced librarians provide course-specific instruction in all areas of information literacy: discovery, access, evaluation, and application of information resources.

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The information contained in Table 2 Information Resources by Format demonstrates that students and faculty at UC Merced have ready access to research information resources that equal and even exceed those of the premier research universities. Although UC Merced Library is far from being a electronic-only library, the high percentage of electronic resources comprising the librarys collection means that these resources are:

1. Readily findable through a variety of online tools (UC Merced Library catalog, the UC Melvyl catalog, UC Merced Library web site, UC Merced course-management system, proprietary databases, and open-access search engines such as Google Scholar); 2. Accessible from almost any location at any time of the day or night; 3. Accessible by multiple simultaneous users; 4. Available in formats conducive to the collaborative, online, totally digital way in which Twenty-First Century students do their work and lead their lives.
In the same spirit, the UC Merced Library has never employed a traditional print-format reserve service. Instead, the librarys Supplement Course Resources provides access to course readings and, in some cases, entirely replaces the need for course textbooks. 7.E.2 Library Resources in Support of the School of Engineering The UC Merced Librarys print and electronic information resources align with the UC Merced School of Engineerings educational and research objectives in that they are 1) acquired with an emphasis on supporting the engineering majors offered at UC Merced and 2) provided at the strength necessary to support the learning and research needs of a school of engineering based at a major research university. To date, no direct faculty request for a book related to either instruction or research has been denied by the library, while student book requests (saving those for required course textbooks) are routinely filled. Direct faculty requests for periodicals, while more problematic than requests for books are, at the very least, given serious consideration and have been fulfilled in almost every case. Because of the depth and breadth of UC Merced Librarys 34,554 online periodical subscriptions, there have been few subscription requests from School of Engineering faculty; even so, since the opening of campus in 2005 the UC Merced Library has initiated subscriptions to the following journals at the request of School of Engineering faculty:

Applied Mechanics Reviews Applied Optics JOSA JOSA A JOSA B Journal of applied mechanics. Journal of Biomechanical Engineering Journal of Computational and Nonlinear Dynamics Journal of Computing and Information Science in Engineering Journal of Dynamic Systems, Measurement, and Control Journal of Electronic Packaging
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Journal of Energy Resources Technology Journal of Engineering for Gas Turbines and Power Journal of engineering materials and technology Journal of Fluids Engineering Journal of Fuel Cell Science and Technology Journal of Heat Transfer Journal of Lightwave Technology Journal of Manufacturing Science and Engineering Journal of Mechanical Design Journal of Medical Devices Journal of Offshore Mechanics and Arctic Engineering Journal of Optical Networking Journal of Optical Technology Journal of Pressure Vessel Technology Journal of solar energy engineering Journal of Tribology Journal of Turbomachinery Journal of Vibration and Acoustics JoVE: The Journal of Visual Experimentataion Optics and Photonics News Optics Express Optics Letters

In addition to books and journals, the UC Merced Library provides a large suite of databases that support the teaching, research, and service needs of the School of Engineering. These databases are: Access Engineering Description: Provides access to a large collection of engineering reference materials including Marks' Standard Handbook for Mechanical Engineers, Perry's Chemical Engineers Handbook, Standard Handbook for Electrical Engineers, Roark's Formulas for Stress and Strain, and many others. ACM Digital Library Description: Allows searching of articles from publications of the Association for Computing Machinery by author and/or keywords taken from the titles, abstracts and/or full-text. Over 22,000 articles have displayable full-text available. ASME Digital Library (American Society of Mechanical Engineers) Description: 1990 to present. A collection of materials from the American Society of Mechanical Engineers including ASMEs 23 Transaction Journals from 1990 to the present and Conference Proceedings from 2002 to the present. CiteSeer

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Description: A search engine which crawls academic and scientific documents (primarily in the areas of computer science, information science, and engineering) and considers the citation impact when ranking results. CivilENGINEERINGnetBASE Description: From CRCnetBASE. Includes a wide range of valuable works that serve the research needs of civil, structural, and agricultural engineers as well as wastewater managers and architects, including the bestselling Civil Engineering Handbook. COMPENDEX PLUS Description: 1969- present. Compendex, via Engineering Village 2, contains over 9 million records and references from over 5,000 journals, conferences, and trade publications. The broad subject areas of engineering and applied science are comprehensively represented. Earthquake Engineering Abstracts Description: 1971-present. Citations and abstracts for coverage of earthquake engineering and earthquake hazard mitigation. Includes information on conference proceedings, research reports, monographs, technical reports, patents, press releases, newsletter items and journal articles. Eigenfactor Description: This web source is used to evaluate journal titles; it ranks and maps scientific knowledge. Eigenfactor includes Article Influence scores which are calculated based on per article citations and assigns Eigenfactor Scores which are a measure of the journals value for a year. Use the scientific browser to find key journals in a specific field of study. ElectricalENGINEERINGnetBASE Description: From CRCnetBASE. Offers a diverse range of references, covering everything from VLSI and semiconductor design to power engineering, signal processing, and MEMS devices ENGnetBASE Description: A collection of engineering handbooks. IEEE Xplore Description: 1913- present. Full-text access to publications from the Institute of Electrical and Electronics Engineers (IEEE) and from the Institution of Electrical Engineers (IEE). These publications include transactions, journals, magazines, conference proceedings, and current IEEE standards. InfoSECURITYnetBASE Description: Established experts meet the challenges of information security, with a wealth of material exploring system analysis, server set-up, cryptography, cyber-crime, and other modern risks. The collection also includes the complete CISSP Exam Prep Book and other top certification aids.

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INSPEC Description: 1898-present. Over 9 million records from over 5,000 journals, conference proceedings, reports, dissertations, and books (from 1969-2008). Produced by The Institution of Engineering and Technology and provided on the ISI Web of Science platform. Covers a range of subjects from computers and ocean engineering to astronomy and acoustics. INSPEC Archive Description: 1898-1968. Science Abstracts Access over 70 years of international scientific & technical literature in physics, electrical engineering, computing & control engineering. ISI Web of Knowledge (a.k.a. Web of Science) Description: Coverage varies depending on the index. Encompasses Arts & Humanities Citation Index (1975 present), Social Sciences Citation Index (1956 present), and Science Citation Index (1900 present). Knovel Library Description: This reference collection of almost 900 titles includes books from 30 Sci-Tech publishers. The main subject areas include Engineering, Life Sciences & Chemistry, and Materials. All titles are available in full-text and are searchable. Additional features include interactive tables, equation plotters and graph digitizers. Landolt-Bornstein Archives Description: Data from all areas of physical science and engineering. Available on Portico platform. Click on E-BOOK TITLES (center tab) to see list of titles. Materials Science: A SAGE Full-Text Collection Description: 1994-present. Over 5,000 articles from approximately 15 journal titles. Subjects include molecular modeling, natural polymer modification, and liposome stabilization. MechanicalEngineeringnetBASE Description: Includes award-winning handbooks and state-of-the-art references. Covers the entire field from fundamental theory to applications such as MEMS, pressure vessels, and pipelines. Key theories, data, models, equations, and guidelines are included. Melvyl @ UC Merced (Next-Generation Melvyl Pilot) Description: A pilot version of the current Melvyl Catalog with local UC Merced resources listed first according to relevance. Includes some article literature. Will not include all records available in current Melvyl. Try it out and offer your feedback. Melvyl @ University of California (Next-Generation Melvyl Pilot) Description: A pilot version of the current Melvyl Catalog listing resources from the UC system and from libraries worldwide. Includes some article literature. Will not include all records available in current Melvyl. Try it out and offer your feedback.

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National Technical Information Service Description: (NTIS) 1990-present. A resource for U.S. government-funded scientific, technical, engineering and business information. Safari Tech Books Online Description: Safari Tech Books Online are a collection of reference content from IT publisher, O'Reilly & Associates. New titles are available in Safari Tech Books Online even before they appear in print. Included are all occurrences of the search terms from all books in the library's subscription collection; thumbnails of book covers in the hit-list; relevancy-ranked results for books and terms within the books. Sax's Dangerous Properties of Industrial Materials Description: A reference source with data on approximately 26,000 substances. Used to evaluate the hazardous characteristics of substances. Information on toxicity, flammability, reactivity, and explosive potential is included. Scirus Description: A science-specific search engine designed to search a combination of web information, preprint servers, digital archives, repositories and some patent and journal databases. May link to library subscribed content. Synthesis Digital Library of Engineering and Computer Science Description: An information service for the research, development, and educational community in engineering and computer science. Contains 50- to 100-page self-contained electronic documents--lectures, which are organized into a hierarchical structure of disciplines and series. Each is authored by a prominent contributor to the field. TELECOMMUNICATIONSnetBASE Description: From local area networks, wireless, and ad-hoc networks to designing secure network infrastructure, this e-book collection represents one-of-the-most accurate and detailed online collections of telecommunications references available. TOXNET Description: A cluster of databases on toxicology, hazardous chemicals, and related areas from the National Library of Medicine. Some databases include data and full text. Databases include Hazardous Substances Databank, Toxics Release Inventory, Integrated Risk Information System, Chemical Carcinogenesis Research Information System, GENE-TOX from the EPA, TOXLINE, and NCI structures. TRI Explorer Description: Environmental Protection Agency database containing information on specific toxic chemical releases and other waste management activities reported annually U.S. EPA Online Library System 52

Description: A keyword searchable database of bibliographic citations related to the environment compiled by the U.S. Environmental Protection Agency library network. Includes citations to standards for evaluating pollutants in the environment. A keyword searchable database of bibliographic citations related to the environment compiled by the EPA Library Network. Included here are citations to standards for evaluating pollutants in the environment. USPTO Web Patent Databases Description: 1790-present. United States Patent and Trademark Office produced database of U.S. patents. Full-text available for each patent. USPTO Manual of Classification How to Identify and Obtain Patents.

7.E.3 Library Support for Access to Information Elements of support for access to information resources include:

The librarys highly intuitive, search-engine-like web site; The UCM Library catalog and single-sign on systems which reduce barriers to accessing information; The campus VPN which allows UC Merced Library users to access online information resources from any location at which they have an internet connection; The librarys interlibrary-loan system which allows users to electronically initiate unmediated requests for books or articles not otherwise available to UC Merced Library users. The no-fee interlibrary loan service is available to all UC Merced faculty, staff, and students (undergraduates as well as graduates). (See Table 3 Report of UC Merced Interlibrary Transactions, 20092010 for detailed data.) The librarys program of instruction, online tutorials, and face-to-face research assistance.

In addition to the above, it should be noted that the UC Merced Library provides generous loan periods (six months for undergraduates, one year for faculty and graduate students) and does not impose late fees or fines. 7.E.4 Library as Place The UC Merced Library facilities were intentionally and mindfully designed to support both UC Merceds educational objectives and to create a high quality environment for learning. The many and varied spaces in the library building are designed to support learning activities ranging from informal collaborative study to group projects to quiet individual study:

1. Pervasive wireless access throughout the library building allows students to use laptops (either their own or laptops borrowed from the library) wherever they wish to work; 2. The librarys wireless network is backed up by convenient wired network drops adjacent to every seat; 3. Library tables and carrels provide a generous 48 of width by 30 of depth per seat to accommodate books, backpacks, laptops, and other student gear;
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4. Library group-study rooms are designed like modern office spaces with rolling chairs, whiteboards, and big-screen displays to which any laptop can be connected to enhance collaboration. 5. The librarys instruction rooms are equipped with up-to-date instructional technology including smart boards, a laptop at each students seat, and digital polling devices that allow instructors to engage students and obtain immediate feedback on student understanding. A library endowment for instructional technology ensures that library instruction rooms will continue to offer the newest and best instructional technology; 6. Locating books, media, and other non-electronic information resources in the library is simplified because the entire collection is organized in a single Library of Congress A-toZ run uninterrupted by special locations (no reference area, no special collections, no media room, no reserve desk, etc.); 7. The library uses digital signage throughout the building to enhance wayfinding, inform library users about information resources and services, and to promote campus events and activities; 8. The library currently provides seating for approximately 1000; 9. The usable square footage of the library proper is 80,000 square feet.
Table 7-1. UC Merced Library, Service & Circulation Statistics, 2009-2010

I. Services a. Number of staffed library service points b. Number of weekly public service hours c. Number of reference transactions (total) d. Number of virtual reference transactions e. Number of presentations to groups f. Number of total participants in group presentations II. Total Number of Items Checked Out Distributed by User Category a. Campus Undergraduates b. Campus Graduates c. Campus Acad. (Fac. & Other Acad.) d. Campus Staff Personnel e. All Other (Off-Campus Card Holders) f. Total Items Checked Out 55,571 6,146 4,290 8,025 236 74,268 2 92 1,760 1,172 177 5,002

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Table 7-2. Information Resources by Format, 2009-2010

Print-format books E-books (electronic full text) Periodicals (electronic full text) Government documents (U.S. Federal Depository) Non-Print Media Databases (one database can index 100K+ items) Supplemental Course Resources (digital reserve items) Digital finding aids - special & archival collections Digital archival resources (pages) Digital images UC Library Shared Collection (print volumes) UC Library digitized print books UC Library eScholarship repository (faculty papers)

93,319 632,186 34,554 92,000 1,250 300 918 9,000 50,000 1,030,000 36,000,000 1,675,000 25,739

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Table 7-3. Report of UC Merced Interlibrary Transactions, 2009-2010

Returnable Items
(Books, DVDs, etc.)

Nonreturnable Items
(Photocopies, digital documents)

Lent To
UC Libraries Berkeley Davis Irvine Los Angeles Merced Riverside San Diego San Francisco Santa Barbara Santa Cruz NRLF SRLF Total UC Libraries All Other Libraries Total

Borrowed From 517 508 664 960 249 406 399 132

Lent To

Received From 123 134 39 2 70

519 604 131 1,258 419

419 376 100 443 385 221 226

1 2 4

124 128 112 146 36 135 93

5,580 514 6,094

3,356 1,343 4,699

9 46 55

1,140 266 1,406

NRLF: UC Northern Regional Library Facility SRLF: UC Southern Regional Library Facility

7.F

Overall Comments on Facilities

7.F.1 IMAGING AND MICROSCOPY FACILITY The IMF relies on the training provided in the instructional classes and UC Merceds Environmental Health and Safety office to cover general laboratory safety. Students doing research projects must take Laboratory Safety Fundamentals and, depending on the type of research, other safety courses like Biosafety, Fume Hood Use, and/or Waste Management in the Laboratory to name a few. 56

The IMF conducts the safety training for students using the facility for specific issues relating to the instruments in the facility. The number one issue is x-ray radiation safety. Students are told about the potential problems that could occur, where the Geiger counter is located, and about monitoring of the different x-ray producing instruments. Students must also read and answer additional questions on radiation safety. During the instrument training, we go over locations of Fire Extinguishers, eyewash stations, MSDS sheets, and evacuation meeting locations. Other topics covered are Liquid nitrogen handling and compress gas use if the instrument or project warrants. Upon completion of the training for the instrument a checkout list with safety precautions is signed by the student which states that the student understand their rights as a user and specifies what is expected of the student as an operator. 7.F.2 MACHINE SHOP A machine shop is a place where accidents will happen; it is not a matter of if, but a matter of when. From the beginning, safety is stressed. No one is allowed in the machine shop without safety glasses. We also stress that the shop cannot be used without an Engineering staff present. Lastly, we require that everyone planning to use the shop complete a machine shop class. The machine shop conducts a three-hour safety training on the first day of class. The class goes over the document University of California Merced, Guidelines for shop safety. This document includes students responsibilities, emergency/injury prevention, personal protective equipment, operational guidelines, and general housekeeping. Students not able to attend the first class are encouraged to drop the class. Making up the safety training is very difficult and the student will not be allowed to use any tools until the safety training is completed. 7.F.3 Computer Labs Although, not currently implemented, we plan to advice students to take UC Merceds Environmental Health and Safetys Ergo-CAT program. Ergo-CAT is an online ergonomic assessment/training tool designed to help reduce the risk of developing any repetitive motion injuries while using a computer. In August of 2007, the University of California contracted with Remedy Interactive (RI) to implement RIs interactive online injury prevention program throughout the UC system. Risk Services in the Office of the President and the UC Merced Office of Environmental Health & Safety (EH&S) have implemented this program known as Ergonomic Computer Assisted Training, or Ergo-CAT. The goal of Ergo-CAT is to prevent repetitive motion injuries associated with ergonomic risks of computer usage and, thus, conserve human and fiscal resources.

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Criterion 8 Institutional Support

8.A Adequacy of Institutional Support, Financial Resources and Leadership

The financial resources and institutional support available, including gift and salary release funds, are marginally appropriate and sufficient for the School of Engineering to develop and deliver the engineering education, research, and service programs. The need for new and improved facilities is being addressed and the request for bonding authority for the $88M (56k assignable square feet) for the Science & Engineering II Building on the campus was part of the 2010-11 California State Budget approved by the latest California Legislative Session in October, 2010. Preliminary planning has been completed. We are in the process of finalizing design drawings. The majority of the space in this building will be assigned to the School of Engineering, and we will be vacating space in our current primary home Science & Engineering I. Start of construction is slated for 2014. Short-term budget and space needs are also being addressed by working toward improving the preparedness of the incoming undergraduates and controlling the undergraduate enrollment numbers in Engineering. The School is led by an experienced administrative leadership team. E. Daniel Hirleman began serving as the Dean of the School of Engineering October 1, 2010. In addition to leading the School in academic and administrative matters, he also works closely with Nara Narahari, the new Director of Development for the School. Given that there are very few alums of UC Merced, the development activity is primarily with friends of the university and with industry and organizations from the region. Dr. German Gavilan has served as the Assistant Dean for six (6) years. He oversees the academic side of administrative activities in the School, including information technology, facilities, and scheduling. In that role, he also supervises 3.0 FTE of computer support personnel for instructional and administrative support. Christina Christensen has served as Director of Administrative Operations for four (4) years. She also supervises the staff responsible for sponsored projects and business affairs, such as purchasing and travel requests. The Director of Administrative Operations, along with the Dean, is responsible for developing, monitoring and balancing the annual budget. Linda Zubke has served as Director of Student Services since the School was established and she oversees advising, student organizations, course scheduling, and administering the curriculum approve by the faculty. Ms. Zubke also supervises Kathy Briggs (Undergraduate Academic Advisor), who also advises students, and Maria Serrano (Retention Program Manager), who advises and deals with student organizations and student leaders. D.B. Quan serves as the deans Executive Assistant, managing the calendar and projects. The Provost has approved funds for adding an Associate Dean to support academics, and the process of defining the position and making the appointment is in process.

8.B

Process for Budget Determination

The framework for the general fund budget request for the School of Engineering is initiated by the Faculty Resource Committee which prioritizes the instructional and research needs for the School. The Dean, Assistant Dean, and Director of Administrative Operations then compile the needs of the School and submit the budget request to the Provost.

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The majority of the annual general fund budget, over 80%, is allocated to salaries and wages for faculty and staff. The remaining instructional budget is allocated for teaching assistants, and student labor, supplies, travel, and capital equipment. Annual needs for teaching assistants and supplies (S&E) are currently considerably higher than that supported by the annual budget. In the future, the margin of excellence must be funded by private gifts and grants, as well as when appropriate by the faculty charging a portion of their academic year salaries to research sponsors. The faculty salary increases are established by a formal review process, for which faculty peers are responsible. The UC system has salary scales, and faculty is considered by the Academic Personnel Committee (APC) for merit scale promotions every two years (for assistant and associate professors) and every 3 years for full professors. The recommendations of the APC are then reviewed by the Dean who adds their own recommendation forwarding to the university-level committee CAP, who then makes a recommendation to the Provost. Staff is reviewed by their supervisors and written evaluations are submitted in the spring to the Director of Administrative Operations (Christina Christensen). Based on the performance reviews, the Director of Administrative Operations establishes the salary increases for the staff, in consultation with the Dean. Assistant Dean Gavilan establishes teaching assistant (TA) stipends based on market conditions, available funds, and performance as determined by student and faculty evaluations. At the end of the academic year, the various offices of the School and the University compile data on faculty activities. A summary of faculty academic activities is archived in Digital Measures, most data for which is input by the faculty. The Digital Measures site is maintained by the Academic Programs Office and staff. Faculty members are requested to annually meet with the Dean to review their accomplishments, which factors into the bi-annual merit reviews for step increases. Gift and endowment funds are not part of the annual budget process. Those funds provide important flexibility in responding to opportunities and needs such as faculty development, new initiative and program development , cost-sharing on proposals, and other ongoing expenses associated with the educational program discussed above.

8.C

Adequacy of Faculty Professional Development

The campus administration, Dean, and the School of Engineering provide opportunities throughout the year for faculty and staff development, particularly in the area of teaching and instruction. School of Engineering faculty may attend the Workshop Series offered by the Center for Research on Teaching Excellence (CRTE). The mission statement of CRTE is The Center for Research on Teaching Excellence (CRTE) advocates a union of scholarship and instruction that is grounded in the academic principles of research and evidence. To enable students to excel academically, we support a campus-wide culture that values, fosters, and rewards continuous improvement in teaching and learning. The Center provides other services for faculty (Faculty Services) and for students for Grants and Fellowships, as well as for Teaching Assistants (TA Support Services) including an English Language Institute. In some cases, School of Engineering provides funds for faculty and staff for travel to workshops, particularly when the sessions are related to education.

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8.D

Plan and Sufficiency of Resources

The School of Engineering sustains an excellent set of laboratories and facilities to support student learning outcomes. The Resources Committee, based on information supplied by the faculty responsible for the five individual programs, studies the needs for educational equipment and makes recommendations to the dean. Most of the instructional labs for the School will be housed in the new Science and Engineering II building, and substantial planning related to meeting instructional needs was included in the process of specifying the building academic plan. The Resources Committee, along with the assistant dean and dean, maintains a running list of needs for the School. The electronic shop staff also keeps up to date on the needs in the Information Technology area. Finally, the dean meets with the graduating seniors from the School as part of the Professional Seminar and takes feedback on the state of the curriculum and labs. The School is in early planning stages for holding an Engineering Town Hall to serve as a forum for the students to provide frank opinions of the School and their concerns. This venue will also serve as a heads up to the School faculty and administrators about student concerns that might be missed and should be addressed. Accountability will involve reporting back at the subsequent event on the actions taken (or not taken), along with the reasoning involved in the decisions. The ongoing School investment for acquiring, operating, and maintaining facilities and equipment supporting our educational objectives is approximately $100k/year. This includes 0.5 FTE staff for the student machine shop and project laboratories, approximately 1.0 FTE of the 3.0 FTE in the Electronics shop, and 1.0 FTE from gift funds for an Experiential/Service Learning Coordinator who supports some infrastructure and funding aspects of EPICS (Engineering Projects in Community Service) and senior capstone projects. We also have endowments for education that total about $1M, the majority of which is for service learning, and provides nominally 4% per year income. These resources are currently not adequate for supporting leading facilities and laboratories, and a goal of the dean is to increase substantially those private funds.

8.E

Adequacy of Support Personnel and Institutional Services

As a young university the University of California Merced has to develop processes and procedures and facilities at the same time as offer undergraduate degree programs and build a research base to support graduate education. This has been and continues to be a huge challenge. The university at large provides centralized support for some functions, but many of those are not deemed adequate for offering UCworthy learning, discovery, and engagement. Services provided centrally include a level of computing support, space planning and facilities management, development of needs statements and plans for new buildings, and support for advancement (communications, development, and alumni relations). For the undergraduate and graduate programs, the School has experienced and talented staff to provide support services needed to meet the needs of the School of Engineering Program. The Dean has a fulltime Executive Assistant (D.B. Quan) to help manage his calendar and projects. The Undergraduate unit includes an Undergraduate Academic Advisor (Kathy Briggs) and a colleague (Maria Serrano) who provide support for registration, intern/co-op counseling, international program counseling, student organization and leadership opportunities, and career counseling duties. The graduate unit is managed by Graduate Group Manager (Tomiko Hale) who, along with another staff person (previously Kahil Morales, 60

position currently open), handles services for graduate students, including research and teaching assistantships, administering the processes and procedures for graduate student matriculation as defined by the School and university academic bodies. An Academic Support Manager (Shannon Adamson) and an Academic Specialist (Manivan Pornnang) provide support for faculty. An additional two (2) Student Workers at 0.5 FTE each provide clerical support to the overall School of Engineering department staff. The Undergraduate Laboratories are supervised by Mike Dunlap (along with several part-time student workers) to supervise, support, troubleshoot, and upgrade (as needed) all of the undergraduate laboratories. Mike Dunlap and Ed Silva, who has responsibility for the research machine shop, are also responsible for overseeing and maintaining safety of students working in shop facilities or in the experiential learning laboratories.

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APPENDIX A COURSE SYLLABI

62

Syllabus for CSE20: Introduction to Computing I

Spring 2011 Instructor: Harold Mendoza Designation: Catalog Description: CSE20: Introduction to Computing I CSE20 is intended to present the basics of programming to the beginner. Elementary programming skills such as loops, conditionals, and functions will be covered, using the Java programming language as a learning and exploration tool. CSE20 is a 2 credit course, which includes 1 hour of lecture, 3 hours of lab, and various projects each week. Students in CSE20 are not expected to have any prior programming experience, but should be comfortable using a computer mouse and keyboard. Java For Everyone by Cay S. Horstmann ISBN-10: 0471791911 ISBN-13: 978-0471791911 Please purchase or borrow this textbook, as we will be following the text closely, with required reading and homework assignments directly from the book. Students will learn how to apply knowledge of computing and mathematics to programming. Students are expected to acquire abilities to analyze a problem and identify the computing requirements appropriate for its solution. Students will also learn to design, implement, and evaluate a computer-based system, process, or program to meet desired needs. In addition, students will learn to recognize the need for an ability to engage in continuing professional development. Students will learn to use current techniques, skills, and tools necessary for computing practice. Students are expected to learn to apply mathematical foundation, algorithmic principles, and computer science theory to the modeling and design of computer-based system in a way that demonstrates comprehension of the trade-off involved in design choices. It is not necessary for you to have your own computer for this course, as all computing resources necessary will be provided in the lab. Lab assignments are designed to be completed within the designated weekly lab sessions. However, if you do not complete a particular assignment during normal lab hours, you may use any Open Access lab to complete your work. Even though our labs will use the Linux operating system, the Eclipse programming environment we will use is the same for Linux and Windows. For LAB assignments, you may work together with other students if you wish or when assignment asks for explicit collaboration. Giving each other help in finding bugs and in understanding the assignment is encouraged. It is permissible to allow other students to see small portions of your code on-screen during lab, but you may not allow them to copy directly. You may, of course, seek assistance from the course Teaching Assistants and the course Instructor for all the assignments. Lab sections are where you will get most of the information and learn so it is important to be there physically every week.
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Text Books and Other Required Materials:

Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

Academic Dishonesty Statement:

Disability Statement:

Topics: Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

Deadlines & Late Policy In general, the deadline for submission for a LAB will be after all the different lab sections for the particular week; however, the posted deadline on UCMCROPS is the official deadline for each assignment. For Lab assignments, no late work will be accepted. Exceptions to this policy can be made for valid reasons, with documentation. If you know before an assignment begins that you will not be able to make a deadline, please make arrangements with the instructor ahead of time. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. See course calendar Lecture: Classroom 102 Monday 3:00-3:50; Labs: SE 100 (M 7:00-9:50 pm) or (W 5:00-7:50 pm) or (Th 8:00-10:50 am) or (F 8:00-10:50 am) This schedule is subject to change, but is tentatively set as follows: Midterm - March 14 Final Exam - Friday, May 13 11:30-2:30pm Tentative Schedule Week of Topics 1/17/2011 No Lecture 1/24/2011 Class Introduction Elements of computer systems (parts, binary, memory) Object-Oriented Programming First Java program Errors compile-time/run-time Algorithms Pseudocode 1/31/2011 Documentation Variables Data types
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Assignment statements Execution flow 2/7/2011 Input Arithmetic operations Arithmetic expressions Precedence 2/14/2011 Type conversion Casts Strings Constants Formatted output 2/21/2011 Presidents Day - No Lecture 2/28/2011 If statement Boolean expressions and operators 3/7/2011 Multiple branch if statements Switch statement Nested if statements 3/14/2011 Midterm 3/21/2011 Spring Break - Week off 3/28/2011 While loop 4/4/2011 For Loop 4/11/2011 Nested loops/Common loop algorithms 4/18/2011 Arrays 4/25/2011 Arrays and Loops 5/2/2011 Review 5/9/2011 Final - Fri, May 13 11:30-2:30pm Professional Component: Assessment/Grading Policy:

Grading will be based on written tests, weekly quizzes, and weekly computer-based lab assignments. All tests will be open-book and open-notes. Your final grade will be calculated based on the following: Quizzes 15% Midterm exam 20% Lab assignments 35% Final exam (comprehensive) 30%

Coordinator: Contact Information:

Office Hours:

Hal Mendoza Office: TBD Email: hmendoza@ucmerced.edu 2-3 Mon, 11-12 Thu

65

Syllabus for CSE21: Introduction to Computing II

Spring 2011 Instructor: Kelvin Lwin Designation: Catalog Description: CSE21: Introduction to Computing II CSE21 is intended to continue presenting the basics of programming to the beginner. Modern topics in computer science such as Object-Oriented Programming, recursion and data manipulation will be covered, using the Java programming language as a learning and exploration tool. CSE21 is a 2 credit course, which includes 1 hour of lecture, 3 hours of lab, and various projects each week. Students in CSE21 are expected to have a firm command of the topics presented in CSE 20. Java For Everyone by Cay S. Horstmann ISBN-10: 0471791911 ISBN-13: 978-0471791911 Students will learn how to apply knowledge of computing and mathematics to programming. Students are expected to acquire abilities to analyze a problem and identify the computing requirements appropriate for its solution. Students will also learn to design, implement, and evaluate a computer-based system, process, or program to meet desired needs. In addition, students will learn to recognize the need for an ability to engage in continuing professional development. Students will learn to use current techniques, skills, and tools necessary for computing practice. Students are expected to learn to apply mathematical foundation, algorithmic principles, and computer science theory to the modeling and design of computer-based system in a way that demonstrates comprehension of the trade-off involved in design choices. For this course, you are not required to have your own computer. It is expected that you will do all lab assignments during your designated lab time, in the computer lab for this course. Computers are NOT needed for tests or for any in-lecture activities. Please do not bring laptops or mobile gaming devices to lecture. It is not necessary for you to have your own computer for this course, as all computing resources necessary will be provided in the lab. Lab assignments are designed to be completed within the designated weekly lab sessions. However, if you do not complete a particular assignment during normal lab hours, you may use any Open Access lab to complete your work. Even though our labs will use the Linux operating system, the Eclipse programming environment we will use is identical for Linux and Windows. For LAB assignments, you may work together with other students if you wish or when assignment asks for explicit collaboration. Giving each other help in finding bugs and in understanding the assignment is encouraged. It is permissible to allow other students to see small portions of your code on-screen during lab, but
66

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

you may not allow them to copy directly. In general, the deadline for submission for a LAB will be after all the different lab sections for the particular week; however, the posted deadline on UCMCROPS is the official deadline for each assignment. You will have a chance to resubmit for another week for full credit provided your original submission was before the lab deadline. For Projects, each student must write their program as an individual or in pairs. You may talk with other students about general approaches to the problem, but you may not allow others to see your code, nor may you ask to see another student's code. Projects will follow the similar submission with the initial code submitted on UMCROPS before the deadline. Then you will have additional one week to resubmit the code if it does not fully pass all the tests and requirements for the project. You may, of course, seek assistance from the course Teaching Assistants and the course Instructor for all the assignments. Class Lecture Schedule: Tests and the final exam will be held in the lecture room. Lab sessions are held throughout the week, but all lab sessions meet in 100SE. You are expected to attend the lab session for which you are enrolled, unless you make explicit arrangements with the professor. Lab sections are where you will get most of the information and learn so it is important to be there physically every week. Your participation grade will be a direct reflection of your lab attendance. Make-up exams and extension of deadlines will NOT be provided unless arrangements are made beforehand. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations.
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Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

Lecture: Monday 4:00 - 4:50 p.m. Room: 102 Classroom & Office Building Labs: 100 Science & Engineering This schedule is subject to change, but is tentatively set as follows: March 14 Midterm May 9 (3-6pm) Final Exam The lab assignments for this class are individual assignments. You may discuss the assignments with others, and help each other with errors, but the work you hand in must be produced by you using the keyboard and mouse. The labs are designed to prepare your skills to complete the programming project, so it is important to complete the labs to the best of your ability even though each individual lab forms only a small part of your overall grade. This lab schedule is subject to change, but the due dates are tentatively set as follows (each of the following is a Monday; your lab will be assigned and due the following week that starts with the listed Monday): January 17 Lab#1 January 24 Lab#2 January 31 Lab#3 February 7 Lab#4 February 14 Lab#5 February 21 Lab#6 February 28 Lab#7 March 7 Lab#8 March 13 Lab#9 March 28 Lab#10 April 4 Lab#11 April 11 Lab#12 April 18 Lab#13 April 25 Lab#14 May 2 Lab#15

Professional Component: Assessment/Grading Grading will be based on written tests, computer programs, and weekly Policy: computer-based lab assignments. All tests will be open-book and open-notes. Your final grade will be calculated based on the following: Participation: 8% 1 written, in-class test: 20% 2 Projects: 12% Lab assignments: 30% Final exam (comprehensive): 30% Kelvin Lwin Office: 254 Science & Engineering Email: klwin@ucmerced.edu W 2-4pm, F 3-5pm

Coordinator: Contact Information: Office Hours:

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Syllabus for ENGR057: Dynamics

Fall 2010 Instructor: Mohinder Grewal Designation: Catalog Description: ENGR 57 Dynamics Fundamentals of statics. Kinematics and equations of motion of a particle for rectilinear and curvilinear motion. Planar kinematics of rigid bodies. Kinetics for planar motion of rigid bodies, including equations of motion and principles of energy and momentum. Author: R.C. Hibbeler Title: Engineering Mechanics: Statics and Dynamics Combination Study Package Edition/Copyright: 12th Publication date: 2010 Publisher: Pearson-Prentice Hall ISBN-9780135080252 To develop problem solving skills in engineering mechanics through the application of concepts in statics and dynamics to complex problems. Course Objectives: 1 To develop an understanding of the fundamentals and principles engineering mechanics: statics and dynamics of particles, and rigid bodies in two and three dimensions including: kinematics and kinetics of particles and rigid bodies in 2D and 3D motion, Rotations, translations, oscillations. 2 Learn to solve equilibrium of rigid bodies including the calculations of moment of force, inertia moments of solid bodies, and basic structural analysis, and be able to determine the requirement for the equilibrium of particles and solid bodies. 3 To develop the ability to apply Newtonian mechanics to model and predict the responses of simple dynamical system (particle and rigid body) subjected to applied forces. 4 To learn the basics of oscillations and different possibilities for vibrations of mechanical systems. Introductory Physics (PHYS 8 or PHYS 18 or equivalent) Calculus (MATH 21 or equivalent)
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Text Books and Other Required Materials:

Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic:

Course Policies:

Academic Dishonesty Statement:

Disability Statement:

Topics:

1. NO CELL PHONES are allowed during lecture. 2. No late assignments will be accepted. Medical or family emergency will be considered on case-by-case basis. 3. No make-up exams. If you miss the exam, a zero score will be assigned to the missed exam. 4. Be on time to class. Tardy is discouraged. 5. If you miss class due to personal emergency or medical reasons, please be sure to inform the instructor by e-mail. 6. University's rules on academic honesty concerning exams and individual assignments will be strictly enforced. 7. Homework assignments are to be submitted in class on the due date. You may discuss homework problems with your classmates, but you are responsible for your own works. 8. You are encouraged to read the sections in the textbooks related to the covered topics prior to the lecture as well as after. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Engineering mechanics; vector operations; forces and moments; equilibrium; centroids; moments of inertia; friction; curvilinear and relative motion; energy methods; momentum methods; planar kinematics and dynamics; three-dimensional kinematics and dynamics of rigid bodies; impulse, momentum, work, energy and impact theory. Oscillations and vibrations. Specific Topics: 1 General principles. Force vectors 2 Equilibrium of a particle. Force system resultants 3 Equilibrium of a rigid body 4 Structural analysis 5 Internal forces 6 Friction. Center of gravity of a rigid body 7 Moments of inertia of rigid bodies.
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Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

8 Kinematics of particles. Rectilinear motion. Curvilinear motion. 9 Kinematics of particles: Newton's second law of motion. 10 Motion of particles under central force. 11 Kinetics of particles: energy and momentum methods. 12 Work and energy. Impulse momentum. 13 Central impact. Oblique impact. Conservation of momentum. 14 Systems of particles. Impulse-momentum. 15 Kinematics of rigid bodies. Plane motion of rigid bodies: forces and accelerations. 16 Plane motion of rigid bodies: Energy and momentum methods. 17 Angular momentum of rigid bodies in 3-D motion. 18 Introduction to mechanical vibrations. 19 Free vibrations. Forced vibrations. 20 Reviews. Class Schedule: M T W R - 3:00pm - 4:45pm Room - CLSSRM 102

Quizzes, two midterm exams and final exam Time and Date: TBA Class Day Date Topic Reading Hibbeler 1 T 8/24 Introduction to course, General principles, Newtons laws 1.1-1.6 2 R 8/26 General principles, Concurrent Force Systems 2.1-2.4 3 T 8/31 Concurrent Force Systems, Statics of particles 2.5-2.9 4 R 9/2 Concurrent Force Systems, Statics of particles 3.1-3.4 5 T 9/7 Moments 4.1-4.4 6 R 9/9 Parallel Forces and Their Resultants 4.5-4.9 7 T 9/14 Equilibrium of Rigid Bodies 5.1-5.4, 5.5-5.7 8 R 9/16 EXAMINATION #1 9 T 9/21 Trusses, Frames, and Machines 6.1-6.4 10 R 9/23 Trusses, Frames, and Machines 11 T 9/28 Trusses, Frames, and Machines 12 R 9/30 Internal Forces in Structural Members 7.1 13 T 10/5 Shear and Bending Moment in Beams 7.2-7.4 14 R 10/7 Friction 8.1-8.5, 8.7 15 T 10/12 EXAMINATION #2 16 R 10/14 Centroids, composite bodies 9.1-9.3 17 T 10/19 Distributed forces, forces due to fluid pressure 9.4-9.5 18 R 10/21 Area 2nd moments, radius of gyration 10.1-10.3 19 T 10/26 Second Moments of Composite Area 10.4-10.8 20 R 10/28 Virtual work/displacement, conservative forces 11.1, 11.4 21 T 11/2 Kinematics; Rectilinear Motion 12.1-12.3, 16.1-16.3 22 R 11/4 EXAMINATION #3 23 T 11/9 Kinematics: Curvilinear Motion 12.4, 12.6 24 T 11/16 Kinetics: Rectilinear Motion 13.1-13.3,17.1-17.3 25 R 11/18 Kinetics : Curvilinear Motion 13.4-13.6,17.4 26 T 11/23 Work-Energy 14.1-14.3,18.1-18.3 11/25 THANKSGIVING BREAK 11/25, 11/26 27 T 11/30 Work-Energy, contd; 14.4-14.6,18.4-18.6 Impulse 15.1-15.3,19.1 28 R 12/2 Impact; Vibrations 15.4, 22.1-22.3 29 T 12/7 Review session R 12/16 FINAL EXAMINATION (3:00pm 6:00 pm) Professional Component: Engineering fundamentals: 75% Engineering applications: 25%
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Assessment/Grading Policy:

Grading Scheme: Homework assignments: 10% Mid-term exam 1: 20% Mid-term exam 2: 20% Mid-term exam 3: 20% Final exam: 30% Grade Distribution Grade Total Scores (%) A+ 96 - 100 A 93 - 95 A- 90 - 92 B+ 87 - 89 B 84 - 86 B- 81 - 83 C+ 77 - 80 C 74 - 76 C- 71 - 73 D+ 69 - 70 D 67 - 68 D- 65 - 66 F < 65

Coordinator: Contact Information:

Office Hours:

Instructor: Gopalendu Pal Office: E-mail: gpal@ucmerced.edu Ph: 209-228Office Hours: R 3:00pm - 5:00pm Office Hours Location: AOB 126

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Syllabus for ENGR065: Circuit Theory

Spring 2011 Instructor: Stephen David Hill Designation: Catalog Description: ENGR 65 : CIRCUIT THEORY Basic concepts such as voltage, current, resistance, impedance, Ohm's and Kirchoff's law; Basic electric circuit analysis techniques, resistive circuits, transient and steady-state responses of RLC circuits; circuits with DC and sinusoidal sources, steady-state power and three-phase balanced systems,including Laplace and Fourier Transforms applications to solve Circuit Problems. Electric Circuits Nilsson & Riedel, 8th Edition. Prentice Hall 2008 Required Schaums Series. McGraw-Hill 2003 Recommended Instructor Lecture notes 1. To develop an understanding of the fundamentals elements of electric circuits 2. To develop the ability to apply the tools to analyze a DC electric circuit 3. To understand the energy properties of electric elements. 4. To understand the techniques to measure voltage and current 5. To understand the basic tools to analyze an AC electric Circuits 6. To use advanced mathematical methods such as Laplace and Fourier transforms and some linear algebra techniques and differential equations to solve circuits problems. General Physics and Calculus Differential Equations, Vector Analysis, Electricity and Magnetism. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California
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Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Disability Statement:

Topics:

Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Topics and tentative program: CIRCUIT PARAMETERS AND FUNDAMENTAL LAWS I Electric charge. Coulombs law. Electric work. Potential. Potential difference. Electric current. Power. Energy. Resistance. Resistivity. Ohms law. Kirchoffs law. Branch. Node. Mesh. Circuit elements in series. Circuit elements in parallel. CIRCUIT PARAMETERS AND FUNDAMENTAL LAWS II Ideal current source. Ideal Voltage generator. Internal resistance. Mesh current method. Node voltage method. Thevenins theorem. Nortons theorem. Superpositions theorem. Capacity. Inductors. Electromagnetic flux. WAVEFORMS AND SIGNALS Periodic and non-periodic signals. Heavyside function. Impulse function. Ramp function. Saw-tooth function. Triangular function. Peak value. Peak to peak value. Average value. Effective value (RMS). Sinusoidal and co-sinusoidal signals. Eulers expression. Generic harmonic signal. Amplitude and phase. INSTRUMENTS I The voltmeter. Internal resistance. The galvanometer. Internal resistance. The Ohmmeter. The Power Meter. The Wheatstone bridge. The impedance bridge. THE FOURIER TRANSFORM Fouriers trigonometric series. Polar form of Fouriers. Amplitude spectrum and phase spectrum. Application to linear circuits. The Fouriers integral. The Fouriers transform. COMPLEX IMPEDANCE and ADMITTANCE I Resistance. Phasorial notation. Capacitive and inductive reactance. Impedance. Impedance diagram. Conductance. Capacitive and inductive susceptance. Admittance. Series and parallel equivalent circuit. RLC series y parallel circuits. Resonance. Bodes diagram. Frequency response. Decibels. Cutoff frequency. Pole. Zero. Low-pass filter. High-pass filter. Nyquist Diagram. CIRCUITS TRANSIENT RESPONSE. ODE RC, RL and RLC circuits. Time constant. Step and impulse response. Transient response of multi-mesh circuits. CIRCUITS TRANSIENT RESPONSE. LAPLACE TRANSFORM The Laplaces transform . Initial value theorem and final value theorem. Studying transient phenomena with the Laplace transform. Circuit analysis in the s (complex variable) domain.

INSTRUMENTS II The impedance bridge. The Q-factor meter. The oscilloscope. The spectrum
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analyzer.

Class/laboratory Schedule: Midterm/Final Exam Schedule:

QUADRUPOLE ANALYSYS I Definition of quadrupole and sign convention. Z, y, h, g parameters. Transition Matrix parameters. Symmetry and reciprocity conditions. Two-Port Parameters calculations. Parameters relationship. Parameter conversion tables. Network transformation. Quadrupole applications with controlled voltage and current sources. MW 5:00 pm - 6:15 pm, F 6:00 pm - 8:30 pm Midterm #1 Due June 25 Midterm #2 July 16 Final Due August 6

Course Calendar: Professional Component: Experimental Methodology,Engineering Science. Engineering fundamentals: 75% Engineering applications: 25% Assessment/Grading Methods Distribution (%) Policy: Portfolio and Homework assignments 25 Quizzes 10 Midterm #1 15 Midterm #2 20 Final 30 GRADE DISTRIBUTION GRADES Total Scores (%) A 95- 100 A- 90 94 B+ 88 - 89 B 84 - 87 B- 81 - 83 C+ 79 - 80 C 75 - 78 C- 70 - 74 D 65 69 F < 65 Coordinator: Contact Information: Steve Hill shill2@ucmerced.edu 209-261-9328 TBD

Office Hours:

75

Syllabus for ENGR097: Engineering Projects in Service Learning

Fall 2010 Instructor: Christopher Viney Designation: Catalog Description: ENGR 097 Engineering Projects in Community Service (EPICS) is an academic program in which multidisciplinary teams of Freshman through Senior students work with a faculty mentor to solve an engineering-related problem for a non-profit organization. Students get academic credit and real-world engineering experience, and the community benefits. This program is based on the Engineering Projects in Community Service (EPICS) program at Purdue University. 1. Textbook: Service-Learning: Engineering in Your Community, M. Lima and W. Oakes, Great Lakes Press, Okemos, MI, 2006 (ISBN 1-881018-94-6). 2. Design notebook Course Requirements: -Submit weekly team progress reports at https://eng.ucmerced.edu/slp by the day of the team meeting at midnight, describing last weeks progress and plans for the coming week (team communications specialist submits) -Team presentation of project proposal to client -Team submission of written project proposal -Team presentation of final project report -Team submission of written final project report -Keep design notebook (individual) -Attendance-Weekly 2 hr. team meetings -Weekly skills session - all students must attend the first session. Speakers for subsequent sessions will be announced on the service learning website at https://eng.ucmerced.edu/slp. -Students taking the course for 1 unit must attend 3 sessions. -Students taking the course for 2 units must attend 6 sessions. -Contribution - As evidenced by design notebooks, participation in team assignments, peer and self evaluations Benefits to Students: Early opportunity to practice engineering Learn technical skills Learn teamwork, project management, client communication, and engineering design skills Gain edge in job market Contribute to the community none
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Text Books and Other Required Materials:

Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

Course Requirements: -Submit weekly team progress reports at https://eng.ucmerced.edu/slp by the day of the team meeting at midnight, describing last weeks progress and plans for the coming week (team communications specialist submits) -Team presentation of project proposal to client -Team submission of written project proposal -Team presentation of final project report -Team submission of written final project report -Keep design notebook (individual) -Attendance-Weekly 2 hr. team meetings -Weekly skills session - all students must attend the first session. Speakers for subsequent sessions will be announced on the service learning website at https://eng.ucmerced.edu/slp. -Students taking the course for 1 unit must attend 3 sessions. -Students taking the course for 2 units must attend 6 sessions. -Contribution - As evidenced by design notebooks, participation in team assignments, peer and self evaluations Team leaders, communications specialists, recorders, and information technologists are required to enroll for 2 units. Other members are enrolled for 1 unit, but may request enrollment for 2 units if the workload justifies it (sub-team leaders, etc.). In general, 1 unit corresponds to an effort of 3-4 hours/week and 2 units 6-8 hrs/week (total time spent in and outside of class). All students wishing to enroll for 2 units must submit a written request and justification to their faculty mentor by the second team meeting. Lower division students should register for ENGR-097. Upper division students should register for ENGR-197. Each section has both options available. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Lect: M 8am-850am, Lab:
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Academic Dishonesty Statement:

Disability Statement:

Topics: Class/laboratory Schedule:

Midterm/Final Exam Schedule: Course Calendar:

Final:TH, 12/10, 5pm-830pm, COB 102 Milestones Week 3-Client meetings Week 5-Client project proposal presentations/reports* Continuing teams may elect to omit the proposal presentation if the project is a continuation of last semesters activities. The client should sign off on the written proposal, agreeing with the semester plan. The presentation component of the grade (20%) will then be based on the final presentation alone. Week 9-Progress report to client Week 16-Final written project reports due to client Week 16-Final client presentations

Professional Component: Assessment/Grading Policy:

Grading (percent contribution to grade)*: 55% team effort 05% team weekly reports 20% team presentations (2) Continuing teams may elect to omit the proposal presentation if the project is a continuation of last semesters activities. The client should sign off on the written proposal, agreeing with the semester plan. The presentation component of the grade (20%) will then be based on the final presentation alone. 20% team reports (2) 10% team evaluations by faculty and client, with particular emphasis on team maintaining contact and engaging with the client 45% personal effort 10% design notebook (2) 10% peer and faculty evaluation 25% class participation, broken down as follows: 10% skills sessions attendance 10% team meeting attendance/contribution 5% client engagement *students who are exceptionally weak in any one of these areas will not receive an A

Coordinator: Contact Information:

Office Hours:

Sci&Eng Bldg, Room 150 raranda@ucmerced.edu 209-228-4015 (office) 209-205-0973 (cell) 209-228-4047 (fax) TBD

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Syllabus for ENGR120: Fluid Mechanics

Spring 2011 Instructor: Thomas Harmon Designation: Catalog Description: Fluid Mechanics Introduction to fluid properties, fluid statics, conservation of mass, energy and momentum, and internal and external flow. Topics include hydrostatic pressure, hydraulic head, friction losses, laminar and turbulent flow, pipe flow, open-channel flow, flow through porous media, and dimensional analysis.

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Students completing this course will understand basic fluid mechanics, including fluid properties, fluid statics, the origin of conservation of mass, energy and momentum equations and their application to a range of internal and external flow problems, and laminar and turbulent flow conditions. They will also acquire an introductory knowledge of dimensional analysis, open-channel flow, and flow through porous media. Finally, students will gain experience and skills in with experimentation and data analysis for fluidic systems and creating designs of fluidic components and systems. More specifically, upon completion of this course students will be: Familiar with and able to perform unit conversions related to basic fluid properties, fluid statics, and fluid dynamics. Able to analyze hydrostatic forces and moments on submerged and partially submerged surfaces. Able to identify the flow regime based on consideration of the governing non-dimensional parameters. Able to construct an appropriate control volume for a given engineering system and apply the conservation principles of mass, momentum, and/or energy to the control volume. Able to apply differential analysis to the conservation principles of mass, momentum, and/or energy to describe flow characteristics in a flow field. Able to apply dimensional analysis to determine appropriate dimensionless parameters and use the parameters for scaling and other model/prototype problems. Able to analyze steady-state flow problems in pipes and open-channel flow, and specify appropriately sized components for a fluid flow system. Able to define terms associated with external incompressible flows such as drag, lift, friction and how to estimate these values. Able to design, conduct, and analyze experiments and communicate
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Prerequisites by Topic:

results orally, graphically, and in written reports. ENGR 57 Dynamics MATH 24 Linear Algebra and Differential Equations

Course Policies: Academic Dishonesty Statement: a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Disability Statement: Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Topics: Fluid properties; fluid statics; conservation of mass, energy, and momentum equations; pipe and other internal flow; Bernoulli equation; hydrostatic pressure; dimensionless numbers; laminar and turbulent flow; velocity head; friction losses (e.g., pipe, valves, fittings); pipe networks; flow measurement; pumps, turbines, and compressors; non-Newtonian flow; flow through porous media Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy: Letter grade only Coordinator: Thomas Harmon Contact Information: Office Hours: Tues 11:00-12:00, Wed 1:00-2:00 or by appointment

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Syllabus for ENGR130: Thermodynamics

Fall 2010 Instructor: Gerardo Diaz Designation: Catalog Description: Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes: ENGR 130 Fundamentals of equilibrium, temperature, energy, and entropy. Equations of state and thermodynamic properties, with engineering applications. Moran & Shapiro; Fundamentals of Engineering Thermodynamics. Wiley, 6th Ed. 2008 The student should gain a thorough understanding of theoretical concepts related to conservation of mass and energy, control mass, control volume, and entropy. The student should also be completely familiar with pure substance property determination and with the analysis of applications involving vapor and air power cycles as well as ideal gas and psychrometics. CHEM 002, MATH 023, MATH 024 and (PHYS 009 or PHYS 019). a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations.
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Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy: Coordinator: Contact Information: Office Hours:

-Introductory concepts and definitions. -Work, energy, transfer of energy by heat, energy balance, first law, analysis of cycles. -Properties: p-v-T relations, tables, compressibility chart, ideal gas model, internal energy, enthalpy, specific heats, polytropic processes -Control volume analysis, conservation of mass and energy in a CV. -Transient and steady state analysis. -Second law, irreversibilities, maximum performance measures, Carnot cycle. -Entropy, entropy balance, isentropic processes, isentropic efficiencies, heat transfer and work in internally reversible processes. -Vapor and gas power systems. -Ideal gas mixture and psychrometric applications. M-W 3:00pm - 4:15pm (CLSSRM 120) Midterm: October 13, 3:00pm - 4:15pm Final: December 10, 11:30am-2:30pm

HW (10%), Project (20%), Midterm (35%), Final (35%)

Tuesdays 3-5pm

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Syllabus for ENGR155: Engineering Economic Analysis

Fall 2010 Instructor: Brent David Harrison Designation: Catalog Description:

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes: Prerequisites by Topic:

Microeconomic principles and methods. Time value of money, interest and equivalences, analysis of economic alternatives, depreciation, inflation and taxes, estimates of demand, cost and risk, decision theory. Fundamentals of Engineering Economics, by Chan S. Park, 2nd edition.

CSE 21 CHEM 2 MATH 32

Course Policies: Academic Dishonesty Statement: a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Disability Statement: Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first
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Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy:

three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Time Value of Money Money Management Inflation Present Worth Annual Equivalence Rate of Return Depreciation and Income Tax Cash Flow Uncertainty Applications: Replacement Applications: Benefit/Cost Applications: Make/Buy Applications: Breakeven Project Presentations MTWR 6:30 pm to 7:45 pm

Homework and projects (20% of grade), class participation (5%), first midterm (25%), second midterm (25%), and final exam (25%). Final scores of 90%, 80%, 70%, and 60% represent letter grades A, B, C, D, respectively. (These thresholds may be altered to reflect the difficulty of the exams.) All exams will be held in class.

Coordinator: Contact Information: Office Hours:

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Syllabus for ENGR180: Spatial Analysis and Modeling

Fall 2010 Instructor: Qinghua Guo Designation: Catalog Description:

Text Books and Other Required Materials:

Over the past two decades, with the advancement of survey techniques such as Geographic Positional System (GPS), Geographic Information System (GIS), and Remote Sensing (RS), geodatasets have dramatically increased and become more widely distributed. Spatial analysis and modeling are important tools in exploring and analyzing the geodatasets, and linking the spatial data to decision making. The main objective of this course is to provide students with practical and theoretical aspects of spatial analysis and modeling. We will emphasize hands on exercises for students to implement and construct spatial models. The course consists of two major parts. The first part is the introduction of Visual Basic (VB) and ArcGIS. The second part includes a range of spatial modeling techniques and their implementations. Textbook (recommended): Principles of Geographical Information Systems (by Peter A. Burrough, Rachael McDonnell) Lecture notes will be available at the class website. Also check the website for homework and other reading assignments. Software We will use MS Visual Basic 6 for the programming and ESRI ArcGIS for the GIS application. Each student will also receive a student version of ArcGIS.

Course Objectives/ Student Learning Outcomes: Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the
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Disability Statement:

examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations.

Topics: Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

Week Lecture Topic Lab Topics 1 Class Introduction No lab 2 Visual Basic (1) Variables, data types, operators, Array, control flow 3 Visual Basic (2) Function, subroutine, scope and lifetime, Files access, graphics 4 Spatial data structures and handling Spatial data formats, access and process spatial data 5 Introduction to ArcGIS (1) ArcGIS overview, layers, projection 6 Introduction to ArcGIS (2) vector based operations (buffer, overlay, data query) 7 Introduction to ArcGIS (3) raster based operations (rater calculator, raster modeling) 8 WebGIS and GPS WebGIS lab (share geospatial information online) 9 Digital image processing Image enhancement, edge detection, classification, filtering 10 Terrain analysis Slope, aspect, flow direction 11 Spatial pattern analysis (1) point pattern analysis 12 Spatial pattern analysis (2) Morans I, semivariograms, Geostatistics 13 Spatially explicit modeling Class project 14 Spatial Data Accuracy Class project 15 Case studies Class project 16 Class Presentation and Final paper

Professional Component: Assessment/Grading Grades are based on three components as follows: class participation (10%), lab Policy: assignments (50%), and a final project (40%). Participation We expect to have students participate in class discussion. Labs There are 10 labs, each worth 5 points. Homework assignment must be turned in by the due day. Late homework will be penalized by one point for the first day, and 50% after but no late homework will be accepted after three days from the due date (weekend included). Final Project and Presentation The final project will be of a students choosing, agreed to by the instructor. On
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the final day of class, oral presentations will be scheduled. Grading for the final project and presentation will be based on the following. Project: content, graphics, use of techniques, clarity of explanation; Presentation: clarity, graphics, technique use, answering questions. The final project will be worth 20 points, and the presentation worth 20 points. Coordinator: Contact Information: Office Hours: Qinghua Guo, qguo@ucmerced.edu Office location: SE 212, Tel: 228-2911

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Syllabus for ENGR191: Professional Seminar

Fall 2010 Instructor: Kara McCloskey Designation: Catalog Description: Required course for graduating seniors Presentation and discussion of professional engineering practices. Professional ethics and the roles and responsibilities of public institutions and private organizations pertaining to engineering.

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

Academic Dishonesty Statement:

Through this course students should expect to gain: Exposure to safety issues in science and engineering. Learn how to work together and communicate. Enhanced understanding of science and engineering professional issues and responsibilities through selected readings and discussions. Experience with problem identification, design of solution options, and specification of solution implementation strategies within a semi-structured framework. Experience in presenting thoughts and ideas both verbally and in writing. Experience in participating in professional group discussions and team interaction. Exposure to ethical considerations in science and engineering, and experience in considering management options and alternatives. Perspectives from distinguished engineering professionals. Senior standing or permission of instructor 1. Students are expected to attend each class as scheduled, and to be on time. Attendance will be taken at the beginning of each class. 2. Students may not use during lectures: laptops, notebooks, handhelds, etc. for purposes not directly related to the session content. All cell phones turned OFF. 3. Students are expected to read their e-mails at least once every 12 hours, and are responsible for any class-related announcements or directives from the instructor that might by distributed on UCMCROPS. 4. Students are expected to be attentive and respectful of speakers and fellow students at all times. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and
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Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Professional ethics and social responsibility, and safety issues. Problem solving individually and in a team. The role of engineers in public and private decision making. Engineering management skills and styles. T 2:00-2:50pm COB 272

No formal exams. Students will present seminars on their topic of choice; team presentations will also be allowed. Date Topic Speaker 31 Aug Introduction & 1st assignments McCloskey 7 Sep PE Exam McCloskey 14 Sep Ethics: Biotechnology McCloskey 21 Sep Ethics: Safety McCloskey 28 Sep Ethics: Environment McCloskey 5 Oct Gender and Diversity Human Resources Manager, JoAnne Dunlap 12 Oct Graduate School Graduate Research, Dean Sam Trina 19 Oct Movie: Living Proof McCloskey 26 Oct CV/Resume Writing Career Services, Kelly Van Zandt 2 Nov Movie: Living Proof McCloskey 9 Nov Movie: Living Proof McCloskey 16 Nov IP and Technology Transfer Technology Transfer, Rich Miller 23 Nov Communication and Management McCloskey 30 Nov Interviewing Workshop Career Services, Kelly Van Zandt 7 Dec No Class- final paper due No Final Exam Professional Component: The course will consist of informal discussions about professional articles, a semester-long class project, and lectures from invited speakers. Students will be expected to participate actively and regularly in all sessions. Assessment/Grading Students will be graded P/NP based on: Policy: 20% Quiz and Essays on Assigned Readings 30% Oral Presentation: Engineering Disasters 30% Attendance 20% Final Paper Coordinator: Contact Information: SE 335 kmccloskey@ucmerced.edu
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Office Hours:

Career Services: Kelly Van Zandt, kvanzandt@ucmerced.edu Graduate Research: Dean Sam Traina Technology Transfer: Rich Miller Human Resources Manager: JoAnne Dunlap, jdunlap@ucmerced.edu Walk-ins welcome on T, R and F

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Syllabus for ENGR197: Engineering Projects in Service Learning

Fall 2010 Instructor: Christopher Viney Designation: Catalog Description: ENGR 097 Engineering Projects in Community Service (EPICS) is an academic program in which multidisciplinary teams of Freshman through Senior students work with a faculty mentor to solve an engineering-related problem for a non-profit organization. Students get academic credit and real-world engineering experience, and the community benefits. This program is based on the Engineering Projects in Community Service (EPICS) program at Purdue University. 1. Textbook: Service-Learning: Engineering in Your Community, M. Lima and W. Oakes, Great Lakes Press, Okemos, MI, 2006 (ISBN 1-881018-94-6). 2. Design notebook Course Requirements: -Submit weekly team progress reports at https://eng.ucmerced.edu/slp by the day of the team meeting at midnight, describing last weeks progress and plans for the coming week (team communications specialist submits) -Team presentation of project proposal to client -Team submission of written project proposal -Team presentation of final project report -Team submission of written final project report -Keep design notebook (individual) -Attendance-Weekly 2 hr. team meetings -Weekly skills session - all students must attend the first session. Speakers for subsequent sessions will be announced on the service learning website at https://eng.ucmerced.edu/slp. -Students taking the course for 1 unit must attend 3 sessions. -Students taking the course for 2 units must attend 6 sessions. -Contribution - As evidenced by design notebooks, participation in team assignments, peer and self evaluations Benefits to Students: Early opportunity to practice engineering Learn technical skills Learn teamwork, project management, client communication, and engineering design skills Gain edge in job market Contribute to the community none
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Text Books and Other Required Materials:

Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

Course Requirements: -Submit weekly team progress reports at https://eng.ucmerced.edu/slp by the day of the team meeting at midnight, describing last weeks progress and plans for the coming week (team communications specialist submits) -Team presentation of project proposal to client -Team submission of written project proposal -Team presentation of final project report -Team submission of written final project report -Keep design notebook (individual) -Attendance-Weekly 2 hr. team meetings -Weekly skills session - all students must attend the first session. Speakers for subsequent sessions will be announced on the service learning website at https://eng.ucmerced.edu/slp. -Students taking the course for 1 unit must attend 3 sessions. -Students taking the course for 2 units must attend 6 sessions. -Contribution - As evidenced by design notebooks, participation in team assignments, peer and self evaluations Team leaders, communications specialists, recorders, and information technologists are required to enroll for 2 units. Other members are enrolled for 1 unit, but may request enrollment for 2 units if the workload justifies it (sub-team leaders, etc.). In general, 1 unit corresponds to an effort of 3-4 hours/week and 2 units 6-8 hrs/week (total time spent in and outside of class). All students wishing to enroll for 2 units must submit a written request and justification to their faculty mentor by the second team meeting. Lower division students should register for ENGR-097. Upper division students should register for ENGR-197. Each section has both options available. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Lect: M 8am-850am, Lab:
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Academic Dishonesty Statement:

Disability Statement:

Topics: Class/laboratory Schedule:

Midterm/Final Exam Schedule: Course Calendar:

Final:TH, 12/10, 5pm-830pm, COB 102 Milestones Week 3-Client meetings Week 5-Client project proposal presentations/reports* Continuing teams may elect to omit the proposal presentation if the project is a continuation of last semesters activities. The client should sign off on the written proposal, agreeing with the semester plan. The presentation component of the grade (20%) will then be based on the final presentation alone. Week 9-Progress report to client Week 16-Final written project reports due to client Week 16-Final client presentations

Professional Component: Assessment/Grading Policy:

Grading (percent contribution to grade)*: 55% team effort 05% team weekly reports 20% team presentations (2) Continuing teams may elect to omit the proposal presentation if the project is a continuation of last semesters activities. The client should sign off on the written proposal, agreeing with the semester plan. The presentation component of the grade (20%) will then be based on the final presentation alone. 20% team reports (2) 10% team evaluations by faculty and client, with particular emphasis on team maintaining contact and engaging with the client 45% personal effort 10% design notebook (2) 10% peer and faculty evaluation 25% class participation, broken down as follows: 10% skills sessions attendance 10% team meeting attendance/contribution 5% client engagement *students who are exceptionally weak in any one of these areas will not receive an A

Coordinator: Contact Information:

Office Hours:

Sci&Eng Bldg, Room 150 raranda@ucmerced.edu 209-228-4015 (office) 209-205-0973 (cell) 209-228-4047 (fax) TBD

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Syllabus for ENVE20: Introduction to Environmental Science & Technology

Spring 2011 Instructor: Wolfgang Rogge Designation: Catalog Description: EnvE 20 Introduction to Environmental Science & Technology Introduction to historical and current issues in the diverse field of environmental engineering. Principles of mass and energy balance. In-depth analysis of several key innovations from the field that have been instrumental in advancing the field. Design project. 1) Gilbert M. Masters and Wendell P. Ela, Introduction to Environmental Engineering and Science, Third Edition, Prentice Hall. ISBN: 0-13-148193-2 2) Classnotes, handouts, and library references. Course Objectives are: 1) to introduce students to local and global environmental problems and their impact on human health, welfare, natural systems, and natural resources and the needs of society; 2) to develop a basic understanding of major portions of environmental regulations; 3) to teach the fundamental concepts of mass and energy balance applied to man-made and natural environmental systems; 4) to instill a basic understanding of risk and risk assessment and how it applies to the assessment of environmental problems; 5) to relate theory to real environmental problems and develop problem-solving, design, and engineering decision-making skills necessary to improve environmental systems.

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Student Learning Outcomes: Assessment of learning outcomes is here in terms of students developing skills to (1) apply knowledge of mathematics, science, and environmental engineering, (2) design a system, component, or process to meet desired needs, (3) work together in teams to design environmental engineering systems, (4) describe and explain major state and federal environmental rules and laws, as well as international treaties and given violations of the aforementioned decide on the best course of action and justify the decision, (5) be able to write effective short communications and environmental problem discussions addressed to engineering peers, and (6) achieve understanding of the complexity of environmental issues and identify possible negative local, global and/or societal consequences and be able to recommend solutions to minimize or avoid those. Prerequisites by Topic: CSE 021 CHEM 002 MATH 032 Course Policies: a) Attendance and Participation: It is imperative that you avoid missing classes, be on time and stay the entire lecture period. b) Readings: Our textbook is mostly excellent. For the success of interactive learning and problem solving, it is paramount that you come to class prepared and ready to ask questions on whatever you might not have understood in the book chapter. Even if not explicitly advised,
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Academic Dishonesty Statement:

you are responsible to read ahead so that you are prepared for the next class meeting. c) In-class student problem solving: In order to facilitate learning, supervised independent learning and in-class exposure to problem solving are very helpful. Consequently, I will demonstrate example problems together with you in class. Similarly, if time allows, you will be giving a problem to be solved in-class by either all students individually or in groups. During in-class problem solving, you will have the opportunity to ask questions and request my assistance. For longer problems, you will be asked to finish a given problem at home and bring the solution to class next time for discussion. d) Assignments: Homework assignments will consist of 6 to 10 problems each and are due on set day at the very beginning of the class. Late homework will not be accepted, receiving zero points. Your homework must be an individual effort, unless otherwise indicated. Begin your homework as soon as it is assigned. Most problems will not be graded, rather credit will be provided for each completed homework problem handed in on time. Typically, one assigned problem per homework will be graded. The solution to the homework will be posted on UCMROPS after all homework is obtained. It is your responsibility to compare the solution provided with your homework. Please do not hesitate to ask me if you feel that you do not understand the solution. The homework has to be done in a professional fashion e.g. text program or very well hand written. Homework that lacks readability and professional setup will be returned receiving zero points. Each problem should be exactly labeled with the number used in the book, problem stated, approach to solve problem shortly summarized, and all partial and/or final results clearly labeled. e) Team Project & Presentations: Teams of four to five students are required to do an engineering design project and present the results through in-class presentation. Each topic has to be approved by the instructor. A team presentation should not be longer than 50 minutes plus 10 minutes for discussion. So, time it well. In addition, a typed project report of 20 to 50 pages plus graphs and appendix is required that will be posted on UCROPS. The design project report must include all references cited, including important information obtained from professional engineers (personal communication). In order to obtain feedback, all students together evaluate a student-team's project and presentation. f) Web Site: PowerPoint presentations, homework assignments and solutions as well as important announcements (deadline changes, exam dates, etc.) will be posted on the course web site: https://ucmcrops.ucmerced.edu/portal. It is important that you get comfortable with using this system early in the semester. g) Cell phones: Please turn off cell phones and pagers before entering the classroom. Cell phone usage during exams and tests automatically invalidates the test or exam, receiving zero points. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the
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Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule:

examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Mass and Energy Transfer Environmental Chemistry Mathematics of Growth Risk Assessment Water Pollution Water Quality Control Air Pollution Global Atmospheric Change Solid Waste Management and Resource Recovery Tues & Thurs.: 14:00 - 15:50; Classroom Bldg. 270 Multiple Choice I: Thurs., Feb. 24th (25 min.); Multiple Choice II: Thurs., April 14th (25 min.); Midterm Exam: Tues., March 3rd (110 min.); Final Exam: Tues., May 10th from 11:30-14:30, (180 min.); Team Project & Presentation dates are to be assigned. 2 hours lectures, twice per week Engineering Science - 60% Engineering Problem Solving and Design - 40% HW 20% Multiple Choice Test 1 - 10% Midterm - 20% Multiple Choice Test 2 - 10% Final Exam - 20% Project & Presentation - 20% Wolfgang F. Rogge Office: SE-260 wrogge@ucmerced.edu (209) 228-4543 TR 13:00 - 14:00 or by appointment

Course Calendar: Professional Component: Assessment/Grading Policy:

Coordinator: Contact Information:

Office Hours:

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Syllabus for ENVE100: Environmental Chemistry

Fall 2010 Instructor: Martha Conklin Designation: Catalog Description:

This course is an upper division survey of basic concepts, principles, and applications of environmental chemistry for students in Environmental Engineering, Earth Systems Science, Chemical and Biological Sciences, and related fields. The goal of the course is to examine the role of chemistry in environmental systems and to employ basic principles of thermodynamics, kinetics, chemical bonding, and mass transfer in solving chemical problems related to the Earth and its environment. We will survey a variety of topics involving inorganic and organic chemistry in the environment, including acid-base chemistry, carbonate equilibria, equilibrium aqueous speciation, liquid-gas-aqueous-mineral equilibria, oxidation-reduction, kinetics, and sorption. A strong emphasis will be placed on quantitative problem solving and the practical application of fundamental physical chemical principles to environmental systems. Course Format: Lecture meets twice weekly for 75 minute periods. Class time will be a combination of lecture, discussion, and in-class problem solving. The laboratory period will be primarily chemistry laboratory exercises and a few field exercises. Problem sets and lab exercises will be assigned weekly. Students are expected to come to class prepared to participate in discussions and in-class exercises, and to come to lab prepared to carry out the assigned experiment. Required Texts: 1. Jensen, J.N. (2003) Aquatic Chemistry, John Wiley & Sons. 2. Course Reader for Environmental Chemistry: Available for purchase in the bookstore 3. Lab Manual for Environmental Chemistry: Available for purchase in the bookstore Supplemental Reading on Selected Topics: Available on-line K&B: Krauskopf, K. B., and Bird, D. K. (1995) Introduction to Geochemistry, 3rd Ed., McGraw Hill. Drever: Drever, J. A. (1997) The Geochemistry of Natural Waters, 3rd Ed., Prentice Hall. McBride: McBride, M.B. (1994) Environmental Chemistry of Soils, Oxford University Press. SGI: Schwarzenbach, R.P., Gschwend, P.M., and Imboden, D.M. (2003), Environmental Organic Chemistry, 2nd Edition, Wiley-Interscience. Course Goals and Learning Outcomes: The ultimate goal in studying environmental chemistry is to understand the chemistry of natural water systems, their response to perturbations and the behavior of pollutants when they are released into these systems. To do so, we will use a multi-disciplinary approach.
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Text Books and Other Required Materials:

Course Objectives/ Student Learning Outcomes:

Our goal is for students to become proficient in: 1. the basic concepts of chemical equilibrium as applied to natural systems; 2. the behavior of organic pollutants in natural water systems, and 3. application of thermodynamic principles and mass balance to solve chemical systems. Teaching philosophy: Learning without thought is labor lost. ~Confucius We believe learning is accomplished by approaching the subject using different approaches. In this course students will read, attend lectures and laboratories, do in-class exercises, write laboratory reports and do homework. We expect students to come to class primed to discuss the material they have read in preparation for the class, and to come to lab prepared for the weekly exercise. Success in this course will depend on your level of active engagement with course activities and material. Prerequisites by Topic: Prerequisites: General chemistry (2 semesters); calculus (at least one semester). Students are expected to have basic knowledge of introductory chemistry, calculus, and some computer literacy. Courses in environmental sciences and engineering, Earth sciences, and engineering principles are helpful but not necessary. Emphasis will be placed on using fundamental chemical principles to solve environmental problems. Please see us for additional background material on topics in basic chemistry or environmental science and engineering that may be unfamiliar. Course Policies: Course Policies: Your attendance at lecture and lab, and your participation in class discussions and exercises, are an important part of this course. You are expected to attend class and to take your own notes, and/or to consult the material posted on the course CROPS site. All graded components (homework, tests and lab reports) are essential. You will not receive a passing grade in this course if you haven't completed a component of the course. For example, let us assume Jane C. didn't hand in any homework, but received a 'B' grade or better on tests and labs. Her final grade will be 'F' without any exceptions. You are expected to do your own work on homework and lab assignments, even when they are group activities. We do encourage collaboration, however, and you are encouraged to discuss homework and other parts of the class with other students. Such discussions about ideas and approaches are not cheating, whereas the exchange of finished, written answers is cheating. Cheating and plagiarism will be subject to disciplinary action according to University policies. If you use reference materials (other than the course texts) to solve a problem, you must give a citation. This includes material from the web. Not doing so is plagiarism (i.e., cheating). Course Web Site: Course information, including the semester schedule for lectures, reading, handouts, and all assignments and their due dates, is available at the course web site, which you should be able to access through the ucmcrops (Sakai) portal: https://ucmcrops.ucmerced.edu/portal. The CROPS site that will be used for this class is: F09-ENVE/ESS 100 LEC. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible
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Academic Dishonesty Statement:

Disability Statement:

cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Lecture: MW 12:00-1:15 pm, COB Room 274 Laboratory: F 11:00-1:50 pm, SE Room 110 ** Note: First Lab is Friday, Sept. 3 ** EXAM #1: W 9/29 EXAM #2: W 10/20 EXAM #3: M 11/22 FINAL EXAM: Wednesday, Dec. 15, 2010, 8:00 - 11:00am The final exam is comprehensive and will draw on concepts, principles, and problem solving methods developed throughout the semester. It is important to review the first three exams for the final. The following additional material since Exam III will be incorporated into the final: Familiarity with major types of natural organic matter and its behavior in the environment Understanding of non-ideal behavior and problem solving for complex, real-world systems Concepts of bioaccumulation; prediction and interpretation of bioaccumulation behavior DATE LECTURE READING Week 1: 8/25 Review of Basic Concepts & Equilibrium Concepts Ch 1-4 8/27 No Lab Week 2: 8/30 Equilibrium Concepts & Problem Solving Ch 3-8 9/1 Intro to Organic Compounds BOC part 1 9/3 LAB 1 Lab Safety/Practices & Statistics Week 3: 9/6 Monday: Labor Day Holiday 9/8 PO Acid/base Ch 10, 11 9/10 LAB 2 pH & Buffer Capacity
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Topics: Class/laboratory Schedule: Midterm/Final Exam Schedule:

Course Calendar:

Week 4: 9/13 Carbonate Alkalinity Ch 12, 13 9/15 Carbonate Alkalinity [supp.: Drever Ch 3, Carbonate] 9/17 LAB 3 Alkalinity Week 5: 9/20 Vapor Pressure BOC part 2.1, EOC part A 9/22 Vapor Pressure BOC part 2.1, EOC part A 9/24 LAB 4 Spectrophotometry & Beers Law *** Important *** Some schedule adjustments will be necessary during the semester. Week 6: 9/27 Solubility (liquid-aqueous) BOC part 2.2, EOC part B 9/29 Wed: EXAM I 10/1 LAB 5 Water Sampling: Water quality Key concepts and learning outcomes for EXAM 1: Basic concepts of equilibrium chemistry; problem solving using concepts; mass balance Organic Chemistry basics: general composition and structure of organic compounds & ability to name simple organic compounds Ability to solve acid/base problems Ability to draw and interpret pC-pH diagrams Concept of alkalinity; relationship to carbonate system; alkalinity problem solving Basic concept of vapor pressure for organic liquids and solids; problem solving Week 7: 10/4 Solubility (liquid-aqueous) BOC part 2.2, EOC part B 10/6 Equilibrium Thermodynamics [supp.: K&B Ch 7 & 8, Thermodynamics] 10/8 LAB 6 Chlorophyll measurements Week 8: 10/11 Air-Water Partitioning (Henrys Constant) BOC part 2.3, EOC part C; Ch 18 10/13 Environmental Solids [supp.: McBride Ch 2] 10/15 LAB 7 Dissolved Oxygen Week 9: 10/18 MC Solid-Liquid Equilibrium Ch 19 10/20 Wed: EXAM II 10/22 LAB 8 Sediment Sampling Key concepts and learning outcomes for EXAM II: Solubility of organic compounds in water; solubility calculations Basic concepts of equilibrium thermodynamics; problem solving using concepts Prediction of behavior and trends using knowledge of chemical properties of organic compounds Henrys constant and aqueous-gas partitioning for organic compounds and inorganic species; problem solving and interpretation Familiarity with types of environmental solids Solid-aqueous solubility concepts; problem solving of multi-phase equilibria
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Week 10: 10/25 Reduction & Oxidation Ch 16 10/27 Reduction & Oxidation 10/29 LAB 9 Environmental Minerals Week 11: 11/1 Solute-solvent Partitioning BOC part 2.4, EOC part D 11/3 C-based Sorption BOC parts 3 & 4, EOC part J 11/5 LAB 10 Analysis of Fe(II) Week 12: 11/8 Kinetics Ch 22 11/10 Kinetics Ch 22 11/12 LAB 11 Pollutant Decomposition Week 13: 11/15 Sorption & mass fractions BOC parts 4 & 5, EOC part J 11/17 Sorption & mass fractions BOC parts 4 & 5, EOC part J 11/19 LAB 12 Sorption on Activated Carbon Week 14: 11/22 Mon: EXAM III 11/24 Natural Organic Matter [supp: Drever Ch 6, p.107-119] 11/26 LAB No Lab Thanksgiving Key concepts and learning outcomes for EXAM III: Principles of oxidation-reduction reactions; electrochemical half-reactions Redox problems with the Nernst equation; construction and interpretation of Eh-pH diagrams Observation and interpretation of octanol-water partitioning behavior Principles of surface sorption and carbon-based sorption; Langmuir and Freundlich isotherms Understanding of mass fractions; ability to set-up and solve mass fraction sorption problems Principles of kinetic theory and application to environmental systems Week 15: 11/29 Non-ideality Ch 21 12/1 Bioaccumulation EOC Part D [supp: SGI Ch 10, p. 331-374] 12/3 LAB Lab review Week 16: 12/6 Case studies TBD 12/8 Review FINAL EXAM: Wednesday, Dec. 15, 8:00 11:00 AM Professional Component: Assessment/Grading Policy:

Letter grade only; late assignments will not be accepted. Exams: 50% = 4 total: 3 midterm exams (11%) and a final exam (17%) Laboratory: 30% Problem sets: 20%
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Coordinator:

Contact Information: Office Hours:

Instructor: Martha Conklin (mconklin@ucmerced.edu); office SE 220; tel. 228-4349 Wed 10 - 11:30am and by appointment

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Syllabus for ENVE110: Hydrology and Climate

Fall 2010 Instructor: Robert Rice Designation: Catalog Description: ENVE 110 Basics of the hydrological cycle and the global climate system. Fundamentals of surface water hydrology, groundwater hydrology, hydrometeorology, evaporation, precipitation, statistical and probabilistic methods, unit hydrograph, and flood routing. Physical Hydrology, Second Edition, Dingman, S. L. Prentice Hall, Upper Saddle River, NJ, 2002. This course is an introduction to climate and hydrology and how our global, continental, regional, and local climates are invariably link to our water cycle. Develop skills and tools to effectively communicate, synthesize, and comprehend scientific data quantitatively and qualitatively, as well as skills to solve real-world hydrologic problems. For example, you will have the analysis skills to develop inflow hydrographs from designed storms for reservoirs, as well as route a hydrograph downstream. ENVE 20-Introduction to Environmental Science and Technology. Attendance and participation is required;no late assignments accepted. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and
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Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy:

University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Water cycle, conservation equations, earth's climate, precipitation, snow, stream response, streamflow routing, raninfall-runoff modeling, Darcy's law, groundwater flows, well hydraulics,Evapotranspiration, Piezometer tests T Thurs, 1:30PM-3:20PM, Kolligian 296 Midterm-October 21, 2010 Final- December 15, 2010

Exams will consist of two Mid-terms, which consists of qualitative and quantitative problems. Grades The final course grade will be determined on the basis of a weighted average of the homework, exams, quizzes, and in-class assignments. The midterm exams will consist of 50% of the total point score, the homework 30%, the quizzes 10%, and the in-class assignments and participation 10%.

Coordinator: Contact Information: Office Hours:

Robert Rice, rrice@ucmerced.edu, (209) 228-4397 Reza Namdar Ghanbari, rghanbari@ucmerced.edu Robert Rice-Tuesday and Thursday 11AM-1PM, or by appointment. SE 232. Reza Namdar Ghanbari Tuesday and Thursday 11AM-1PM, or by appointment, AOA 125.

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Syllabus for ENVE112: Subsurface Hydrology

Spring 2010 Instructor: Teamrat A Ghezzehei Designation: Catalog Description:

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Hydrologic and geologic factors controlling the occurrence and use of groundwater on regional and local scales. Physical, mathematical, geologic and engineering concepts fundamental to subsurface hydrologic processes. Introduction to ground-water flow and transport modeling, with emphasis on model construction and simulation. - Fundamentals of Ground Water, Schwartz and Zhang, Wiley 2003 - Handouts and lectures By the end of the course, students will be familiarized with principles, factors, and processes that govern the storage and movement of water below the earths surface. Students will also be acquainted with design and development of computer models using an industry-standard simulator MODFLOW. The course project will enable students to integrate lessons learned in classroom lectures, modeling workshops, and field exercises to solve real-life problems. ENVE 110 or ESS 110 Hydrology and Climate a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the
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Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Grading Policy: Assignments = 30% (Late assignments will be downgraded 10% per day. Once the homework solution has been posted, then maximum available homework grade is 50%.) Mid Term Exam = 30% Project = 40% Coordinator: Contact Information: Office Hours:

semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. -Introduction to subsurface hydrology -Characteristics of the phases: volume relations, porosity, pore size distribution, density, viscosity, surface tension, compressibility, pressure, energy, -Darcy's Law: Darcy's experiment, gradient, permeability,Poiseuille's analysis, porosity-permeability relations -Development of groundwater equations, boundary conditions, initial conditions, sources/sinks -Groundwater modeling: confined and unconfined aquifers -Groundwater modeling: heterogeneity and fractures -Modeling workshop: saturated flow -Hydrostatics in unaturated zone: water content, water potential, water retention. -Hydrodynamics in unaturated zone: extension of Darcy's law, relative permeability -Solutions to simple problems -Infiltration and Evaporation -Saturated-unsaturated zone interactions (water table, -Modeling workshop: unsaturated -Modeling workshop: unsaturated/saturated -Hydrogeologic Investigations -Aquifer Tests: Confined Aquifers -Aquifer Tests: Leaky -Aquifer Tests: Unconfined -Aquifer Tests: Slug, step, intermittent -Modeling workshop: Groundwater -Heat Transfer -Basics of Transport Modeling LECT MW 8:00 - 9:50 am

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Syllabus for ENVE114: Mountain Hydrology in the Western US

Spring 2011 Instructor: Robert Rice Designation: Catalog Description: Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes: Prerequisites by Topic: Course Policies: ENVE114 Current research topics and technologies in mountain hydrology and hydrologic project design Journal articles, provided by instructor. Understand the processes that control the interactions of climate, hydrology and (bio)geochemistry and the skills for hydrologic project design ENVE 110: Hydrology and Climate o Attendance is required; o Homework due in class the same day of following week; o Late homework not accepted; o About 10 quizzes, but no exams; o Two quizzes with the lowest grades can be dropped; o No make-up quizzes. The key of success for this class is to attend the class, read the articles prior to class and contribute to discussions. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register
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Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

with Disability Services Center to verify their eligibility for appropriate accommodations. Why mountain hydrology? Precipitation patters & climate drivers Evapotranspiration: measurements, models, scaling Snow and snowmelt processes Remote sensing and snow mapping Energy balance and scaling Snowmelt and snowmelt modeling Catchment flowpaths and residence times Mountain block & mountain front recharge Hydrologic & biogeochemical processes in soils Processes of weathering and erosion Catchment biogeochemistry Hydrologic project design Monday & Wednesday 12:00-1:15 PM

Week 1 (Jan 19 & 24, 2011): Why mountain hydrology? Readings: Messerli et al., AMBIO, 2004 (discussion on Tuesday) & Bales et al., WRR, 2006 (discussion on Thursday) Homework: No Week 2 (Jan 26 & 31, 2011): Trends of snow & streamflow Readings: Mote, BAMS, 2005 (Tue) & Stewart, 2005 (Thu) Homework: Exercise 1 (due on Feb 4) Week 3 (Feb 2 & 7, 2011): Orographics of precipitation Readings: Dettinger et al., 2005 (Tue) & Bales and Cline, 2003 (Thu) Homework: Exercise 2 Exercise 1 due on Feb 4 (Thu) Week 4 (Feb 9 & 14, 2011): Radiative transfer & snow mapping Readings: Rosenthal & Dozier, WRR, 1996 (Tue) & Dozier, RSE, 1989 (Thu) Homework: No Exercise 2 due on Feb 11 (Thu) Week 5 (Feb 16 & 21): In-class project - Snow mapping Readings: No Project due: End of the class on Feb 18 (Thu) Week 6 (Feb 23 & 28): Energy balance & snowmelt modeling Readings: Molotch et al., 2004, GRL (Tue) & Cline et al., 1998, WRR (Thu) Homework: No Week 7 (March 2 & 7): Snowmelt processes Readings: Harrington et al., 1998 (Tue) & Taylor et al., 2001 (Thu) Homework: Exercise 3 (Due on March 11) Week 8 (March 9 & 14): Flowpaths and Residence Times Readings: Liu et al., 2004 (Tue) & Kirchner, 2003, HP (Thu) Homework: Exercise 4
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 Exercise 3 due on March 11 (Thu) Week 9 (March 16 & 28): Groundwater Reading: Wilson and Guan, 2004 Homework: No Exercise 4 due on March 18 (Thu) Week 10 (March 21- 25, 2010): Spring break No classes Week 11 (March 30 & April 4): Mountain biogeochemistry Readings: Sickman et al., 2001, WRR (Tue) & Sickman et al., 2003, LO (Thu) Homework: Exercise 5 Week 12 (April 6 & 11): Ecohydrology Readings: Loheide et al., 2005 (Tue) & Loheide & Gorelick, 2006 (Thu) Homework: No Week 13 (April 13 & 18): Hydrologic project design Readings: TBA Exercise 5 due on April 13 (Tue) Week 14 (April 20 & 25): Hydrologic project design Readings: TBA Project due on April 22 (Thu) Week 15 (April 27 & May 2): Weathering and Erosion Readings: Riebe et al., 2004, EPSL (Tue) & Kirchner et al., 2001, GEOL (Thu) Homework: No Week 16 (May 4): Final presentation (graduates) due and be presented in class on May 4 and 6 Undergraduates: be audience and ask questions. Professional Component: Engineering science 70%; Engineering design 30%. Assessment/Grading Homework (40%), Projects (30%), quiz and attendance (30%). Policy: Coordinator: Contact Information: Office: Science & Engineering Room 232 Email: rbales@ucmerced.edu and rrice@ucmerced.edu Phone: 209-228-4348 (Bales) and 209-228-4397 (Rice) Office Hours: Monday & Wednesday 9:00 - 11:00AM (or by appointment)

109

Syllabus for ENVE118: Global Change

Spring 2009 Instructor: Anthony Westerling Designation: Catalog Description:

Text Books and Other Required Materials:

Detection of, adaptation to, and mitigation of global climate change. Climate-change science, sources, sinks, and atmospheric cycling of greenhouse gases. Societal context for implementing engineered responses. Assessment of options for responding to the threat of climate change. Global Warming: Understanding the Forecast by David Archer Additional readings and online resources will be posted during the semester.

Course Objectives/ Student Learning Outcomes: Prerequisites by Topic: CHEM 2 General Chemistry Course Policies: Academic Dishonesty Statement: a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Disability Statement: Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities.
110

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy:

Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. -Fourier, Arrhenius & Bartlett -Blackbody Radiation -Layer Models -Layer Models + Greenhouse Gasses -Temperature Structure of the Atmosphere -Heat, Winds and Currents -Carbon Cycle -Guide to CO2 Sequestration -Reliability, Variability and Context Archer Ch 11 -Impacts -Mitigation and Adaptation Lecture: TuTh 10:30 -11:45

Class participation, in-class assignments, and quizzes: 20% Homework: 20% Midterms 1, 2 & 3: 30% Final Exam: 30%

Coordinator: Contact Information: Office Hours:

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Syllabus for ENVE130: Meteorology and Air Pollution

Fall 2010 Instructor: Wolfgang Rogge Designation: Catalog Description: EnvE130 Basic physics and thermodynamics of the atmosphere; fundamentals of atmospheric sciences important to environmental problems; chemistry and physics of atmospheric pollutants; visibility; air quality modeling; emissions; and air pollution control strategies. INTRODUCTION TO ATMOSPHERIC CHEMISTRY by Daniel J. Jacob, published by Princeton University Press Princeton, New Jersey, 1999. Course Objectives are: 1) to provide the students with the basic science and engineering knowledge necessary to understand air pollution formation, release, transformation, and dispersion; 2) to demonstrate how that knowledge together with mathematics and modeling tools are applied to solve air pollution problems; and 3) to enable the students to formulate and subsequently solve air pollution problems using scientific and engineering methods and tools.

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Student Learning Outcomes: Considering local and global air pollution problems and national requirements as well as international agreements on pollution control, students will be able to determine necessary emission reductions to prevent harm to occur to human health, welfare, and climate. By the end of the course through lectures, problem solving in supervised class meetings, homeworks, readings, presentations, and exams the students will have demonstrated skills to formulate and solve often complex air pollution problems. Students will be able to develop and apply simple mathematical models to predict the atmospheric chemical transformation of pollutants as well as horizontal and vertical transport throughout the troposphere and stratosphere and exchange between the hemispheres. Students will become proficient to process, analyze, and interpret air pollution and meteorological data and to apply scientific methods and environmental engineering strategies that help to promote a more sustainable and healthy environment. Further, they will be able to discuss knowledge gaps that require more advanced studying and possibly future research. Their communication skills will improve through discussions and individual project presentations; and, they will obtain an appreciation for the complexity and importance of environmental engineering. Prerequisites by Topic: EnvE20 or ESS20 Course Policies: a) Attendance and Participation: It is imperative that you avoid missing classes, be on time and stay the entire lecture period. b) Readings: Our textbook is mostly excellent. For the success of interactive learning and problem solving, it is paramount that you come to class prepared and ready to ask questions on whatever you might not have understood in the book chapter. Even if not explicitly advised, you are responsible to read ahead so that you are prepared for the next class meeting. c) In-class student problem solving: In order to facilitate learning,
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Academic Dishonesty Statement:

Disability Statement:

supervised independent learning and in-class exposure to problem solving are very helpful. Consequently, I will demonstrate example problems together with you in class. Similarly, if time allows, you will be giving a problem to be solved in-class by either all students individually or in groups. During in-class problem solving, you will have the opportunity to ask questions and request my assistance. For longer problems, you will be asked to finish a given problem at home and bring the solution to class next time for discussion. d) Assignments: Homework assignments will consist of 6 to 10 problems each and are due on set day at the very beginning of the class. Late homework will not be accepted, receiving zero points. Your homework must be an individual effort, unless otherwise indicated. Begin your homework as soon as it is assigned. The problems will not be graded, rather credit will be provided for each completed homework problem handed in on time. The solution to the homework will be posted on UCMROPS after all homeworks are obtained. It is your responsibility to compare the solution provided with your homework. Please do not hesitate to ask me if you feel that you do not understand the solution. Begin your homework as soon as it is assigned. The homework has to be done in a professional fashion e.g. text program or very well hand written. Homework that lacks readability and professional setup will be returned receiving zero points. Each problem should be exactly labeled with the number used in the book, problem stated, approach to solve problem shortly summarized, and all partial and/or final results clearly labeled. e) Presentations: Each student is required to do an in-class presentation on a topic selected by the instructor. A presentation should not be longer than 15 minutes plus 5 minutes for discussion. So, time it well. In addition, a short 3 to 5 page report is required that will be posted on UCROPS. All students evaluate a student presentation and this will count 40% of the total presentation grade. f) Web Site: PowerPoint presentations, homework assignments and solutions as well as important announcements (deadline changes, exam dates, etc.) will be posted on the course web site: https://ucmcrops.ucmerced.edu/portal. It is important that you get comfortable with using this system early in the semester. g) Cell phones: Please turn off cell phones and pagers before entering the classroom. Cell phone usage during exams and tests automatically invalidates the test or exam, receiving zero points. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible
113

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy: Coordinator: Contact Information:

universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. 1 Measures Of Atmospheric Composition 2 Atmospheric Pressure 3 Simple Models 4 Atmospheric Transport 5 Possibly not covered 6 Geochemical Cycles 7 The Greenhouse Effect 8 Aerosols 9 Chemical Kinetics 10 Stratospheric Ozone 11 Oxidizing Power Of The Troposphere 12 Ozone Air Pollution 13 Acid Rain T R 3:30 - 5:20 pm Multiple Choice I: Tues., Sept. 28th (25 min.); Multiple Choice II: Tues., Nov. 30th (25 min.); Midterm Exam: Thurs., Oct. 7th (90 min.); Final Exam: Thurs., Dec. 10th (180 min.); Project & Presentation dates are to be assigned.

Office Hours:

Two multiple choice test, each allows you to earn up to 10% of the total points possible. The mid-term exam 20%; final exam 30%; homework 20%; presentation 10%. Wolfgang F Rogge Office: SE-260 wrogge@ucmerced.edu Phone: (209) 228-4543 T 14:00-15:00 R 14:30-15:00 or by appointment, email

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Syllabus for ENVE152: Remote Sensing of the Environment

Fall 2010 Instructor: Qinghua Guo Designation: Catalog Description:

Text Books and Other Required Materials:

Remote Sensing is a technique that acquires earth object information without physically contacting with the objects. It has the advantage of gathering information in very large study areas, or remote areas that humans are difficult to access. Remote sensing has been increasingly used in a variety of environment studies including climate change, water resources, land use / land cover change, hazard management etc. This class provides an introduction to the fundamentals of remote sensing. Class lectures will focus on a range of concepts and techniques key to understanding how remote sensing data are acquired, displayed, restored, enhanced, and analyzed. Topics include remote sensing principles, aerial photography, photogrammetry, image interpretation, image processing, and applications of remote sensing in a range of environmental applications. Weekly exercises will provide students hands-on experience of understanding and applying remote sensing techniques in solving real-world environmental problems. [required] Jensen, John R., 2007, Remote Sensing of the Environment: An Earth Resource Perspective, Prentice Hall: Upper Saddle River, NJ. 2nd ed. ISBN 0-13-188950-8 Reference book for lectures 1. Jensen, John R., 2005, Introductory Digital Image Processing: A Remote Sensing Perspective, Prentice Hall: Upper Saddle River, NJ, 3rd ed. ISBN 0-13-145361-0 3. Gong, Peng, Remote Sensing and Image Analysis http://www.cnr.berkeley.edu/~gong/textbook/ Software We will use ENVI for the lab. Students are recommended to use the lab hours to finish homework, and class projects.

Course Objectives/ Student Learning Outcomes: Prerequisites by Topic: Course Policies: Academic Dishonesty a. Each student in this course is expected to abide by the University of California, Statement: Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment
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Disability Statement:

file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Lecture MW 10:30am 11:45am, CLSSRM 276 Lab F 8:00am 10:50am, KOLLIG 202

Topics: Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar:

Week Lecture Topic Lab Topics 1 Class Introduction No lab 2 Principle of Remote sensing of Environment 3 Aerial Photography Lab 1: principle of Remote Sensing 4 Visual Image interpretation Lab2: Aerial photography and Image Interpretation 5 Multispectral Remote Sensing Systems Lab 3: Multispectral image analysis 6 Hyperspectral Remote Sensing Lab 4: Hyperspectral image analysis 7 Thermal Infrared Remote Sensing Lab 5: Thermal Infrared Remote Sensing 8 Remote Sensing of Vegetation Lab 6: Remote Sensing of Vegetation 9 Remote Sensing of Water Resources Lab 7: Remote Sensing of Water Resources 10 Remote Sensing of Urban Landscape Lab 8: Remote Sensing of land use 11 Digital Image Processing 1 Lab 9: Digital RS image processing 12 Digital Image Processing 2 Class project 13 Active Remote Sensing Class project 14 Case studies Class project 15 Class project 16 Class Presentation and Final paper

Professional Component: Assessment/Grading Policy:

Grades are based on three components as follows: class participation (10%), lab assignments (45%), and a final project (45%). Participation We expect to have students participate in class discussion. No late arrival or early departure. Late arrival/early departure are disruptive to the class and other students learning, and will result in loss of participation points.
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Labs There are 9 labs, each worth 5 points. Homework assignment must be turned in by the due day. Late homework will be penalized by one point per day. Final Project and Presentation The final project will be of a students choosing, agreed to by the instructor. On the final day of class, oral presentations will be scheduled. Grading for the final project and presentation will be based on the following. Project: content, graphics, use of techniques, clarity of explanation; Presentation: clarity, graphics, technique use, answering questions. The final project will be worth 25 points, and the presentation worth 20 points. Coordinator: Contact Information: Qinghua Guo, qguo@ucmerced.edu Office location: SE 212 Tel: 228-2911

Office Hours:

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Syllabus for ENVE155: Decision Analysis in Management

Spring 2009 Instructor: Yihsu Chen Designation: Catalog Description:

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Presents the tools of decision science using a quantitative approach with a focus on investment, finance, management, technology and policy decisions. These tools include decision tree analysis, risk and uncertainty analysis, stochastic dominance, the value of information, probability bias, and subjective probability. Making Hard Decision, 2nd Ed. by Robert T.Clement and Terence Reilly, Duxbury. This is a upper-division course presenting the tools of decision science using a quantitative approach, with a focus on investment, nance, management, technology and policy decisions. These tools include decision tree analysis, risk and uncertainty analysis, stochastic dominance, the value of information, probability bias, and subjective probability, with additional topics of 2-stage decision making, dynamic programming. ECON10, ECON100 or equivalent, or consent of instructor a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register
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Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading 4 homework/computer projects (10% of grade), Policy: class participation (5%), First midterm (20%), second midterm (25%), paper critics (5%), and final project (35%). Coordinator: Contact Information: Office Hours:

with Disability Services Center to verify their eligibility for appropriate accommodations. -Introduction (1), -Elements of Decision Analysis (2), -Structuring Decisions (3), -Solving Decisions (4), -Sensitivity Analysis (5), -Probability Review & Subjective Probability (6), -Probability Models & Data Analysis (7), -Monte Carlo Simulation (8), -Value of Information (9), -Risk Attitude (10), -Utility Theory (11) and -Multi-objective Decision Making (12). Lecture: 9:00-10:15am every Tues & Thur

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Syllabus for ENVE160: Sustainable Energy

Fall 2009 Instructor: Elliott Campbell Designation: Catalog Description: ENVE160 Current systems for energy supply and use. Renewable energy resources, transport, storage, and transformation technologies. Technological opportunities for improving end-use energy efficiency. Recovery, sequestration, and disposal of greenhouse gases from fossil-fuel combustion. Renewable and Efficient Electric Power Systems (Wiley-Interscience) Course Goals: Students will be introduced to the science and engineering of energy technologies including fossil fuel, solar, bioenergy, and wind approaches. With this understanding, students will be able to assess the environmental impacts of alternative energy designs that are currently used and being developed as emerging technologies.

Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Learning Outcomes: Given energy demand and regulations, student will be able to develop a range of energy systems including current and emerging technologies, assess the environmental pollution impacts, and economic costs of implementation. Furthermore, students will be able to solve problems in class meetings, homeworks, and exams that concern our current understanding of energy systems as well as discuss the knowledge gaps that require further research. Students will master mathematical and scientific methods required for assessing environmental engineering metrics related to sustainable energy; they will be able interpret environmental engineering data and simulate experimental systems; they will have the environmental engineering skills to contribute to sustainable energy design projects; they will understand computational tools to analyze such systems; and, they will have reflected on the significance of environmental engineering with respect to meeting global sustainable energy challenges. Prerequisites by Topic: ENVE 020 or ESS 020 Course Policies: Academic Dishonesty a. Each student in this course is expected to abide by the University of California, Statement: Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and
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Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy: Coordinator: Contact Information: Office Hours:

University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Global energy demand is growing. However the pollution impacts of energy production are growing and the availability of current energy sources is declining. In ENVE 160 students will be introduced to the current systems for energy supply and to renewable energy resources, transport, storage, and transformation technologies. Recovery, sequestration, and disposal of greenhouse gases from fossil-fuel combustion will be explored. The regular class meetings are an online format (lectures and discussion with real-time audio/visual interaction, shared white boards, slides, and chat) which will be leveraged within the context of transportation energy efficiency alternatives and building greenhouse gas emissions. TR 10:30 - 12:20

Students will HW 30%; Participation 20%; Exams 30%; Design Project 20%

Elliott Campbell, ecampbell3@ucmerced.edu, 209.631.9312 Tuesday 12:20-1pm or by appointment

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Syllabus for ENVE162: Modeling and Design of Energy Systems

Spring 2009 Instructor: Roland Winston Designation: Catalog Description: Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes: Prerequisites by Topic: Course Policies: Academic Dishonesty Statement: a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Disability Statement: Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations.
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Topics: Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Policy: Coordinator: Contact Information: Office Hours:

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Syllabus for ENVE176: Water and Wastewater Treatment

Spring 2009 Instructor: Elliott Campbell Designation: Catalog Description: ENVE 176 Water treatment, use, reclamation, and reuse. Introduction to modeling and designing treatment systems; both conventional and advanced technology. Use of mass balances for system evaluation and design. Design project. Title: Wastewater Engineering Publisher: McGraw-Hill Science/Engineering/Math; 4th edition, ISBN-10: 0070418780 -Based on water quality data and regulations, students are able to select and size unit processes. -Students will gain a scientific understanding of treatment fundamentals that allows them to assess design alternatives. -Students will apply modeling tools to analyze treatment problems. ENVE 020 Introduction to Environmental Science and Technology ENVE 100 Environmental Chemistry a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register
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Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Engineering Science 60%; Engineering Design 40% Assessment/Grading HW 20%; Participation 20%; Exams 30% (3); Design Project 30% Policy: Coordinator: Contact Information: Office Hours:

with Disability Services Center to verify their eligibility for appropriate accommodations. Flowrates and constituent loading Process analysis Physical unit operations Chemical unit operations Biological treatment Disinfection Reuse Biosolids management Plant Performance Tues/Thurs 11:00-12:15

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Syllabus for ENVE181: Field Methods in Snow Hydrology

Spring 2011 Instructor: Robert Rice Designation: Catalog Description: Field Methods in Snow Hydrology The class covers the basics of snow formation in the atmosphere, distribution on the land surface, metamorphosis through the season, water supply issues, and streamflow generation. The course will meet every Wednesday during the first half of the semester and then convene for the weekend in Yosemite National Park where we will study snow first-hand, as well as participate in a snow survey. No text book required. Readings will be assigned. 1. A successful student will be able to measure snowpack properties and estimate the error associated with the measurements, collect snowpack field data, and understand snowpack processes. 2. Effectively measure, communicate, synthesize, and comprehend scientific and operational field data quantitatively and qualitatively, as well as use the skills to participate and contribute to snow measurement campaigns. For example, you will have the skills necessary to measure and record the Snow Water Equivalent and the physical snowpack properties for state and federal agencies, as well as scientific research groups. Enve/ESS 110-Hydrology and Climate Course Structure Look in this section for detailed information on what to expect from lectures, homework, and technical paper. In general, the course is structured on a points system so that you are always in control of your grade. Lectures (preparation & participation) Lectures will be very interactiveask questions throughout the lecture. Lectures will be designed to encourage discussion on selected topics. Lectures will include a combination of Power Point and whiteboard. All Power Point slides will be posted to the UCMCORPS before the lecture. Attendance is expected and class participation grade will reflect attendance. Attendance at all field sessions is mandatory. Homework Homework assignments will be posted to UCMCROPS prior to Wednesday class lectures and due at the beginning of lecture on Wednesday of the following week. Each homework assignment will be interesting and relevant real world problems utilizing current and available data sets. Work together on homework, but the work you hand in should be your own. Academic integrity rules apply, so please do not copy solutions from peers or a solutions manual. Homework solutions will be posted to UCMCROPS in a timely manner. No late homework will be accepted and there will be no make-up quizzes. Technical Paper There is no exam. You will be required to write a technical paper that will be both qualitative and quantitative analysis of the field sessions in
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Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies:

Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam May 9 Technical Paper due Schedule: Course Calendar: Professional Component: Assessment/Grading The final course grade will be determined on the basis of a weighted average of Policy: the homework, class participation, and technical paper. The technical paper will consist of 50% of the total point score, the homework 30%, and class participation 20%. In additional, attendance at all field sessions is mandatory, and is required for a grade. The final grade will be based on the following total point score for the class, A >=90% B 80-89% C 70-79%
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Yosemite National Park. a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Lecture Dates Topic 1 TBD Importance of Snow 2 TBD Snow Geography 3 TBD Snow Metamorphism 4 TBD The Mountain snowpack 5 TBD Snow Energy Exchanges 6 TBD Measurement of Snow 7 TBD Uses of Snow data and products Field Trip to Yosemite National Park-TBD

D 60-69% F The flavor of letter grade (+, even, -) will be decided by the instructor when mid-semester and final grades are assigned. Coordinator: Contact Information: Office Hours: Phone:228-4397 email:rrice@ucmerced.edu Friday 11AM-12PM, or by appointment. SE 232.

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Syllabus for ENVE183: Field Methods in Subsurface Hydrology

Fall 2010 Instructor: Thomas Harmon Designation: Catalog Description: Field lab course Introduction to fundamental field instruments used for vadose zone and subsurface field investigations. Analysis of groundwater well tests and of a (hypothetical) contaminated site. Field workshops. Course reading will be posted on the website or links provided, and should be completed before the following meeting (and revisit the reading prior to the field lab, and while preparing your report). After completing this course, students will be adept at collecting and characterizing soil samples, performing in situ permeability tests, measuring hydraulic head, executing aquifer hydraulic tests and interpreting test data, and preparing engineering reports and oral presentations summarizing sampling design, field methods and experimental results associated with subsurface hydrology. ENVE 110 Hydrology and Climate a. Each student in this course is expected to abide by the University of California, Merced's Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. b. You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e mail, an e mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. c. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Accommodations for Students with Disabilities: The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the
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Text Books and Other Required Materials: Course Objectives/ Student Learning Outcomes:

Prerequisites by Topic: Course Policies: Academic Dishonesty Statement:

Disability Statement:

Topics:

Class/laboratory Schedule: Midterm/Final Exam Schedule: Course Calendar: Professional Component: Assessment/Grading Course grades will be weighted as follows: Class attendance and participation Policy: 10%; problem sets 10%; field lab participation 30%; in-class final report 20%, final written report 30%. Coordinator: Tom Harmon Contact Information: tharmon@ucmerced.edu (209) 228-4337 Office Hours: Mon 10:00-11:00 or by appointment

semester, except for unusual circumstances. Students are encouraged to register with Disability Services Center to verify their eligibility for appropriate accommodations. Soil physical properties Unsaturated soil hydraulics Groundwater flow Well hydraulics and pump tests Geostatistics Sampling design Groundwater-surface water interactions Data organization data (from field work) Data anaylsis and presentation Isotopes in subsurface hydrology Oral and written report preparation Lecture M 2:00-2:50; Field lab days TBD in class

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College One - CORE 01 Modules

https://collegeone.ucmerced.edu/content/core/core01/modules

College One About College One Welcome Letter College One Handbook Guiding Principles Requirements Core Courses Core Course Sequence Core 01 Modules Spring 2006 Schedule Core 100 Syllabus Freshman Seminar Program About Freshman Seminars For Faculty For Reviewers Courses Seminar Proposal Undergraduate Research Opportunities Contact Us Off-Campus Programs

Cirriculum for the CORE 01 course is divided among seven two-week blocks called "modules". 1. 2. 3. 4. 5. 6. 7. Origins of the Universe Origins of Life Origins of Societies and Cultures Language and Communication Needs of Individuals and Societies Conflict The Future

Module Descriptions
Module 1: Origins of the Universe
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Throughout history, humans have had a choice of explaining the natural world by faith, or through reason by testable hypotheses. The conflict between these two approaches may be seen, for example, in the life of Galileo. It is also a debate that continues today -- in rival explanations of our place in the Universe. Module 2: Origins of Life This module will extend the earlier theme of faith vs. reason to today's ongoing debate over life's origins. Specifically addressed with be competing answers proposed by scientists, humanists, and ethicists to the key questions: "Where and when does life begin?" and "What and whose life is sacred?" Module 3: Origins of Societies and Cultures For centuries, humans have coalesced into societies for pragmatic reasons -- food production, shelter, companionship, and defense -- evolving distinct cultures as a result. Whereas all societies eventually face the same basic challenges -- resource depletion, crime, epidemics, and environmental despoliation, among them -- the creative contributions of the diverse cultures in the arts and literature remain unique. Module 4: Language and Communication Societies, like individuals, depend upon an ability to communicate for survival -- to express needs and wants, to warn of danger, and to persuade others to join their cause. This module will look at the various ways that humans and societies learn to communicate and persuade through words, symbols, and even unconscious gestures. Module 5: Needs of Individuals and Societies Unlike societies, human beings have needs and desires that are unique to individuals, and cannot, or should not, be met by the society at large. The need for recreation in a setting of natural beauty is one of these; as are religion, art, music, and even sex. Likewise unique to each individual are the ethical choices that each of us makes in fulfilling these needs. Module 6: Conflict Conflict is common not only between but within societies and between society and the individual. This module deals with the full spectrum of conflict from global war to today's debate over protection of the environment, taking the perspective of how and why conflicts occur, how they might be avoided, and how they have traditionally been solved. Module 7: The Future The final module will revisit the major themes of the course from the perspective of how they might be affected by changes already underway, or predicted in the foreseeable future. Both threats and prospects will be examined: from the possibility of a global pandemic, to the implications of genetic engineering and nanotechnology, and the impact of the rapidly changing demographic makeup of California. Print this Page University of California, Merced | PO Box 2039, Merced, CA 95344 | (209) 724-4400 | 2011 UC Regents Privacy/Legal Notice

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https://collegeone.ucmerced.edu/content/core/core01/s06schedule

College One About College One Welcome Letter College One Handbook Guiding Principles Requirements Core Courses Core Course Sequence Core 01 Modules Spring 2006 Schedule Core 100 Syllabus Freshman Seminar Program About Freshman Seminars For Faculty For Reviewers Courses Seminar Proposal Undergraduate Research Opportunities Contact Us Off-Campus Programs

Fall Semester 2006 Fall Semester Begins August 22, 2006 Tuesday Monday Fall Instruction Begins 71 days August 28, 2006 Labor Day Holiday September 4, 2006 Monday Veterans Day Holiday November 10, 2006 Friday Thanksgiving Holiday November 23-24, 2006 Thursday-Friday December 8, 2006 Friday Fall Instruction Ends Fall Finals Exam Prep 1 day December 9, 2006 Saturday Fall Final Examinations 5 days December 11-15, 2006 Monday-Friday Fall Semester Ends December 15, 2006 Friday
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Week-by-Week Schedule
1. August 28 - September 1 M 08 28 Background: Points of Engagement T 08 29 10-11a Introduction Jeff Wright, Christopher Viney, Anne Zanzucchi W 08 30 Background: Points of Engagement R 08 31 10-11a Jeff Yoshimi, Logic Primer: Thinking About Complex Issues Michelle Jacobs, Researching and Understanding Complex Issues CORE Friday: Skills Developement Sessions Christopher Viney, Math Literacy F 09 01 3-5p Writing Faculty, Reach for the Sky: Approaches to Writing Faust Forham, UCMCROPS & IT 2. September 4 - September 8 M 09 04 LABOR DAY HOLIDAY T 09 05 Module 1: Origins of the Universe 10-11a Christopher Viney, Shifting the Origin: the Legacy of Copernicus, Galileo and Newton W 09 06 R 09 07 Module 1: Origins of the Universe 10-11a Wil van Breugel, From the Big Bang to California CORE Friday: DVD - Bertold Brecht's Galileo performance by Playhouse Merced, with F 09 08 an introduction by Gregg Herken and Christopher Viney. 3-5p Alt: American Film Theatre Production (1974). 3. September 11 - September 15 M 09 11 Module 1: Origins of the Universe T 09 12 10-11a Wil van Breugel, From Exploding Stars to Planets and Life W 09 13 Module 1: Origins of the Universe R 09 14 10-11a Jan Goggans, In the Beginning of the World Ruth Mostern, Astronomy Along the Silk Road F 09 15 3-5p CORE Friday: Star Party with Wil van Breugel 4. September 18 - September 22 M 09 18 Module 2: Origins of Life T 09 19 10-11a Peggy O'Day, Origin of Planet Earth and Conditions for the Emergence of Life W 09 20 Module 2: Origins of Life R 09 21 Henry Forman, Bringing home the Bacon: Darwin, Evolution and the Scientific 10-11a Method F 09 22 3-5p CORE Friday: Film - Inherit the Wind, with an introduction by Henry Forman 5. September 25 - September 29 M 09 25
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T 09 26 10-11a W 09 27 R 09 28 10-11a

Module 2: Origins of Life Miriam Barlow, Evidence of Evolution

6.

7.

8.

9.

Module 2: Origins of Life Jeff Yoshimi, God, Science, and the Big Questions: Topics in the Philosophy of Science and Religion CORE Friday: UCM Faculty Panel Discussion - The Universe and Life: What We F 09 29 3-5p Know and What We Believe October 2 - October 6 M 10 02 T 10 03 Module 3: Origins of Societies and Culture 10-11a Christopher Viney, The Rise of Science, Technology, Infrastructure and Expertise W 10 04 R 10 05 Module 3: Origins of Societies and Culture 10-11a Shawn Kantor, The Economics of Free Trade and Globalization CORE Friday: Film - The Gods Must be Crazy, with an introduction by Christopher F 10 06 3-5p Viney October 9 - October 13 M 10 09 T 10 10 Module 3: Origins of Societies and Culture 10-11a ShiPu Wang, How Do We See the World and Why Do We Represent It Through Art? W 10 11 Module 3: Origins of Societies and Culture R 10 12 Christin Ricci, The Role of Peripheral Literature in the Modern World: A Third 10-11a World's Response to First World's Modernity F 10 13 CORE Friday: Multimedia Interactive Event - Landscapes, Art Aesthetics and Ethics, 3-5p coordinated by Thomas Hothem October 16 - October 20 M 10 16 T 10 17 Module 4: Language and Communication 10-11a Michelle Chouinard, Learning Language W 10 18 R 10 19 Module 4: Language and Communication 10-11a Teenie Matlock, Language and Cognition CORE Friday: Film - A Night to Remember with an introduction by Gregg Herken and F 10 20 3-5p Christopher Viney October 23 - October 27 M 10 23 T 10 24 Module 4: Language and Communication 10-11a Kevin Fellezs, Jazz-Rock Fusion W 10 25 R 10 26 Module 4: Language and Communication 10-11a Arnold Kim, Language and Mathematics CORE Friday: Performance - Migritude, by Shailja Patel, introducted by Dunya F 10 27 3-5p Ramicova and Kenny Mostern
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10. October 30 - November 3 M 10 30 Module 5: Needs of Individuals and Societies T 10 31 10-11a Will Shadish, The Past, Present and Future of Social Experimentation W 11 01 Module 5: Needs of Individuals and Societies R 11 02 10-11a Henry Forman and David Ojcius, The Book Reopened on Infectious Diseases CORE Friday: DVD - Michael Frayn's Copenhagen performed by Playhouse Merced. F 11 03 3-5p Alt: PBS Hollywood Production (2002) 11. November 6 - November 10 M 11 06 Module 5: Needs of Individuals and Societies T 11 07 Katie Winder, Balancing Work and Family: the Societal Costs and Benefits of 10-11a Parental Leave W 11 08 R 11 09 Module 5: Needs of Individuals and Societies 10-11a Jeff Yoshimi, Do the Right Thing: Three Forms of Thical Decision-Making F 11 10 3-5p VERTERANS DAY HOLIDAY 12. November 13 - November 17 M 11 13 T 11 14 Module 6: Conflict 10-11a Sam Traina, California's Water Wars W 11 15 R 11 16 Module 6: Conflict 10-11a Gregg Herken and Sean Malloy, War and Remembrance CORE Friday: Guest Lecturer from Japanese American Citizens League - Internment F 11 17 Camps in the Central Valley, with an introduction by Sean Malloy 3-5p (Sean Malloy, Gregg Herken, Jeff Yoshimi coordinanting) 13. November 20 - November 24 M 11 20 Module 6: Conflict T 11 21 10-11a Christopher Viney, Technology: Boon without Bane? W 11 22 R 11 23 10-11a THANKSGIVING HOLIDAY F 11 24 3-5p THANKSGIVING HOLIDAY 14. November 27 - December 1 M 11 27 Module 7: The Future T 11 28 Valerie Leppert, The Future and Technology: Emerging Applications and Issues in 10-11a Nanotechnology W 11 29 R 11 30 Module 7: The Future 10-11a Maria Pallavicini, The Future and Life Sciences: Genes on a Credit Card F 12 01 CORE Friday: UCM Faculty Panel Discussion - Focus on Conflict with an 6p-Late introduction by Gregg Herken
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College One - CORE 01 Spring 2006 Schedule

https://collegeone.ucmerced.edu/content/core/core01/s06schedule

15. December 4 - December 8 M 12 04 T 12 05 Module 7: The Future 10-11a Jeff Wright, The Future and the Environment: Energy W 12 06 R 12 07 Module 7: The Future 10-11a Student Panel: Reflections and Predicitons CORE Friday: Distinguished Speaker - Joel Primack, Back to the Future Cosmology F 12 08 3-5p and 21st Century Culture 16. December 11 - December 15 FALL FINAL EXAMINATIONS Print this Page University of California, Merced | PO Box 2039, Merced, CA 95344 | (209) 724-4400 | 2011 UC Regents Privacy/Legal Notice

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Physics 9 page 1/6

Physics 9, Introductory Physics II Fall 2010

- Course Description Instructor: Dr. Derrick Kiley Oce: AOB 177; Oce Phone 209 228-3076 E-mail Address: dkiley@ucmerced.edu. Course Webpage: http://faculty.ucmerced.edu/dkiley/physics9fall2010.html. Class meets: 9:00 - 9:50, Monday, Wednesday, & Friday in CB 116. Oce hours: Mondays, Wednesdays, and Fridays 10:00 - 11:00 in AOB 177. Teaching Assistants: Tara Backman, tbackman@ucmerced.edu Dan Hu, dhu2@ucmerced.edu Zhe Hu, zhu@ucmerced.edu TA Oce Hours: Tara Backman, TBA. Dan Hu, Fridays TBA. Zhe Hu, Fridays 1:00 - 3:00.

Textbook: Physics for Scientists and Engineers: A Strategic Approach with Modern Physics and MasteringPhysics (2nd Edition), by Randall D. Knight. There is a supplementary student workbook that is included with the text if you buy it at the campus bookstore. Topics and Outlook: In this course we will be introducing the basic ideas of electricity and magnetism. This is a very large and very interesting subject, covering many aspects of physics. In fact, by the time you nish this course, coupled with what you learned in physics 8, you will have an introductory understanding of almost all of classical physics! (The last major topic in classical physics, thermodynamics, will be covered during your next semester, in Physics 10.) Electricity and magnetism covers far more than simply Coulombs law. As we will see, with the three exceptions of gravity, the force responsible for radioactive decay, and that holding the nucleus together, electromagnetism is responsible for everything else in physics ! In this course, we will begin with the simple laws of electrostatics, discussing the electric eld. We will introduce the concept of electric potential which, far from being a simple mathematical convenience, represents a deeper understanding of the the origins of the electric eld. Next, we will discuss the basic circuit elements and learn how to analyze circuit diagrams. From there we will discuss magnetism. As we investigate magnetic phenomena we will see that while a static charge produces only an electric eld, moving that charge around creates a magnetic eld ! A changing electric eld produces a magnetic eld, while a changing magnetic eld produces an electric eld. It is clear, then, that electricity and magnetism are not independent, but rather simply dierent aspects of the same thing - theelectromagnetic eld ! Everything we have discussed can be condensed into four equations, known as the Maxwell Equations, which we will then write down. Things are even more interesting when we realize that light is wiggles and oscillations in the electromagnetic eld. Thus, in four very simple equations, Maxwell was able to unify electricity, magnetism, and even light! It will be the topic of this course to tell this story in some detail.

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Physics 9 page 2/6 - Tentative Syllabus All Dates Approximate! Topic Date Sections in Text Electric Charges and Forces Wednesday August 25 26.1 26.3 Electric Charges and Forces Friday August 27 26.4 26.5 The Electric Field Monday August 30 27.1 27.2 The Electric Field Wednesday September 1 27.3 27.4 The Electric Field Friday September 3 27.5 27.7 Labor Day - NO SCHOOL! Monday September 6 Gausss Law Wednesday September 8 28.1 28.2 Gausss Law Friday September 10 28.3 28.4 Gausss Law Monday September 13 28.5 28.6 The Electric Potential Wednesday September 15 29.1 29.3 The Electric Potential Friday September 17 29.4 29.7 Potential and Field Monday September 20 30.1 30.3 Potential and Field Wednesday September 22 30.4 30.7 Current and Resistance Friday September 24 31.1 31.3 Current and Resistance Monday September 27 31.3 31.5 Fundamentals of Circuits Wednesday September 29 32.1 32.3 Fundamentals of Circuits Friday October 1 32.4 32.6 Fundamentals of Circuits Monday October 4 32.7 32.9 Midterm Review Wednesday October 6 MIDTERM 1!!! Friday October 8 The Magnetic Field Monday October 11 33.1 33.3 The Magnetic Field Wednesday October 13 33.4 33.5 The Magnetic Field Friday October 15 33.7 33.10 Electromagnetic Induction Monday October 18 34.1 34.3 Electromagnetic Induction Wednesday October 20 34.4 34.6 Electromagnetic Induction Friday October 22 34.7 34.10 AC Circuits Monday October 25 36.1 36.2 AC Circuits Wednesday October 27 36.3 36.4 AC Circuits Friday October 29 36.5 36.6 Electromagnetic Fields and Waves Monday November 1 35.1 35.2 Electromagnetic Fields and Waves Wednesday November 3 35.3 35.5 Electromagnetic Fields and Waves Friday November 5 35.6 35.7 Special Lecture Monday November 8 Midterm Review Wednesday November 11 MIDTERM 2!!! Friday November 13

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Physics 9 page 3/6 - Tentative Syllabus All Dates Approximate! Topic Date Traveling Waves Monday November 15 Traveling Waves Wednesday November 17 Superposition Friday November 19 Superposition Monday November 22 Wave Optics Wednesday November 24 Thanksgiving - NO SCHOOL! Friday November 26 Wave Optics Monday November 29 Ray Optics Wednesday December 1 Ray Optics Friday December 3 Ray Optics Monday December 6 Final Review Wednesday December 8 FINAL EXAM!!!! Saturday December 11

Sections in Text 20.1 20.4 20.4 20.7 21.1 21.4 21.4 21.7 22.1 22.3 22.3 21.1 23.4 23.6 22.6 23.3 23.6 23.8

6:30 9:30

Grading: The grading will be based on the nal (25%), two midterms (20% each), 13 homework sets (25% total), and the discussion/lab sessions (10% total). Homework There will be 13 homework assignments, each assigned through MasteringPhysics on Wednesdays, and due by the end of class the following Wednesdays, giving you one week to nish them. We will do our best to give plenty of partial credit, so always attempt the problems, even if you dont nish them. Because the homework solutions will be posted immediately, no late homework will be accepted ! While you are of course permitted (and even encouraged ) to work together, it is your responsibility to complete, understand, and hand in your own assignment. Exams Midterm: There will be two midterms, tentatively scheduled for Friday, October 8th, and Friday, November 13th. The midterms will be cumulative, and will cover the material covered up to that point (although later material will likely be emphasized). Final: Saturday, December 11: 6:30 9:30. The nal exam will be comprehensive. Both exams are closed book. If some complicated formulas are needed (such as a nasty integral) they will be provided, as will any required numerical values, etc. You may use calculators. You should bring your student ID along so that your identity may be veried, if necessary.

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Physics 9 page 4/6 Discussion/Lab Sessions Part of the course includes a discussion/laboratory (DL) session, led by Tara Backman, Dan Hu, and Zhe Hu. These sessions meet twice a week and will contribute a large amount to the course, so it is important that you attend these. During certain sessions you will perform experiments, while during others you will work problems. These DL meetings contribute 10% to your grade, and are manditory. The TAs are in charge of the DLs! 02D/L MW 2:00 p.m. 3:50 p.m. SE Building 111, Tara Backman 03D/L MW 4:00 p.m. 5:50 p.m. SE Building 111, Dan Hu 04D/L TTh 8:00 a.m. 9:50 a.m. SE Building 111, Dan Hu 05D/L TTh 10:00 a.m. 11:50 a.m. SE Building 111, Zhe Hu - Tentative Topic Equipotentials DC Circuits Electromagnetism Oscilloscopes Diraction Optics Lab Schedule Date Monday September 20 Monday October 4 Monday October 18 Monday November 15 Monday November 29 Wednesday December 2

There will be six labs each meeting during your regularly scheduled DL time. The labs will be in the Science and Engineering (SE) Building 111.

Tutoring Services Free drop-in tutoring is available at the Student Advising and Learning Center. You can check out their website at http://learning.ucmerced.edu/ for more information.

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Physics 9 page 5/6 Learning Objectives for Physics 9 Upon completion of Physics 9, you should understand : That electric elds are produced by electric charges. That magnetic elds are produced by electric currents. The concepts of capacitance, resistance, and inductance in conductors and ultimately in electrical circuits. That electric and magnetic elds are not distinct phenomena, but are simply dierent aspects of a single electromagnetic eld. That light is oscillations in the electromagnetic eld. That several waves can interact with each other leading to constructive or destructive interference. That light bends and travels at a dierent speed when it passes from one medium to another. Learning Outcomes for Physics 9 Upon completion of Physics 9, you should be able to : Use Gausss Law to calculate the electric eld from a static charge distribution. Use Amperes Law to calculate the magnetic eld from a steady current distribution. Evaluate DC and AC circuits. Calculate induced electric elds from a changing magnetic eld. Calculate induced magnetic elds from a changing electric eld. Use the wave theory of light to calculate observable eects such as diraction. Calculate the angle of refraction when light changes the medium of propagation. Calculate image properties using ray optics techniques.

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Physics 9 page 6/6 Academic integrity Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty. The current policies for UC Merced are described in the UC Merced Interim Academic Honesty Policy and Adjudication Procedures available from Students First Center, Student Life, Residence Life and College One. Information is available through the Student Judicial Aairs link on the Student Life web page. http://studentlife.ucmerced.edu/. Examples of academic dishonesty include: Receiving or providing unauthorized assistance on examinations. Using unauthorized materials during an examination. Plagiarism - using materials from sources without citations. Altering an exam and submitting it for re-grading. Fabricating data or references. Using false excuses to obtain extensions of time or to skip coursework. The ultimate success of a code of academic conduct depends largely on the degree to which the students fulll their responsibilities towards academic integrity. These responsibilities include: Be honest at all times. Act fairly toward others. For example, do not disrupt or seek an unfair advantage over others by cheating, or by talking or allowing eyes to wander during exams. Take group as well as individual responsibility for honorable behavior. Collectively, as well as individually, make every eort to prevent and avoid academic misconduct, and report acts of misconduct which you witness. Do not submit the same work in more than one class. Unless otherwise specied by the instructor, all work submitted to fulll course requirements must be work done by the student specically for that course. This means that work submitted for one course cannot be used to satisfy requirements of another course unless the student obtains permission from the instructor. Unless permitted by the instructor, do not work with others on graded coursework, including in class and take-home tests, papers, or homework assignments. When an instructor specically informs students that they may collaborate on work required for a course, the extent of the collaboration must not exceed the limits set by the instructor. Know what plagiarism is and take steps to avoid it. When using the words or ideas of another, even if paraphrased in your own words, you must cite your source. Students who are confused about whether a particular act constitutes plagiarism should consult the instructor who gave the assignment. Know the rules ignorance is no defense. Those who violate campus rules regarding academic misconduct are subject to disciplinary sanctions, including suspension and dismissal. 6
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Syllabus: Introductory Physics I Physics 08, Fall 2010

Course Description
Physics 8 is a calculus-based introduction to classical mechanics for students with preparation in calculus and algebra. Topics include forces, kinetics, energy, momentum, gravity, rotations, waves, and fluids. The course will consist of 3 lectures per week, discussion sessions, and laboratory exercises. Your understanding of the course materials will be assessed by on-line homework (Mastering Physics), discussion participation, timed quizzes, lab worksheets, two midterm exams, and a final exam. Pre/Co-requisite: Math 011, 021 or ICP 001A.

Course Goals
This course is designed to enable you, the student, to: Learn the basic principles of Newtonian mechanics and thermodynamics Learn applications of physics to real-world problems Connect textbook and lecture material to contemporary research topics Develop the problem-solving perseverance required to succeed in the physical sciences & engineering.

Lectures
MWF, 8:00am-8:50am, Classroom Building, Room 105

Discussion/Labs
Section 2 3 4 5 Teaching Assistant TBA TBA TBA TBA Time 12:00pm 1:50pm 2:00pm 3:50pm 8:00am 9:50am 2:00pm 3:50pm Discussion/Lab 1 Monday, S&E 107 Monday, S&E 107 Tuesday, S&E 107 Tuesday, S&E 107 Discussion/Lab 2 Wednesday, S&E 107 Wednesday, COB 279 Thursday, S&E 107 Thursday, COB 286

Instructor Information
Dr. Carrie Menke, cmenke@ucmerced.edu Academic Office Building, Room 178 Office phone: 209-228-3078

Teaching Assistants Information

See CROPS site Chris Ferri, cferri@ucmerced.edu TA Office Hours: TBA Roxanne Moran, rmoran4@ucmerced.edu TA Office Hours: TBA

Instructor Office Hours

Fridays, 4:00 6:00 pm, and by appointment.

Physics for Scientists and Engineers with Modern Physics: A Strategic Approach, 2nd ed. by Randall D. Knight Mastering Physics. Available with the textbook when purchased as a bundle in the bookstore, or available on-line at www.masteringphysics.com. Student Workbook. Available with the textbook when purchased as a bundle in the bookstore.

Required Textbook & On-line Homework

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Intro Physics I Teaching Objectives & Learning Outcomes

Fall 2010

The teaching objectives and learning outcomes gives more information about achieving the course goals. A Chinese proverb states that teachers open the door; you enter by yourself. The teaching objectives detail how we will open the door to an understanding of the world through physics, a subject that can look at subatomic particles as well as the cosmos. To enter that doorachieve the learning objectivestakes practice, commitment, and a sense of adventure. The objectives and outcomes will focus on three goals: knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, & interests).1 Learning Outcomes Knowledge- & skills-based goals You should be able to demonstrate your expertise in this We will present the definitions, language, subject by utilizing the definitions, language, and and mathematical tools of classical mathematical tools (geometry, algebra, and calculus) to mechanics through examples, discuss classical mechanics problems verbally and demonstrations, and discussions of physical mathematically. phenomena. We will demonstrate and coach you in the process physicists use to solve problems, and apply that process to solve problems in classical mechanics. We will reinforce the tools, methods, and material throughout the semester to prepare you for the second course in the series Physics 009 You should be able to analyze a written problem or observed phenomena, simplify it, identify the key known and unknown features, make predictions, and evaluate those predictions based on the principles of physics. By learning the basic techniques of problem solving and conscientiously expressing physical problems mathematically you will be well prepared to study more advanced topics in physics next semester. Teaching Objectives

1.

2.

3.

4.

Affective-based skills We will share our enthusiasm for physics You will most likely discover some misconceptions you especially topics in classical mechanicsby have about the physical world and will be able to connecting course material with real-world reconcile them with a correct understanding in classical problems, demonstrations, and on-going mechanics. research. Your interest in and appreciation for physics will hopefully increase throughout the course, regardless of your major. Objectives & Outcomes Portion of 1 2 Course Discussion X X+ Lab X X+ Seminar X Homework X+ X+ Timed Quizzes X+ X Exams X+ X +/- indicates emphasis 3 X X X X X 4 X X X XXX-

The various portions of the course are designed for ample opportunity to achieve the objectives & outcomes.

Excerpted from Assessment Primer (http://www.flaguide.org/extra/download/start/primer.pdf). UNIVERSITY OF CALIFORNIA, MERCED

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Physics 8

Intro Physics I Grades

Fall 2010

The table below gives the weight for each portion of the course. All scores will be posted on the UCMCROPS Gradebook. It is your responsibility to check that scores are recorded accurately. Portion of Course Seminar Summary Homework (Mastering Physics: 15%, Write-up: 5%) Discussion & Labs Timed Quizzes Midterms (2) Final Exam Weight 5% 20% 20% 10% 20% 25% Grades will be determined using the approximate framework: A: 100-85%, B: 85-70%, C: 70-55%, D: 55-50%. The flavor of letter grade (+, even, -) will be determined when final grades are assigned.

CROPS site The CROPS website (F10-PHYS 008 01) will be used extensively throughout the course. Look there for announcements, resources (i.e. lecture slides, worksheets, etc.), and grades. Also, the most recent course information, office hours, and contact information will be posted on the home page. Late work, Missed Exams & Labs No late work will be accepted for any aspect of the course. An unexcused absence in lab will drop your course grade by 3% in addition to the lab being recorded as a zero in the CROPS gradebook. If you are sick during a midterm exam please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work. Skipping the final exam will result in an automatic failure (F) in the course. Lectures & Lecture Preparation Description: Lectures will be very interactive, include demonstrations, PowerPoint slides, work on the whiteboard, and begins at 8:00am sharp. Come prepared, ask questions, and participate. Slides will be posted on CROPS after lecture. Seminar Summary Weight: 5% Description: You are required to attend one physics-related seminar during the semester. I will try to announce these before they occur, but sometimes the notice will be short. Complete the seminar form (on the CROPS site) and hand in for credit. Seminar rooms can accommodate a limited number of people; therefore, refer to the dates below for valid seminars and due dates. If your schedule prohibits you from attending all eligible seminars, contact Dr. Menke well before your due date. There will be No Extensions for this assignment! If your last name begins with Attend a seminar between: Your seminar summary is due in Dr. the letter: Menkes office (AOB 178) by 5:00pm AH August 23rd October 1st Monday, October 4th IR October 4th November 5th Monday, November 8th th th SZ November 8 December 10 Monday, December 13th Homework Weight: 20% (15% Mastering Physics; 5% Homework Notebook) Description: Weekly homework assignments will use MasteringPhysics (MP), an on-line physics homework system, and are due on Fridays at 11:59pm. The assignments will take an average of 2.5+ hours to complete. Homework Notebook: While working the MP homework set up your problems in a separate notebook (i.e. do not combine your lecture notes with your MP homework). The problem-solving process will be outlined in lecture and your notebook will be checked by your TA during the discussion session. Work together on homework, but the work written up in your notebook and entered into MP must be your own. Academic integrity rules apply, so do

Course Policies & Structure

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Intro Physics I

Fall 2010

not copy solutions from peers or the internet. In your notebook, list anyone who helps you on a problem. It is unethical to not acknowledge help! Dropped score: The lowest MP and the lowest notebook score will be dropped before calculating your final grade. MasteringPhysics Course ID: UCMERCEDPHYSICS8FALL2010 Timed Quizzes Weight: 10% Multiple-choice quizzes will be administered through MasteringPhysics. The quiz material will be based on the homework assignment due on the previous Friday. There will be approximately 11 quizzes throughout the semester (see the course schedule). There will be a 24-hour window for you to take the quiz: Monday 11:59pm Tuesday 11:59pm Once you begin, you have 20 minutes to complete the quiz. Note that you cannot stop the clock while taking the quiz. The quizzes are open-book and open-notes. You may NOT work with each other on the quizzes. Academic integrity rules apply. It is your responsibility to find a good internet connection and a quiet place to take the quiz without interruptions THERE WILL BE NO RETAKES. You cannot see the results of your quiz until after the deadline. Dropped score: The lowest quiz score will be dropped before calculating your final grade. Discussion & Lab Weight: 20% Attend every lab and discussion meeting. Note that on weeks when you do not have a lab scheduled, you will work on discussion worksheets in the lab. Discussions: Discussion sessions provide opportunities to hone your physics skills, and attendance is expected. Youll work in groups to discuss lecture material, review topics, and work problems with the guidance of your teaching assistant. Assisting fellow students is highly encouraged. Come prepared: bring discussion worksheets (posted on CROPS site), textbook, student workbook, notes, and questions. Note that your homework notebook will be checked during the discussion session. Labs: There are 9 labs. The lab sheets will be posted on CROPS; Tentative Lab Schedule make sure to print them out and bring them with you to lab. You Lab Week Prelab? will hand them in at the end of the lab session; your score is based on 1: Kinematics 1 2 thoughtful (and neat) work. Check the schedule and make sure you 2: Kinematics 2 4 attend every lab! 3: Vectors 1 5 YES No lab scores will be dropped. 4: Vectors 2 6 If you are sick during a lab, please bring a note from your doctor 5: Dynamics 7 YES verifying your illness. You will then be eligible to make-up the 6: Collisions 8 lab at the end of the semester. 7: Rubber Bands 10 YES You may perform the lab with another section under the 8: Rotations 11 following conditions: 9: Oscillations 13 o The absence is excused. o You have pre-arranged this with your TA, the TA of the other section, and Dr. Menke. o There is adequate room in the other section; fire code limits the number of students in the lab. An unexcused absence in a lab will drop your course grade by 3% in addition to being recorded as a zero in the CROPS Gradebook. Exams Weight: Midterms (2): 10% each, Final Exam: 25% Description: All exams will consist of qualitative and quantitative problems, based on homework, lecture material, discussion problems, and labs. An exam information sheet will be posted on CROPS approximately a week before the first midterm. Bring your student ID, a calculator, and writing materials. There will be no early or make-up exams. If you are sick during an exam, please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work. No cell phones, MP3 players, or other

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electronic devices will be allowed in the exam room. Skipping the final exam will result in an automatic failure (F) in the course. Exam Regrading: If your score was tabulated incorrectly, please let your TA or Dr. Menke know and it will be corrected. Once you leave the room after picking up your exam, you may not request a correction. Dr. Menke will regrade your exam if you believe a problem has been graded incorrectly. On the cover sheet explain why you want a regrade. Please note that the entire exam will be regraded, which may result in a higher score, a lower score, or no change. Once you leave the room after picking up your exam, you may not request a regrade. Tentative Exam Schedule Exam Date Midterm 1 Fri., Oct. 1st Midterm 2 Wed., Nov. 10th Final Exam Thur., Dec. 16th

Material Covered Chapters 1 8 Chapters 9 13 Comprehensive, Chapters 1 15

Time in class in class 6:30 9:30pm

Percentage 10% 10% 25%

Accommodations for Students with Disabilities

The University of California Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities based on the principles of independent living, accessible universal design and diversity. I am available to discuss appropriate academic accommodations that may be required for students with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students are encouraged to register with the Disability Services Center to verify their eligibility for appropriate accommodations.

Each student in this course is expected to abide by the University of California, Merceds Academic Honesty Policy. Any work submitted by a student in this course for academic credit will be the student's own work. Collaborating is allowed in discussions, labs, and on homework. (See the relevant sections above.) You are encouraged to study together and to discuss information and concepts covered in lecture and the sections with other students. You can give "consulting" help or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a diskette, or a hard copy. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive a zero for the assignment. Penalty for violation of this Policy can also be extended to include failure of the course and University disciplinary action. During examinations, you must do your own work. Talking or discussion is not permitted during the examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in failure of the exam, and may lead to failure of the course and University disciplinary action. Full policy online. Go to studentlife.ucmerced.edu, click on Student Judicial Affairs, click on Academic Honesty Policy.

Academic Integrity (summarized)

Additional Resources
We are here to help you succeed in this course. If you need help, there are multiple options at your disposal. Please take advantage of them. Lectures, discussion sessions, and labs: ASK QUESTIONS!! Its a good thing. Office Hours. Check CROPS for updated times & locations Free tutoring through UCMerceds Student Advising and Learning Center! o Check http://learning.ucmerced.edu/ for the schedule. Additional Books (not required) o Portable TA: A Physics Problem-Solving Guide, Volume I by Andrew Elby o Cracking the SAT Physics Subject Test by Princeton Review

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Week 1 2

10

11

12

Day Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday

Date 25-Aug 27-Aug 30-Aug 1-Sep 3-Sep 6-Sep 8-Sep 10-Sep 13-Sep 15-Sep 17-Sep 20-Sep 22-Sep 24-Sep 27-Sep 29-Sep 1-Oct 4-Oct 6-Oct 8-Oct 11-Oct 13-Oct 15-Oct 18-Oct 20-Oct 22-Oct 25-Oct 27-Oct 29-Oct 1-Nov 3-Nov 5-Nov 8-Nov 10-Nov 12-Nov

Tentative Schedule Topic Introduction 1D Kinematics 1D Kinematics 1D Kinematics: Free Fall Vectors/ Inclined Plane Labor Day Holiday 2D Kinematics: Projectile Motion 2D Kinematics: Circular Motion Forces & Newton's Laws 1D Dynamics: Newton's 2nd Law 1D Dynamics: Equilibrium & Friction 1D Dynamics: Friction 1D Dynamics: Newton's 3rd Law 1D Dynamics: Newton's 3rd Law 2D Dynamics: Linear 2D Dynamics: Rotational Midterm 1 Impulse Conservation of Momentum Conservation of Momentum Conservattion of Energy Conservation of Energy Conservation of Energy Work & Power Rotational Motion: Relation to Linear Rotational Motion: Circular Motion Rotational Motion: Rotational Energy Rotational Motion: Rigid Bodies & Inertia Rotational Motion: Angular Momentum Rotational Motion: Torque & Static Equilibrium Gravity Planetary Motion Midterm Review Midterm 2 Oscillations and Simple Harmonic Oscilators

Due dates
MPSurvey due 08/27

Text 1, 2 2, 3

Lab/Disc

HW00 due 08/29 Kinematics I

HW01 due 09/03 4 Quiz01 due 09/07 HW02 due 09/10 5, 6 Quiz02 due 09/14 HW03 due 09/17 6, 7 Quiz03 due 09/21 HW04 due 09/24 8 HW05 due 10/01 A H due 10/04 Quiz04 due 10/05 HW06 due 10/08 Quiz05 due 10/12 HW07 due 10/15 11, 12 Quiz06 due 12/19 HW08 due 10/22 12 Quiz07 due 10/26 HW09 due 10/29 12, 13 Quiz08 due 11/02 HW10 due 11/05 I R due 11/08 HW11 due 11/12 Rotations Rubber Vectors II Vectors I Kinematics II

Dynamics

10, 11

Collisions

14

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Week 13

14

15

16 17

Day Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Friday Monday Wednesday Final

Date 15-Nov 17-Nov 19-Nov 22-Nov 24-Nov 26-Nov 29-Nov 1-Dec 3-Dec 6-Dec 8-Dec 16-Dec

Tentative Schedule Topic Simple Harmonic Oscillators Simple Harmonic Oscillators Simple Harmonic Oscillators: Physical Pendulum Simple Harmonic Oscillators: Damping & Resonance Simple Harmonic Oscillators: Special Topics Thanksgiving Holiday Fluids Fluids Fluids Elasticity Last Lecture: Final Exam Review Final Exam: 6:30pm - 9:30pm

Due dates Quiz09 due 11/16 HW12 due 11/19

Text 14

Lab/Disc Oscillations

14 HW13 due 11/26 15 Quiz10 due 11/30 HW14 due 12/03 15 Quiz11 due 12/07 S Z due 12/13

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Syllabus - Math 22 - Fall 2010

Instructor: Haik Stepanian Ofce Hours: 1:30 - 3:30pm on Wednesday, AOB 129; or by Appt. Email: hstepanian@ucmerced.edu TAs & Ofce Hours: Gregory Hogan, TBA email: ghogan@ucmerced.edu Garnet Vaz, 4:00 - 6:00pm on Tuesday, AOB 167 email: gvaz@ucmerced.edu Lecture: MWF 12:00 - 12:50pm, COB 116. Discussion Sections: There will be four discussion sections held: MATH-022-02D: R 8:00 - 9:50am, COB 288 - Gregory Hogan MATH-022-03D: R 10:00 - 11:50am, COB 288 - Gregory Hogan MATH-022-04D: R 4:00 - 5:50pm, COB 288 - Garnet Vaz MATH-022-05D: R 6:00 - 7:50pm, COB 288 - Garnet Vaz Final Exam: Wednesday, December 15, 8:00 - 11:00am. Course Textbook: Calculus, 6th Edition, by James Stewart and Class Notes available as theyre typed up on the UCMCROPS site. Course Webpage: We will be using UCMCROPS, which may be found at my.ucmerced.edu. All homework and additional material should be up there in the resources section. Also, do check and make sure the email address that UCMCROPS has is the correct one, and one that you will check as I have a tendency to email updates frequently! Grades: Your nal grade in this course will be determined from the following: " Quizzes 15% " Homework 15% " Projects 10% " Midterm Exams 20% (x2) " Final Exam 20% The approximate grade scale for this class is as follows: " A 80 - 100% " B 70 - 80% " C 60 - 70% " D 50 - 60% Note that you need a C- or better to pass Math 22 and proceed to Math 23 or Math 24.

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Learning Objectives: Upon completion of this course the student should understand: the local and extreme (asymptotic) behavior of functions; how to integrate of various classes of elementary functions; how to use parametric curves and polar coordinates to describe various physical phenomenon; how to understand and use sequences and series in mathematics and science; and how to model the local and global behavior of functions using the Taylor and MacLaurin polynomials and Fourier series. Learning Outcomes: Upon completion of this course, students should be able to: Compute limits of functions with indeterminate forms; Compute the antiderivative of elementary functions using the fundamental theorem of calculus; Identify what substitutions into an integrand would render an otherwise nonintegrable function into an integrable one; Find the arc length of curves in Euclidean, polar, or parametric space; Sketch the graph of a function of a parameter or polar coordinates; Understand how to use induction to solve a problem; Use various tests of convergence to determine if a sequence or series converges to a limit or diverges; Compute the Taylor or MacLaurin polynomial of a function; and Approximate functions over a nite domain using a Fourier series of sines and cosines. Materials Covered. Please refer to the approximate schedule found on the UCMCROPS page. More material will be presented if time permits. Discussion Sections: You will be required to attend discussion sections in order to practice and develop your problem-solving skills with your fellow classmates and participate in the quizzes. The discussion section will be centered around solving book-type problems in a collaborative manner. You will work in groups. Research has proven that one gains a better understanding of the material by participating in this kind of group activity (please ask for research articles if interested). No two people think alike. If you nd yourself stuck on a particular problem, someone in your group who knows the way can help lead to the answer, through discussion. If you nd that you are able to answer everything quicker than the rest of your group then explaining/teaching the material to your group members provides a way to solidify the knowledge in your own mind - you also will discover that you learn things about the problems that you would not otherwise. There is something to be gained for everyone involved!

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Syllabus - Math 22 - Fall 2010

Quizzes: You will be given approximately 40 - 50 problems from the class text and possibly notes every week to work on by yourself or within a group setting. One of these problems will be randomly selected for you to take toward the end of discussion, after your group works on a set of particularly difcult problems from the text. If you do not cooperate in a group your quiz will not be graded. The quizzes are to be taken with notes closed, books put away, and all cell phones off. Homework: You will be assigned a handful of problems, created by your instructor, to complete thoroughly (thorough solutions, not just answers). They will be slightly more difcult than the book problems and so assume that you have already completed most, if not all, of the potential quiz problems. In addition to the problems your instructor generates you will be given one or two optional problems. These problems are tougher still and require at least an hour or two of thought, sometimes days. They are meant to exercise your understanding of the material and to teach concepts beyond the standard course material. Doing these problems will only help you. Homework should be turned into your TAs mailbox located in AOB no later than Monday after class (2:00pm). Late homework will not be accepted or graded - it will be thrown out. Only the rst page of unstapled homework will be graded (really!). Your lowest three homework scores will be dropped. You should expect to pick up your homework from your TA in discussion the Thursday after it is due. Because it takes TAs time to grade and look through everyones homework, you should expect about two or three of the handwritten problems to be graded for 5 points apiece. The rest will be worth about 5 points for completeness. Only thorough solutions will receive points, regardless of the accuracy of the nal answer. Homework is where the real learning happens. Give your assignments an honest effort. My advice would be to read the material before the problems in the book before starting the problems; dont just dive in. Take your time with it. The only way to learn this is by working hard - cramming never helps. Lastly, SHOW YOUR WORK! If you hand in a laundry list of numbers you will probably get back a laundry list of ones or zeros. Use complete sentences to explain your work and steps - dont hand in a disconnected set of equations as you will be penalized. Partial credit will be given where partial credit is due; show whatever work you did to arrive at your answer. Make sure you explain your work so as to make it clear you didnt simply copy the HW from some other source. If its deemed copied, you will receive a zero for the entire assignment! For more details on what we expect your homework to look like, see the section titled Homework Preparation Requirements & Guidelines.

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Syllabus - Math 22 - Fall 2010

Projects In addition to your weekly homework assignments you are required to purchase 3 composition notebooks in order to complete the project. On the UCMCROPS page you will nd a list of 100 integrals. You will also nd a spreadsheet with your student ID and 33 numbers randomly selected for you. These numbers correspond to problems in the list of 100 integrals. You are required to turn in all 33 problems, in your own words, at the beginning of class on the days of the midterms. You are expected to work on these problems on your own. You may discuss them with your TA or myself, but no one else - you are on the honor system on this one. Every good mathematician, scientist, and engineer has gone through, at one point or another, a giant list of integrals themselves. The idea here is that by working out such a massive amount of problems by yourself you will never again have difculty with integrals in the future (at least, ones that can be done). This has been the experience of your instructor. Exams There are two midterms scheduled this summer; the dates of the midterms will be announced in class at the end of the rst week. There is one cumulative nal exam on the last day of class, December 15. There will be no late exams and there will be no make-up exams. If you are ill you must bring a note from your doctor verifying your illness - your course grade will be determined from the rest of your work. You are required to purchase and submit 4 green books to your TAs before the start of your rst midterm. If you do not hand it in then you will be given a 0 as your exam score - no exceptions! Calculators and books, are NOT allowed! However, you are allowed one full piece of paper with anything you think you will need written on it for every exam (not quizzes). Bring your student ID to your exam, show up 5 minutes early as setup will take a bit of time. Without your ID, you will not have a graded exam. Additional Resources: It is recommended and encouraged that you make use of a graphing calculator or some other form of computational tool (such as Mathematica, Matlab, Maple, Octave, etc) as some problems will require you to verify your work by using one of these tools. These tools can be very helpful in the learning process. Be careful, however, not make a habit of using a calculator on every problem you come across as it will not be permitted on exams. You are expected to be able to compute everything you have learned up until now w/o the use of a calculator (i.e. fractions, simple trigonometric expressions, etc). Also on Apple computers there is a built-in program called Grapher that allows you to generate many kinds of plots, as well as tangent lines, derivatives, and integrals, which we will need to compute. You can go in and play with these functions in a hands-on manner; it can be quite fun and instructive - I nd myself using it from time to time in my own studies and research.

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An internet resource that has proven helpful to students in the past is Wolfram Alpha. Students have told me they would have failed math courses without it. Special Accommodations: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to the instructor in a timely manner so that your needs may be addressed. Student Affairs determines accommodations based on documented disabilities. The instructor will make every effort to accommodate all students who, because of religious obligations, have conicts with scheduled exams, assignments, or required attendance. Please speak with the instructor during the rst week of class regarding any potential academic adjustments or accommodations that may arise due to religious beliefs during this term. Academic Integrity: The existing policies of the University of California Merced forbid cheating on examinations, plagiarism, collusion, or the like. This university operates under those policies, violating them is to undermine the university. If you are caught violating any of the policies regarding academic honesty you will be submitted to Student Judicial Affairs. If you are caught cheating during an exam, you will automatically fail that exam. The current policies may be found at studentlife.ucmerced.edu. Grading Rubric: Homework and exams will be scored with the following rubric: ! 5: excellent understanding: He or she's got it! The work indicates that the student clearly understands how to solve the problem. Typically, one can tell a score of 5 within ten seconds of looking at it. " 4: good understanding: The work indicates that the student has the basic idea, but messed up on one thing. The student understands the main concepts and problemsolving techniques completely or almost completely, but still has some minor, yet nontrivial gaps, in his or her reasoning. " 3: fair understanding: The work indicates that the student is partly getting it, but missing some important stuff. The student is not completely lost, but does not really get it, either. A 3 answer often looks like the student was going along ne for a while, but then branched off in some weird direction, or just did not know how to handle a crucial step. Part of the answer may look like it was done more by rote than by true understanding. " 2: poor understanding: Everything is done by rote; the work implies that the student does not understand what he or she is doing. A 2 answer is not completely off base, but it reects reasoning done almost entirely by rote memory or by pattern matching to an earlier problem, or maybe the student goes off in some direction that's not entirely crazy, but doesn't work.

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Syllabus - Math 22 - Fall 2010

" 1: no understanding: The work implies that the student did not get it at all. The student may have jotted down some appropriate formulas and diagrams, but did not know what to do with them, or the student did something completely off base. " 0: wrote hardly anything: The student left the problem blank. Even blatantly wrong or incomplete answers get a 1. A 0 is reserved for blank or almost-blank pages. Homework Preparation Requirements & Guidelines (taken from www.math.hmc.edu/teaching/homework): Learning mathematics involves learning how to communicate your ideas effectively. As a student, much of this communication will be in the form of homework. Therefore, so that your TAs and I may provide you with meaningful and worthwhile feedback, it is important that you put your homework in an easy to read, easy to navigate format. After all, how you present your work should enhance the ideas you are trying to communicate, not impede them. It is good practice to rst work out the solutions to homework problems on scratch paper and to then neatly write up your solutions. This will help you to turn in a clean nished product. The following are the requirements for submitting homework in Math 22: Your handwriting should be legible. Homework with multiple pages must be stapled in the upper left-hand corner. In the upper right-hand corner you must write (in this order) -First and Last Name -Math 22, followed by your Discussion Section Number -Homework Set Number (Text Section) -Due Date of the Homework Problems should be clearly labeled and numbered on the left-hand side of the page. Write out the problem (paraphrasing is acceptable). Solutions to problems should be presented in the order that the problems are assigned. Any graphs should have clearly labeled axes. Failure to abide by these rules will result in the deduction of one point per violation. For example, if you failed to write your name etc and didnt label your axes properly, you will have two points off your HW. Tips for success: Everything that we will do in this class is to help you learn mathematics, but you need to take control, ownership and responsibility of your academic career. At some point in college, most students discover that their study habits from high school don't work well anymore. Don't be discouraged! This is an

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encouraging sign that you are growing intellectually. Try to gure out what does work for you. Many students consider Math 22 to be a difcult course. Even those who have taken Calculus in high school are likely to be surprised by the amount of work that we require. Problem solving. The goal of this course is to help you continue to learn calculus as well as you can. Learning calculus means doing calculus. Just as a violinist must practice scales and a basketball player must practice free-throws, a calculus student needs to practice solving problems. To succeed in this course, you need to learn (1) how to solve calculus problems and (2) why calculus works the way it does. To learn these two things, you need to gain experience by solving many problems. Along these lines, we suggest the following tips for success. Manage your time wisely! Plan to spend at least three hours outside of each lecture and discussion section working with Math 22 material. " Before Lecture: Read (at least scan) the day's section. Work through the example problems in that section and identify in them what you know already and what is new and different. " After Lecture: Review the day's textbook section and lecture notes. Go over the example problems done in class to warm up. Ask yourself, What is the big picture here? Try to answer that question as best as you can. Then start the homework problems. Be mindful of the time it takes to complete a problem. Speed is not the most important factor in your success in this course. However, there is a time limit to your exam. So, to some extent, you are graded based on your ability to solve problems in a timely manner. Practice through solving many problems is the key. Be engaged in the class and discussion sections. Attend all lecture and discussion sections, and ask questions when you have them -- don't wait until later. As you practice solving problems, always try to understand the ``why'' behind the methods you use. Exams will be written to test your understanding of the methods, not your ability to follow a recipe for solving a particular problem. Homework will consist of even-numbered problems for which there are no solutions in the book. If you are stuck on a problem, try the odd-numbered problems on either side, for which the solution is in the back of the book. Use ofce hours to both aid in completion of homework and to understand topics that are not clear.

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MATH 32: Probability and Statistics - Syllabus

Fall Semester 2010

Course Goal: This course will help students gain an understanding of elementary probability theory and how to apply it to analyze statistical problems. It also provides an opportunity for students to see how various mathematical knowledge and techniques which they have learned in different courses unite together to serve a common purpose. Learning objective: Upon successful completion of the course, students should understand basic concepts of probability theory including the axioms of probability, independence, and conditional probability, the concept of random variables, properties of common types of random variables, how to identify them and use them to solve probabilistic problems, the evaluation and interpretation of descriptive statistics, the idea of constructing statistical models basic problems of inferential statistics such as nding the maximum likelihood estimator and, if time permits, constructing condence intervals. Learning outcomes: Upon successful completion of the course, students should be able to 1. use settheoretic notation to describe events and compute probabilities, 2. use basic combinatorial techniques to calculate probabilities, 3. compute and interpret conditional probability, 4. test for independence of events or of random variables, 5. nd either the distribution function or the density (mass) function of a given random variable and compute its expectation and variance, 6. identify the types of random variables involved in a given problem and calculate relevant probabilities, 7. compute probabilities, expectations, covariances, and correlations of jointly distributed random variables, 8. explain practical implications of expectation and variance and how they predict the shapes of distribution and density (mass) functions of a random variable, 9. nd probability information of a random variable which is dened as a function of another or several other random variables, 10. represent given data graphically and compute descriptive statistics, 11. describe an appropriate statistical model for the given data and compute population parameters using appropriate estimators, 12. compute the bias of an estimator, 13. construct linear regression models, 14. estimate population parameters using the maximum likelihood estimator and condence intervals.

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MATH 32: Probability and Statistics - Syllabus

Instructor: Lei, Yue (ofce: S&E 306, e-mail: ylei2@ucmerced.edu)

Fall Semester 2010

Lectures: Lectures concentrate on introducing new concepts and discussing essential aspects of the theory. Examples are chosen based on their relevance to illustrate the concepts. Lecture time: MWF 9:00 9:50 am in room COB 105. Discussion sections: Discussion sections will help review concepts introduced in lectures and most importantly develop skills to solve concrete problems using concepts learned in lecturers. There will be a quiz for most discussion sections. Teaching Assistants: Julia Clark (jclark@ucmerced.edu), Steven Hill (shill1@ucmerced.edu) Section 02D Section 03D Section 04D Section 05D Steve Hill Steve Hill Julia Clark Julia Clark T 6:00 7:50 pm, COB 286 W 6:00 7:50 pm, COB 288 R 12:00 1:50 pm, COB 286 R 3:00 4:50 pm, COB 265

Ofce Hours: Students are welcome to attend any and all ofce hours and to make appointment to meet the instructor or any TA through email. The following list of hours is not yet complete. Monday: 3:00 pm 4:00 pm (Lei, Yue S&E 306) Tuesday: 8:00 pm 9:00 pm (Steve Hill AOB 167 or AOB115) Wednesday: 10:00 am 12:00 pm (Lei, Yue S&E 306) 8:00 pm 9:00 pm (Steve Hill AOB 167 or AOB115) Thursday: 10:00 am 12:00 pm (Julia Clark 3rd oor of the library) Friday: 10:00 am 11:00 am (Lei, Yue S&E 306)

Textbook: A Modern Introduction to Probability and Statistics, F.M. Dekking et al. You may have free online access to it from UCM library, or download PDF les of the text, or purchase a hard copy following links from there if you wish. You need a UCMerced IP address to have free access to the book. If you are working from off campus, please have your VPN set up and running. Course webpage: The Math 32 website is part of the UCMCROPS course management system. It is available automatically to all students enrolled in this class. All important course materials will be posted under RESOURCES on this website, and course related announcements will be made through the email list maintained by the site as well. Computer Software: To facilitate the understanding of concepts and methods in probability and statistics, we are going to incorporate the use of R in this course. You may choose to use Matlab/Octave or anyother softwares, but the instructor and TAs will provide help for R only. Homework: Weekly homework assignment is posted on the CROPS website a week in advance and is usually due at 5pm on Friday in TAs drop boxes in AOB 117. Late homework will NOT be accepted. To accommodate emergency situations, grade from one homework assignment will be dropped. Homework will be graded on completeness and then in detail for one randomly selected problem. The lowest homework grade will be dropped when computing your nal grade to accommodate emergencies. You are encouraged to work in groups on homework. However, you must be the sole author of all work turned in unless specied otherwise by the assignment. You must identify explicitly all individuals with whom you worked. You must also list explicitly any outside sources employed, including websites. 2

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Fall Semester 2010

Quizzes: Quizzes will be given in the rst 15 minutes of most discussion sections. These quizzes will be graded as if they were exam questions. A list of three potential quiz questions will be posted the week before each quiz. Each quiz will require students to answer one of the posted questions. It is highly recommended that you work out solutions to all three potential questions in advance, on your own or in groups. However, no notes will be allowed during quizzes. Missed quizzes cannot be made up. The lowest grade in the quizzes will be dropped when computing your nal grade to accommodate emergencies. Exams: There will be two midterms exams and a comprehensive nal. The midterm exams will be given during lectures on Fridays, Oct. 1, and Nov. 5. These will be ftyminutes inlecture exams. There will be a threehour nal exam on Monday, Dec. 13, 8:00-11:00 am. No calculator, notes, or crib sheets are allowed during the exams, unless announced otherwise ahead of the exam. There will be no make-up exams or early exams! If you become too sick to take an exam, or have an emergency, please bring a note to me verifying your circumstances. Your course grade will be determined by the rest of your course work. Grade determination: Your letter grade for the course will be based on homework assignments (10%, lowest one grade dropped), quizzes (20%, lowest one grade dropped), two midterm exams (20% each), and a cumulative nal exam (30%). Portable electronic devices: All portable electronic devices (e.g., cell phones & blackberry, iphone, pagers, and etc.) must be turned off and put away during exams and quizzes. A calculator or laptop computer may be used in lectures and discussion sections, but not during quizzes or exams unless explicitly announced otherwise. Dropping the course: You may drop this course without paying a fee and without further approval before 5:00 pm, Sep. 21. Dropping the course after this time, but before 5:00 pm, Nov. 1, requires signed approval of the instructor and the Dean of the School of Natural Sciences. Students may not drop after Nov. 1 at 5:00 pm. Please see the UC Merced General Catalog for more details. Extra help: You are encouraged to get extra help whenever you need it. The instructor and TAs all have ofce hours and you are welcome to go to ANY of them. Other helpful items are posted on the UCMCROPS page. You are welcome to send questions to your instructor or TA via e-mail at any time. Green books: Each student is required to purchase three green or blue books and give them to their discussion section leader by the second discussion section. These will be distributed for the exams, so please do not write anything (not even your name) on the front of the blue books. Green books are preferred because they are made from recycled material. Special accommodations: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to the instructor in a timely manner so that your needs may be addressed. Student Affairs determines accommodations based on documented disabilities. The instructor will make every effort to accommodate all students who, because of religious obligations, have conicts with scheduled exams, assignments, or required attendance. Please speak with the instructor during the rst week of class regarding any potential academic adjustments or accommodations that may arise due to religious beliefs during this term.

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MATH 24: Introduction to Linear Algebra & Dierential Equations - Syllabus Instructor: Prof. Avi Shapiro Oce: Science & Engineering 302 Email: ashapiro2@ucmerced.edu Discussion Section Leaders: Ms. Jane Hyo Jin Lee, jlee332@ucmerced.edu Mr. Daniel Swenson, dswenson@ucmerced.edu Lectures Time & Location: MWF, 1:00 1:50 pm, COB 116, Shapiro Discussion Sections Time & Location: 1. 2. 3. 4. Monday Monday Tuesday Tuesday 2:00 pm 3:50 pm, COB 267, Swenson 4:00 pm 5:50 pm, COB 267, Lee 12:00 pm 1:50 pm, COB 286, Swenson 4:00 pm 5:50 pm, COB 286, Lee

Fall 2010

Oce hours: Shapiro: Thurs 11 am 12 pm; Fri 2 pm 3 pm and by appt, S&E 302 Lee: Tuesday, 2 pm 4 pm, AOB 166 Swenson: Wednesday, 2 pm 4 pm, AOB 113 Learning Objectives: Upon completion of this course, students should understand: The benets of solving initial value problems using analytical, numerical and qualitative methods. How to apply and interpret dierential equations in the context of real-world examples. The purpose of analyzing problems to determine the existence, uniqueness and stability of solutions. The benets of using linear algebra in solving problems. The relationship between complex exponential functions and trigonometric functions. The signicance of computing eigenvalues and eigenvectors of a matrix. Learning Outcomes: On successful completion of this unit, students should be able to: Review and fortify mastery of integration techniques for solving rst-order dierential equations. Apply Picards Theorem to determine the existence and uniqueness of solutions of initial value problems. Compute solutions of inhomogeneous problems using the methods of undetermined coecients and variation of parameters. Model, analyze and interpret oscillators, such as pendulums and inductor-capacitor circuits. Perform Gauss-Jordan Elimination to solve linear systems, compute inverses to matrices and compute determinants of matrices. Determine a basis for a vector space and the dimension of the subspace. Compute the eigenvalues and eigenvectors of a matrix. Identify equilibrium points of an autonomous system and determine their linear stability. Textbook: Dierential Equations and Linear Algebra , 2nd edition, by Farlow, Hall, McDill and West. We will cover most of Chapters 1-7. Course webpage: The Math 24 website is part of the UCMCROPS course management system1 . It is available automatically to all students enrolled in this class. The website contains the course calendar,
1 http://ucmcrops.ucmerced.edu

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announcements, and email list. We will use this site to distribute course materials and make email announcements. Discussion sections: Discussion sessions will meet for two hours each week, where you will develop and practice your problem-solving skills by working with your classmates to solve challenging problems. Your discussion section grade will be based on your attendance, participation, and quiz scores. Your participation in your assigned discussion sections is necessary and will be graded (see below). If you would like to change the discussion section to which you are assigned you must do so in advance by approaching your Instructor and TAs. Discussion sections will be centered around worksheets with problems considerably more challenging than homework problems. Worksheets will be posted on the course web page under Resources before the discussion sessions. It is your responsibility to print a copy of the worksheet before attending your discussion section. Grade determination: Your nal grade in the course will be based on the following breakdown: Homework assignments (15%) Discussion section, quizzes (15%) Midterm exams (45%) Final exam (25%) If you obtain 90% of the total points you will denitely receive an A in the course. If you obtain less than 55% of the total points you will denitely receive an F. For everything in between, letter grades will be given using the approximate scheme: A: 90-100%, B: 8090%, C: 7080%, D: 6070%. Please be aware that you need a C or better in order to proceed to Intermediate Dierential Equations, Numerical Analysis, as well as advanced Engineering courses. Exams: There will be three unit (mid-term) exams and a comprehensive nal. The lecture preceding every mid-term will serve as a review session. The mid-term exams will take place during the time allotted to the lecture as follows: Exam 1: Monday, September 27, 1:00 1:50 pm (COB 116) Exam 2: Friday, October 22, 1:00 1:50 pm (COB 116) Exam 3: Monday, November 27, 1:00 1:50 pm (COB 116) Final exam: Monday, December 15, 11:30 2:30 pm (location TBA) For your convenience, MATH 24 exams from previous semesters are available on the Applied Math website2 . There will be no make-up exams or early exams! If you are sick during a unit exam please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work. Please bring your student ID to each exam. A special needs room for people with documented disabilities will be provided for each exam. Speak to your lecturer for more information. Crib sheet and Calculators are not allowed on exams. Quizzes: 10-minute quizzes will be given frequently at the beginning of the discussion sessions. They will be graded only for those students participating in their assigned discussion section. Notebooks, books, calculators and crib sheets will not be allowed on quizzes. The quiz will typically include one problem taken from one of homework problems due during the previous week. To accommodate for unexpected emergencies or illness, your lowest discussion section score will be dropped when determining your nal grade. Homework: Homework problems will be assigned per lecture and typically collected at the beginning of each Monday lecture. Late homework will not be accepted or graded. Your lowest two homework scores will be dropped when determining your nal grade.
2 http://appliedmath.ucmerced.edu/oldexams.html

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Fall 2010

Typically, three homework problems will be chosen to be graded in detail based on correctness and presentation. The rest of the problems will be graded based on submission, completion and presentation. Graded homework will be returned during the next discussion section. It is your responsibility to pickup your graded homework assignments. Homework assignments that are not picked up will be shredded one month after the return date. You are encouraged to work in groups. However, all work turned in must be your own. At the end of your written homework you must identify explicitly all individuals with whom you worked on each problem. You must also list explicitly any outside sources employed (e.g. websites, Mathematica, book other than the textbook, etc.) for each problem you solve. This does not mean that you are allowed to copy a solution should you nd it posted elsewhere (see Academic integrity below). Homework must be presented according to the guidelines at the end of this document. You must staple your homework and clearly write your full name and discussion section number (or time) on it. Only the rst page of an unstapled multiple-page homework will be graded. Electronic Devices: All portable electronic devices (e.g. cell phones, pagers and laptops) must be turned o and put away during exams, lectures, and discussion sections. Calculators may be used in lectures and discussion sections, but not in exams. If permitted by your Instructor or TA, a laptop may be used during the lecture or discussion sessions for the sole purpose of taking notes and as a calculator. We recommend that you use a calculator (graphing or otherwise) and/or other computational tools (e.g. Mathematica, Maple, Matlab, Octave, etc.) to aid in your completion of homework assignments. A free alternative, which is well suited for this course, is the Mathematical Visualization Toolkit (MVT)3 . You may need some calculation tools for certain homework and discussion section problems, but not on exams. Dropping the course: You may drop this course without paying a fee and without further approval before 5:00 pm, Tuesday, Sept. 21. Dropping the course after this time will require a petition approved and signed by the Instructor and your cognizant Dean, and a fee will be assessed. Please see the Instructor and consult the UC Merced General Catalog for more details. Green books: Each student is required to purchase four green (or blue) books and to give them to the TA of students enrolled discussion section. Green books are preferred to blue books, because they are made from recycled material. These will be distributed during the exams, so please do not write anything (not even your name) on the green (blue) books. Extra help: You are encouraged to get extra help whenever you need it. Instructor and TA oce hours are listed above. Other helpful items are posted on the UCMCROPS page under Resources. You are welcome to send questions to the Instructor and TAs via e-mail at any time. Free Tutoring is available through the Student Advising and Learning Center4 . The Center also provides Student Success Workshops. Learning tips: See below. Special accommodations: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to the lecturer in a timely manner so that your needs may be addressed. Student Aairs determines accommodations based on documented disabilities. The Instructor will make every eort to accommodate all students who, because of religious obligations, have conicts with scheduled exams, assignments, or required attendance. Please speak with me during the rst week of classes regarding any potential academic adjustments or accommodations that may arise due to religious beliefs during this term. Academic integrity: Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty. The current policies for UC Merced are described in the
3 Available

at http://amath.colorado.edu/java/index.php

4 http://learning.ucmerced.edu/

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MATH 24: Introduction to Linear Algebra & Dierential Equations - Syllabus

Fall 2010

Academic Honesty Policy5 Examples of academic dishonesty include: receiving or providing unauthorized assistance on examinations using unauthorized materials during an examination plagiarism - using materials from sources without citations altering an exam and submitting it for re-grading fabricating data or references using false excuses to obtain extensions of time or to skip coursework The ultimate success of a code of academic conduct depends largely on the degree to which the students fulll their responsibilities towards academic integrity. These responsibilities include: Be honest at all times. Act fairly toward others. For example, do not disrupt or seek an unfair advantage over others by cheating, or by talking or allowing eyes to wander during exams. Take group as well as individual responsibility for honorable behavior. Collectively, as well as individually, make every eort to prevent and avoid academic misconduct, and report acts of misconduct which you witness. Do not submit the same work in more than one class. Unless otherwise specied by the instructor, all work submitted to fulll course requirements must be work done by the student specically for that course. This means that work submitted for one course cannot be used to satisfy requirements of another course unless the student obtains permission from the instructor. Unless permitted by the instructor, do not work with others on graded coursework, including in class and take-home tests, papers, or homework assignments. When an instructor specically informs students that they may collaborate on work required for a course, the extent of the collaboration must not exceed the limits set by the instructor. Know what plagiarism is and take steps to avoid it. When using the words or ideas of another, even if paraphrased in your own words, you must cite your source. Students who are confused about whether a particular act constitutes plagiarism should consult the instructor who gave the assignment. Know the rules ignorance is no defense. Those who violate campus rules regarding academic misconduct are subject to disciplinary sanctions, including suspension and dismissal.

5 See

under Student Judicial Aairs at http://studentlife.ucmerced.edu

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MATH 24: Introduction to Linear Algebra & Dierential Equations - Syllabus

Fall 2010

Homework preparation requirements & guidelines6 Learning mathematics involves learning how to communicate your ideas eectively. As a student, much of this communication will be in the form of homework. Therefore, so that we may provide you with meaningful and worthwhile feedback, it is important that you put your homework in an easy to read, easy to navigate format. After all, how you present your work should enhance the ideas you are trying to communicate, not impede them. It is good practice to rst work out the solutions to homework problems on scratch paper, and to then neatly write up your solutions. This will help you to turn in a clean nished product. The following are the requirements for submitting homework in Math 24: Your handwriting should be legible. Homework with multiple pages must be stapled in the upper left-hand corner. In the upper right-hand corner you must write (in this order): First and Last Name Math 24, followed by your Discussion Section Number (or time) Homework Set Number Due Date of the Homework Problems should be clearly labeled and numbered on the left-hand side of the page. There should also be a visible separation between problems. Problems should be written in the order they are assigned. All graphs should have clearly labeled axes. At the end of your written homework you must explicitly identify all individuals with whom you worked. You must also explicitly list any outside sources employed (websites, Mathematica, book other than course text, etc.).

Tips for Success Everything that we will do in this class is to help you learn mathematics, but you need to take control, ownership and responsibility of your academic career. Many students consider the subject of dierential equations to be an abstract and dicult one. Do not let this mislead you! Dierential equations are the language in which the laws of Nature are expressed. They are one of the primary reasons for learning calculus as a whole, and are largely responsible for the development of Science and Engineering. Remember that this course will enrich your intellectual and mathematical skills that are essential on your way to becoming a successful scientist or engineer. While it is true that this course will require a lot of work on your part, do not let this deter or discourage you. The required calculus skills are on par with those obtained in Calculus II, but in Math 24 you will encounter new ideas that, in many cases, cannot be summed up into formulas. Problem solving. The goal of this course is to help you learn dierential equations and linear algebra as well as you can. Learning dierential equations, like any branch of calculus, means doing calculus. In much the same way as pianist must practice music notes and a soccer player must practice kicks, a student in Math 24 needs to practice solving problems. Remember: there is no royal road to dierential equations.
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http://www.math.hmc.edu/teaching/homework

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MATH 24: Introduction to Linear Algebra & Dierential Equations - Syllabus

Fall 2010

Even kings and queens need to practice the same as everyone else, if they are to learn dierential equations. The same ideas apply to linear algebra. To succeed in this course, you need to learn (1) how to solve a dierential equation/linear algebra problem and (2) why the math works the way it does. To learn these two things, you need to gain experience by solving lots of problems. Along these lines, allow me to suggest the following tips for success (in no particular order). Manage your time wisely! Plan to spend at least two hours outside of each lecture and discussion section working with the material. Before Lecture: Read (at least scan) the days section. Work through the example problems in that section and identify in them what you know already and what is new and dierent. After Lecture: Review the days textbook section and lecture notes. Go over the example problems done in class to warm up. Ask yourself, What is the big picture? Try to answer that question as best as you can. Then start the homework problems. Be mindful of the time it takes to complete a problem. Speed is not the most important factor in your success in this course. However, there is a time limit to every homework assignment and exam. So, to some extent, you are graded based on your ability to solve problems in a timely manner. Practice through solving lots of problems is the key. Be engaged in the class and discussion sections. Attend all lecture and discussion sections, and ask questions when you have them dont wait until later. As you practice solving problems, always try to understand the why behind the methods you use. Exams will be written to test your understanding of the methods, not your ability to follow a recipe for solving a particular problem. Homework will consist of odd and even numbered problems. For even numbered problems, there are no solutions in the book. If you are stuck on a problem, try the odd-numbered problems on either side, for which the solution is in the back of the book. Utilize your instructors and teaching assistants oce hours to aid in both completion of homework and to understand topics that are unclear.

Attending class. Consider the following question. How do I learn mathematics best during class? Next, consider the following possible answers. I learn best by listening to a lecture. If so, consider not taking notes during class, but simply listening. Read the corresponding section in the textbook or get the notes from a classmate. I learn best by writing notes or manipulating the subject matter with my own hands. If so, consider recopying your notes after each lecture and summarizing your notes for the exams. I learn best by reading a book. If so, consider reading ahead in your textbook so that lectures reinforce your learning rather than confuse it. I learn best by seeing graphs or charts. If so, create diagrams and visual cues while taking notes. It is very likely that you learn mathematics during class by a combination of the ways listed above. By spending the time to understand how you learn mathematics, you can develop your own strategy for succeeding in this and any other mathematics courses.

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Math 21: Calculus I

Lectures 1&6 (sections 25,710) Time & Location (L1): MWF 10:00-10:50, COB 120 Time & Location (L6): MWF 2:00-2:50, COB 116 Instructor: Dr. Alexander Yatskar (ofce AOA 180) e-mail: ayatskar@ucmerced.edu Discussion Sections Section 2: Section 3: Section 4: Section 5: Section 7: Section 8: Section 9: Section 10: T 12:00-1:50p T 2:00-3:50p T 4:00-5:50p T 6:00-7:50p M 5:00-6:50p M 7:00-8:50p M 5:00-6:50p T 10:30-12:20p COB 288 COB 288 COB 288 COB 288 COB 288 COB 288 COB 288 COB 276

Syllabus

UC Merced, Fall 2010

Mr. Daniel Thompson (dthompson5@ucmerced.edu) Mr. Daniel Thompson (dthompson5@ucmerced.edu) Mr. Bryan Sims (bsims@ucmerced.edu) Mr. Bryan Sims (bsims@ucmerced.edu) Ms. Stephanie Souza(ssouza4@ucmerced.edu) Ms. Stephanie Souza(ssouza4@ucmerced.edu) Mr. Corey Zaro (czaro@ucmerced.edu) Mr. Corey Zaro (czaro@ucmerced.edu)

Ofce Hours students are welcome to attend any and all ofce hours 11:00 12:00 pm (Alex Yatskar AOA180) 11:00 1:00 pm (Daniel Thompson AOA 112) 3:00 4:00 pm (Stephanie Souza AOA 167) Tuesday: 1:00 3:00 pm (Corey Zaro AOA113) 2:00 4:00 pm (Bryan Sims AOA 113) Wednesday: 3:00 4:00 pm (Stephanie Souza AOA 167) Friday: 11:00 12:00 pm (Alex Yatskar AOA180) Monday:

Text: Chapters 15 & 7 in Calculus, 6th ed., by James Stewart Course Web Page: MATH 21 website is part of the UCMCROPS course management system. It is available automatically to all students enrolled in this class. All important course materials will be posted under RESOURCES on this website, and course related announcements will be made through the email list maintained by the site as well. Learning Objectives: Upon completion of this course, students should understand: The concept of a limit and the denitions of derivatives and denite integrals in terms of limits. How to use derivatives to analyze functions. How to apply differential and integral calculus to real world problems. The Fundamental Theorem of Calculus. Learning Outcomes: Upon completion of this course, students should be able to: Compute limits of algebraic expressions. Compute the derivative of elementary functions using both the denition of a derivative and differentiation formulas. Identify ways in which a function can fail to have a derivative. Find maximum or minimum values of functions. Sketch the graph of a function using information provided by the derivatives of the function. Solve "real-world" optimization problems by converting them into the language of calculus. Compute certain simple antiderivatives. Compute the denite integral of elementary functions. Dene the denite integral as a limit of Riemann sum approximations

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Math 21: Calculus I

Syllabus

UC Merced, Fall 2010

Grade Determination: Your letter grade in the course will be based on homework assignments (5%, lowest one grade dropped), discussion participation (5%, lowest one grade dropped), quizzes (15%, lowest one grade dropped), three midterm exams (15% each), and a cumulative nal exam (30%). If you obtain 90% of the total points, you will receive an A in the course. If you obtain less than 55% of the total points, you will receive an F. For everything in between, letter grades will be given in the approximate framework: A: 90-100%, B: 8090%, C: 7080%, D: 6070%. Please be aware that you need a C or better to proceed to Calculus II (Math 22). Lectures: Lecture hours are devoted to discuss fundamental concepts and important techniques. Regular and active attendance in lectures provides foundation to success in the class. Class requires student participation. Lecturer will randomly select students to answer questions pertaining to the covered material. It is impossible to cover all material in lectures alone. Learning from the textbook, going to discussion sections, completing homework, and reviewing periodically are all integral parts of the class. Discussion Sections: Discussion sections meet for two hours each week where you will develop and practice your problem-solving skills by working with your classmates to solve challenging problems. Your participation in discussion sections will be graded except for those during weeks 4 and 15, which are partial weeks or weeks with holidays. If your Discussion Section is cancelled due to a holiday, you are encouraged to attend another section during that week. Discussion sections will be centered around group work on worksheets with problems considerably more challenging than HW problems. Worksheets will be posted on the course web page under Resources on the Friday before the discussion section. It is your responsiblity to print a copy of the worksheet before coming to dicussion section. Quizes: A quiz will be given during each discussion section except for those during weeks marked with "no quiz". The quiz will be one problem taken from one of six HW problems due during the previous week(s); these six problems are boxed in the schedule. Homework: Homework is assigned each lecture and is collected once a week. Please turn in your homework either to your instructor in lecture or in your TAs collection boxes(AOA 117) before 5pm on the due date specied on the schedule page. Late homework will not be accepted or graded. 50% of each homework score will be based on completion and presentation; 50% will be based on the correctness of one randomly selected problem. Homework must be presented according to the Homework Presentation Requirements and Guidelines. Only the rst page of unstapled multiple-page homework will be graded. Graded homework will be returned during the next discussion section. To accommodate unexpected emergencies or illness, your lowest one homework score will be dropped when determining your nal grade. Students are encouraged to work in groups, however, all work turned in must be written up in your own words. At the end of your written homework, you must explicitly identify all individuals with whom you worked. You must also explicitly list any outside sources employed (websites, Mathematica, book other than course text, etc.) and the names of all other students collaborated with. This does not mean that you are allowed to copy a solution should you nd it posted elsewhere. Please see "Academic Integrity" below. Exams: The three midterm exams will be given during class on Wednesdays, Sep. 22, Oct. 13, and Nov. 10. There will be no make-up exams or early exams. If you are sick during an exam, please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work. Please bring your student ID to each exam. Calculators and crib sheets are not allowed on the exams. A special needs room for people with documented disabilities will be provided for each exam. See your instructor and the course web page for more information. On exam days, students are strongly encouraged to be in their seats 5 mintues before the beginning of class. Old Math 21 exams are posted at http://appliedmath.ucmerced.edu Green Books: Each student is required to purchase four green (or blue) books and give them to their section leader by the second recitation. Green books are preferred because they are made from recycled material.These will be distributed for the exams, so please do not write anything (not even your name) on the front of the green (blue) books. Portable Electronic Devices: All portable electronic devices (e.g., cell phones, pagers and laptops) must be turned off and put away during exams, lectures, and discussion sections. Calculators are the exception; they may be used in lectures and discussion sections, but not in exams.

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Math 21: Calculus I

Syllabus

UC Merced, Fall 2010

Calculators & Computers: We recommend that you obtain a graphing calculator or other computational tool (e.g., Mathematica, Maple, Matlab, Octave) to aid in your completion of homework assignments. A free alternative, which is well suited to this course, is the Mathematical Visualization Toolkit (MVT) available at http://amath.colorado.edu/java/index.php. Such tools are required on certain homework problems and are very effective in helping students understand the fundamental concepts of Math 21. Remember, however, that there will be no calculators or crib sheets allowed in the exams. Dropping the Course: After Monday, Nov. 7, dropping the course is possible only with a petition approved by the Deans ofce. Please see the instructor if you wish to drop after Monday, Nov. 7. Course Web Page: https://my.ucmerced.edu/ Extra Help: You are encouraged to get extra help whenever you need it. The instructor and section leaders each have ofce hours, which are posted at the top of this document. You may go to the posted ofce hours of any Calculus 1 instructor or section leader, even if they are not your regular instructor or section leader. In addition, review sessions are scheduled just before each exam. Other helpful items are posted on the Course Web Page. You are welcome to send questions to your instructor via e-mail at any time. Free Tutoring is available through the Student Advising and Learning (http://learning.ucmerced.edu/). The Center also provides Student Success Workshops. Center

Special Accommodations: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to the instructor in a timely manner so that your needs may be addressed. Student Affairs determines accommodations based on documented disabilities. The instructor will make every effort to accommodate all students who, because of religious obligations, have conicts with scheduled exams, assignments, or required attendance. Please speak with the instructor during the rst week of class regarding any potential academic adjustments or accommodations that may arise due to religious beliefs during this term. Beyond Calculus I: You must receive a grade of C or better in this course in order to advance to Math 22. Homework Preparation Requirements & Guidelines (taken from http://www.math.hmc.edu/teaching/homework): Learning mathematics involves learning how to communicate your ideas effectively. As a student, much of this communication will be in the form of homework. Therefore, so that I may provide you with meaningful and worthwhile feedback, it is important that you put your homework in an easy to read, easy to navigate format. After all, how you present your work should enhance the ideas you are trying to communicate, not impede them. It is good practice to rst work out the solutions to homework problems on scratch paper, and to then neatly write up your solutions. This will help you to turn in a clean nished product. The following are the requirements for submitting homework in Math 21: Your handwriting should be legible. Homework with multiple pages must be stapled in the upper left-hand corner. In the upper right-hand corner you must write (in this order) First and Last Name Math 21, followed by your Discussion Section Number Homework Set Number (Text Section) Due Date of the Homework

Problems should be clearly labeled and numbered on the left-hand side of the page. Write out the problem (paraphrasing is acceptable). Solutions to problems should be presented in the order that the problems are assigned. Final answer must have a box around it. Any graphs should have clearly labeled axes. Academic Integrity: Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are

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Math 21: Calculus I

Syllabus

UC Merced, Fall 2010

responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty. The current policies for UC Merced are described under Student Judicial Affairs at http://studentlife.ucmerced.edu/ Examples of academic dishonesty include: receiving or providing unauthorized assistance on examinations using unauthorized materials during an examination plagiarism - using materials from sources without citations altering an exam and submitting it for re-grading fabricating data or references using false excuses to obtain extensions of time or to skip coursework The ultimate success of a code of academic conduct depends largely on the degree to which the students fulll their responsibilities towards academic integrity. These responsibilities include: Be honest at all times. Act fairly toward others. For example, do not disrupt or seek an unfair advantage over others by cheating, or by talking or allowing eyes to wander during exams. Take group as well as individual responsibility for honorable behavior. Collectively, as well as individually, make every effort to prevent and avoid academic misconduct, and report acts of misconduct which you witness. Do not submit the same work in more than one class. Unless otherwise specied by the instructor, all work submitted to fulll course requirements must be work done by the student specically for that course. This means that work submitted for one course cannot be used to satisfy requirements of another course unless the student obtains permission from the instructor. Know what plagiarism is and take steps to avoid it. When using the words or ideas of another, even if paraphrased in your own words, you must cite your source. Students who are confused about whether a particular act constitutes plagiarism should consult the instructor who gave the assignment. Know the rules ignorance is no defense. Those who violate campus rules regarding academic misconduct are subject to disciplinary sanctions, including suspension and dismissal. Tips for Success: Everything that we will do in this class is to help you learn mathematics, but you need to take control, ownership and responsibility of your academic career. At some point in college, most students discover that their study habits from high school dont work well anymore. Dont be discouraged! This is an encouraging sign that you are growing intellectually. Try to gure out what does work for you. Many students consider Math 21 to be a difcult course. Even those who have taken Calculus in high school are likely to be surprised by the amount of work that we require. Problem solving. The goal of this course is to help you continue to learn calculus as well as you can. Learning calculus means doing calculus. Just as a violinist must practice scales and a basketball player must practice free-throws, a calculus student needs to practice solving problems. To succeed in this course, you need to learn (1) how to solve calculus problems and (2) why calculus works the way it does. To learn these two things, you need to gain experience by solving many problems. Along these lines, we suggest the following tips for success. Manage your time wisely! Plan to spend at least two hours outside of each lecture and discussion section working with Math 21 material. Before Lecture: Read (at least scan) the days section. Work through the example problems in that section and identify in them what you know already and what is new and different. After Lecture: Review the days textbook section and lecture notes. Go over the example problems done in class to warm up. Ask yourself, What is the big picture here? Try to answer that question as best as you can. Then start the homework problems. Be mindful of the time it takes to complete a problem. Speed is not the most important factor in your success in this course. However, there is a time limit to every homework assignment and exam. So, to some extent, you are graded based on your ability to solve problems in a timely manner. Practice through solving many problems is the key. 4

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Math 21: Calculus I

Syllabus

UC Merced, Fall 2010

Be engaged in the class and discussion sections. Attend all lecture and discussion sections, and ask questions when you have them dont wait until later. As you practice solving problems, always try to understand the why behind the methods you use. Exams will be written to test your understanding of the methods, not your ability to follow a recipe for solving a particular problem. Homework will consist of even-numbered problems for which there are no solutions in the book. If you are stuck on a problem, try the odd-numbered problems on either side, for which the solution is in the back of the book. Use ofce hours to both aid in completion of homework and to understand topics that are not clear.

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General Information: CHEM 002 is the first semester of a two-semester lower division general chemistry sequence, which exposes the student to a lecture and laboratory experience. The focus of this course is twofold: conceptual and mathematical. The mathematical tools used in general chemistry are stressed with particular emphasis placed on stoichiometric calculations and gas phase equilibriums. The study of basic thermochemistry is an integral part of the course leading to additional insight of chemical reactivity. A conceptual approach is used to study the trends observed in the chemical and physical properties of the elements within the periodic table. The concepts of atomic structure and basic atomic orbital theory is examined and expanded to basic molecular orbital theory leading to a greater understanding of covalent bond formation. The conceptual and mathematical approaches emphasized in this course are supported by a laboratory section; the experimental procedures conducted in the laboratory are designed to reinforce the material covered in lecture. Meeting Times and Locations: Lecture sections: -01, M, W and F, 9:00 9:50 am Clssrm 102; -11, M, W and F, 12:00 12:50 pm Clssrm 105. Laboratory sections: 02L M, 11:00 1:50 pm, SE 108; 03L M, 2:30 5:20 pm, SE 108; 04L M, 6:00 8:50 pm, SE 108; 05L R, 8:00 10:50 am, SE 108; 06L R, 11:30 2:20 pm, SE 108; 07L R, 3:00 5:50 pm, SE 108; 08L W, 11:30 2:20 pm, SE 108; 09L W, 6:30 9:20 pm, SE 108; 10L F, 10:00 12:50 pm, SE 108; 12L T, 8:00 10:50 am, SE 108; 13L T, 11:30 2:20 pm, SE 108; 14L T, 3:00 5:50 pm, SE 108; 15L W, 8:00 10:50 am, SE 108; 16L R, 6:30 9:20 pm, SE 108; 17L W, 3:00 5:50 pm, SE 108; 18L T, 6:30 9:20 am, SE 108. Prerequisite: Pass chemistry placement exam or complete CHEM 1 with C- or better or score 3 or better on chemistry AP exam. Text (Required): th 1. Chemistry: The Molecular Nature of Matter and Change, 5 ed. by Martin S. Silberberg, Published by McGraw-Hill Higher Education, 2009. Other Required Items: 1. A clicker; 2. A basic scientific calculator; 3. Four # 882E scantron forms; 4. A pair of approved laboratory safety goggles and 5. A laboratory notebook (must be bound with numbered duplicate pages). Course Instructor: Mark Vidensek, UC Merced Campus, mvidensek@ucmerced.edu . Office hours: M and W from 10:00 11:00 am in AOA-174. Laboratory Instructors/ TAs: Gary Abel, UC Merced Campus, (gabel@ucmerced.edu). Office hours: W from 4:006:00 pm in AOA 166, Sections: 9L and 18L.

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Michael Coste, UC Merced Campus, (mcoste@ucmerced.edu). Office hours: R from 12:00-2:00 pm in AOA 164, Sections: 4L, 5L and 15L. Justin Hujdic, UC Merced Campus, (jhujdic@ucmerced.edu). Office hours: M from 9:30 10:30 am and F from 1:15-2:15 pm in SE 353, Sections: 2L and 3L. Jesus Isaac Luna, UC Merced Campus, (pluna@ucmerced.edu). Office hours: R from 9:00-11:00 am in AOA 167, Sections: 8L and 17L. Hoda Mirafzal, UC Merced Campus, (hmirafzal@ucmerced.edu). Office hours: W from 11:00 12:00 noon and from 4:00-5:00 pm in AOA 167, Sections: 6L and 7L. Luke Reed, UC Merced Campus, (lreed@ucmerced.edu). Office hours: M from 8:0010:00 am in AOA 167, Sections: 12L and 14L. Drew Tilley, UC Merced Campus, (dtilley@ucmerced.edu). Office hours: M from 2:003:00 pm and R from 10:00 11:00 am in AOA 166, Sections: 16L. Shelley Wang, UC Merced Campus, (swang2@ucmerced.edu). Office hours: W from 4:00-6:00 pm in SE next to SE253, Sections: 10L and 13L.

Course Web site: The CHEM 002 web site is part of the UCMCROPS course management system and will be automatically available to all students enrolled in the course (https://my.ucmerced.edu/uPortal/render.userLayoutRootNode.uP). This web site contains the course syllabus, announcements, lecture slides (i.e. when posted), laboratory procedures, homework assignments and exam keys; this information will be located under the Resources tab. You will find assigned grades under the Gradebook tab. Learning outcomes Upon successful completion of this course, students will be able to: Derive the names and formulas of compounds based upon the IUPAC system of inorganic nomenclature for binary compounds and oxyacids; Determine molecular formulas from data, balance chemical equations, predict the formation of precipitates, and use stoichiometric relationships to calculate product and reactant amounts with applications to limiting reagent and % yield concepts; analyze the energy associated with chemical reactions, perform simple chemical thermodynamic calculations, and be able to apply these concepts to the first law of thermodynamics, stoichiometric relationships, calorimetry and Hesss law; explain the basic concepts of quantum theory and the basic theories of chemical bonding, and be able to make predictions about atomic and molecular properties; determine whether a reaction is at equilibrium, calculate equilibrium constants and equilibrium concentrations, and apply the principles of equilibrium and reaction kinetics to gaseous phase systems; perform basic chemistry laboratory techniques, use common laboratory instruments, record data and observations accurately, and describe sources of error and uncertainty in experimental data. Accomplishment of these outcomes will be assessed through in-class quizzes, exams, and graded laboratory reports.

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Structure of the course and expectations: You are expected to read each assigned chapter of your text before the chapter is covered in lecture. Unless informed otherwise, you are responsible for all the material in assigned chapters, even if the material was not specifically covered in lecture; chapters 2, 3, 4, 5, 6, 17, 7, 8, 9, 10 and 11 will be covered in that tentative order. Homework will be assigned from each chapter. The assigned homework problems will be included at the end of selected laboratory experiments and will be due with those laboratory reports. There will be eleven laboratory experiments. There will be ten quizzes. The material covered by the quizzes will be representative of the lectures, laboratories, homework and assigned reading materials. Quizzes will be administered during lectures. There will be three midterms and a final. The material covered by the midterms will be representative of the quizzes, lectures, laboratories, homework and assigned reading materials. The final will be accumulative. The exams will be recorded on Scantron Form 882E. Exam and Tentative Chapter Schedule: Midterm 1 (Ch. 2 4) 09/24/10 from 6:00 8:00 pm Midterm 2 (Ch. 5 7 &17) 11/05/10 from 6:00 8:00 pm Midterm 3 (Ch. 8 11) 12/03/10 from 6:00 8:00 pm Final (Accumulative) TBA on Registrars Office Site. Tentative Weekly Schedule: Chapter Introduction and Ch. 2 Ch. 2 Ch. 3 Ch. 3 and Ch. 4 Ch. 4 and Midterm 1 Ch. 5 Ch. 6 Ch. 17 Ch. 7 and Midterm 2 Ch. 8 Ch. 8 and Ch. 9 Ch. 9 Ch. 10 Ch. 11 Ch. 11 Midterm 3 Subject Intr. and Components of Matter Components of Matter Stoichiometry of Formulas and Eq. Types of Chemical Reactions Types of Chemical Reactions Cont. Gases and KineticMolecular Theory Thermochemistry Chemical Equilibrium Quantum Theory Electron Configurations and periodicity Models of Chemical Bonding Models of Chemical Bonding Cont. Molecular Shapes Theories of Covalent Bonding Theories of Covalent Bonding Cont. Review Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Date of Week 08/23/10 08/30/10 09/06/10 09/13/10 09/20/10 09/27/10 10/04/10 10/11/10 10/18/10 10/25/10 11/01/10 11/08/10 11/15/10 11/22/10 11/29/10 12/06/10

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Attendance and behavior: Students are expected to attend lecture and laboratory sessions; this is highly advised since graded assignments will be administered during these sessions. Behavior that is disruptive to other students, or interferes with their attempt to follow the lectures, laboratories, or discussions, will not be allowed. This includes, but is not limited to, talking (except when you are specifically asked to discuss a question among yourselves), listening to music, operating electronic devices that make any audio sounds or blocking another students view. Students will not be allowed to use computers during lectures, or discussions, and cell phones must be rendered inaudible while class is in session. Violators of these policies will be asked to leave the classroom/laboratory. Late and/or missed assignments: No quizzes, or exams, will be taken late. If you miss a quiz, or exam, it will count as a zero. Only two exceptions will be made: illness of oneself or the death of an immediate family member. Late and/or missed assignments, not classified as above, will be assigned zero points; documentation from a health care professional may be requested to substantiate the classification. If you know ahead of time that you will have a conflict with an assignment, you may be able to make arrangements to execute the assignment (i.e. lab, quiz or exam) early. Late and/or missed laboratory experiments and homework: No laboratory experiments will be performed by students outside of their assigned laboratory section. Missed laboratory experiments and assigned homework will count as a zero. Late laboratory reports and/or homework will not be accepted. Late laboratory reports and/or homework will count as zero. Re-Grading: If you feel an assignment (i.e. quiz, exam, laboratory or homework) was graded incorrectly, please bring it to my or your TAs, attention by the next class/lab meeting. The entire assignment will be regraded, so your score could go up or down. Graded assignments may be photo copied before returning them to students. Any student who attempts to cheat by altering a graded assignment and returning it for re-grading will receive a zero for that assignment and may be subject to further disciplinary action. Course grading: All assigned course letter grades in CHEM 002 will be based on the absolute point scale shown below. Point distribution: Possible points Quizzes (10 @ 12.5 pts each) 125 Laboratory Reports/Homework (11 @ 25 pts each) 275 Midterms (3 @ 150 pts each) 450 Final (1 @ 150 pts) 150 Total Points: 1000

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CHEM 002: General Chemistry I Fall 2010 Course Syllabus Course grading Cont.: Points scale: 1000 - 900 899 - 750 749 - 550 549 - 450 449 - 0 (Note: + or grades may be assigned.) Students with disabilities: UC Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities. I would respectfully request that my students with disabilities discuss their situation with Disability Services to assist them in obtaining any appropriate academic accommodations they may require. Requests for such accommodations are to be made during the first three weeks of the semester, except for unusual circumstances. Students with disabilities are encouraged to register with Disability Services Center (KL 109; disabilityservices@ucmerced.edu) to verify their eligibility for appropriate accommodations. Policy on academic honesty: There will be no communication of any form (written, verbal, electronic, etc.) between students during quizzes, midterm exams and/or the final exam. You may not look at another students paper during quizzes or exams. The only items you may use during quizzes and/or exams will be: a pencil, or pen, and a calculator. Bring a photo ID of yourself to each exam. Students not in possession of their photo ID at exam time may be prohibited from taking the exam and will be assigned a score of zero for the exam. Any student found to be in violation of the policies stated in this section (i.e. Policy on academic honesty) will be assigned zero points for the quiz and/or exam and may be subject to further disciplinary action. Corresponding grade A B C D F

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CHEM 10: General Chemistry II Fall 2010 Course Syllabus--Preliminary General information: CHEM 10 is the second in the two-semester general chemistry sequence at UC Merced (CHEM 2/CHEM 10). This course will address the properties of gases; chemical thermodynamics including entropy and free energy; electrochemistry; chemical kinetics including rate laws and reaction mechanisms; quantum mechanics and molecular structure and spectroscopy; properties of solids and liquids. The associated laboratory section demonstrates and reinforces concepts introduced in the lecture, and teaches basic laboratory methods and scientific methodology. Instructor: Prof. Anne Myers Kelley, SE 374, (209)-228-4345, amkelley@ucmerced.edu Learning outcomes: Upon successful completion of CHEM 10, students should be able to: Describe qualitatively the behavior of gases, thermodynamic considerations governing chemical equilibria, oxidation-reduction reactions and electrochemical cells, the factors that determine the rates of chemical reactions, basic theories of chemical bonding, how molecules interact with light, and the properties of liquids and solids. Solve quantitative problems involving gas laws, chemical thermodynamics, electrochemistry, chemical kinetics, and elementary molecular spectroscopy. Carry out experiments and operate basic laboratory apparatus with proper experimental technique, attention to safety procedures, and treatment of data. Prepare brief laboratory reports that clearly communicate methods, results, and conclusions. Evaluation will be based on laboratory reports, quizzes, midterm exams, and a final exam. Homework problems will be assigned, but not graded. Homework is viewed as a learning aid rather than an assessment tool. Relationship to program learning outcomes for the Chemical Sciences major: CHEM 10 focuses primarily on fundamental knowledge and skills. This course develops some of the major concepts and theoretical principles in chemistry, building on the foundation established in CHEM 2. You will further develop the skills required to carry out basic laboratory procedures in a safe manner and with proper technique. To a lesser extent, this course will explore scientific methodologyhow a scientist integrates fundamental knowledge and skills into scientific inquiries. The laboratory reports you prepare will involve basic scientific communication skills. Finally, you will gain an appreciation for scientific ethics and the role of chemistry in society by learning how to handle data in the laboratory as well as through some of the examples of chemical applications given in the textbook and discussed in lecture. Meeting times and location: Lecture: MWF 8:00 - 8:50 am, COB 102 Lab/discussion: all held in SE 110 Section 2: Monday, 12:00 - 2:50 pm Section 3: Monday, 4:00 - 6:50 pm Section 4: Tuesday, 9:00 - 11:50 am Section 5: Tuesday, 1:00 - 3:50 pm Section 6: Wednesday, 11:00 am - 1:50 pm Section 7: Wednesday, 3:00 - 5:50 pm Section 8: Thursday, 10:00 am 12:50 pm Section 9: Thursday, 2:00 - 4:50 pm Labs will not be held during the first or last week of classes.

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Prerequisite: CHEM 2. You will be held responsible for material covered in CHEM 2 even if we do not explicitly review it in this course. A course syllabus for CHEM 2 is posted on the course web site for your information. Text: Chemical Principles, 6th ed. by Steven S. Zumdahl, published by Houghton Mifflin, 2009. ISBN 978-0-61894690-7. Note that this is the last semester this text will be used at UC Merced. Other required materials (all available through campus store): Basic scientific calculator (graphing calculator OK, but not necessary) Scantron forms 882-E Laboratory notebook (must be bound and have duplicate pages) Laboratory safety goggles Clickers Laboratory instructors: Dr. Petia Gueorguieva, sections 2, 4, and 6 Mr. Cheetar Lee, sections (2) Ms. Deb Lair, sections (1) Ms. Jingru Shao, sections (1) Ms. Janice Cosio, sections (1) Office hours: Prof. Kelley: MWF 9:00-10:00, SE 374, or by appointment. TA office hours and locations TBA Anyone with questions about the lecture or laboratory material is encouraged to come to either Prof. Kelleys or any of the TAs office hours. You may also submit questions via e-mail, but questions received after noon on the day before an exam may not be answered before the exam. Course Web site: The CHEM 10 web site is part of the UCMCROPS course management system and will be automatically available to all students enrolled in the class ( https://my.ucmerced.edu ). This web site contains descriptions of the laboratory experiments (under Resources), electronic copies of the course syllabus, and solutions to the midterm exams once they are graded. Course grading: Points will be assigned as follows: Quizzes (10 points each for best 10 out of ??) Laboratory reports (25 points each for best 10 out of 11) Midterm exams (three exams at 125 points each) Final exam Total points Grades: possible points 100 250 375 275 1000

Grades will be assigned according to the following approximate percentages: 90 100 A, 78 90 B, 63 78 C, 50 63 D. Plus and minus grades will be assigned within these ranges at Prof. Kelleys discretion. Midterm exams will be given during normal class periods on Sept. 24 (Friday), Oct. 25 (Monday), and Nov. 24 (Wednesday). The final exam will be given Monday, Dec. 13 from

Exam Dates:

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8:00-11:00 am at locations to be announced. The final exam will cover the entire course, but with greater weight on material not previously tested. An unspecified number of unannounced quizzes will be given during lecture on randomly chosen dates. Quizzes will be administered using the clicker system. The ten best will count toward your grade. No make-ups are allowed. Bring your clicker, a calculator, paper, your student ID, and something to write with (in case scratch work is necessary) to class every day in case there is a quiz. In order to receive credit for quizzes, you must register your clicker: Login to the Portal (my.ucmerced.edu) Click on the My Profile tab In the Identity Management Services channel click on "Update Your Clicker ID" Enter the Clicker ID in the field and click Save [The 6 digit Clicker ID can be found just below the bar code on the back]. Deadlines to drop a course: Course Drop (without a W): Tuesday, September 21, 2010 Course Withdrawal (with a W): Monday, November 1, 2010 Policy on missed assignments: No quizzes, laboratories, or exams may be taken late. If you miss a quiz, lab, or midterm, it will count as a zero. Only two exceptions will be made: incapacitating injury or illness (requires written documentation from your physician or Student Health Services specifying the date on which you were incapacitated) or death or serious illness of an immediate family member (requires written documentation from Student Advising). In these cases, a score for the missed assignment will be generated based on your average scores for the other assignments of the same type (quiz, lab, or midterm). If you miss the final exam for a valid reason, documented as described above, you may request a grade of Incomplete for the course (this will be given only if you were doing passing work prior to the final) and you must take the final exam during Spring semester in order to complete your grade. If you know in advance that you will have a conflict between an exam or laboratory period and a planned extracurricular activity, you may be able to arrange to do a lab during another lab section or to take an exam early. Such accommodations are not guaranteed. You must see Prof. Kelley at least two weeks before the scheduled date in order to discuss such arrangements. Structure of the course and expectations: You are expected to read each assigned chapter in Zumdahl before the class period in which that chapter is discussed. The lectures will consist mainly of discussions of several specific questions that highlight the concepts presented in the chapter. Unless informed otherwise, you are responsible for all of the material in

the chapter, whether or not it is specifically discussed in lecture.

The lab/discussion periods will be used primarily to complete the eleven laboratory experiments. Some of the labs are done individually while others may be done in pairs or groups. The descriptions, procedures, and write-up formats for the labs can be found on the course web site under Resources. Most of the labs have pre-lab assignments. For those that do, the pre-lab should be done on a separate page in your lab notebook and the duplicate page must be turned in to your laboratory instructor at the start of the lab period. The rest of the write-up for each lab will be due at the beginning of the following laboratory period except for the last lab, which must be turned in during lecture the following week (no later than Dec. 8). No lab write-ups will be accepted late. Late = zero points! The lowest score among the 11 will be dropped when calculating your course grade. Homework problems will be assigned from each chapter in Zumdahl. They are intended to help you learn the material. They will not be turned in or graded, but you are encouraged to ask Prof. Kelley or your TA for help if you have difficulty in understanding the problems or getting the correct answers.

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The exams are structured to emphasize understanding of concepts and methods of problem solving, not memorization of facts. You will always be provided with a periodic table as part of the exam booklet. In addition, you will be given data such as physical constants (Avogadros number, the gas constant, certain unit conversions) that you may need. The information that will be provided for each exam will be posted on the course Web site at least one week before the exam. You will be allowed to bring to each exam one sheet of paper (standard 8 x 11 inches, both sides of the page) on which you may write or print any other facts or formulas you think may be helpful on the exam. Calculators will be allowed on midterm 1 and the final exam, but not on midterms 2 and 3. Use of any other materials on an exam constitutes cheating (see Academic Honesty policies below). Attendance and behavior: Students are expected to attend lectures. Attendance will not be taken, but material not in the textbook may be discussed for which you will be held responsible on exams, and quizzes may be given on any day. Attendance at your assigned lab/discussion section is required in order for you to earn the points for the lab write-ups. Behavior that is disruptive to other students or interferes with their attempts to follow the lectures is not allowed. This includes talking (except when you are specifically asked to discuss a question among yourselves), listening to music or operating an electronic device that makes any audible sound, or blocking another students view. Cell phones must be turned off while class is in session. Violators of these policies will be required to leave the classroom. Regrading: If you believe that any assignment has been graded incorrectly, you may return the assignment for regrading within one week after it was returned to you. Exams should be returned to Prof. Kelley; lab reports should be returned to your laboratory instructor. The entire assignment will be regraded, so your score could go either down or up. The instructors may photocopy graded assignments before returning them. Any student who attempts to cheat by altering a graded assignment and returning it for regrading will receive a score of zero for that assignment and may be subject to further disciplinary action. Academic honesty: The progress of the scientific enterprise relies crucially on the integrity of scientists, and I take academic honesty very seriously. Students in CHEM 10 are expected to be familiar with and adhere to UC Merceds academic honesty policy (go to http://studentlife.ucmerced.edu/, click on Student Judicial Affairs and then Academic Honesty Policy). Laboratories: You are free to discuss any aspect of the laboratories with anyone and to consult any reference sources while preparing for the laboratories, performing the experiments, and writing the reports. You must, however, perform your own work in the laboratory and report your own data and observations. For experiments that are to be carried out in pairs or groups, everyone in the group is responsible for the experiment and all data and observations must be recorded by each member of the group and reported. An observation or piece of data may be thrown out only if you know, or have good reason to believe, that a mistake was made on that part of the experiment, and in that case the lab report must clearly indicate which data were eliminated and why. You must not interfere with any other individuals or groups experiment, and you are responsible for handling shared chemicals and equipment in ways that will not contaminate or damage them. If you use information from outside sources in preparing your lab report, those sources must be properly credited. Each student must prepare an independently written lab report even for experiments that were performed in pairs or groups. If multiple students submit lab reports that

have obviously been copied, entirely or partially (apart from the common set of original data), all of the students involved will receive scores of zero for that report. Quizzes and Exams: Quizzes and exams must be your own independent work. You may use only a
calculator (for quizzes, midterm 1 and the final exam), pencils and/or pens (for exams), and your one sheet of notes (for exams). You may not communicate with or pass materials to any other person, look at another

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students paper, or consult any other written or electronic source during the exam or quiz unless you are specifically told otherwise. You may not take a quiz for another student using his/her clicker or give your clicker to another student to take a quiz for you. Computers and cell phones must be turned off and out of sight during exams. Bring your UC Merced student ID to class every day. Students not carrying proper ID may be prohibited from taking the exam or quiz and assigned a score of zero. Any student caught violating these policies will be assigned a score of zero for that quiz or exam and may be subject to further disciplinary action. Students with disabilities: UC Merced is committed to ensuring equal academic opportunities and inclusion for students with disabilities. Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately to discuss his or her specific needs. Also contact Disability Services at (209) 228-7884 (disabilityservices@ucmerced.edu) as soon as possible to become registered and thereby ensure that such accommodations are implemented in a timely fashion. Lecture/lab schedule (subject to revision) Date Aug 25 Aug 27 Aug 30 Sep 1 Sep 3 Sep 8 Sep 10 Sep 13 Sep 15 Sep 17 Sep 20 Sep 22 Sep 24 Sep 27 Sep 29 Oct 1 Oct 4 Chap 5 5 5 5 5 10 10 10 10 11 11 5, 10, 11 5, 10, 11 11 11 11 12 Topic Gas laws of Boyle, Charles, and Avogadro; ideal gas law Gas stoichiometry; partial pressures Kinetic theory of gases Effusion & diffusion, collisions Real gases Isothermal processes in ideal gases; entropy Second Law; free energy Entropy changes in chem rxns; free energy & chem rxns Free energy, equilibrium & work; adiabatic processes Galvanic cells & standard reduction potentials Cell potential, work & free energy Review for Exam 1 Exam 1calculators allowed Cell potential concentration dependence Batteries Corrosion & electrolysis EM radiation, photoelectric effect, uncertainty principle Experiment

None

Expt. 1: Charles Law and the determination of absolute zero None (Labor Day holiday)

Expt. 2: Thermochemistry

Expt. 3: Thermodynamics of the vaporization of water

Expt. 4: Redox titration: Analysis of bleach

Expt. 5: Electrochemistry

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Oct 6 Oct 8 Oct 11 Oct 13 Oct 15 Oct 18 Oct 20 Oct 22 Oct 25 Oct 27 Oct 29 Nov 1 Nov 3 Nov 5 Nov 8 Nov 10 Nov 12 Nov 15 Nov 17 Nov 19 Nov 22 Nov 24 Nov 29 Dec 1 Dec 3 Dec 6 Dec 8 Dec 13 8-11 am

12 12 12 12 12 14 14 11, 12, 14 11, 12, 14 14 14 15 15 15 15 15 16 16 16 16 14, 15, 16 14, 15, 16 19 19 20 20

QM and particle in a box Harmonic oscillator QM of H atom Electron spin, polyelectronic atoms, aufbau principle Periodic table and periodic properties Hybridization, localized electrons and MOs Bonding in diatomics Review for Exam 2 Exam 2no calculators Electronic spectroscopy Rotational and vibrational spectroscopy Reaction rates and rate laws Finding rate laws, integrated rate laws Reaction mechanisms Theory of reaction rates Catalysis Intermolecular forces The liquid state; vapor pressure Crystal structures; molecular & ionic solids Metals & semiconductors Review for Exam 3 Exam 3no calculators Transition metals Coordination compounds Radioactive decay & nuclear transformations Kinetics of radioactive decay Review for final Final exam (comprehensive) calculators allowed

Expt. 6: Spectroscopy of Co II ions: Beers Law

Expt. 7: Spectrophotometric determination of food dyes

Expt. 8: Chemical equilibrium, Keq of the iodide/iodine reaction

Expt. 9: Rates and mechanisms of reaction: iodide + thiosulfate None (Veterans Day holiday)

Expt. 10: Analysis of ink using thin layer chromatography

None (Thanksgiving holiday)

Expt. 11: Determination of Avogadro's number from a fatty acid monolayer

None (last week)

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Bio 001

Autumn 2010

BIO 001: CONTEMPORARY BIOLOGY

Autumn 2010 Syllabus
LECTURE: PLACE: TIME: TEXTBOOK: Biology 001 COB 102 MWF (Section 1 - 10:00am - 10:50am; Section 10 12:noon 12:50pm) Life: The Science of Biology. David Sadava, Craig Heller, Gordon H. Orians, th William K. Purves (9 Edition) (Hardcover - ISBN 978-1-4292-1962-4) or 978-1-4292-4645-3 (pbk. : v. 1); ISBN 978-1-4292-4644-6 (pbk. : v. 2); ISBN 978-1-4292-4647-7 (pbk. : v. 3), or eBook(s). Classroom Clicker (a compulsory purchase) buy this from the campus bookstore. Dr. Kamal Dulai (209) 228 3076 kdulai@ucmerced.edu AOA (Academic Office Annex) 176 M 11:00am-12:00noon Office AOA 176 F 9:00am-10:00am in The Lantern. Also by appointment

OTHER: INSTRUCTOR: Phone: Email: Office: Office Hours:

TEACHING ASSISTANTS: Tracy White Heinz Falenski

twhite3@ Office Hours:M & F; 11am-12noon; Outside S&E 343 hfalenski@ F 2:304:30pm; AOA 166

Chelsea Carey
ccarey3@ R 11amNoon; AOA 167

Joseph Heras
jheras@ F 9am-9:50am; F 1:10pm2:00pm; Outside SE 243

Drew Glaser
dglaser@ M & W 1:30pm2:30pm; Outside SE 335

Molly Carolan
mcarolan@ T 10am to 12pm; Outside SE 343

BIO 001 SECTIONS - Discussion Sections

Section BIO-001-02D BIO-001-03D BIO-001-04D BIO-001-05D BIO-001-06D BIO-001-07D BIO-001-08D BIO-001-09D BIO-001-11D BIO-001-12D BIO-001-13D BIO-001-14D BIO-001-15D BIO-001-16D BIO-001-17D BIO-001-18D Day F F F F F F F F F F F F F F F F Time 9:00-9:50am 9:00-9:50am 11:00-11:50am 12:00-12:50pm 12:00-12:50pm 8:00-8:50am 11:00-11:50am 12:00-12:50pm 10:00-10:50am 10:00-10:50am 11:00-11:50am 2:30-3:20pm 2:30-3:20pm 8:00-8:50am 10:00-10:50am 3:00-3:50pm Location CLSSRM 263 CLSSRM 279 CLSSRM 276 CLSSRM 276 KOLLIG 296 CLSSRM 129 CLSSRM 129 CLSSRM 129 CLSSRM 276 KOLLIG 296 CLSSRM 279 CLSSRM 282 CLSSRM 129 CLSSRM 127 CLSSRM 279 CLSSRM 127 Section TA Heinz Falenski Tracy White Drew Glaser Heinz Falenski Chelsea Carey Heinz Falenski Molly Carolan Joseph Heras Drew Glaser Tracy White Joseph Heras Drew Glaser Joseph Heras Tracy White Molly Carolan Molly Carolan

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POLICIES & PROCEDURES Please carefully familiarize yourself with the policies below. It shall be assumed that you have read and understood them. SCORES & GRADES Course Scoring: Assignment Movie (DVD) Questionnaires Exams (Midterms) Final Exam HW Assignments Discussion Quizzes

Point Allocation 60 points x 2 50 points each x 4 200 points x 1 25 points each x 8 20 points each x 14 Total Clicker Based Attendance Bonus Points (see below)

Total Points 120 200 200 200 280 1000 50

% of Total Points 12% 20% 20% 20% 28% 100%

Letter Grades: The final distribution of grades in BIO 1 is given below. Sorry, no exceptions shall be made! Course Point Score Letter Grade Course Point Score Letter Grade 88.00% to 100.00% A 68.00% to 70.99% C 85.00% to 87.99% A65.00% to 67.99% C81.00% to 84.99% B+ 61.00% to 64.99% D+ 78.00% to 80.99% B 58.00% to 60.99% D 75.00% to 77.99% B55.00% to 57.99% D71.00% to 74.99% C+ 0.00% to 54.99% F Information on grade appeals, incompletes, etc. can be found in the UC Merced Grading Policy available from the Registrar. Mid-term Exams: Four 50-minute mid-exams will be given during the indicated lecture periods. These shall consist of 50 multiple choice answer questions. Please bring with you a red Scantron (Form F-289-PAR-L) with your name and student number correctly bubbled in, and a pencil. Midterm exams are cumulative. You are expected to be familiar with the material covered in previous assessments, and shall be tested on it. Study guides are NOT offered all content is important! Final Exam: A two and half hour cumulative final exam will be given during finals week. The final shall consist of 100 multiple choice answer questions. NOTE: You may be asked specific questions on material covered by any component of the course; past exams, discussions, and lectures. BEWARE: Note the time for the final and place may be different from the regular lecture times. Lecture Attendance Students should attend all lectures. Attendance shall be taken each lecture and bonus points (1 per lecture x 38 lectures = 38 points) shall be awarded for attendance. A further 12 bonus points shall be awarded automatically should you attend 80% (@31 out of 38) of lectures for a maximum of 50 bonus points. Bonus Points During the semester occasions may arise where the teaching staff may offer the entire class an opportunity to makeup missed points on select portions of exams by completing homework assignments. These points shall be added to your examination grade as appropriate. Study Groups Although not mandatory, students are strongly encouraged to form large (6-15) member study groups, which should meet outside official course hours and tackle course material. Based on data from previous years, these study groups have provided an 18 point advantage on average. (It should be mentioned here that for

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most of you this is your first year at University, and high school study habits may not suffice). You are encouraged to meet with the lecturer early in the course and discuss your learning methodology. Make-up exams will not be offered for any midterm assessments. Students who miss a midterm will receive a zero for the entire exercise unless they provide documentation, within 7 days, for one of the following acceptable excuses: 1. Incapacitating illness or accident--requires a note from students physician (not a family member) or from UC Merced Health Services. 2. Death or serious illness of an immediate family memberrequires proper documentation. 3. A religious observance or an academic or professional activity (you will be sent to another department to provide robust proof). Students with a documented excuse (see above) shall receive a provisional grade on the midterm based on the average of the students other mid-terms. Appropriate proof must be supplied to the instructor. No make-up mid-term exams are offered. Final Exam Students who miss the final exam shall receive a grade of F for the course unless an acceptable excuse is provided (see list above), and the student was achieving a passing grade (C- or better) in all course work up until the final exam. Such students can arrange with the instructor for a process to remove the incomplete from their records within one academic year. No make-up of the final exam is permitted. DISCUSSION SECTIONS Discussion Sections: NOTE: Discussion sections are mandatory for all students. A significant portion of the points awarded towards the final grade Missing discussion meetings may result in a failing grade. As noted in the timetable, discussion sections begin the second week of term. Each discussion period shall begin with a quiz. Please ensure you arrive on time. Students arriving late shall not be afforded additional time on quizzes. BEWARE: If you must miss a discussion section for an acceptable reason, let your TA know ahead of time. If you do not inform your TA in advance, you will receive a zero for the quiz. If you do inform your TA ahead of time and have an acceptable reason for missing class, you will not be allowed to make up the quiz, rather, you will be given a quiz score equal to the average of your other quiz scores at the end of the semester. If you choose, you may arrange ahead of time to attend another section for review purposes only, and may also take that quiz but your score cannot be transferred and will not be counted. For this reason you are strongly encouraged to attend your own section. WARNING: If you miss 4 or more discussion meetings you shall not be awarded a passing grade for this class! Discussion Quizzes: Nearly each week of the course, a 20 point quiz will be administered at the commencement of discussion sections. The quizzes shall consist of up to 10 questions drawn from 1) any previous discussion; 2) any previous lectures; 3) homework assignments. BEWARE: Students arriving late shall NOT be afforded additional time to complete the quiz. A score of zero shall be awarded for all quizzes that you fail to submit. GENERAL Course Participation: Participation in this course is strongly encouraged. It helps students and teaching staff clarify material, and promotes scientific dialogue. For students whose final scores fall right on the border of a grade change (ex. A/B+), active engagement and participation in the course may increase your chances of receiving the higher score. This would be exclusively at the discretion of the instructor. Course Materials and Handouts: In addition to the textbook and class handouts, computer and internet access may be required for this class. For students who do not otherwise have access to a computer or the internet, computers will be available at several campus locations including the main reading room in the library. Copies of the lecture PowerPoints will also be available in Acrobat format (.pdf files) at the BIO 001 UCMCROPS site after the lecture has taken

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place. Regrade policy: Regrade requests will only be accepted within one week (7 days) from the date a scored assessment is returned. For each question requiring attention, you must submit a written explanation describing why you believe your response should be reevaluated. Please know we reserve the right to regrade your entire assessment. As a result, your score could either increase or decrease. BEWARE: A random sample of all assessments will be photocopied after initial grading. If a comparison of the photocopy to the exam submitted for regarding indicates any alteration, the case will be forwarded to the Office of Judicial Affairs. Never alter any exam material returned to you. Student Services: If any student with any form of learning disability wishes or has registered for this course they should contact the instructor as soon as possible so rapid arrangements can be made to address those needs. UC Merced and this instructor are committed to making our courses accessible to all students, including students with limited mobility, impaired hearing or vision, and learning disabilities. Students who may need academic accommodation(s) services should aslo contact Brad Neily, Disability Services Coordinator (bneily@ucmerced.edu) or Becky Dugger, Disability Services Administrative Assistant (rdugger@ucmerced.edu) at the UCM Disability Services office (228-6996) located at the Kolligan Library, Suite 113 or email disabilityservices@ucmerced.edu as early as possible in the semester so that appropriate arrangements can be made. Tutors are regularly available to assist all students of this course with one-on-one tuition. These student tutors, who have previously passes this class, will visit the students during lectures early in the semester and make announcements about their services. Students may also make direct contact with tutoring services by contacting the Student Advising and Learning Center (http://learning.ucmerced.edu), They are located in Kolligian 172, on the first floor of the Gold Wing, email: learning@ucmerced.edu, 209-228-7252 (CAT-SALC). Group and independent assignments in BIO 1: Some activities in BIO 1 involve group work and we encourage you to discuss any of the materials in the text, lectures, labs or computer exercises with the instructors and other students, but the work you submit must be your own for all of the following: Quizzes Midterm and final assessments That is, each student must generate their own answers written in their own words to all written questions. At the first instance of copied answers on assignments, no credit will be given to all students with duplicate answers and the assignments will be forwarded to the Vice-Chancellor for Undergraduate Affairs and the Office for Judicial Affairs. Subsequent copied assignments could lead to dismissal from course or university (see section on Academic Integrity below). Academic integrity: Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty. The current policies for UC Merced are described in the UC Merced Academic Honesty Policy and Adjudication Procedures available from your instructor. The following general guidelines are adapted from UC Merced Academic Honesty Policy (http://studentlife.ucmerced.edu/): Examples of academic dishonesty include: receiving or providing unauthorized assistance on examinations using unauthorized materials during an examination plagiarism using materials from sources without citations altering an exam and submitting it for re-grading fabricating data or references using false excuses to obtain extensions of time or to skip coursework

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Bio 001

Autumn 2010

The ultimate success of a code of academic conduct depends largely on the degree to which the students fulfill their responsibilities supporting academic integrity. These responsibilities include: Be honest at all times. Act fairly toward others. For example, do not disrupt or seek an unfair advantage over others by cheating, or by talking or allowing eyes to wander during exams. Take group as well as individual responsibility for honorable behavior. Collectively, as well as individually, make every effort to prevent and avoid academic misconduct, and report acts of misconduct that you witness. Do not submit the same work in more than one class. Unless otherwise specified by the instructor, all work submitted to fulfill course requirements must be work done by the student specifically for that course. This means that work submitted for one course cannot be used to satisfy requirements of another course unless the student obtains permission from the instructor. Unless permitted by the instructor, do not work with others on graded coursework, including in class and take-home tests, papers, or homework assignments. When an instructor specifically informs students that they may collaborate on work required for a course, the extent of the collaboration must not exceed the limits set by the instructor. Know what plagiarism is and take steps to avoid it. When using the words or ideas of another, even if paraphrased in your own words, you must cite your source. Students who are confused about whether a particular act constitutes plagiarism should consult the instructor who gave the assignment. Know the rules ignorance is no defense. Those who violate campus rules regarding academic misconduct are subject to disciplinary sanctions, including suspension and dismissal. Flexibility Clause: Circumstances may arise during the course which may prevent the instructor from fulfilling each and every component of this syllabus. Therefore, the syllabus should be viewed as a guide and is subject to change. Students will be notified prior to any changes, if possible.

Welcome & Great Learning!

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Dr. Dulai

Bio 001

Autumn 2010

Bio 001 - Autumn 2010 - Lecture and Discussion Timetable:

Theme Introduction Timeline

No. 1 2 3 4 5 6 7

W F M W F M W F M W F M W F M W F M W F M W F M W F M W F M W F

25 27 30 1 3 6 8 10 13 15 17 20 22 24 27 29 1 4 6 8 11 13 15 18 20 21 25 27 29 1 3 5

Date Aug Aug Aug Sep Sep Sep Sep Sep Sep Sep Sep Sep Sep Sep Sep Sep Oct Oct Oct Oct Oct Oct Oct Oct Oct Oct Oct Oct Oct Nov Nov Nov

Chemistry

Lecture Topic Introduction to Biology; Scientific Methods Origins of Life on Earth (In-class clicker-based questionnaire) Week 1 - No Discussions Origins of Life on Earth (cont.) (clicker-based questionnaire) Studying Life The Chemicals of Life Week 2 - Discussions (Quiz 1) Labor Day No Class Macromolecules: Proteins, carbohydrates and lipids Macromolecules: Nucleic Acids * Origin of Life Week 3 - Discussions (Quiz 2) Cells: The Working Units of Life The Dynamic Cell Membrane Energy, Enzymes, and Metabolism Week 4 - Discussions (Quiz 3) EXAM 1 Pathways that Harvest Chemical Energy Photosynthesis: Energy from Sunlight Week 5 - Discussions (Quiz 4) Chromosomes, the Cell Cycle, and Cell Division: Mitosis Chromosomes, the Cell Cycle, and Cell Division: Meiosis & Sexual Reproduction Genetics: Mendel and Beyond Week 6 - Discussions (Quiz 5) DNA and Its Role in Heredity From DNA to Protein: Genotype to Phenotype Mutations & Modern Molecular Medicine Week 7 - Discussions (Quiz 6) EXAM 2 Regulation of Gene Expression Differential Gene Expression in Development Week 8 - Discussions (Quiz 7) Development and Evolutionary Change History of Life on Earth; Intro. Evolution Mechanisms of Evolution; Evolution of Genes and Genomes Week 9 - Discussions (Quiz 8) Species and their formation / Phylogeny Bacteria and Archaea Origin and Diversification of Eukaryotes Week 10 - Discussions (Quiz 9) Plant Evolution EXAM 3 Fungi Week 11 - Discussions (Quiz 10)

Chp. DVD, 21 DVD, 21 1 2 3 4 5 6 8 9 10 11.1-11.3 11.4-11.7 12 13 14 15 16 19 20 22.1; Notes 22.2-22.6; 24 23.1-23.3; 25 26 27 28.1-28.3; 29 30

Obj* 1,2,3 1,2,3 1,2,3 1,6 1,6 1,6 1,6 1,6 1,6 1,6 1,6 1,6 1,6 1,2 1,2 1,2,6 1,2,6 1,2,6 1,2,6 1,2,3,6 1,3,5 1,2,3,5 1,2,3,4 1,3,4,5 1,2,3,4,5 1,2,3,4,5 1,2,3,4,5,6

Cell Biology

8 9 E1 10 11 12 13 14

Energy

Reproduction

Genetics

15 16 17 18 E2 19 20

Development Evolution & Biodiversity

21 22 23 24 25 26 27 E3 28

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Bio 001

Autumn 2010

Ecology

29 30 31 32 33 E4

M W F M W F M W F M W F M W

8 10 12 15 17 19 22 24 26 29 1 3 6 8

Nov Nov Nov Nov Nov Nov Nov Nov Nov Nov Dec Dec Dec Dec

Animal Origins and Evolution of Body Plans; Intro. Protostomes Animal and Human Evolution Intro Ecology, Population Ecology Week 12 - Discussions (Quiz11) Community Ecology Community Ecology II Physiology, Homeostasis, and Temperature Regulation Week 13 - Discussions (Quiz 12) Exam 4 Immunology: Natural Defense Systems Thanksgiving No Classes Week 14 No Discussions Physiology: Nutrition, Digestion, and Absorption Physiology: Neurons and Nervous Systems Evolution Revisited A legal challenge part 1 (clicker-based quiz) Week 15 - Discussions (Quiz 13 & Quiz 14) Evolution Revisited - A legal challenge part 2 (clicker-based quiz) Evolution Revisited - A legal challenge part 3 (clicker-based quiz) Week 16 No Discussions

32 33.5; other 54; 55 57 58; 59 40 42 51 45 DVD DVD DVD

1,3,4,5 1,3,4,5 1,3,5 1,3,5 1,3,5 1,6,7 1,6,7 1,6,7 1,6,7 1,2,3,4 1,2,3,4 1,2,3,4

Physiology

32 33 34 35 36 37 38

Evolution

Evening Fin T 14 Dec EXAM - FINAL Time: 6:30pm- 9:00pm Each discussion references the days of the week in that block. PLEASE NOTE: Exams (and sometimes quizzes) will use Scantrons. Scantrons will not be provided; please buy a pack (Red) from the bookstore. Always bring Scantrons with you to all sessions.

Learning Outcomes for Bio 001 (*numbers referenced in timetable above) 1. Recognize the relationship between structure and function at all levels: molecular, cellular, organism, and community. 2. Describe the flow of genetic information, the chromosome theory of heredity and the relationship between genetics and evolutionary theory. 3. Students will be able to explain the role of natural selection in the development of life on Earth. 4. Students will be able to identify the taxonomy and phylogenetic relationships of the major groups of organisms. 5. Students will recognize the ecological relationships between organisms and their environment. 6. Diagram and explain the major cellular and/or systemic processes. 7. Describe the underlying concept of homeostasis and the interconnections among physiological systems Your undergraduate learning outcomes: Program Learning Outcomes for the Biology Major Graduates from the Biological Sciences programs will have demonstrated: 1. 2. 3. 4. 5. An understanding of the tenets of modern biology and an understanding of how cellular functions are integrated from the molecular level to the cellular level, through to the level of organism and functioning ecosystems. An ability to develop and critique hypotheses and to design experiments, models, and/or calculations to address these hypotheses. The ability to use appropriate instrumentation and computational tools to collect, analyze and interpret data. The ability to read, evaluate, interpret, and apply numerical and general scientific information. A familiarity with, and application of safety in good laboratory and field practices. ________________________ _________________

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MATH 23: Multi-variable Calculus

Syllabus

Fall Semester 2010

COURSE GOAL. To develop the ability to perform calculus on functions of several variables, and to understand the meaning of a variety of calculus operations in a scientic and engineering context. Instructor. Franc ois Blanchette (e-mail: fblanchette@ucmerced.edu) Learning outcomes 1. Manipulate vectors to perform geometrical calculations in three dimensions. 2. Calculate and interpret derivatives in up to three dimensions. 3. Integrate functions of several variables over curves and surfaces. 4. Use Greens theorem and the Divergence theorem to compute integrals. Lectures will introduce new concepts, emphasize important aspects of the theory, and provide examples. Lecture time: MWF, 11:00 am 11:50 am Lecture room: CLSSRM 120 Discussions will help review concepts introduced in lectures and most importantly allow you to solved problems in collaboration with your peers and under the supervision of the discussion leader. Quizzes will be given during almost every discussion. Discussion section leaders: 2D, 3D Maureen Long (e-mail: mlong@ucmerced.edu) . 4D, 5D Derek Sollberger (e-mail: dsollberger@ucmerced.edu) 30267 Section 2D M 2:00 pm 3:50 pm, CLSSRM 282 30268 Section 3D M 4:00 am 5:50 pm, CLSSRM 282 30269 Section 4D T 8:00 am 9:50 am, CLSSRM 286 30270 Section 5D T 10:00 am 11:50 am, CLSSRM 286 Ofce hours allow students to get answers to their questions on a one-on-one basis. It is the secret weapon of students seeking to improve! Fran cois Blanchette M 2:30pm - 3:30pm, W 1:30pm - 2:30pm, SE1-348 Maureen Long M 12:00pm - 2:00pm, AOB 171 Derek Sollberger T 1:00pm - 3:00pm, AOB 113 Topics covered Vector manipulation, Partial derivatives, chain rule, optimization, multiple integrals, line and surface integrals, Greens Theorem, and the Divergence Theorem. Textbooks Calculus, 6th ed., by James Stewart. We will cover Chapters 13 through 17. Course webpage The Math 23 website is part of the UCMCROPS course management system. All important course materials will be posted under RESOURCES on this website. Homework will be assigned almost every week during lectures (13 assignments in all) and will be due the following week. You are to turn in homework by the due date in the mailbox of your discussion leader, located in AOB 117. Late homework will not be accepted nor graded. You are encouraged to work in groups. However, all work turned in must be your own. At the end of your written homework, you must identify explicitly all individuals with whom you worked for each problem and list explicitly any outside sources employed (e.g. websites, Mathematica, book other than the textbook, etc.). This does not mean that you are allowed to copy a solution should you nd it posted elsewhere. Quizzes will be given in the rst 15 minutes of most discussion sections. These quizzes will be graded as if they were exam questions. Three exam-type questions will be provided approximately one week in advance for you to study. The quiz will consist of one question randomly chosen from the three questions provided. It is highly recommended that you work out solutions to all three potential questions in advance, on your own or in groups. However, no notes will be allowed during quizzes. The lowest two grades obtained in the quizzes will be dropped when computing your nal grade. 1

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MATH 23: Multi-variable Calculus

Syllabus

Fall Semester 2010

Exams: There will be two midterm exams and a ccomprehensive nal. The unit exams will be given during lectures the on Wednesday, Oct. 13 and Wednesday, Dec. 1. These will be 50 minutes exams. To avoid disturbances over this short examination period, students will not be permitted to enter the room late or to leave early. The nal exam will be on Dec. 15, at 8am, in a room to be announced. Grade determination Your letter grade in the course will be based on homework assignments (10%, lowest two grades dropped), quizzes (20%, lowest two grades dropped), two midterm exams (15% each), and a cumulative nal exam (40%). There will be no make-up exams or early exams. If you are sick during an exam, please bring a note from your doctor verifying your illness. Your course grade will then be determined by the rest of your course work. Please bring your student ID to each exam. Calculators and crib sheets are not allowed on the exams. A special needs room for people with documented disabilities will be provided for each exam. See your instructor and the course web page for more information. Green books: Each student is required to purchase four green books and give them to their discussion section leader by the third discussion section. These will be distributed for the exams, so please do not write anything (not even your name) on the front of the green books. Portable electronic device: All portable electronic devices (e.g., cell phones, pagers and laptops) must be turned off and put away during exams, lectures, and discussion sections. Calculators are the exception; they may be used in lectures and discussion sections, but not in exams. Calculators and computers You may use a calculator (graphing or otherwise) or other computational tool (e.g., Mathematica, Maple, Matlab, etc) to aid in your completion of homework assignments. However, you may not hand in printouts. You may need some calculation tools for certain homework and discussion section problems. Remember, however, that there will be no calculators or crib sheets allowed in the exams. The use of laptops in lectures is generally forbidden but permission from the instructor may be granted upon request. Dropping the course. You may drop this course without paying a fee and without further approval before 5:00 pm, Tuesday, Sep. 21. Dropping the course after this time, but before 5:00 pm, Thursday, Dec 9, requires the signed approval of the instructor, and the comrmation of the Dean of the School of Natural Sciences. Students may not drop after Thursday, Dec. 9 at 5:00 pm. Please see the UC Merced General Catalog for more details. Extra help. You are encouraged to get extra help whenever you need it. The instructor and TAs all have ofce hours and you are welcome to go to any of them. In addition, review sessions will be scheduled before each exam. Other helpful items are posted on the UCMCROPS page. You are welcome to send questions to your instructor via e-mail at any time. Special accommodations. If you qualify for accommodations because of a disability, please submit a letter from Disability Services to the instructor in a timely manner so that your needs may be addressed. Student Affairs determines accommodations based on documented disabilities. The instructor will make every effort to accommodate all students who, because of religious obligations, have conicts with scheduled exams, assignments, or required attendance. Please speak with the instructor during the rst week of class regarding any potential academic adjustments or accommodations that may arise due to religious beliefs during this term. Academic integrity. Academic integrity is the foundation of an academic community and without it none of the educational or research goals of the university can be achieved. All members of the university community are responsible for its academic integrity. Existing policies forbid cheating on examinations, plagiarism and other forms of academic dishonesty.

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APPENDIX B FACULTY VITAE

192

Roger C Bales
University of California, Merced Environmental Engineering (209) 228-4348 Department Phone: (209) 228-4411 Email: rbales@ucmerced.edu Website: http://faculty.ucmerced.edu/rbales

Education
BS, Purdue University, 1974. Major: Civil Engineering MS, California Institute of Technology, 1984. Major: Social Science MS, University of California, Berkeley, 1975. Major: Civil Engineering PhD, California Institute of Technology, 1985. Major: Environmental Engineering Science

Professional Positions
Director, Sierra Nevada Research Institute. Full Professor, Environmental Engineering, University of California, Merced (2003-2010). Professor, University of Arizona. (1995 - 2004). Department of Hydrology and Water Resources

Licensures and Certifications

Professional Engineer, California Department of Consumer Affairs. (April 1985 - March 2010).

Awards and Honors

Sigma Xi Science Communicator Award,, UC Merced chapter of Sigma Xi. (April 2009 - Present).

RESEARCH Published Intellectual Contributions

Book Chapters Brown-Mitic, C., Kaharabata, S., Bales, R. C. (2005). Priority parameters and their measurements. UNESCO-EOLSS Publisher Co., Baldwin House. ((10%) Brown-Mitic was a postdoc, Kaharabara a collaborator. Brown and I designed the project together, and she did most of it herself, working independently.). Journal Articles Bales et al. (2009). Annual accumulation for Greenland updated using ice core data developed during 2000-2006 and analysis of daily coastal meteorological data. Journal of Geophysical Research, Atmospheres, 114, D06116, doi:10.1029/2008JD011208. ((50%) Bales directly supervised the analysis and wrote the paper.). Frey et al. (2009). Contrasting atmospheric boundary layer chemistry of methylhydroperoxide (CH3OOH) and hydrogen peroxide (H2O2) above polar snow. Atmospheric Chemistry and Physics, 9, 3261-3276. ((10%) From Frey's dissertation, supervised by Bales. Frey wrote manuscript.). Burkhart, J.F., Bales, R. C., McConnell, J.R., Hutterli, M.A., Frey, M. (2009). Geographic variability of nitrate deposition and preservation over the Greenland Ice Sheet. JGR Atmospheres, 114, D6, D06301, http://dx.doi.org/10.1029/2008JD010600. ((30%) From Burkhart's dissertation, supervised by Bales. Wrote manuscript together.). Page 1 of 13 193

Roger C Bales Ettema, J., van den Broeke, M.R., Bamber, J.L., Box, J.E., Bales, R. C. (2009). Higher surface mass balance of the Greenland ice sheet revealed by high-resolution climate modeling. Geophysical Research Letters, 36, doi:10.1029/2009GL038110. ((10%) data sets and analysis). Anderson, S.A., Bales, R. C., Duffy, C.J. (2008). Critical Zone Observatories: Building a network to advance interdisciplinary study of Earth surface processes. Mineralogical Magazine, 72(1), 40369. ((20%)). Bales, R. C., Dressler, K.A., Imam, B., Fassnacht, S.R., Lampkin, D. (2008). Fractional snow cover in the Colorado and Rio Grande basins, 1995-2002. Water Resources Research. ((50%) Bales directly supervised the analysis and wrote the paper.). Liu, F., Parmenter, R., Brooks, P.D., Conklin, M. H., Bales, R. C. (2008). Seasonal and interannual variation of streamflow pathways and biogeochemical implications in semiarid, forested catchments in Valles Caldera, New Mexico. Ecohydrology, 1, 239-252. ((5%) Consulted on analysis and manuscript.). Banta, J.R., McConnell, J.R., Frey, M., Bales, R. C., Taylor, K. (2008). Spatial and temporal variability in snow accumulation at WAIS Divide over recent centuries. Journal of Geophysical Research, 113, D23102, doi:10.1029/2008JD010235, 2008. ((5%) Bales provided data and analysis. Banta wrote manuscript.). Liu, F., Bales, R. C., Conklin, M. H., Conrad, M.E. (2008). Streamflow generation from snowmelt in semi-arid, seasonally snow-covered, forested catchments, Valles Caldera, New Mexico. Water Resources Research, 44(10). ((20%) Wrote manuscript together. Supervised analysis.). Hutterli et al. (2007). The Influence of regional circulation patterns on wet and dry mineral dust and sea salt deposition over Greenland. Climate Dynamics, 28, 635-647, DOI 10.1007/s00382-006-0211-z. Meixner et al. (2007). Influence of shifting flow paths on nitrogen concentrations during monsoon floods, San Pedro River, Arizona. Journal of Geophysical Research, Biogeosciences, 112(G3), doi:10.1029/2006JG000266,. (PI and PhD supervisor). Brown-Mitic, C., Shuttleworth, W.J., Harlow, R.C., Petti, J., Burke, E., Bales, R. C. (2007). Seasonal Water Dynamics Of A Sky Island Subalpine Forest In Semi-Arid Southwestern United States. Journal of Arid Environments, 69(2), 237-258. ((20%) Brown-Mitic did the data analysis and organized the manuscript. Bales established the flux tower and set up the data flow, and assisted Brown-Mitic develop the manuscript. Shuttleworth became Brown-Mitic's supervisor after Bales left UAz. Harlow and Burke contributed ancillary data. Petti was the field technician responsible for instrumentation and data processing.). Frey, M.M., Bales, R. C., McConnell, J.R. (2006). Climate sensitivity of the century-scale hydrogen peroxide (H202) record preserved in 23 ice cores from West Antarctica. Journal of Geophysical Research: Atmospheres, 111(D21), D21301, doi:10.1029/2005JD006816. ((25%) Part of Frey's dissertation. McConnell was a former student and collaborator. I designed the research, guided Frey's analysis of the data and worked with him on manuscript preparation. Frey developed the plan for field measurements, under my guidance.). Burkhart, J.F., Bales, R. C., McConnell, J.R., Hutterli, M.A. (2006). Influence of North Atlantic Oscillation on anthropogenic transport recorded in northwest greenland ice cores. Journal of Geophysical Research: Atmospheres, 111, D22 Art. No. D22309. ((25%). Part of Burkhart's dissertation. Hutterli was postdoc and McConnell former student and collaborator. I designed the research project and guided Burkhart's analysis of the data and writing of the manuscript.).

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Roger C Bales Dressler, K.A., Fassnacht, S.R., Bales, R. C. (2006). A comparison of snow telemetry (SNOTEL) and snowcourses measurements in the Colorado River Basin. Journal of Hydrometeorology, 7(4), 705-712. ((45%) Part of Dressler??s dissertation. Fassnacht was a postdoc. I designed and closely supervised the research, guided the data analysis, outlined the manuscript and worked with Dressler to prepare it.). Bales, R. C., Molotch, N.P., Painter, T.H., Dettinger, M.D., Rice, R., Dozier, J. (2006). Mountain hydrology of the western United States. Water Resources Research, 42, W08432, DOI:10.1029/2005WR004387. ((60%) I initiated, outlined and coordinated preparation of this manuscript. Others contributed ~10% each, mainly key figures needed to illustrate key points in the paper and supporting text. Dozier assisted with final editing and submittal owing to constraints on my schedule.). Molotch, N.P., Bales, R. C. (2006). Comparison of ground-based and airborne snow surface albedo parameterizations in an alpine watershed: Impact on snowpack mass balance. Water Resources Research, 42, W05410. ((25%) Part of Molotch's dissertation. Molotch and I designed the research together and I guided his data analysis and modeling.). Dressler, K., Leavesley, G., Bales, R. C., Fassnacht, S. (2006). Evaluation of Gridded Snow Water Equivalent and Satellite Snow Cover Products for Mountain Basins in a Hydrologic Model. Hydrological Processess, 20(4), 673-688. ((40%) Part of Dressler's dissertation. We used Leavesley's model and he assisted with parameterization. I designed and closely supervised the research, guided the data analysis, outlined the manuscript and worked with Dressler to prepare it.). Molotch, N.P., Bales, R. C. (2006). SNOTEL representativeness in the Rio Grande headwaters on the basis of physiographics and remotely sensed snow cover persistence. Hydrological Processess, 20(4), 723-739. ((35%) Part of Molotch's dissertation. I designed the research, Molotch developed the plan for field measurements and I guided his data analysis and modeling.). Frey, M., Stewart, R.W., McConnell, J.R., Bales, R. C. (2005). Atmospheric hydroperoxides in West Antarctica: Links to stratospheric ozone and atmospheric oxidation capacity. Journal of Geophysical Research, 110(D23301). ((25%) Part of Frey's dissertation. Stewart was a NASA collaborator who contributed atmospheric photochemical modeling. McConnell a former student and collaborator. I designed the research, guided Frey's analysis of the data and worked with him on manuscript preparation. Frey developed the plan for field measurements, under my guidance.). Molotch, N.P., Bales, R. C. (2005). Scaling snow observations from the point to the grid element: Implications for observation network design. Water Resources Research, 41(11). ((35%). Part of Molotch's dissertation. I designed the research, Molotch developed the plan for field measurements and I guided his data analysis and modeling.). Molotch, N.P., Bales, R. C., Colee, M., Dozier, J. (2005). Estimating the Spatial Distribution of Snow and Water Equivalent in an Alpine Basin Using Binary Regression Tree Models: the Impact of Digital Elevation Data and Independent Variable Selection (reported in prior review) (prior status: in press). Hydrological Processess, 19(7), 1459-1479. ((25%) Part of Molotch's dissertation. Colee was a programmer at UCSB who provided a spatial analysis algorithm; Dozier was Colee's supervisor. Molotch and I designed the research together and I guided his data analysis and modeling.). Morrill, J.C., Bales, R. C., Conklin, M. H. (2005). Estimating StreamTemperature from Air Temperature: Implications for Future Water Quality (reported inprior review) (prior status: in press). Journal of Environmental Engineering, 131(1), 139-146. ((40%). Morrill was a postdoc, Conklin a collaborator. I designed the research and the data analysis, which was done by Morrill.). Burkhart, J.F., Hutterli, M.A., Bales, R. C. (2004). Seasonal Accumulation Timing and Preservation of Nitrate in Firn at Summit, Greenland (reported in prior review). Journal Page 3 of 13 195

Roger C Bales of Geophysical Research, 109, 19:D19302, Art. No. D19302. ((35%). Part of Burkhart's dissertation. I designed the research project and had a large role in guiding Burkhart's analysis of the data and writing of the manuscript. Hutterli was postdoc and McConnell former student and collaborator.). Hutterli, M.A., McConnell, J.R., Chen, G., Bales, R. C., Davis, D.D., Lenschow, D.H. (2004). Formaldehyde and Hydrogen Peroxide in Air, Snow and Interstitial Air at South Pole (reported in prior review). Atmospheric Environment, 38, 5439-5450. ((25%). I designed the research project and the data analysis. Bales and McConnell did field work at South Pole and the ice core analysis. Hutterli (postdoc) coordinated preparation of manuscript, owing to constraints on my time. Chen, Davis and Lenschow contributed modeling based on a parallel investigation.). Meixner, T., Shaw, J.R., Bales, R. C. (2004). Temporal and Spatial Variability of Cation and Silica Export in an Alpine Watershed, Emerald Lake, California (reported in prior review). Hydrological Processess, 18(10), 1759-1776. ((35%). Shaw was an M.S. student. I designed the research project and guided Shaw's analysis of the data. I asked former Ph.D. student Meixner to serve on Shaw's M.S. committee and coordinate preparation of manuscript, owing to constraints on my time.). Published Abstracts Banta, R., Bales, R. C., McConnell, J., Burkhart, J. (2007). GEOSummit Baseline Meaurement Results and Long-Term Plans. NOAA Global Monitoring Division, 19. Bales, R. C., Burkhart, J., Cahill, T., McConnell, J., Banta, R. (2007). Baseline measurements & results from the Greenland Summit Environmental Observatory. European Geophysical Union Vienna. Bales, R. C. (2007). Hydrologic observatory design in the Western U.S.: scaling measurements & modeling in the Sierra Neveda of California. European Geophyscial Union Meeting, Vienna. Rice, R., Bales, R. C., Painter, T., Dozier, J. (2007). Snowcover along elevation gradients in the Upper Merced and Tuolumne River Basin of the Sierra Neveda of California from MODIS and blended ground data. Western Snow Conference. Hartmann, H.C., Morrill, J.C., Bales, R. C., Hutterli, M.A., Rothlisberger, R., Bales, R. C. (2006). Baseline for Identifying Improvements in Hydrologic Forecasts: Assessment of Water Supply Outlooks for the Colorado River Basin. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract H53C-0649. Rice, R., Bales, R. C., Painter, T.H. (2006). Estimating the spatial distribution of snow properties in Sierra Nevada, California basins using MODIS franctional snowcover products. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract C21A-1134. Bales, R. C., Boyer, E., Cayan, D., Dozier, J., Fogg, G., Harmon, T. C. (2006). Observatory Design in the Mountain West: Scaling Measurements and Modeling in the San Joaquin Valley and Sierra Nevada. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract H21F1430. Liu, F., Conklin, M. H., Shaw, G., Bales, R. C., Conrad, M.E., Rice, R. (2006). Processes Controlling Baseflow and Climatic Warming Effects in Merced River, Sierra Nevada, California. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract H43E-0547. Bales, R. C., Rice, R. (2006). Snowcover along elevation gradients in the Upper Merced River Basin of the Sierra Nevada of California from MODIS and Blended Ground Data. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract C31C-02. Bouffon, T., Rice, R., Bales, R. C. (2006). Spatial properties of snow cover in the Upper Merced River Basin: implications for a distributed snow measurement network. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract C21C-1172. Page 4 of 13

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Roger C Bales Brooks, P.D., Molotch, N., Musselman, K., Small, E., McConnell, J., Bales, R. C., Rinehart, A. (2006). The effects of forest vegetation on snow accumulation, ablation, and meltwater routing, Valles Celdera National Preserve, NM. Eos Trans, AGU, 87(52), Fall Meet. Suppl., Abstract C21B-1146 INVITED. Liu, F., Bales, R. C., Williams, M., Conklin, M. H. (2006). Partitioning of meteoric sources for groundwater and implications for groundwater change with climatic warming in outhern Rocky Mountains. Consortium for Integrated Climate Research in Western Mountains. Bales, R. C. (2006). Integration of the MODIS snow cover products into snowmelt runoff modeling. Western Snow Conference, Las Cruces, NM. Frey, M.M., Stewart, R.W., McConnell, J.R., Bales, R. C. (2005). 20th Century Trends in the H2O2 Ice Core Record From West Antarctica: Contributions From Accumulation Variability and Stratospheric Ozone Depletion. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract PP22B-07. Bales, R. C., Molotch, N.P., Marks, D.G., Small, E.E. (2005). Integrated snow, soil and waterbalance measurement strategy for multi-scale environmental observations in mountain. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract H34D-04. Molotch, N.P., Bales, R. C. (2005). Local-scale controls on snow distribution in the Rio Grande headwaters: implications for evaluating spatially distributed snowpack estimates. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract H13H-1404. Rice, R., Bales, R. C., Delin, K., Jackson, S. (2005). Sensor Web technology: implications for a network design in an alpine environment of the Sierra Nevada Mountains of California. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract IN21B-1180. Lin, H., Bales, R. C., Gochis, D., Hornbuckle, B., Johnson, B., Krajewski, W., McCray, J., McDonnell, J., Murray, K., Newman, B., Reed, P., Simpkins, B., Abyne, G., Wohl, E., Lall, U. (2005). Soils and the CUAHSI Vision and Beyond. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract H34D-03. Liu, F., Bales, R. C., Conklin, M. H., Kostrzewski, J.M. (2005). Stream flow generation in semi-arid, forested and seasonally snow-covered catchments, New Mexico. Eos Trans. AGU, 86(52), Fall Meet. Suppl., Abstract H23C-1438. Bales, R. C., Steffan, K., Ohmura, A., Hoffmann, D. (2005). The role of long-term atmospheric measurements in Artic research: The Greenland Summit Environmental Observatory. International Conference on Artic Research Planning II. Bales, R. C. (2005). Measurement strategies for advancing understanding and forecasting of Sierra Neveda water balance. California Energy Commission Climate Change Research Conference. Bales, R. C., Dozier, J., Famigletti, J., Fogg, G., Hopmans, J., Kirchner, J., Meixner, T., Molotch, N., Redmond, K., Rice, R., Sickman, J., Warwick, J. (2005). Plan for a Sierra Nevada hydrologic observatory: Science aims, measurement priorities, research opportunities and expected impacts. Consortium for Integrated Climate Research in Western Mountains. Bales, R. C., Dressler, K., Leavesley, G. (2005). Evaluation of gridded snow water equivalent & satellite snowcover products for mountain basins in a hydrologic model, Talk by R. Bales. Western Snow Conference. Glueck, M.F., Bales, R. C. (2004). A 700-Year regional history of Greenland Ice Sheet accumulation. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract C33A-0304. Page 5 of 13 197

Roger C Bales Jacobson, P., Molotoch, N.P., Bales, R. C., Colee, M.T., Dozier, J. (2004). A comparison of physically based and degree-day representations of snowpack / atmosphere turbulent fluxes in an alpine watershed. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract C31A-0304. Cahill, T.A., Cliff, S.S., Jimenez-Cruz, M.P., Portnoff, L., Perry, K., McConnell, J., Burkhart, R.C., Bales, R. C. (2004). Aerosol transport to the Greenland Summit Site, June, 2003 to August 2004. Eos Trans. AGU, 85, Fall Meet. Suppl., Abstract A11C-0074. Rice, R., Bales, R. C. (2004). Catchmelt Scale Study of the spatial variability of snow depths: Implications for broader long term snow monitoring and measurement designs. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract C31A-0289. Painter, T.H., Bales, R. C. (2004). Enhanced snow cover products from MODIS for the hydrologic sciences. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract H211-08. Molotch, N.P., Bales, R. C. (2004). Evaluation of the representativeness of automated snow water equivalent sensors in the Rio Grande headwaters using intensive field observations, remotely sensed snow cover data, and distributed snowmelt models. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract U53A-0701. Frey, M.M., Stewart, R.W., McConnell, J.R., Bales, R. C. (2004). First observations of atmospheric hydrogen peroxide (H202) and methylhydroperoxide (CH300H) in West Antarctica: Comparison of experiment and model results. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract A21D-04. Bales, R. C., Liverman, D.M., Morehouse, B.J. (2004). Intregrated Assessment as a Step Toward Reducing Climate Vulnerability in the Southwestern United States (reported in prior review). American Meteorological Society, 85, 1727. (Issue - 11). Anastasio, C., Galbavy, E., Hutterli, M., Friel, D., Bales, R. C. (2004). Measurements of snow grain hydroxyl radical at Summit, Greenland. Eos Trans. AGU, 85, Fall Meet. Suppl., Abstract A22C-03. Bales, R. C., Dozier, J., Molotch, N., Painter, T., Rice, R. (2004). Mountain hydrology of the semi-arid Western U.S.: Research needs, opportunities and challenges. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract U51A-04. Hutterli, M.A., Burkhart, J.F., Friel, D.K., Frey, M.M., Albert, M.R., Lefer, B., Bales, R. C. (2004). Photochemical HCHO and H202 processing in snow at Summit, Greenland, and at South Pole. Eos Trans AGU, 85, Fall Meet. Supp., Abstract A22C-05. Bales, R. C., Dozier, J., Famigletti, J., Fogg, G., Hopmans, J., Kirchner, J., Meixner, T., Molotch, N., Redmond, K., Rice, R., Sickman, J., Warwick, J. (2004). Plan for a Sierra Neveda Hydrologic Observatory: Science aims, measurement priorities, research opportunities and expected impacts. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract H31C-0399. Molotch, N.P., Painter, T.H., Bales, R. C. (2004). Simulating snow / atmosphere energy exchange using semi-physical models and remotely sensed snow albedo data. Eos Trans, AGU, 85(28), West, Pac. Geophys. Meet. Suppl., Abstract H22A-04. Dressler, K.A., Leavesley, G., Bales, R. C., Fassnacht, S. (2004). Streamflow estimation from hydrologic model assimilation of remotely sensed snow information in snowmelt dominated basins. Eos Trans AGU, 85 Fall Meet, Suppl., Abstract C31A-0288. McConnell, J.R., Edwards, P.R., Kahl, J.D., Burkhart, J.F., Bales, R. C. (2004). Ultra-trace surface snow chemistry at Summit Greenland: July 2003 to August 2004. Eos Trans. AGU, 85, Fall Meet. Suppl., Abstract A11C-0075. Web Publications Page 6 of 13 198

Roger C Bales Bales, R. C. (2009). Snow data (contribute monthly assessment of CA snow conditions based on research with MODIS satellite). California Monthly Climate Summary. www.climate.water.ca.gov/.

Presentations Given
Bales, R. C., Nuuk Climate Days EH talk, "Greenland Ice Sheets Mass Balance in a Changing Climate 1908-2008," Nuuk, Greenland. (August 2009). Bales, R. C., Briefing for NSF Assistant Directors & Staff, "Critical Zone Observatories," NSF, Arlington, VA. (April 2009). Bales, R. C., Briefing, Multi-campus meeting, "Status of NEON in California," University of California, Berkeley, Berkeley, CA, USA. (April 2009). Bales, R. C., California Association of Licensed Foresters Annual meeting, "The water cycle in California," Sacramento, CA. (March 2009). Bales, R. C., AGU Fall Meeting, "MAX-DOAS Measurements of Reactive Halogens at Greenland Summit in 2007 and 2008," San Francisco, CA. (December 2008). Bales, R. C., AGU Fall Meeting, "Research design for hydrologic response to watershed treatments in the mixed conifer zone of Californias Sierra Nevada," San Francisco, CA. (December 2008). Bales, R. C., AGU Fall Meeting, "Science talk: Blended satellite & ground-based snow products for hydrologic prediction in mountain basins," San Francisco, CA. (December 2008). Bales, R. C., AGU Fall Meeting, "Snow and soil moisture response across elevation, aspect and canopy variables in a mixedconifer forest, Southern Sierra Nevada," San Francisco, CA. (December 2008). Bales, R. C., AGU Fall Meeting, "Snowmelt, infiltration, and soil moisture in Red Fir forest ecosystems of the Sierra Nevada," San Francisco, CA. (December 2008). Bales, R. C., AGU Fall Meeting, "Water Yield and Runoff Timing Across the Rain-Snow Transition in California's Southern Sierra Nevada," San Francisco, CA. (December 2008). Bales, R. C., Annual Fall Meeting, "Blended satellite & ground-based snow products for hydrologic prediction in mountain basins," American Geophysical Union (AGU), San Francisco, CA. (December 2008). Bales, R. C., Presentation at Sierra Nevada adaptive management project public meeting, "Hydrologic investigations." (2008). Bales, R. C., Yosemite Hydroclimate Meeting, "Integrating measurements of snowpack, soil moisture, ET and streamflow for understanding the Sierra Nevada water balance," Yosemite National Park. (October 2008). Bales, R. C. (Author), Banta, R. (Presenter & Author), NOAA Earth System Research Laboratory, global monitoring division, annual meeting., "GEOSummit Baseline Measurement Results and Interpretations of Surface Snow Elemental Concentrations." (May 2008). Bales, R. C., "Sierra Nevada snowcover patterns & watershed processes," Oregon State University. (April 2008). Bales, R. C., UC-WRRC synthesis Meeting, "California water, mountain hydrology, & UC Merced," Woodlake, CA.. (April 2008). Bales, R. C., Annual Fall Meeting, "Southern Sierra Critical Zone Observatory (CZO): hydrochemical characteristics, science & measurement strategy," American Geophysical Union (AGU), San Francisco, CA. (December 2007). Bales, R. C., Fall Meeting, "Southern Sierra Critical Zone Observatory: Integrating water cycle and biogeochemical processes across the rain-snow transition," American Geophysical Union (AGU), San Francisco, CA. (December 2007). Bales, R. C., GEWEX North American Mountain Hydroclimate Workshop, "Surface and subsurface processes in mountain environments." (October 2007). Bales, R. C., Presentation at Sierra Nevada adaptive management project public meeting, "Hydrologic investigations." (October 2007). Bales, R. C. (Advisor), Rogge, W. F. (Presenter), WAIS Divide Atmospheric Chemistry Project, "Project Planning for Atmospheric Chemistry." (October 2007). Bales, R. C. (Author), Liu, F. (Presenter), Yosemite Hydroclimate Meeting, "Sources of streamflow and potential climate warming effects on streamflow regime in the Merced River, Sierra Nevada, CA," Yosemite National Park, CA. (October 2007).

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Roger C Bales Bales, R. C., Yosemite Hydroclimate Meeting, "Update on Snow Hydrology Research," Yosemite National Park. (October 2007). Bales, R. C., "Snowcover patterns in the Sierra Nevada from blended satellite & ground-based networks," CITRIS, Berkeley, CA, USA. (September 2007). Bales, R. C., Congressional and NSF visitors as part of briefing for House Science Committee,, "Science at Summit, Greenland," Ilulisat, Greenland. (July 2007). Bales, R. C., Annual meeting of European Geophysical Union, "Hydrologic observatory desing in the Western U.S.: scaling measurements & modeling in the Sierra Nevada of California," Vienna, Austria. (April 2007). Bales, R. C., European Geophysical Union, "Baslein measurements & results formt eh Greenland Summit Environmental Observatory," Vienna, Austria. (April 2007). Bales, R. C., European Geophysical Union annual meeting, "Estimating snowcover along elevation gradients in the Seirra Nevada of California from MODIS and blended ground data," Vienna, Austria. (April 2007). Bales, R. C., Western Snow Conference, "Snowcover along elevation gradients in the Upper Merced River and Tuolumne River Basin of the Sierra Nevada of California form MODIS and blended ground data," Hawaii. (April 2007). Bales, R. C., NASA Program for Arctic Regional Climate assessment meeting, "Update on Greenland accumulation & climate connections," Pasadena, CA. (January 2007). Bales, R. C., American Geophysical Union annual meeting, "Observatory Design in the Mountain West: Scaling Measurements and Modeling in the San Joaquin Valley and Sierra Nevada," San Francisco, CA. (December 2006). Bales, R. C., American Geophysical Union annual meeting, "Snowcover along elevation gradients in the Upper Merced River basin of the Sierra Nevada of California form MODIS & blended ground data," San Francisco, CA. (December 2006). Bales, R. C., Water and Environmental Research Systems Network meeting, "Sierra Nevada/San Joaquin (CA) Test Bed," Austin, TX. (November 2006). Bales, R. C., 6th annual meeting, Center for Sustainability of semi-Arid hydrology & riparian Areas, "Understanding the Steramflow Generation Using a Hydrologic Model and Remote Sensing in Headwaters of the Upper Rio Grande." (October 2006). Bales, R. C., Yosemite hycroclimate meeting, "Update on Sierra Nevada hydrologic observatory projects," Yosemite National Park, Yosemite, CA. (October 2006). Bales, R. C., Talk presented at CITRIS Corporate Sponsor Day, UC Berkeley, "Challenges & opportunities: water resources measurement & information systems," University of California, Berkeley, Berkeley, CA. (May 2006). Bales, R. C., Workshop with Sichuan University Scientists, "Mountain hyroclimatology & biogeochemistry research & education at UC Merced," Yosemite National Park, Yosemite, CA. (April 2006). Bales, R. C., American Geophysical Union annual meeting, "Integrated snow, soil and water-balance measurement strategy for multi-scale environmental observations in mountains," San Francisco, CA. (December 2005). Bales, R. C., "Presentation at Sierra Nevada adaptive management project public meeting." (December 2005). Bales, R. C., International Conference on Arctic Research Planning II meeting, "The role of long-term atmospheric measurments in Artic research: the Greenland Summit Environmental Observatory, Poster presented by R. Bales," Copenhagen, Denmark. (November 2005). Bales, R. C., 5th annual meeting, Center for the Sustainability of Semi-Arid hydrology & riparian Areas, "Evaluation of Gridded Snow Water Equivalent and Satellite Snowcover Products for Mountain Basins in a Hydrologic Model." (October 2005). Bales, R. C., 5th annual meeting, Center for the Sustainability of Semi-Arid hydrology & riparian Areas, "Feedbacks Between Snow Distribution, Soul Water-Balance, and Vegetation in Mid-latitude Sub-alpine Forests." (October 2005). Bales, R. C., 5th annual meeting, Center for the Sustainability of Semi-Arid hydrology & riparian Areas, "Stream Flow Generation in Semi-Arid, Forested and Seasonally Snow-Covered Catchments, Vales Caldera, New Mexico," Valles Caldera, NM. (October 2005). Bales, R. C., NASA Program for Arctic Regional Climate assessment meeting, "Greenland accumulation & analysis of regional ice core-climate connections," Baltimore, MD. (October 2005). Bales, R. C., Yosemite hycroclimate meeting, "Update on snow hydrology & remote sensing research," Yosemite, CA. (October 2005). Page 8 of 13 200

Roger C Bales Bales, R. C., California Energy Commission Climate Change Research Conference, "Measurement strategies for advancing understanding and forecasting of Sierra Nevada water balance," Sacramento, CA. (September 2005). Bales, R. C., Consortium for Integrated Climate Research in Western Mountains, "Plan for a Sierra nevada hydrologic observatory: Science aims, measurement priorities, research opportunities and expected impacts," Pray, MT. (September 2005). Bales, R. C., "Science at GEOSummit: Global, regional and local results from studies of atmospheric chemisty and the ice sheet," Greenland Technological Society, Nuuk, Greenland. (August 2005). Bales, R. C., Western Snow Conference, "Evaluation of gridded snow water equivalent & satellie snowcover products for mountain basins in a hydrologic model," Great Falls, MT. (April 2005). Bales, R. C., Consortium of Universities for the Advancement of Hydrologic Science, Inc., "Cyberinfrastructure requirements for hydrologic observatories," Austin, TX. (March 2005). Bales, R. C., UC Merced Chancellor's Lecture Series, "Quenching the Valley's thirst: The connection between Sierra Nevada snowpack and regional water supply. Inaugural talk," University of California, Merced, Merced, CA, USA. (March 2005). Bales, R. C., American Geophysical Union annual meeting, "A 700-Year regional history of Greenland Ice Sheet accumulation," San Francisco, CA. (December 2004). Bales, R. C., American Geophysical Union annual meeting, "Mountain hydrology of the semi-arid western U.S.: Research needs, opportunities & challenges," San Francisco, CA. (December 2004). Bales, R. C., American Geophysical Union annual meeting, "Plan for a Sierra Nevada Hydrologic Observatory: Science aims, measurement priorities, research opportunities and expected impacts," San Francisco, CA. (December 2004). Bales, R. C., American Geophysical Union annual meeting, "Streamflow estimation from hydrologic model assimilation of remotely sensed snow information in snowmelt dominated basins," San Francisco, CA. (December 2004). Bales, R. C., American Meteorological Society annual meeting, "Integreated Assessment as a Step Toward Reducing Climate Vulnerability in the Southwestern United States." (December 2004). Bales, R. C., Annual meeting of American Geophysical Union, "Plan for a Sierra Nevada Hydrologic Observatory: Science aims, measurement priorities, research opportunities & expected impacts," San Francisco, CA. (December 2004). Bales, R. C., Consortium of Universities for the Advancement of Hydrologic Science, Inc., cyberseminar, "Mountain hydrology of the semi-arid western U.S.." (November 2004). Bales, R. C., Seminar presented at UC Berkeley, Civil & Environmental Engineering, "Integrating satellite & ground-based measurements for modeling Sierra Nevada snowmelt," University of California, Berkeley, Berkeley, CA. (November 2004). Bales, R. C., 4th annual meeting, Center for the Sustainability of Semi-Arid Hydrology & Riparian Areas, "Evaluation of the Representativeness of Automated Snow Water Equivalent Sensors in the Rio Grande Headwaters." (October 2004). Bales, R. C., 4th annual meeting, Center for the Sustainability of Semi-Arid Hydrology & Riparian Areas, "Streamflow Estimation from Hydrologic Model Assimilation of Remotely Sensed Snow Information in Snowmelt Dominated Basins." (October 2004). Bales, R. C., GEWEX North American Mountain Hydroclimate Workshop, "Surface and subsurface processes in mountain environments." (October 2004). Bales, R. C., Seminar presented at UC Santa Cruz, Earth System Science, "Snow hydrology: remote sensing, ground measurments, modeling & applications," University of California, Santa Cruz, Santa Cruz, CA. (October 2004). Bales, R. C., Yosemite hycroclimate meeting, "Hydrologic observatory design update," Yosemite National Park, Yosemite, CA. (October 2004). Bales, R. C., Yosemite hycroclimate meeting, "Snow hydrology research update," Yosemite National Park, Yosemite, CA. (October 2004). Bales, R. C., Consortium of Universities for the Advancement of Hydrologic Science, Inc., "Sierra Nevada Hydrologic Observatory: science basis and design," Logan, UT. (August 2004).

Professional Service
Water and Environmental Research Systems (WATERS) Network. co-author of Integrated Science and Education Plan for Major Research Equipment and Facilities construction program, National Science Foundation., Member, Leadership Team. (May 2007 - Present). Page 9 of 13 201

Roger C Bales Committee on Integrated Hydrologic Observations, Water Science and Technology Board, National Research Council., Member. (2004 - Present). National Advisory Board, Long Term Ecological Research (LTER) Network, Member, Appointed, Pro Bono. (2003 Present). Summit Greenland Environmental Observatory Steering Committee and Science Coordination, Chair and Office Director, Appointed, Pro Bono. (2000 - Present). Review of at least 1 manuscript per month for journals published by AGU, Elesvier, AMS and others., Ad Hoc Reviewer, Appointed, Pro Bono. (2008 - 2009). Reviews of over 20 proposals for National Science Foundation, NASA & NOAA during the AY, Ad Hoc Reviewer, Appointed, Pro Bono. (2008 - 2009). Review of at least 1 manuscript per month for journals published by AGU, Elesvier, AMS and others., Ad Hoc Reviewer, Appointed, Pro Bono. (2007 - 2008). Reviews of over 20 proposals for National Science Foundation, NASA & NOAA during the AY, Ad Hoc Reviewer, Appointed, Pro Bono. (2007 - 2008). Consortium of Universities for the Advancement of Hydrologic Science, Inc., Member, Representative, Appointed, Pro Bono. (2001 - 2008). Great Valley Center, Member, Board of Directors, Appointed, Pro Bono. (2006 - 2007). Hydrologic Measurement Facility Oversight Committee, Consortium of Universities for the Advancement of Hydrologic Science, Chair, Appointed, Pro Bono. (2006 - 2007). Reviews of over 20 proposals for National Science Foundation, NASA & NOAA during the AY, Ad Hoc Reviewer, Appointed, Pro Bono. (2006 - 2007). Consortium for Integrated Climate Research in Western Mountains Working Group Hydrologic Observatories, Chair, Appointed, Pro Bono. (2005 - 2007). National Ecological Observatory Network (NEON), NSF Major Research Equipment and Facilities Construction program, Ad Hoc Reviewer, Appointed, Pro Bono. (February 2007). Reviews of over 20 proposals for National Science Foundation, NASA & NOAA during the AY, Ad Hoc Reviewer, Appointed, Pro Bono. (2005 - 2006). Science Agenda Team, Consortium of Universities for the Advancement of Hydrologic Science, Inc, Member, Appointed, Pro Bono. (2005 - 2006). Reviews of over 20 proposals for National Science Foundation, NASA & NOAA during the AY, Ad Hoc Reviewer, Appointed, Pro Bono. (2004 - 2005). Committee on Metrics for Global Change Research, National Research Council, Member, Appointed, Pro Bono. (2003 2005). Committee on Geophysical and Environmental Data, National Research Council, Member, Appointed, Pro Bono. (2002 2004). Consortium of Universities for the Advancement of Hydrologic Science, Inc, Member, Board of Directors, Appointed, Pro Bono. (2001 - 2004).

Consulting
Government Agency, L.A. Department of Water and Power. (2009 - Present). Government Agency, Yosemite National Park. (2009 - Present).

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Roger C Bales

TEACHING Teaching Experience University of California, Merced Spring, 2010

ES 295, Atmospheric Modeling Data. (Spring 2010)

Fall, 2009
CORE 090, Climate Change. (Fall 2009) ES 295, Graduate Research. (Fall 2009)

Spring, 2009
ES 291, Environmental Systems Seminar. (Spring 2009) ES 295, Graduate Research. (Spring 2009)

Fall, 2008
CORE 090, Climate Change. (Fall 2008) ES 295, Graduate Research. (Fall 2008) ES 299, Mountain Hydrology. (Fall 2008)

Spring, 2008
ENVE 181, Field Meth in Snow Hydro. (Spring 2008) ES 295, Graduate Research. (Spring 2008) ES 299, Directed Independent Study. (Spring 2008)

Fall, 2007
CORE 090, Climate Change. (Fall 2007) ENVE 110, Hydrology and Climate. (Fall 2007) ES 295, Graduate Research. (Fall 2007) ESS 110, Hydrology and Climate. (Fall 2007)

Spring, 2007
ENVE 181, Field Meth in Snow Hydro. (Spring 2007) ES 295, Graduate Research. (Spring 2007)

Fall, 2006
ENGR 197, Yosemite National Park. (Fall 2006) ENGR 97, Yosemite National Park. (Fall 2006) ENVE 110, Hydrology and Climate. (Fall 2006) ES 214, Mount Hydro of the Western US. (Fall 2006) ES 295, Graduate Research. (Fall 2006) ES 299, Directed Independent Study. (Fall 2006)

Spring, 2006
ENGR 155, Engineering Economic Analysis. (Spring 2006) ENVE 181, Field Meth in Snow Hydro. (Spring 2006) Page 11 of 13

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Roger C Bales ES 295, Graduate Research. (Spring 2006)

Fall, 2005
ENGR 97, Engin Proj in Community Serv. (Fall 2005) ENVE 090, Clim Change Sierra Snowpack. (Fall 2005) ENVE 110, Hydrology and Climate. (Fall 2005) ES 295, Graduate Research. (Fall 2005) ES 299, Atmospheric Chemistry. (Fall 2005)

Spring, 2005
ENVE 181, Field Meth in Snow Hydro. (Spring 2005) ES 295, Graduate Research. (Spring 2005)

Fall, 2004
ES 295, Graduate Research. (Fall 2004)

SERVICE School/College Service

Chair, School of Engineering Faculty. (2006 - 2008). Member, Air pollution faculty search committee. (2006 - 2007). Member, Air pollution faculty search committee. (2005 - 2006). Member, Environmental economics faculty search committee. (2005 - 2006). Chair, Environmental policy faculty search committee. (2005 - 2006). Member, Renewable energy faculty search committee. (2005 - 2006). Chair, Spatial analysis faculty search committee. (2004 - 2005).

University Service
Guest Speaker, Briefing, SNRI and Sierra Nevada Water cycle, California State Parks Leadership Team. (February 2009 Present). Guest Speaker, UC Merced Climate Change Workshop. (February 2008 - Present). Director, Sierra Nevada Research Institute. (2008 - Present). Guest Speaker, Briefing, UC President's Agriculture & Natural Resources Advisory Council,Berkeley, CA. (July 2007 Present). Member, Hydrology Graduate Group, University of California, Davis. (2004 - Present). Coordinator, Multi-campus ad hoc planning group for Sierra Nevada Hydrologic Observatory. (November 2003 - Present). Member, School of Management, UC Merced. (2008 - 2009). Member, California Climate Solutions Institute (proposal to California Public Utilities Commission). (2007 - 2008). Vice-Chair, UCM Division Council. (2007 - 2008). Member, UCM Senate Committee On Academic Planning & Resource Allocation. (2007 - 2008). Member, University Committee On Planning & Budget (System Wide). (2006 - 2008). Acting Director, Sierra Nevada Research Institute. (July 2007 - September 2008). Member, UC Merced budget committee. (2006 - 2007). Member, UCM Division Council. (2005 - 2007). Member, Sierra Nevada Research Institute Advisory Committee. (2003 - 2007). Chair, UCM Senate Committee On Academic Planning & Resource Allocation. (July 2005 - June 2007). Page 12 of 13

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Roger C Bales Member, Board of Admissions and Relations with Schools (System Wide). (2005 - 2006). Member, Board of Admissions and Relations with Schools (System Wide). (2005 - 2006). Member, UCM Ad hoc space planning committee. (2005 - 2006). Chair, UCM Senate Committee On Academic Planning & Resource Allocation. (2005 - 2006). Member, University Committee On Planning & Budget (System Wide). (2005 - 2006). Member, Instructional Technology Advisory Committee. (2005). Vice-Chair, UCM Division Council. (2005). Member, Board of Admissions and Relations with Schools (System Wide). (2004 - 2005). Member, UCM Division Council. (2004 - 2005). Member, UCM Instructional Technology Advisory Committee. (2004 - 2005). Member, UCM Senate Committee On Academic Planning & Resource Allocation. (2004 - 2005). Chair, Undergraduate Council (UGC). (2004 - 2005).

Public Service
Board Member, Great Valley Center. (2006 - 2009). Advisor, Climate briefing for E & J Gallo Winery executives, Modesto, CA. (June 2009). Guest Speaker, Sierra Nevada Snowpack and Water Resources, San Francisco, CA. (May 2009). Guest Speaker, Climate change & potential effects on the Valley, CA. (April 2009). Member, director search committee, Great Valley Center Search Committee. (2007 - 2008). Advisor, Workshop on Networks for Recharge change, Sacramento, CA. (July 2007). Public Testimony, Support of California's application for a waiver to regulate CO2 from passenger vehicles, CA. (May 2007). Guest Speaker, California water, mountain hydrology & UC Merced, Yosemite National Park, CA. (February 2007). Invited Testimony, Climate change & potential effects on the Valley, Fresno, CA. (October 2006). Guest Speaker, Origins & pathways of the Merced water supply East Merced Resource Conservation District at East Merced Resource Conservation District, Fresn, CA. (October 2006). Participant, Presentation at Sierra Nevada adaptive management project public meeting, CA. (June 2006). Guest Speaker, Water, geology, climate & soils: Sierra Neveda, Merced River & Central Valley connections, presented to Gallo Co. group, Yosemite NP, CA. (June 2006). Participant, Climate science education day, CA state legislature, CA. (May 2006). Participant, Workshop with Sichuan University Scientists, Yosemite NP, Merced, CA. (April 2006). Chair, Greenland Summit Environmental Observatory, biannual reviw and planning meeting,, Denver, CO. (January 2006). Participant, California Ecological Observatory Network, participant in planning activities, including site selection and site visit team. (August 2005). Participant, Presentation to Turlock and Modesto Irrigation Districts on applications of satellite snowcover products. (August 2005). Participant, Presentation to Turlock and Modesto Irrigation Districts on applications of satellite snowcover products. (August 2005). Participant, Climate science education day, CA state legislature. (May 2005). Participant, American Meteorological Society annual meeting. (December 2004). Participant, Public lecture: Sierra Nevada snow & Central Valley water: Connections & climate change, Challenger Learning Center, Atwater, CA. (November 2004).

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John (Elliott) E Campbell

University of California, Merced Environmental Engineering (209) 631-9312 Email: ecampbell3@ucmerced.edu Website: http://faculty.ucmerced.edu/ecampbell3/

Research Interests
Biofuels sustainability; Life-cycle assessment of climate forcing; Terrestrial carbon cycle.

Education
BS, Stanford University, 1998. Major: Civil and Environmental Engineering MS, Stanford University, 2000. Major: Civil and Environmental Engineering PhD, University of Iowa, 2007. Major: Civil and Environmental Engineering

Professional Positions
Assistant Professor, Environmental Engineering, University of California, Merced (2008-2010). Postdoctoral Fellow, Stanford University/Carnegie Institution. (2007 - 2009). Production potential and climate effects of bioenergy systems using biogeochemical modeling, land use data, and remote sensing. Collaborative projects:GIS analysis of Chilean Bioenergy potential (Universidad Andres Bello, Santiago); Global atmospheric modleing of CO2 and carbonyl sulfide (NASA GSFC); field study of forest soil isotopes (U. Kentucky). Graduate Fellow, The University of Iowa. (2003 - 2007). NASA Earth System Science Fellowship supported research on regional atmospheric chemical modeling and numerical data assimilation techniques with airborne and surface observations of anthropogenic, forest fire, and photosynthesis tracers. Air pollution forecasting for international field campaigns in the U.S. and Mexico. Mentored undergraduates research assistants

Professional Memberships
Member, American Gophysical Union. Member, Ecological Society of America. American Society of Civil Engineers. (March 2010 - Present).

Awards and Honors

Mentor Award, Sandra H. Barkan. (2007). NASA - Earth Systems Science Fellowship. (2006). NCAR/MSRI, Graduate Workshop on Data Assimilation for the Carbon Cycle. (2006). EPA P3 Sustainability Grant. (2005). Graduate Conference Speaker Award, James F. Jakobsen. (2004).

RESEARCH Published Intellectual Contributions

Journal Articles

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John (Elliott) E Campbell Fox, J., Campbell, J. E. (2010). Terrestrial carbon disturbance from mountaintop mining increases lifecycle emissions for clean coal. Environmental Science and Technology, 44(6), 2144-2149. Campbell, J. E. (2007). Analysis of anthropogenic CO2 signal in ICARTT using a regional chemical transport model and observed tracers. Tellus, 59B, 199-210. Mena-Carrasco, M., Tang, Y., Carmichael, G.R., Tainfeng, C., Thongbonchoo, N., Campbell, J. E. (2007). Improving regional ozone modeling through systematic evaluation of errors usiong the aircraft observations during ICARTT. Journal of Geophysical Reserach Atmospheres, 112, D12S19. Campbell, J. E., Campbell, D.E. (2005). Eco-I-O psychology? Expanding our goals to include sustainability.. The Industrial-Organizational Psychologist, 43(2), 23-28.

Contracts, Grants and Sponsored Research

Grant Campbell, John E (Principal Investigator), "CAREER: Land Use Analysis for Sustainable Bioenergy Production on Marginal Lands," NSF - National Science Foundation. (May 2010 - April 2015). Campbell, John E, "Quantifying carbon cycle partitioning during climate anomalies using atmospheric carbonyl sulfide," DOE - Dept of Energy. (June 2010 - May 2011).

TEACHING Teaching Experience University of California, Merced Spring, 2010

ES 295, Graduate Research. (Spring 2010)

Fall, 2009
ENGR 197, Kiva. (Fall 2009) ENGR 97, Kiva. (Fall 2009) ENVE 160, Sustainable Energy. (Fall 2009) ES 260, Sustainable Energy. (Fall 2009) ES 295, Graduate Research. (Fall 2009)

Spring, 2009
ENGR 197, Kiva. (Spring 2009) ENGR 97, Kiva. (Spring 2009) ENVE 176, Water and Wastewater Treatment. (Spring 2009)

Fall, 2008
ENGR 197, Kiva. (Fall 2008) ENGR 97, Kiva. (Fall 2008)

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Yihsu Chen
University of California, Merced Environmental Engineering (209) 228-4102 Department Phone: (209) 228-4411 Fax: (209) 228-4047 Email: ychen26@ucmerced.edu Website: http://faculty.ucmerced.edu/ychen

Education
BS, Tunghai University, 1995. Major: Environmental Science MS, Harvard University, 1999. Major: Environmental Health and Health Policy and Management PhD, Johns Hopkins University, 2006. Major: Environmental and Energy Economics

Professional Positions
Assistant Professor, Cognitive Science, University of California, Merced (2006-2010). Assistant Professor, Environmental Engineering, University of California, Merced (2006-2010). Research Assistant, John Hopkins University. (2000 - 2006). Visiting Energy Economist, Energy Research Center of the Netherlands. (2005).

Awards and Honors

Best Student Paper Award, Energy, Natural Resources, & Environment. (2004).

RESEARCH Published Intellectual Contributions

Conference/Workshop/Symposium Proceedings Papvasiliou, A., Chen, Y., Oren, S.S. (2009). Environmental Regulation in Transmissionconstrained Electricity Market. Proceedings of PES General Meeting, Calgary, Canada, IEEE. (40% Contribution.). Chen, Y., Liu, A. (2009). Effects of Allowances Allocation Schemes on the Emissions Leakage and Contract Shuffling. IAEE North American Conference, IAEE. (60% Contribution.). Sijm, J., Chen, Y., Hobbs, B.F. (2009). The impact of power market structure on the passthrough of CO2 emissions trading costs to electricity prices A theoretical approach. European Association of Environmental and Resource Economists, Amsterdam, Netherlands, Elsevier. (40% Contribution.). Bushnell, J., Chen, Y. (2009). Regulation, Allocation and Leakage in Cap-and-Trade Markets for CO2. University of California Energy Institute, 14 Annual Power Conference. (40% Contribution.). Chen, Y., Wang, L. (2008). A Power Market Model with Renewable Portfolio Standards, Green Pricing and GHG Emissions Trading Programs. IEEE 2030 Meeting, Atlanta, GA, IEEE. (50% Contribution.). Chen, Y., Liu, A., Hobbs, B.F. (2008). Economic and Emissions Implications of Load-based, Source-based and First-seller Emissions Trading Program under California, AB32. Page 1 of 4

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Yihsu Chen University of California Energy Institute, 13 Annual Power Conference. (50% Contribution.). Chen et al. (2007). Analyzing the Longrun Impact of the Regional Greenhouse Gas Initiative on the Maryland Power Sector: Oligopoly Analysis. PES Annual Conference Proceeding, Tampa, FL. (60% Contribution.). Hobbs, B.F., Bartholomew, E., Chen, Y., Drayton, G., Wietze, L. (2006). Improved Transmission Representations in Oligopolistic Market Models. Power Systems Conference and Exposition, 2006. PSCE '06. 2006 IEEE PES, IEEE. (25% Contribution.). Journal Articles Mignone, B.K., Hurteau, M.D, Chen, Y., Sohngen, B. (2009). Carbon offsets, reversal risk and US climate policy. Carbon Balance and Management, 4(3), 40184. (20.00%). Chen, Y. (2009). Does a regional greenhouse gas policy make sense? A case study of carbon leakage and emissions spillover. Energy Economics, 31(5), 667-675. (100% Contribution. Prior Status: In Progress). Chen, Y., Tseng, C.-L. (2008). Climate Policies and the Power Sector: Challenges and Issues. Journal of Energy Engineering, 134(2), 31-32. (60% Contribution. Prior Status: In Progress). Ruth et al. (2008). Economic and Energy Impacts from Participation in the Regional Greenhouse Gas Initiative: A Case Study of the State of Maryland. Energy Policy, 36(6), 2279-2289. (10% Contribution. Prior Status: Submitted). Chen, Y., Sijm, J., Hobbs, B.F., Lise, W. (2008). Implications of CO2 Emissions Trading for Short-run Electricity Market Outcomes in Northwest Europe. Journal of Regulatory Economics, 34(3), 251-281. (70% Contribution. Prior Status: Submitted). Chen, Y., Hobbs, B.F., Leyffer, S., Munson, T. (2006). Solution of Large-Scale LeaderFollower Market Equilbria Problem: Electric Power and NOx Permit Markets. Computational Management Science, 3(4), 307-330. (50% Contribution.). Sijm, J., Neuhoff, K., Chen, Y. (2006). CO2 Costs Pass Through and Windfall Profits in the Power Sector. Climate Policy, 6(1), 49-72. (30% Contribution.). Chen, Y., Hobbs, B.F. (2005). An Oligopolistic Power Market Model with Tradable NOx Permits. IEEE Trans. on Power Systems, 20(1), 119-29. (60% Contribution.). Technical Reports Ruth et al. (2008). The Role of Energy Efficiency Spending in Marylands Implementation of the Regional Greenhouse Gas Initiative.. Center for Integrative Environmental Research, University of Maryland, College Park. (10% Contribution.). Ruth et al. (2007). Economics and Energy Impacts from Maryland's Potential Participation in the Regional Greenhouse Gas Initiative.. Center for Integrative Environmental Research, University of Maryland, College Park. Sijim, J.P.M., Bakker, S.J.A., Chen, Y., Harmsen, H.W., Lise, W. (2005). CO2 Price Dynamics: the Impact of EU Emissions Trading on the Price of Electricity. ECN-C--05081, Energy Research Centre of the Netherlands (ECN). ECN.

Presentations Given
Chen, Y., Occasional Environmental and Resource Economics Worshop, "Green Machines? The Effects of Urban Mass Transit on Air Quality," University of California, Santa Barbara, Santa Barbara, CA USA. (October 2009). Chen, Y. (Presenter & Author), Oren, S.S. (Presenter & Author), Papvasiliou, A. (Presenter & Author), PES General Meeting, "Environmental Regulation in Transmission-constrained Electricity Market.," Calgary, Canada. (July 2009). Page 2 of 4 209

Yihsu Chen Chen, Y. (Presenter & Author), Bushnell, J. (Presenter & Author), Bureau of Economic Research (NBER), Workshop, "Regulation, Allocation, and Leakage in Cap-and-Trade Markets for CO2," Boston, MA. (May 2009). Chen, Y. (Presenter & Author), Bushnell, J. (Presenter & Author), 14th Annual Power Conference, "Regulation, Allocation, and Leakage in Cap-and-Trade Markets for CO2," Berkeley, CA, USA. (March 2009). Chen, Y. (Presenter & Author), Wang, L. (Presenter & Author), IEEE 2020 Conference, "A Power Market Model with Renewable Portfolio Standards, Green Pricing and GHG Emissions Trading Programs," IEEE, Atlanta, GA. (November 2008). Chen, Y. (Presenter & Author), Liu, A. (Presenter & Author), Hobbs, F. (Presenter & Author), Resources for the Future, "Economic and Emissions Implications of Load-based, Source-based and First-seller Emissions Trading Programs under California AB32," Washington, DC, USA. (November 2008). Chen, Y., INFORMS 2008 Annual Conference, "Does the Regional Greenhouse Gas Policy Make Sense? A Case Study of Carbon Leakage in the Northeast Regional Greenhouse Gas Initiative," Washington, DC, USA. (October 2008). Chen, Y., Graduate Institute of Natural Resources, "Emissions Trading: A Safe Passage to the Promised Land?," National Taipei University, Taipei, Taiwan. (May 2008). Chen, Y. (Presenter & Author), Liu, A. (Presenter), Hobbs, B.F. (Presenter), 13th Annual Power Conference, "Economic and Emissions Implications of Load-based, Source-based and First-seller Emissions Trading Programs under California AB32," Berkeley, CA, USA. (March 2008). Chen, Y., "Analyzing the Longrun Impact of the Regional Greenhouse Gas Initiative on Maryland Power Sectors Costs and CO2 Emissions," Lawrence Berkeley Laboratory: Environmental Energy Technologies Division, Berkeley, CA, USA. (June 2007). Chen, Y., Environmental Energy Technologies Division, "Analyzing the Longrun Impact of the Regional Greenhouse Gas Initiative on Maryland Power Sectors Costs and CO2 emissions," Lawrence Berkeley Laboratory, Berkeley, CA. (June 2007). Chen, Y., "Gererational Cost Benefit Analysis and the Social Cost of Carbon," Southern Economics Association, Washington, DC, USA. (November 2005). Chen, Y., INFORMS Annual Conference, "CO2 Price Dynamics: the Impact of EU Emissions Trading on the Price of Electricity," San Francisco, CA. (November 2005). Chen, Y., IAEE Annual Conference, "Implications of Climate Change for Regional Air Pollution, Health Effects and Energy Consumption Behavior Selected Emission Results," Taipei, Taiwan. (June 2005). Chen, Y., INFORMS Annual Conference, "Oligopolistic Power Markets with Trnasmission, Forward Contracts, Reserve Markets and NOx Permits," Denver, CO. (October 2004). Chen, Y., IAEE North American Conference, "Interaction of Oligopolistic Transmission-Constrained Power Markets with Renewable Portfolio Standards, Green Pricing Programs, and Emission Allowances," Washington, DC, USA. (July 2004).

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Yihsu Chen

TEACHING Teaching Experience University of California, Merced Spring, 2010

ENVE 164, Energy Policy/Planning Model. (Spring 2010) ES 264, Energy Policy/Planning Model. (Spring 2010) ES 299, Directed Independent Study. (Spring 2010)

Fall, 2009
ENGR 155, Engineering Economic Analysis. (Fall 2009) ES 299, Directed Independent Study. (Fall 2009)

Spring, 2009
ENGR 199, Upper Div Individual Study. (Spring 2009) ENVE 155, Decision Analysis in MGMT. (Spring 2009) ES 299, Carbon Markets and Forest Mgmt. (Spring 2009)

Fall, 2008
ENGR 155, Engineering Economic Analysis. (Fall 2008) ES 295, Graduate Research. (Fall 2008) ES 299, Directed Independent Study. (Fall 2008)

Fall, 2007
MGMT 155, Decision Analysis in MGMT. (Fall 2007)

Spring, 2007
ENGR 155, Engineering Economic Analysis. (Spring 2007)

Fall, 2006
ECON 10, Analysis of Economic Data. (Fall 2006)

SERVICE University Service

Member, Undergraduate Council (UGC). (July 2008 - June 2010).

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Martha H Conklin
University of California, Merced Environmental Engineering (209) 228-4349 Department Phone: (209) 228-4411 Fax: (209) 228-4047 Email: mconklin@ucmerced.edu Website: http://faculty.ucmerced.edu/mconklin/index.html

Research Interests
Dr. Conklin's highly interdisciplinary research focuses on how dissolved (both inorganic and organic) constituents move through streams and their complex surroundings. Her research gives insight into paths water take and characteristic times of dominant processes (e.g. how long does it take snowmelt to reach streams or what is the rate of evapotranspiration in meadows, or what is the source of groundwater discharge in a stream). Most recently she has focused on montane headwater catchments. Biogeochemistry Metal cycling Surface water/shallow groundwater interactions Organic chemical distribution in soil and groundwater Chemical processes in snow K-12 environmental education

Education
BA, Mount Holyoke College, 1976. Major: Physics MS, California Institute of Technology, 1980. Major: Environmental Engineering Science PhD, California Institute of Technology, 1986. Major: Environmental Engineering Science

Professional Memberships
American Chemical Society. American Geophysical Union. American Society of Limnology and Oceanography. American Water Resources Association. Association of Environmental Engineering and Science Professors.

Awards and Honors

Dr. Fred Spiess Award for Distinguished Senate Service, UCM Academic Senate. (2009 - 2010). Professor Martha Conklin from the School of Engineering was awarded the Dr. Fred Spiess Award for Distinguished Senate Service in recognition of her outstanding service to the Academic Senate at UC Merced. Conklins contributions over the past seven years, two of which have been as chair of the division, have had a major impact on faculty governance and the organization of the senate committee structure.

RESEARCH Published Intellectual Contributions

Book Chapters Page 1 of 8

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Martha H Conklin Siegal, D.I., Bradley, A.A., Conklin, M. H., Crawford, C.S., Galloway, G.E., Garcia, M.H., Howitt, R.E., Palmer, M.A., Pitlick, J., Poff, N.L., Schwartz, S.S., Tarboton, D.G., Woessner, W.W. (2007). Thermodynamics of the solute layer on the surface of ice. In E.W. Wolff, R. C. Bales (Eds.), Vol. I 43. (pp. 517-526). The National Academies Press. Conference/Workshop/Symposium Proceedings May, S., Conklin, M. H., Shaw, G., Foletta, P., Newburger, T. (2005). Investigation on the Importance of Local Groundwater Discharge on Macroinvertebrate Communities. Proceedings of the 9th Annual GLOBE Conference, Prague, Czech Republic. Conklin, M. H., Bales, R. C., Shaw, G., May, S. (2004). Is Mountain Block Recharge Important in the Sierra Neveda?. Proceedings of the 8th Annual GLOBE Conference, Boulder Colorado. Journal Articles Liu, F., Bales, R. C., Conklin, M. H., Conrad, M.E. (2008). Streamflow generation from snowmelt in semiarid, seasonally snowcovered, forested catchments, Valles Caldera, New Mexico. Water Resour. Res., 44, 12. doi:10.1029/2007WR006728. Meixner et al. (2007). Influence of shifting flow paths on nitrogen concentrations during monsoon floods, San Pedro River, Arizona. J. Geophys. Res., 112, G3. doi:10.1029/2006JG000266. Meixner et al. (2007). Influence of shifting flow paths on nitrogen concentrations during monsoon floods, San Pedro River, Arizona. J. Geophys. Res., 112, G4. doi: 10.1029/2006JG000266. Morrill, J.C., Bales, R. C., Conklin, M. H. (2005). Estimating StreamTemperature from Air Temperature: Implications for Future Water Quality. J. Environmental Engineering, 131(1), 139-146. Published Abstracts Conklin, M. H., Liu, F., Conrad, M.E. (2009). Determination of meteoric water sources of stream flow from elevation bands in the Upper Merced River, Sierra Nevada, California. Eos Trans. AGU, 90, 52. H33H0974. Conklin, M. H., Dayrat, B. A. (2009). REU Site: Yosemite Research Training in Environmental Science. Eos Trans. AGU, Fall Meet. Suppl., 90, 52. ED13A0580. Conklin, M. H., Cook, N.P., Kirchner, P., Lucas, R.G. (2009). Seasonal transitions in water sources and moisture patterns in a mountain meadow, Southern Sierra Nevada. Eos Trans. AGU, Fall Meet. Suppl., 90, 52. H41H01. Wysession et al. (2009). The 2009 Earth Science Literacy Principles. Eos Trans. AGU, Fall Meet. Suppl., 90, 52. ED33A0550. Wysession et al. (2009). Earth Science Literacy Principles: A geocommunity consensus. 2009 Portland GSA Annual Meeting, Paper No. 30-2. LaDue et al. (2008). Earth Science Literacy: Big Ideas and Supporting Concepts. Eos Trans. AGU, Fall Meet. Suppl., 89, 52. ED13D03. Lucas, R.G., Conklin, M. H., Tyler, S.W., Esser, B.K. (2008). Investigating Meadow Hydrology and Hyporheic Exchange. Eos Trans. AGU, Fall Meet. Suppl., 89, 52. H21L06. Battles, J., Bales, R. C., Conklin, M. H., Saksa, P., Martin, S. (2008). Research design for hydrologic response to watershed treatments in the mixed conifer zone of California's Sierra Nevada. Eos Trans. AGU, Fall Meet. Suppl., 89, 52. H13C0934.

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Martha H Conklin Bales, E.H., Codog, A., Green, D., Conklin, M. H. (2008). Students on Ice Arctic Youth Expedition 2008: outcomes, student perspectives and expected impacts. Eos Trans. AGU, Fall Meet. Suppl., 89, 52. ED33A0617. Shaw, G.D., Conklin, M. H., Nimz, G.J. (2008). Understanding groundwater fracture-flow and near surface soil throughflow mixing within a mountain catchment using 36Cl/Cl, Yosemite National Park, California. Eos Trans. AGU, Fall Meet. Suppl., 89, 52. H31E0909. Wysession et al. (2008). Developing a Framework for Earth Science Literacy II: Big Ideas and Supporting Concepts. 2008 Joint Annual Meeting of GSA, SSSA, ASA, CSSA, GCAGS, GCSSEPM, Paper No. 258-4. Liu, F., Parmenter, B.R., Brooks, P.D., Conklin, M. H., Bales, R. C. (2007). Processes Controlling Stream Flow Chemistry in Semiarid, Forested Catchments, Valles Caldera, New Mexico. Eos Transactions, AGU, Fall Meet. Suppl., 88, 52. H51B0463. Bales et al. (2007). Southern Sierra Critical Zone Observatory (CZO): hydrochemical characteristics, science and measurement strategy. Eos Transactions, AGU, Fall Meet. Suppl., 87, 52. H51K02. Bales et al. (2007). Southern Sierra Critical Zone Observatory: integrating water cycle and biogeochemical processes across the rainsnow transition. Eos Transactions, AGU, Fall Meet. Suppl., 88, 52. H13A-0962. Conklin, M. H., Eschenbach, E.A. (2007). WATERS Integrating Science and Education Through the Development of an Education & Outreach Program that Engages Scientists, Students and Citizens,. Eos Transactions, AGU, Fall Meet. Suppl., 88, 52. H13A-0956. Bales, R. C., Conklin, M. H., Liu, F., Rice, R. (2007). Sierra Nevada Snowpack Variability and Baseflow Generation,. 2007 GSA Denver Annual Meeting, Paper No. 12-1. Conklin, M. H., Liu, F., Bales, R. C., Conrad, M.E. (2007). Trends and sources of low flow and the climate warming effects in the Merced River. Sierra Nevada, California, Fourth California Climate Change Conference, Sacramento, CA. Conklin, M. H., Liu, F., Shaw, G. (2007). Processes Controlling Baseflow in Merced River Sierra Nevada, California. European Geophysical Union Vienna. Liu, F., Conklin, M. H., Shaw, G., Bales, R. C., Conrad, M.E., Rice, R. (2006). Processes Controlling Baseflow in Merced River, Sierra Nevada, California. Eos, Transactions, AGU, Fall Meet. Suppl, 87. (Issue - 52). Liu, F., Bales, R. C., Williams, M., Conklin, M. H. (2006). Partitioning of Meteoric Sources for Groundwater and Implications for Groundwater Change with Climatic Warming in Southern Rocky Mountains. Consortium for Integrated Climate Research in Western Mountains, Mt. Hood, Oregon. Liu, F., Bales, R. C., Conklin, M. H., Kostrzewski, J.M. (2005). Stream flow generation in semi-arid, forested and seasonally snow-covered catchments, Valles Caldera, New Mexico. Eos Trans. AGU, Fall Meet. Suppl., 86. (Issue - 52). Shaw, G., Hudson, G.B., Moran, J., Nimz, G., Conklin, M. H. (2005). Age-Dating Groundwater Discharge in the Merced River Basin. California Using Noble Gasses and Chlorine-36. Goldschmidt. Shaw, G., Hudson, G.B., Moran, J., Conklin, M. H. (2004). Identifying Groundwater Discharge in the Merced River Basin, California Using Radon-222. Eos Trans. AGU, 85 Fall Meet. Suppl., 85. (Issue - 47). Page 3 of 8 214

Martha H Conklin

Shaw, G., Nimz, G., Conklin, M. H. (2004). Chlorine-36 Systematics in the Merced River Basin, California. GSA National Meeting Abstracts.

Presentations Given
Lui, F. (Presenter & Author), Conklin, M. H. (Author), Tonsberg, C. (Presenter & Author), Aalbu, D. (Presenter & Author), Martin, S., 6th Annual Hydroclimate Conference, "Importance of Groundwater in the Upper Merced River, Sierra Nevada and Climate Change Effects," Yosemite National Park, Yosemite National Park, CA. (October 2008). Lucas, R. (Presenter & Author), Conklin, M. H. (Author), 6th Annual Hydroclimate Conference, "Investigating Meadow Hydrology using Heat and Geochemical Tracers," Yosemite National Park, Yosemite National Park, CA. (October 2008). Liu, F. (Presenter & Author), Conklin, M. H. (Author), Conrad, M. (Presenter & Author), Bales, R. C. (Presenter & Author), Shaw, G. (Presenter & Author), UC-ANR Water Resources Coordinating Conference, "Sources of baseflow in the Upper Merced River and its potential changes with earlier onset of snowmelt," University of California, Davis, Woodland, CA. (April 2007). Shaw, G. (Presenter & Author), Conklin, M. H. (Author), Nimz, G. (Presenter & Author), Moran, J. (Presenter & Author), Liu, F. (Presenter & Author), Application of Isotope Tools to Groundwater Studies Symposium, "Determination of groundwater contribution to the Merced River using novel tracers," Groundwater Resources Association, Yosemite National Park, CA. (March 2007). Conklin, M. H., "Sources of baseflow in the Upper Merced River and its potential changes with earlier onset of snowmelt," University of California, Davis, Davis, CA. (2006). Liu, F. (Presenter & Author), Conklin, M. H. (Author), Bales, R. C. (Author), Shaw, G. (Presenter & Author), 4th Annual Hydroclimate Conference, "Path Ways of Baseflow and Its Response to Early Onset of Snowmelt in Merced River, 4th Annual Hydroclimate Conference," Yosemite National Park, Yosemite National Park, CA. (October 2006). Shaw, G. (Presenter & Author), Conklin, M. H. (Author), Nimz, G. (Presenter & Author), Moran, J. (Presenter & Author), 4th Annual Hydroclimate Meeting, "How Connected are Groundwater and Surface Water in the Merced River Basin?," Yosemite National Park, Yosemite National Park, CA. (October 2006). Shaw, G. (Presenter & Author), Conklin, M. H. (Author), Moran, J. (Presenter & Author), 3rd Annual Hydroclimate Meeting, "Estimating Groundwater Contributions to the Merced River, California," Yosemite National Park, Yosemite National Park, CA. (October 2005). Shaw, G. (Presenter & Author), Conklin, M. H. (Author), Hudson, G.B. (Presenter & Author), Nimz, G. (Presenter & Author), Moran, J. (Presenter & Author), 2nd Annual Hydroclimate Meeting, "Mountain Block Recharge in the Sierra Nevada," Yosemite National Park, Yosemite National Park. (October 2004).

Contracts, Grants and Sponsored Research

Grant Conklin, Martha H (Co-Principal Investigator), "Critical Zone Observatory: Snowline processes in the southern Sierra Nevada," NSF - National Science Foundation, $4,250,000.00. (September 2007 - August 2012). Conklin, Martha H (Co-Principal Investigator), "Adaptive management of Sierra Nevada forests: water," Department of Water Resources, $150,000.00. (September 2008 - September 2009). Conklin, Martha H (Co-Principal Investigator), "Development of a Water-Balance Instrument Cluster for Mountain Hydrology, Biochemistry and Ecosystem Science," NSF - National Science Foundation, $578,171.00. (August 2006 July 2009). Conklin, Martha H (Principal Investigator), "Age-dating groundwater in the Sierra Nevada: A multi-isotope approach using CI/CI and I/I ratios," LLNL (Lawrence Livermore National Lab), $62,370.00. (September 2005 - August 2008). Conklin, Martha H (Co-Principal Investigator), "Observatory Design in the Mountain West: Scaling Measurements and Modeling in the San Joaquin Valley and Sierra Nevada," NSF - National Science Foundation, $194,727.00. (August 2006 - July 2008). Conklin, Martha H (Co-Principal Investigator), "Integrated Measurements and Modeling of Sierra Nevada Water Budgets," LLNL (Lawrence Livermore National Lab), $99,993.00. (February 2006 - January 2008).

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Martha H Conklin Conklin, Martha H (Co-Principal Investigator), "Technician Support: Phase I: A Multi-purpose Environmental Analytical Laboratory at UC Merced," NSF - National Science Foundation, $149,986.00. (December 2005 - November 2007). Conklin, Martha H (Co-Principal Investigator), "Sierra Nevada Adaptive Management," USDA Forest Service, $47,628.00. (July 2005 - September 2007). Conklin, Martha H (Principal Investigator), "Hydrologic investigation within the GLOBE program," NSF - National Science Foundation, $396,173.00. (September 2004 - May 2007). Conklin, Martha H (Co-Principal Investigator), "Sustainability of Water Resources in Semi-Arid Regions: Nutrient cycling in riparian systems," NSF - National Science Foundation. (January 2005 - December 2005). Conklin, Martha H (Co-Principal Investigator), "Sustainability of Water Resources in Semi-Arid Regions: Nutrient cycling in riparian systems," NSF - National Science Foundation. (January 1999 - December 2004).

Professional Service
Hydrology Section, American Geophysical Union, Secretary, Appointed, Pro Bono, National. (2010 - Present). CUAHSI Education Committee, Chair, Appointed, Pro Bono, National. (2006 - 2010). WATERS network science plan (NSF sponsored), Member, Appointed, Pro Bono, National. (2007 - 2009). Organizing Committee, Earth Science Literacy Principles (NSF Sponsored), Organizer, Appointed, Pro Bono, National. (2008). Hydrology Section Award Committee, American Geophysical Union., Member, Appointed, Pro Bono, National. (2005 2008). Joint Science in Education DVgroup: Science at Summit, NSF IPY activity, Science Leader, Appointed, Pro Bono, National. (2007). NSF IPY Panel, Panelist, Appointed, Pro Bono, National. (2007). Committee on River Science at the USGS, National Service Council, Editorial Review Board Member, Appointed, Pro Bono, National. (2006). NSF C Cycle Review Panel, Panelist, Appointed, Pro Bono, National. (2006). American Academy of Sciences National Research Council Committee on River Science at the USGS, Member, Appointed, Pro Bono, Regional. (2004 - 2006).

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Martha H Conklin

TEACHING Teaching Experience University of California, Merced Spring, 2010

ES 200, Environmental Systems. (Spring 2010) ES 295, Graduate Research. (Spring 2010)

Fall, 2009
ENVE 100, Environmental Chemistry. (Fall 2009) ES 292, Topic: Environmental Chemistry. (Fall 2009) ES 295, Graduate Research. (Fall 2009) ES 299, Directed Independent Study. (Fall 2009)

Spring, 2009
ES 200, Environmental Systems. (Spring 2009) ES 295, Graduate Research. (Spring 2009)

Fall, 2008
ENVE 100, Environmental Chemistry. (Fall 2008) ENVE 192, Topics in Environmental Sys. (Fall 2008) ES 295, Graduate Research. (Fall 2008)

Spring, 2008
ENGR 197, Wetlands Project. (Spring 2008) ENGR 97, Wetlands Project. (Spring 2008) ES 200, Environmental Systems. (Spring 2008) ES 292, Watershed Instrumentation. (Spring 2008) ES 295, Graduate Research. (Spring 2008)

Fall, 2007
ENGR 197, Wetlands Project. (Fall 2007) ENGR 97, Wetlands Project. (Fall 2007) ENVE 10, Environment in Crisis. (Fall 2007) ES 295, Graduate Research. (Fall 2007)

Spring, 2007
ENGR 197, Wetlands Project. (Spring 2007) ENGR 199, Upper Div Individual Study. (Spring 2007) ENGR 97, Wetlands Project. (Spring 2007) ENVE 10, Environment in Crisis. (Spring 2007) ES 200, Environmental Systems. (Spring 2007) ES 291, Environmental Systems Seminar. (Spring 2007) ES 295, Graduate Research. (Spring 2007) Page 6 of 8

Fall, 2006

217

Martha H Conklin ES 291, Environmental Systems Seminar. (Fall 2006) ES 295, Graduate Research. (Fall 2006)

Spring, 2006
ENVE 10, Environment in Crisis. (Spring 2006) ES 291, Environmental Systems Seminar. (Spring 2006) ES 295, Graduate Research. (Spring 2006)

Fall, 2005
ES 200, Environmental Systems. (Fall 2005) ES 295, Graduate Research. (Fall 2005)

Spring, 2005
ES 203, Geochemistry of Earth Systems. (Spring 2005) ES 295, Graduate Research. (Spring 2005) ES 298, Isotope Hydrology. (Spring 2005)

Fall, 2004
ES 295, Graduate Research. (Fall 2004)

Doctoral Candidacy Committee

2008 - Present, Peter Kirchner, Robert Root, Thomas Stilson, Advisor

Doctoral Committee
2009, G. Shaw, Supervisor Ph.D. Thesis. Environmental Systems Graduate Group, UC Merced, Merced, CA 2009, 241 pp. 2006 - 2009, Robert Root, Advisor

Master's Thesis Committee

2008 - Present, Lynn Sullivan, Ryan Lucas, Advisor 2007 - 2009, Christopher Butler, Sarah Martin, Advisor

Postdoctoral Research Supervision

2006 - Present, Fengjing Liu, Jean Morrill, John Villinski, Sarah May, Supervisor

SERVICE University Service

Chair, Academic Senate Divisional Council. (July 2009 - Present). Ex Officio Member, Graduate & Research Council (GRC). (July 2009 - Present). Chair, Educational Policy Committee, Environmental Systems Graduate Group. (2009 - Present). Member, Academic Council; Assembly. (2008 - 2010). Member, Budget Committee. (2008 - 2010). Member, Campus Physical Planning Committee. (2008 - 2010). Member, CORE 1 Committee. (2008 - 2010). Chair, UC Merced Divisional. (2008 - 2010). Member, University Academic Planning Council. (2008 - 2010). Page 7 of 8 218

Martha H Conklin Member, UC Search Committee, SSHA Dean. (2009). Member, Search Committee, UC Provost. (2008). Member, Committee on Committees. (2006 - 2008). Member, Committee on Committees (CoC). (July 2006 - June 2008). Chair, Committee on Rules and Elections. (July 2006 - June 2008). Chair, Education Policy and Academic Advisory Committee, Environmental Systems Graduate Group. (2005 - 2007). Vice-Chair, Environmental Systems Graduate Group. (2005 - 2007). Co-Chair, Divisional Council. (2005 - 2006). Member, UCOC. (2005 - 2006). Chair, College One Executive Committee. (2004 - 2006). Chair, Committee on Committees. (July 2005 - June 2006). Member, Committee on Academic Personnel. (July 2003 - June 2006). Member, Committee on Committees. (2004 - 2005). Member, Senate Committee. (2003 - 2005). Member, Committee on Academic Planning and Resource Allocation. (2003 - 2004). Chair, Environmental Systems, Graduate Group. (2003 - 2004). Member, Senate Committee. (2003 - 2004). Member, Task Force. (2003 - 2004).

Public Service
Board Member, Yosemite Institute. (2007 - Present). Organizer, CA Higher Education Sustainability Conference. (2010). Advisor, Engineering class for 5th Grade science camp. (2008 - 2010). Advisor, Lecture, Sierra Nevada Alliance. (2009). Advisor, Lecture/fieldtrip State Bar of California Environmental Law Conference at Yosemite. (2009). Reviewer, Technical Review Committee for Merced River Alliance. (2004 - 2008). Advisor, Lecture, Upper Merced Watershed Council. (2007). Advisor, Lecture, Merced Irrigation District. (2005).

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Qinghua Guo
University of California, Merced Environmental Engineering (209) 228-2911 Department Phone: (209) 228-4411 Fax: (209) 228-4047 Email: qguo@ucmerced.edu Website: http://faculty.ucmerced.edu/qguo

Research Interests
Remote Sensing, Geographic Information Science, Spatial Analysis, Climate Change and Terrestrial Carbon Cycle, Ecosystems Modeling, Landscape Ecology, Biogeography.

Education
BS, Peking University, 1996. Major: Urban and Environmental Sciences Dissertation Title: Studying the rapid land-use / land-cover change of a suburban town in the Pearl River Delta, China. MS, Peking University, 1999. Major: Remote Sensing and Geographical Information Systems Dissertation Title: The effects of climate change on China's terrestrial ecosystems from 1982 to 1999. Advisor: Ma, A. PhD, University of California, Berkeley, 2005. Major: Environmental Science, Policy and Management Dissertation Title: Geospatial infromatics and landscape pathology: analysis of a new forest disease. Advisor: Kelly, M.

Professional Positions
Assistant Professor, Environmental Engineering, University of California, Merced (2005-2010). Research assistant, University of California, Berkeley. (1999 - 2005).

Professional Memberships
IEEE Geoscience and Remote Sensing. (2008 - Present). American Geophysical Union. (2005 - Present). American Society for Photogrammetry and Remote Sensing. (2005 - Present). Association of American Geographers. (2005 - Present).

Awards and Honors

Faculty Development Award, University of California, Merced. (2006 - 2007). Student Honors Paper - 2nd Place, Association of American Geographers. (2004).

RESEARCH Published Intellectual Contributions

Book Chapters Kelly, M., Guo, Q. (2007). Integrated agricultural pest management through remote sensing and related technologies. In A. Ciancio, K.G. Mukerji (Eds.), Integrated Management of Plant Pests and Disease. (pp. 191-226). Kluwer. Wieczorek et al. (2006). Guide to Best Practices for Georeferencing. (pp. 1-80). Copenhagen, Denmark. Global Biodiversity Information Facility. 87-92020-00-3. (D. Chapman and J. Wieczorek (Editors)). Page 1 of 9

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Qinghua Guo Interviews Guo, Q. (2010). Using airborne lasers to study Earth's processes [Interview with Leonard, J., of University of California]. Guo, Q. (2010). USING LASERS TO SEE THE FOREST--AND THE TREES [Interview with Harmon, K., of Scientific American]. Journal Articles Guo, Q., Li, W., Yu, H., Alvarez, O. (2010). Effects of Topographic Variability and Lidar Sampling Density on Several DEM Interpolation Methods. Photogrammetric Engineering and Remote Sensing, 76, 701-712. Xiao, C., Tian, Y., Shi, W., Guo, Q. (2010). A new method of pseudo absence data generation in landslide susceptibility mapping with a case study of Shenzhen. Science ChinaTechnological SCiences, 54, 75-84. Guo, Q., Liu, Y. ModEco: An integrated software package for ecological niche modeling. Ecography, 33. Guo, Q., Liu, Y., Wieczorek, J. (2009). Georeferencing Locality Descriptions and Computing Associated Uncertainty Using a Probabilistic Approach. International Journal of Geographical Information Science, 22, 1067-1090. Fernandez et al. (2009). Locality Uncertainty and the Differential Performance of Four Common Niche-based Modeling Techniques. Biodiversity Informatics, 6, 36-52. Liu, Y., Guo, Q., Wieczorek, J., Goodchild, M. (2009). Positioning localities based on spatial assertions. International Journal of Geographical Information Science, 23, 1471-1501. Bales et al. (2009). Annual accumulation for Greenland updated using ice core data developed during 20002006 and analysis of daily coastal meteorological data. Journal of Geophysical Research - Atmospheres, 114. Liu, Y., Guo, Q., Kelly, M. (2008). A framework of region-based spatial relations for nonoverlapping features and its application in object based image analysis. ISPRS Journal of photogrammetry and Remote Sensing, 63, 461-475. Liu, Y., Goodchild, M., Guo, Q., Tian, Y., Wu, L. (2008). Towards a General Field model and its order in GIS. International Journal of Geographic Information Science, 22, 626643. Guo, Q., Kelley, M., Gong, P., Liu, D. (2007). An object-based classification approach in mapping tree mortality using high spatial resolution imagery. GIScience & Remote Sensing, 44, 24-47. Liu, D., Kelly, M., Gong, P., Guo, Q. (2007). Characterizing Spatial-temporal Tree Mortality Patterns Associated with A New Forest Disease. Forest Ecology and Management, 253, 220-231. Kelly, M., Guo, Q., Liu, Y., Shaari, D. (2007). Modeling the risk for a new invasive forest disease in the United States: An evaluation of five environmental niche models. Computers, Environment and Urban Systems, 31, 689-710. Liu, D., Gong, P., Kelly, M., Guo, Q. (2006). Automatic registration of airborne images by combining area-based methods with local transformation methods. Photogrammetric Engineering and Remote Sensing, 72, 1049-1059.

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Qinghua Guo Kim, J., Guo, Q., Baldocchi, D.., Xu, L., Leclerc, M. (2006). Upscaling CO2 fluxes from tower to landscape: Overlaying flux footprints on high-resolution (IKONOS) images of vegetation cover. Agricultural and Forest Meteorology, 136, 132-146. Guo, Q., Kelley, M., Graham, C. (2005). Support vector machines for predicting distribution of Sudden Oak Death in California. Ecological Modelling, 182, 75-90. Kelly, M., Sharri, D., Guo, Q., Liu, D. (2004). A comparison of standard and hybrid classifier methods for mapping hardwood mortality in areas affected by sudden oak death. Photogrammetric Engineering and Remote Sensing, 70, 1229-1239. Guo, Q., Kelley, M. (2004). Interpretation of scale in paired quadrat variance methods. Journal of Vegetation Science, 15, 763-770. Wieczorek, j., Guo, Q., Hijman, R. (2004). The point-radius method for georeferencing locality and calculating associated uncertainty. International Journal of Geographical Information Science, 18, 745-767. Piao, S., Fang, J., Ji, W., Guo, Q., Ke, J., Tao, S. (2004). Variation in a satellite-based vegetation index in relation to climate in China. Journal of Vegetation Science, 15, 219226. Software Guo, Q., Liu, Y. (2010). ModEco (Version 1.04) (http://gis.ucmerced.edu/ModEco/).

Presentations Given
Guo, Q., National Center of Airborne Laser Mapping Steering Committee Meeting, "Mapping Vegetation and Snow Properties from Lidar Data for Six Critical Zone Observatories," University of Houston. (May 2010). Guo, Q., "Challenges of Using Presence-only Data in Ecological Niche Modelling: New Thoughts and New Tools," Museums of Vertebrate Zoology, UC Berkeley. (April 2009). Guo, Q., "Modeling the Effect of Global Climate Change on Vegetation Distribution in California: Past, Current, and Future," Nanjing University, Jiangsu, China. (June 2008). Guo, Q., Object-based Image Analysis 2007, "Mapping from land cover to land use: an object-based classification approach," Berkeley, CA. (June 2008). Guo, Q., AAG, "Issues and Challenges in using presence-only data in Ecological Niche Modeling," Boston, MA. (April 2008). Guo, Q., EECS seminar, "Mapping from Land Cover to Land Use: an Object-Based Remote Sensing Classification Approach," University of California, Merced, Merced, CA. (March 2008). Guo, Q., "An integrated approach in monitoring environmental change," Peking University Graduate School of ShenZhen, Shenzhen, China. (July 2007). Guo, Q., Graduate School of ShenZhen, "An integrated approach in monitoring environmental change," Peking University, Guangzhou, China. (July 2007). Guo, Q., "Ecological Niche Modeling: Challenges of Using Presence- Only Data," University of New Mexico, Albuquerque, NM. (April 2007). Guo, Q., Advanced Topics in Remote Sensing Techniques Workshop, "Integrating sensor network, flux tower, and remote sensing in environmental monitoring," Beijing, China. (December 2006). Guo, Q., "Digital Ecosystems," Peking University, Beijing, China. (December 2006). Guo, Q., "Mapping and Modeling a new invasive forest disease in California," Sun Yat-sen University, Guangzhou, China. (December 2006). Guo, Q., American Society for Photogrammetry and Remote Sensing Annual Conference, "From land cover to land use mapping: an object-based perspective," Reno, NV. (May 2006). Guo, Q., AAG annual meeting, "Use of object based classification methods in land use mapping," Chicago, IL. (March 2006). Page 3 of 9 222

Qinghua Guo Guo, Q., "The use of geospatial techniques in the monitoring and modeling of Sudden Oak Death," University of Massachusetts, Amherst. (March 2005).

Contracts, Grants and Sponsored Research

Grant Guo, Qinghua (Principal Investigator), Klinger, R. (Principal Investigator), "Can mammals mediate climatically-induced vegetation transitions in alpine ecosystems of the western United States," United States Geological Survey (USGS), $52,000.00. (2010 - 2013). Guo, Qinghua (Co-Principal Investigator), Bales, Roger C (Co-Principal Investigator), Berlow, Eric (Principal Investigator), Frank, Anna Carolin (Co-Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Sierra Nevada Research Institute Informatics and Data Visualization Center in Yosemite National Park," NSF - National Science Foundation, $500,620.00. (2010 - 2012). Guo, Qinghua (Principal Investigator), Doherty, Paul (Co-Principal Investigator), "The Development and Integration of Spatial Analyses for Search and Rescue Operations in Yosemite National Park," NSF - National Science Foundation, $12,428.00. (2010 - 2012). Guo, Qinghua (Principal Investigator), Bales, Roger C (Co-Principal Investigator), Anderson, Suzanne (Co-Principal Investigator), Duffy, Chris (Co-Principal Investigator), "Acquiring airborne LiDAR data to study hydrologic, geomorphologic, and geochemical processes at three Critical Zone Observatories (CZOs)," NSF - National Science Foundation, $935,457.00. (2009 - 2012). Guo, Qinghua (Co-Principal Investigator), Cerpa, Alberto Eduardo (Principal Investigator), Coimbra, Carlos F.M. (CoPrincipal Investigator), "Development of ASSIST: Affordable System for Solar Irrdiance and Tracking," NSF - National Science Foundation, $568,202.00. (2009 - 2012). Guo, Qinghua (Co-Principal Investigator), Harmon, Thomas C. (Principal Investigator), "WATERS Network: Observing and Predicting Freshwater Eutrophication-Algal Bloom Dynamics Using Local Hyperspectral Imaging," NSF - National Science Foundation, $395,000.00. (2009 - 2012). Guo, Qinghua (Co-Principal Investigator), Elkan, Charles (Principal Investigator), Eliassi-Rad, Tina (Co-Principal Investigator), "Learning from Presence-Only Data, with Application in Cyber Security and Ecology," UC Lab Research Program, $320,085.00. (2009 - 2011). Guo, Qinghua (Principal Investigator), "ModelEco: an Integrated Software for Species Data Analysis and Modeling," NSF National Science Foundation, $173,159.00. (2008 - 2011). Guo, Qinghua (Principal Investigator), Coimbra, Carlos F.M. (Co-Principal Investigator), Chen, Yihsu (Co-Principal Investigator), "Mapping California Solar Irradiance and its Implications for Power Sector, California Energy Institute," California Energy Institute, $34,744.00. (2008 - 2009). Guo, Qinghua (Principal Investigator), "Development of Historical Ecological Web Databases," USDA - US Dept of Agriculture, $35,000.00. (2007 - 2008). Guo, Qinghua (Principal Investigator), "Sierra Nevada Adaptive Management and Monitoring," USFS/DWR, $104,032.00. (2007 - 2008). Guo, Qinghua (Principal Investigator), "Statistically Downscaling General Circulation Model Products," California Academy of Science, $29,626.00. (2007 - 2008). Guo, Qinghua (Co-Principal Investigator), Coimbra, Carlos F.M. (Principal Investigator), Deplanque, Jean-Pierre (CoPrincipal Investigator), "The Solar Irradiance Mapping Initiative (SIMI)," The Center for Information Technology Research (CITRIS), $75,000.00. (2007 - 2008). Guo, Qinghua (Co-Principal Investigator), Bales, Roger C (Principal Investigator), Conklin, Martha H (Co-Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Integrated Measurement and Modeling of Sierra Nevada Water Budgets," UC Lawrence Livermore Natl Lab, $99,993.00. (2006 - 2008). Guo, Qinghua (Principal Investigator), "Modelling of a New Invasive Forest Disease: Refining Models Using Remote Sensing Products and Nested Models," Graduate and Research Council (GRC) Faculty Research Grants, University of California at Merced, $2,000.00. (2006 - 2007). Guo, Qinghua (Co-Principal Investigator), Bales, Roger C (Principal Investigator), Conklin, Martha H (Co-Principal Investigator), "Sierra Nevada Adaptive Management and Monitoring," USFS - US Forest Service, $81,272.00. (2006 2007). Page 4 of 9 223

Qinghua Guo Guo, Qinghua (Principal Investigator), "Biogeomancer: Enhancing Diversity Science Through Efficient and Effective Georeferencing," The Gordon & Betty Moore Foundation, $65,065.00. (2005 - 2007). Guo, Qinghua (Co-Principal Investigator), Bales, Roger C (Principal Investigator), Conklin, Martha H (Co-Principal Investigator), "Sierra Nevada Adaptive Management and Monitoring," USFS/USDA, $42,000.00. (2005 - 2006).

Professional Service
Environmental Monitoring and Assessment, Journal Article Reviewer. (December 2009). Remote Sensing of Environment, Journal Article Reviewer. (December 2009). International Journal of Remote Sensing, Journal Article Reviewer. (November 2009). ISPRS Journal of Photogrammetry and Remote Sensing, Journal Article Reviewer. (October 2009). International Journal of Remote Sensing, Journal Article Reviewer. (September 2009). PLoS ONE, Journal Article Reviewer. (September 2009). Remote Sensing of Environment, Journal Article Reviewer. (September 2009). Forest Ecology and Management, Journal Article Reviewer. (July 2009). Forest Ecology and Management, Journal Article Reviewer. (April 2009). International Journal of Remote Sensing, Journal Article Reviewer. (April 2009). State Key Lab of Remote Sensing Science, Reviewer, China, Appointed, review proposals. (April 2009). Canadian Journal of Remote Sensing, Journal Article Reviewer. (February 2009). Journal of Visual Languages and Computing, Journal Article Reviewer. (January 2009). Chinese Professionals in Geographical Information Science, Board of Directors, USA, Elected, International. (January 2007 December 2008). Photogrammetric Engineering and Remote Sensing, Journal Article Reviewer. (September 2008). Ecography, Journal Article Reviewer. (August 2008). International Journal of Geographical Information Science, Journal Article Reviewer. (August 2008). Journal of Environmental Quality, Journal Article Reviewer. (July 2008). Canadian Journal of Remote Sensing, Journal Article Reviewer. (June 2008). International Journal of Remote Sensing, Journal Article Reviewer. (June 2008). 2008 IEEE World Congress on Computational Intelligence, Reviewer. (May 2008). International Journal of Wildland Fire, Journal Article Reviewer. (April 2008). National Science Foundation, Reviewer, Appointed, National, review proposals. (March 2008). United States Department of Agriculture, Reviewer, Appointed, review proposals. (March 2008). Global Ecology and Biogeography, Journal Article Reviewer. (February 2008). International Journal of Remote Sensing, Journal Article Reviewer. (January 2008). GeoInformatics 2008, Conference Selection Chair, Appointed. (January 2007 - January 2008). Remote Sensing of Environment, Journal Article Reviewer. (December 2007). International Journal of Remote Sensing, Journal Article Reviewer. (November 2007). International Journal of Geographical Information Science, Journal Article Reviewer. (July 2007). Remote Sensing of Environment, Journal Article Reviewer. (May 2007). Ecological Informatics, Journal Article Reviewer. (April 2007). international Journal of Remote Sensing, Journal Article Reviewer. (January 2007). Computers and Geosciences, Journal Article Reviewer. (December 2006). American Society for Photogrammetry and Remote Sensing (ASPRS) Annual Conference 2006, Session Chair, Appointed, International. (2006). Page 5 of 9 224

Qinghua Guo 6th California Oak Symposium, Reviewer. (September 2006). Computers and Geosciences, Journal Article Reviewer. (September 2006). Remote Sensing of Environment, Journal Article Reviewer. (September 2006). National Aeronautics and Space Administration, Panelist, Appointed, Compensated, National. (July 2006). International Journal of Remote Sensing, Journal Article Reviewer. (June 2006). International Journal of Remote Sensing, Journal Article Reviewer. (May 2006). ASPRS 2006 Annual Conference, Reviewer. (April 2006). The Academy of Sciences for the Developing World, Reviewer, Appointed. (April 2006). Remote Sensing of Environment, Journal Article Reviewer. (December 2005). Remote Sensing of Environment, Journal Article Reviewer. (November 2005). Remote Sensing of Environment, Journal Article Reviewer. (May 2005). Journal of Spatial Hydrology, Journal Article Reviewer. (April 2005). Data Knowledge and Engineering, Journal Article Reviewer. (March 2005).

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Qinghua Guo

TEACHING Teaching Experience University of California, Merced Spring, 2010

ENGR 195, Spatial Statistics. (Spring 2010) ES 292, Spatial Statistics. (Spring 2010) ES 295, Geo-Database Mgmt Systems. (Spring 2010) ES 299, Geo Database Management. (Spring 2010)

Fall, 2009
ENGR 180, Spatial Analysis and Modeling. (Fall 2009) ES 292, Adv Topics in Remote Sensing. (Fall 2009) ES 295, Data Management & Processing. (Fall 2009) ES 299, China Historical GIS. (Fall 2009)

Summer, 2009
CSE 195, Upper Div Undergrad Research. (Summer 2009)

Spring, 2009
ES 295, Climate Chg & Invasive species. (Spring 2009) ES 299, Advaced Spatial Analysis & Mod. (Spring 2009)

Fall, 2008
ENGR 180, Spatial Analysis and Modeling. (Fall 2008) ENVE 195, Upper Div Undergrad Research. (Fall 2008) ES 292, Topics in Environmental Syst. (Fall 2008) ES 295, Graduate Research. (Fall 2008) ES 299, Advcd Geospatial Analysis. (Fall 2008)

Summer, 2008
ENVE 195, Upper Div Undergrad Research. (Summer 2008)

Spring, 2008
ENVE 105, Environmental Data Analysis. (Spring 2008) ES 207, Environmental Data Analysis. (Spring 2008) ES 292, Topics in Environmental Syst. (Spring 2008) ES 295, Graduate Research. (Spring 2008) ES 299, Current Research in Climate Ch. (Spring 2008)

Fall, 2007
ENGR 180, Spatial Analysis and Modeling. (Fall 2007) ENGR 195, Upper Div Undergrad Research. (Fall 2007) ENVE 152, Remote Sensing of the Environ. (Fall 2007) ES 252, Remote Sensing of the Environ. (Fall 2007) Page 7 of 9 226

Qinghua Guo ES 292, Topics in Environmental Syst. (Fall 2007) ES 295, Graduate Research. (Fall 2007) ES 299, Current Research in Clim Spat. (Fall 2007)

Summer, 2007
CSE 195, Upper Div Undergrad Research. (Summer 2007)

Spring, 2007
ENGR 195, Upper Div Undergrad Research. (Spring 2007)

Fall, 2006
ENGR 180, Spatial Analysis and Modeling. (Fall 2006) ENGR 195, Upper Div Undergrad Research. (Fall 2006)

Spring, 2006
ENVE 105, Environmental Data Analysis. (Spring 2006) ES 207, Environmental Data Analysis. (Spring 2006)

Fall, 2005
ENGR 180, Spatial Analysis and Modeling. (Fall 2005)

Directed Individual/Independent Study

August 2008 - Present, Wenkai Li, Advisor

Doctoral Candidacy Committee

Ling Xie, Member Marek Jakubowski, Member Graduate student of UC Berkeley Sandra Villamizar, Member Yi Yang, Member August 2008 - Present, Donghai Li, Advisor August 2007 - Present, Miguel Fernandez, Advisor May 2008, Ricardo Cisneros, Member

Doctoral Committee
August 2009 - Present, Paul Doherty, Advisor

Master's Thesis Committee

August 2009 - Present, Otto Alvarez August 2009, Gary Phelps, Advisor August 2007 - June 2008, Honglei Liu, Advisor August 2007, Patrick Rahilly, Member

Postdoctoral Research Supervision

October 2005 - February 2007, Yu Liu, Supervisor currently associate professor at Peking University

Undergraduate Research Supervision

June 2010 - Present, Nicolas Raboy, Supervisor Page 8 of 9 227

Qinghua Guo March 2009 - Present, Jacob Flanagan, Andrew Zumkehr, Supervisor 2007 - May 2009, Gary Phelps, Supervisor 2007 - 2008, Benjamin Doblac, Supervisor May 2008, Otto Alvarez, Supervisor

Visiting Scholar
September 2008 - July 2010, Jinxia Zhu, Advisor September 2009 - June 2010, Jinqiang He, Advisor

SERVICE School/College Service

Member, Academic personnel Committee in School. (2008 - Present). Member, Planning Committee of Spatial Analysis Center. (2008 - Present). Chair, Environmental System Graduate Group Web Management. (2005 - Present). Member, Graduate Research Council. (2007 - 2009). Chair, Environmental System Graduate Group Admission Committee. (2007 - 2008). Member, Advisory Committee for Sierra Nevada Research Institute. (2006 - 2008). Member, Environmental System Graduate Group Admission Committee. (2006 - 2008). Member, Curriculum Committee. (2006 - 2007). Member, Search Committee, Assistant Professor in Ecosystem Science. (2006 - 2007). Member, Search Committee, Tenured Professor in Air Pollution. (2006 - 2007). Member, Evaluation Committee for an Adjunct Researcher. (2006). Member, Teaching Evaluation Committee. (2005).

University Service
Member, Graduate Research Council (GRC). (July 2007 - June 2009).

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Thomas (Tom) C. Harmon

University of California, Merced Environmental Engineering (209) 228-4337 Department Phone: (209) 228-4411 Fax: (209) 228-4356 Email: tharmon@ucmerced.edu Website: http://eng.ucmerced.edu/harmongroup/

Research Interests
Dr. Harmon works on a variety of projects pertaining to soil moisture, groundwater, and surface water quality. His current projects span agricultural, riparian, groundwater-, and wetlands-related problems. A common theme in the work is integrating measurements and mathematical models to better understand and manage pollutants in environmental systems. Another common theme is the application of distributed, embedded sensor network technology to assist us in understanding dynamic, spatially distributed problems in the environment.

Education
BS, Johns Hopkins University, 1985. Major: Civil Engineering MS, Stanford University, 1986. Major: Civil Engineering PhD, Stanford University, 1993. Major: Civil Engineering

Professional Positions
Interim Dean, School of Engineering, (2010). Full Professor, Environmental Engineering, University of California, Merced (2005-2010). Associate Professor, Environmental Engineering, University of California, Merced (2003-2005).

Professional Memberships
American Chemical Society. American Geophysical Union. Associate Member, American Society of Civil Engineers. Association of Environmental Engineering & Science Professors.

RESEARCH Published Intellectual Contributions

Books Edited (2007). Environmental Embedded Sensor Networks. 24. Environmental Engineering Science/Mary Ann Liebert, Inc.. (Total Contribution 50%). Conference/Workshop/Symposium Proceedings P3. Singh et al. (2007). Autonomous Robotic Sensing Experiments at San Joaquin River. IEEE 2007 International Conference on Robotics and Automation, May 10-14, Roma, Italy (47% acceptance rate), (pp. 4987 - 4993). IEEE. (Total Contribution 10%). P2. Singh et al. (2007). Mobile robot sensing for environmental applications. 6th International Conference on Field and Service Robotics, July 9-12, 2007, Chamonix, FR (53% acceptance rate), (pp. 125-135). (Total Contribution 10%).

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Thomas (Tom) C. Harmon P1. Ramanathan et al. (2006). Designing Wireless Sensor Networks as a Share Resource for Sustainable Development. Proceedings of the First International Conference on Information and Communication Technologies and Development, Berkeley, Ca (27% acceptance rate).

Journal Articles J34. Park, Y., Shamma, J.S., Harmon, T. C. (2009). A Receding Horizon Control algorithm for adaptive management of soil moisture and chemical levels during irrigation. Environmental Modelling & Software, 24, 11121121. (Total Contribution 40%). J33. Rundel, P.W., Graham, E.A., Allen, M.F., Fisher, J.C., Harmon, T. C. (2009). Tansley Review: Environmental sensor networks in ecological research. New Phytologist, 182, 589607. (Total Contribution 25%). Harmon, T. C., Ambrose, R.F., Fisher, J.C., Stealey, M., Kaiser, W.J. (2007). High Resolution River Hydraulic and Water Quality Characterization Using Rapidly Deployable Networked Informechanical Systems (NIMS RD). Environmental Engineering Science, 24(2), 151-159. (Total Contribution 60%). Jensen, P.E., Ottosen, L.M., Harmon, T. C. (2007). The Effect of Soil Type on the Electrodialytic Remediation of Lead-Contaminated Soil. Environmental Engineering Science, 24(2), 234-244. (Total Contribution 20%). Bendikov, T.A., Miserendino, S., Tai, Y.-C., Harmon, T. C. (2007). A Parylene-Protected Nitrate Selective Microsensor on a Carbon Fiber Cross Section. Sensors and Actuators B: Chemical, 123(1), 127-134. (Total Contribution 25%). Bendikov, T.A., Harmon, T. C. (2005). Long-lived solid state perchlorate ion selective sensor based on doped poly(3,4-ethylenedioxythiophene) (PEDOT) films. Analytica Chimica Acta, 551, 30-36. Bendikov, T.A., Kim, J., Harmon, T. C. (2005). Development and environmental application of a nitrate selective microsensor based on doped polypyrrole films. Sensors and Actuators B: Chemical, 106(2), 512-517. Kim, J., Park, Y., Harmon, T. C. (2005). Real-Time Model Parameter Estimation in Support of Analyzing Transport in Porous Media. Groundwater Monitoring and Remediation, 25(2), 78-86. Bendikov, T.A., Harmon, T. C. (2005). A Sensitive and Highly Selective Nitrate Ion Selective Electrode from a Pencil Lead: An Analytical Laboratory Experiment. Journal of Chemical Education, 82(3), 439-442. Shih, T., Rong, Y., Harmon, T. C., Suffet, M. (2004). Evaluation of the Impact of Fuel Hydrocarbons and Oxygenates on Groundwater Resources. Environmental Science and Technology, 38(1), 42-48. Goldman et al. (2007). Distributed Sensing Systems for Water Quality Assessment and Management (White Paper). White paper commissioned by US EPA, 1-35. (Total Contribution 20%). Saez, J.A., Harmon, T. C. (2006). Two-stage Aquifer Pumping Subject to Slow Desorption and Persistent Sources. Ground Water, 44(2), 244-255. Technical Reports R11. Estrin, D., Harmon, T. C. (2004). Environmental Cyberinfrastructure Needs for Distributed Sensor Networks. A Report From an NSF Workshop, La Jolla, CA. R7. Estrin, D., Harmon, T. C. (2005). Center for Embedded Networked Sensing Annual Progress Report to the National Science.. (Total Contribution 50%; 1st Annual Progress Report). Page 2 of 11 230

J32.

J31.

J30.

J28.

J27.

J26.

J25.

J24.

Thomas (Tom) C. Harmon

R6.

Estrin, D., Harmon, T. C. (2006). Center for Embedded Networked Sensing Annual Progress Report to the National Science.. (Total Contribution 50%; 1st Annual Progress Report). Estrin, D., Harmon, T. C. (2007). Center for Embedded Networked Sensing Annual Progress Report to the National Science.. (Total Contribution 50%; 1st Annual Progress Report). Estrin, D., Harmon, T. C. (2008). Center for Embedded Networked Sensing Annual Progress Report to the National Science.. (Total Contribution 50%; 1st Annual Progress Report). Estrin, D., Harmon, T. C. (2009). Center for Embedded Networked Sensing Annual Progress Report to the National Science.. (Total Contribution 50%; 1st Annual Progress Report). Ratko, A., Dietrich, H., Harmon, T. C. (2008). Report on Nitrogen Sensor Development, Characterization, and Field-Testing. Binational Argricultural Research and Development Fund. (Total Contribution 50%; 1st Annual Progress Report). Harmon, T. C., Quinn, N.W.T. (2008). Implementation of wetland adaptive water quality management strategies under real-time salinity TMDLs (Technical Completion Report Project No. SD007). Implementation of Wetland Adaptive Water Quality Management Strategies Under Real-Time Salinity TMDLs, UC Water Resources Center. (Total Contribution 50%). Cohen et al. (2006). The Potential for Offsite Exposures Associated with Santa Susana Field Laboratory, Ventura County, California, Final Report to Agency for Toxic Substances and Disease Registry (ATSDR).. 142.. Lund, J.R., Grober, L., McKinney, D., Harmon, T. C., Ford, D. (2006). San Joaquin River Valley CalSim II Model Review Panel Report. 55. CALFED Science and the California Water and Environment Modeling Forum. Bendikov, M., Harmon, T. C. (2006). Development of Agriculture Sensors Based on Conductive Polymers, Final Report on Bi-National Agricultural Research and Development (BARD) Feasibility Study IS-3712-05. 10.. Estrin, D., Harmon, T. C. (2006). Annual Progress Report to the National Science. 381. Center for Embedded Networked Sensing.

R5.

R4.

R3.

R2.

R1.

Presentations Given
Harmon, T. C., Department of Civil & Environmental Engineering Seminar Series, "Irrigation to Environmental Quality: Developing a Sensor Network to Close the Loop on Water Resources Management in the Arid West.," Stanford University, Stanford, CA. (March 2009). Harmon, T. C. (Presenter & Author), Ratko, A. (Presenter & Author), Dietrich, H. (Presenter & Author), Park, Y. (Presenter & Author), Wijsboom, Y.H. (Presenter & Author), Bendikov, M. (Presenter & Author), American Geophysical Union, "Fabrication and In Situ Testing of Scalable Nitrate-Selective Electrodes for Distributed Observations.," San Francisco, CA. (December 2008). Harmon, T. C. (Keynote Speaker), 6th Ibero-American Congress on Sensors, "The Pan-American Sensors Initiative for Environmental Observations," So Paulo , Brazil.. (November 2008). Harmon, T. C., University of Nevada Reno Hydrologic Sciences Fall Colloquia Series, "Designing Model Driven Sensor Systems to Close the Loop on Water Resources Management in the Arid West," Reno, NV. (September 2008). Harmon, T. C., Workshop on Environmental Sensing Networks, "Developing and Testing Scalable Ion Selective Electrodes for Observing Nitrate Cycling in Soils: Successes and Failures.," Johns Hopkins University, Baltimore, MD. (September 2008). Harmon, T. C., Pan-American Advanced Studies Institute, "Decentralized Water Treatment in Small Communities: One Part of Precision Sustainability," Concepcion, Chile. (August 2008).

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Thomas (Tom) C. Harmon Harmon, T. C., Gordon Research Conference, "Sensor Technology: Some Thoughts to Ruminate on," Holderness, NH. (June 2008). Ramanathan, N. (Presenter & Author), Lee, C. (Presenter & Author), Lin, T. (Presenter & Author), Neumann, R. (Presenter & Author), Rothenberg, S. (Presenter & Author), Harvey, C. (Presenter & Author), Harmon, T. C., Proceedings of American Chemistry Society, General Meeting, "Sensor-based investigation of biogeochemical controls on arsenic mobilization in rual Bangladesh," Boston, MA. (2007). Harmon, T. C., Seminar at Zheijang University, "Environmental Sensor Applications: Big Picture," Zheijang University, Hongzhou, China. (April 2007). Harmon, T. C., Mathematical Challenges and Opportunities in Sensor Networking, Institute of Pure & Applied Mathematics (IPAM), UCLA, "Using Environmental Process Models to Guide Sensor Network Sampling Design.," Los Angeles, CA. (January 2007). Ramanathan, N. (Presenter & Author), Rothenberg, S. (Presenter & Author), Estrin, D. (Presenter & Author), Harmon, T. C. (Presenter & Author), Harvey, J. (Presenter & Author), Jay, J. (Presenter & Author), American Geophysical Union, Fall Meeting, "Investigation of hydrologic and biogeochemical controls on arsenic mobilization using distributed sensing at a field site in Munshiganj, Bangladesh," San Francisco, CA. (2006). Conklin, M. H. (Presenter & Author), Bales, R. C. (Presenter & Author), Boyer, E. (Presenter & Author), Cayan, D. (Presenter & Author), Dozier, J. (Presenter & Author), Fogg, G. (Presenter & Author), Harmon, T. C., American Geophysical Union Fall Meeting, "Observatory Design in the Mountain West: Scaling Measurements and Modeling in the San Joaquin Valley and Sierra Nevada," San Francisco, CA. (December 2006). Montgomery, J.L. (Presenter & Author), Minsker, B. (Presenter & Author), Haas, C.N. (Presenter & Author), Schnoor, J. (Presenter & Author), Hooper, R. (Presenter & Author), Graham, W. (Presenter & Author), Harmon, T. C., American Geophysical Union Fall Meeting, "WATERS Network: An Initiative of the U.S. National Science Foundation Engineering and Geosciences Directorates," San Francisco, CA. (December 2006). Villamizar Amaya, S. (Presenter & Author), Harmon, T. C. (Presenter & Author), Kaiser, W. (Presenter & Author), Fisher, J. (Presenter & Author), Pai, H. (Presenter & Author), Singh, A. (Presenter & Author), Center for Embedded Network Sensing Annual Research Review, "Understanding of Flow, Mixing and Groundwater Accretion on Large-Scale Rivers Using Integrated Modeling and Multiscale Embedded Networked Sensing," Los Angeles, CA. (October 2006). Harmon, T. C. (Keynote Speaker), Eighth International Conference on Precision Agriculture, "Multiscale Embedded Networked Sensing in Support of Integrated Precision Agriculture, Environmental, and Ecological Observations and Management," Minneapolis, MN. (July 2006). Harmon, T. C., Weizmann Institute of Science, "Multiscale Embedded, Networked Sensing in Support of Environmental and Ecological Observation and Management," Rehovot, Israel. (July 2006). Harmon, T. C., American Water Resources Association Summer Specialty Conference on Adaptive Management and Water Resources, "Adaptive Management of Irrigation with Feedback Control to Avoid Groundwater Pollution by Nitrate," Missoula, MT. (June 2006). Harmon, T. C., American Water Resources Association Summer Specialty Conference on Adaptive Management and Water Resources, "Cross-Sectional River Hydraulics and Water Quality Characterization Using Rapidly Deployable Networked Info-Mechanical Systems (NIMS RD)," Missoula, MT. (June 2006). Harmon, T. C., Center for Embedded Network Sensing Annual Site Visit, "A Multiscale Embedded Networked Sensing Water Quality Observatory Pilot Study at the Merced and San Joaquin Rivers Confluence," Los Angeles, CA. (June 2006). Harmon, T. C., Center for Embedded Network Sensing Annual Site Visit, "CENS Contaminant Transport Observation and Management (Contam) Research Overview," Los Angeles, CA. (June 2006). Harmon, T. C., Center for Embedded Network Sensing Annual Site Visit, "Embedded Networked Sensing of Subsurface Water Quality Calibration, Fault Detection and Feedback Control," Los Angeles, CA. (June 2006). Harmon, T. C., Center for Embedded Network Sensing Annual Site Visit, "Scaleable Nitrate Sensors for Soil and Aquatic Observation Applications," Los Angeles, CA. (June 2006). Harmon, T. C., Center for Embedded Network Sensing Annual Site Visit, "Wireless Miniature Sensors for CENS: Overview," Los Angeles, CA. (June 2006). Harmon, T. C., American Geophysical Union Joint Assembly Annual Spring Meeting, "Integrated Hydrologic Science and Environmental Engineering Observatory: CLEANER's Vision for the WATERS Network," Baltimore, MD. (May 2006). Page 4 of 11 232

Thomas (Tom) C. Harmon Harmon, T. C., American Geophysical Union Joint Assembly Annual Spring Meeting, "Multiscale River Hydraulic and Water Quality Observations Combining Stationary and Mobile Sensor Network Nodes," Baltimore, MD. (May 2006). Harmon, T. C., American Institute of Hydrology Annual Conference, "A Modern Curriculum for Hydrology: Sensors and Information," Baton Rouge, LA. (May 2006). Harmon, T. C., American Institute of Hydrology Annual Conference, "A Modern Curriculum for Hydrology: Sensors and Information Technology," Baton Rouge, LA. (May 2006). Harmon, T. C., California Groundwater Resources Association Nitrate Symposium, "Adaptive Management of Nitrate in Support of Irrigation with Reclaimed Water," Modesto, CA. (April 2006). Harmon, T. C., California Groundwater Resources Association Nitrate Symposium, "Adaptive Management of Nitrate in Support of Irrigation with Reclaimed Water: Sensor Network-Driven Simulations with Feedback-Contro," Modesto, CA. (April 2006). Harmon, T. C., California Groundwater Resources Association Nitrate Symposium, "Sensitive Nitrate Ion-Selective Sensors Based on Modified Polypyrrole Films," Modesto, CA. (April 2006). Harmon, T. C., National Science Foundation, "Distributed Networked Sensing in Environmental Systems: Fusing Existing and New Infrastructure," Arlington, VA. (March 2006). Harmon, T. C., National Science Foundation CLEANER Planning Grant Report, "Observing, Forecasting, and Managing a CLEANER California Water Cycle," Arlington, VA. (March 2006). Harmon, T. C., NSF CLEANER Project Office Workshop, "Distributed Networked Sensing in Environmental Systems: Fusing Existing and New Infrastructure.," Arlington, VA. (March 2006). Harmon, T. C., American Geophysical Union Fall National Meeting, "Microsensors to the Model Forecasts: Multiscale Embedded Networked Sensing of Nutrients in the Watershed," San Francisco, CA. (December 2005). Harmon, T. C., American Water Resources Association Annual Conference, "Managing Soil Moisture and Nitrate Transport during Reclaimed Water Irrigation," Seattle, WA. (November 2005). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Management of Soil Moisture and Nitrate Transport Using Sensor Networks and Feedback Control," Los Angeles, CA. (October 2005). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Potentiometric Nitrate Sensors in the Form of Plant Roots." (October 2005). Harmon, T. C., National Resource Council Committee on Integrated Observations for Hydrologic and Related Sciences, "Sensors and Sensor Networks Supporting Multiscale Hydrologic, Environmental, and Ecological Obervations," Costa Mesa, CA. (June 2005). Harmon, T. C., National Resource Council Committee on Integrated Observatories for Hydrologic and Related Sciences, "Sensors and Sensor Networks Supporting Multiscale Hydrologic, Environmental, and Ecological Observations," Costa Mesa, CA. (June 2005). Harmon, T. C., CUAHSI Cyberseminar, "Distributed, Embedded Networked Sensing in Environmental and Hydrologic Observatories." (January 2005). Harmon, T. C., Symposium on Nitrogen Eutrophication in Xeric Wildland and Agricultural Systems, "Fabricating Nitrate Sensors in Environmentally Interesting Form Factors: Early Successes and Challenges Ahead," Riverside, CA. (January 2005). Harmon, T. C., Symposium on Nitrogen Eutrophication in Xeric Wildland and Agricultural Systems, "Environmentally Interesting Form Factors: Early Successes and Challenges Ahead," Riverside, CA. (January 2005). Harmon, T. C. (Presenter & Author), Estrin, D. (Presenter & Author), Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI) Cyberseminar, "Distributed, Embedded Networked Sensing in Environmental and Hydrologic Observatories." (January 2005). Harmon, T. C., Symposium on Nitrogen Eutrophication in Xeric Wildland and Agricultural Systems, "Environmentally Interesting Form Factors: Early Successes and Challenges Ahead," Riverside, CA. (January 2005). Harmon, T. C., American Geophysical Union Fall Meeting, "A Coupled Systems Approach to Solute Transport Within a Heterogeneous Vadose Zone-Groundwater Environment," San Francisco, CA. (December 2004). Harmon, T. C., American Geophysical Union Fall Meeting, "Embedded Networked Sensing in Support of Managing Irrigation with Reclaimed Wastewater," San Francisco, CA. (December 2004). Page 5 of 11

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Thomas (Tom) C. Harmon Harmon, T. C., American Geophysical Union Fall Meeting, "Establishing a Multi-spatial Wireless Sensor Network to Monitor Nitrate Concentrations in Soil Moisture," San Francisco, CA. (December 2004). Harmon, T. C., American Geophysical Union Fall Meeting, "Scaleable Nitrate Microsensors in the Form of a Plant Root," San Francisco, CA. (December 2004). Harmon, T. C., National Science Foundation Sensors for Environmental Observatories Workshop, "Sensors and Networked Sensing Technologies in Precision Agriculture," Seattle, WA. (December 2004). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Development of Nitrate Selective Electrodes for Monitoring Environmental Quality." (October 2004). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Embedded Network Sensing of Moisture and Nitrate Propagation During Irrigation with Reclaimed Wastewater," Los Angeles, CA. (October 2004). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Establishing a Multi-spatial Wireless Sensor Network to Monitor Nitrate Concentrations in Soil Moisture," Los Angeles, CA. (October 2004). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Establishing a Multi-spatial Wireless Sensor Network to Monitor Nitrate Concentrations in Soil Moisture," Los Angeles, CA. (October 2004). Harmon, T. C., Center for Embedded Network Sensing Annual Research Review, "Networked Sensing of Nitrate in Support of Groundwater Quality Protection.," Los Angeles, CA. (October 2004). Haux, J.E. (Presenter & Author), Harmon, T. C. (Presenter & Author), Busek, N.D. (Presenter & Author), Schoellhammer, T. (Presenter & Author), Saez, J. (Presenter & Author), Kim, J. (Presenter & Author), American Society of Agricultural Engineers, "Embedded Network Sensing of Moisture and Nitrate Propagation During Irrigation with Reclaimed Wastewater," Ottawa, CA. (August 2004). Haux, J. (Presenter & Author), Busek, N.D. (Presenter & Author), Schoellhammer, T. (Presenter & Author), Saez, J. (Presenter & Author), Park, Y. (Presenter & Author), Kim, J. (Presenter & Author), Harmon, T. C., American Society of Agricultural Engineers Meeting, "Establishing a Multi-spatial Wireless Sensor Network to Monitor Nitrate Concentrations in Soil Moisture," Ottawa, CA. (August 2004).

Contracts, Grants and Sponsored Research

Grant Harmon, Thomas C. (Principal Investigator), "Observing and Predicting Freshwater Eutrophication-Algal Bloom Dynamics Using Local Hyperspectral Imaging," NSF - National Science Foundation, $395,000.00. (August 2009 - July 2012). Estrin, D. (Other), Harmon, Thomas C. (Co-Principal Investigator), "Center for Embedded Networked Sensing," NSF National Science Foundation, $600,000.00. (August 2007 - July 2012). Harmon, Thomas C. (Principal Investigator), "Automated-Minirhizotron and Arrayed Rhizosphere-Soil Sensors (AMARSS): Designing wireless array technology to study mycorrhizal and soil ecology dynamics," NSF - National Science Foundation, $420,000.00. (October 2004 - September 2010). Bendikov (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Development of Agricultural Sensors Based on Conductive Polymers," Binational Argricultural Research and Devlepment program (BARD), $169,000.00. (July 2007 - June 2010). Traina, Samuel Justin (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), Conklin, Martha H (CoPrincipal Investigator), poday (Co-Principal Investigator), Bales, Roger C (Co-Principal Investigator), "Technician Support: Phase 1: A Multi-purpose Environmental Analytical Laboratory at UC Merced," NSF - National Science Foundation, $225,000.00. (December 2005 - December 2009). Harmon, Thomas C. (Principal Investigator), "PASI: Pan-American Sensors for Environmental Observatories - An Interdisciplinary PASI," NSF - National Science Foundation, $97,185.00. (August 2008 - July 2009). Harmon, Thomas C. (Principal Investigator), Bales, Roger C (Co-Principal Investigator), Conklin, Martha H (Co-Principal Investigator), "Waters and Environmental Research Systems Network (WATers)," NSF - National Science Foundation, $44,986.00. (July 2008 - June 2009). Harmon, Thomas C. (Principal Investigator), "Potential of Commercially Available in-situ Sensors as a Tool to Monitor and Manage Nitrogen in Soils Irrigated with Dairy Manure Water," Agriculturalists for Scientific Environmental Research, $185,666.00. (January 2007 - January 2009).

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Thomas (Tom) C. Harmon Bales, Roger C (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Observatory Design in the Mountain West: Scaling Measurements and Modeling in the San Joaquin Valley and Sierra Nevada," NSF - National Science Foundation, $250,000.00. (October 2006 - September 2008). Kaiser, W. (Principal Investigator), Estrin, D. (Co-Principal Investigator), Rundle, P. (Co-Principal Investigator), Hamilton, M. (Co-Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "ITR: Networked Infomechanical Systems (NIMS)," NSF - National Science Foundation, $140,000.00. (October 2003 - September 2008). Quinn (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Wetland drainage management technology development in support of San Jaoquin River real-time water quality management," California Dept. of Water Resources (Prop 204), $199,000.00. (September 2006 - August 2008). Harmon, Thomas C. (Principal Investigator), "U.S.-Argentina Program Development Workshop: Pan American Sensors for Environmental Observatories (PASEO) Workshop," NSF - National Science Foundation, $47,269.00. (June 2007 - May 2008). Bryant, S. (Principal Investigator), Lake, L. (Co-Principal Investigator), Johns, R. (Co-Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Origin of Scale-Dependent Dispersivity and Its Implications for Miscible Gas Flooding," Department of Energy National Energy Technology Laboratory, $142,000.00. (October 2004 - September 2007). Estrin, D. (Other), Harmon, Thomas C. (Other), "Center for Embedded Networked Sensors (Director D. Estrin, UCLA; Harmon Senior Person)," NSF - National Science Foundation, $430,000.00. (September 2002 - July 2007). Bendikov (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), "Development of Agricultural Sensors Based on Conductive Polymers," United States - Israel Binational Agricultural Research and Development Fund, $51,000.00. (October 2005 - September 2006). Harmon, Thomas C. (Principal Investigator), Quinn (Co-Principal Investigator), "Implementation of Wetland Adaptive Water Quality Management Strategies Under Real-Time Salinity TMDLs," UC Salinity Drainage Program, $60,000.00. (September 2005 - August 2006). Viney, Christopher (Principal Investigator), Harmon, Thomas C. (Co-Principal Investigator), Leppert, Valerie J (CoPrincipal Investigator), Colvin, Michael E (Co-Principal Investigator), "Implementing Student Excellence - A Unique Opportunity," NSF - National Science Foundation, $100,000.00. (July 2004 - December 2005). Harmon, Thomas C. (Principal Investigator), Traina, Samuel Justin (Co-Principal Investigator), Bales, Roger C (CoPrincipal Investigator), Estrin, D. (Co-Principal Investigator), Kaiser, W. (Co-Principal Investigator), "Planning a Multiscale Network to Observe, Forecast and Manage a CLEANER California Water Cycle," NSF - National Science Foundation, $86,000.00. (August 2004 - August 2005). Harmon, Thomas C. (Principal Investigator), "Collaborative SGER: Investigation of Spatial and Temporal Patterns in the Concentrations of Redox-Active Chemical Species at a USGS NAWQA Cycle II Site," NSF - National Science Foundation, $34,000.00. (March 2004 - February 2005).

Professional Service
Water Resources Research, Reviewer, Manuscripts. (1995 - 2009). Analytica Chimica Acta, Reviewer, Manuscripts. (July 2006 - June 2009). Sensors and Actuators B: Chemical, Reviewer, Manuscripts. (July 2005 - June 2009). Environmental Science & Technology, Reviewer, Manuscripts. (July 1997 - June 2009). National Science Foundation, Reviewer, Proposal. (July 1997 - June 2009). Journal of Environmental Engineering, Reviewer, Manuscripts. (July 1994 - June 2009). Environmental Engineering Science, Reviewer, Manuscripts. (July 2006 - June 2008). U.S. Department of Agriculture, Reviewer, Proposal. (July 1999 - June 2008). NSF Pan-American Workshop on Sensors for Environmental Obervations, Co-Organizer, Appointed, Pro Bono. (2006 2007). NSF WaTERS Nework Conceptual Design Committee, Member, Appointed, Pro Bono. (2006 - 2007). Transport in Porous Media, Reviewer, Manuscripts. (July 2003 - July 2007). Journal of Contaminant Hydrology, Reviewer, Manuscripts. (July 1998 - June 2007). Page 7 of 11 235

Thomas (Tom) C. Harmon Environmental Engineering Science Special Issue on Environmental Sensor Networks, Guest Editor, Appointed, Pro Bono. (2006). Sensors and Sensor Networks Committee, CLEANER National Project Office, Co-Chair, Appointed, Pro Bono, National. (July 2005 - June 2006). American Geophysical Union/Joint Assembly Spring National Meeting, Session Organizer, Baltimore, MD, Appointed, Pro Bono. (May 2006). National Research Council Committee on Contaminant Source Zone Assessment, Member, Appointed, Pro Bono. (2002 2004). American Geophysical Union Fall Meeting, Co-Convener, Appointed, Pro Bono. (December 2004). NSF Sensors for Environmental Observatories Workshop, Session Organizer, Seattle, WA, Appointed, Pro Bono. (November 2004 - December 2004).

Consulting
Non-profit Organization. (September 2008 - January 2010).

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Thomas (Tom) C. Harmon

TEACHING Teaching Experience University of California, Merced Summer, 2010

ENGR 199, Upper Div Individual Study. (Summer 2010)

Spring, 2010
ENGR 120, Fluid Mechanics. (Spring 2010) ENGR 197, Boys and Girls Club of Merced. (Spring 2010) ENGR 97, Boys and Girls Club of Merced. (Spring 2010) ES 295, Graduate Research. (Spring 2010) ES 299, Directed Independent Study. (Spring 2010)

Fall, 2009
ENGR 97, Wetlands Project. (Fall 2009) ES 295, Graduate Research. (Fall 2009)

Spring, 2009
ENGR 197, Wetlands Project. (Spring 2009) ENGR 97, Wetlands Project. (Spring 2009) ES 295, Graduate Research. (Spring 2009)

Fall, 2008
ENGR 197, Wetlands Project. (Fall 2008) ENGR 97, Wetlands Project. (Fall 2008) ENVE 10, Environment in Crisis. (Fall 2008) ENVE 183, Field Meth in Subsurface Hydro. (Fall 2008) ENVE 195, Upper Div Undergrad Research. (Fall 2008) ES 291, Environmental Systems Seminar. (Fall 2008) ES 292, Topics in Environmental Syst. (Fall 2008) ES 295, Graduate Research. (Fall 2008)

Spring, 2008
ENVE 112, Subsurface Hydrology. (Spring 2008) ENVE 195, Supervised Rsch Env Enginering. (Spring 2008) ES 212, Subsurface Hydrology. (Spring 2008) ES 292, Topics in Environmental Syst. (Spring 2008) ES 295, Graduate Research. (Spring 2008) ES 298, Directed Group Study. (Spring 2008)

Fall, 2007
ES 270, Contaminant Fate and Transport. (Fall 2007) ES 292, Topics in Environmental Syst. (Fall 2007) ES 295, Graduate Research. (Fall 2007) Page 9 of 11 237

Thomas (Tom) C. Harmon ES 298, Directed Group Study. (Fall 2007) ES 299, Directed Independent Study. (Fall 2007)

Spring, 2007
ENGR 199, Upper Div Individual Study. (Spring 2007) ENVE 112, Subsurface Hydrology. (Spring 2007) ES 212, Subsurface Hydrology. (Spring 2007) ES 292, Topics in Environmental Syst. (Spring 2007) ES 295, Graduate Research. (Spring 2007) ES 299, Directed Independent Study. (Spring 2007)

Fall, 2006
ENVE 10, Environment in Crisis. (Fall 2006) ENVE 20, Intro to Environ Sci and Tech. (Fall 2006) ES 295, Graduate Research. (Fall 2006) ES 299, Directed Independent Study. (Fall 2006)

Spring, 2006
ENVE 170, Contaminant Fate and Transport. (Spring 2006) ES 270, Contaminant Fate and Transport. (Spring 2006) ES 295, Graduate Research. (Spring 2006)

Fall, 2005
ENVE 090, You are what you drink. (Fall 2005) ENVE 10, Environment in Crisis. (Fall 2005) ENVE 20, Intro to Environ Sci and Tech. (Fall 2005) ES 291, Environmental Systems Seminar. (Fall 2005) ES 295, Graduate Research. (Fall 2005) ES 299, Directed Independent Study. (Fall 2005)

Spring, 2005
ES 291, Environmental Systems Seminar. (Spring 2005) ES 299, Directed Independent Study. (Spring 2005)

Fall, 2004
ENVE 110, Hydrology and Climate. (Fall 2004) ES 295, Graduate Research. (Fall 2004) ESS 110, Hydrology and Climate. (Fall 2004)

Postdoctoral Research Supervision

2005 - Present, Jason Fisher, Advisor UCLA, co-advised with Professor W. Yeh

SERVICE School/College Service

Chair, School of Engineering. (July 2008 - Present). Page 10 of 11 238

Thomas (Tom) C. Harmon Member, School of Engineering Academic Personnel Committee. (July 2008 - June 2009). Chair, Environmental Systems Graduate Group. (July 2004 - June 2009). Member, Computer Science & Engineering Faculty Search (currently 6 positions). (July 2006 - June 2008). Chair, Environmental Engineering Major. (July 2006 - June 2008). Chair, School of Engineering Academic Personnel Committee. (July 2006 - June 2008). Chair, Computer Science & Engineering Faculty Search. (July 2004 - June 2006). Member, Environmental Engineering (Air Resources) Faculty Search Committee. (July 2004 - June 2006).

University Service
Executive Committee Member, UC Toxic Substances Research & Training Program. (2003 - Present). Member, Committee on Academic Personnel (CAP). (July 2008 - June 2010). Member, Dean's review committee. (April 2009 - June 2009). Member, Executive Vice-Chancellor Search Committee. (July 2008 - March 2009). Member, UCM Laboratory Safety Administrative Advisory Committee. (2003 - 2008). Member, Committee on Academic Planning and Resource Allocation (CAPRA). (2006 - 2007). Vice-Chair, UCM Division Council. (2006 - 2007). Member, Graduate Research Council (GRC). (July 2006 - June 2007). Vice-Chair, UCM Academic Senate. (July 2006 - June 2007). Member, Undergraduate Council (UGC). (July 2006 - June 2007). Member, Coordinating Council on Graduate Affairs (CCGA). (2005 - 2006). Member, UC Faculty Welfare Committee. (2005 - 2006). Member, UC(systemwide) Committe on Faculty Welfare. (2005 - 2006). Chair, UCM Graduate and Research Council. (2005 - 2006). Member, Committee on Academic Planning and Resource Allocation (CAPRA). (2003 - 2006). Member, Privilege and Tenure (P&T). (July 2005 - June 2006). Member, Natural Sciences (Applied Math) Faculty Search Committee. (2004 - 2005). Member, Division Council. (2003 - 2005). Member, UCM Classroom Information Technology Committee. (2003 - 2005). Member, UCM Graduate and Research Council. (2003 - 2005). Member, Califronia Sea Grant 15 Year Review Committee. (2003 - 2004). Member, Coordinating Council on Graduate Affairs (CCGA). (2003 - 2004). Member, UCM Faculties Engineer Search Committee. (2003 - 2004).

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Wolfgang Fritz Rogge

University of California, Merced Environmental Engineering (209) 228-4543 Department Phone: (209) 228-4411 Fax: (209) 228-4047 Email: wrogge@ucmerced.edu Website: http://hcr3.isiknowledge.com/author.cgi?&link1=%3Cbr/%3EBrowse&link2=Results&id=5755

Education
MS, California Institute of Technology, 1989. Major: Environmental Engineering Science Dipl.-Ing., Technical University of Berlin, 1986. Major: Environmental Engineering PhD, California Institute of Technology, 1993. Major: Environmental Engineering Science

Professional Positions
Associate Professor, Environmental Engineering, University of California, Merced (2007-2010). Diesel Health Effects Working Group, Health Effects Institute. Panelist US-EPA, Human Exposure and Atmospheric Science. (2008 - Present). Member of SJVAPCD- PM Research Review Committee, Ag Tech. (2008 - Present). Member of SJVAPCD, San Joaquin Valley Ag Technical Group. (2007 - Present). Member of SJVAPCD, San Joaquin Valley Dairy Subcommittee. (2007 - Present). Status of Dissertaion Professor, Florida International University. (2005 - 2007). Status of Graduate Professor, Florida International University. (2002 - 2007). Associate Professor (with Tenure), Florida International University. (1999 - 2007). Civil and Environmental Engineering Consultant, Florida Department of Health. (1994 - 2007). Air Pollution Division Associate of the International Hurricane Research Center, Florida International University. (2004 - 2006). Panelist EPA/RTI, Hg Modeling. (2005 - 2006). Member of the EPA Particulate Organic Compound Working Group, Environmental Protection Agency Supersites, US-EPA. (2000 - 2005). Member and Co-PI, Environmental Protection Agency Particle Supersite "Baltimore". (2000 - 2005). Member and Co-PI, Environmental Protection Agency Particle Supersite "Pittsburgh". (2000 - 2005). Panelist, Environmental Protection Agency STAR "Particulate Matter Research Center'. (2005). Panel-member fo rthe NSF-IGERT-Program, Florida International University. (2004). Acting Department Chair, Florida International University. (2002 - 2004).

Awards and Honors

Haggen-Smit Prize. (2007). Highly Cited Researcher, ISI Web of Science. (2006). Dean's Special Merit Award. (2004).

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Wolfgang Fritz Rogge

TEACHING Teaching Experience University of California, Merced Spring, 2010

ENVE 20, Intro to Environ Sci and Tech. (Spring 2010)

Fall, 2009
ENVE 130, Meteorology and Air Pollution. (Fall 2009) ES 234, Air Pollution and Resources. (Fall 2009)

Spring, 2009
ENVE 20, Intro to Environ Sci and Tech. (Spring 2009) ES 295, Graduate Research. (Spring 2009)

Fall, 2008
ES 295, Graduate Research. (Fall 2008)

Spring, 2008
ENVE 130, Meteorology and Air Pollution. (Spring 2008) ENVE 132, Air Pollution Control. (Spring 2008) ES 234, Air Pollution and Resources. (Spring 2008) ES 295, Graduate Research. (Spring 2008)

Fall, 2007
ENVE 20, Intro to Environ Sci and Tech. (Fall 2007)

SERVICE University Service

Vice-Chair, Committee on Academic Planning and Resource Allocation (CAPRA). (July 2009 - June 2011). Member, Graduate Research Council (GRC). (July 2007 - June 2009).

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Anthony L. Westerling
University of California, Merced Environmental Engineering (209) 228-4099 Department Phone: (209) 228-4411 Fax: (209) 228-4047 Email: awesterling@ucmerced.edu Website: http://ulmo.ucmerced.edu/

Education
BA, University of California, Los Angeles, 1987. Major: Economics/International Area Studies PhD, University of California, San Diego, 2000. Major: Economics and International Affairs Dissertation Title: Climate Change and Variability, and the Role of Information in Catastrophe Insurance Markets Advisor: MacDonald, G. J.

Professional Positions
Assistant Professor, Cognitive Science, University of California, Merced (2006-2010). Assistant Professor, Environmental Engineering, University of California, Merced (2006-2010). Prevention Effectiveness Summer Intern, Centers for Disease Control. (1993 - Present). Air Pollution and Respiratory Health Branch, National Center for Environmental Health Assistant Project Scientist, Climate Research Division, Scripps Institution of Oceanography. (2004 - 2006). Climate Research Division Postgraduate Research Meteorologist, Scripps Institution of Oceanography. (2000 - 2004). Climate Research Division

Awards and Honors

Award for Distinguished Early Career Research, UCM Academic Senate. (2009 - 2010). Professor Anthony Westerling from the School of Engineering and the School of Social Sciences, Humanities and Arts was presented with the Award for Distinguished Early Career Research in recognition of his ground-breaking research related to climate change and wildfire management. Westerling has made presentations to the United Nations and USDA Forest Service and at congressional briefings.

RESEARCH Published Intellectual Contributions

Book Chapters Westerling, A. L., Hidalgo, H.G., Cayan, D.R., Swetnam, T.W. (2008). Warming and Earlier Spring Increase Western U.S. Forest Wildfire Activity. In D. Kennedy (Ed.), Vol. http://www.islandpress.org/ bookstore/ details.php?prod_id=1778. Island Press. (Primary author). Westerling, A. L. (2008). Climatology for Wildfire Management. Chapter 6. Vol. 79 in Forestry Sciences book series. (pp. 107-122). Springer. (Sole Author. Prior Status: In Press). Holmes, T.P., Huggett, R., Westerling, A. L. (2008). Statistical Analysis of Large Wildfires. Chapter 4. (pp. 59-77). Springer. (Co-Author. Prior Status: In Press). Westerling, A. L. (2007). Os incendios no oeste dos EEUU e o cambio climatico. Chapter 2. (pp. 33-46). EGAP. (Sole Author. Prior Status: In Press). Page 1 of 6

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Anthony L. Westerling Westerling, A. L. (2007). Los incendios en el oeste de los EEUU y el cambio climatico. Chapter 2. Escola Gallega de Administracion Publica. (Sole Author. Prior Status: In Press). Conference/Workshop/Symposium Proceedings Preisler, H.K., Westerling, A. L. (2005). Estimating Risk Probabilities for Wildland Fires. Proceedings of the American Statistical Association Joint Meeting, Minneapolis, Minnesota. Westerling, A. L., Cayan, D.R., Brown, T.J., Hall, B.L., Riddle, L.G. (2005). Antecedent Climate, Santa Ana Winds and Autumn Wildfires in Southern California. AMS Conference on Hydrology. Dettinger, M.D., Cayan, D.R., Knowles, N.K., Westerling, A. L., Tyree, M.K. (2004). Recent Projections of 21st-Century Climate Change and Watershed Responses in the Sierra Nevada. USDA Forest Service Gen. Tech. Rep. PSW-GTR-193. Conference proceeding for the Sierra Nevada Science Symposium, Oct 7-10, 2002, Kings Beach, California.. Journal Articles Littell, J.S., McKenzie, S., Peterson, D.L., Westerling, A. L. (2009). Climate and Wildfire Area Burned in Western U.S. Ecoprovinces, 1916-2003. Ecological Applications. (Secondary Author. Littell is a PhD student, McKenzie and Peterson are his advisors. Prior Status: Submitted). Bryant, B.P., Westerling, A. L. (2009). AIGIS: Areal Interpolation for GIS data. 12785. (Coauthor with student). Jaffee, D., Chand, D., Hafner, W., Westerling, A. L., Spracklen, D.V. (2008). Influence of Fires on O3 Concentrations in the Western U.S.. Environmental Science and Technology, 42(16), 5885-5891. (Secondary author; Prior Status: In Press). Preisler, H.K., Chen, Fujioka, Benoit, Westerling, A. L. (2008). Wildland fire probabilities estimated from weather model-deduced monthly mean fire danger indices (title changed during review process). International J of Wildland Fire, 17(3), 305-316. (Secondary Author. Prior Status: Submitted). Westerling, A. L., Bryant, B.P. (2008). Climate Change and Wildfire in California. Climatic Change, 87, s231-s249. (Primary Author. Bryant is my PhD student. Prior Status: Submitted). Corringham, T.W, Westerling, A. L., Morehouse, B.J. (2008). Exploring Use of Climate Information in Wildland Fire Management: A Decision Calendar Study. Journal of Forestry, 106(2), 71-77. (Primary Author (Corringham is my PhD student, Morehouse was a secondary author) Prior Status: Submitted). Jaffee, D., Hafner, W., Chand, D., Westerling, A. L., Spracklen, D.V. (2008). Interannual Variations in PM2.5 due to Wildfires in the Western United States. Environmental Science and Technology, 42, 2812-2818. (Secondary author). Spracklen, D.V., Logan, Mickley, Logan, Mickley, Park, Westerling, A. L. (2007). Wildfires Drive Interannual Variability of Organic Carbon Aerosol in the Western US in Summer. Geophysical Research Letters, 34(L16816), 40182. (Prior Status: Submitted). Preisler, H.K., Westerling, A. L. (2007). Statistical Model for Forecasting Monthly Large Wildfire Events in Western United States. J. of Applied Meteorology and Climatology, 46(7), 43.21527778. (50% author. Prior Status: In Press). Shachat, J., Westerling, A. L. (2006). Information Aggregation in a Castastrophe Futures Market. Managerial and Decision Economics, 27, 477-495. (Primary Author (norm for authorship in Economics is alphabetical order). Prior Status: In Press). Page 2 of 6 243

Anthony L. Westerling

Westerling, A. L., Hidalgo, H.G., Cayan, D.R., Swetnam, T.W. (2006). Warming and Earlier Spring Increase Western U.S. Forest Wildfire Activity. Science, 313, 940-943. (Primary Author). Shachat, J., Westerling, A. L. (2004). Information Aggregation in a Castastrophe Reinsurance Markets. Brown, T.J., Hall, B.L., Westerling, A. L. (2004). The Impact of Twenty-first Century Climate Change on Wildland Fire Danger in the Western United States: An Applications Perspective. Climatic Change, 62, 365-388. Westerling, A. L., Cayan, D.R., Brown, T.J., Hall, B.L., Riddle, L.G. (2004). Climate Santa Ana Winds and Autumn Wildfires in Southern California. EOS, 85(31), 289296. Published Abstracts Westerling, A. L., Swetnam, T.W. (2004). A Long Term Perspective on Decadal Variability in Climate and Wildfire in the Western United States. Eos Transactions AGU, Fall Meeting Supplement, Abstract B43E-04, 85. (Issue - 47). Alfaro, E., Westerling, A. L., Cayan, D.R. (2004). Climate and Wildfire in Mountains of the Western United States. Eos Transactions AGU, Fall Meeting Supplement, Abstract U51A-07, 85. (Issue - 47). Technical Reports Westerling, A. L., Bryant, B.P. (2006). Climate Change and Wildfire In and Around California: Fire Modeling and Loss Modeling.. Sacramento, CA: Public Interest Energy Research, California Energy Commision. CEC-500-2005-190-SF. Westerling, A. L. (2005). Regional Predictions of Annual Area Burned for the U.S. Forest Service: Analysis of climate-wildfire interactions and long lead forecast skill.. Web Publications Westerling, A. L. (2009). Monthly Wildfire Forecasts for California. wildfire.ucmerced.edu/forecast.

Presentations Given
Westerling, A. L., California Energy Commission, California Climate Action Team Public Meeting on California Climate Science, "Climate Change Impacts on Forestry and Wildfire," Scripps Institution of Oceanography, La Jolla, CA. (April 2009). Westerling, A. L., 2009 Climate Change Symposium, "Climate Change Impacts on Wildfire," Tahoe Science Consortium, Tahoe, CA. (March 2009). Westerling, A. L., How the West was Spun Colloquim, Wildfires in the West Forum, "Projecting Climate Change Impacts on Wildfire," Stanford University Bill Lane Center for the American West and Woods Institute for the Environment,, Stanford, CA,. (January 2009). Westerling, A. L., 2008 Fall Meeting, "Projecting Climate Change Impacts on Wildfire Probabilities," American Geophysical Union (AGU), San Francisco, CA. (December 2008). Westerling, A. L. (Plenary Lecturer), The '88 Fires: Yellowstone and Beyond, "Climate Change and Forest Wildfire in the Western U.S.," International Association of Wildland Fire, Jackson Hole, WY. (September 2008). Westerling, A. L., Fifth Annual California Climate Change Conference, "Mapping Vulnerability to Wildfire: Property Losses and Suppression Costs," California Energy Commission, CalEPA and California Resources Agency, Sacramento, CA. (September 2008). Westerling, A. L. (Keynote Speaker), Southern Sierra Science Symposium, "Climate Change and Forest Wildfire in California," Visalia, CA. (September 2008). Westerling, A. L., Seminar on Climate Change and Ecological Resources in California, "Climate Change and Wildfire in California," California Energy Commission Public Interest Energy Research Climate Change Research Program and California Department of Fish and Game, Sacramento, CA. (June 2008). Page 3 of 6 244

Anthony L. Westerling Westerling, A. L. (Presenter & Author), Preisler, H. (Presenter & Author), National Interagency Coordination Center 2008 Seasonal Assessment, "Experimental Seasonal Wildfire Forecast for California," Boulder, CO,. (April 2008). Westerling, A. L. (Keynote Speaker), Annual Awards Banquet Dinner, "Climate Change Impacts on Western Wildfire Regimes," Association for Fire Ecology, Tucson, AZ. (January 2008). Westerling, A. L., "Re-evaluation of the spring onset/fire association in the western U.S. using Phenological vs. Hydrological Indices'," American Geophysical Union (AGU), San Francisco, CA. (December 2007). Westerling, A. L., California Air Resources Board Site Visit, "Fire & Climate Research Applications for California and the West," University of California, Merced, Merced, CA, USA. (November 2007). Westerling, A. L., Spanish Royal Academy of Sciences, Fundacion Ramon Areces, Incendios forestales: lucha o adaptacion?, "Climate Change Impacts on Fire Regimes," Madrid, Spain. (October 2007). Westerling, A. L., Frontiers of Science and Engineering Seminar Series, "Climate Change and Wildfire in the West," Challenger Learning Center, Castle Science and Technology Center, Atwater, CA, USA. (September 2007). Westerling, A. L., Pacific Climate Workshop, "Climate Change and Wildfire," Asilomar, CA. (May 2007). Westerling, A. L., NOAA Regional Integrated Science and Assessment PI Meeting, Panel: Evaluating the benefits that RISAs bring to a region/set of stakeholders, Del Mar, California. (February 2007 - March 2007). Westerling, A. L., Rocky Mountain Research Station and National Interagency Fire Center Meeting, Pacific Southwest Research Station, "Suppression Cost Forecasting: Improving the Methodology," Albany, CA. (February 2007). Westerling, A. L. (Presenter & Author), Preisler, H. (Presenter & Author), American Association for the Advancement of Science Annual Meeting, Science and Technology for Sustainable Well-Being, Controversies in Forest Fire Suppression and Management, "Effects of Climate on Fire," San Francisco, CA. (February 2007). Westerling, A. L., Xunta de Galicia e Escola Galega de Administracion Publica, Xornadas Prevendo os Desastres Ambientais: Unha Reflexin Crtica, 18 January 2007, Santiago de Compostela, "A influencia da variabilidade e o cambio climticos sobre os incendios no oeste dos EUA," Galicia, Spain. (January 2007). Westerling, A. L. (Author), Swetnam, T., 3rd International Fire Ecology and Management Congress, "Climate, Forest and Fire Regime Changes in the Western US," Association for Fire Ecology, San Diego, CA,. (November 2006). Westerling, A. L., 3rd International Fire Ecology and Management Congress, Session: Advances in Fire Climatology: Using Modern and Paleofire Data to Understand Long-Term and Broad-Scale Fire Regime Changes in Western North America, "Applied Dendrochronology for Fire Management in the Western United States," Association for Fire Ecology, San Diego, CA,. (November 2006). Westerling, A. L., CIG Seminar Series, "Climate and Forest Wildfire in the Western US," Climate Impacts Group, University of Washington,, Seattle, WA. (November 2006). Westerling, A. L., Kick-back Science Seminar, "Climate Change and Forest Wildfire in the Western US," Modesto Junior College, Modesto, CA. (October 2006). Westerling, A. L., 2nd Climate Change Science Workshop, "Climate and Forest Wildfire in the Western United States: recent trends and projections," California Energy Commission, Sacramento, CA. (September 2006). Westerling, A. L. (Presenter & Author), Dettinger, M. (Presenter & Author), Hidalgo, H. (Presenter & Author), Swetnam, T. (Presenter & Author), Consortium for Integrated Climate Research on Western Mountains, MTNCLIM Workshop, "Explaining Spatial Variability in Forest Wildfire Regime Response to Warming Temperatures and an Earlier Spring Snowmelt," Mt. Hood, OR. (September 2006). Westerling, A. L., Lecture for Scripps "Desert by the Sea" benefactors, "Climate and Wildfire Research," La Jolla, CA. (August 2006). Westerling, A. L., 7th International Conference on Dendrochronology, presentation in Session 10: Applications of Dendrochronology to Resource Management, "Applied Dendrochronology for Fire Management in the Western United States." (June 2006). Westerling, A. L., National Seasonal Assessment Workshop, Western States and Alaska, "Statistical Wildfire Forecasts for 2006: transition and uncertainty," Boulder, CO. (April 2006). Westerling, A. L., NOAA Climate Prediction Applications Science Workshop: Research and Applications on Use and Impacts, "Evolving Partnerships for Integrating Climate and Forecast Information into Fire Management Planning," Tuscon, AZ. (March 2006). Page 4 of 6

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Anthony L. Westerling Westerling, A. L., Job Candidate Seminar, "Trends in Large Wildfires in Western U.S. Forests Since 1970: effects of changes in the timing of Spring," University of California, Merced, Merced, CA, USA. (March 2006). Westerling, A. L., GRD/Udall Job Candidate Seminar,, "Trends in Large Wildfires in Western U.S. Forests Since 1970: effects of changes in the timing of Spring," University of Arizona, Tucson, AZ. (January 2006). Westerling, A. L., California Climate Action Team Workshop, Scenario Analysis Subgroup, CalEPA, "Potential Impacts on Wildfire Risk," Sacramento, CA. (December 2005). Westerling, A. L. (Presenter & Author), Barnett, T. (Presenter & Author), Pierce, D. (Presenter & Author), Alfaro, E. (Presenter & Author), Gershunov, A. (Presenter & Author), Lettenmaier, D. (Presenter & Author), Climate Change Science Program Workshop, Climate Science in Support of Decision Making, "Climate Forecasts for Improving Management of Energy and Hydropower Resources in the Western U.S.," Arlington, VA. (November 2005). Westerling, A. L. (Presenter & Author), Swetnam, T. (Presenter & Author), Cayan, D. (Presenter & Author), Fire History and Climate Synthesis in Western North America, "Climate and Wildfire in Western North America," Flagstaff, AZ. (April 2005). Westerling, A. L., Fire History and Climate Synthesis in Western North America, "Linking Modern and Paleo Fire and Climate Data," Flagstaff, AZ. (April 2005). Westerling, A. L., Fire History and Climate Synthesis in Western North America, "Western North America Fire Occurrence Data," Flagstaff, AZ. (April 2005). Westerling, A. L. (Plenary Lecturer), Swetnam, T. (Plenary Lecturer), Fire History and Climate Synthesis in Western North America. Linking Modern and Paleo Fire and Climate Data (Pleanary Discussion Leader), Flagstaff, AZ. (April 2005). Westerling, A. L. (Presenter & Author), Cayan, D. (Presenter & Author), NOAA Office of Global Programs, RISA Speaker's Series, "California's Vulnerability to Climate Variability and Change and CAP's Efforts to Assist Decision Makers on Water Resources, Wildfire and Human Health Issues," Silver Springs, MD. (April 2005). Westerling, A. L. (Presenter & Author), Cayan, D. (Presenter & Author), NOAA Office of Global Programs, RISA Speaker's Series, "California's Vulnerability to Climate Variability and Change and CAP's Efforts to Assist Decision Makers on Water Resources, Wildfire and Human Health Issues," Silver Springs, MD. (April 2005). Westerling, A. L., Consortium for Intregrated Climate Research in Western Mountains, MNTCLIM 2005: Anticipating Challenges to Western Mountain Ecosystems and Resources, "Trends in Climate Since 1970 and the Response in High Elevation Forest Wildfire Regimes in the Western United States." (March 2005). Westerling, A. L., National Interagency Coordination Center National Seasonal Assessment Workshop: Western States and Alaska 2005, "Preliminary 2005 Forecast and Forecast Asssesment," Boulder, CO. (March 2005). Westerling, A. L. (Presenter & Author), Cayan, D., Brown, T. (Presenter & Author), Hall, B. (Presenter & Author), Riddle, L. (Presenter & Author), 2005 Annual Meeting, "Coastal Southern California Wildfire, Antecedent Climate, and Santa Ana Winds," American Meteorlogical Society (AMS), San Diego, CA. (January 2005). Westerling, A. L. (Presenter & Author), Alfaro, E., Cayan, D. (Presenter & Author), Dettinger, M. (Presenter & Author), Hidalgo, H. (Presenter & Author), 2004 Fall Meeting session U51A: Challenges to Mountain Water Resources and Ecosystems I, "A Long-Term Perspective on Decadal Variability in Climate and Wildfire in the Western United States," American Geophysical Union (AGU), San Francisco, CA. (December 2004). Westerling, A. L. (Presenter & Author), Swetnam, T., 2004 Fall Meeting, Session B43E: Fire, Climate, and Ecosystmes II, "A Long-Term Perspective on Decadal Variability in Climate and Wildfire in the Western United States," American Geophysical Union (AGU), San Francisco, CA. (December 2004). Westerling, A. L. (Presenter & Author), Alfaro, E., Cayan, D. (Presenter & Author), Dettinger, M. (Presenter & Author), Hidalgo, H. (Presenter & Author), 2004 Fall Meeting, U51A: Challenges to Mountain Water Resources and Ecosystems I, "Climate and Wildfire in the Mountains of the Western United States," American Geophysical Union (AGU), San Francisco, CA. (December 2004). Westerling, A. L., UCSD Environmental Resource Group Weekly Luncheon Seminar, "Seasonal Forecasts of Wildland Fire Area Burned and Suppression Costs for Fire Management Applications," UCSD Department of Economics, La Jolla, CA. (October 2004). Westerling, A. L., California Applications Program and the California Climate Change Center, Climate Research Division, Scripps Institution of Oceanography, "Assistant Project Scientist," NOAA's Office of Global Programs RISA and CDEP programs, the California Energy Commission, and the USDA Forest Service, La Jolla, CA. (July 2004).

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TEACHING Teaching Experience University of California, Merced Spring, 2010

ENVE 116, Applied Climatology. (Spring 2010) ES 232, Applied Climatology. (Spring 2010) ES 295, Graduate Research. (Spring 2010) ESS 132, Applied Climatology. (Spring 2010)

Fall, 2009
ES 295, Fire Severity Mapping. (Fall 2009)

Spring, 2009
ENVE 118, Global Change. (Spring 2009) ES 295, Climate Fire & Vegetat Interac. (Spring 2009)

Fall, 2008
ES 295, Resch Fire-Climate-Ecosystem. (Fall 2008)

Spring, 2008
ENVE 116, Applied Climatology. (Spring 2008) ES 232, Applied Climatology. (Spring 2008) ES 291, Environmental Systems Seminar. (Spring 2008) ES 295, Graduate Research. (Spring 2008) ESS 132, Applied Climatology. (Spring 2008)

Fall, 2007
ES 291, Environmental Systems Seminar. (Fall 2007) ES 295, Graduate Research. (Fall 2007) GEOG 141, Environmental Science & Policy. (Fall 2007)

Spring, 2007
ENVE 118, Global Change. (Spring 2007)

SERVICE University Service

Member, Committee on Committees (CoC). (July 2009 - June 2011). Member, Graduate Research Council (GRC). (July 2006 - June 2007).

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Robert Rice Jr. Research Scientist Sierra Nevada Research Institute University of California, Merced Merced, CA 95344-2039 Office: (209)228-4397 Email: rrice@ucmerced.edu

RESEARCH INTERESTS Snow science, hydrology, sensor networks, remote sensing, granular and particle-laden flows, natural hazards, climate impacts, and water resources. EDUCATION Ph.D. 2003 Civil Engineering, University of Utah, Salt Lake city, UT M.S. 1998 Civil Engineering, University of Utah, Salt Lake City, UT B.A. 1986 History and Economics, Hobart College, Geneva, NY TEACHING EXPERIENCE University of California, Merced-Climate and Hydrology, Field Methods in Snow Hydrology, Mt. Hydrology. University of Utah- Fluid Mechanics, Hydrology, Hydraulics, Snow Mechanics and Avalanche Dynamics, Avalanche Awareness for Backcountry Skiers. EMPLOYMENT 2007-Present: School of Engineering, University of California, Merced (Research Scientist). 20032006: School of Engineering, University of California, Merced (Postdoctoral Scholar). 1998present: Winter Alpine Engineering Corp, Salt Lake City, UT (President) 1993-2003: Graduate Research Assistant, Winter Alpine Engineering Laboratory, University of Utah, Salt Lake City, UT. 1995-1998: Avalanche Forecast Technician, Utah Department of Transportation. 1986-1988: Senior Credit Analyst, J.P. Morgan and Chase. PROFESSIONAL SOCIETIES American Avalanche Association (Prof. Member) American Geophysical Union American Meteorological Society American Society of Civil Engineers, International Glaciology Society

REASEARCH AWARDS California Department of Water Resources, Improvement of Measurements of Seasonal Snowpack, (PI: Bales, Co-PI: Rice, $200K, 2-years). National Park Service, An Assessment of Snowcover in Major River Basins of Sierra Nevada Network Parks and Potential Approaches for Long-term Monitoring (PI: Bales, Co-PI: Rice, $40K, 1-year). Senior Personnel, Quantifying Controls on Snow Distribution in the Sierra Nevada Using GroundBased and Remotely Sensed Observations Within an Ensemble Kalman Smoother , National Science Foundation. sub-award amount: $28,000, completed. Principal Investigator, Remote sensing of snow using the MODIS snow products, California Department of Water Resources. Amount: $45,000, completed. Consortium of Universities for the Advancement of the Hydrologic Sciences (CUASHI) Travel Grant for Position Paper, Mountain Hydrology of the Semi-Arid Mountain West. Roger C. Bales (UC, Merced), Jeff Dozier (UCSB), Noah Molotch (CIRES), Thomas H. Painter (NSIDC), and Robert Rice (UC, Merced). Amount: $5,000. Principal Investigator, Avalanche Hazard Reduction using the Doppelmayr Avalanche Blaster Cache and Mortar Technology, Wyoming Department of Transportation, $140,000, 2002-2004. Principal Investigator, Automation of the West Teton Pass Avalanche Closure Gate, Wyoming Department of Transportation, $50,000, 1999-2001. Principal Investigator, On-Site Investigation of Seven Sisters Avalanche Paths on Loveland Pass, Colorado Department of Transportation, $2,500, 1999. PUBLICATIONS Rice, R., Bales, R.C., Painter, T.H., J. Dozier, 2011. Snow cover along elevation gradients in the upper Merced and Tuolumne river basins of the Sierra

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Nevada in California: from MODIS and blended ground data. Water Resource Research. In review. Mizukami, N, Rice, R., Decker, R., 2008. Modeling of snow water equivalent distribution in meso-scale mountainous environments, in review. Journal of Hydrology. Rice, R., Decker, R., 2008. Unsteady hydraulic analogs to model waves, and short lived peak velocities and peak impact loads associated with snow avalanches. Journal of Multi-phase Flows. in preparation. Rice, R., and R. C. Bales (in press), Embedded sensor network design for snowcover measurements around snow-pillow and snow-course sites in the Sierra Nevada of California, Water Resources Research, doi: 10.1029/2008WR007318. Bales, R.C., Molotch, N., Painter, T.H., Rice, R., Dozier, J., Dettinger, M., 2006. Mountain Hydrology of the semi-arid western United States, Water Resources Research, VOL. 42, doi: 10.1029/2005WR004387, 2006. Rice, R., Decker, R., 2004. Modeling waves, and short lived peak velocities and impact loads associated with snow avalanches, Cold Regions Science and Technology, 41: 221-233. Decker, R., Rice, R., Putnam, S., Singer, S., 2003. Rural ITS natural hazard management on low volume roads. Transportation Research Record. 1(1819):255-259. Rice, R., Decker, R., Jensen, N., Patterson, R., Singer, S., Sullivan, S., Wells, L., 2002. Avalanche hazard reduction for transportation corridors using real-time detection and alarms. Cold Regions Science and Technology, 34:31-42. Rice, R., Decker, R., Jensen, N., Patterson, R., Singer, S., 2000. Rural intelligent transportation system for snow avalanche detection and warning. Transportation Research Record,1700:17-23. Decker, R., Jensen, N., Rice, R., 1997. Automated snow avalanche hazard reduction. International Conference on Debris - Flow Hazard Mitigation: Mechanics, Prediction and Assessment, 1997, published by ASCE, 530-539. OTHER PAPERS and PRESENTATIONS

Rice, R., R.C. Bales, P. Kirchner, K., Rittger, T.H. Painter, 2010. Canopy-adjustment of the MODIS fractional snow covered area in forest catchments in the Sierra Nevada, IAHS Remote Sensing and Hydrology, Jackson Hole, WY, September 27-30. Rice, R., R.C. Bales, M.W. Meadows, B. Kerkez, S.D. Galser, M. Anderson, D.G. Marks, A. Mazurkiewicz, J. Dozier, B.J. McGurk, 2009, Design and implementation of a snow measurement network using ground-based wireless networks and space-bore measurements in the American River Basin of California, American Geophysical Union, Abstract C33A-0504. Molocth, N.P., T.Link, S.R. Fassnacht, E. Herchmer, L. Meromy, S. Roberts, R. Rice, 2008. Determining subgrid variability in snow water equivalent surrounding operational snow stations of the Western U.S., American Geophysical Union, Abstract C21A0501. Bales, R.C., R. Rice, 2008. Blended satellite and ground-based snow products for hydrologic predictions in mountain basins, American Geophysical Union Fall Meeting, Abstract, H31J-04 Rice, R., R.C. Bales, 2008. Ground-based measurements and the robust coupling of remotely sensed measurements and hydrologic models: Californias Sierra Nevada, International Workshop on Microwave Remote Sensing for Land Hydrology: Research and Applications, Oxnard, CA., October 20-22. Rice, R., Bales, R.C., 2008. Embedded sensor network design for spatial snow cover, 2008 Western Snow Conference, Hood River, Oregon. Dozier, J., Famiglietti, J.S., Rice, R. , Molotch, N.P., K. Ritterger, T.H. Painter, R.C. Bales, 2007. Analysis of the Sierra Nevada Snowpack in the 21st Century Eos, Transactions American Geophysical Union, 88(52): Fall Supplement, Abstract C33A-01. Rice, R., Bales, R.C., Painter T.H., Dozier J. Snowcover along elevation gradients in the Upper Merced and Tuolumne river basins of the Sierra Nevada of California from MODIS and blended ground data. 2007 Western Snow Conference, Kailua-Kona, Hawaii [Best paper award]. OTHER INFORMATION Current Research Collaborators: R.C. Bales, J. Dozier, F. Liu, D. Marks, T.H. Painter, N. Molotch, S. Glaser, M. Anderson, R. Decker

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APPENDIX C EQUIPMENT

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APPENDIX C EQUIPMENT
Environnmental Analytical Laboratory Major Instruments ICP-MS ICP-OES GFAA Chromatograph Mass Spectrometer Total Organic Carbon Analyzer CHNS-O Analyzer Flow Injection Analyzer Water Isotope Analyzer Ion Chromatography

Image and Microscopy Facility Major Instrumentation FEI Quanta 200 Environmental scanning electron microscope (ESEM) with tungsten filament, backscatter detector and EDAX Genesis energy-dispersive X-ray spectrometer (EDS). The microscope controlling computer has Microsoft Windows 2000 OS, Olympus XL-Docu, and FEI Microscope controller and the EDAX EDS computer has Microsoft Windows 2000 OS, Microsoft Office 2003, EDAX Genesis 5.11, and Electron Flight Simulator JEOL JEM-2010 HRTEM High-resolution transmission electron microscope with LaB6 filament and Gatan GIF camera, Gatan HAADF Detector, and EDAX Genesis energy-dispersive X-ray spectrometer. The Gatan Computer has Microsoft XP sp3 OS, Gatan Digital Micrograph 1.9.3, and Microsoft Office 2003. PANalytical MP4 Xpert X-Ray Diffractometer (XRD) with Cu and Co sources, 15 sample automated spinner stage and environmental stage -196oC to 415oC. The XRD controlling computer has Microsoft XP sp3 OS, Microsoft Office 2003, PANalytical Xpert Data collector, and PANalytical High Score Plus. RMC Products of Boeckeler Instruments PowerTome ultramicrotome with CR-X cryo-stage attachment Support Instrumentation Optical Microscopes - Stereo-zoom microscope and compound light microscope Specimen Preparation - Equipment includes a Denton critical point dryer, Poloron E5000 sputter-coater, Denton 502A vacuum evaporator, and ultramicrotome. Remote Computing Access

Windows Remote Desktop Server Dell PowerEdge R300 Server Windows Server 2008 R2 Operating System , Quad-core Intel Xeon L5410 @2.33 GHz and 24GB RAM Linux Remote Access Servers Two 16-core (8 processor x 2 core) Sun Fire X4600 servers with 2.6GHz AMD Opteron 885 processors and 32GB RAM A 32-core (4 processor x 8 core) 1.8GHz Intel Xeon L7555 system with 64GB RAM

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File system Servers Sun Fire X4500 Server, Solaris 11 Express Operating System, 2x dual-core AMD Opteron 290 @2.8GHz , 16GB RAM, 48x 500 GB SATA Hard Disks

Backup System Sun Fire X4500 Server, Solaris 11 Express Operating System, 2x dual-core AMD Opteron 290 @2.8GHz , 16GB RAM, 48x 1 TB SATA Hard Disks 6x Coraid Etherdrive SR1520 ATA-over-Ethernet Disk Arrays each with 15x 1 TB SATA Disks

Machine Shop Facility Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Description
Belt Sander Belt Sander C N C Mill Cut-Off Saw Drill Press Grinder-drill sharpening Grinder-wire and buffing Horizontal Lathe Horizontal Lathe Horizontal Mill Horizontal Mill Tapping Fixture Tig & Mig Welder Vertical Cutting Saw

Manufacturer
Rockwell Wilton Exact Jr. Baldor Walker-Turner Baldor Delta-Milwaukee Harrison AA LeBlond Ex-Cello Bridgeport Cedarberg Miller DoAll

Quantity
1 1 1 1 1 1 1 1 2 1 2 1 1 1

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