meteorology program plan 2006 - cabrillo collegeintroductory course in meteorology to non-majors as...

Meteorology Program Plan 11/22/13

Meteorology Program Plan 2006

Photo by Dave Balogh


Meteorology Program Plan - David A. Balogh - Original Plan - Spring 1994, Revised 1999 & 2006

Note: Six Year reviews are best understood in the context of previous plans. This is a

revised and updated document. All 2006 changes are in bold throughout.

I. Background and Analysis

Meteorology is the science of our atmosphere. Almost since the founding of the country,

Americans have shown a great interest in the weather. Benjamin Franklin made many

meteorological investigations and inventions (the lightning rod, for example). The

severe weather of New England as compared to the “Mother Country” made the original

colonists very concerned about weather, and the country's agrarian roots made

understanding the weather a necessity for the common citizen.

It is rather amazing, then, to find that weather is not normally taught in K - 12 curriculum.

The average American may not understand the evening television weather person's maps,

satellite loops, and current data presentation.

Program Description

As a part of the Mission of the college, Cabrillo has a long tradition of offering an

introductory course in Meteorology to non-majors as an alternative course in science

which satisfies the natural science requirement (with laboratory ) to those who wish to

become "Weatherwise".1 Due to student demand, an articulated program for those who

wish to continue (transfer) toward a degree in Meteorology has been offered since 1994.

Profile of Meteorology Courses.

1999 2006

Meteorology I 100 seats / year 140 seats / year

Meteorology IL.

Laboratory 30 - 60/ year 70/year

Total 130 - 160 seats 210 seats

Those majoring in Meteorology usually begin their formal training at the Junior level, and

students are assumed to have finished Freshman and Sophomore Chemistry, Physics, and

Mathematics through Calculus. Cabrillo's catalog clearly points out these requirements to

prospective majors in Meteorology.

1 “Some are Weatherwise, some are otherwise.” Ben Franklin


Relationships

The department operates a Weather Station which collects weather data every hour, 24

hours a day, year around. These data is available to all, both to the college and to the

community. See Appendix 1.

Virtually all colleges which teach Meteorology have an introductory survey course for

non-majors for science credit in the general education part of their programs. San Jose

State University is such a school and also offers Meteorology degrees through the

Masters. Some universities have only graduate schools of Meteorology such as the

University of Arizona at Tucson, where B.S. graduates of other universities can attend.

Vocational Programs at the A.A. Level

There are jobs at the technical level for weather observers. These are career positions and

are mainly with the federal government, both military and civilian (e.g., National Weather

Service, NOAA). The various branches of the military have special schools for weather

observers within the enlisted ranks. Officers usually are graduates of Meteorology

programs with B.S. or higher degrees. Most of the jobs at the National Weather Service

are filled by ex-military trained observers, but some are filled directly from self educated

or college trained (but usually not degreed) students who have had courses in the subject.

One obvious other vocational area is that of Weathercaster on the television or radio. It is

a surprise to some to hear that the majority of Weathercasters are not graduates of

Meteorology programs, and in fact may be self-taught. It is also interesting to note that

the highest wages paid in the field (in some cases in the six figures per year) are for

Weathercasters. Those Weathercasters who have the American Meteorological Society

(AMS) Seal of Approval must have degrees in the subject and be evaluated by the AMS

before the use of the seal is granted. Two television stations in San Francisco have AMS

Weathercasters, and there is one in the Central Coast.

At Cabrillo, Meteorology Lecture is often recommended to students in the Fire

Technology Program. The department also provides guest lectures to other

interested classes, most recently to the Environmental Science class (ES 10). We are

also interested in offering guest lectures in the Horticulture Program classes if

requested.

Meteorology at Cabrillo vs. Other California Community Colleges

Administrative Placement:

Most Meteorology classes at community colleges and universities without separate

Meteorology Departments are placed within the Geography Department. This is the practice

at Cabrillo.


Meteorology Instructors:

Currently, one half of Meteorology courses are taught by adjunct faculty. In 1999,

David Balogh had reassigned time for duty with the Faculty Senate and did not teach

Meteorology courses. Since the last program plan, Meteorology lecture and

laboratory have been added to the offerings at the Watsonville Center. Aptos classes

are taught by D. Balogh and J. Chu teaches at Watsonville.

Articulation

Meteorology I and Meteorology Laboratory are transferable to the UC and CSU systems

Comparison Summary Meteorology as taught at Cabrillo conforms to the subject as taught at other community

colleges in California. The department has kept current with other institutions while still

offering unique ways of teaching the discipline as described in the next section.

Meteorology Laboratory The Meteorology Department decided to make the Laboratory in Meteorology optional,

based upon the student's need to take the laboratory. If it is necessary for a student to take

a laboratory science course, the separate one unit Meteorology Laboratory could be taken

any time prior to transferring to another college. This offers considerable latitude to a

student, particularly if they are unsure of which transfer college will be chosen for their

continued education.

Teaching the Laboratory this way also allows us to serve the large number of students

who wish to take the lecture course, and offer fewer total seats in Laboratory. At the

current budget allocation we could not offer enough seats in Meteorology if the

Laboratory were required of all students who take the course.

Costs 1998 - The WSCH/FTEF (Load) calculations are 737 for Meteorology, as compared to

462 for the college. 2006 - I computed the average Load for the 5 year period from

1999 to 2004. The WSCH/FTEF (Load) for Meteorology was 916 while the college

average was 522. Meteorology is therefore nearly twice as productive as compared

to the college average for these five years. (Appendix 3) The program is and has

always been very cost effective.

Program Base Expenditures (Appendix) need to be understood in the context that

Mr. Balogh (full-time, tenured) instructor was not teaching Meteorology until 2000-

01, thus the dramatic increase in costs beginning that year.

Student Success Student Learning Outcomes SLOs for meteorology include an assignment in using a sling psychrometer. Students in

the Meteorology classes are active learners and demonstrate this outcome by learning the

theory and then measuring the environment thus confirming the theory in their own

observation. This method of instruction helps students to better retain the basic scientific

information. In the case of the sling psychrometer experiment the students own written


analysis of the data gathered and their conclusions regarding the relationship between

humidity and temperature is a case in point. Improvement of this SLO will result when

each student can conduct the experiment personally, rather than in a group of five or

more, thereby gaining more experience with the device and writing up the results in the

laboratory manual individually.

Several Cabrillo students have gone on to earn degrees in the Atmospheric sciences and

have done so after first being introduced to the science after attending our survey course

for non-majors. Please see Appendix 4 for one example of “Student Success”.

Meteorology has a retention rate of 84% (89% for the five year period 1999-2004),

slightly higher than the college as a whole.

The success rate in 1998 was over 80%(81% for the five year period 1999-2004).

Student Reaction to Meteorology Offerings

Survey Results are in the Appendix of the submitted document.

Decision to take Meteorology

When asked why they took a course 87% of students in 1994 did so because it was listed

in the Class Schedule. In, 1998 64% said that they took the course because it was a

Program Requirement, and in 2005 62% said the same. Students took the course for a

multitude of reasons, the most common being recommendation from others and because

the course satisfies a transfer requirement.

Course Analysis

Opportunities for advisement by Meteorology faculty and by the counselors are judged

satisfactory. Workload was judged to be appropriate by 73% in 2005 and 79% in 1999.

Fairness in grading has been judged by 58% to be good to excellent. Most felt that

students were evaluated sufficiently. Teaching quality was rated good (46%) to excellent

(49%). Most of the students like the course as well (88% rated it good to excellent). Over

the years, 85% to 91% of students agreed that the course followed the course outline. A

majority felt that oral communication was frequently part of the class; 81% felt that there

was never a gender bias on the part of their instructor; and 73% felt that critical thinking

was either occasionally or frequently required of them.

Demographic Data

Students taking Meteorology are nearly evenly split between male and female. As high as

45% (in 1994) were in the 21-35 year old age range, but this has dropped to 32% in 2005.

An increasing number (45%) are tking a full academic load (12-15 units) in the latest

survey, as opposed to 39% in 1994 and 38% in 1998. While 51% of the students

surveyed indicated that come only in the daytime, that dropped to 31% in 1998 and to

32% in 2005, although 68% indicated in 2005 that they would prefer to come only in the

daytime. In 1994, 88% of the responders were high school graduates (Fresh/Soph years),

but this dropped to 81% in 1998 and to 72% in 2005. Most (75% in '94) are in only one

Meteorology course; 25 % are enrolled in both Lecture and Laboratory in 1998, and this

number is similar in 2006 since there are only 2 courses available.


II. Program Directions and Recommendations

Curriculum Changes

Based upon our analysis of other institutions, there are few changes anticipated in our

curriculum in the next 6 years. At this time we see no changes in either program

requirements or pre-requisites. We will be keeping in touch with four year colleges to

be sure that we continue to teach comparable material in transfer courses.

Our course outlines, relevant Web pages, and other course information are on the Cabrillo

Server at http://www.cabrillo.edu/academics/metgeo/ Please See Appendix 5 “Useful

Web Pages” used to help determine curriculum relevance.

Instruction

2006. The World Wide Web provides near actual time data for the Meteorology

Class. The availability of a Web connection in the classroom has been critical to

improving instruction.

A new innovation in teaching in an effort to improve student success began in Fall of

2005, with some class lectures recorded on DVD and made available to students in

the Swenson Library.

1999 Program Plan -- Assisting Students having difficulty in Meteorology

Due to the large class size, and considering that some students are not prepared for

reading and note taking at the college level, the department has consulted with

Diane Davis of the Reading Center. Reading 106 is recommended to students who

wish to study in groups.

We may consider offering Honors Credit to students who will organize and run

study groups for their peers during the semester. Each year the department

provides names to the tutorial center of students who have passed the class with

excellent grades.

2006: Most regrettably, due to budget cutbacks, there is no longer tutorial help

available to students in Meteorology. The department strongly feels that these

services need to be reinstated to improve student success in this program.

Supplies

The amount of supply funds was inadequate, the weather station needs to be provided

with access to the Internet and we need to purchase software and hardware to allow our

data to be accessible to students on the World Wide Web. (1998). We are pleased that

in 2006 some of these needs are now met. Supply funds are still inadequate, but the

new weather station is now Web based.

http://www.cabrillo.edu/academics/metgeo/


Staffing

2006. Current and past enrollments indicate that the current staffing levels are

adequate. It should be noted that the current full time Geography/Meteorology

instructor may retire during the next six years.

Facilities

By 2006 all of the facilities issues listed in the 1999 program have been adequately

addressed. Classrooms have multimedia capability, Web assess is provided, and the

new Horticulture classroom 5005 is an excellent learning environment for

Meteorology students. Watsonville Center classrooms are state of the art also. The

department is very pleased with the current facilities. The new weather data

recorder, located in the Horticulture facility, provides current weather data, Web

camera view of weather over Monterey Bay, and one year’s worth of data is

downloadable from the Web site. The department wishes to acknowledge the

support of former college President John Hurd for his support in funding for this

facility.

Although this is not part of the instructional program, as a community service the

department would like to suggest that a similar weather station be installed at the

Watsonville campus. The equipment (including Web camera) would cost about

$8,000. Cabrillo is often mentioned on local television stations who report on our

weather data as part of the service. The Web camera could show the Plaza from the

roof of the campus buildings. This would be good marketing strategy for the college.

The instruments above Rm. 5005 The “readout” inside of Rm. 5005

Excerpts from 1999 report for comparison

Improve facilities in Meteorology teaching, especially those outlined in the faculty

responses (Appendix) for room 435. Finish making Rm. 435 a multimedia

classroom with World Wide Web access.


Consider making Rm. 432 a multimedia classroom. Cost: $ 8-10,000. This is a more

appropriately sized room for a 30 seat laboratory class, than Rm. 435 (75 seats). Also needed are

demonstration table, projection television equipment, and storage space.

In addition to classroom facilities, the Weather Station (Rm.400) needs the

continued support of the college. The building is in need of repair. There are costs

involved in its maintenance and operation. The data collected are very valuable to

the Meteorology program, to other departments on campus, and to the community.

Future plans may include a move to the new Horticulture facilities which have a

better exposure for wind data collection.}

Recommendations

In order to meet the needs of students during the next six academic years and better

insure their success in learning the following recommendations are:

1. Increase the supply budget to $600 per year. ($350 to be used for purchase of

sling psychrometers. Please see the Assessment Analysis Form included in

this report) (maintenance of program)

2. Replace the $700 per year budget category eliminated in 2003 for professional

services to maintain the automated weather station in the Horticulture

Building. (maintenance of program)

3. Provide Tutorial assistance for students in the program. Est. cost $500/yr.

(student success; improved transfer)

4. A (campus wide) testing service (center) to allow all students to take missed and

for distant learning course examinations. (Obviously needed to increase

Student Learner Outcomes) Est. cost this program only-$500/yr.

5. Use some outdated (surplus) PC’s to provide Java screens to show real time

weather data for Cabrillo College. Set them up in places where students pass

by often. Examples: the Library and Student Center both in Aptos and

Watsonville. (See example on following page). Est. cost $200/yr. set up time

fees if surplus equipment is available.


This is a screen shot of the Cabrillo College AWS real time display which would be

on these computers wherever they may be placed:

The Java Web Page Provided by AWS to Cabrillo.


Summary Many students who wish to satisfy their general education requirements in science prefer

courses which they feel are relevant to their needs as educated citizens. Cabrillo has

offered Meteorology for these non-science majors for over 30 years. The course has been

very popular.

Meteorology is the systematic study of the dynamics of the earth's atmosphere. It is a

branch of applied mathematics. Students who wish to transfer into programs leading to

the Bachelor's Degree must be prepared to take advanced mathematics and science

courses at Cabrillo. Over time a number of students who took our introductory course

have gone on to major in Meteorology. In order to serve transfer students, the Cabrillo

College Catalog now lists Meteorology as a Program with articulated requirements to

transfer institutions.

Cabrillo maintains a Weather Station for the college and community. It is important to

continue this program of instruction and community service in the future.


Appendix I

Meteorology Program History

The subject was taught before 1972 as an evening offering with an hourly instructor from

San Jose. In that year David Balogh was hired to teach Geography at Cabrillo and began

to offer meteorology in the daytime. Meteorology Laboratory was added to the

curriculum later as a separate course.

In 1973 the college was approached by the then tri-county Air Pollution Control District

(APCD) to provide an air sampling station on the college campus. An agreement was

reached whereby the APCD would provide funds for materials and the Cabrillo

construction technology program would provide the labor to build the Atmospheric

Surveillance Station (building 400) above and next to the 400 building on the campus.

For the next seven years the building was shared by the APCD and the Meteorology

department. We provided data to each other and with the required (by Cabrillo) glassed

in north wall students were able to see and read the output of the data collected on

campus. The APCD was required to move their sampling station to Live Oak after about

seven years, due to the fact that the air at Cabrillo was not as indicative of urban air

quality as was that of Live Oak. This was taken to mean that the air at Cabrillo was not

as polluted as Live Oak's because of the higher elevation of the college and its free access

to the prevailing southerly sea breeze. Our location gives the college much cleaner air

than that of the Live Oak area. Since that time, the Meteorology program has continued

to collect weather data, which is available to anyone at the college and in the community.

Beginning in 1985 we installed and have maintained data collected every five minutes

(288 samplings per day) when the power is on. The data are used by the Meteorology

program and many others as well; this is the only facility of its kind in the county of Santa

Cruz. This facility is run and maintained by David Balogh. There is no specific

operating budget for the facility.

In 2004, the new weather station opened in the Horticulture facility. It is a state of the art

weather data facility, which provides current and past weather information to the college

and community. It can be accessed at:

http://www.aws.com/wx.asp?id=apts1

View from the Cabrillo College Web Camera

http://www.aws.com/wx.asp?id=apts1


Appendix 2

Faculty Concerns (1994-98) 2006 in Bold

Summary of Faculty Survey

1. We need a laboratory demonstration table with water, gas, and sink as well as more

laboratory equipment and proper storage in Rm. 435. 2006 Facilities are now adequate

to serve the current course offerings.

2. We should have special forums and guest speakers on topics related to current events.

3. More field exercises are needed. The students need to get beyond the classroom to

study the subject better.

4. Instructors should be able to "roll over" their $100 per annum professional meeting

budget so that one could afford to go to a meeting at least once in five years. 2006 this is

now a practice at Cabrillo.

5. Cabrillo College needs a testing facility for students who cannot take their

examinations when given to the entire class. There are numerous reasons why this

happens, but in order to adequately measure student success, it is necessary to

measure knowledge of a subject, not how well a student does under stress. This is a

common problem at Cabrillo. Some departments, such as Mathematics and English

have facilities which can address this issue, but the rest of the college departments

do not.

6. Due to budget cuts, there are no longer tutorial services for students in

Meteorology. The affects on student success is noticeable and frustrating to both the

students and faculty.

7. In 2006, we propose that the Cabrillo Home Page http://www.cabrillo.edu/ adopt

a Horticulture-site weather station display.

8. In 2006, we propose in-campus three dedicated display screens. They could be

located in the library, the building 100, the student center (for more local weather

watchers.) In addition, we can set up a similar system to the Cabrillo Watsonville

Center with two displays; one is in the Center, the other one is in the Watsonville

City Hall.

http://www.cabrillo.edu/


Appendix 3

Data


Appendix 4

An Example of Student Success

TO: Dave Balogh

FROM: Dave Bilyeu

RE: Former student of yours

I posted a little note about weather in Santa Cruz last week to the weather list WX-TALK.

A girl named Megan McKay saw my posting and personal address and sent me mail. One

of the delights of the Internet is in meeting people electronically and striking up

conversations. Anyway, what follows is her last note to me which came this morning,

and I thought you might be interested in the paragraph I marked. If you want to send her

a message back - I can arrange that.

Hi David,

What are you doing at Cabrillo? You mentioned something about a

grant from NSF to get the "college connected." Does that mean a

computer network!

A weather network? I'm a bit surprised to hear that Cabrillo wouldn't

be hooked up computer-wise already.

So you are already in contact with Dave Balogh? I still remember his class... it was the

beginning of my 'career', or at least my school career so far. I doubt that he would

remember me, but I did really well in his class quite a few years ago. You might tell

him that I ended up going to Davis, and majoring in Atmospheric Science, and then on

to graduate school here at the UW-Madison for my masters (same field). I know that if

I were a teacher I would always wonder about "my" students and where they end up.

I rather like Madison, but I really miss the "early" springs in Calif. just don't like waiting

until the June for spring!! I want it in mid March. It finally is warming up... we are

already at mid to upper 20's this morning with sunshine! It might just make it up to 40,

though yesterday it was also suppose to be upper 30's and didn't make it to 30. At least

everything at the moment it nice and white from the foot or so of snow we got last

week.


Appendix 5

Some Useful Web Pages

I. How to compare course offerings within the California Community Colleges

http://www.curriculum.cc.ca.us/ State Senate Curriculum page. Has some up-to-date

course outlines of courses at California Community Colleges

II. How to find out what the transfer institutions are doing

http://www.csuchico.edu/syllabi/GEOG.html

This is Chico's Geography Department Syllabi Page, it is an example of how to find

course information from the CSU System. One can call up and download current course

information.

http://www.excite.com/education/universities_and_colleges/fields_of_study/science/earth

_sciences/atmospheric_sciences/

A useful site to contact many colleges and universities

http://info.sjsu.edu/web-dbgen/catalog/departments/METR.html

The San Jose State University Meteorology Dept Home page

http://geography.berkeley.edu/ University of California, Berkeley, Geography Home

Page

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml Recent instructional modules

from the University of Illinois

III. Professional Societies have useful information and contacts for jobs and

vocational programs

http://www.ametsoc.org/AMS/pubs/careers.html#CHALLENGES Meteorological

information on careers and preparation (The AMS)

http://www.curriculum.cc.ca.us/

http://www.csuchico.edu/syllabi/GEOG.html

http://info.sjsu.edu/web-dbgen/catalog/departments/METR.html

http://geography.berkeley.edu/

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml

http://www.ametsoc.org/AMS/pubs/careers.html#CHALLENGES


Assessment Analysis Form

Use the form below to summarize the results of the department meeting in which you discussed the core competency assessment process or the assessment of course SLOs. Append this form to your Instructional Plan and incorporate the results into the narrative of your plan. Department

Meteorology

Meeting Date

February 4, 2005

Number of Faculty/Staff in Attendance

3

Number of Faculty/Staff sharing Assessment Results

3

Core Competency or Course SLOs measured

Global Awareness - Experiments

Assessment Tools (Give examples of major assignments your faculty/staff used to measure the competency or course SLOs)

Humidity Field Experiment

(a common experiment in all Met. 1 L classes)

Assessment Results (Summarize the overall results of your department What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved?

The students learned from the hands on use of the

sling psychrometer to measure wet and dry bulb

temperatures. For some students this was the first

time they had the opportunity to use Meteorological

equipment to measure weather elements. The students

were successfully able to use the equipment properly

and safely in varied locations. They verified theory

and provided written analysis of their findings in the

laboratory manual.

Due to a lack of available psychrometers, students had

to work in groups, rather than individually and their

hands on operation of the equipment was limited. Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were

o State goals or objectives of assignment/activity more

explicitly

o Revise content of assignment/activities

o Revise the amount of writing/oral/visual/clinical or

similar work


revealed by the assessment. How might student performance be improved?

o Revise activities leading up to and/or supporting

assignment/activities

o Increase in-class discussions and activities

o Increase student collaboration and/or peer review

o Provide more frequent or more comprehensive

feedback on student progress

o Increase guidance for students as they work on

assignments

o Use methods of questioning that encourage the

competency you measured

o State criteria for grading more explicitly

o As an instructor, increase your interaction with

students outside of class

o Ask a colleague to critique assignments/activities

o Collect more data

o Nothing; assessment indicates no improvement

necessary

o Other (please describe)

o Provide each student in the class (about 35) with a

psychrometer to use.

Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)

o Offer/encourage attendance at seminars, workshops or

discussion groups about teaching methods

o Consult teaching and learning experts about teaching

methods

o Encourage faculty to share activities that foster

competency

o Write collaborative grants to fund departmental

projects to improve teaching

o Purchase articles/books on teaching about competency

o Visit classrooms to provide feedback (mentoring)

o Create bibliography of resource material

o Have binder available for rubrics and results

o Analyze course curriculum,, so that the department

can build a progression of skills as students advance

through courses

o Nothing; assessments indicate no improvements

necessary

o Other (please describe)

o Use some of our instructional supply funds to

purchase more psychrometers over the next five

years.

Priorities to Improve Student Learning (List the top 3-6 things

Provide appropriate numbers of sling psychrometers.


faculty/staff felt would most improve student learning)

When possible, adjust the teaching course outline to do

this experiment on a sunny day when experiment

results will be more varied and the assignment more

meaningful.

Attempt to have discussed the Latent Heat of Water

and its ramifications in the lecture class prior to

attempting this laboratory exercise.

Implementation (List the departmental plans to implement these priorities)

Purchase additional sling psychrometers at the rate of

5/ year ($350) until there are at least 40 on hand.

There are currently 5 on hand, and we teach

Meteorology Laboratory in both Aptos and

Watsonville. Each Laboratory has about 35 students.


Timeline for Implementation (Make a timeline for implementation of your top priorities)

At the rate of 5 instruments per year, assuming no

broken equipment, we will have a sufficient number of

instruments in 6 years.


Addendum Graphics

Meteorology

Prioritization of Fund Request (2006 Plan)

In order to meet the needs of students during the next six academic years and better

insure their success in learning the following priorities in order are:

1. Purchase additional sling psychrometers at the rate of 5/ year ($350) until there

are at least 40 on hand. (Maintenance of program) See also Geography Plan.

Cost $350/ year for 5 years.

2. Increase the supply budget to $600 per year. (maintenance of program)

Cost $600/Yr

3. Replace the $700 per year budget category eliminated in 2003 for professional

services to maintain the automated weather station in the Horticulture

Building. (maintenance of program)

Cost $700/Yr

4. Provide Tutorial assistance for students in the program. Est. cost $500/yr.

(student success; improved transfer)

Cost $500/Yr

5. A (campus wide) testing service (center) to allow all students to take missed and

for distant learning course examinations. (Obviously needed to increase

Student Learner Outcomes) Est. cost this program only-$500/yr.

Cost $500/Yr

6. Use some outdated (surplus) PC’s to provide Java screens to show real time

weather data for Cabrillo College. Set them up in places where students pass

by often. Examples: the Library and Student Center both in Aptos and

Watsonville. (See example on following page). Est. cost $200/yr. set up time

fees if surplus equipment is available.

Cost $200/Yr

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