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Catalog Description Formerly known as ENGL 0001A Prerequisite: Placement as determined by the college’s multiple measures assessment process Hours: 72 lecture Description: In this course, students receive instruction in academic reading and writing, including writing processes, effective use of language, analytical thinking, and the foundations of academic research. (C-ID ENGL 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Read analytically to understand and respond to diverse academic texts. CSLO #2: Compose thesis-driven academic writing that demonstrates analysis and synthesis of\\nsources as appropriate to the rhetorical situation. CSLO #3: Demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading\\nwritten work. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Read analytically to understand and respond to diverse academic texts.  Compose thesis-driven academic writing that demonstrates analysis and synthesis of sources as appropriate to the rhetorical situation.  Demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading written work. Analyze stylistic choices in their own writing and the writing of others. Find, evaluate, analyze, and interpret primary and secondary sources, incorporating them into written essays using MLA documentation format. Use style, diction, and tone appropriate to a diverse academic community and the purpose of the specific writing task; proofread, edit, and revise essays so English grammar, usage, or punctuation do not impede clarity. General Education Information Approved College Associate Degree GE Applicability AA/AS - English Composition AA/AS - Reading Skills AA/AS - Writing Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A2 Written Communication Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 1A - English Composition IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1A English Composition Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Example 1: In small group or full-class discussions, students will be evaluated on their accuracy in synthesizing information from multiple assigned readings via oral feedback. Example 2: In small groups or full-class discussions, students will be evaluated on their accuracy in identifying rhetorical modes in student and professional writing via oral feedback. Essay Examinations Example: Example 1: Students will choose and narrow a topic related to a contemporary issue and write an argument developed in a full-length essay with a clear sense of audience and purpose using information technology research. Essays will be evaluated for logic and critical thinking via a common departmental rubric shared with students. The rubric requires the assessment of A) awareness of audience (as determined by academic appropriateness of topic, academic use of tone and language; B)logical progression of ideas, including transitional elements; C) thorough development of ideas, including explanations, reasoning, evidence and support, and effective use of rhetorical devices. Example 2: Students will write various essays throughout the semester (analysis, comparison/contrast, definition, etc.) using academic conventions of punctuation, grammar, MLA documentation. Student essays will be evaluated via departmental rubric for appropriate use of academic conventions including grammar, punctuation, usage, in-text citations, and MLA documentation. Objective Examinations Example: Example 1: Students will read and annotate the essay, "Are Colleges Worth the Price of Admission?" by Andrea Hacker and Claudia Dreifus. In a written exam, students will identify claims and bias. Students will be evaluated by reading quizzes that assess the students' comprehension of ideas, identification/recognition of bias in reading material, and skill in inference. Example 2: Students will bring draft copies of essay to class. Based upon readings and lectures on revision, students will work in peer groups to provide feedback on drafts to include suggestions and questions for the author about better organization, development of ideas, use of logic, use of language, awareness of audience, and academic conventions. Via written comments in peer response groups, students will be evaluated on the quality of their comments on student drafts in regards to logic, critical thinking, structure/organization, development of ideas, documentation, and academic use of language. Skill Demonstrations Example: Example 1: In the textbook, They Say/I Say, students will read chapter 3, "The Art of Quoting" and annotate it. After class discussion and practice, students will include quoted material in their next essay that demonstrates their understanding of 1. reasons to quote vs. paraphrase; 2. why and how to provide signal phrases in introducing quoted material; 3. why and how to provide in-text citations. In quizzes, presentations, or essays, students will be evaluated on the effective use of signal phrases in in-text citations. Example 2: Students will write a works cited page to be included with each essay that includes source material. The works cited page will be formatted according to MLA guidelines. In quizzes, presentations, or essays, students will be evaluated on proper application of MLA documentation in a Works Cited page. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will organize or lead library tour and lecture on data bases, including EBSCOhost, Gale, JSTOR, etc. Students will search databases and practice saving and sending information and creating appropriate citations. Instructor will lecture on rhetorical modes. Students will use various and appropriate rhetorical modes to meet audience and purpose in their essays. Distance Learning Instructor will write and post Discussion Board questions eliciting analysis and critique of the logic in assigned reading. Students will identify logical errors and explain pattern of thought in assigned reading. Instructor will set up and monitor peer review/editing groups in Canvas. Students will work with online partners to revise and edit drafts of essays. Typical Out of Class Assignments Reading Assignments Example 1: 1. Read "Women and Work." Look over questions 1 and 2 following the essay and consider the following as well: - As far as you can tell from the essay, what does Lesueur seem to see as the essential value of work? To what has she devoted herself, and why? What does she get out of it? - What issues or concerns does Lesueur's essay illuminate? To what extent does her essay reflect your experience or the experience of others, given the time frame in which she wrote? - What objections might you have to her essay, if any? - What do you think Lesueur would think of Franklin's essay? 2. Respond briefly to the following assertions (do you agree or disagree): - Your work should have social and political value. - All work should be or can be fulfilling. 3. Free write briefly on the following: - What is the origin of your attitudes toward work (or your ideas about it)? - How do your experiences of work and your views about it compare to those of the writers you have read so far? - What conclusions can you draw from your thoughts and experiences: - a) about your views and about the specific work you’ve done; - b) about work as a concept or fact; - c) about the social value, impact, or significance of work Example 2: 1. Read "Work Union," and "Behind the Counter." Then respond briefly to the following questions: - What do you think of Gilb's argument in "Work Union"? How does your own experience help to create this response? - Is Gilb's essay fair? - What is your response to Schlosser's essay? What seems to be his central point? (If you've ever worked in a fast food restaurant, does the essay accurately describe your experience?) - Look over question 4 following Schlosser's essay; how would you answer it, and why? Writing, Problem Solving or Performance Example 1 1. Read "'By Means of the Visible' . . . " Although the essay is somewhat dense, as you read it, consider what Mitchell Stephens says about the effects of images--in some cases their limitations, in others, their value. In the process of his argument, he also takes you--quickly--through controversies, assertions, and examples taken from history and current media. After you read the essay, look over questions 1-6 following the essay and then do the following: - Bring to class, from whatever source, one sample of an image connected to text (e.g., a picture of a street in 19th Century New York along with the accompanying text). To what extent does Stephens' exploration help you to look at the relationship between images and ideas, as well as words and ideas - Respond to the following statement in writing: we have no true ideas apart from words? What would Stephens say? What do you think? Why? - What were your reactions to the essay? Why did you think the way you did? What role do images play in your understanding of your experience? 2. Look at any one photograph or other image (not photographs of you, your family, or your friends) and consider it in Plato's terms: how might it "hide" truth? In what ways isn't it "real"? 3. Then, look at it in other ways: to what does it refer? What meanings does it suggest? Does the image get at something "real" (social, cultural, scientific, etc.), something important for us to understand? Example 2: 1. Read "Crimes against Humanity." The introduction to the essay makes clear what its central concerns might be, and the essay itself is fairly direct. In any case, consider the questions #'s 1, 3, and 6 following the essay and then respond to the following: 2. Write a brief statement addressing the following questions: what are the thesis and major arguments of Churchill's essay? 3. Write down your own response to the essay. You may want to consider the following questions as you think of your response: - What do you think of Churchill's arguments? Why? - Do the arguments make sense? - Do you accept his conclusions? - Even if you have doubts, how well does he make his case? 4. Consider other stereotypical images (not simply racial, but occupational, economic, etc.) and briefly note down how these stereotypes are like or unlike those described in Churchill's essay. Do these other stereotypes support Churchill's argument? 5. Distance education students will post papers to the class discussion board and critique the posts of their papers. Other (Term projects, research papers, portfolios, etc.) 1. Write a minimum of four major papers, of which at least one includes research and requires the selection and evaluation of sources, plus shorter writing assignments which will include one or more of the following: reading responses, in-class assignments, journal entries, shorter full-process essays, and essay or short answer exams. Required Materials Just Mercy Author: Stevenson Publisher: Pearson Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: They Say, I Say: The Moves that Matter in Academic Writing Author: Graff and Birkenstein Publisher: W.W. Norton Publication Date: 2024 Text Edition: 6th Classic Textbook?: OER Link: OER: A World of Ideas Author: Lee Jacobus Publisher: Bedford/St. Martin's Publication Date: 2019 Text Edition: 11th Classic Textbook?: OER Link: OER: A Writer's Reference Author: Hacker, Diana Publisher: Bedford/St. Martin's Publication Date: 2020 Text Edition: 10th Classic Textbook?: OER Link: OER: Reading Critically, Writing Well Author: Axelrod and Cooper Publisher: Bedford/St. Martin's Publication Date: 2019 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of CHEM A or equivalent with grade of "C" or better; and completion of MATH D or MATH G with grade of "C" or better, or placement by matriculation assessment process, or equivalent; and satisfactory score on the Chemistry Placement Examination Advisory: Eligibility for ENGL C1000 strongly recommended Hours: 162 (54 lecture, 108 laboratory) Description: Introduction to the general principles of chemistry with emphasis upon quantitative relationships. Properties of matter related whenever possible to present concepts of atomic structure and to the periodic table. Includes atomic structure, the mole concept, gas laws, stoichiometry, redox, states of matter, solutions, and an introduction to modern theories of chemical bonding through related lecture and laboratory exercises. Students enrolling in CHEM 1A after having completed CHEM 3A will lose credit for CHEM 3A. Note: Not open to students who have completed CHEM 3B. CHEM 1A/1B sequence may be started any semester. (C-ID CHEM 110) (combined with CHEM 1B, C-ID CHEM 120S) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Demonstrate proficiency in solving problems and analyzing data related to chemical formulas and stoichiometry. CSLO #2: Demonstrate proficiency in solving problems and analyzing data related to thermodynamics. CSLO #3: Demonstrate proficiency in solving problems and analyzing data related to atomic and molecular structure. CSLO #4: Demonstrate proficiency in solving problems and analyzing data related to states of matter. CSLO #5: Demonstrate proficiency in scientific communication. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 162 Outside of Class Hours 108 Total Student Learning Hours 270 Course Objectives Given a periodic chart, an ion chart, a strong and weak electrolyte chart, and a calculator, students will perform the following on written examinations, on laboratory exercises, or in laboratory experiments: Lecture Objectives: 1. decide if a given change is a chemical change or a physical change; 2. convert within the metric system and between English and metric systems; 3. calculate numerical problem answers in proper scientific notation and to the proper number of significant figures using dimensional analysis; 4. calculate the numbers of protons, neutrons, and electrons for given atoms and ions; 5. solve problems involving atomic number, mass number, and numbers of protons, neutrons, and electrons; 6. compute the percent abundance or average atomic mass of an element; 7. solve problems involving grams, moles, and particles; 8. calculate the percent composition of a given compound; 9. determine the empirical and/or molecular formula for a given compound from the given composition; 10. Determine the chemical formulas for given chemical names, determine the chemical names for given chemical formulas; 11. construct balanced chemical equations; 12. construct ionic and net ionic equations; 13. solve the oxidation states for given chemical formulas; 14. solve stoichiometry problems involving grams, moles, and particles; 15. solve stoichiometry problems involving a limiting reagent; 16. solve problems using molarity; 17. solve stoichiometry problems involving molarity; 18. solve problems involving specific heat, mass, and temperature; 19. solve stoichiometry problems involving enthalpy; 20. compute the enthalpy of reaction by combining other equations; 21. compute the enthalpy of reaction by using enthalpy of formations; 22. solve problems involving wavelength, frequency, and energy; 23. compute the wavelength, frequency, and energy of an electron transition; 24. diagram atomic orbitals; 25. determine the quantum numbers for an electron in an atom; 26. write the electron configuration for given elements and ions; 27. determine the electron configuration and atomic properties for an element from its location on the periodic chart; 28. draw the electron dot formulas for given chemical names or formulas; 29. determine the shape and polarity of a molecule; 30. determine the correct hybridization of atomic orbitals for given compounds; 31. solve problems correlating the Valence Bond Theory with the molecular shapes predicted by the VSEPR theory; 32. write molecular orbital configurations for given compounds; 33. prepare molecular orbital diagrams for given compounds; 34. solve gas problems involving grams, pressure, volume, temperature, and number of moles; 35. solve stoichiometry problems involving gas volumes; 36. solve gas problems involving Dalton's Law and Graham's Law; 37. identify and explain the behavior of metals, semiconductors, and insulators using molecular orbital diagrams; 38. explain the existence of the various states of matter using the Kinetic-Molecular Theory; 39. infer solubility, vapor pressure, melting point, and boiling point trends; 40. prepare and interpret phase diagrams; 41. identify solids by type using bonding between the basic units; 42. determine density of solids using crystal structures; 43. solve problems involving molality, molarity, and mass percent; 44. solve problems involving colligative properties. Laboratory Objectives: 1. Perform laboratory experiments to reinforce the concepts, to teach basic laboratory technique, and to prepare for more advanced work in chemistry; 2. develop skills for keeping and maintaining a proper scientific lab notebook; 3. develop techniques for measurement and recording data with correct significant figures; 4. use appropriate equipment to measure mass and volume in order to determine density; 5. determine the empirical formula of a compound; 6. investigate different types of chemical reactions; 7. write chemical formulas for given chemical names, write chemical names for given chemical formulas; 8. identify strong electrolytes, weak electrolytes, and nonelectrolytes in an aqueous solution;
 write ionic and net ionic equations; 9. given the equation for an oxidation-reduction reaction, identify the substance oxidized and the substance reduced, as well as the oxidizing agent and the reducing agent; 10. determine the oxidation states of chemical formulas; 11. determine the concentration of a solution through titration; 12. using a calorimeter, determine the specific heat of a substance; 13. atomic structure will be investigated by observing line spectra of elements; 14. determine the Rydberg constant by observing line spectra of hydrogen; 15. determine the Lewis Structure, shape, and polarity of a molecule/ion; 16. practice writing the correct hybridization of atomic orbitals for given compounds; 17. investigate problems correlating the Valence Bond Theory with the molecular shapes predicted by the VSEPR theory; 18. practice writing molecular orbital configurations for given compounds; 19. experimentally determine the molar mass of gas; 20. determine standard molar volume and the molar mass of a metal using gas laws; 21. determine the enthalpy of fusion and enthalpy of vaporization of a liquid; 22. investigate colligative properties using freezing point depression; 23. exhibit cooperative and individual skills in the collection and analysis of data; 24. develop clear, cogent reporting of experimental observations, analysis and conclusions using the scientific method. A minimum of 20 of the 32 (maximum) lab sessions during the semester will be experiments which require the student to obtain, record, and analyze observations and measurements. A range of 22-24 lab sessions of this type is most commonly scheduled. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences AS - Physical Science Lab AA/AS - Natural Sciences AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Compare and contrast the following terms: limiting reactant, excess reactant, theoretical yield, actual yield, and percent yield. Problem Solving Examinations Example: (1) To a beaker containing 25 g of zinc, 25 mL of 0.100 M HCl is added. Decide which reactant is the limiting reactant and justify your answer with the appropriate calculations. Rubric grading. (2) Calculate the grams of oxygen produced by the decomposition of 25 grams of hydrogen peroxide. Rubric grading. (3) If 95.5 grams of zinc reacts with excess hydrochloric acid producing 2.5 grams of hydrogen, calculate the percent yield. Reports Example: Students will be taking own generated data or instructor provided data and analyze that information. Students then reports that information within the provided lab manual. Students will be evaluated based on calculations and results of the experiment. Example: prepare a report for the Formula of a Hydrate laboratory. Skill Demonstrations Example: Students will be tasked to perform analyze an unknown sample and perform calculations. Students are evaluated on accuracy and precision of the identity of the unknown sample. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructors assign a stoichiometric lab experiment. They go over safety precautions and give a brief demonstration of key lab techniques. Students are then asked to perform the experiment as instructed and analyze the data while the instructor facilitates the experiment. Lecture: The instructor presents lecture on stoichiometric unit conversions with multimedia presentation tools. Example problems on gas laws, stoichiometry, chemical bonding, and solutions are incorporated into the lecture at various points of the presentation. Students should be actively engaged, problem solving, and asking questions. Several example questions may be provided as the instructor assess the student learning. Distance Learning The instructor delivers the topic on gas laws either through a live or recorded video conference lecture or a pre-recorded lecture video. The recorded video lecture can be from a slide lecture presentation or a OneNote style video. The students are responsible for attending or watching the videos provided. After watching the videos, students are tasked to work on the homework assignment. Then complete the lab activity found within the lab kits. There are additional gas law experiments that are recorded that students watch on their own. They generate their own data or are given data to analyze and then tasked to finish the remainder of the lab report.” Typical Out of Class Assignments Reading Assignments 1. Read a section from the textbook. Be prepared to use the content to participate in the classroom and to complete assigned problems from the textbook. For example: Read the section on stoichiometry from the textbook. Be prepared to use the content to participate in the classroom and to complete assigned problems from the textbook. 2. Read a laboratory and prepare a prelaboratory report. For example: Read the Scientific Measurement laboratory and prepare a prelaboratory report. Writing, Problem Solving or Performance 1. Write the prelaboratory report for a laboratory. For example: Write the prelaboratory report for the Scientific Measurement laboratory. 2. Solve problems. For example: Calculate the energy required to raise the temperature of 50 grams of water 50 K. 3. Perform laboratory experiments and determine the percent error. For example: Perform the Formula of a Hydrate laboratory and determine the percent error. Other (Term projects, research papers, portfolios, etc.) Students will be instructed and evaluated on the proper use of a scientific notebook. Required Materials Chemistry: A molecular Approach Author: Nivaldo J. Tro Publisher: Pearson Publication Date: 2020 Text Edition: 5th Classic Textbook?: No OER Link: OER: Laboratory Manual for Chemistry: A Molecular Approach Author: Nivaldo J. Tro, John J. Vincent, Erica J. Livingston Publisher: Pearson Publication Date: 2020 Text Edition: 5th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. calculator, laboratory packet, laboratory coat, laboratory goggles, and laboratory notebook