MATH 0000A - Elementary Algebra
https://catalog.sierracollege.edu/course-outlines/math-0000a/
Catalog Description Course Student Learning Outcomes CSLO #1: Simplify expressions and solve equations of the following types: linear, quadratic, rational, and radical. CSLO #2: Interpret and construct linear graphs. CSLO #3: Translate, model, and solve applied problems using linear, quadratic, rational, and radical equations. CSLO #4: Logically present clear, complete, accurate, and sufficiently detailed solutions to communicate reasoning and demonstrate the method of solving problems. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 72-90 Outside of Class Hours 144-180 Total Student Learning Hours 216-270 Course Objectives 1. Execute basic order of operations with signed numbers, fractions, decimals and numbers with exponents. 2. Translate written or spoken language phrases and sentences to algebraic expressions and equations. 3. Graph linear equations and inequalities in two variables. 4. Find the equation of a line given sufficient information about the line. 5. Solve systems of linear equations in two variables and their associated applied problems. 6. Simplify and perform operations on algebraic expressions including polynomials, rational expressions, radicals, and integral exponents. 7. Translate numbers from decimal notation to scientific notation and vice versa. 8. Analyze polynomial expressions to determine the best approach to factoring and complete factorization using that technique. 9. Solve linear, radical, rational and quadratic equations and their associated applied problems. 10. Solve linear inequalities and represent their solutions using number lines and interval notation when appropriate. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Example: Solve a system of two equations, x+y=6, x-2y=-2 by applying the substitution method, the elimination method, and by graphing. Show that the solution is the same by all three methods. Students discuss why one method is used over another. This question is graded based on the clarity, completeness, and correctness of the method used and of the solution found. Objective Examinations Example: Example 1: Given a quadratic equation, x^2-4x+4=0 determine which strategies could be used to solve it. Choose the most efficient method and solve the equation. This problem is graded based on the completeness and correctness of the strategy used and the solutions found. Problem Solving Examinations Example: Example 1: Given a quadratic equation, x^2-4x+4=0 determine which strategies could be used to solve it. Choose the most efficient method and solve the equation. This problem is graded based on the completeness and correctness of the strategy used and the solutions found. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Interactive lecture format to develop the concept of adding and subtracting rational expressions. Commonalities and differences between adding and subtracting arithmetic fractions and rational expressions will be emphasized. Students will participate verbally and by working various examples (Objective 6). Distance Learning In class small group collaborative learning activity - students will discuss the various methods used for graphing linear equations in two variables. Given a list of linear equations, students will be able to choose the most efficient method to graph each equation. The instructor will circulate and ask clarifying questions as the students complete this task (Objective 3). Typical Out of Class Assignments Reading Assignments 1. In the text, read the introduction to slope. Note the distinction between lines with positive slope and negative slope. 2. Find and read an article that discusses very large or very small numbers in an applied setting. Note how these numbers are more easily represented in scientific notation versus decimal notation. Writing, Problem Solving or Performance 1. Solve applied mathematical problems that use linear models. Example: After a 23% reduction, you purchase a television for $320. What was the television's price before the reduction? 2. The relationship between Celsius and Fahrenheit temperatures can be described by a linear equation. The graph of this equation contains the point (0, 32): Water freezes at 0 degrees Celsius or at 32 degrees Fahrenheit. The line also contains the point (100, 212): Water boils at 100 degrees Celsius or at 212 degrees Fahrenheit. Write the linear equation expressing Fahrenheit temperature in terms of Celsius temperature. Other (Term projects, research papers, portfolios, etc.) Required Materials Introductory Algebra for College Students Author: Blitzer Publisher: Pearson Publication Date: 2017 Text Edition: 7th Classic Textbook?: No OER Link: OER: Beginning Algebra Author: Martin-Gay Publisher: Pearson Publication Date: 2017 Text Edition: 7th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
CHEM 0000A - Preparation for College Chemistry
https://catalog.sierracollege.edu/course-outlines/chem-0000a/
Catalog Description Prerequisite: Completion of first year high school algebra or MATH A with grade(s) of "C" or better Advisory: Eligibility for ENGL C1000 Hours: 108 (54 lecture, 54 laboratory) Description: A nontransferable course primarily intended to prepare students for college general chemistry. Includes a brief review of math operations important in chemistry, metric system, formulas, equations, gas laws, and solutions through related lecture and laboratory exercises. (not transferable) Course Student Learning Outcomes Effective Term Course Type Contact Hours Outside of Class Hours Total Student Learning Hours Course Objectives General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Repeatable Methods of Instruction Typical Out of Class Assignments Reading Assignments Writing, Problem Solving or Performance Other (Term projects, research papers, portfolios, etc.) Required Materials Other materials and-or supplies required of students that contribute to the cost of the course.
PHYS 0000A - Preparation for Calculus-Based Physics
https://catalog.sierracollege.edu/course-outlines/phys-0000a/
Catalog Description Prerequisite: Completion of MATH 27 or equivalent with grade of "C" or better Advisory: Eligibility for ENGL 11 strongly recommended Hours: 72 lecture Description: Intended to provide stronger preparation for Physics 205 than Physics 105. Focuses on measurement and the development of the conceptual and mathematical frameworks necessary for problem-solving in physics. (CSU) Course Student Learning Outcomes CSLO #1: Apply algebra, geometry, and trigonometry to solve problems associated with Classical Physics. CSLO #2: Identify which physical concepts associated with Classical Physics explain physical phenomena. CSLO #3: Develop an overlying and rigorous process to aid in evaluating the behavior of physical systems obeying the laws of physics. CSLO #4: Evaluate the integrity of a data set provided by the instructor through error analysis, numerical computation, and/or graphical analysis and interpretation. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives It should be noted that a thorough understanding of physics requires the student to evaluate data and synthesize ideas to solve problems. The list of objectives below is intended to help the student in this endeavor. Thus, students in Physics A are expected to: 1. Explain the operational definition of length, mass and time. 2. Convert physical measurements between SI units and any other unit of measure. 3. Express the result of any arithmetic calculation involving physical quantities with the correct number of significant figures. 4. Describe and explain position, linear and angular displacement, average speed, average linear and velocity, instantaneous linear and angular speed, instantaneous linear and angular velocity, linear and angular acceleration, motion at constant acceleration, and freefall. 5. Solve numeric problems involving the concepts in item 4. 6. Graphically represent position, velocity, and acceleration for one dimensional motion. 7. Calculate the sum of two or more vectors using the component method of vector addition. 8. Describe and explain force, Newton's Laws, inertia, weight, tension, normal force, Hooke's law, friction. 9. Identify forces in a physical system. 10. Draw a free-body diagram for a physical system. 11. Apply Newton's laws to one and two dimensional systems. 12. Describe and explain projectile motion, uniform circular motion, centripetal acceleration, centripetal force, apparent weight. 13. Calculate the direction and horizontal and vertical coordinates of a projectile (under the influence of gravity only) at any moment in its flight. 14. Solve numeric problems involving centripetal acceleration and centripetal force. 15. Solve numeric problems applied to circular motion and gravitational force. 16. Describe and explain impulse, linear momentum, impulse-momentum theorem, conservation of momentum. 17. Solve numeric problems involving the impulse-momentum theorem and conservation of linear momentum in one dimension. 18. Describe and explain work, energy, work-energy-theorem, kinetic energy, potential energy, and conservation of mechanical energy. 19. Solve numeric problems applied to work and energy for translational and rotational motion. 20. Describe and explain concurrent and non-concurrent forces, torque, the first condition of equilibrium, and the second condition of equilibrium. 21. Describe and explain the following terms or concepts: rigid body, axis of rotation, moment of inertia, and rotational kinetic energy. 22. Describe the relation between torque and angular acceleration. 23. Solve numeric problems involving the relationship between torque and angular acceleration. 24. Solve static equilibrium problems involving concurrent and non-concurrent forces. 25. Develop rudimentary problem solving skills for given physical systems through the application of basic concepts and principles that include the use of diagrams, lists, equations, and/or words. 27. Evaluate the integrity of a data set provided by the instructor through error analysis, numerical computation, and/or graphical analysis and interpretation. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 5A - Physical Science IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: A box slides down an incline plane with constant velocity. The incline makes an angle of 30˚ above the horizontal. What is the coefficient of friction? a. 0.346 b. 0.296 c. 0.577 d. 0.206 Problem Solving Examinations Example: 1. You are driving from Reno to Mount Rose on Highway 435. It's a narrow two-lane road that winds around the mountain. All of the sudden, an idiot driving at 55mph (17m/s) passes you on the wrong side of the road as you drive around a blind curve. The idiot's car hits an icy spot on the horizontal road and goes off the 153m high cliff at 17 m/s. a. What is the time of flight of the falling car? (5pts) b. How far does it travel in the horizontal direction? (5pts) c. Calculate the resultant velocity (magnitude and direction) of the car when it hits the ground below. Sketch a diagram indicating the x and y-components of the projectile's velocity, the direction of the resultant vector. (15pts) 2. A solid sphere of radius R=10.0cm is placed on an incline plane of angle 25.0 degrees and released from rest. The coefficients of kinetic and static friction of the plane are 0.3 and 0.5, respectively. a. Draw a free-body diagram indicating all the forces acting on the sphere. b. Sum the forces acting on the sphere. c. Sum the torques acting on the sphere. Indicate the reference point that was chosen. d. Calculate the frictional force acting on the sphere along with its acceleration. Reports Example: Two students individually and separately measure the length, width, height, and mass of a copper block 20 times. One student measured the dimensions with a ruler and the other with a Vernier caliper. Both students used the same electronic balance to determine the mass of the block. The attached below contains a data set obtained by each student. For each data set, calculate the average value of the measured quantities along with their standard error. Use this information to calculate the copper block's average density and standard error for each data set. Write a brief 1-2 page report that contains an analysis of this data. In your report, you must answer the following questions: 1. Are the average densities obtained from the two measurements in agreement? 2. Do the two measured densities agree with the accepted value? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: (In Class or Distance Learning) A multimedia presentation is used to discuss motion in one dimension (in class or online). The presentation includes graphics and video clips for emphasis and clarity. The instructor solves example problems in great detail at appropriate times throughout the presentation. Students are always encouraged to ask questions in class or in the LMS discussion board throughout the presentation. (In Class or Distance Learning) Demonstrations illustrating uniform motion and accelerated motion are used at appropriate times to elucidate this topic. Students are always encouraged to ask questions in class or in the LMS discussion board throughout the presentation. Distance Learning (In Class or Distance Learning) Using an audience response system, students are asked to answer conceptual questions on one dimensional motion (other examples free-body analysis, energy conservation etc.) to assess their learning and develop critical thinking skills. In the online modality this can be accomplished synchronously using polling software or asynchronously using a discussion board. (In Class or Distance Learning) In class, group problem solving activities are administered to assess student learning. The activities are also designed to get students to verbalize physical concepts to each member in the group, identify concepts that affect a physical system, and to illustrate how to build physical models. The instructors role is to facilitate the activity. In the online modality this can be accomplished asynchronously using virtual groups or synchronously using a breakout groups feature of a live meeting software. Example: An object is undergoing uniform circular motion of radius 54 meters and period 56 seconds. If the initial coordinates of the object at t=0s are (x,y)=(0,54m) determine the position, velocity, and acceleration vectors at t= 21s assuming it moves clockwise. What are the average velocity and average acceleration vectors in this time interval? Typical Out of Class Assignments Reading Assignments 1. Read the textbook chapter on Newton's Laws and be prepared to identify forces on simple systems using free-body analysis. 2. Read the document "Significant Figures" located on the Physics A LMS page and be prepared to apply the rules for significant figures on the worksheet to be handed out in class. Writing, Problem Solving or Performance 1. Complete homework assignment on unit conversion. This is an assignment created by the instructor using an online homework service that accompanies the course textbook. Sample Problem: If we could fill the Earth with beer, how many barrels of beer would it hold (1 barrel of beer=36 gallons; earth=6370km;V=(4/3)(pi)r^3 )? 2. Plot the position, velocity, and acceleration, vs. time graphs for the problem solved in class today. Turn in your graphs at the beginning of the next lecture. The problem: A rock is thrown upward from a cliff. The initial speed of the rock is 22m/s. The cliff is 32m above the ocean. a. What is the acceleration of the rock at its highest point? b. What is the speed of the rock when it reaches the ocean below? c. How long does it take to reach the ocean below? Remember the plots must cover the entire flight of the rock. Other (Term projects, research papers, portfolios, etc.) Required Materials College Physics Author: Serway/Vuille Publisher: Cengage Publication Date: 2018 Text Edition: 11th Classic Textbook?: OER Link: OER: College Physics Author: Urone/Hinricks Publisher: Openstax Publication Date: 2016 Text Edition: 2nd Classic Textbook?: OER Link: OER: College Physics Author: Young/Adams Publisher: Pearson Publication Date: 2020 Text Edition: 11th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
