COMM 0010. Communication Theory, Methods, and Practice
Units: 3
Advisory: Eligibility for ENGL 1A; completion with grade of "C" or better or concurrent enrollment in COMM 1 or 5
Hours: 54 lecture
The study of human communication through hands-on research methods that serve as specializations to the field of Communication Studies. This course explores human communication patterns through an examination of critical approaches, key concepts, and founding theories. Students engage in original inquiry, research and data gathering, analysis and discovery. (C-ID COMM 180) (CSU, UC)
COMM 0010 - Communication Theory, Methods, and Practice
http://catalog.sierracollege.edu/course-outlines/comm-0010/
Catalog Description Advisory: Eligibility for ENGL 1A; completion with grade of "C" or better or concurrent enrollment in COMM 1 or 5 Hours: 54 lecture Description: The study of human communication through hands-on research methods that serve as specializations to the field of Communication Studies. This course explores human communication patterns through an examination of critical approaches, key concepts, and founding theories. Students engage in original inquiry, research and data gathering, analysis and discovery. (C-ID COMM 180) (CSU, UC) Course Student Learning Outcomes CSLO #1: Develop an original research question and/or hypothesis to investigate that reflects a communication concept or theory of interest.\\n CSLO #2: Engage in social scientific research methods that function as specializations to the communication studies discipline (e.g., interviews, survey, ethnography) in order to collect data. CSLO #3: Apply key concepts to the analysis of research data and connect the data (i.e., findings) to one or more communication studies theories.\\n CSLO #4: Present findings from the social scientific research process to a public audience (e.g., peers, professional, community).\\n Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Explain and apply key concepts within the field of communication. Discuss the history and trajectory of the study of communication. Critically discuss and write about human communication theories and contexts. Compare and contrast the social scientific research methods for the evaluation of human communication patterns. Explain the contextual, cultural, social and political implications of various types of communication (e.g., mediated, interpersonal, intercultural). Describe specializations within the communication discipline. Explain ethical perspectives in communication, including the influence of cultural diversity, inclusion, and equity perspectives. Identify and describe a range of viewpoints representative of diverse individuals and communities. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Consider the ways that your upbringing and/or cultural identity (memberships) influence your ways of knowing. After discussing your ideas with a group, make a list of communication topics that you are interested in exploring this semester, and discuss why they are interesting to you. Essay Examinations Example: Example: Write a “Me Search” Paper - oftentimes, social scientific researchers investigate topics of personal interest. In preparation for this paper, reflect on 3 memorable communication events that stand out to you in important ways. Be sure to select communication events that represent a variety of contexts, such as relational, workplace or mediated communication. Next, compose a narrative essay connecting your communication events to key concepts and/or theories that we have discussed in class. Example: Write a synopsis of three academic resources related to your topic of study. Be sure to use in-text citations where appropriate. Objective Examinations Example: Students take unit or chapter quizzes showcasing their understanding of key concepts and theories. Example exam question: Consider the role of sensitizing concepts when undergoing ethnographic research. At what stage should/does a researcher identify sensitizing concepts and what purpose does this process serve? Example quiz question: True of False? Communication Accommodation Theory examines the way that individuals adjust their style of speech toward or away from one another. Problem Solving Examinations Example: Students are given two ethical scenarios, each demonstrating a potential breach in communication ethics. Students are asked to explain the breaches, compare and contrast the implications of the ethical breach to the communication context, and to determine the best course of action. Projects Example: Students will be guided through the steps of a semester-long original research project. Students will start by writing an original research question and/or hypothesis to examine a communication phenomenon of personal interest. Next, students will select one research method covered in class to use in order to collect and analyze data. Students will connect their findings to communication research and theory in efforts to draw conclusions and discuss the implications of their research. Skill Demonstrations Example: After reading about ethnographic fieldwork methods, students will engage in non-participant observations by taking detailed field notes of various communication phenomenon they observe in their local surroundings (e.g., campus, work, online). Students will work in teams to create a formal interview guide showcasing various learned question types (e.g., narrative, touring, hypothetical, etc). They will then use this guide to interview a communication practitioner. Students will demonstrate their skills in visual thematic analysis by participating in an activity whereby they are first asked to draw “what it means to be a college student today.” After 3 minutes of silent drawing, students will share their creative interpretations with the class by posting them to a shared space. Finally, students will use the collection of class drawings to search for meaningful patterns and themes that emerge from the visual data. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion that goes over the steps of the social scientific research process, including writing a guiding research question or hypothesis, selecting and using an appropriate method for data collection, analyzing the data to draw relevant conclusions, and making connections to current communication research. Students will discuss the various steps using their own interests/experiences to select a communication topic and design an original semester-long research project. The instructor will use a variety of mediated clips to showcase a critical theory in action (e.g., The Surveillance of Hidden Amazon Tribes to teach about Muted Group Theory). The instructor will next facilitate a classroom discussion that challenges perspectives of agency, ethics, and equity. Students will view the clip(s), discuss who is muted and by whom, share their perspectives, and in doing so, apply key terms. Distance Learning Using the course management system recording studio or other, students will create a dynamic and informative presentation showcasing their research project from start to finish. The presentation will include their original research question or hypothesis, a short discussion of academic research connected to their topic of study, a brief overview of their data collection and analysis methods, as well as relevant findings and conclusions. Students will participate in an online discussion board where they 1) share their visual analysis drawings in teams, and 2) respond to peers’ drawings by identifying similarities and differences in the data re: themes and patterns. Students will watch an online video showcasing a social experiment (e.g., Brown Eyes vs. Blue Eyes experiment, CNA Insiders Race and Privilege Social Experiment, What would you do?) After watching the video, students will post their immediate reactions and discuss any one of the following: a) what they believe the purpose of the social experiment was at the time it was conducted, b) which communication pattern is best identified/explored in the video, c) if a norm was violated, what was it and what are the implications of violating this norm? and/or d) what they would do differently if they were to recreate this social experiment today. Typical Out of Class Assignments Reading Assignments Locate an academic and popular press reading about how to develop a research question. Feel free to use the assigned chapter reading(s), online videos, OER lessons, or business/commercial publication(s). Write a paragraph detailing the similarities and differences you identified between the sources. Writing, Problem Solving or Performance 1. Create an annotated bibliography with 7 academic sources, relevant to your topic, method and 1 communication theory that you think is well-suited and connected to your project. Select articles and sources that relate to your research question or hypothesis; then summarize and analyze the article. 2. Using the SOAPSTone method of rhetorical analysis (worksheet or similar), watch a modern film that challenges social justice themes (e.g., I am Simon, Selma, He Named Me Malala, Crash, Nope, etc.) Be prepared to discuss your findings in connection to learned theories. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio showcasing each step of your research process. Be sure to include: early brainstorming notes, your original research question/hypothesis drafts, research project timeline, notes on method, the data you collected (digital or hard copy), data analysis, and early conclusions. 2. Poster session - much like a poster session at an academic or professional conferences, students will take their research public by participating in a poster session that highlights their most relevant findings. Students will create a creative and informative visual (digital or poster) display to be showcased to peers and the public. Required Materials Survey of Communication Study Author: Hahn & Payton Publisher: Merlot (OER) Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Yes Communication in the Real World: An introduction to Communication Studies Author: Anonymous (Author removed at request of original publisher) Publisher: University of Minnesota Libraries Publishing Publication Date: 2016 (currently being revised) Text Edition: Classic Textbook?: No OER Link: OER: Yes A First Look at Communication Theory Author: Griffin, Ledbetter, Sparks Publisher: McGraw Hill Publication Date: 2019 Text Edition: 10th Classic Textbook?: No OER Link: OER: Communication Mosaics: An Introduction to the Field of Communication Author: Wood, Julia T. Publisher: Cengage Learning Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
CSCI 0010 - Introduction to Computing
http://catalog.sierracollege.edu/course-outlines/csci-0010/
Catalog Description Advisory: Completion of MATH A with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Survey of computer science technologies and methods. Introduction to computer hardware and software, structured programming, operating system concepts, communications and social impacts of computer technology. Explore current and emerging topics such as robotics, computer security and artificial intelligence. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe the software development life-cycle. CSLO #2: Describe the principles of structured programming and be able to describe, design, implement, and test structured programs using currently accepted methodology. CSLO #3: Explain what an algorithm is and its importance in computer programming. CSLO #4: Explain moral and ethical issues in computer science. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify at least three places computers can be found in our society, other than personal computers. 2. Compare and contrast data input and storage mechanisms from previous generations of computers to those in current use. 3. Compare and contrast the specifications of at least two commercially-available computer systems and associated common peripherals. 4. Describe the binary and hexadecimal counting systems. 5. Solve mathematical problems that are expressed in the decimal, binary, and hexadecimal counting systems. 6. Describe the relationship between bits and bytes. 7. Identify and describe the function of major computer components in a von Neumann architecture: CPU, CU, ALU, Bus, Disk Drive, RAM, ROM, Clock, and Input/Output Peripherals. 8. Identify the major components of mass storage devices (platters, read/write heads, recording surface, interface) and describe the logical layout of data (tracks, sectors, blocks, cylinders). 9. Describe the use of "abstraction" and "layering" in operating systems and networking. 10. Describe the purpose of disk-based virtual memory (swap) and the process by which swap space is used to alleviate shortages of RAM. 11. Identify the major components of modern graphical user interfaces: buttons, scrollbars, menus, windows, dialogs, input fields, text, images, cursor, click, drag. 12. Define and describe the networking terms: protocol, host, client, server, IP Address, TCP, LAN, router, checksum. Identify examples of each. 13. Apply current computer science theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification, and documentation. 14. Distinguish the tradeoffs computer scientists must balance in software and hardware design in terms of cost, speed, and resource limitations. 15. Compare the relative efficiencies of at least two of the following algorithms: binary search, linear search, bubble sort, insertion sort, quicksort, find min/max. Laboratory Objectives: 1. Design, write, and run without errors a simple computer program utilizing variables, conditionals, and loops using a current programming language. 2. Prepare at least two simple web pages in HTML utilizing basic formatting tags, lists, images, colors, and links. View the web pages in a web browser. 3. Write, print, and save a document using a word processor. 4. Use a spreadsheet or database to define data fields, input data, express mathematical calculations that manipulate the data, and save the data. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Objective Examinations: 1. Q: Turnstiles often contain an odometer-like device that counts the number of persons who have passed through. Argue whether the counter is an analog or digital device. A: There is no correct answer. It can be argued that because the turnstile can only measure "whole" persons, it is a digital device. On the other hand, because the counter is a mechanical device whose dials must physically turn from one count to the next, it could be an analog device. 2. Q: All modern computers work with a system of numbers called ________ ______________. a) Octal numbering system b) Decimal numbering system c) Binary numbering system A: c 3. The use of binary circuitry corresponds to: a) the use of a rotary dial on a telephone b) making use of fingers and toes to count c) the OFF and ON states of a light bulb d) the use of a voice activated answering device A: c Problem Solving Examinations Example: 1. Design a small web site about your family. The web site should contain at least three pages: a top "home" page listing all the members of your family and two or more pages, one for each member of your family. The home page should be hyperlinked to each of the family member pages and vice-versa. Each family member page should contain the following information: * His or her name * A brief description of that person * A list of hobbies * A picture of the person or of one of their hobbies The web pages should make use of a variety of HTML tags, including headings, bold, italics, horizontal rules, centering, images, and colors. Upload your web site to a web server and view it in a browser. Solution: The web pages need to include at least the minimum required tags. It should load correctly in a web browser. Each of the pages should be linked to each other as described. Rubric grading. Skill Demonstrations Example: After doing the laboratory assignment about machine code and parts of the CPU, explain how a computer virus or worm can infect your computer without your knowledge by overwriting the contents of the PC (Program Counter) register. Solution: Because the PC register contains the address of the next instruction to be executed, a virus (or any other malicious program) can cause the computer to execute arbitrary instructions by replacing the contents of register with the address of one of its own instructions. The computer doesn't "know" it is about to execute unwanted instructions. To the computer, this is perfectly normal behavior. Often, the overwriting of the PC register is accomplished with a programming technique called "buffer overruns." Rubric grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Use an online discussion forum to facilitate writing. Require each student to post a minimum number of messages, the substantive content of which demonstrates critical thinking about computer science theory. The messages may be in response to questions posed by the instructor or may be as write-ups at the completion of laboratory assignments. (Objective 13) Lecture: We help the students learn about and visualize various sorting algorithms by using playing cards. Prior to class, the students have read about the bubble and quicksort algorithms. Each student is given a deck of cards to shuffle. Students are then asked to apply the bubble sort algorithm to the shuffled deck. The students should keep a count of the number of iterations. The student shuffles the cards again and applies the quicksort algorithm, also counting the number of iterations. The students then analyze their results to determine which algorithm is faster. We further analyze the algorithms by formulating scenarios in which either algorithm works at its fastest and its slowest running times. Throughout the activity the instructor facilitates the activity. (Objective 15) Distance Learning The instructor will present a video lecture explaining the Bubble sort algorithm through multiple examples. Students will be given an unsorted list integer values to sort using the discussed Bubble sort algorithm. (Lecture Objective 15) Typical Out of Class Assignments Reading Assignments 1. Read the chapter on the history of computing and be prepared to discuss in class. 2. Read the website entitled "Beginner's Guide to HTML." Work through the examples shown by typing them into a text file editor, saving them, and viewing them in a web browser and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Robots are becoming increasingly useful in our society. For example, one can buy a small robot to automatically vacuum a house. We can explore some of the technologies that make this possible using simple robot construction techniques. Design and write a program in Java or RCX to instruct a robot outfitted with individually powered wheels and light and touch sensors to wander around the floor, automatically avoiding obstacles. The robot should not go over any path more than once. The program is finished when the robot finds the black circle located in an arbitrary place. 2. Write a two-page essay describing your personal experiences with malware. Conclude your paper by describing at least two things you can do to remove malware from your computer and/or prevent it in the future. 3. Write a two-page paper tracing the evolution of input devices (punched cards, magnetic tape, disk drives), focusing on how the devices of yesterday have influenced the devices of today. Other (Term projects, research papers, portfolios, etc.) Required Materials Computer Science, An Overview Author: Brookshear, Glenn Publisher: Pearson Publication Date: 2018 Text Edition: 13th Classic Textbook?: No OER Link: OER: Computer Science: An Interdisciplinary Approach Author: Robert Sedgewick, Kevin Wayne Publisher: Addison-Wesley Professional Publication Date: 2016 Text Edition: 1st Classic Textbook?: No OER Link: OER: Computer Science Illuminated Author: Dale & Lewis Publisher: Jones & Bartlett Publishers Publication Date: 2019 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.
MATH 0010 - Problem Solving
http://catalog.sierracollege.edu/course-outlines/math-0010/
Catalog Description Prerequisite: Completion of Intermediate Algebra or equivalent with grade of "C" or better, or appropriate placement Hours: 72 lecture Description: Individual and small-group problem solving geared toward real life situations and nontraditional problems. Problem solving strategies include: draw a diagram, eliminate possibilities, make a systematic list, look for a pattern, guess and check, solve an easier related problem, subproblems, use manipulatives, work backward, act it out, unit analysis, use algebra, finite differences, and many others. Divergent thinking and technical communication skills of writing and oral presentation are enhanced. Designed to teach students to think more effectively and vastly increase their problem solving ability. (CSU) Course Student Learning Outcomes CSLO #1: Apply divergent thinking to mathematical problems and solutions. CSLO #2: Design and implement solution strategies to mathematical problems. CSLO #3: Present logical, accurate, and detailed steps to communicate mathematical reasoning in the strategy and approach to solving problems. CSLO #4: Evaluate, improve, and correct the appropriateness and reasonableness of a solution to a problem. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Using homework assignments, reports/projects, classroom discussions, weekly problem sets, exams and quizzes, the student will: 1. Solve problems at a post-intermediate algebra level from a variety of different mathematical subject areas, especially topics not usually covered in a traditional mathematics course; 2. Analyze given information and develop strategies for solving problems involving mathematical and logical reasoning; 3. Recognize and apply the concepts of mathematics as a problem-solving tool in other disciplines and contexts; 4. Utilize linear, quadratic, exponential, and logarithmic equations, systems of equations, and their graphs to analyze mathematical applications from various disciplines; 5. Solve problems involving probability; 6. By generating lists and investigating patterns, formulate rules for permutations, combinations, and the basic counting principle; 7. Develop linear, quadratic, cubic, and/or exponential functions that model real world data. Use the function to predict future behavior of the model; 8. Select and correctly apply appropriate strategies to solve a new problem, and evaluate the appropriateness and effectiveness of their strategies; 9. Evaluate the appropriateness and reasonableness of a solution; 10. Work cooperatively in groups to solve problems, choosing an appropriate strategy, formulating a solution and comparing and contrasting their solution with the solutions of their classmates; 11. Compose detailed explanations of the thought processes used to solve problems; 12. Prepare and demonstrate problem solutions to the whole class; 13. Appraise the validity of an oral presentation of the solution to a problem; 14. Read a math text and evaluate written solutions to problems critically and with understanding; 15. Practice metacognition; 16. Use appropriate mathematical vocabulary in discussing problems with group members, presenting solutions to the class, and writing solutions to problems; 17. Think divergently, designing and evaluating a variety of approaches while brainstorming possible solutions to new problems; 18. Upon receiving a problem that is unusual and different from any previous problem, students will compare and contrast the problem to problems solved previously, assess previous methods of solution and determine their validity in this case, choose an appropriate strategy for the new problem, and construct a solution; 19. Solve problems of increasingly greater difficulty; 20. Work toward alleviating the fear caused by problems with words, and experience success in solving difficult problems while developing greater confidence in problem solving ability; 21. Apply problem solving skills to life by relating problem solving skills to real-life issues. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking AA/AS - Mathematical Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B4 Math/Quantitative Reasoning Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: 1. Students will be graded on their weekly problem sets, which include a thorough written explanation of their work. Example: Dionne can run around a circular track in 120 seconds. Basha, running in the opposite direction as Dionne, meets Dionne every 48 seconds. Sandra, running in the same direction as Basha, passes Basha every 240 seconds. How often does Sandra meet Dionne? 2. Students will complete a group final and be evaluated on their communication, presentation, and accuracy of their work. Example: 3. Students will take individual quizzes on one or two strategies per quiz. 4. Students will take a midterm where they have to set problems up using a predetermined strategy. Performance will be based on demonstrating mastery of each strategy. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Every week the students will learn a new problem solving strategy. They will learn the strategy by solving a series of problems in small groups, with the teacher roving between the groups offering assistance as needed. Occasionally the teacher will demonstrate the new strategy by doing one example on the board. Here is an example of the above from the chapter on finite differences: Students will be given functions charts from functions that are either: linear, quadratic or cubic. With the instructors assistance, the students will work in small groups to determine which type of function is represented by the data, and then use the strategy of finite differences to determine the equation of the function. (Objective 4) Working in small groups with the instructor's assistance, the students will analyze a set of five problems to determine the most effective strategy to solve each problem. They will work through the solutions to each problem in class in small groups and outside of class working on their own. They will write up detailed solutions to each problem which include the name of their strategy, all of their computations, and a written explanation of their thought process. The instructor will grade these write ups using a rubric which awards points for different parts of the solution process. These parts include: did the student understand the problem, did the student choose an appropriate strategy, did the student execute the strategy in an effective way, did the student get the right answer and state it clearly using appropriate units, and did the student explain the solution in a clear coherent complete manner? (Objectives 1 & 2) Distance Learning Every week the students will learn a new problem solving strategy. They will learn the strategy by solving a series of problems in small virtual groups, with the teacher moderating, offering assistance as needed. Occasionally the teacher will demonstrate the new strategy by doing one example. Here is an example of the above from the chapter on finite differences: Students will be given functions charts from functions that are either: linear, quadratic or cubic. With the instructors assistance, the students will work in small virtual groups to determine which type of function is represented by the data, and then use the strategy of finite differences to determine the equation of the function. (Objective 4) Working in small virtual groups with the instructor's assistance, the students will analyze a set of five problems to determine the most effective strategy to solve each problem. They will work through the solutions to each problem in small virtual groups and on their own. They will write up detailed solutions to each problem which include the name of their strategy, all of their computations, and a written explanation of their thought process. The instructor will grade these write ups using a rubric which awards points for different parts of the solution process. These parts include: did the student understand the problem, did the student choose an appropriate strategy, did the student execute the strategy in an effective way, did the student get the right answer and state it clearly using appropriate units, and did the student explain the solution in a clear coherent complete manner? (Objectives 1 & 2) Typical Out of Class Assignments Reading Assignments 1. Read a word problem and understand what is being asked. For example: A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? 2. Given the textbook problem, "In how many ways can you give change for 25 cents?" Students will describe and use the four different systematic lists presented in the textbook for this problem. They will then compare and contrast the advantages and disadvantages of each system. 3. Read a fellow classmate's explanation of a problem's solution and understand and critique it. Writing, Problem Solving or Performance 1. Solve problems in small groups. 2. Present the solution to a problem on the board to the entire class. 3. Solve a word problem and write a thorough explanation of the solution process. The following are a small sample of problems solved in the class. These particular problems were selected for inclusion here mainly for brevity. Most of the problems solved in the class are much longer than these. The problems listed are a mixture of difficulties and strategies. 1. Find three numbers between 11 and 30 such that the squares of the three numbers contain all the digits 1 to 9 exactly once. 2. A group of students went to the pub after the football game on Saturday, and all ordered from the menu. The bill totaled $162. They decided to split the bill evenly, but then three people said they had no money. The rest of the people each had to chip in $2.70 extra to cover the tab. How many people were in the group? 3. You have 12 identical looking coins, one of which is counterfeit. The counterfeit coin is either heavier or lighter than the rest. The only scale available is a simple balance. Using the scale only three times, find the counterfeit coin. 4. The volunteer firefighters decided to teach fire safety techniques to the citizens. They set up a plan where the 8 firefighters would each teach two people. Then the teacher would retire, but each of the pupils would teach two people. Those people, in turn, would teach two others. The teaching lasted for one month. How many people would know the fire safety basics after 10 months? 5. There are nine points on a piece of paper. No three of the points are in the same straight line. How many different triangles can be formed by using three of the nine points as vertices? 6. What is the sum of all ten-digit numbers? 7. Dionne can run around a circular track in 120 seconds. Basha, running in the opposite direction as Dionne, meets Dionne every 48 seconds. Sandra, running in the same direction as Basha, passes Basha every 240 seconds. How often does Sandra meet Dionne? 8. A number is called a decreasing number if it has two or more digits and each digit is less than the digit to its left. For example: 73; 421; 964,310; and 52 are decreasing numbers but 3,421; 6,642; 89; and 963,861 are not. How many decreasing numbers are there? 9. At one family reunion, every niece was a cousin. Half of all aunts were cousins. Half of all cousins were nieces. There were 50 aunts and 30 nieces. No aunt was a niece. How many cousins were neither nieces nor aunts. 10. The expression n! is read "n factorial" and means n(n-1)(n-2)(n-3)(n-4)...(3)(2)(1). Thus 6! means (6)(5)(4)(3)(2)(1) which equals 720. And 10! means (10)(9)(8)(7)(6)(5)(4)(3)(2)(1) = 3,628,800. Notice that 6! ends with one digit of zero and 10! ends with two digits of zero. How many digits of zero does 5000! end with? 11. A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? Other (Term projects, research papers, portfolios, etc.) Every week, after week 4, the students are required to complete a problem set of 5 problems requiring a mixture of strategies. Their assignment is to solve each of the problems, and then write up an explanation of their solution. Write-ups include their thought process, a written explanation of their work in paragraph form, the name of the strategy used to solve the problem, and a clearly stated answer, including any appropriate units. Each problem set requires 6-8 hours of work, and is approximately 3-5 pages long. Required Materials Crossing the River with Dogs: Problem Solving for College Students Author: Johnson, Herr, Kysh Publisher: John Wiley and Sons Publication Date: 2018 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...140 COMM 0003 COMM 150 COMM 0007 COMM 170 COMM 0006 COMM 180 COMM 0010...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...also WMST 0003 ) HUM 0010 World Religions HUM...0012 Visual Communication (also COMM 0012 ) ARHI 0101...
