SPAN 0002 - Elementary Spanish - Level II
http://catalog.sierracollege.edu/course-outlines/span-0002/
Catalog Description Prerequisite: Completion of SPAN 1 or two years of high school Spanish with grade(s) of "C" or better Hours: 90 lecture Description: Second of two semesters of Elementary Spanish. Provides further practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. (C-ID SPAN 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Spanish spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 180 Total Student Learning Hours 270 Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Spanish-speaking world; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the intermediate high level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages) CULTURAL CONTENTS: 1. Continued study of the location and cultures of the Spanish-speaking countries around the world as well as those of the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and discuss in written or oral expressions about given topics such as food, travel, leisure time, holidays, health, domestic chores, and emotions. PHONETIC DEVELOPMENT: 1. Continue to compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed in the present and past tenses. STRUCTURE DEVELOPMENT: 1. Compare and contrast grammatical structures in Spanish and English. 2. Influence friends and others by utilizing informal and formal commands. 3. Prepare and extend invitations. 4. Ask for and give directions. 5. Narrate and describe past real-life events from several perspectives using the preterit and imperfect. 6. Compare and contrast nuances of everyday life in the Hispanic world with those of the English-speaking U.S by applying grammar rules of comparisons and of superlatives to express extremes. 7. Talk about health issues, including accidents and stressful events, using culturally and linguistically appropriate inflections. 8. Use the subjunctive to influence others by understanding cultural aspects when using commands. 9. Express some personal attitudes towards events using the subjunctive. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After reading an article and viewing a video about “El patio central” and common home styles of the Spanish-speaking world, the class is asked to compare and contrast what they learned with common home styles in their own culture. The instructor might have them speak in small groups before conducting a larger discussion among the whole class. Essay Examinations Example: Instructor prepares a writing prompt to elicit proper use of the imperfect and preterit aspects of the past tense (separately in this case). Example (prompt will be presented in Spanish): In ten to twelve sentences explain what you were like as a child (creative/mischievous/cautious), what you used to do on the weekends, how you and your family used to celebrate birthdays or another holiday, and who was responsible for which household chores. Finally, what happened on the best or worst day of your childhood? Objective Examinations Example: Instructor will play a recording about a patient’s visit to the doctor. After listening to the recording, students will answer short questions about the patient/doctor conversation. Then students will write a brief paragraph recounting the visit using the Preterit and the Imperfect past aspects. Projects Example: Students will prepare a 3-4-minute oral presentation (in Spanish) that includes visuals to teach the class about a famous native speaker of Spanish (living or historical). Students will also create a follow-up activity to check class comprehension. Students are encouraged to include any visual or auditory examples that they can (music samples from musicians, art from artists, video clips, maps of the places where a statesman served, etc...). Reports Example: To help students prepare the oral presentation mentioned in D above, they will be required to research and write a biography of a famous native speaker of Spanish (living or historical). They must include a minimum of three scholarly sources and document their research in a bibliography. Skill Demonstrations Example: Instructor provides written prompts and asks students to work in pairs to role-play, in Spanish, setting up an appointment with the doctor. Example: You have not been feeling well and decide to see your doctor. Call your doctor’s office and speak to the receptionist (played by your partner). The receptionist will ask you about your symptoms, and how long you have been feeling poorly. Explain, using vocabulary from the chapter, how you have been feeling and arrange for an appointment as soon as possible. The receptionist may also have some advice for you until you are able to see the doctor. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Course Objective: Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. To introduce vocabulary related to the human body and health habits the instructor projects images on a screen to demonstrate body parts, healthy activities such as the different forms of exercise, and other issues related to health such as eating habits. As the vocabulary is introduced the instructor checks student comprehension by asking a series of questions such as "¿Quién hace yoga?" ("Who practices yoga?") and waiting for a show of hands. Students then stand up to repeat the vocabulary while touching their own corresponding body part. Finally, in pairs or small groups they discuss in Spanish whether or not they lead a healthy lifestyle. Course Objective: Influence friends and others by utilizing informal and formal commands; Prepare and extend invitations. After students have acquired vocabulary about traveling they will be asked to work in pairs to plan an enticing travel brochure to the Spanish-speaking city or region of their choice. With the help of the internet and any other appropriate resources they will investigate what mode of travel they will use (air/train/boat/car), choose housing accommodations, design an itinerary for the duration of the trip, and finally, establish a budget. They will submit a creative and inviting brochure or video outlaying all the details, including cost. The brochure must include the subjunctive to influence the reader and/or formal commands. Distance Learning This activity can be adapted for the online environment with an introductory presentation of the body and health vocabulary in the target language. After viewing the presentation, students will be asked to complete two assignments. First, they will be asked to correctly label the parts of the body on an image, and second, they will read about the habits and health symptoms of three different people and then describe the general health of those same people. This activity can be adapted for the online environment by asking the students to post their enticing travel video to a discussion board. They would be required to view the videos of three other students and post comments or questions to the corresponding students. Typical Out of Class Assignments Reading Assignments 1. Students will complete several pre-reading activities before reading the Lifestyles section of a Spanish-language newspaper. Then they will be asked to scan the announcements for a wedding, a baptism, a funeral, and a quiceñera (15th birthday celebration of young women). After scanning the articles, they will complete a quick True/False basic comprehension activity. Finally, they will be encouraged to read the articles again more deeply before answering the following questions in complete sentences. 1. ¿Quién murió el 28 de junio? 2. ¿Dónde tuvo lugar el funeral? 3. ¿Dónde fue la fiesta de bautismo de José María? 4. ¿Qué hicieron los recién casados y sus invitados después de la ceremonia? 5. ¿Quién estuvo a cargo de la música en la fiesta de quince años de Ana Ester? 2. To begin students' exposure to literature of the Spanish-speaking world, the students will be given El viaje, a short story by the Uruguayan author Cristina Peri Rossi. First, they will do several pre-reading activities, then they will read the one-page story and answer the following short answer comprehension questions: 1. La persona que narra el cuento, ¿es hombre o mujer? 2. El regalo, la felicidad, ¿fue fácil o difícil de conseguir? 3. ¿Dónde compró la persona la felicidad, en la calle o en una tienda? 4. Según la persona que la dio, ¿esta felicidad es de mejor o de peor calidad que la que tenía de joven? 5. Según ella, ¿hay mucho o poco riesgo (risk) de perder la felicidad? 6. ¿Por qué no puede abrir la caja la narradora? 7. Al final, ¿qué hace la narradora con la felicidad? The students could also be asked to write a reaction to the short story, or they could answer a series of analysis questions. Writing, Problem Solving or Performance 1. Instructions would be in Spanish – Try to remember a typical summer in your childhood. Write a paragraph of eight to ten sentences about what you used to do in your free time, how much time you spent with your grandparents, whom you used to play with, what chores you were responsible for, etc... 2. Instructions would be in Spanish – Read the email from your friend Tomás where he explains all the problems he is dealing with, then respond to him in eight to ten sentences with recommendations for how he should take care of himself and solve his problems. Remember to include the command forms as well as the subjunctive mood for any recommendations or reactions you have. Other (Term projects, research papers, portfolios, etc.) Students are asked to select a famous Hispanic person (artist, politician, athlete, etc...), living or dead, for a 3-5-minute oral presentation for the class. The students may have visuals, but their information must be expressed orally. They must also have a follow-up comprehension activity for their classmates. When designing their oral presentation, they are asked to keep the following questions in mind while including any additional facts or demonstrations related to their famous person. 1. ¿Quién es? 2. ¿De dónde es? 3. ¿Cómo era su niñez? 4. ¿Por qué es una persona famosa? 5. ¿Qué influencia tiene (o tenía) en su época Required Materials Aventuras Author: Blanco and Donley Publisher: Vista Higher Learning Publication Date: 2018 Text Edition: 5th Classic Textbook?: OER Link: OER: En familia: An Introduction to Spanish Author: Lazzara Publisher: Fountainhead Press Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Tu mundo: español sin fronteras Author: Andrade, Egasse, Muñoz, and Cabrera Puche Publisher: McGraw-Hill Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: ¡Anda! Author: Cowell, Heining-Boynton Publisher: Pearson Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Entornos: Primer cursos de lengua española Author: Bembire, Cabeza, et al Publisher: Cambridge University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
FREN 0002 - Elementary French - Level II
http://catalog.sierracollege.edu/course-outlines/fren-0002/
Catalog Description Prerequisite: Completion of FREN 1 or two years of high school French with grade(s) of "C" or better Hours: 72 lecture Description: Continuation of FREN 1 with greater emphasis on speaking and writing. Explores culture, historical figures, and events of the areas where French is spoken. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary French spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Express words, phrases and expressions to discuss thematic areas such as social activities, traveling and vacations, fashion, lodging, food and health. 2. Identify and employ regular and irregular verbs ending in 're'. 3. Describe the past by using passé composé with être and avoir. 4. Give commands using the impératif. 5. Express past actions using the imparfait. 6. Narrate events in the recent past using "venir de". 7. Compare adjectives and nouns using comparatives and superlatives. 8. Express one's routine by conjugating reflexive verbs in the present, passé composé and imparfait forms. 9. Discuss real-life situations like booking a trip, renting an apartment, shopping for food and clothes, and visiting the doctor. 10. Use direct, indirect, "y" and "en" pronouns individually and together in sentences. 11. Recognize common vocabulary and grammatical constructions to understand spoken and written French at an elementary level. 12. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, fashion and social life. 13. Identify French regions on a map of France. 14. Watch and discuss authentic French video clips. 15. Analyze elementary- level readings to identify main ideas, summarize content, and evaluate the validity of statements made about the material. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will read pages in text related to French social security. They will write 2 questions and ask them to a partner in class. They will then discuss and compare their answers with the class. Essay Examinations Example: In French, students will write a restaurant critic, making sure to address the following: ambiance, service, food and location. They will write 30 sentences and provide visuals. They will then compare and discuss their critic. Objective Examinations Example: Students will conjugate the given verbs in the appropriate tense – imparfait or passé composé. Ex: Hier, maman __________ (préparer) un dessert pour l’anniversaire de ma soeur. Elle __________ (cuisiner) toute la matinée pendant que je _______________ (décorer) le salon. Papa et mon frère _________ (faire les courses) au supermarché et aussi, ils ____________ (acheter) des boissons. Grades based on correct answers. Course objective 3 – CSLO 3, 4. Problem Solving Examinations: Students will read a series of sentences that they will put in the chronological order: • Marine et Fatima sont arrivées à Dakar. • Marine est restée à l’hôtel. • Fatima est tombée de vélo. • Fatima a loué un vélo et a fait un tour dans la ville. • Marine et Fatima sont parties de Paris. • Elle est allée à l’hôpital. Grades based on accuracy of answers. Projects Example: Students will record a short video - in French- in which they show their house. They will describe each room and a few objects, using the newly acquired vocabulary pertaining to lodging. Skill Demonstrations Example: Students prepare a dialogue between a hotel receptionist and a client. Students will use vocabulary and grammatical concepts related to lodging and traveling. They must each have a minimum of 8 sentences and present it in front of the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: In French, the instructor will ask the date, the season and the weather to the class. The instructor will then show pictures of people doing various activities and describe what they are wearing. Between each picture, the instructor will check for understanding and ask questions such as: “qui porte une robe?”, “qui n’aime pas le vert?”. The instructor will then look around and ask “qui porte une casquette?”, “qui porte une chemise rouge?” so that students will look around and name the person wearing that piece of clothing. After the vocabulary has been introduced in a context and in the target language, students will take turns interviewing their partner on their choice of clothes. Following an instructor lecture on French supermarkets, with a partner, students will look at French supermarkets ads and devise a 3-course menu using partitive adjectives, units of measure, and vocabulary pertaining to the food unit. They will make a shopping list that includes the description and price for each item. They will then share, discuss and compare their findings with the class. (Task-based learning) Distance Learning Instructor will create a graded discussion board prompt on the LMS for students to practice past tense (passé composé). Students will reply to the prompt in written format as well as upload a voice recording. First, students will give a present-tense sentence in French. Students will post a second time to answer/ give the past tense (passé composé) for another student’s present-tense sentence. Instructor will assign a short reading in French on the culture and region of La Nouvelle-Aquitaine (France) from the textbook on pages 442-44 Instructor will then assign a student-driven research of what the student would like to do during a visit to the region. Students will write in French in the text box or upload a document file describing what they would choose to do while visiting the region. Students must also include a web url of the activity or place to visit. This could be a tourism website or link to a video showing the activity. Typical Out of Class Assignments Reading Assignments 1. Assign reading on French cheeses. Recall vocabulary, principles of grammar and cognates to understand the gist of the text. In groups, students will categorize the cheeses and discuss the data related to cheese consumption in France. Students will answer the following questions in groups: 1. Combien de types de fromage sont produits en France? 2. Quels laits sont utilisés pour faire le fromage en France? 3. À quel moment du repas les Français mangent-ils généralement le fromage? 4. Comment célèbre-t-on la Journée nationale du fromage? Grades based on correct answers. 2. Students will watch a short video on Corsica and find its location on a map. Students will then look at a travel brochure on Corsica in pairs. Based on the reading, the students will draw the itinerary on a map and discuss activities offered for each day. After the reading, the students will answer the following questions: 1. Comment allez-vous en Corse? 2. Où le vol arrive-t-il en Corse? 3. Qu’est-ce que vous allez faire à Bastia? 4. Est-ce que vous allez dormir dans des auberges de jeunesse? 5. Qu’est-ce que vous allez prendre comme transports en Corse? 6. Allez-vous faire des randonnées pendant votre séjour? Graded on a rubric. Writing, Problem Solving or Performance 1. Students will write a short paragraph describing their childhood house in the past-tense. They will write about the home's location, the rooms, the furniture, the condition of the house, and the activities they did in the rooms. Other (Term projects, research papers, portfolios, etc.) 1. Internet search on lodging in France. Compare prices, size, indoor and outdoor features of houses/apartments. Discuss findings with a group. Grades based on accuracy of answers. 2. Group presentation of a dish and a French-speaking region or country. Students will talk about the location of the region/country, its historical background, and its specialties. Students will prepare a dish and bring it to class. Rubric grading. Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Passcode for online homework.
ADVM 0002 - Technical Drafting II
http://catalog.sierracollege.edu/course-outlines/advm-0002/
Catalog Description Formerly known as DES 2 Prerequisite: Completion of ADVM 1 with grade of "C" or better or equivalent as determined by instructor Hours: 90 (36 lecture; 54 laboratory which may be scheduled TBA) Description: Intermediate concepts of engineering design including sections, auxiliaries, threads, fasteners, and dimensional tolerancing. Basic concepts of Geometric Dimensioning and Tolerancing. Design for manufacturability and assembly explored to include material selection and properties of materials. This course teaches intermediate/advanced 3D AutoCAD skills. Designed for students who have attained a fundamental knowledge of the processes and practices of engineering design/drafting. (CSU) Course Student Learning Outcomes CSLO #1: Apply appropriate, current and relevant industry standards in preparing technical documentation for the appropriate discipline of their study. CSLO #2: Construct partial auxiliary views, half auxiliary views and auxiliary sections and apply them to part drawings. CSLO #3: Design complete working drawings in discipline of study for use in manufacturing/building application. CSLO #4: Demonstrate computer aided drafting practices that conform to business and industry CAD standards. CSLO #5: Demonstrate the appropriate Section view conventions according to the ASME standard for views development. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives This course requires 36 hours lecture and 54 hours laboratory. In some class sections, the 54 hours of laboratory may be scheduled "to be arranged" or "TBA." The TBA hours and objectives are expected of all students enrolled in the course. Upon successful completion of the course, the student will: Lecture Objectives: I. Computer Integrated Manufacturing (CIM) 1. Explain the role that Design for Manufacturability plays in product design. 2. Describe the benefits that Design for Assembly plays in product design. 3. Describe the benefits that Design for Service plays in product design. 4. Explain the material selection process. 5. Compare and contrast the properties of materials used in product design. II. CAD-Drawing Setup 1. Explain the importance that preplanning plays in drawing setup. 2. Interpret the ASME Standard and apply its conventions. 3. Describe the setup procedures for Computer Aided Design (CAD) specific entities relative to prototypes. III. Sections 1. Differentiate between the symbols used in section lining. 2. Formulate the solution for section development. 3. Differentiate between the types of sections used in drawing development. 4. Analyze the appropriate use of partial views in part descriptions. IV. Auxiliary Views 1. Differentiate between the possible auxiliary planes used in part descriptions. 2. Differentiate between the three main auxiliaries. 3. Describe dihedral angle. 4. Describe true length lines. 5. Describe how ellipses are projected in auxiliary views. V. Threads and Fasteners 1. Apply the ANSI/Metric Standards for application specific conventions. 2. Describe the characteristics of screw threads. 3. Differentiate between screw thread forms. 4. Define the pitch of threads. 5. Describe the difference between right/left hand threads. 6. Describe the difference between single and multiple threads. 7. Differentiate between the classifications for American National thread fits. 8. Differentiate between the Metric and Unified thread fits. VI. Introduction to Dimensional Tolerancing 1. Evaluate how dimensional tolerance affects feature size. 2. Analyze drawings for accumulation of tolerances and how they affect size description. VII. Introduction to Geometric Dimensioning and Tolerancing 1. Describe the rationale behind the system of geometric dimensioning. 2. Evaluate drawings for accurate application of geometric characteristic symbols. VIII. Assembly Drawings 1. Describe the methods used in creating installation assembly drawings. 2. Describe the methods used in creating check assembly drawings. 3. Describe the methods used to create drawings used for patent applications. IX. Semester Project 1. Evaluate the experience working as part of a design team. Laboratory Objectives: I. CAD-Drawing Setup 1. Interpret the ASME Standard and apply its conventions. 2. Describe the setup procedures for Computer Aided Design (CAD)specific entities relative to prototypes. II. Sections 1. Apply the process for cutting plane placement. 2. Apply the standards and conventions for lines in section drawings. 3. Differentiate between the symbols used in section lining. 4. Formulate the solution for section development. 5. Differentiate between the types of sections used in drawing development. 6. Apply the conventions for conventional breaks to views in drawing development. III. Auxiliary Views 1. Construct reference planes for auxiliary views. 2. Construct partial auxiliary views and apply them to part drawings. 3. Construct half auxiliary views and apply them to part drawings. 4. Construct auxiliary sections and apply them to part drawings. 5. Construct secondary auxiliaries and apply them to part drawings. IV. Threads and Fasteners 1. Describe the characteristics of screw threads. 2. Create drawings that employ thread and fastener symbology. 3. Construct appropriate representations for threads in section views. 4. Construct thread notes on drawings for part description. 5. Construct representations for threads and fasteners in drawings. 6. Construct representations keyways and/or keyseats in drawings. 7. Construct representations of machine pins in drawings. V. Introduction to Dimensional Tolerancing 1. Apply tolerance dimensioning to part features. 2. Construct drawings that contain examples of the methods for tolerance dimensioning. 3. Construct drawings that employ the metric system of tolerances and fits. VI. Introduction to Geometric Dimensioning and Tolerancing 1. Apply geometric symbols to part features on drawings. VII. Assembly Drawings 1. Prepare general assembly drawings by applying the ASME standards and conventions. 2. Create drawings that illustrate appropriate assembly sectioning techniques. 3. Create working assembly drawings according to ASME conventions. VIII. Semester Project 1. Create working drawings as an aspect of the document package for the semester project. 2. Create assembly drawings of the semester project to be incorporated into the document package. 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 CSU Transferable Methods of Evaluation Objective Examinations Example: Example: One of the key guidelines for part design is to insure that a manufacturer specifies quality parts from reliable sources. Describe the "Rule of Ten" and how it affects product cost. This question is evaluated relative to accuracy of knowing what the "Rule of Ten" is and being able to articulate how product cost is influenced. Problem Solving Examinations Example: Students are presented with a problematic engineering sketch of a Pulley. Students must analyze the sketch to determine optimum methods for 3D modeling the item, then develop the correct orthographic and section views along with complete dimensioning per ASME standards. This is evaluated by the instructor in accordance with current industry standards. Projects Example: Students are presented with partial design criteria for a working assembly. Students must research correct components to include and develop a complete set of working drawings in compliance with ASME standards. This project is evaluated by comparison to current industry standards for development of working drawings. Skill Demonstrations Example: The weekly and semester drawings are examples to assess the depth of topic coverage and critical analysis for each student. A faculty member evaluates the student performance of learned objectives such as technical sketching, representation of sectional and auxiliary views, orthographic representation of design intent, accuracy to ASME standards for prototype development and the efficient use of a computer system. A point system is used and a letter grade assigned to the point totals. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will lead students through the development of Section Views for technical documentation. Students will develop their own appropriate section views for each assigned part. The resulting Technical Drawings will be assessed based on current Industry standards. Lecture: Instructor will present to the students during lecture/presentation/discussion intermediate engineering design methodology that the student will synthesize and apply to assigned problems and then formulate a solution utilizing correct engineering design methods. Typical Out of Class Assignments Reading Assignments 1. Students read textbook chapter on Auxiliary View Development then Construct a drawing, based upon course readings, demonstrating the learning objectives. The drawings are evaluated for compliance with ASME standards. Critical thinking and problem solving are part of these assignments. 2. Search the Internet for articles that reference Design for Manufacture and Assembly and be prepared to discuss with the group. Writing, Problem Solving or Performance 1. Compare and contrast methods employed in Design for Manufacture and Assembly- report either written or orally upon return to the lecture. 2. Problem solve the construction of 3D solid models and the relationship of geometry for feature definition. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio that contains samples of semester assignments to show potential employers the engineering design concepts studied. 2. Participate as a member of a design team for the completion of a semester design project. Required Materials AutoCAD and its Applications Author: Shumaker Publisher: Goodheart-Wilcox Publisher Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Technical Graphics Communication Author: Bertoline Publisher: McGraw Hill Publication Date: 2008 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
GER 0002 - Elementary German - Level II
http://catalog.sierracollege.edu/course-outlines/ger-0002/
Catalog Description Prerequisite: Completion of GER 1 or two years of high school German with grade(s) of "C" or better Hours: 72 lecture Description: Designed for those who have had previous training in the German language. Continuation of GER 1. Emphasis on speaking, listening, linguistic and grammatical structure, reading, writing. Further study of learning pronunciation and intonation patterns, together with continued discussion of unique cultural characteristics of the German-speaking peoples. Students continue to memorize dialogues, become knowledgeable of utilizing a substantial vocabulary, and conduct translations of culturally meaningful reading selections. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary German that is spoken in present perfect and/or simple past tense at moderate conversational speed. CSLO #2: Formulate and create intelligible pronunciation with grammatically correct sentences in present perfect and/or simple past tense conversations with native or non-native speakers of German. CSLO #3: Recognize and explain what is read in present perfect and/or simple past tense from any elementary reading passage. CSLO #4: Formulate and write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple perfect and/or simple past tense. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, and assignments, students will: I. a. Identify spaces within a house, common furniture items, and types of dwellings b. Inquire into the availability, quality and price of apartments and dorm spaces c. Employ the two-way spatial prepositions to describe both the static of the location of an item using dative case and the directional goal of a moving item using the accusative case d. Use common prepositional contractions e. Distinguish between “WO” and “WOHIN” f. Use positional “N-verbs” (“HÄNGEN, LIEGEN, SITZEN, STEHEN”) and placement “T-verbs” (“HÄNGEN, LEGEN, SETZEN, STELLEN”) g. Produce imperative statements h. Distinguish between the knowledge verbs “WISSEN” and “KENNEN” i. Discuss common architectural styles of German houses and distinguish between English “1st-floor” vs German “ground-floor” descriptions of building stories j. Identify characteristics of the works of Austrian painter Friedrich Hundertwasser k. Discuss the differences and similarities between American and German public transportation systems l. Identify the difference between standard Hochdeutsch and the various German dialects II. a. Identify common vocabulary used in banks and hotels b. Conduct basic banking business and exchange currencies c. Inquire into the availability and price of hotel rooms. d. Identify and decline the DER-word determiners (ALLE, DER/DIE/DAS, DIES-, JED-, MANCH-, SOLCH-, WELCH-) e. Identify and decline the EIN-word determiners (EIN-, KEIN-, and the possessive articles) f. Name common separable prefix verbs g. Identify the core meaning of separable verbal prefixes h. Produce declarative sentences with the finite verb in second-position and the verbal prefix in final position i. Identify and use pragmatic flavoring particles j. Identify the differences between American and German banking establishments k. Discuss the common conventions in German hotel names l. Discuss features of the German youth hostel system m. Discuss basic facts about Luxembourg III. a. Identify common vocabulary used in post offices and train stations b. Conduct common business at the post office c. Inquire about the price of train tickets, departure and arrival times of trains, and purchase tickets d. Decline nouns in the genitive case using the correct definite article, indefinite article, negative article, and possessive articles e. Decline masculine, neuter, n-stem nouns, and proper names for genitive case using the appropriate endings f. Use common genitive prepositions g. Command a vocabulary of common time expressions h. Express definite points in time using accusative noun phrases i. Express indefinite points in time using dative noun phrases j. Produce complex clauses with adverbs arranged in the Time-Manner-Place sequence k. Discuss differences and similarities between phoning and postal services available in the United States and Germany l. Discuss differences and similarities between train travel options in the United States and Germany m. Discuss differences and similarities between car travel in the United States and Germany n. Discuss famous mountains and alpine cities in Switzerland o. Discuss the various languages in Switzerland including Schwyzerdüütsch, French, Italian, and Romansh IV. a. Describe common maladies, injuries, and medical emergencies b. Identify body parts c. Command a vocabulary of common sports and leisure activities d. Inflect adjectives preceded by DER-words and adjectives preceded by EIN-words e. Identify the reflexive and reciprocal use of reflexive pronouns f. Produce accusative and dative reflexive pronouns g. Identify common verbs that are always reflexive h. Command a vocabulary of verbs used in grooming i. Command a vocabulary of verbs used to describe medical conditions j. Use reflexive verbs with dative reflexive pronouns to describe actions involving body parts and clothing items k. Identify syntactic situations which require the usage of an infinitive with “ZU” l. Use the “UM…ZU” infinitive construction to express the purpose of an action m. Discuss differences and similarities between American and German attitudes towards vacationing n. Produce common polite phrases used for talking on the phone o. Identify several common idiomatic expressions in German V. a. Command a vocabulary of nouns and adjectives relevant to discussing film, theater, and music b. Command a vocabulary of common verbs which are accompanied by prepositional objects c. Contract prepositional expressions using “DA-compounds” and “WO-compounds” d. Inflect unpreceded adjectives e Discuss the importance of theater in German cultural life f. Discuss the importance of classical music in German cultural life g. Discuss elements of the historical and modern German art scene VI. a. Command a vocabulary of nouns and adjectives relevant to discussing personality traits, relationships, marriage, and divorce b. Command a vocabulary of common pets c. Conjugate weak and strong verbs in the simple past tense d. Identify the usage difference between the simple past tense and the perfect tense in German e. Use the conjunction “ALS” to head a subordinate clause in the past tense to describe a single event in the past f. Use the conjunction “WENN” to head a subordinate clause in the past tense to describe habitual actions in the past g. Conjugate weak and strong verbs in the past perfect tense h. Use the conjunctions “NACHDEM” and “BEVOR” in past perfect sentences i. Discuss differences and similarities between American and German wedding customs j. Discuss the history and linguistic makeup of Liechtenstein k. Discuss the cultural importance of the Grimms’ Fairy Tales. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. Students will be graded for conducting exercises during class with their partners and offering an answer to the exercise when called upon by the instructor. Failure to do so will result in lost participation points. No points will be docked for responding with incorrect grammar, vocabulary, or pronunciation during practice exercises, although the instructor will provide grammatical, lexical, and phonetic critiques to the student’s response for the benefit of the class. 2. Students will be graded for their presence at lecture. Failure to come to lecture will result in lost participation points unless the student provides the instructor with a doctor’s note accounting for a student’s medical absence. Skill Demonstrations Example: 1. Students will be asked to write German translations of English sentences. Graded based upon the grammatical accuracy of the response. Ex: Translate the following sentence(s) to German: “The chairs stand between the table and the lamp” “Which key do you need? This key, or that key?” “Four years ago I visited the home village of my grandparents” 2. Students will be asked a set of questions in German by the instructor and must respond with a logical and intelligible answer in German. Graded upon the grammatical accuracy and pronunciation of the response. Ex: (A = Instructor questions): A: “Warst du schon mal in der Schweiz?” B: ________________________________________ A: “Was wolltest du werden, als du ein Kind warst?” B: ________________________________________ A: “Warum hast du diesen Sprachkurs gemacht?” B: ________________________________________ A: “Was ziehst du dir an, wenn es draußen kalt ist?” B: ________________________________________ A: “Wann stehst du normalerweise auf?” B: ________________________________________ 3. Students will be asked to read a passage in German and write a paraphrase of its content. Graded upon the grammatical accuracy and suitability of the response. Ex: Provide a 3-4 sentence paraphrase in German of the following conversation. Anne: Wann fährt der nächste Zug nach Interlaken? Frau: In 10 Minuten. Abfahrt um 11.28, Gleis 2. Anne: Ach du meine Güte! Und wann kommt er dort an? Frau: Ankunft in Interlaken um 14.16 Uhr. Anne: Muß ich umsteigen? Frau: Ja, in Bern, aber Sie haben Anschluss zum InterCity mit nur 24 Minuten Aufenthalt. Anne: Gut. Geben Sie mir bitte eine Hin- und Rückfahrkarte nach Interlaken. Frau: Erster oder zweiter Klasse? Anne: Zweiter Klasse. 4. Students will be asked to read a passage in German and then respond to a set of questions in German regarding the passage. Graded based on the grammatical accuracy and suitability of the response. Ex (partial text): Frau Lorenz: Die Viersprachigkeit der Schweiz fasziniert uns. Unsere Reise hat in Lausanne begonnen, wo wir Französisch gesprochen haben. Jetzt sind wir hier in Saas-Fee bei Freunden. Mit uns sprechen sie Hochdeutsch, aber mit der Familie Schwyzerdütsch. Saas-Fee ist nur ein Dorf, aber wunderschön. Es ist autofrei und in den Bergen kann mann überall wandern und bergsteigen gehen. Wegen der Höhenlage gibt es viele Alpenblumen und Gämsen und oben auf den Gletschern kann man sogar während des Sommers immer noch Ski laufen gehen. Übermorgen fahren wir weiter nach St. Moritz, wo man viel Rätoromansch hört. Am Ende der Reise wollen wir noch nach Lugano, wo das Wetter fast immer schön sein soll und die Leute Italienisch sprechen. Vier Sprachen in einem Land, das ist schon toll. 1. Was fasziniert die Familie Lorenz in der Schweiz? 2. Welche Sprache haben sie in Lausanne gesprochen? Was sprechen ihre Freunde in Saas-Fee mit ihnen? 3. In St. Moritz hört man nicht nur Deutsch, sondern auch welche Sprache? Was spricht man in Lugano? 5. Students will listen to audio material in German and respond in German to a set of questions about the audio material. Graded based on the grammatical accuracy and suitability of the response. Ex: Listen to the audio and answer in German using a complete sentence. 1. Wo hat Nico Schmerzen? 2. Was soll Nico tun, so daß er besser wird? 3. Warum ist Lisa spät ins Krankenhaus gekommen? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Grammar points will be discussed conceptually in class with detailed comparisons between how the grammatical construction is expressed in English and then in German. The instructor will present glossed sentences on the board and on handouts, producing grammar tables on the board and on handouts, and cuing students to relevant examples in the textbook. (Objective: I e,h) Cultural material will be presented by the instructor using reading passages from the textbook as well as videos, reading material, and visual aids selected by the instructor. Example: Students will read about Oktoberfest and prepare a brief report on their findings to present to the class. (Objective: II k,l) Oral drills: Students will be asked to read an interview regarding fitness and health. Based on the interview, students will be directed to complete a table with the answers given by the person in the interview as well as reacting with their own personal answers. The instructor will model how to begin filling in the table. Instructor will monitor groups of students as they discuss, compare and analyze how they reacted to the questions, and summarize the group' answers. Instructor will bring the whole class back together and have groups present the results of their discussion to the class. Distance Learning Spatial prepositions The instructor will curate a video (power point with commentary overlaid and captioning) showing visualizations of sentences like “the man goes into the store”, with German at the top of the screen and an English gloss at the bottom of the screen. The phrase is then suddenly switch to “the man is in the store”, with an accompanying, highlighted switch in the German gloss from accusative to dative. The accusative-dative alternation of these prepositions is then highlighted in the video. Students are then lead to a Canvas “practice quiz” for which they are to translate sentences with the spatial prepositions from German to English to improve receptive competency in the subject. Finally, students move onto a Canvas “conversation page”, where they are guided to pick a practical goal (such as sending a letter, or buying a pint of milk), and then pick pre-fabricated statements to say, such as “I go into the office. I mail a letter in the post office” (Ich gehe auf die Post. Ich schicke einen Brief auf der Post). Objective: I-c Teaching the geography of Switzerland This will be completely done in a content page, as a mixture of text and images. Important “take-aways” are summarized at the top, and repeated again at the bottom (ex. Switzerland has 26 Cantons, 70% of Swiss citizens speak German, while the rest speak French and Italian, the Swiss read standard German but speak a German dialect). The page will be broken up by subject with header statements such as “The Geography of Switzerland”, “The linguistic landscape in Switzerland”, “Folk culture in Switzerland”, etc. Images of maps, pictures of folk dress and local food, etc, will posted where relevant, with appropriate alt text. YouTube videos on Swiss folk sports, Swiss cuisine, and examples of Swiss dialect will be embedded. After viewing the page, students will complete a multiple choice “practice canvas quiz” on the subject, and practice using Swiss greetings in a simple standard German conversation (Grüezi, wie geht’s dir? Ach, mersi fürs Geschenk, etc). Typical Out of Class Assignments Reading Assignments A. Reading Assignments: Students will be asked to read short stories at home, render a translation of it into English, and answer basic questions about the story Ex A: Zwei Freunde gehen durch einen Wald. Auf einmal kommt ein Bär. Der erste fürchtet sich sehr, läuft fort und steigt auf einen Baum. Der zweite kann den Bären nicht allein töten. Er legt sich schnell wie tot auf die Erde, denn man hat ihm gesagt, daß ein Bär keinen toten Menschen frißt. durch (+acc): through Wald (m): forest auf einmal: all the sudden Bär (m): bear der erste: the first (friend) “sich fürchten”: “to take fright” “fort.laufen”: “to run away” “steigen”: “to ascend, climb” der zweite: the second (friend) allein: alone “töten”: “to kill” “sich legen”: “to lay down” wie tot: as if dead Erde (f): ground, earth hat…gesagt: has said Mensch (m): human, man “frißt” < “fressen”: “to gobble” daß ein Bär keinen toten Mensche frißt: that a bear doesn’t eat a dead man … 1) Worauf steigt der erste Freund? ____________________ 2) Warum legt sich der zweite auf die Erde? ____________________ ...etc… Students will be asked to read a short story from the textbook, render a translation of it into English, and answer basic questions about the story Ex B: Ein König reitet auf die Jagd. Auf der Jagd verliert sein Pferd ein Huseisen. Der König reitet langsam durch Wald und Feld, bis er in ein kleines Dorf kommt. Er sucht einen Schmied und findet endlich einen. „Ich wünsche ein neues Hufeisen für mein Pferd,“ sagt er zu dem Schmied. König (m): king reiten: to ride Jagd (f): hunt verlieren: „to lose“ sein: his Pferd (n): horse Huseisen (n): horse shoe langsam: slowly durch+acc: through Wald (m): forest Feld (n): field bis: until... Dorf (n): village bis er in ein kleines Dorf kommt: until he comes into a small village suchen: „to seek, look for“ Schmied (m): smith einen (m.acc): (one, ie. A smith) wünschen: „to wish“ neu: new für: for sagen: „to say“ zu dem Schmied: to the smith 1) Was verliert der König auf der Jagd? ______________________________ 2) Was wünscht sich der König vom Schmied? ______________________________ ...etc... Writing, Problem Solving or Performance Example A: Short Story writing Students will write a short story in German according to the given prompt. Students satisfy the requirements of the essay by including certain grammatical, lexical, and pragmatic features in their essay, as specified in the essay directions. After submitting a first draft, students will receive detailed feedback on grammatical and lexical usage mistakes. Students are to submit a second, corrected draft using this feedback from the instructor. Example of Short Story prompt: “You own a massive castle in the Black Forest. Describe 2 different rooms and what is located in those rooms using two-way spatial prepositions and positional (N-) verbs.” Example B: Grammar Drill worksheets Students will regularly receive worksheets focused on producing German articles and verbs in their correct forms. These will include “fill-in-the-blank”, “translate into English”, and “translate into German” drills. Examples of Grammar Drill worksheet problems A) Fill in the article as directed _________ Name (m) __________ Vater__ (m) war Wilhelm the (Nom.) my (Gen.) B) Translate into English “Vor zwei Jahren bin ich mit meiner Familie nach Österreich gereist” ____________________________________________________________ C) Translate into German “I studied German at university because I want to travel to Germany” ______________________________________ Other (Term projects, research papers, portfolios, etc.) Select a city from a given list where German is the primary language. Using the internet and/or library, research at least the following, write a report (may be in English) including at least the following information: 1 Year the city was established 2 Population 3 Commerce and trade 4 Transportation 5 Attractions 6 Holidays and cultural festivals 7 Historical facts 8 Famous authors, artists, composers, etc. that may have had an impact on the city 9 Why or why not would you recommend the city as worthwhile place to visit B. After you have completed your paper, write a brief summary in German covering the highlights and present it to the class. Required Materials Wie Geht's Author: Sevin - Sevin Publisher: Cengage Learning Publication Date: 2015 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
