Search Results

Catalog Description Formerly known as CIS 65 Advisory: Completion of IT 100 with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. Students achieve a basic understanding of how networks operate and how to build simple local area networks (LAN), perform basic configurations for routers and switches, implement Internet Protocol (IP) and enterprise technologies, including cloud and virtualization. Students will apply the knowledge and skills required to troubleshoot, configure, and manage common network devices; establish basic network connectivity; and implement network security, standards, and protocols. Preparation for the CompTIA Network+ certification exam. (C-ID ITIS 150) (CSU) Course Student Learning Outcomes CSLO #1: Research, analyze and evaluate information to solve business problems using appropriate fundamental data networking technology. CSLO #2: Design and produce fundamental data networking solutions incorporating current trends, security, and best practices. CSLO #3: Employ fundamental data networking concepts and terminology in professional communication. CSLO #4: Demonstrate marketable fundamental data networking career skills. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe and differentiate the devices and services used to support communications in data networks and the Internet. 2. Describe the role of protocol layers in data networks. 3. Evaluate the importance of addressing and naming schemes at various layers of data networks in IPv4 and IPv6 environments. 4. Explain how physical and data link layer protocols support the operation of Ethernet in a switched network. 5. Summarize DNS concepts and its components. 6. Identify virtual network components. 7. Identify common TCP and UDP default ports. 8. Explain how the upper layers of the OSI model support network applications. Lab Objectives: 1. Design, calculate, and apply subnet masks and addresses to fulfill given requirements in IPv4 and IPv6 networks. 2. Configure switches and end devices to provide access to local and remote network resources. 3.Configure routers to enable end-to-end connectivity between remote devices. 3. Experiment with common network utilities to verify small network operations and analyze data traffic. 4. Create IPv4 and IPv6 addressing schemes and verify network connectivity between devices. 5. Configure a small network with security best practices. 6. Troubleshoot connectivity in a small network. 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: Instructor will prepare multiple choice questions that are similar in content to the CompTIA certification exam for Network+. Students will take a practice certification exam and instructor shall evaluate the exam results and provide a pass/fail score. Example: What subnet mask can be used to segment the 172.16.0.0 network to allow for a minimum of 6 subnets while maximizing the number of hosts per subnet? a) 255.255.248.0 b) 255.255.224.0 c) 255.255.192.0 d) 255.255.128.0 Projects Example: Students will participate in a group project simulating a network design proposal for a fictitious business and present their results to the class. Instructor shall provide students with a rubric identifying grading criteria for the presentation. Skill Demonstrations Example: Students are required to complete a variety of hands-on labs such as configuring an alternate IP address on client computer. Using techniques such as screen capture they can submit proof of completion to the instructor which can be reviewed for accuracy. Students will log into the NETLABS+ environment and complete the skills simulation assigned. Students will submit appropriate documentation which will be reviewed by the instructor for accuracy and completeness. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Experiment with common network utilities to verify small network operations and analyze data traffic. After completing the reading and discussions of the topic the instructor will guide the students through the use of Wireshark Network Analyzer and demonstrate how captured data can be evaluated to see firsthand concepts previously discussed such as protocols, MAC addresses and packet segmentation. Students will then perform their own data captures and do a short write-up analyzing what they have captured. Lecture: Design, calculate, and apply subnet masks and addresses to fulfill given requirements in IPv4 and IPv6 networks. Instructor will lead the class in a discussion on IP addressing schemes and how they can be used to enhance network performance and security. They will refer students to sites like LearnToSubnet.com to help extend the student's understanding and then provide an assignment that requires students to choose appropriate IP address ranges for a given scenario. By completing the assignment students will demonstrate that they understand how IP addresses should be used on internal systems and external facing systems and the difference between public and private address ranges. Distance Learning Following instructor lecture on TCP/IP, students will log into NETLAB+ to complete a lab on TCP/IP configuration then submit the required result sheet. Typical Out of Class Assignments Reading Assignments 1. Students will be assigned reading from the chapter on IP addressing and then directed to additional resources to review on the Internet related to IPv4 and IPv6. They will then be expected to participate in a class discussion topic via Canvas and explain their viewpoints of the advantages of IPv6 vs IPv4. 2. Students will be assigned reading from the text on WANs and Remote Access methods and then participate in a classroom discussion of these topics led by the instructor. Writing, Problem Solving or Performance 1. Students will be provided instructions on completing a hands-on lab using the NETLAB+ environment. 2. Following the reading and discussion of the chapter, students will do a written compare/contrast of various Networking Devices to show their level of comprehension. Other (Term projects, research papers, portfolios, etc.) At the end of the course students will be assigned to groups and work on a fictitious business network design project and present their plans to the entire class. They will be asked to prepare an overview of their plan and pricing sheets for the materials that will be needed. Required Materials Network+ Guide to Networks Author: Tamara Dean Publisher: Cengage Publication Date: 2019 Text Edition: 8th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Information Technology programs prepare students for a wide array of Information Technology (IT) career paths. IT encompasses computer professional careers and positions, from Tech Support to Cyber Security, and from Office Work to Business Analyst. Careers in IT deal with the design, creation, management, maintenance, and business use of the varied components of computer systems, including software, hardware, networks, and the cloud. The field spans a broad range of industries, including technology, healthcare, finance, retail, government and education; and includes jobs that involve business computer applications, databases, technical and customer support services, web authoring/developing, Internet information research, network administration, and cybersecurity. Some courses prepare students for industry certifications such as CompTIA’s, A+, Network+, Security+, or Microsoft’s MSCE. The curriculum also provides valuable computer experience and training for students who are enrolled in other disciplines of the College.

Catalog Description Formerly known as PHYS 2A (PHYS 105 and 105L, combined) Prerequisite: Completion of MATH 27 or equivalent with grade of "C" or better Corequisite: Concurrent enrollment in PHYS 105L Advisory: Eligibility for ENGL 11 strongly recommended Hours: 72 lecture Description: Noncalculus introduction to the principles of mechanics, properties of matter and heat. Emphasis on applications relevant to several majors, including premedical, predental, optometry, forestry, architecture, and biological science. (combined with PHYS 105L, C-ID PHYS 105) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Solve problems associated with Newtonian mechanics and thermodynamics using trigonometry and algebra. CSLO #2: Identify which physical concepts associated with linear motion, rotational motion, and thermodynamics explain physical phenomena. CSLO #3: Develop an overlying and rigorous process to evaluate the behavior of physical systems obeying Newtonian mechanics and thermodynamics. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives A thorough understanding of physics requires the student to evaluate data and synthesize ideas to solve conceptual and numerical problems. The list of objectives below is intended to assist the student in this endeavor. Thus students in Physics 105 are expected to: One-dimensional and 2-dimensional Kinematics: 1. Describe the fundamental physical quantities associated with motion (position, displacement, distance, speed, velocity and acceleration) including their definitions and their interrelationships. 2. Use the definitions of position, velocity and acceleration to solve both numerical and conceptual problems regarding the motion of point-like objects. 3. Describe the four kinematic equations of motion for constant acceleration. 4. Apply the four kinematic equations of motion (e.g. bodies undergoing free-fall near the surface of the earth, uniformly accelerated motion in the horizontal direction). 5. Describe the differences between vector and scalar quantities. 6. Use right triangle trigonometry to resolve vectors into their components. 7. Use right triangle trigonometry to calculate the magnitude and direction of a vector from its components. 8. Apply vector concepts to describe (mathematically and conceptually) the motion of point like objects in more than one dimension. 9. Apply vector concepts to solve projectile motion problems. Dynamics: 1. Define and describe the concepts of force and mass. 2. State Newton's three laws of motion. 3. Distinguish between mass and weight, and describe the relationship between mass and inertia. 4. Describe the steps involved in free-body analysis. 5. Apply Newton's 2nd Law and free-body analysis to a wide variety of problems involving forces acting on point-like objects. 6. Describe the laws of friction and the differences between the static and kinetic frictional force. 7. Apply Newton's 2nd Law and free-body analysis to a wide variety of problems involving frictional forces acting on point-like objects. 8. Use Newton's 3rd law to solve a variety of conceptual problems of forces acting on point-like objects. Mechanical Energy: 1. Define and describe work both mathematically and conceptually. 2. Calculate work for constant forces. 3. Define kinetic energy. 4. State the Work-Energy Theorem and apply it to solve problems involving the motion of point-like objects. 5. Define and describe potential energy and a conservative force. 6. State the Principle of the Conservation of Mechanical Energy and apply it to solve a wide variety of problems involving the motion of point-like objects. 7. Explain how work and energy involve the interplay of a system with surroundings. Momentum: 1. Define both mathematically and conceptually momentum. 2. Define the Impulse-Momentum Theorem and apply it to solve problems involving collisions of point-like objects. 3. State the Principle of the Conservation of Momentum and apply it to solve a wide variety of problems involving the collisions of point-like objects. Rotational Motion: 1. Describe the fundamental quantities of rotational motion (position, displacement, distance, speed, velocity and acceleration) including their definitions and their interrelationships. 2. Define centripetal acceleration. 3. Explain the relationship between radial acceleration and centripetal force. 4. Apply the definition of centripetal acceleration, free-body analysis, and energy conservation to solve a wide variety of problems involving the point-like bodies in circular motion. 5. State Newton's Universal Law of Gravitation. 6. Apply the Universal Law of Gravitation to solve a wide variety of problems involving orbiting motion. 7. Define the gravitational field. 8. Define the concepts of torque, center of mass, and rotational inertia. 9. Apply torque and free-body analysis to solve problems involving extended bodies in static equilibrium. Solids and Fluids: 1. Define density and pressure. 2. Describe conceptually and mathematically stress and strain and their relationship. 3. Describe Young's modulus. Solve problems involving objects under tension. 4. Describe a fluid. 5. Describe the variation of pressure with depth in an incompressible fluid. 6. Explain Pascal's Principle and apply it to solve problems involving static fluids. 7. Describe Archimedes' Principle and the buoyant force. 8. Apply Archimedes' Principle to solve problems involving objects submerged in fluids. Thermodynamics: 1. Describe and explain the concepts of temperature, heat and internal energy. 2. Conceptually and mathematically describe thermal expansion. 3. Solve problems involving the thermal expansion of isotropic materials. 4. State the Ideal Gas Law. Describe each of the concepts involved (pressure, volume, temperature, and the number of moles) and the conceptual basis for the law. 5. Apply the Ideal Gas Law to solve a wide variety of problems. 6. Define heat capacity and use a conceptual model to explain the variation of heat capacity for different materials. 7. Define latent heat. 8. State the First Law of Thermodynamics. 9. Use the 1st law to describe calorimetry. 10. Use calorimetry to find the equilibrium temperature of two or more objects placed into thermal contact. 11. Describe the modes of heat transfer (conduction, convection, and radiation) in mathematical and conceptual terms. 12. Apply the mathematical definitions of conduction and radiation to solve a wide variety of heat transfer problems. 13. Use the kinetic theory of gases to conceptually describe the Ideal Gas Law. 14. Explain the Theory of Equipartition of Energy. 15. Describe adiabatic, isobaric, isothermal, and isometric process. Sketch the behavior of ideal gases undergoing each of these processes on a pressure-volume diagram. 16. Describe the specific heats for ideal gases undergoing isometric and isobaric processes. 17. Define thermodynamic work. 18. Define efficiency. 19. Use pressure-volume diagrams to describe the quantitative functioning of heat engines utilizing ideal gases. 20. Describe the Carnot cycle. 21. Explain the 2nd Law of Thermodynamics and entropy. General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences AA/AS - Natural Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5A Physical Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Example for Classroom Discussion Assessment or Example for Objective Exam: You want to construct a glass-mercury thermometer. How should the coefficient of linear expansion of the mercury and glass compare? A. The coefficient of expansion for glass must be much greater than that of mercury. B. The coefficient of expansion for glass must be much less than that of mercury. C. The coefficient of expansion for glass must be equal to that of mercury. D. The coefficient of expansion for glass must vary, while that of mercury is constant. 1. For the classroom discussion, an audience response system will be used to assess the discussion portion of the course. Students discuss their reasoning for their response with their peers. The results of each student’s response will count toward their class participation grade. Individual students will be graded based on the following two criteria: 1. Is the student participating in the discussion? 2. Did the student get the correct response? Based on how well the class responds to the question, the instructor will ask additional questions on this topic, review this topic, or move on to the next topic. Objective Examinations Example: 1. Example for Classroom Discussion Assessment or Example for Objective Exam: You want to construct a glass-mercury thermometer. How should the coefficient of linear expansion of the mercury and glass compare? A. The coefficient of expansion for glass must be much greater than that of mercury. B. The coefficient of expansion for glass must be much less than that of mercury. C. The coefficient of expansion for glass must be equal to that of mercury. D. The coefficient of expansion for glass must vary, while that of mercury is constant. For the classroom discussion, an audience response system will be used to assess the discussion portion of the course. Students discuss their reasoning for their response with their peers. The results of each student’s response will count toward their class participation grade. Individual students will be graded based on the following two criteria: 1. Is the student participating in the discussion? 2. Did the student get the correct response? Based on how well the class responds to the question, the instructor will ask additional questions on this topic, review this topic, or move on to the next topic. Problem Solving Examinations Example: 1. Exam problem (problem solving with rubric grading): A rock is thrown straight up with an initial velocity of 20 m/s. What maximum height (in m) will the rock reach before starting to fall downward? (acceleration due to gravity is 9.8 m/s2). 2. Quiz problem (problem solving with rubric grading): A track star in the broad jump goes into the jump at 12 m/s and launches himself at 20˚ above the horizontal. How long is he in the air before returning to Earth? (g = 9.80 m/s2). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: A multimedia slide presentation is used to present the topic of centripetal acceleration in detail utilizing graphics and video segments for emphasis and clarity. Example problems are demonstrated by the instructor at appropriate times throughout the class lecture or live/recorded video. Students are always encouraged to ask questions in class or in the LMS video chat throughout the presentation. (Objectives: Rotational Motion 1-4). Several live or video demonstrations of rotational dynamics using actual equipment at appropriate times during the presentation provide more emphasis and clarity. Students are also given a complete set of lecture notes in advance and encouraged to ask questions throughout the presentation in class or through the LMS chat feature. (Objective: Rotational Motion 8 and 9). Distance Learning An audience response system is used to ask questions on the application of Newton's Law in order to assess the level of student understanding during lecture and recitation (problem solving session). Based on how well students respond to the questions, the instructor will ask additional questions on this topic, review this topic, or move on to the next topic. In the online format polling software will be used to administer the question for during live/recorded video sessions. (Objectives: Dynamics 1-7). In class, group problem solving activities are administered to assess student understanding. 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: Suppose you connect three vessels of equal volume. The vessels are thermally insulated. You decide to connect the three vessels by placing thin tubes of negligible volume in between each container so that gas can flow from one vessel to the next when a stopcock between them is open. Initially, the pressure and temperature in each container is at the same value Po and To, respectively. The stopcocks between the vessels are opened, and thermal insulation is removed from two of the vessels. Then two vessels are surrounded by heat reservoirs so that their temperatures are maintained at 85To and 2To while the third remains at To. What is the final pressure of the system when mechanical equilibrium is reached? (Objectives: Thermodynamics 3,4) Typical Out of Class Assignments Reading Assignments 1. Read the material on "Work and Energy" from the text in preparation for classroom discussion. 2. Read the material and sample problems on "Momentum" from the text in preparation for the recitation (problem solving session). Writing, Problem Solving or Performance 1. Complete online homework assignment on Newton's laws. This is an assignment created by the instructor using an online homework service that accompanies the course textbook. Sample Problem: A boat moves through the water with two forces acting on it. One is a 2000 N forward push by the water on the propeller, the other is a 1800 N resistive force due to the water on the bow. What is the acceleration of the 1000 kg boat? 2. Complete the problem solving worksheet on vectors. Other (Term projects, research papers, portfolios, etc.) Required Materials College Physics Author: Serway and Vuille Publisher: Cengage Publication Date: 2018 Text Edition: 11th Classic Textbook?: OER Link: OER: College Physics Author: Paul Peter Urone and Roger Hinrichs Publisher: OpenStax Publication Date: 2020 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Formerly known as PSYC 5 Prerequisite: Completion of PSYC C1000 with grade of "C" or better; completion of PSYC 142 or STAT C1000 with grade of "C" or better Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 108 (54 lecture, 54 laboratory) Description: Introduction to research methodology, experimental design, and hypothesis testing in the behavioral sciences. Includes the execution, analysis (with statistical software), interpretation, and reporting of individual research projects. (C-ID PSY 205B) (CSU, UC) Course Student Learning Outcomes CSLO #1: Contrast the scientific method with nonscientific methods of obtaining information. CSLO #2: Evaluate the advantages and disadvantages of experimental designs and other research approaches used in psychology. CSLO #3: Critically evaluate published empirical research studies. CSLO #4: Analyze the ethical issues raised in psychology research using the principles of the American Psychological Association. CSLO #5: Conduct scientific research, analyze the data, interpret the results, and communicate the findings using American Psychological Association (APA) style. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 108 Total Student Learning Hours 216 Course Objectives Lecture Objectives: I. Methods of Understanding Behavior a. Describe nonscientific sources of data used in attempts to explain behavior. b. Explain the scientific method. c. Compare scientific and nonscientific sources of data. II. Ethics in Research a. Discuss the APA guidelines for the conduction of scientific research. b. Explain what the Institutional Review Board is and what it does. c. Describe the guidelines for the use of animals in psychology research. III. Hypothesis Testing a. List the criteria for a good hypothesis. b. Explain how hypotheses are generated. c. Define the null and alternative hypotheses and explain their roles in the research process. IV. Sampling a. Define probability and nonprobability sampling and provide examples of each type. b. Compare probability and nonprobability sampling in terms of advantages and disadvantages. V. Measurement of Behavior a. Discuss the four levels of measurement (nominal, ordinal, interval, and ratio) and provide examples of each. b. Define validity and explain the different types of validity relevant to measurements in psychology research. c. Define reliability and explain the different types of reliability relevant to measurements in psychology research. VI. Experimental Research a. Discuss the necessary components of an experiment. b. Define extraneous variable and confounds and describe the relationship between these two concepts. c. Explain the methods that are used to control for extraneous variables in psychology research. d. Describe the different experimental research designs (between-subjects, within-subjects, and factorial). VII. Nonexperimental Research a. Compare nonexperimental and experimental approaches with regard to external validity (generalizability of results) and internal validity. b. Describe each of the nonexperimental (case studies, field studies, archival research, qualitative research, surveys and interviews, correlational research, and quasi-experimental designs) approaches to psychology research. c. Identify the strengths and weaknesses of each of the types of nonexperimental research. VIII. Research Results a. Explain how the correct statistical test is chosen for a given set of data. b. Discuss the factors that a researcher must consider when interpreting results that either do or do not support a hypothesis. IX. Scientific Writing a. Describe the components of a scientific research paper. b. Explain how the results of previous research are synthesized into the literature review component of a research paper. c. Apply the proper APA formatting when writing a research paper. Laboratory Objectives: I. Design a research project using an experimental or nonexperimental approach. II. Conduct a literature review relevant to the topic of your project. III. Collect data from human participants. IV. Analyze and interpret the results of the project. V. Communicate these research findings using APA style. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - D9 Psychology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: In an essay, describe what is necessary to determine causality? In other words, what is necessary to demonstrate that a causal relationship exists between two variables? Rubric Grading. Objective Examinations Example: Example question: Barbara studied the effects of both viewing angle (three angles were used) and computer monitor display size (two sizes were used) on eye blink rate. She used a between-subjects approach. This study A. required five groups. B. required two groups. C. was a factorial design with two factors. D. was a factorial design with six factors. Projects Example: By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style report which includes a review of the literature as well as your results. This paper will be assessed using a rubric. In addition, you will present the results to the class and be prepared to address any questions from other students; this presentation will also be assessed using a rubric. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: After an instructor demonstration of how to calculate the mean, standard deviation, and the t statistic using Excel, students will be provided with a data set to analyze. Students will report the results in APA format and discuss how to best interpret the results. Lecture: The instructor will lecture on the types of extraneous variables that can make it difficult to interpret the results of experiments. The students will then be provided with examples of experiments with such problems and will be asked to identify them during a discussion period. Distance Learning The instructor will provide background material on the Barnum Effect for students to read and answer discussion questions. Students will be assigned to groups to collect and analyze data on the Barnum Effect. Students will collaborate to present the data to the class as a Discussion Board presentation. Each student will need to post 1 question to the authors of the study presentation regarding one of the following sections: the background, the method, the results or the discussion. Presenters will need to answer questions of fellow students. The instructor will moderate these discussions and help to answer questions that come up and guide students in thinking about how their questions apply to specific concepts they have learned about previously. Typical Out of Class Assignments Reading Assignments 1. Read the article "Living Large: The Powerful Overestimate Their Own Height" by Duguid and Goncalo (2012). Be prepared to describe the independent and dependent variables and main results of the experiments. 2. Read Chapter on Ethics of the textbook. Be prepared to discuss the basic ethical guidelines that all behavioral researchers must observe. In addition, consider the question of animal research ethics. Do you believe that animal research requires ethical guidelines? Writing, Problem Solving or Performance 1. Find a research article on a topic in psychology that interests you. Write a summary of the work. Include the basic problem addressed by the research, the hypothesis or research question, the sample used, a brief description of the procedure, the results, and the main implications of the work. 2. Your friend tells you that psychological research is "worthless" because all you study are "white rats and college students." Furthermore, he states that the subjects in your research don't even represent the population at large. Respond to this criticism. Other (Term projects, research papers, portfolios, etc.) By yourself or in a group of up to three, design and carry out a psychology research project. This must be an empirical project in which you collect data from a suitable number of participants. You will then analyze and interpret the results and write an APA-style paper which includes a review of the literature as well as your results. Required Materials Research Methods in Psychology Author: Beth Morling Publisher: Norton Publication Date: 2018 Text Edition: 3rd Classic Textbook?: OER Link: OER: Methods in Behavioral Research Author: Cozy and Bates Publisher: McGrawHill Publication Date: 2018 Text Edition: 13th Classic Textbook?: OER Link: OER: The Psychologist as Detective: An Introduction to Conducting Research in Psychology Author: Smith and Davis Publisher: Pearson Publication Date: 2012 Text Edition: 6th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Enrollment limitation: permission of instructor required; for students with advanced diving skills, conditioning and previous competitive experience Hours: 58 laboratory per unit Description: Stresses diving training, skills, knowledge, strategy, and appreciation. Intended for students with high school and/or recreational experience who are preparing for competitive intercollegiate diving. May be taken four times for credit. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Describe the parts of the diving board. CSLO #2: Demonstrate a dive from each of the five diving groups. CSLO #3: Evaluate the properties of a competitive dive. CSLO #4: Dissect safety guidelines for performing a dive. CSLO #5: Design a workout, individually, which demonstrates a variety of skills and exercises to achieve a stated result. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 29-174 Outside of Class Hours 0 Total Student Learning Hours 29-174 Course Objectives 1. Identify the parts of the diving board; 2. Describe diving safety measures; 3. Evaluate the properties of the four components of a competitive dive; 4. Compile a set of skills, with a stated objective; 5. Develop a workout, individually, which demonstrates a variety of skills and exercises to achieve a stated result; 6. Identify and demonstrate the approach, hurdle, and take off, for the front, back, reverse, inward, and twisting dives; 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 UC Transferable Methods of Evaluation Reports Example: Students will create a written workout routine and teach it to the class. Rubric Grading. Skill Demonstrations Example: Instructor will discuss the proper drills and techniques to perform a specific dive and students will demonstrate the dives. Pass/Fail grading. Repeatable Yes Methods of Instruction Laboratory Distance Learning Lab: Instructor will lead a class discussion on proper drills and techniques to perform a specific dive. The students will respond by practicing the drills. (Objective 4 ) Instructor will have students describe the mechanical corrections to improve a diving skill. The instructor will be evaluating and giving feedback on the skills. (Objective 4) Distance Learning Instructor will lecture on the parts of the diving board. Students will list and explain parts of the diving board. (objective 1) Typical Out of Class Assignments Reading Assignments 1. Read chapters in Springboard and Platform Diving, be prepared to discuss diving basics in class. 2. Read chapter in Springboard and Platform Diving on training and peaking for competition, be prepared to create a periodization plan in class. Writing, Problem Solving or Performance 1. In a one-page paper, analyze the different types of dives, and the difficulty involved in performing each. 2. Outline the set of skills relevant to performing a competitive dive. 3. Develop a diving workout routine to demonstrate and teach to a springboard diving class. Other (Term projects, research papers, portfolios, etc.) Required Materials Springboard & Platform Diving Author: Jeffrey Huber Publisher: Human Kinetics Publication Date: 2015 Text Edition: 1st Classic Textbook?: No OER Link: OER: The Competitive & Technical Rules of USA Diving 2019-2020 Author: Curt Wilson Publisher: USA Diving, Inc. Publication Date: 2019 Text Edition: Classic Textbook?: No OER Link: OER: 2019-2021 Men’s and Women’s Swimming and Diving Rules Author: National Collegiate Athletic Association Publisher: National Collegiate Athletic Association 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.