IT 0140. Implementing Network Security and Firewalls
Units: 3
Prerequisite: Completion of IT 120 with grade of "C" or better
Hours: 72 (54 lecture, 18 laboratory)
Firewalls are one of the primary tools used to prevent unauthorized access to corporate networks. Students will learn how to design and configure firewalls to allow access to key services while maintaining an organization's security, as well as how to implement firewall-to-firewall Virtual Private Networks (VPNs). (CSU)
IT 0140 - Implementing Network Security and Firewalls
http://catalog.sierracollege.edu/course-outlines/it-0140/
Catalog Description Prerequisite: Completion of IT 120 with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Firewalls are one of the primary tools used to prevent unauthorized access to corporate networks. Students will learn how to design and configure firewalls to allow access to key services while maintaining an organization's security, as well as how to implement firewall-to-firewall Virtual Private Networks (VPNs). (CSU) Course Student Learning Outcomes CSLO #1: Describe the elements of computer-based data communication. CSLO #2: Define management's role in the development, maintenance, and enforcement of information security policy, standards, practices, procedures, and guidelines. CSLO #3: Discuss different firewall strategies. CSLO #4: Recommend best practices for effective configurations and maintenance of Virtual Private Networks (VPNs). Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Upon completion of this course, the student will be able to: 1. Analyze problems, recommend solutions, products, and technologies to meet business objectives. 2. Recommend best security practices to achieve stated business objectives based on risk assumptions. 3. Actively protect information technology assets and infrastructure from external and internal threats. 4. Monitor systems for anomalies, proper updating, and patching. 5. Evaluate and perform planning, testing, and implementation of software and hardware deployed. 6. Assist in incident responses for any breaches, intrusions, or theft. 7. Recommend best practices for effective configurations and maintenance of Virtual Private Networks (VPNs) and firewalls. 8. Explain how network defense tools (firewalls, IDS, etc.) are used to defend against attacks and mitigate vulnerabilities. 9. Implement Network Security Components (Data Loss Prevention, VPNs/firewalls). 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: Based upon course readings and class discussions relating firewall configurations, students would be required to take a quiz relating to chapter content, and to explain issues pertaining proper firewall configurations. Example: In your own words (no copy/paste allowed) identify firewall policies that must be in place for NAT to function. Instructor will grade based on level of understanding shown in the response. Problem Solving Examinations Example: Students will be provided with a virtualized environment with various operating systems, along with a firewall. Students would have to determine the right firewall to configure based on desired outcomes. Students would also have to analyze the output of various firewall logs utilizing techniques discussed. Pass/Fail grading. Projects Example: Given a specific scenario, students would be required to prepare a Firewall report detailing attacks being suppressed. Student performance would be based upon a rubric designed to incorporate both the requirements of a Firewall report, as identified course readings, and the clearness of plan response instructions. Skill Demonstrations Example: Students will be provided lab assignments based on the weekly topic and required to complete the tasks outlined. See the lab example in 14b for sample. Example. Students will configure firewall settings given a set of parameters, to include port forwarding and NAT configurations. Students will capture images to show the process and submit for grading. Grading will be based on a complete set of images with proper notations as described in the instructions. Pass/Fail grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will guide students through hands-on lab exercise to configure firewall policies and network settings. Students will configure firewall policies discussed in class, and test networks for proper firewall configurations. (Objective 3) Lecture: Students will read weekly assignments related to Firewall Security. The instructor will lead a review discussion on the topics covered. (Objective 7) Distance Learning Students will be provided with a written scenario, outlining a company's firewall policies. Students will than configure and test firewalls to that policy. (Objective 2) Typical Out of Class Assignments Reading Assignments 1. Students will be assigned chapter reading assignments from the course textbook which will need to be completed before each class session. Example: Read the chapter about Advanced Routing Protocols. 2. Internet research and reading assignments will be required that build on concepts presented in class, and provide insight into current technology industry trends and innovations. Example: research to find additional information about utilizing firewalls in a business environment. Writing, Problem Solving or Performance 1. Online NETLAB+ lab assignments will require students to perform technical tasks and provide written responses that demonstrate logical analysis and problem solving. Example: Students asked to complete NETLAB+ Lab 1 - Perform basic interface configuration on a Palo Alto Networks firewall. 2. Chapter review questions will be assigned to students and must be completed before the start of each class. Review questions will require written answers that demonstrate problem solving and an understanding of chapter concepts. Example: Answer questions at end of the chapter about why packet-filtering rules is important to a firewall. Other (Term projects, research papers, portfolios, etc.) Required Materials Palo Alto Networks Prisma Certified Cloud Security Engineer Study Guide Author: Palo Alto Networks Publisher: Palo Alto Networks Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Palo Alto Networks Certified Network Security Administrator Study Guide Author: Palo Alto Networks Publisher: Palo Alto Networks Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Information Technology
http://catalog.sierracollege.edu/departments/infotech/
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.
PSYC 0140 - Introduction to Biopsychology
http://catalog.sierracollege.edu/course-outlines/psyc-0140/
Catalog Description Formerly known as PSYC 40 Prerequisite: Completion of PSYC 100 with grade of "C" or better Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: An introduction to biopsychology focusing on the relationship between the nervous system and behavior. Emphasis on physiological, biochemical, and neuroanatomical foundations of behavior and mental processes. Topics include the central nervous system function and its relation to psychoactive drug effects, sensory/perceptual processes, sleep and dreaming, learning phenomena, memory mechanisms, human communication disorders, and abnormal behavior. (C-ID PSY 150) (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe the structure and physiology of the nervous system at the anatomical, cellular, and molecular levels and relate this structure and physiology to behaviors and psychological disorders. CSLO #2: Compare and contrast the specialty areas within Biological Psychology and the related disciplines within the neurosciences and the types of research that characterizes the biological approach. CSLO #3: Critically evaluate the major issues in human evolution, genetics, and behavioral development that underlie the “biology of behavior.” Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the various methods used to study the biological basis of behavior. 2. Use scientific terminology appropriately in reference to biology and behavior. 3. Read and critically evaluate published biopsychological research. 4. Identify the divisions of the brain and nervous system and describe their functions. 5. Describe the structure of neurons and how neural impulses are generated. 6. Describe the structure and functioning of synapses. 7. Identify the major neurotransmitters and discuss the impact of each on behavior. 8. Explain the role of the nervous system in sensation and perception. 9. Describe the nature and function of the endocrine system and its effect on behavior. 10. Relate behavior and mental processes to anatomical, biological, chemical, and genetic mechanisms. 11. Compare and contrast proposed treatments for psychological disorders, motor disorders, and other central nervous system pathologies. 12. Describe the brain-behavior relationships associated with motivation, emotion, addiction, sex, sleep, stress, learning, and memory. 13. Summarize the historical and recent research on lateralization. General Education Information Approved College Associate Degree GE Applicability AA/AS - Life Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B2 Life Science Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The students are put into small groups and asked to evaluate this statement: "The hippocampus is the brains’ “memory center” – if you lose your hippocampus, you lose all your memories and can’t form new ones!" This is followed by a class discussion. Each group submits a written report of its responses, which are graded with a rubric for completeness and accuracy. Essay Examinations Example: Describe the monoamine hypothesis of depression. Explain why it was influential and the problems with it. This question is graded with a rubric to assess the completeness and accuracy of the answer. Objective Examinations Example: In this example, the student must apply what was learned in class to an experiment that was not discussed in class: Sleep deprivation has a negative effect on cognitive ("thinking") tasks in monkeys (and people). Deadwyler and his colleagues (2007) reported that if sleep-deprived monkeys were given a certain chemical, these negative effects were reduced and thus the performance of the monkeys on the cognitive task was improved. Based on what you have learned, what do you think was given to the monkeys that reduced the effects of sleep deprivation? A. Adenosine B. Orexin C. An antihistamine D. Melatonin Reports Example: Find a recent article in the popular media (newspaper, online news source, etc.) on a research discovery in the field of behavioral neuroscience. Next, find the original paper (from a scholarly journal) in which this research is reported. Write a paper in which you: 1) Describe the research as presented in the magazine/newspaper. 2) Give more details on the actual study, based on the research article. 3) Discuss discrepancies between the two reports, information that you think is critical but was left out of the newspaper/magazine article, etc. 4) Discuss your own thoughts on the research – if it is relevant to you or someone you know, how it fits in with what you have learned elsewhere, etc. 5) Write a conclusion. This is graded with a rubric to assess the clarity and completeness of the work. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: After the instructor covers action potentials (with lecture and videos), the students, as a class, are asked to fill in the missing words on a slide describing the process. After an instructor lecture on the basics of functional neuroanatomy, the students are divided into small groups and asked to identify the location of brain damage based on the symptoms described for a set of hypothetical cases. Distance Learning After the instructor covers the basics of functional neuroanatomy, the students take a LMS quiz in which they are asked to identify, from a pull-down menu, the location of brain damage based on the symptoms described for a set of hypothetical cases. Students are provided immediate feedback on which answers are incorrect and allowed to retake the quiz multiple times. Typical Out of Class Assignments Reading Assignments 1. Read Chapter 1 of the textbook and then take the Chapter 1 quiz in LMS and be prepared tod discuss in class. 2. Read the article "The Brain Implants That Could Change Humanity" from the New York Times (posted in LMS) and be prepared for a class discussion. 3. Read the article "The Frozen Addicts" posted on LMS and answer the question: How did the case of frozen addicts advance our understanding of the etiology of Parkinson's disease? Writing, Problem Solving or Performance 1. Listen to the podcast of "“His and Hers: Sex Differences in the Brain," on Dana Foundation's web site: https://www.dana.org/explore-neuroscience/neuro-news/videos-and-podcasts-explore-neuroscience-dana-foundation/. Discuss what Dr. Catherine Woolley believes is true and not true about sex differences in the brain, and why she thinks this is an important topic. 2. Find a biopsychology-related website and write a review. In this review, you should include: - A brief, 2 – 3 sentence description of the site – IN YOUR OWN WORDS. - The number of "brains" you would give the site, with one brain being the worst and five brains being the best. - A review (500 - 600 words) of the site in which you MUST: a) Discuss your opinion of the site (be specific about what you liked and or didn't like; that is, give examples). b) Indicate if you think the site would be helpful to others and to what type of others, and why (or why not). Other (Term projects, research papers, portfolios, etc.) Find a recent article in the popular media (newspaper, online news source, etc.) on a research discovery in the field of behavioral neuroscience. Next, find the original paper (from a scholarly journal) in which this research is reported. Write a paper in which you: 1) Describe the research as presented in the magazine/newspaper. 2) Give more details on the actual study, based on the research article. 3) Discuss discrepancies between the two reports, information that you think is critical but was left out of the newspaper/magazine article, etc. 4) Discuss your own thoughts on the research – if it is relevant to you or someone you know, how it fits in with what you have learned elsewhere, etc. 5) Write a conclusion. Required Materials Biological Psychology Author: James W. Kalat Publisher: Cengage Publication Date: 2018 Text Edition: 13th Classic Textbook?: OER Link: OER: Physiology of Behavior Author: Carlson Publisher: Allyn and Bacon Publication Date: 2016 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ARHI 0140 - History of the Arts of Africa, the Americas, and Oceania
http://catalog.sierracollege.edu/course-outlines/arhi-0140/
Catalog Description Formerly known as ART 1G Hours: 54 lecture Description: Study of various art forms of the cultures of Africa, the Americas, and Oceania from prehistoric times to the present. (C-ID ARTH 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze and differentiate the various functions served by art and architecture in Africa, Oceania, and the Americas. CSLO #2: Analyze artworks in terms of how they reflect the specific religious, philosophical, political, and/or social beliefs of the culture that produced it. CSLO #3: Critique images and scholarship in terms of western cultural relativism, paying attention to the ways in which social class, gender, racism, and the history of western colonialism influences the study and interpretation of non-western art. CSLO #4: Demonstrate visual literacy by analyzing artworks using proper historical terminology and formal elements in both written and verbal form. CSLO #5: Identify and differentiate major monuments and works of art from Africa, Oceania, and the Americas. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the history of Western colonialism and its impact on scholarship, aesthetics, and terminology in the study of African, American, and Oceanic art and cultures. 2. Analyze the arts of indigenous Africa in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 3. Analyze the arts of indigenous South America in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 4. Analyze the arts of indigenous Mesoamerica in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 5. Analyze the arts of indigenous North America in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 6. Analyze the arts of indigenous Oceania in terms of history and development, function of objects, major media and techniques, architecture, and diaspora and contemporary arts. 7. Compare and contrast major works of art and architecture from Africa, the Americas, and Oceania in terms of similarities and differences in function, context, and style. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Class discussions can be used as continual assessments of students' abilities to verbally analyze artworks and use proper terminology. For example, students may be asked to discuss how a work of art on the screen is typical of a specific cultural style (such as Olmec sculpture)--course objective #3. This will help instructor gauge where current student understanding and mastery exists, and identify any areas of confusion or lack of understanding. Essay Examinations Example: Essays exams may test students on application of knowledge and comparison of style, content, function, and context of works. Such as, an in class timed essay where the student is given two monuments or sculptures to compare in terms of style, content, function, and historical context. Students would be assessed in terms of ability to make connections between works, both in terms of similarities and differences, tying those similarities and differences to media, technique, and historical context. They would also have to demonstrate ability to use required terms and correctly identify style, media, and techniques in the images Objective Examinations Example: Objective exams may test students on basics of terminology and recognition of major artists and artworks/monuments. Such as, a fill in the blank quiz where students must identify major elements in floor plans, and image identifications (title, culture, and date). Example: with an image of a Bamana chiwara sculpture on the screen, ask the students to identify it. Reports Example: Reports in the form of assigned formal papers can be used to address specific themes in the course, such as asking each student to choose one major contemporary artist to research and in a paper analyze their connections to the past, involvement in international art scene, and ways in which they challenge colonial western bias. The final paper would be assessed for research methods and citing, ability to clearly organize and state information, and application of historical and aesthetic approaches to an artist and their products. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor presents A. Visually oriented lectures, such as PowerPoint presentations, about artworks and their historical contexts. For example, a lecture on the ceremonial city of Teotihuacan discussing the major architectural types, how they adhere to earlier models and express current political, religious, and social values of the period. Students will build their ability to identify major representative works of architecture (CSLO 5), use proper terminology for elements (CSLO 4), as well as discuss historical context and cultural values (CSLO 2), and distinguish the function of architecture in Mesoamerica (CSLO 1). Distance Learning The instructor also creates B. Class and small group discussions (online and on ground) such as: Compare and contrast the floor plan of a Tongan fale to a Tlingit plank house. What elements do they have in common and what elements are different? What accounts for these similarities and differences? Analyze a primary document relating to social and cultural context of art making (contracts, artistic biography, historical art criticism) Work together to analyze an unknown object in terms of subject and style as if coming across an image in a museum or gallery setting. In these types of activities, students will actively apply their knowledge and skills to new situations, engaging with visual literacy and analysis skills, including CSLO 4 (Demonstrate visual literacy by analyzing artworks using proper historical terminology and formal elements) as well as the before mentioned CSLOs 1, 2, 3, and 5) Typical Out of Class Assignments Reading Assignments 1. Read provided primary document from instructor (such as reading on Postcolonial theory). Respond to the provided questions and post your response to the class discussion board and respond to at least three other student responses. 2. Read chapter in your text and select one object produced in West Africa. In a two-page, typed double-spaced paper, thoroughly describe the object in terms of medium, process, style, function, and who the most likely patron of the object would be. Writing, Problem Solving or Performance 1. Selecting a ceremonial complex from a provided list, write a three-page, typed, and double-spaced paper, identify the significant architectural elements of the complex as well as its function and symbolism within the given culture. 2. You and your fellow classmates have been hired by a famous movie director as set consultants. An upcoming movie will feature a realistic recreation of a traditional Native American ceremony. It is your task to prepare a detailed written and illustrated description of elements that must be included in the re-creation. The movie executive knows very little about tribal ceremonies so it is important to explain the significance of all aspects of the ceremony. Other (Term projects, research papers, portfolios, etc.) 1. After visiting the Crocker art museum, choose one object to research and write a one to two page catalog description of the object for the museum visiting public. 2. Choose one contemporary work made by an African, Oceanic, North or South American artist. In a 3-5 page paper, discuss the work in terms of how it reflects traditional cultural themes, as well as how those themes might be transformed within a contemporary context. Required Materials Art Beyond the West Author: Kampen O'Riley, Michael Publisher: Pearson Publication Date: 2012 Text Edition: 3rd Classic Textbook?: OER Link: OER: Art History Author: Marilyn Stokstad Publisher: Pearson Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Gardner's Art through the Ages Author: Fred S. Kleiner, Christin J. Mamiya Publisher: Wadsworth Publication Date: 2009 Text Edition: 13th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
AUTO 0140 - Automotive Skill Development
http://catalog.sierracollege.edu/course-outlines/auto-0140/
Catalog Description Prerequisite: Completion of AUTO 100 with grade of “C” or better Hours: 110 (26 lecture, 84 laboratory) Description: Covers basic automotive component diagnosis, service and repair for major vehicle systems including: brakes, suspension, heating, air conditioning, electrical, engines and transmissions. Shop activities are designed to further develop skill, speed, and experience capabilities of automotive majors to meet industry diagnostic and repair performance expectations. Emphasis is placed on shop service operations which meet Automotive Service Excellence (ASE) maintenance and light repair standards. This course will help students prepare for the ASE G1 service exam. (not transferable) Course Student Learning Outcomes CSLO #1: Explain and record professional automotive service information, including documentation of parts and labor, diagnostic and repair procedures, and other specifications. CSLO #2: Perform inspections, maintenance, service, and repairs of various automotive systems, including tires, brakes, transmission, suspension components, and batteries. CSLO #3: Identify and diagnose automotive issues and recommend repairs of automotive systems. CSLO #4: Write orders and reports for automotive repair and diagnosis based on research of online resources, manuals, and other resources. Effective Term Spring 2021 Course Type Credit - Degree-applicable Contact Hours 110 Outside of Class Hours 54 Total Student Learning Hours 164 Course Objectives Lecture Objectives: 1. Review expectation standards for proper and safe use of general automotive repair hand tools and equipment. 2. Interpret customer's complaints and write automotive repair orders following bureau of automotive repair, (BAR) standards with parts and labor. 3. Review proper handling and disposal of various automotive chemicals following MSDS guidelines. 4. Research vehicle service information including technical service bulletins and one-time-use parts. 5. Discuss tire sidewall ratings, rotation patterns and tread wear patterns related to air pressure. 6. Compare major wheel alignment angles and relate to tire tread war patterns. 7. Discuss shock and strut inspection, testing and repair procedures. 8. Review brake inspection requirements and bleeding procedures. 9. Discuss disk brake and drum brake replacement and service. 10. Review basic automotive electrical systems and discuss the testing of batteries, starters and alternators. Laboratory Objectives: 1. Conduct safety tour and lab work procedures. 2. Inspect engine components for oil leaks and perform leak repairs. 3. Perform engine cooling system pressure tests and inspect belts and hoses. 4. Remove and replace thermostat, drain flush and refill cooling system. 5. Inspect engine accessory drive belts and replace worn belts and tensioner components. 6. Remove and replace spark plugs; inspect secondary ignition components for wear. 7. Retrieve on-board diagnostic trouble codes and review computer data to diagnose basic engine problems. 8. Verify heating ventilation and air conditioning operation and identify A/C refrigerant type. 9. Inspect and replace suspension components including control arms, bushings, shocks and struts. 10. Inspect and replace constant velocity (CV) joints and front wheel drive axles. 11. Perform pre-alignment inspection and complete initial wheel alignment measurements. 12. Dismount, mount and balance low profile style tires and wheel assemblies. 13. Identify and test tire pressure monitoring systems (TPMS) and verify panel lamp operation. 14. Diagnose brake system for poor stopping, brake noises and a hard or spongy brake pedal. 15. Service and replace brake pads, rotors, drums and brake shoes. 16. Perform automatic or manual transmission inspection and service. 17. Jump start a vehicle with a booster battery or battery charger. 18. Test battery, starting and charging systems to diagnosis basic electrical problems. 19. Replace a standard 12v automotive battery. 20. Identify supplemental restraint systems (SRS) and high voltage electrical systems. 21. Perform a complete vehicle inspection, record results and service recommendations. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Objective Examinations Example: Written examination on automotive braking system diagnostics and service procedures. Example: If the brake pedal feels spongy, a possible cause could be _______________. A)Brake fluid in the system B)Front brakes out of adjustment C)Axle seals leaking D)Air in the hydraulic brake system Skill Demonstrations Example: Student will perform state of change and state of health tests on a 12 volt automotive lead acid battery. Grade based on industry standard. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Following instructor demonstration, students will remove and replace spark plugs; inspect secondary ignition components for wear. (Lab Objective 7) Lecture: Instructor lecture on how to interpret customer's complaints, followed by a student discussion on what writing a complete automotive repair order following bureau of automotive repair, (BAR) standards with parts and labor looks like (Lecture Objective 2) Distance Learning Online instructor lecture and discussion on shock and strut inspections, followed by report by students outlining the steps to a proper shock and strut inspection. Reports are posted on LMS for instructor and student discussion. (Lecture Objective 7) Typical Out of Class Assignments Reading Assignments 1. Reading from assigned textbook on a weekly basis and be prepared to discuss in class. Example: Read the chapter on the procedures to replace a cooling system thermostat and be prepared to discuss in class. 2. Reading from supplemental material on a regular basis and be prepared to discuss in class. Example: Read the material on the procedures for tire pressure monitoring system reset and code retrieval and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Answer review questions in the text chapter following the reading assignment. 2. Evaluate and compare the condition of engine belts, hoses and filters. 3. Demonstrate knowledge and proficiency in mounting and balancing low profile tires. Other (Term projects, research papers, portfolios, etc.) Student will research a new automotive technology and write a paper documenting its use and possible impact on the automotive repair industry. Required Materials CDX Automotive Fundamentals of Automotive Technology Author: VanGelder, K. Publisher: Jones & Bartlett Learning Publication Date: 2018 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Coveralls or appropriate shop clothing, safety glasses, and proper footwear
Course Identification Numbering System (C-ID)
...ITIS 110 IT 0100 ITIS 120 IT 0015...0150 ARTH 140 ARHI 0140 ARTS 100 ART...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...also PHOT 0010 ) ARHI 0140 History of the...
