MATH 0010. Problem Solving
Units: 4
Prerequisite: Completion of Intermediate Algebra or appropriate placement
Hours: 72 lecture
Individual and small-group problem solving geared toward real life situations and nontraditional problems. Problem solving strategies include: draw a diagram, eliminate possibilities, make a systematic list, look for a pattern, guess and check, solve an easier related problem, subproblems, use manipulatives, work backward, act it out, unit analysis, use algebra, finite differences, and many others. Divergent thinking and technical communication skills of writing and oral presentation are enhanced. Designed to teach students to think more effectively and vastly increase their problem solving ability. (CSU)
MATH 0010 - Problem Solving
http://catalog.sierracollege.edu/course-outlines/math-0010/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of Intermediate Algebra or appropriate placement Hours: 72 lecture Description: Individual and small-group problem solving geared toward real life situations and nontraditional problems. Problem solving strategies include: draw a diagram, eliminate possibilities, make a systematic list, look for a pattern, guess and check, solve an easier related problem, subproblems, use manipulatives, work backward, act it out, unit analysis, use algebra, finite differences, and many others. Divergent thinking and technical communication skills of writing and oral presentation are enhanced. Designed to teach students to think more effectively and vastly increase their problem solving ability. (CSU) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Apply divergent thinking to mathematical problems and solutions. Design and implement solution strategies to mathematical problems. Present logical, accurate, and detailed steps to communicate mathematical reasoning in the strategy and approach to solving problems. Evaluate, improve, and correct the appropriateness and reasonableness of a solution to a problem. Course Content Outline Every week a new problem solving strategy will be examined. The instructor will demonstrate the techniques of each strategy, and the students will practice the strategy by solving a variety of problems. The first few strategies explored in the course are fairly easy and straightforward. The difficulty level of the strategies rises throughout the course. Starting in week 5, in addition to learning new strategies every week, students are working on a problem set of 5 problems that can be solved by any of the strategies learned up to that point. These problem sets increase in difficulty as the semester progresses. The following is an outline of the strategies. I. Draw a Diagram II. Make a Systematic List III. Eliminate Possibilities IV. Use Matrix Logic V. Patterns and Predictions VI. Guess and Check VII. Identify Subproblems VIII. Analyze the Units IX. Solve an Easier Related Problem X. Create a Physical Representation or Model XI. Work Backwards XII. Venn Diagrams and Basic Set Theory XIII. Convert to Algebra XIV. Evaluate Finite Differences Course Objectives Course Objectives Using homework assignments, reports/projects, classroom discussions, weekly problem sets, exams and quizzes, the student will: 1. Solve problems at a post-intermediate algebra level from a variety of different mathematical subject areas, especially topics not usually covered in a traditional mathematics course; 2. Analyze given information and develop strategies for solving problems involving mathematical and logical reasoning; 3. Recognize and apply the concepts of mathematics as a problem-solving tool in other disciplines and contexts; 4. Utilize linear, quadratic, exponential, and logarithmic equations, systems of equations, and their graphs to analyze mathematical applications from various disciplines; 5. Solve problems involving probability; 6. By generating lists and investigating patterns, formulate rules for permutations, combinations, and the basic counting principle; 7. Develop linear, quadratic, cubic, and/or exponential functions that model real world data. Use the function to predict future behavior of the model; 8. Select and correctly apply appropriate strategies to solve a new problem, and evaluate the appropriateness and effectiveness of their strategies; 9. Evaluate the appropriateness and reasonableness of a solution; 10. Work cooperatively in groups to solve problems, choosing an appropriate strategy, formulating a solution and comparing and contrasting their solution with the solutions of their classmates; 11. Compose detailed explanations of the thought processes used to solve problems; 12. Prepare and demonstrate problem solutions to the whole class; 13. Appraise the validity of an oral presentation of the solution to a problem; 14. Read a math text and evaluate written solutions to problems critically and with understanding; 15. Practice metacognition; 16. Use appropriate mathematical vocabulary in discussing problems with group members, presenting solutions to the class, and writing solutions to problems; 17. Think divergently, designing and evaluating a variety of approaches while brainstorming possible solutions to new problems; 18. Upon receiving a problem that is unusual and different from any previous problem, students will compare and contrast the problem to problems solved previously, assess previous methods of solution and determine their validity in this case, choose an appropriate strategy for the new problem, and construct a solution; 19. Solve problems of increasingly greater difficulty; 20. Work toward alleviating the fear caused by problems with words, and experience success in solving difficult problems while developing greater confidence in problem solving ability; 21. Apply problem solving skills to life by relating problem solving skills to real-life issues. Methods of Evaluation Objective Examinations Reading Assignments 1. Read a word problem and understand what is being asked. For example: A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? 2. Given the textbook problem, "In how many ways can you give change for 25 cents?" Students will describe and use the four different systematic lists presented in the textbook for this problem. They will then compare and contrast the advantages and disadvantages of each system. 3. Read a fellow classmate's explanation of a problem's solution and understand and critique it. Writing, Problem Solving or Performance 1. Solve problems in small groups. 2. Present the solution to a problem on the board to the entire class. 3. Solve a word problem and write a thorough explanation of the solution process. The following are a small sample of problems solved in the class. These particular problems were selected for inclusion here mainly for brevity. Most of the problems solved in the class are much longer than these. The problems listed are a mixture of difficulties and strategies. 1. Find three numbers between 11 and 30 such that the squares of the three numbers contain all the digits 1 to 9 exactly once. 2. A group of students went to the pub after the football game on Saturday, and all ordered from the menu. The bill totaled $162. They decided to split the bill evenly, but then three people said they had no money. The rest of the people each had to chip in $2.70 extra to cover the tab. How many people were in the group? 3. You have 12 identical looking coins, one of which is counterfeit. The counterfeit coin is either heavier or lighter than the rest. The only scale available is a simple balance. Using the scale only three times, find the counterfeit coin. 4. The volunteer firefighters decided to teach fire safety techniques to the citizens. They set up a plan where the 8 firefighters would each teach two people. Then the teacher would retire, but each of the pupils would teach two people. Those people, in turn, would teach two others. The teaching lasted for one month. How many people would know the fire safety basics after 10 months? 5. There are nine points on a piece of paper. No three of the points are in the same straight line. How many different triangles can be formed by using three of the nine points as vertices? 6. What is the sum of all ten-digit numbers? 7. Dionne can run around a circular track in 120 seconds. Basha, running in the opposite direction as Dionne, meets Dionne every 48 seconds. Sandra, running in the same direction as Basha, passes Basha every 240 seconds. How often does Sandra meet Dionne? 8. A number is called a decreasing number if it has two or more digits and each digit is less than the digit to its left. For example: 73; 421; 964,310; and 52 are decreasing numbers but 3,421; 6,642; 89; and 963,861 are not. How many decreasing numbers are there? 9. At one family reunion, every niece was a cousin. Half of all aunts were cousins. Half of all cousins were nieces. There were 50 aunts and 30 nieces. No aunt was a niece. How many cousins were neither nieces nor aunts. 10. The expression n! is read "n factorial" and means n(n-1)(n-2)(n-3)(n-4)...(3)(2)(1). Thus 6! means (6)(5)(4)(3)(2)(1) which equals 720. And 10! means (10)(9)(8)(7)(6)(5)(4)(3)(2)(1) = 3,628,800. Notice that 6! ends with one digit of zero and 10! ends with two digits of zero. How many digits of zero does 5000! end with? 11. A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? Other (Term projects, research papers, portfolios, etc.) Every week, after week 4, the students are required to complete a problem set of 5 problems requiring a mixture of strategies. Their assignment is to solve each of the problems, and then write up an explanation of their solution. Write-ups include their thought process, a written explanation of their work in paragraph form, the name of the strategy used to solve the problem, and a clearly stated answer, including any appropriate units. Each problem set requires 6-8 hours of work, and is approximately 3-5 pages long. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
CSCI 0010 - Introduction to Computing
http://catalog.sierracollege.edu/course-outlines/csci-0010/
Catalog Description DESCRIPTION IS HERE: Advisory: Completion of MATH A with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: Survey of computer science technologies and methods. Introduction to computer hardware and software, structured programming, operating system concepts, communications and social impacts of computer technology. Explore current and emerging topics such as robotics, computer security and artificial intelligence. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory 18 By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Describe the software development life-cycle. Describe the principles of structured programming and be able to describe, design, implement, and test structured programs using currently accepted methodology. Explain what an algorithm is and its importance in computer programming. Explain moral and ethical issues in computer science. Course Content Outline Lecture Content: A. Introduction 1. Computing Systems 2. The History of Computing 3. Computing as a Tool and a Discipline B. Binary Values and Number Systems 1. Numbers and Computing 2. Positional Notation C. Data Representation 1. Data and Computers 2. Representing Numeric Data 3. Representing Text 4. Representing Audio Data 5. Representing Images and Graphics 6. Representing Video D. Gates and Circuits 1. Computers and Electricity 2. Gates 3. Constructing Gates 4. Circuits 5. Circuits as Memory 6. Integrated Circuits 7. CPU Chips E. Computing Components 1. Individual Computer Components 2. Stored-Program Concept 3. Embedded Systems 4. Parallel Architectures F. Low-Level Programming Languages and Pseudocode 1. Computer Operations 2. Machine Language 3. A Program Example 4. Assembly Language 5. Expressing Algorithms 6. Testing G. Problem Solving and Algorithms 1. How to Solve Problems 2. Algorithms and Simple Variables 3. Composite Variables 4. Searching Algorithms 5. Sorting 6. Recursive Algorithms 7. Important Threads H. Abstract Data Types and Subprograms 1. What is an Abstract Data Type? 2. Stacks 3. Queues 4. Lists 5. Trees 6. Graphs 7. Subprograms I. Object-Oriented Design and High-Level Programming Languages 1. Object-Oriented Methodology 2. Translation Process 3. Programming Language Paradigms 4. Functionality in High-Level Languages 5. Functionality of Object-Oriented Languages 6. Comparison of Procedural and Object-Oriented Designs J. Operating Systems 1. Roles of an Operating System 2. Memory Management 3. Process Management 4. CPU Scheduling K. File Systems and Directories 1. File Systems 2. Directories 3. Disk Scheduling L. Information Systems 1. Managing Information 2. Spreadsheets 3. Database Management Systems 4. E-Commerce 5. Information Security 6. Computer Security M. Artificial Intelligence 1. Thinking Machines 2. Knowledge Representation 3. Expert Systems 4. Neural Networks 5. Natural Language Processing 6. Robotics N. Simulation, Graphics, Gaming, and Other Applications 1. What is Simulation? 2. Specific Models 3. Computer Graphics 4. Gaming O. Networks 1. Networking 2. Open Systems and Protocols 3. Network Addresses 4. Social Networks 5. Cloud Computing P. The World Wide Web 1. Spinning the Web 2. HTML 3. Interactive Web Pages 4. XML Laboratory Content: A. Introduction to Processing 1. Specifying pixel coordinates 2. Basic shapes: point, line, rectangle, ellipse 3. Color: grayscale, RGB 4. Color transparency B. Interaction 1. The flow of a program 2. The meaning behind setup() and draw() 3. Mouse interaction 4. Dynamic Processing programs 5. Handling events, such as mouse clicks and key presses C. Variables 1. Variables: What are they? 2. Declaring and initializing variables 3. Common uses for variables 4. Built-in variables 5. Using random values for variables D. Conditionals 1. Boolean expressions 2. Conditional statements 3. If, Else If, Else E. Loops 1. The concept of iteration 2. Two types of loops: While and For 3. Iteration in the context of computer graphics F. Functions 1. Modularity 2. Declaring and defining a function 3. Calling a function 4. Parameter passing 5. Returning a value G. Objects 1. Data and functionality 2. What is an object? 3. What is a class? 4. Creating classes and objects H. Spreadsheets 1. Entering data 2. Simple calculations 3. Using formulas and functions 4. Absolute references 5. Formatting the results I. Databases 1. SQL: Structured Query Language 2. Simple SELECT statements 3. Table Joins 4. More advanced SELECT statements 5. Using INSERT, UPDATE, and DELETE J. Web Pages 1. Basic HTML syntax 2. Headings, paragraphs, and lists 3. Images 4. Hypertext links 5. Multiple pages Course Objectives Course Objectives Lecture Objectives: 1. Identify at least three places computers can be found in our society, other than personal computers. 2. Compare and contrast data input and storage mechanisms from previous generations of computers to those in current use. 3. Compare and contrast the specifications of at least two commercially-available computer systems and associated common peripherals. 4. Describe the binary and hexadecimal counting systems. 5. Solve mathematical problems that are expressed in the decimal, binary, and hexadecimal counting systems. 6. Describe the relationship between bits and bytes. 7. Identify and describe the function of major computer components in a von Neumann architecture: CPU, CU, ALU, Bus, Disk Drive, RAM, ROM, Clock, and Input/Output Peripherals. 8. Identify the major components of mass storage devices (platters, read/write heads, recording surface, interface) and describe the logical layout of data (tracks, sectors, blocks, cylinders). 9. Describe the use of "abstraction" and "layering" in operating systems and networking. 10. Describe the purpose of disk-based virtual memory (swap) and the process by which swap space is used to alleviate shortages of RAM. 11. Identify the major components of modern graphical user interfaces: buttons, scrollbars, menus, windows, dialogs, input fields, text, images, cursor, click, drag. 12. Define and describe the networking terms: protocol, host, client, server, IP Address, TCP, LAN, router, checksum. Identify examples of each. 13. Apply current computer science theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification, and documentation. 14. Distinguish the tradeoffs computer scientists must balance in software and hardware design in terms of cost, speed, and resource limitations. 15. Compare the relative efficiencies of at least two of the following algorithms: binary search, linear search, bubble sort, insertion sort, quicksort, find min/max. Laboratory Objectives: 1. Design, write, and run without errors a simple computer program utilizing variables, conditionals, and loops using a current programming language. 2. Prepare at least two simple web pages in HTML utilizing basic formatting tags, lists, images, colors, and links. View the web pages in a web browser. 3. Write, print, and save a document using a word processor. 4. Use a spreadsheet or database to define data fields, input data, express mathematical calculations that manipulate the data, and save the data. Methods of Evaluation Objective Examinations Problem Solving Examinations Skill Demonstrations Reading Assignments 1. Read the chapter on the history of computing and be prepared to discuss in class. 2. Read the website entitled "Beginner's Guide to HTML." Work through the examples shown by typing them into a text file editor, saving them, and viewing them in a web browser and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Robots are becoming increasingly useful in our society. For example, one can buy a small robot to automatically vacuum a house. We can explore some of the technologies that make this possible using simple robot construction techniques. Design and write a program in Java or RCX to instruct a robot outfitted with individually powered wheels and light and touch sensors to wander around the floor, automatically avoiding obstacles. The robot should not go over any path more than once. The program is finished when the robot finds the black circle located in an arbitrary place. 2. Write a two-page essay describing your personal experiences with malware. Conclude your paper by describing at least two things you can do to remove malware from your computer and/or prevent it in the future. 3. Write a two-page paper tracing the evolution of input devices (punched cards, magnetic tape, disk drives), focusing on how the devices of yesterday have influenced the devices of today. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
EDU 0010 - Introduction to Elementary Education with Field Experience
http://catalog.sierracollege.edu/course-outlines/edu-0010/
Catalog Description DESCRIPTION IS HERE: Advisory: Completion of HDEV 1 with grade of "C" or better; eligibility for ENGL 1A Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts and issues related to teaching diverse learners in contemporary K-12 schools. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, requires a minimum of 45 hours of structured field work in public school elementary classroom that represent California's diverse student population. Fulfills one of the early field experiences for the CSUS Liberal Studies major. Negative TB test and fingerprint screening required. (C-ID EDUC 200) (CSU, UC) Units 3 Lecture-Discussion 36 Laboratory 54 By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Explain the role and function of the teacher in the public elementary school setting and the requirements and experiences needed to obtain a teaching credential. Apply principles that underlie effective relationships with other teachers, students, and families and examine and assess issues concerning culture and diversity. Demonstrate and apply basic observation tools and design basic lesson plans in content areas. Interpret and apply theories related to child development and learning in a field placement setting. Course Content Outline I. The profession and culture of teaching A. History, governance and finance of public schooling B. Overview of academic requirements and qualifications C. Careers and opportunities D. Workplace socialization/professionalism and protocols for visiting schools and entering classrooms E. Organization of schools, including roles and functions of teachers and other school personnel, both in general and special education F. Overview of the CSTPs (California Standards for the Teaching Profession) and the TPEs (Teaching Performance Expectations) G. Introduction to California Academic Content and student performance standards II. Observation skills and methods and ethics of conducting and reporting classroom observations A. Objectivity vs. subjectivity B. Description vs. interpretation C. Observation tools such as running record, anecdotal record, and timed samples III. Teaching Strategies A. Introduction to learning theories and learning styles B. Basic curriculum development in the content areas of language arts, math, science, social science, art and music IV. Communication skills A. Interpersonal skills of working with other teachers, students, and parents B. Communication skills such as active listening, developing a rapport, clarity of messages, and questioning techniques V. Review of the school-age child growth and development A. Physical, cognitive, and socio-emotional development B. Review of developmental theorists such as Piaget, Vygotsky, and Erickson VI. Classroom Management A. Creating respectful, positive, and engaging environments B. Use of appropriate methods such as student accountability, limits, and boundaries, rules and regulations, logical consequences, positive and cooperative discipline VII. Diversity Issues A. Interpreting diversity B. Cultural and ethnic differences C. Barriers D. Culturally appropriate learning models E. Special needs students F. Gender bias VIII. Challenges in society A. Responding to at-risk students B. Changes in the family C. Socioeconomic issues D. Community resources Course Objectives Course Objectives Lecture Objectives: 1. Define the role and function of the teacher in the public elementary school setting, and identify personal meanings related to teaching. 2. Articulate basic purposes of schooling and trace the history of the development of public education in the United States. 3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students. 4. Identify academic requirements and experiences needed to obtain a teaching credential. 5. Design basic lesson plans in content areas. 6. Demonstrate knowledge of the impact of cultural contexts on learning. 7. Demonstrate knowledge of professional standards, ethics and professionalism in classroom and school visits. 8. Demonstrate an understanding of educational issues in a global context. 9. Analyze ecological challenges outside the classroom that impact student learning, and identify school and community resources that address these challenges. Laboratory Objectives: 1. Interpret and apply theories related to child development and learning in a field placement setting. 2. Present basic lesson plans in content areas. 3. Relate course content to real classrooms through satisfactory completion of approved field work including structured assignments, observations, and reflections that demonstrate the observers ability to: a. recognize and describe examples of teaching events that implement some elements of the CSTP and TPEs; b. observe the use of state adopted academic content and performance standards; c. compare and contrast classroom environments; d. recognize and describe individual difference among students and identify strategies and accommodations used to address these differences. 4. Demonstrate skill in implementing established protocols for visiting schools and classrooms and in implementing observation protocols. Methods of Evaluation Classroom Discussions Projects Reports Reading Assignments 1. Instructor assigns the textbook's first chapter, "Introduction to Teaching: Becoming a Professional." Students will write a brief reflection in response to the question "What are your motivations for wanting to become a teacher?" 2. Instructor will assign the chapter, "Why Teach?" in the textbook, Introduction to Teaching: Making a Difference in Student Learning. After reading, students will review the reflection they previously wrote along with their teaching experiences to date. Then they will examine these in terms of developing their own philosophy of teaching. Writing, Problem Solving or Performance 1. Students will keep a reflective journal that records their experiences at the elementary school. Students should recognize that journals are not just a chronology of activities, but a place to think and write about the types of interactions they have had, such as questions or concerns about a child, insights or thoughts about their feelings or ideas. Students may also include thoughts about the textbook readings, especially as it applies to field work. 2. Students will write a 2-3 page reflective essay about the classroom experiences at the elementary school. The paper should also include what was learned from the classroom participation and how it may impact career plans. 3. Students will attend a School in Action observation - an activity not part of the school day, such as a school board meeting, staff meeting, curriculum committee meeting, and write a brief reflection about their observations. Other (Term projects, research papers, portfolios, etc.) 1. Service learning project: Students will plan and develop a project, submit project plan in writing, present an oral report about the project. Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
HDEV 0010 - Practicum Experience in Early Childhood Education
http://catalog.sierracollege.edu/course-outlines/hdev-0010/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better Corequisite: Concurrent enrollment in HDEV 10L Advisory: Completion of HDEV 25 with grade of "C" or better Hours: 54 lecture Description: Focuses on child centered, play-oriented approaches to teaching, learning, and assessment. Knowledge of developmentally appropriate curriculum content areas will also be emphasized as students design and evaluate experiences that promote development and learning for all young children. Students must co-enroll in HDEV 10L to secure their practicum/student teaching space in a local high quality child development program. (combined with HDEV 0010L C-ID ECE 210) (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. Describe various family involvement strategies. Analyze student teaching experiences to inform and guide future teaching and collaborative practices. Course Content Outline I. Theory to practice a. Developmentally, culturally, and linguistically appropriate practices b. Current research c. State and national standards II. Curriculum a. Written lesson plans b. Adaptations for multiple reasons such as children with diverse abilities, learning styles, and temperaments, and teachable moments c. Ongoing curriculum development cycle i. Observation ii. Planning iii. Implementation iv. Evaluation v. Documentation d. Authentic assessment and documentation i. Common tools ii. State and federal requirements iii. California Preschool Learning Foundations iv. California Preschool Curriculum Frameworks e. Content areas i. Language ii. Literacy iii. Math iv. Science v. Social Studies vi. Visual and performing arts vii. Integration of content areas across curriculum with teaching team f. Environment for teaching and learning i. Physical environment ii. Routine and schedule iii. Material selection iv. Positive interactions with children and adults v. Instructional support according to CLASS g. Family involvement in early childhood programs III. Typical teaching and non-teaching activities in early childhood settings IV. Professional and ethical teaching a. Student teaching b. Team teaching c. Self-reflection and self-assessment d. Advocacy e. Qualifications for teachers in California i. Career Ladder ii. Professional development Course Objectives Course Objectives 1. Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. 2. Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. 3. Describe various family involvement strategies. 4. Analyze student teaching experiences to inform and guide future teaching and collaborative practices. 5. Utilize the California Preschool Learning Foundations and Curriculum Frameworks to create curriculum. 6. Analyze instructional support using the CLASS assessment tool. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Reading Assignments 1. Read professional articles on the classroom responsibilities of a lead teacher (parent-teacher relationships, lapses in supervision, coordinating classroom events), list the top 5 responsibilities and be prepared to discuss in class. 2. Read text material on reflective practices in teaching and prepare a summary of the material. Writing, Problem Solving or Performance 1. Utilize developmentally appropriate curriculum models in planning for children. 2. Develop a personalized teaching philosophy to add to professional portfolio. Other (Term projects, research papers, portfolios, etc.) 1. Update and revise career portfolio 2. Complete California Preschool Learning Foundations and Curriculum Frameworks CECO Modules Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Bullard, J. Creating Environments for Children (carryover from HDEV 5) Class booklet
PHYS 0010 - Basic Concepts in Physics
http://catalog.sierracollege.edu/course-outlines/phys-0010/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Eligibility for Math D Advisory: Eligibility for ENGL 11 strongly recommended Hours: 54 lecture Description: Introduction to the laws of motion, properties of matter, heat, sound, electricity, magnetism, light, atomic and nuclear physics, and relativity. Emphasis on familiar phenomena in everyday life. Intended for nonscience majors. (CSU, UC-with unit limitation) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Apply basic algebra to associate physical concepts with fundamental physical equations of Newtonian mechanics, electricity, magnetism, thermodynamics, and waves. Identify physical concepts in Newtonian mechanics, electricity, magnetism, and thermodynamics, and modern physics that are evident in common everyday physical phenomena. Explain simple physical systems in terms of physical concepts in Newtonian mechanics, electricity, magnetism, and thermodynamics, and modern physics. Course Content Outline I. Mechanics a. Newton's Laws b. 1-D Kinematics c. Momentum d. Energy e. Rotational Motion f. Gravity g. 2-d Motion II. Matter a. The Atom b. Solids c. Liquids d. Gases III. Heat a. Temperature b. Thermal Expansion c. Heat Transfer i. Conduction ii. Convection iii. Radiation iv. Newton's Law of Cooling d. Phase Changes e. Thermodynamics IV. Sound a. Vibrations and Waves b. Interference c. Standing waves d. Doppler Effect e. Speed of Sound f. Reflection and Refraction of Sound g. Energy h. Natural Frequency and Resonance i. Beats j. Pitch k. Sound Intensity and Loudness l. Sound Quality V. Electricity and Magnetism a. Electrostatics i. Electric Charge ii. Electric Force/Coulomb's Law iii. Conductors and Insulators b. Electric Current i. Voltage sources ii. Resistance iii. Ohm's Law iv. DC and AC v. Power vi. Electric Circuits c. Magnetism i. Magnetic forces ii. Magnetic Fields iii. Electric Current and Magnetic Fields iv. Force on a Current Carrying Wire v. Earth's Field vi. Electromagnetic Induction vii. Faraday's Law viii. Generators VI. Light a. Electromagnetic Waves b. Color c. Reflection and Refraction d. Diffraction e. Interference f. Emission g. Light Quanta VII. Atomic and Nuclear Physics a. The atom b. The Nucleus and Radioactivity c. Fission and Fusion Course Objectives Course Objectives Upon completion of Physics 10, the student will be able to: Mechanics: 1. Apply Newton’s Laws and Newton's Universal Law of gravitation to describe and explain the motion of objects. 2. Explain mechanical phenomena in terms of the concepts of work and energy. 3. Apply the concepts of conservation of energy and momentum describe and explain elastic and inelastic collisions. 4. Apply concepts in rotational motion to explain the circular motion of point particles and the rotational motion of rigid bodies. Properties of Matter: 1. Describe the parts of the atom. 2. Define and explain density. 3. Apply and explain the law of scaling. 4. Describe the variation of pressure in a liquid. 5. Apply Pascal's and Archimedes’ principles to explain common fluid phenomena. 6. Apply a conceptual model to explain the effects of temperature and volume on the pressure of a gas. Heat: 1. Define temperature and heat. 2. Apply the concept of specific heat to describe temperature changes in various substances. 3. Apply a conceptual model to explain thermal expansion processes. 4. Apply the concepts of convection, conduction, and radiation to explain common processes involving heat transfer. 5. Apply a conceptual model to explain phase changes. 6. Explain the laws of thermodynamics and entropy. 7. Describe heat engines and explain their limited efficiencies. Sound: 1. Describe the properties of waves in terms of frequency, wavelength and amplitude. 2. Describe the difference between transverse and longitudinal waves. 3. Describe the concept of interference. 4. Apply the concept of the Doppler effect to explain the change in pitch of a sound wave due to the motion of the observer or the source. 5. Apply a conceptual model that explains the variation of the speed of sound due to materials or temperature variations. 6. Apply the concept of interference to explain standing waves and common phenomena involving standing waves. 7. Apply the concept of interference to explain phenomena such as beats. Electricity and Magnetism: 1. Apply Coulomb's law to describe how the electric force varies with distance and charge. 2. Explain the difference between an insulator and a conductor. 3. Explain the concept of the electric field and compare it to the gravitational field. 4. Describe electric potential and the electrical potential difference. 5. Describe the concepts of current and resistance. 6. Apply Ohm's law to explain the behavior of series and parallel electric circuits. 7. Describe the magnetic field, its sources and compare it to the electric field. 8. Explain the magnetic force on a moving particle. 9. Apply Faraday's Law to explain common phenomena involving induced electromagnetic fields. Light: 1. Explain the wave nature of light. 2. Describe the electromagnetic spectrum and color. 3. Describe by selective reflection and selective transmission, and scattering. 4. Describe color mixing for transmitted and reflected waves. 5. Apply items 3 and 4 to explain observed colors in the sky. 6. Describe and explain the laws of reflection and refraction. 7. Apply the law of reflection to explain image formation with mirrors. 8. Apply the law of refraction to explain image formation with lenses. 9. Apply the laws of reflection and refraction to explain commonly observed phenomena in our daily lives (e.g rainbows, mirages, corrective lenses, telescopes etc). 10. Apply interference to explain commonly observed phenomena in our daily lives. 11. Define polarization and use it to explain commonly observed phenomena or commonly used items in our daily lives. 12. Apply the atomic theory of matter to explain the stimulated emission of light and lasers. 13. Apply the particle theory of light to explain the photoelectric effect. 14. Describe wave/particle duality and its implications on our understanding of nature. Atomic and Nuclear Physics: 1. Describe the Bohr model of the atom and use it to explain the shell model. 2. Describe the parts of the nucleus. 3. Describe radioactivity and explain the processes of alpha decay, beta decay, and gamma decay. 4. Explain nuclear fission and describe an example of this process (e.g. atomic bomb, nuclear reactors etc) 5. Explain nuclear fusion and describe an example of this process (e.g. hydrogen bomb, controlled thermonuclear fusion, stellar evolution etc) Methods of Evaluation Objective Examinations Problem Solving Examinations Reading Assignments 1. Read the assigned chapter on "Newton's Second Law of Motion" and be prepared for a discussion. 2. Read the assigned chapter on "Light Waves" and be prepared for discussion. Writing, Problem Solving or Performance 1. For Homework: Answer or solve selected questions or problems at the end of the chapter on force. For example: A stone is suspended at rest by a string. Draw the force vectors for all the forces that act on the stone. 2. Answer selected questions from the study guide, for example: Timmy Tommer is the town's top teeter totterer. He weighs 200 pounds. When he sits 4 feet from the pivot of a teeter totter, he exactly balances Sally Soupy, who is crying for no good reason and who weighs 80 pounds. How far from the pivot is silly sobbing Sally Soupy sitting? (Ans:10 feet) Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0142 MATH 120 MATH 0019 MATH 140 MATH...0006 COMM 180 COMM 0010 COMP 122 CSCI...
HDEV 0010L - Practicum Experience in Early Childhood Education Lab
http://catalog.sierracollege.edu/course-outlines/hdev-0010l/
...requirements. (combined with HDEV 0010 C-ID ECE...children in various areas (math, science, literacy, puppetry...
