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Catalog Description Formerly known as CET 22 Hours: 108 (36 lecture, 72 laboratory) Description: Fundamentals of residential, commercial, and industrial framing techniques to include interior and exterior walls, ceilings, roof systems, stair design, installation and placement of sub trades including dry mechanical, plumbing, electrical, and structural steel post and beam installations. Introduction the future of construction as it evolves utilizing California Green Technology, “Net Zero Energy” policies, and sustainability practices. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate proper safety and ergonomic working standards. CSLO #2: Design a complete roof system to meet structural load specifications. CSLO #3: Construct a residential framing project incorporating both conventional and green technological standards according to all building code requirements. CSLO #4: Describe the California Green Technology,“Net Zero Energy” policies, and sustainability practices as they apply to your community. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 54 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe and demonstrate the proper safe usage of tools and equipment and practices utilized in the construction industry; predict and evaluate common safety hazards. 2. Describe and evaluate window packages as required by the building plans. 3. Identify and evaluate construction elements of roof systems. 4. Identify and describe Concrete Insulated Panels (CIP), Structural Insulated Panel (SIP), Insulating Concrete Forms (ICF), and Pre-Cast construction applications and practices in commercial and multi-use projects. 5. Identify the use and placement of structural steel in residential, commercial, and industrial construction. 6. Describe engineering practices for seismic and structural controls. 7. Discuss emerging California Green Technology, “Net Zero Energy” policies, and sustainability practices. Laboratory Objectives: 1. Practice safe usage of tools and equipment utilized in the construction industry. 2. Develop and produce window packages as required by building plans. 3. Design a complete roof system to meet structural load specs and address types of trusses used. 4. Construct a stair system using all standard code requirements. 5. Construct a framing project incorporating both green technology standards according to standard practices of the trade and adhering to all building code requirements. 6. Construct a commercial mini structure using pre-cast, cast in place, and structural steel construction methods. 7. Describe Engineering concepts that lead to project designs for seismic and structural controls. 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 Projects Example: Major student projects will be graded according to completeness, adherence to building codes, and industry standards. Example: Assembly of a SIP and ICF project Skill Demonstrations Example: Wall layouts will be graded according to accuracy, completeness, and clarity as required by the plan specifications. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Lab techniques will be presented in a "describe / show / review" methodology. Students will complete a safety test before using equipment. Instructor will work with students until they can successfully complete the test with 100% success rate. Lecture: Instructor will lecture on current code requirements and applications in conventional framing and Insulated Concrete Forms (ICF) framing. The student will be given an opportunity to clarify any questions in an instructor-guided discussion. Distance Learning The instructor will present a video lecture describing differing engineering practices within the State of California. Student will then research seismic and structural engineering practices with in two California climates. Typical Out of Class Assignments Reading Assignments 1. Read the assigned pages in the textbook and be prepared to discuss the effects of natural defects on lumber grading. 2. Construct a drawing of the various ways to connect wall intersections both frame and ICF as described in the readings and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Lay out exterior and interior walls per floor plan requirements as described in lecture. 2. Calculate all rafter lengths from the roof plan utilizing the rafter tables. Other (Term projects, research papers, portfolios, etc.) Construct a major framing project. Required Materials Energy Efficient Buildings: Fundamentals of Building Science and Thermal Systems Author: Zhiqiang (John) Zhai Publisher: Wiley Publication Date: 2022 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. Course Materials provided by the Instructor.

Catalog Description Formerly known as CET 34 Hours: 108 (36 lecture, 72 laboratory) Description: Introduction to the planning, installing, and maintaining of mechanical (HVAC/R) and plumbing systems in accordance with local codes and ordinances. Includes use of materials and codes related to California Green Technology and "Net Zero Energy" policies. (CSU) Course Student Learning Outcomes CSLO #1: Describe and perform important aspects of safety related mechanical and plumbing installation to include power tool safety, ladder safety, noise and eye protection, proper work clothing, chemicals used, and job site safety issue. CSLO #2: Select materials, tools and perform simple installation of various plumbing and mechanical systems. CSLO #3: Identify and evaluate and discuss California Green Technology and "Net Zero Energy" policies related to residential plumbing and mechanical construction. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 54 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Demonstrate important aspects of safety related Mechanical and Plumbing system installations to include power tool safety, ladder safety, noise and eye protection, proper work clothing, chemicals used, and job site safety issues. 2. Discuss career opportunities in the field of plumbing trade. 3. Share real world on-the-job Mechanical and Plumbing system experiences to prepare for additional learning. 4. Discuss and diagram architectural home drawings needed to draw an isometric of Mechanical and Plumbing system. 5. Describe how to correct size of Mechanical and Plumbing systems. 6. Instruct how to create a materials list from isometric and sizing design. 7. Instruct how materials are installed per Mechanical and Plumbing codes. 8. Describe inspection techniques used to review work prior to government review. 9. Identify and discuss California Green Technology and "Net Zero Energy" policies related to Mechanical and Plumbing construction. Laboratory Objectives: 1. Share real world on-the-job Mechanical and Plumbing experiences to prepare for additional learning. 2. Use career opportunity information to determine degree of interest in Mechanical and Plumbing specialty. 4. Read structural and architectural blue prints, sketches, and details to draw an isometric of Mechanical and Plumbing systems. 5. Determine correct sizing of Mechanical and Plumbing systems. 6. Write materials list from isometric and sizing design. 7. Install materials per Mechanical and Plumbing codes. 8. Use inspection techniques to review work prior to government review. 9. Identify materials, tools and simple installation of flexible Mechanical and Plumbing systems. 10. Investigate green Mechanical and Plumbing techniques relative to California Green Technology and "Net Zero Energy" policies. 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 Problem Solving Examinations Example: Students will be tested on reading and lecture material. Question Example: "Calculate the (SEER) rating of a central air conditioning system." Points will be assigned to each question and converted to a letter grade. Projects Example: Example: Soldering of copper pipe and fittings. Grade based on industry standard. Skill Demonstrations Example: Students will build plumbing systems demonstrating proper procedures in small groups. Work is assessed according to isometric drawing specifications and code requirements. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Lab techniques will be presented in a "describe / show / review" methodology. Students will complete a safety test before using equipment. Instructor will work with students until they can successfully complete the test with 100% success rate. Lecture: Instructor will lecture and demonstrate aspects of safety practices and methods of plumbing installations. The student will be given an opportunity to clarify any questions in an instructor-guided discussion. Distance Learning The instructor will present a video lecture on the importance of adhering to the Mechanical code and how to research local codes. Students will research local code adoption and the answer a code-based quiz demonstrating the ability to navigate through the Mechanical codebook. Use of a grading rubric. Typical Out of Class Assignments Reading Assignments 1. Based on guest speaker information, research via the web about a construction specialty area and read about the occupational opportunities and wage rates. Bring information to class session and explain it to the other students. 2. Research a specific aspect of "green" construction, read 2 articles and summarize in class to the other students. Writing, Problem Solving or Performance 1. In small groups, students build a Plumbing system from an isometric drawing. 2. In small groups, students build a Mechanical system from an isometric drawing. Other (Term projects, research papers, portfolios, etc.) Required Materials Plumbing, Level 1 Author: NCCER Publisher: Pearson Publication Date: 2022 Text Edition: 5th Classic Textbook?: No OER Link: OER: HVACR Author: NCCER Publisher: Pearson Publication Date: 2022 Text Edition: 6th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Course Materials provided by the Instructor.

Catalog Description Formerly known as INT 1 Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: A study of the natural world and how it is influenced by human activity. This course will introduce and analyze the scientific basis of major environmental issues and evaluate potential solutions within the context of diverse human cultures and societies. Topics include principles of physical and biological systems, biogeochemical cycles, global climate, natural laws, land, air and water resources, consumption and waste, pollution, toxicology, human population growth, and sustainability on a local, regional and global level. (C-ID ENVS 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the five interacting subsystems of the earth (biosphere, lithosphere, hydrosphere, atmosphere and anthrosphere) and explain how a change in one system will affect the others. CSLO #2: Apply scientific principles & social science concepts in evaluating environmental issues and solutions regarding the biodiversity crisis, global climate change, exponential human population growth, resource depletion and pollution. CSLO #3: Interpret and analyze scientific data and effectively make evidence-based claims about scientific questions. CSLO #4: Articulate the concept of ecological sustainability and assess whether or not human particular activities are truly sustainable. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through examinations, written work, group projects, and oral presentations, students will: I. Introduction A. Define the term environment and describe the field of environmental science B. Characterize the nature of environmental science C. Describe the scientific method and the process of science D. Analyze and interpret quantitative data and visual representations of data (throughout the course) E. Evaluate the importance of natural resources and ecosystem services to living organisms F. Distinguish between renewable and nonrenewable natural resources and energy G. Evaluate the consequences of human population growth and resource consumption H. Diagnose and illustrate some of the pressures on the global environment I. Articulate the concept of sustainability II. Earth’s Physical System A. Apply the fundamentals of matter and chemistry to real-world situations B. Differentiate among forms of energy and articulate the basics of energy flow in the earth system C. Apply Natural Laws (matter & energy) to photosynthesis, cellular respiration, and chemosynthesis, and summarize their importance to living things D. Explain how plate tectonics and the rock cycle shape the landscape and impact environmental systems E. List major types of geologic hazards and describe ways to mitigate their impacts III. Earth’s Biological System A. List the levels of ecological organization B. Assess logistic growth, carrying capacity, limiting factors, and other fundamental concepts in population ecology C. Explain natural selection and cite evidence for this process D. Describe how evolution influences biodiversity E. Discuss reasons for species extinction and mass extinction events F. Compare and contrast the major types of species interactions G. Characterize feeding relationships and energy flow, using them to construct trophic levels and food webs H. Distinguish characteristics of keystone species I. Characterize disturbance, succession, and notions of community change J. Perceive and predict the potential impacts of invasive species in communities K. Explain the goals and the methods of restoration ecology L. Describe biomes and identify the terrestrial biomes of the world M. Define ecosystems and evaluate how living and nonliving entities interact N. Compare and contrast how water, carbon, nitrogen, and phosphorus cycle through the environment (biogeochemical cycles) O. Evaluate human impacts on biogeochemical cycles P. Characterize the scope and importance of biodiversity on Earth Q. Evaluate primary causes of biodiversity loss: habitat destruction, invasive species, pollution, population growth, climate change, overconsumption (HIPPCO) R. Assess the science and practice of conservation biology IV. The Atmosphere A. Describe the composition, structure, and function of Earth’s atmosphere B. Relate weather and climate to atmospheric conditions C. Identify major pollutants, D. Evaluate the scope of outdoor and indoor air pollution, and assess solutions E. Apply Natural Laws to stratospheric ozone depletion V. Climate Change A. Describe Earth’s climate system B. Construct a visual model and written or verbal description of how radiation and gasses interact in the troposphere C. Explain the factors influencing global climate D. Describe how global climate has changed historically E. Characterize human influences on the atmosphere and on climate F. Summarize how researchers study climate G. Compare climate models and scenarios to predict future trends and impacts of global climate change H. Suggest ways humans may respond to climate change, differentiating between mitigation and adaptation VI. Ocean Systems A. Describe where water resources are located on earth. B. Utilizing data, determine percentage of water found in oceans, glaciers, groundwater, rivers, lakes, soil, the atmosphere and living organisms C. Evaluate how the oceans influence and are influenced by climate D. Assess impacts from HIPPCO on marine systems and determine solutions VII. Human Population A. Calculate human population growth B. Evaluate how human population, affluence, and technology affect environmental impact (I=PAT) D. Explain and apply the fundamentals of demography to human population growth models E. Outline and assess the concept of demographic transition F. Assess how social factors and environmental conditions impact population growth H. Describe the scale of urbanization, locally and globally C. Outline city and regional planning and land use strategies D. Evaluate sustainable development options VIII. Agriculture A. Evaluate the importance of natural resources and ecosystem services to agriculture B. Outline the goals, methods, and consequences of major developments in the history of agriculture, including the agricultural and green revolutions C. Summarize pathways to sustainable agriculture IX. Consumption & Waste A. Evaluate the rate of human resource consumption and degradation B. Summarize and compare the types of waste humans generate C. List the major approaches to managing waste D. Evaluate efficacy of approaches for reducing waste: source reduction, reuse, composting, and recycling X. Environmental Health & Toxicology A. Explain the goals of environmental health and identify major environmental health hazards B. Evaluate impacts of toxicants on human and environmental systems C. Describe the types of toxic substances in the environment and the factors that affect their toxicity C. Compare philosophical approaches to risk and how they relate to regulatory policy XI. Ethics, Economics, Policy & Sustainable Development A. Compare major approaches in environmental ethics B. Characterize the influences of culture and worldview on resource utilization and environmental impact C. Articulate how human economic systems exist within environmental systems D. Differentiate how classical, neoclassical, environmental and ecological economics view, utilize and impact natural capital E. Evaluate how/if environmental protection can enhance economic well-being by analyzing case studies such as the economic and environmental impacts of the Clean Air Act F. Describe environmental policy and assess its societal context by analyzing case studies such as the exemptions made to fracking companies exempting them from certain environmental laws G. Outline the environmental history of the United States H. Categorize the different approaches to environmental policy I. Analyze the role of science in policymaking J. Identify the institutions important to U.S. environmental policy and recognize major U.S. environmental laws K. Describe ways nations handle transboundary and international environmental issues XII. Sustainable Solutions (throughout course) A. Identify and brainstorm local and global approaches to sustainability B. Assess key approaches to designing sustainable solutions, identifying challenges and opportunities. (examples: environmental policy and law based upon sound science, conservation, land use planning, restoration, alternative and renewable energy and technology, public lands, zero waste, cradle to cradle, biomimicry, environmental heroes and heroines, NGOs, etc) C. Evaluate the scientific basis for proposed solutions General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Life Sciences AA/AS - Physical Sciences AA/AS - Social and Behavioral Sciences AA/AS - Natural Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B1 Physical Science CSUGE - B2 Life Science CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences Cal-GETC 5A - Physical Science Cal-GETC 5B - Biological Science IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha IGETC - 5A Physical Science IGETC - 5B Biological Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In small groups or with the whole class, discuss the differences of climate mitigation and adaptation, providing several examples of each, and evaluating the challenges and opportunities of each example. Essay Examinations Example: Answer an essay question addressing a major environmental problem (e.g.: ocean pollution), detailing several aspects of the problem (geographic, economic, ecologic, etc.). Identify the sources of the problem and identify solutions and practical (economic and otherwise) applications of such solutions. Objective Examinations Example: Take standard examination consisting of a variety of question formats, evaluating all levels of performance according to Bloom’s taxonomy, such as: "List the four types of biological diversity. Utilizing the photo and the description of the ecosystem provided, identify and describe why this ecosystem does or does not exhibit each type of biological diversity that you listed." Projects Example: Working in small groups, analyze biodiversity data, comparing the relationship between rainfall and amphibian species richness in ecosystems throughout California. Graph your data and develop a poster that displays background, methods, data and discussion. Present your poster to the class. Posters should include images, text and visual representations of data. All resources must be from robust, credible sources and cited properly. Reports Example: Conduct a field study of a protected ecosystem, and submit a written report that details physical and biological system present, human impacts observed, etc. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture and demonstrate topics (e.g.: Biological Diversity) as they relate to required readings by students. Time will be provided during each session for student reaction, review, evaluation and discussion of each topic. Instructor will provide students with a current events topic that relates to course topics, such as the Great Pacific Garbage Patch, the sailing of the Plastiki, and efforts to clean up plastic pollution in the oceans. Instructor will facilitate a discussion where students will be challenged to relate the current events to course topics including use of petroleum, solid waste management, water pollution, biodiversity crisis, and law of conservation of matter. Distance Learning After synthesizing the information from the textbook reading and the instructor-recorded lecture on climate change, students will participate in an online discussion. Some students will answer the following set of questions, and all students will comment on at least two student responses, providing constructive feedback based on the arguments provided. Instructor will assess posts and comments. (Post Topic, Climate Change. Address all aspects of the following: Define mitigation with regards to climate change. Provide three specific and feasible steps you think we should take to mitigate climate change. Support your answer. Define adaptation with regards to climate change? Provide three specific and feasible steps you think should take now to be better adapted for climate change. Support your answer. Do you think mitigation or adaptation is more important? Why? Support your claim, providing evidence and discussing certainty.) Typical Out of Class Assignments Reading Assignments 1. Read the chapter in your textbook: “Earth’s Physical Systems: Matter, Energy, and Geology.” Take notes and be prepared to discuss topics and ask questions during lecture. 2. Read the following peer-reviewed scientific journal article, take notes, and be prepared to discuss in class and complete an assignment based on the reading: Olsen, C., Kline, J., Ager, A., Olsen, K., & Short, K. (2017) Examining the influence of biophysical conditions on wildland-urban interface homeowners' wildfire risk mitigation activities in fire-prone landscapes. Ecology and Society, 22(1). Writing, Problem Solving or Performance Example #1. A written assignment: Scientific argumentation is the practice of making evidence-based claims about scientific questions. Throughout this assignment, you will engage in scientific argumentation as you explore the distribution of fresh water on Earth and learn about how various factors affect Earth's water supplies. You will watch videos, complete simulations, and interpret data. To complete this assignment, type your answers to the following questions: 1. What is the difference between a scientific argument and a regular argument? 2. Why do you think there is uncertainty in science? 3. Is talking about uncertainty important in science? Why or why not? 4. Scientific Claim: Based on the graph above, when was the the salinity of the water near Lee's Ferry the highest? (Tip: a good claim is based on evidence from charts, graphs and models provided by reliable resources) 5. Support the claim you made in the previous question. (Tip: A good explanation will cite specific evidence that backs up the claim. When there is a graph or table, you can cite evidence directly from the source. When there is a model, you can describe what happened in the model. A good explanation combines evidence with scientific knowledge.) 6. Certainty: Explain how certain you are (ranging from not certain at all to very certain) about the scientific claim you stated in question 4. (Tip: A good certainty explanation will explain why you are certain or uncertain about your response. This may be based on how well the scientific knowledge fits the evidence from models, charts, or graphs. It may also reflect on the source and quality of the evidence or investigation that produced the evidence. Some topics are more certain than others. Consider the completeness of the evidence, biases in the evidence, and changes that could affect the trends over time.) Example #2. A Written Assignment (Excerpt from a larger climate change assignment) The Sun, Earth's atmosphere, and other systems interact to create conditions favorable to life on Earth. This model shows a simplified Earth system with land, atmosphere, and solar radiation. The yellow arrows show ultraviolet and visible energy originating from the Sun and the red arrows show infrared energy radiating from the Earth system. As we begin this section, run the computer model, and experiment with the controls to see how the model works. Then manipulate the variables and answer the following questions. 1. Based on this model, what two things can happen when energy from the Sun interacts with the ground? 2. How does carbon dioxide (CO2) interact with the two types of radiation (sunlight and infrared) shown in this model? 3. How does atmospheric carbon dioxide affect global temperature? 4. What happens if you remove all of the carbon dioxide from the atmosphere? Explain your claim. 5. How certain are you of this claim? Explain why. (Tip: recall the "Scientific Argumentation" assignment) Other (Term projects, research papers, portfolios, etc.) 1. Students may write a field report based upon research, visitation, and observation of an appropriate facility, park, preserve, etc. The report will include: 1) description of the physical environment based upon research, 2) description of the biological environment based upon research, 3) personal observations of the environment, including field notes, 4)description of the type of legal protection afforded the area including management agency obligations, 5) analysis of direct and indirect human impacts on the system, and 6) reflection on values of public land. Formatting will follow scientific paper guidelines, with abstract, introduction, etc. 2. Students may research and write a term paper on a major environmental issue (problems, location, costs, solutions, etc.). Formatting will follow scientific paper guidelines, with abstract, introduction, etc. Required Materials Environment: The Science Behind the Stories, 6th ed Author: Withgott, Jay; Laposata, Matthew Publisher: Pearson Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Environmental Biology Author: Alexandra Geddes, Jonathan Tomkin, Kamala Doršner, Matthew R. Fisher, OpenStax, Tom Theis Publisher: OpenOregon Publication Date: 2017 Text Edition: 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 PHYS 4C (PHYS 215 and 215L, combined) Prerequisite: Completion of PHYS 205, PHYS 205L, and MATH 31 with grades of "C" or better Corequisite: Concurrent enrollment in PHYS 215L Hours: 54 lecture Description: Thermodynamics, kinetic theory of gases, waves, geometrical and physical optics, sound, and modern physics. The 205-210-215 series presents general principles and analytical methods used in physics for physical science and engineering majors. (combined with PHYS 215L, C-ID PHYS 215) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Solve problems associated with thermodynamics and waves using calculus, trigonometry, and algebra. CSLO #2: Identify which physical concepts associated with thermodynamics or waves explain physical phenomena. CSLO #3: Develop an overlying and rigorous process to evaluate the behavior of physical systems obeying wave properties and the laws of thermodynamics. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives It should be noted that 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 help the student in this endeavor. Thus students in Physics 215 are expected to: 1. Describe and explain Hooke's Law, oscillatory motion, period, amplitude of oscillation, simple harmonic motion, the simple pendulum, the physical pendulum, and conservation of energy. 2. Apply principles of kinematics and dynamics to spring-mass systems as they pertain to conceptual and numerical problems. 3. Apply principles of kinematics and dynamics to simple and physical pendulum systems as they pertain to conceptual and numerical problems. 4. Evaluate whether or not a system (e.g. simple pendulum, physical pendulum, Lennard-Jones Potential, ball rolling in a a bowl etc.) will exhibit simple harmonic motion or some other form of oscillatory motion. 5. Describe, and explain damped harmonic motion, driven damped harmonic motion, and resonance. 6. Describe and explain wave motion, wavelength, wave number, wave speed, nodes, antinodes, and wave function. 7. Explain what is required to produce mechanical waves. 8. Distinguish between transverse, longitudinal, and torsional waves. 9. Describe the dependence of the speed of a wave in terms of the general properties of the medium. 10. Explain the physical meaning of the wave equation for mechanical waves along with its solutions. 11. Determine whether or not a given function can represent a wave from a simple application of the wave equation. 12. Determine the position, speed, and acceleration of a particle in a harmonic wave. 13. Describe the dependence of the energy and power in any mechanical wave in terms of its amplitude, the elastic and inertial properties of the medium, and angular frequency. 14. Apply the concepts of power and intensity to conceptual and numerical problems involving waves that originate from point sources. 15. Describe what happens to the energy and amplitude of a wave as a result of its transmission and reflection at a boundary. 16. Describe and explain the concepts of constructive and destructive interference, phase shift, path difference, standing waves, normal modes, fundamental frequency, harmonics, overtones, harmonic content, timbre, pitch, and the principle of linear superposition for any mechanical wave. 17. Describe the characteristics of sound waves (e.g., longitudinal mechanical wave, speed, etc.) the audible range of hearing, infrasonic sound waves, and ultrasonic sound waves. 18. Explain the relationship between pressure fluctuation and displacement of particles in a sound wave. 19. Apply the concepts of sound intensity, intensity level, and decibel scale to solve conceptual and numerical problems. 20. Apply relevant concepts on the properties and behavior of mechanical waves (items 6-16 above) to solve conceptual and numerical problems involving standing sound waves and standing waves on a string. 21. Apply the concepts of interference, path difference, and phase shift to conceptual and numerical problems involving the superposition of two traveling waves. 22. Apply the concept of beats to conceptual and numerical problems. 23. Distinguish between group velocity and phase velocity. 24. Explain how the concepts of mechanical waves allows one to understand music produced by various instruments. 25. Solve problems involving the Doppler effect for sound waves. 26. Describe and explain the concept of thermal equilibrium and its relationship to the concept of temperature. 27. Explain the physical characteristics of thermometers (e.g., liquid thermometers, gas thermometers, etc.). 28. Convert between the Celsius, Fahrenheit, and Kelvin temperature scales. 29. Solve conceptual and numerical problems involving linear, area and volume expansion, and thermal stress. 30. Explain the relationship between heat and thermal energy. 31. Describe the energetics involved in phase changes (melting, freezing, vaporization, condensation, sublimation, and deposition). 32. Apply the concept of conservation of energy to solve conceptual and numerical calorimetry problems. 33. Describe and explain the heat transfer mechanisms of conduction, convection, and radiation. 34. Solve numerical and conceptual problems involving the conduction of heat in a thin rod (the temp variation is uniform) or several thin rods. 35. Solve numerical and conceptual problems involving heat transfer by radiation. 36. Solve conceptual problems involving heat transfer by convection. 37. Describe the ideal gas law, its limitations, and how it's related to Charles' Law, Boyle's Law, Gay-Lussac's Law, and Avogadro's Law. 38. Solve numerical and conceptual problems involving the ideal gas law. 39. Describe the molecular model of a gas (kinetic theory of a gas), including the molecular interpretation of pressure and temperature. 40. Describe and explain the heat capacity of an monatomic, diatomic and polyatomic ideal gases for constant volume processes. 41. Describe and explain the PV-diagram along with the isometric, isobaric, adiabatic, and isothermal thermodynamic processes. 42. Solve numerical and conceptual problems involving the work done on or by an ideal gas for isometric, isobaric, adiabatic, isothermal, and adiabatic free expansion thermodynamic processes. 43. Describe and explain the internal energy of an ideal gas. 44. Explain the first law of thermodynamics. 45. Describe and explain the heat capacity of an monatomic, diatomic and polyatomic ideal gases for constant pressure processes. 46. Solve numerical and conceptual problems involving the first law of thermodynamics for isometric, isobaric, adiabatic, isothermal, and adiabatic free expansion thermodynamic processes. 47. Describe and explain reversible and irreversible processes, heat reservoir, the heat engine, the refrigerator, and the heat pump. 48. Explain the concepts of the efficiency of a heat engine and the coefficient of performance of heat pumps and refrigerators. 49. Describe and explain the Kelvin-Planck and the Clausius forms of the second law of thermodynamics. 50. Describe and explain the Carnot Engine, the Carnot Cycle, Carnot's Theorem, and the Theorem's implications to real heat engines. 51. Solve numerical and conceptual problems involving heat engines and the laws of thermodynamics (items 47 through 50 above). 52. Describe and explain the concepts of entropy, entropy change in reversible cycles, and entropy change in irreversible cycles. 53. Solve numerical problems involving entropy change for various processes. 54. Explain the statistical interpretation of entropy. 55. Describe and explain the nature of electromagnetic waves in terms of wave fronts and rays. 56. Compare and contrast the subjects of geometric optics and physical optics. 57. Explain the wave and particle aspects of electromagnetic radiation. 58. Describe and explain Huygen's Principle, specular reflection, diffuse reflection, refraction, index of refraction, Snell's law, the law of reflection, critical angle, total internal reflection, and dispersion. 59. Solve numerical and conceptual problems involving concepts in geometrical optics (item 58). 60. Describe and explain the concepts of unpolarized light (natural light), polarization, polarization by reflection, Brewester's law, polarization by scattering, polarization by absorption, dichroism, Malus's law, and polarization by birefringence. 61. Solve numerical and conceptual problems involving concepts in polarization (item 60). 62. Describe and explain the relevant physics of image formation by reflection due to plane and spherical surfaces. 63. Describe and explain principal rays, paraxial rays, paraxial approximation, lateral magnification, and spherical aberration. 64. Solve problems involving image formation by reflection using mathematical formulas and ray-tracing. 65. Describe and explain the relevant physics of image formation by refraction due to plane surfaces, spherical surfaces, and thin lenses. 66. Solve problems involving image formation by refraction with single-lens, two lens, and lens-mirror systems using mathematical formulas and ray-tracing. 67. Describe and explain the application of lenses and mirrors in various optical instruments such as the eye and the telescope. 68. Describe and explain the concepts of coherence, Young's double-slit experiment, intensity in interference patterns, thin film interference, Newton's rings, and the Michelson interferometer. 69. Solve numerical and conceptual problems involving concepts in optical interference (item 68). 70. Describe and explain the concepts diffraction; compare and contrast Fresnel diffraction and Fraunhofer diffraction. 71. Describe and explain single slit diffraction (Fraunhofer), intensity in a single slit pattern, interference and diffraction effects in multiple slit intensity patterns, and the diffraction grating, grating spectrometers, and x-ray diffraction. 72. Solve numerical and conceptual problems involving concepts in diffraction (item 71). 73. Describe and explain resolving power and Rayleigh criterion. 74. Solve numerical and conceptual problems involving concepts in optical resolution (item 73). 75. Describe and explain the physics of the emission and absorption of light, the photoelectric effect, atomic line spectra, atomic energy levels, nucleus of the atom, the Bohr atom, x-ray production and scattering, Compton scattering, Compton experiment, spectral emittance of radiation, the Stefan-Boltzmann law for a blackbody, Wien displacement law, Planck's radiation law, and the wave-particle duality of electromagnetic radiation. 76. Solve numerical and conceptual problems involving concepts in modern physics (item 75 at the introductory level). 77. Describe and explain De Broglie waves, electron diffraction (Davisson-Germer experiment), probability and uncertainty in quantum mechanics, Heisenberg uncertainty principle, the Schrodinger equation, stationary states, wave functions, wave packets, and the wave-particle duality of particles. 78. Solve numerical and conceptual problems involving concepts in (quantum mechanics (item 77) at the introductory level. 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: 1. Example for Classroom Discussion Assessment or Objective Exam: As you know, projectors are used to display a magnified image of an object on a screen. This can be accomplished by placing an object in front of a converging lens. What should the object distance, p, be in terms of the focal length, f, of the lens? A. fB. p>2f C. pD. p2f For the Discussion assessment, 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 Objective Exam: As you know, projectors are used to display a magnified image of an object on a screen. This can be accomplished by placing an object in front of a converging lens. What should the object distance, p, be in terms of the focal length, f, of the lens? A. fB. p>2f C. pD. p2f For the Discussion assessment, 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: Chapter quizzes and unit exams along with a comprehensive final examination are used to measure student performance in terms of the stated student performance objectives. 1. Exam problem (problem solving with rubric grading):One mole of an ideal diatomic (rigid rotator) ideal gas has initial temperature of 300K and pressure 1atm (labeled state A). It undergoes an isochoric process to a new state labeled B with temperature 600K. It then expands adiabatically to C and returns to A via an isobaric process. a. Sketch a PV-diagram of the process, indicating states A, B, and C, and the direction of each process (5pts). b. What is the volume of gas at A (3pts)? c. What are the volume and temperature at C (10pts)? d. How much heat is transferred in the isochoric process (5pts)? e. What is the net work done in one cycle (10pts)? f. If this were an engine, what would its efficiency be (5pts)? g. What is the change in entropy of the gas during the isobaric process (10pts)? 2. Quiz problem (problem solving with rubric grading): A jackhammer operated continuously at a construction site behaves as a source of spherical waves. A construction supervisor 50m due east of the source begins to walk east. How far must she walk (in m) to decrease the sound level by 2.0dB (10pts)? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: (In Class or Distance Learning) A multimedia presentation is used to discuss interference of light. The presentation includes graphics and video clips for emphasis and clarity. The instructor solves example problems in great detail at appropriate times throughout the lecture. Students are always encouraged to ask questions in class or in the LMS discussion board throughout the presentation.. (In Class or Distance Learning) Demonstrations illustrating interference of light are used at appropriate times to elucidate this topic. Students are always encouraged to ask questions throughout the presentation. Distance Learning (In Class or Distance Learning) An audience response system is used to ask questions on the interference of light in order to assess the level of student understanding during lecture. 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 Typical Out of Class Assignments Reading Assignments 1.Read textbook chapter on Interference of Light in preparation for class discussion. 2.Read the lecture slide notes on Standing Waves on a String in preparation for class discussion. Writing, Problem Solving or Performance 1. Complete the online homework assignment. Sample Problem: A typical coal-fired power plant generates 1000MW of usable power at an overall thermal efficiency of 41%. a. What is the rate of heat input to the plant? b. The plant burns anthracite coal, which has a heat of combustion of 2.65x10^7 J/kg. How much coal does the plant use per day, if it operates continuously? c. At what rate is heat ejected into the cool reservoir, which is a nearby river? d. The river's temperature is 291.2 K before it reaches the power plant and 291.6 K it has received the plants waste heat. Calculate the river's flow rate in cubic meters per second. e. By how much does the river's entropy increase each second? 2.Complete the problem solving worksheet on the cyclical thermodynamic processes. Other (Term projects, research papers, portfolios, etc.) Required Materials University Physics Author: Young and Freedman Publisher: Pearson Publication Date: 2020 Text Edition: 15th Classic Textbook?: OER Link: OER: Physics for Scientists and Engineers, Technology Update Author: Serway and Jewitt Publisher: Cengage Publication Date: 2019 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Placement by ESL matriculation assessment process or completion of ESL 800 with grade of "Pass" Advisory: Concurrent enrollment in ESL 510O or ESL 810O and ESL 512G or ESL 812G Hours: 108 lecture Description: Novice-High integrated skills course for non-native speakers of English focusing on written production for college, vocational and community success. Emphasis on comprehension and analysis of level-appropriate authentic materials and written responses using focused paragraphs and level-appropriate vocabulary and grammar and success strategies. (pass/no pass grading) (noncredit) Course Student Learning Outcomes CSLO #1: Analyze level-appropriate texts employing a variety of reading skills. CSLO #2: Compose multi-draft paragraph writing in response to content and directions CSLO #3: Differentiate novice-high grammar and vocabulary for meaning in texts and utilize in paragraph writing. CSLO #4: Identify and utilize campus academic and vocational support services and apply academic success strategies in novice-high level assignments. Effective Term Fall 2025 Course Type Noncredit Contact Hours 108 Outside of Class Hours 216 Total Student Learning Hours 324 Course Objectives Content will be taught with authentic language that focuses on U.S. culture and history and novice-high level situations and functions for college, career and community. Through integrated skills study and practice at a novice-high level, students will: 1. analyze a variety of authentic and adapted fiction and non-fiction texts (at least 150 pages) for comprehension and main idea identification using intensive and extensive reading skills such as previewing, skimming, scanning, pronoun referent, sequence and identification of dialog speaker; 2. Define and use 2,000 most-used English words and construct meaning of basic vocabulary, including AWL vocabulary, found in course texts using context clues, basic word form,  sentence structure, meaning of surrounding words, synonyms, antonyms, signal words,  and  embedded definitions), word analysis (e.g.; affixes) and resources (e.g., dictionary, thesaurus); 3. construct sentences and paragraphs with topic focus and supporting details in response to course reading material and use an appropriate variety of sentence patterns (simple and compound), word choice, and verb tenses; 4. develop paragraphs utilizing a variety of sentence patterns (simple, compound) with comprehensible English sentence structure, word order, word choice, and punctuation (end punctuation, commas) in response to course material or discussion; 5.  recognize  and  use beginning-high level grammar  in  writing; 6.  analyze   writing using  editing   self-editing   skills to  sentences   and  paragraphs;   7. comprehend, formulate and express ideas in class and group discussions; 8.  construct  meaning  from  written and oral directions to complete tasks; 9.  demonstrate  competence in novice-high level  writing through a variety of written assignments; and 10.   utilize Learning Management System and technology to complete course tasks. 11.   Demonstrate appropriate American classroom etiquette (e.g., homework, first language use, participation, academic honesty),and socio-linguistic competence at a novice-high level for academic, vocational and community situations (e.g., courtesy, appointment making, timeliness). 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 Not Transferable Methods of Evaluation Classroom Discussions Example: Students work in groups to discuss text pages and complete a worksheet and earn participation points for staying on task and working together (e.g., JFK worksheet on chapter 1). Instructor circulates to listen to group discussions, interact with students as needed, and check responses to study questions. This is evaluated with a simple rubric-participating or not participating. Essay Examinations Example: In-class writing on a topic/prompt the class has read about and discussed (e.g., Why was JFK a special president?) This is evaluated using a standard rubric. Objective Examinations Example: Course quizzes and tests on text content, vocabulary and reading, writing and grammar skills practiced. A test on JFK could have: matching names with identities, multiple choice questions on details, student production of sentences using key vocabulary, open-ended questions on main ideas and opinion. Example: Re-read the paragraph about JFK and highlight the key words, plus repeated phrases. Then, using your own words, write the most important idea(s) in one sentence. You may choose to change the word order, word forms, and/or use synonyms. You may not copy the sentences or use direct quotations ("...") Skill Demonstrations Example: Students revise and edit their writing based on rubric and/or other feedback. (e.g., the second draft of the writing topic in #1). Repeatable Yes Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will preview and read pages in an assigned text as homework (e.g., John F Kennedy) and then in groups discuss the pages to complete a worksheet asking them to summarize the main ideas and provide examples or details. The instructor will circulate helping the groups and answering questions. The instructor will then explain topic sentences in paragraphs and help the whole class compose a topic sentence for a paragraph describing John F Kennedy (chapter 1 in JFK). The students will finish the paragraph with the details and examples they find most compelling. Distance Learning In an online platform (LMS) page, instructor will provide notes accompanied by an instructional video about the format and essential parts of a sentence and paragraph including clear subject and topic sentence in the paragraphs with transitions. Students will follow up by reading textbook information about an opinion based topic with introduction, body, and conclusion. The instructor will then provide sample paragraphs that need improved topic sentences and added development. Students will add development then submit the revisions to the sample paragraphs by uploading the file to the LMS assignment. The instructor will comment on the additions and revisions and provide feedback to students in the comments section and through annotation of the assignment in the LMS. Students and instructor will discuss this assignment and instructor will respond to questions about it in a follow up class conferencing session with the course which will be recorded and available for any students who cannot attend the synchronous session. During a synchronous online class conferencing session (which will be recorded with a copy of that recorded session available for students unable to attend), the instructor will read the first two pages of the introduction to the course non-fiction text and will ask students questions and point out important points to note from the pages in order to peak interest in the text and prepare students for reading it on their own. Students and instructor will discuss the questions that the instructor poses during the conferencing session. The instructor will assign reading the introduction and first chapter of the text to students and will provide students reading comprehension/group discussion questions along with vocabulary to log for each chapter. Instructor will remind students to annotate as they read and to make notes in response to the questions about the text. Instructor will assign reading group discussion boards where students will post their answers to the questions about the chapters and discuss with one another. Instructor will respond to general group discussion board questions or confusion directly in the discussion board and will respond to individuals through feedback in the grading section. Students will also log the new vocabulary words in their notebooks/vocabulary logs, making sure to find the meaning that matches the context of the original text sentence. The instructor will provide practice quizzes in the LMS for students to practice using the new vocabulary in context. Typical Out of Class Assignments Reading Assignments 1. Preview and read fiction text using dictionary and annotation skills and answer comprehension and analysis questions in writing. 2. Read an article and find and list 3-5 important points from the article. 3. Read multi-step assignment directions to analyze task and successfully complete it. 4. Read course syllabus and take a quiz over content. Writing, Problem Solving or Performance 1. Compose written responses to a prompt based on course texts. Responses are paragraph focused and include a topic sentence. 2. Revise (develop, organize, grammar and sentence structure) and self-edit writing based on instructor and/or peer feedback. 3. Compose in class written responses to questions on quizzes or writing prompts over course texts. Other (Term projects, research papers, portfolios, etc.) 1. Assemble a portfolio of writing evidencing attainment of course student learning outcomes. Required Materials Water, Energy and the Environment Author: PG&E Publisher: PG&E Publication Date: 2013 Text Edition: 1st Classic Textbook?: OER Link: OER: John F. Kennedy Author: Anne Collins Publisher: Oxford University Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Rosa Parks and the Bus to Freedom Author: Beth Johnson Publisher: Townsend Press Publication Date: 2012 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Course packet of instructor-created handouts.

Catalog Description Prerequisite: Placement by ESL matriculation assessment process or completion of ESL 800 with grade of "Pass" Advisory: Concurrent enrollment in ESL 510O or ESL 810O and ESL 512G or ESL 812G Hours: 108 lecture Description: Novice-High integrated skills course for non-native speakers of English focusing on written production for college, vocational and community success. Emphasis on comprehension and analysis of level-appropriate authentic materials and written responses using focused paragraphs and level-appropriate vocabulary, grammar and success strategies. (not degree applicable) Course Student Learning Outcomes CSLO #1: Analyze level-appropriate texts employing a variety of reading skills. CSLO #2: Compose multi-draft paragraph writing in response to content and directions. CSLO #3: Differentiate novice-high grammar and vocabulary for meaning in texts and utilize in paragraph writing. CSLO #4: Identify and utilize campus academic and vocational support services and apply academic success strategies in novice-high level assignments. Effective Term Fall 2025 Course Type Credit - Nondegree-applicable Contact Hours 108 Outside of Class Hours 216 Total Student Learning Hours 324 Course Objectives Content will be taught with authentic language that focuses on U.S. culture and history and novice-high level situations and functions for college, career and community. Through integrated skills study and practice at a novice-high level, students will: 1. analyze a variety of authentic and adapted fiction and non-fiction texts (at least 150 pages) for comprehension and main idea identification using intensive and extensive reading skills such as previewing, skimming, scanning, pronoun referent, sequence and identification of dialog speaker; 2. Define and use 2,000 most-used English words and construct meaning of basic vocabulary, including AWL vocabulary, found in course texts using context clues (e.g., word from, sentence structure, meaning of surrounding words, synonyms, antonyms, signal words, and embedded definitions), word analysis (e.g.; affixes) and resources (e.g., dictionary, thesaurus); 3. construct sentences and paragraphs with topic focus and supporting details in response to course reading material and use an appropriate variety of sentence patterns (simple and compound), word choice, and verb tenses; 4. develop paragraphs utilizing a variety of sentence patterns (simple, compound) with comprehensible English sentence structure, word order, word choice, and punctuation (end punctuation, commas) in response to course material or discussion; 5. recognize and use beginning-high level grammar in writing; 6 . analyze writing using editing skills to sentences and paragraphs; 7. comprehend, formulate and express ideas in class and group discussions; 8. construct meaning from written and oral directions to complete tasks; 9. demonstrate competence in novice-high level writing through a variety of written assignments; and 10. utilize Learning Management System and technology to complete course tasks. 11. d emonstrate appropriate American classroom etiquette (e.g., homework, first language use, participation, academic honesty),and socio-linguistic competence at a novice-high level for academic, vocational and community situations (e.g., courtesy, appointment making, timeliness). 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 Not Transferable Methods of Evaluation Classroom Discussions Example: Students work in groups to discuss text pages and complete a worksheet and earn participation points for staying on task and working together (e.g., JFK worksheet on chapter 1). Instructor circulates to listen to group discussions, interact with students as needed, and check responses to study questions. This is evaluated with a simple rubric-participating or not participating. Essay Examinations Example: In-class writing on a topic/prompt the class has read about and discussed (e.g., Why was JFK a special president?) This is evaluated using a standard rubric. Objective Examinations Example: Course quizzes and tests on text content, vocabulary and reading, writing and grammar skills practiced. A test on JFK could have: matching names with identities, multiple choice questions on details, student production of sentences using key vocabulary, open-ended questions on main ideas and opinion. Example: Re-read the paragraph about JFK and highlight the key words, plus repeated phrases. Then, using your own words, write the most important idea(s) in one sentence. You may choose to change the word order, word forms, and/or use synonyms. You may not copy the sentences or use direct quotations ("..."). Skill Demonstrations Example: Students revise and edit their writing based on rubric and/or other feedback (e.g., the second draft of the writing topic in #1). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Students will preview and read pages in an assigned text as homework (e.g., John F Kennedy) and then in groups discuss the pages to complete a worksheet asking them to summarize the main ideas and provide examples or details. The instructor will circulate helping the groups and answering questions. The instructor will then explain topic sentences in paragraphs and help the whole class compose a topic sentence for a paragraph describing John F Kennedy (chapter 1 in JFK). The students will finish the paragraph with the details and examples they find most compelling. Distance Learning In an online platform (LMS) page, instructor will provide notes accompanied by an instructional video about the format and essential parts of a sentence and paragraph including clear subject and topic sentence in the paragraph with transitions. Students will follow up by reading textbook information about an opinion based topic with introduction, body, and conclusion. The instructor will then provide sample paragraphs that need improved topic sentences and added development. Students will add development then submit the revisions to the sample paragraphs by uploading the file to the LMS assignment. The instructor will comment on the additions and revisions and provide feedback to students in the comments section and through annotation of the assignment in the LMS. Students and instructor will discuss this assignment and instructor will respond to questions about it in a follow up class conferencing session with the course which will be recorded and available for any students who cannot attend the synchronous session. During a synchronous online class conferencing session (which will be recorded with a copy of that recorded session available for students unable to attend), the instructor will read the first two pages of the introduction to the course non-fiction text and will ask students questions and point out important points to note from the pages in order to peak interest in the text and prepare students for reading it on their own. Students and instructor will discuss the questions that the instructor poses during the conferencing session. The instructor will assign reading the introduction and first chapter of the text to students and will provide students reading comprehension/group discussion questions along with vocabulary to log for each chapter. Instructor will remind students to annotate as they read and to make notes in response to the questions about the text. Instructor will assign reading group discussion boards where students will post their answers to the questions about the chapters and discuss with one another. Instructor will respond to general group discussion board questions or confusion directly in the discussion board and will respond to individuals through feedback in the grading section. Students will also log the new vocabulary words in their notebooks/vocabulary logs, making sure to find the meaning that matches the context of the original text sentence. The instructor will provide practice quizzes in the LMS for students to practice using the new vocabulary in context. Typical Out of Class Assignments Reading Assignments 1. Preview and read fiction text using dictionary and annotation skills and answer comprehension and analysis questions in writing. 2. Read an article and find and list 3-5 important points from the article. 3. Read multi-step assignment directions to analyze task and successfully complete it. 4. Read course syllabus and take a quiz over content. Writing, Problem Solving or Performance 1. Compose written responses to a prompt based on course texts. Responses are paragraph focused and include a topic sentence. 2. Revise (develop, organize, grammar and sentence structure) and self-edit writing based on instructor and/or peer feedback. 3. Compose in class written responses to questions on quizzes or writing prompts over course texts. Other (Term projects, research papers, portfolios, etc.) 1.Assemble a portfolio of writing evidencing attainment of course student learning outcomes. Required Materials Water, Energy and the Environment Author: PG&E Publisher: PG&E Publication Date: 2013 Text Edition: 1st Classic Textbook?: OER Link: OER: John F. Kennedy Author: Anne Collins Publisher: Oxford University Press Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Rosa Parks and the Bus to Freedom Author: Beth Johnson Publisher: Townsend Press Publication Date: 2012 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Course packet of instructor-created handouts.

Catalog Description Formerly known as PHYS 4C (PHYS 215 and 215L, combined) Prerequisite: Completion of PHYS 205, PHYS 205L, and MATH 31 with grades of "C" or better Corequisite: Concurrent enrollment in PHYS 215 Hours: 54 laboratory Description: Laboratory portion of PHYS 215. Covers topics of thermodynamics, kinetic theory of gases, waves, geometrical and physical optics, sound, and modern physics. (combined with PHYS 215, C-ID PHYS 215) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Use the necessary lab equipment to achieve successful measurements associated with the motion of waves and heat. CSLO #2: Use the necessary software and numerical calculations to perform data analysis on measurements associated with the motion of waves and heat. CSLO #3: Communicate comprehension of measurements of moving waves and heat energy in written reports using software, communication skills, and clear presentation of data. CSLO #4: Integrate theoretical constructs of waves and thermodynamics from Physics 215 into concrete applications via experimental methodology. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 0 Total Student Learning Hours 54 Course Objectives The objectives listed below are aligned with the recommendations for introductory laboratories developed by the American Association of Physics Committee on Laboratories in 2014 (https://www.aapt.org/Resources/upload/LabGuidlinesDocument_EBendorsed_nov10.pdf) and are based on the current state of physics education research and the following six focus areas: constructing knowledge, modeling, designing of experiments, developing technical and practical laboratory skills analyzing and visualizing data, and communicating physics. These objectives are intended for both major and non-major introductory courses as such they are evaluated at a level commensurate with the curriculum of the lecture course. Thus, students are expected to: 1. Explain the importance of experimental evidence as one of the main byways of physics knowledge. 2. Devise falsifiable models or hypotheses to explain observable features of nature as a means to construct knowledge without relying on outside authority (constructing knowledge). 3. Apply the appropriate framework for the physical situation being modeled in an experiment (modeling). 4. Integrate abstract concepts from Physics 215 into their concrete applications through experimentation (modeling and developing technical and practical laboratory skills). 5. Apply multiple model representations to a given investigation (e.g mathematical, conceptual or diagrammatical modeling). 6. Explain the limitations, assumptions and approximations inherent in the models used in an experimental investigation (modeling). 7. Design a procedure to test a model or hypothesis or to make a measurement of something unknown while accounting for the types, amount, range, and accuracy of data needed to give reproducible results (designing experiments). 8. Explain the difference between precision and accuracy (designing experiments and developing technical and practical laboratory skills). 9. Apply basic troubleshooting as needed in an experimental investigation (designing experiments). 10. Explain the limitations of experimental equipment or an experiment design including sources of error and experimental uncertainties (designing experiments and developing technical and practical laboratory skills). 11. Apply standard instruments used in measuring and observing phenomena involving concepts covered in Physics 215 (developing technical and practical laboratory skills). 12. Apply basic practical, hands-on laboratory skills such as safe practices, experimental construction and setup, the alignment and leveling of laboratory apparatus, the focusing of optical elements, and the taring and calibration of sensors (developing technical and practical laboratory skills). 13. Identify environmental factors that affect the integrity of experimental data or observations (analyzing and visualizing data). 14. Use computers for the collection, analysis, and graphical display of data (developing technical and practical laboratory skills and analyzing and visualizing data) 15. Manipulate data and apply standard quantitative techniques involving data visualization and statistical analysis (analyzing and visualizing data). 16. Evaluate the validity of experimental data (analyzing and visualizing data). 17. Express, characterize, and communicate the effect of experimental error on measured values (analyzing and visualizing data and communication). 18. Develop clearly stated scientific arguments that proceed from a clearly stated question or hypothesis to the presentation of data-driven evidence-based conclusions (communication). 19. Develop and present scientific arguments using a number of standard elements of technical communication (e.g. graphs, sketches and diagrams, proper technical vocabulary, evaluation of experimental uncertainty etc.). 20. Communicate results ethically and effectively in variety of formats ranging from informal discussion and oral presentations to formal laboratory papers and reports that adhere to accepted guidelines for formal presentation (communication). 21. Critique the student’s own presentations for both the quality of the scientific arguments and the scientific style (communication). 22. Exhibit cooperative skills in the collection and analysis data (communication, designing of experiments, developing technical and practical laboratory skills). General Education Information Approved College Associate Degree GE Applicability AA/AS - Physical Sciences AS - Physical Science Lab AA/AS - Natural Sciences Laboratory CSU GE Applicability (Recommended-requires CSU approval) CSUGE - B3 Lab Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 5C Laboratory Science Articulation Information CSU Transferable UC Transferable Methods of Evaluation Reports Example: Write a formal report for the Driven Damped Harmonic Oscillator Lab. Formal laboratory reports are graded using a rubric based on proper format, proper data analysis techniques, proper use of instrumentation, correct interpretation of results, identification, prevention, and assessment of sources of experimental error, and the ability to evaluate the integrity of laboratory data. Skill Demonstrations Example: Complete the "Spectroscope Calibration" skill demonstration before performing with the Line Spectra Laboratory. Skill demonstrations are graded using a rubric based on proper use of instrumentation, correct interpretation of results, identification, prevention, and assessment of sources of experimental error, and the ability to evaluate the integrity of laboratory data. Repeatable No Methods of Instruction Laboratory Distance Learning Lab: (In Class only) The faculty member introduces the laboratory experiment “The Hydrogen Spectrum and Atomic Spectroscopy” using a multimedia presentation. Detailed guidelines for the experiment are provided by the instructor with some information omitted to encourage critical thinking. The faculty member then oversees students perform laboratory experiments based on oral and written guidelines. An important part of the laboratory experience is the proper analysis of data which includes error analysis and the identification of random and systematic errors and an estimation of their sizes. Students are then required to write a formal laboratory report. Formal reports are written using a word processor. Students are required to use graphing software to plot and analyze data. On occasion, students are required to use spreadsheet software to organize and analyze their data. Finally, students are evaluated for proficiency on important laboratory equipment such as barometers, electronic sensors, and spectrometers (Lab Objectives 1-22). The experiments are chosen to provide students with 1) "Hands-on" experience with difficult concepts. 2) Experience with scientific equipment. 3) Exposure to the scientific method of investigation. 4) Problem solving skills necessary to troubleshoot experiments or experimental apparatus. 5) Experience with the communication of technical information.” Distance Learning (In Class or Distance Learning) The faculty member introduces the laboratory experiment “The Physical Pendulum” using a multimedia presentation. Detailed guidelines for the experiment are provided by the instructor with some information omitted to encourage critical thinking. The faculty member then oversees students perform laboratory experiments based on oral and written guidelines. An important part of the laboratory experience is the proper analysis of data which includes error analysis and the identification of random and systematic errors and an estimation of their sizes. Students are then required to write a formal laboratory report. In the online modality, the faculty member introduces the experiment and provides guidelines through a recorded synchronous lecture. The students then carry out experiments with lab kits that are either purchased through the bookstore of provided by the department. Formal lab reports are submitted the college’s LMS. While the in-class version of this experiment utilizes sensors and a data acquisition system for accurate timing, the distance learning version utilizes clocks or stopwatches for timing (Lab Objectives 1-6, 8-22). Typical Out of Class Assignments Reading Assignments 1. Read Laboratory 2: Heat Transfer. Be prepared for a pre-lab quiz. 2. Read the Data Analysis handout. Be prepared for class discussion. Writing, Problem Solving or Performance 1. Write a formal laboratory report on Experiment 2: Heat Transfer using a word processor and the report guidelines. 2. Complete the pre-lab for Experiment 1. Vibratory Motion. Example: Derive the equation for the amplitude of oscillation of the driven damped harmonic oscillator. Other (Term projects, research papers, portfolios, etc.) Required Materials University of Physics Author: Young and Freedman Publisher: Pearson Publication Date: 2020 Text Edition: 15th Classic Textbook?: OER Link: OER: Physics for Scientists and Engineers, Technology Update Author: Serway and Jewitt Publisher: Cengage Publication Date: 2019 Text Edition: 10th Classic Textbook?: OER Link: OER: Physics Laboratory Manual Author: David Loyd Publisher: Cengage Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: PHYS 215L Lab Manual Author: Calabrese Publisher: Sierra College Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 72 (18 lecture, 54 laboratory) Description: Hands-on survey class that focuses on the three common welding processes of Manual Metal Arc Welding, Gas Metal Arc Welding, and Gas Tungsten Arc Welding, including correct setup and "how to" techniques. Plasma Arc Cutting and Oxyacetylene Cutting processes are also covered. This class is a survey of basic welding, cutting, and fabrication used by the welding industry, metalworking artists, and interested hobbyists. Perfect for students who have never welded before. (noncredit) Course Student Learning Outcomes CSLO #1: Apply safety standards for both a learning environment and work site environment with focus on MMAW, GMAW, GTAW welding processes, PAC cutting processes, and hand and power tool equipment used in the fabrication of assigned student projects. CSLO #2: Define terms related to welding: PPE - Personnel Protective Equipment, Current, Wirefeed Speed, Volts, Arc Length, Stickout, Travel Angle, Work Angle, Travel Speed, and Electrode Manipulation CSLO #3: Define Terms related to metal fabrication: Combination Square, Shear, Brake, Drill Press, Spot Welder, Cold Saw. CSLO #4: Demonstrate competency when squaring, leveling, tacking and welding an assembly within +/- 1/8" tolerance. CSLO #5: Perform single-pass fillet weld beads on mild steel in the horizontal position using MMAW, GMAW, and GTAW processes. Effective Term Fall 2025 Course Type Noncredit Contact Hours 72 Outside of Class Hours 36 Total Student Learning Hours 108 Course Objectives Lecture Objectives: 1. Establish expectation standards for proper and safe use of general metal working equipment and tools. 2. Demonstrate proper use of a tape measure on both inside and outside measurements. 3.Define and review welding terms used in the welding and cutting processes covered in this course. 4. Discuss and follow the standards of proper and safe use of electric welding and cutting processes. 5. Discuss and follow proper and safe use of angle grinders and abrasives. 6. Explain theory of the electric arc as the heat source of welding and cutting. 7. Compare the differences of the common welding processes covered. 8. Identify the differences of welding filler metals used in these processes. 9. Explain the 6 essential welding variable needed in performing any welding process. 10. Compare the different techniques used with the various electrodes of MMAW. 11. Examine the differences in GMAW wire feed welding processes from other arc welding processes. 12. List the modes of metal transfers used in Gas Metal Arc Welding (MIG Welding). 13. Identify the proper characteristics of the short circuit transfer used in GMAW-S. 14. Name the equipment components that make up the GMAW process, such as wire feeder and its sub components. 15. Illustrate the relationship between wire feed speed and voltage (heat) in setting the GMAW process. 16. Review the shielding gases used and maintenance of the GMAW process. 17. Label the components of the Gas Tungsten Arc Welding torch and system (GTAW/TIG Welding). 18. Illustrate the proper method of grinding the tungsten electrode and types of tungsten. 19. Differentiate between the polarities used in GTAW for each metal welded. 20. Contrast the technologies used for arc starting inherent with GTAW. 21. Explain Resistance welding applications and use. 22. Discuss the positions of welding 1F/1G vs. 2F/2G vs. 3F/3G, etc. 23. Identify and perform the basic math functions needed to construct Metal Art or basic individual welded projects. 24. Describe the operation of metalworking machines including the Rotex punch, drill press, cheek bar folder, box and pan brake, Beverly hand shear, power shear, beading rolls, band and cold saws, and hand angle grinder. Laboratory Objectives: 1. Employ safe practices when using related welding machines. 2. Demonstrate the correct and safe use of hand and power shop equipment. 3. Practice and model the terms used in this course for the welding and cutting processes. 4. Follow the correct set up and adjust the operation of the welding machines used for; MMAW, GMAW, FCAW, and GTAW. 5. Apply practices used for the proper settings required for each welding process of MMAW, GMAW, FCAW, and GTAW. 6. Identify each commonly used welding rod related to the welding processes covered. 7. Demonstrate correct operation of the cutting equipment used for PAC. 8. Practice the four welding processes incorporated in this course to skill proficiency. 9. Analyze weld defects associated with welding processes and perform corrective procedures. 10. Produce MMAW fillet weld in the flat position using E6013 to acceptable visual standard of industry. 11. Produce GMAW short circuit transfer, fillet weld on carbon steel in the horizontal position to acceptable visual standard of industry. 12. Produce GTAW fillet weld in the flat position on carbon steel to acceptable visual standard of industry. 13. Apply addition, subtraction, multiplication and division of basic fractions used in measurement. 14. Construct with standard project component parts following blueprint specifications to develop assigned student project. 15. Using metalworking tools, cut and form component parts for assigned student project. 16. Show Resistance welding process on carbon steel. 17. Apply demonstrated techniques to apply welds with each welding process used in this course on the assigned student project. 18. Recognize square and symmetry using standard metalworking tools, tape measures and fixtures. 19. Design and create additional component parts to add to the student project using metal working equipment. 20. Display completed student project for course evaluation. 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 Not Transferable Methods of Evaluation Objective Examinations Example: Written examination on principles of each different welding process, safety and process applications. Example question: GTAW stands for? A. Gas Tungsten Arc Welding, B. Gas Tungsten Accepted Welding, C. Gas Tuck Arc Welding, D. None of the above. Projects Example: Each student project is evaluated based on both completing the expectation criteria and on the creativity by the student of the assignment. Example: The assessment includes elements of following supplied prints, welding execution, effort placed on creativity portion of assigned project. Example project may include building or construction of a briquette starter. Skill Demonstrations Example: Student will demonstrate competence in each of the applied welding processes. Example: Practical application in use on the student's course project. Grade based on industry standard. Repeatable Yes Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: With instructor demonstration and oversight, students will apply learned knowledge to develop manipulative skills in the various types of welding equipment covered in this course. Students are expected to be able to name each piece of equipment. Lecture: Lecture and group discussion on the various types and application of welding processes with lab demonstration. Students are expected to participate in the discussion. Distance Learning Instructor will use slide show presentation, instructor created video, or lecture presentation on a learning platform to teach about best safety practices in the for personal protective equipment, the weld lab environment, and/or tools & equipment. Students will be given a scenario and expected to list the best safety practices that should be employed and explain why they should be used. Students will submit the assignment via text entry, file upload, video or audio recording. Typical Out of Class Assignments Reading Assignments 1. Reading from assigned textbook on a weekly basis. Example: Study and discuss the principles and techniques of stick welding and be prepared to discuss in class. 2. Reading from supplemental material on a regular basis. Example: Read and discuss foundations of Gas Metal Arc Welding Equipment. Writing, Problem Solving or Performance 1. Answer review questions in the text chapter following the reading assignment. 2. Evaluate and compare the relationship between GMAW wire feed speed and voltage energy required to sustain the short circuit transfer on different thicknesses of low carbon steel, document machine settings with success results. 3. Demonstrate knowledge and proficiency in the assembly, disassembly, and maintenance of the parts typically expected to be performed by the welder. Other (Term projects, research papers, portfolios, etc.) 1. Student will use the three welding processes and two cutting processes in the individual construction of one project. Required Materials Welding Principles and Practices Author: Edward R. Bohnart Publisher: McGraw Hilll Publication Date: 2017 Text Edition: 5th Classic Textbook?: OER Link: OER: Modern Metalworking Author: Walker, Stier Publisher: Goodheart-Willcox Publication Date: 2023 Text Edition: 11th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Administration of Justice for Transfer: AS-T Degree Administration of Justice—Corrections: AA/AS Degree Administration of Justice—Courts: AA/AS Degree Administration of Justice—Law Enforcement: AA/AS Degree Reserve Peace Officer: Certificate of Achievement

Catalog Description Formerly known as CET 20 Hours: 108 (36 lecture, 72 laboratory) Description: Fundamentals of construction foundation and framing techniques involving layout and construction to include, establishing elevations, site preparation, types of foundation forms, rebar and bolt installation, concrete placement techniques for slab on grade, cast in place (CIP), and pre-cast installations, structural steel, various types of floor systems, and applicable code requirements specific to the above. Introduction to California Green Technology and "Net Zero Energy" policies and sustainability practices for residential, commercial, and industrial construction. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate proper safety procedures and ergonomic working standards. CSLO #2: Compare and contrast types of foundation forms. CSLO #3: Demonstrate foundation layout techniques. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 54 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe and demonstrate the proper safe usage of tools and equipment and practices utilized in the construction industry; predict and evaluate common safety hazards. 2. Describe and compare floor foundations and pre-cast and evaluate the advantages of each. 3. Discuss methods of concrete estimating. 4. Describe and compare lumber grades and grading for the construction industry. 5. Discuss current building codes applicable to residential construction both conventional and insulated block forming relative to California Green Technology and "Net Zero Energy" policies.” 6. Discuss the future of construction utilizing sustainable building practices. 7. Use math skills to layout and build a foundation and rough frame. 8. Solve arithmetic function including addition, subtraction, multiplication and division of whole numbers, fractions, decimals, and percentages as related to construction topics. 9. Demonstrate fluency in reading a set of plans and understanding the installation process for sub-trades including, structural steel, light gauge metal framing, dry mechanical, plumbing, and electrical. 10. Identify and develop materials list. Laboratory Objectives: 1. Practice safe usage of tools and equipment utilized in the construction industry; 2. Demonstrate the use of construction math to evaluate materials needed from a set of plans. 3. Design a foundation system utilizing concrete forms to adhere to current code requirements. 4. Estimate the amounts of concrete needed for distinct types of foundations. 5. Compare and contrast floor systems and evaluate the advantages of each. 6. Compare four lumber grades (select structural, select 1&2, economy) and evaluate the standards for acceptance. 7. Construct a foundation and framing system project utilizing metal studs and structural steel applications according to standard practices of the trade and adhering to applicable building code requirements. 8. Identify methods of quality control, moisture protection, waterproofing (including testing) and assurances. 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 Projects Example: Major student projects will be graded according to completeness, adherence to building codes, and passing foundation and floor system inspections. Example: Framing of a foundation pour and walls Skill Demonstrations Example: Students will build a stem wall and slab layouts according to the plan specifications. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Lab techniques will be presented in a "describe / show / review" methodology. Students will complete a safety test before using equipment. Instructor will work with students until they can successfully complete the test with 100% success rate. Lecture: Instructor will lecture on current code requirements and facilitate class discussion on applications in various types of foundations. The student will be given an opportunity to clarify any questions in an instructor-guided discussion. Distance Learning The instructor will present a video lecture and lead a discussion on common building code, including California's Green movement and "Net Zero Energy" policies. Students will then search their local jurisdiction's websites for code adoptions and compare with classmates. Typical Out of Class Assignments Reading Assignments 1. Read assigned pages in textbook and be prepared to discuss the procedure for pouring concrete slabs. 2. Construct a drawing of two different floor systems as described in the readings and be prepared to discuss in class. Writing, Problem Solving or Performance 1. Layout and square a foundation per plan requirements as described in lecture. 2. Calculate the amount of concrete needed from foundation plan. Other (Term projects, research papers, portfolios, etc.) Construct a foundation and floor system project. Required Materials Graphic Guide to Frame Construction Author: Rob Thallon Publisher: Taunton Press Publication Date: 2024 Text Edition: 5th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Course Materials provided by the Instructor.

Catalog Description Formerly known as CET 26 Hours: 108 (36 lecture, 72 laboratory) Description: Introduction in the electrical trade. Inside wiring as applied to residential, commercial, and industrial structures. Electrical service requirements for photovoltaic systems. Use of tools and materials of the trade. Review of the National Electrical Code and the applications and California Electrical Code updates to the California Green Technology and "Net Zero Energy" policies. (CSU) Course Student Learning Outcomes CSLO #1: Demonstrate safe practices following industry and regulatory standards. CSLO #2: Install residential electrical systems to meet code and inspection requirements. CSLO #3: Demonstrate various methods of installing and connecting wiring in residential applications. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 108 Outside of Class Hours 54 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Discuss and demonstrate the safety aspects of correct tool for electrical work; 2. Identify and discuss symbols employed in electrical blueprints; 3. Describe various methods of calculating residential, commercial, and industrial wiring and electrical loads as required by the National Electrical Code; 4. Describe the various overcurrent protection devices in residential, commercial, and industrial installations, the wiring, and the calculated electrical loads as required by the National Electrical Code 5. Describe and demonstrate various methods of installing and connecting wiring in practical applications following code requirements; 6. Identify and discuss California Green Technology and "Net Zero Energy" policies related to residential electrical construction. Laboratory Objectives: 1. Calculate correct wire size and conduit size to identify conduit type and size; 2. Apply safety practices in laboratory activities; 3. Install electrical systems to meet code and inspection requirements; 4. Apply electrical theories to electrical circuitry and its applications; 5. Calculate amperage needed to perform function of a circuit; 6. Calculate type and wire size to carry the amperage; 7. Determine type and size of conduit compatible with a selected wire size; 8. Connect circuit wires in the box including continuity of ground and pigtails when applicable; 9. Install the number of circuits required by code; 10. Install from code requirements correct number and type of circuits; 11. Determine correct type of circuit necessary to provide power for different applications; 12. Determine correct type of circuit necessary to provide power for photovoltaic systems; 13. Install isolated ground for all circuits supplying power to computer work station areas; 14. Calculate total load for the structure to determine minimum service load; 15. Prepare proper grounding for service load for UFER and ground rod applications; 16. Assemble sub-panels including main disconnect requirements and proper grounding methods; 17. Compare and contrast grid and stand alone photovoltaic systems; 18. Identify additional service panel connections required for photovoltaic system installations; 19. Determine and apply appropriate California Green Technology and "Net Zero Energy" policies to lab electrical wiring projects and exercises. 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 Projects Example: Major student projects will be graded according to completeness, adherence to building codes, and industry standards. Example: Wiring of a 3-way switching of a light. Skill Demonstrations Example: Students will analyze electrical systems according to the plan specifications and evaluate to California Electrical and National Electrical Code standards. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Lab techniques will be presented in a "describe / show / review" methodology. Students will complete a safety test before using equipment. Instructor will work with students until they can successfully complete the test with 100% success rate. Lecture: Instructor will lecture on the California Green Technology and "Net Zero Energy" policies related to new and remodeled electrical construction. The student will be given an opportunity to clarify any questions in an instructor-guided discussion. Distance Learning Instructor will demonstrate proper wiring techniques via online conferencing tool and record the session for asynchronous participation. Students will demonstrate understanding by responding to discussion post, submitting a student led instructional video or slideshow, and/or an image of their completed wiring assignment. Typical Out of Class Assignments Reading Assignments 1. Read and answer chapter-ending questions on National Electrical Code from textbook. 2. Read instructor provided handouts to be prepared for in-class discussions on local building codes. Writing, Problem Solving or Performance 1. Calculate wire sizes determined through amperage calculations for electric dryer. 2. Pull wire to service all receptacles in a circuit. Other (Term projects, research papers, portfolios, etc.) Required Materials Electrical Systems Based on the 2023 NEC Author: Michael Callanan Publisher: American Technical Publishers Publication Date: 2023 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. Course Materials provided by the Instructor.