PROGRAM REVIEW - Allan Hancock Collegeresearch.hancockcollege.edu/student_learning...for the physics 160 series, Physics 11 0; a conceptual GE physics course, physics 100, as well

IIIIIIIIlIIIIIIIIlIIIIIIIIlIIIIIIIIlIIIIIIIIlIIIIIIIIl PROGRAM REVIEW IIIIIIIIlIIIIIIIIl IIIIIIIIl IIIIIIIIl IIIIIIIIl IIIIIIIIl

2012 - 2013 Program Name: Astronomy-Physics Self-Study Members: Linda Metaxas and Robert Jorstad

2013 PROGRAM REVIEW

PHYSICS & ASTRONOMY

TABLE OF CONTENTS

PROGRAM REVIEW

Status Summary - Final Plan of Action.....................................................................................3

Program Review Self Study......................................................................................................6

Assessment Data ……………………………………………………………………………13

STATISTICAL DATA

Trend/Analysis/Outlook..........................................................................................................19

Success and Retention.............................................................................................................25

Program Trend Student Outcomes..........................................................................................31

StudentCharacteristics.............................................................................................................32

Enrollment Patterns................................................................................................................ 34

Student Data Summary............................................................................................................42

Course Review Verification Sheet ……………………………….........................................54

Articulation Status of Courses ................................................................................................62

Course Outlines and Program Listing.....................................................................................86

VALIDATION

Plan of Action – Pre-Validation…………………………...................................................137

Validation Team Members...................................................................................................140

Executive Summary ............................................................................................................141

Plan of Action – Post Validation .........................................................................................142 Evaluation of Program Review Process................................................................................146

PROGRAM REVIEW

Status Summary- Plan of Action-Post Validation

During the academic year, 2006-07, Physics/ Astronomy completed program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self study and the recommendations ofthe validation team. For each plan, indicate the action taken, the result of that action, and the current status of the plan, if it is incomplete.

(If any plan was made and action not taken, please state the rationale for not pursuing that particular item.)

PLAN OF ACTION see tables below

RECOMMENDATIONS TO IMPROVE DESIRED STUDENT OUTCOMESANDIMPROVESTUDENTPERFORMANCE

1. Establish and implement Student Learning Outcomes. Develop tools and strategies for assessment.

2. Develop a master Lab Manual, and use it to produce a customized student lab manual for each class, each semester.

3. Evaluate the use of interactive technology, "clicker systems", in the physics lectures. This technology is designed to promote student participation in class.

RECOMMENDATIONS TO ACCOMMODATE CHANGES IN STUDENT CHARACTERISTICS

Enrollment Changes 1. Pursue hiring of a full-time astronomy instructor to improve enrollment trends in astronomy classes.

Demographic Changes

1. Evaluate a strategic approach to outreach activities targeting outreach activities which have the most potential for improving diversity in science.

ACTION TAKEN, RESULT AND STATUS see tables below

Theme/Objective/ Strategy Number AHC from Strategic Plan

1.1.2-3

1.2.4-7

1.2.1


2.4.1-2, 6.5.3

1.4.2-4

TARGET DATE

07/08

09/10

07/08

TARGET DATE

ongoing

ongoing

Action Taken, Result & Status

Partially done. All SLOs and ILOs created and scheduled to be assessed (or already assessed).

Done. Ongoing: about 10-20 hours ofupdates per manual per semester.

This has been used, but mainly in Astronomy. Tablets have been used in 110 and 161 as well.


Not done due to budget constraints, but still needed.

Much improved. Science Night and afterschool activities becoming standard.

RECOMMENDATIONS TO IMPROVE THE EDUCATIONAL ENVIRONMENT

Curricular Changes 1. Evaluate Physics 110 for content, and assess if this course

could be more effective as an 8 week course. Also assess this course for distance learning.

2. Evaluate the schedules of all physics courses in light of the availability of new facilities and the implementation ofblock scheduling, which is scheduled to take effect in the 08/09 academic year.

3. Reallocate time for Physics 141/142 by converting a lab hour to a lecture hour without any change in units. This time change would better accommodate the block schedule to be implemented in the 08/09 academic year.

4. Reallocate time for Physics 161 by converting a lab hour to a lecture hour without any change in units. This time change would better accommodate the block schedule to be implemented in the 08/09 academic year.

Co-Curricular Changes 1. Work with engineering faculty to inform students of the "flow" between the physics and engineering disciplines. Neighboring College and University Plans None listed in 2006-07 Program Review

Related Community Plans None listed in 2006-07 Program Review


1.2.1-7

1.2.1-7

1.2.1-7

1.2.1-7

1.2-3

NA

NA

TARGET Action Taken, DATE Result & Status

08/09 Done. We chose to keep as 16 week format, but introduced a summer offering to improve flow.

Done. Most notable, 07/08 PHYS 162 & 163 now

only taught once per year (as opposed to once per semester).

07/08 Done

07/08 Done

ongoing ongoing

NA NA

NA NA

RECOMMENDATIONS THAT REQUIRE ADDITIONAL · Theme/Objective! Strategy Number

RESOURCES AHC from Strategic Plan

Facilities I. Move into new Science, Health Occupations Building. 5.4

2. Set up and equip lab and stock room in the new 5.4 Science, Health Occupations Building.

5.4 3. Develop data base inventory of all lab and demo

equipment.

Equipment I. Replace broken or outdated lab equipment. 5.4

2. Obtain new equipment to take advantage of 5.4 advances in technology, develop new lab experiments, and provide for classroom demonstrations.

3. Obtain lab equipment to ensure adequate lab set-ups 5.4 for a full complement of28 students per lab section.

Staffing I. Hire a new Physical Science tenure track faculty 2.4.1-2, 6.5.3

position to cover Astronomy and Physical Science.

2. Create an additional Physical Science Lab Technician position to support Physics, Geology, Astronomy, and 2.4.1-2, 6.5.3 Physical Science.

3. Use student workers for unskilled lab support. 2.4.1-2, 6.5.3

ESTIMATED TARGET COST DATE

Summer'07

Summer '07

08/09

ongoing

ongoing

ongoing

08/09

07/08

07/08


Done

Done

Done

ongoing (now minimal)



!Not done due to !budget due to constraints, but still needed.

Done

Done

Allan Hancock College Program Review

2012-13 Comprehensive Self-Study

Program review is intended to be a reflective process that builds on the extensive information gathered for the Annual Updates and lays out the program’s major directions for the future. (Place your responses in the expandable text boxes below each question.) I. Program Mission (must align with college mission statement)

Describe the need that is met by the program or the purpose of the program. For CTEA programs only, show that “the program does not represent an unnecessary duplication of other vocational or occupational training programs in the area.” ( Sample: The Health, Physical Education, and Recreation Division is committed to providing excellent education opportunities to our students for their affective, cognitive and psychomotor development as they pursue sport, recreation, physical education, health education and wellness. We will encourage our students to further and sustain their individual endeavors toward the regular, lifelong pursuit of physical activity and a healthy lifestyle.) The mission of the Physics/Astronomy Program is to provide students with an education in the fundamental processes of the physical world with thorough study in both the classroom and laboratory, and enable them to transfer to a 4-year college with a major in Physics, Engineering, Computer Engineering, or other science based major. Additionally the Astronomy portion of the program is to provide a GE class to meet the Physical science requirement for an AA degree, while at the same time introducing students to the study of Astronomy as it pertains to the study of stars, galaxies, and the universe.

II. Progress Made Toward Past Program/Departmental Goals

Summarize the progress the program/department has made toward achieving its goals during the past six years. Discuss briefly the quality, effectiveness, and strengths of the program as reflected in its Annual Updates. Show the relationship between the program goals, the mission of the college, the district strategic plan, and the impact on student development and success.

!The Physics and Astronomy Program has been successful in meeting 17 of the 19 goals identified in the 2006 program review. The program has greatly benefitted from ifhe HSI STEM grant, and the faculty and staff of the department have made very ~ffective use of these funds to both achieve the stated goals, and to expand the program in ways that might not have been imagined 6 years ago. However the one goal that was not met, "to hire a full time tenure-track faculty member in Astronomy", is needed now more than ever.

Ill. Analysis of Resource Use and Program Implementation

Describe the program's current allocation and use of human, physical, technology, and fiscal resources. Are resources sufficient and appropriate to meet program needs? Can program resources be reallocated to better meet student needs?

Currently the program staff consists of 2 full time tenured faculty in Physics, 3+ parttime faculty, and a lab tech (Instructional Assistant) that is shared with Geology. The program offerings consist of the Calculus based physics series, Physics 161, 162, 163; the algebra-trig based physics series, Physics 141, 142; a pre-requisite course for the physics 160 series, Physics 11 0; a conceptual GE physics course, physics 100, as well as the GE course in Astronomy Astro 100. This year we began offering a new family of courses in Project & Design, Phys 121, 122, 123, and 124, which are labs that are available to any student who is either concurrently enrolled in, or has passed one of the 'majors' lab science courses, including Geo 100.

The physics 160 series primarily supports the Engineering program, while the physics 140 series supports the biology and architecture programs, however there has been a lot of crossover, as more UC biology programs are requiring calculus based physics.

The Physics/Astronomy program has a very small instructional supply budget, about $150, which is insufficient, but has been workable, because the physics and astronomy classes use very little consumable supplies. The biggest expenditures are for equipment, which are items that cost more than $200. However there is a need to be able to replace such small items on an ongoing basis such as resisters and

batteries, which would be instructional supplies. In reality the only way that the program has been able to maintain its labs, and expand the program in recent years has been due to the influx of funds from the STEM grant.

The need for a student worker in the physics stock room has also been supported by the grant.

However, while the program has met most of the goals specified in its 2006/2007 program review, it has expanded and evolved considerably since that review was done, and the program's needs have also grown.

In the 2010/2011 academic year, the Life & Physical Science Department, spearheaded by the physics program and one of the physics faculty members, developed the Friday Night Science Events, which are an open house, where the Science Department invites the community into its labs for 2 hours of hands on science demonstrations. In spring 2011, after preparing during the fall semester, four events Friday night events were held. The first event was held on a rainy evening in February, and with very little advertising, 300 people showed up. The number of people doubled for the second evening in March, and increased again for the event in April. It was estimated that approximately 1200 people showed up for the final event in May. The Friday Night Science events are now held only once during the spring semester, but it has been expanded to 2.5 hours in length. These events are very popular with the community and are a great recruitment tool to encourage young people to consider careers in science. However these events are also great learning tools for our students, as all of the science demonstrations have been created and presented by students in the science programs. This strategy, known as "projectbased" learning, has been the focus of all the physics classes, and has now become formalized in the new Project & Design Lab courses, Phys 121, 122, 123, 124, a family of courses which can be taken by students advancing from the first level to the most advanced. In addition the program participates in and sponsors, "After-School" events and other outreach programs, as well as summer workshops through College for Kids.

All of this growth has been made possible by the STEM grant, however we are in dire need of support in several areas. The following table outlines our program needs, along with a rational for those needs.

Need Reasoning A full-time This position has been needed for years. However needs have Astronomy/Physics shifted since our last program review, where we thought this instructor position was best suited as an Astronomy/Physical Science

position, and we now are looking for an Astronomy/Physics instructor. An Astronomy instructor can develop the astronomy program, including an Astro 100 Lab, a club, and all the supportive needs for such a program. Currently the program appears stable, with reasonably good retention and success rates. This is due mostly to the fact that we had 2 very stable and effective part-time faculty for several years. However last year one of them left to pursue another opportunity and, due to the difficulty in finding a replacement, a full class of 55 students had to be canceled in the fall 2013.

All students pursuing an AA degree are required to take 2 science GE classes, one in Life Science and one in Physical Science. The most popular physical science GE is Astronomy 100.

Astronomy, with no full time faculty has steadily grown over the last 4 years, and currently serves over 500 students per year in only 3 sections due to the class being offered in large lecture halls. (Biology 100, the life science GE most often taken by students, serves a similar number of students in 8-9 lecture-lab sections.)

There is great potential for growth and curriculum development. An observational lab, which is a common offering at community colleges, would greatly enhance the astronomy program and AHC has the equipment to support a lab. All that is needed is a qualified full time faculty member to develop it.

In addition the Astronomy instructor can provide support to Physics. Astronomy is a specialization of physics, therefore all astronomers can teach physics, but not all physicists can teach astronomy. Both of these disciplines are in short supply and it is extremely difficult to find qualified part-time faculty.

-- -----~--~---------~-- ------------------ ~-- -- ----~------- -----------------------~ -~----------------------------------------

An additional lab tech and/or a "lab assistant", lab tech office space,

Student Worker

Lab Equipment

And

Demonstration supplies.

Currently the L&PS department has 2 physical science lab techs (Instructional assistants), one supports chemistry and the other supports the physics, astronomy, and geology. In addition to supporting the labs for the physics and geology classes, the lab tech also is the primary technical support for Friday Night Science, and all the After-school outreach programs that have been developed. Add to this the new Physics Project & Design Lab that has been developed and the astronomy lab that is being developed. This means that the Physics/Astronomy program needs an additional lab tech or other technical support. We have been discussing the need for a new position, identified as a "lab assistant", that would assist the lab tech and work under his/her supervision. In addition, as space is very cramped in the physics stockroom, additional office or work space is needed for this position.

A student worker is needed to support the physics/astronomy program. Currently the needs for a student worker are funded by the STEM grant. However, should those funds go away, the program depends on 1 0 hours per week of student support. This is not only important for the working of our program, but provides a physics/engineering student with valuable hands on lab experience. All of our labs require ongoing maintenance to ensure we have enough equipment, software, and computers to accommodate 28 students plus an instructor demonstration set-up. While our supplies of experimental equipment are in good order, there is always a need to update experiments, and develop new experiments to keep pace with technological developments.

In particular, as an Astronomy lab course is developed we will have significant needs for new equipment including (but not limited to):

• Twelve scopes (preferably 8-inch Newtonian reflectors) • Dobsonian and German equatorial mounts for all scopes, 3

eyepieces per scope at varying powers • Planetarium or star chart software • A classroom set of iPads (or comparable handheld device) • Laminated star charts/moon maps for each student group • Some demonstration materials such as a celestial sphere,

an orrery, quadrants or sextants, etc.

In addition to supplies for the physics lab classes, there are ongoing supply needs for the creation of demonstrations both for classes and outreach events.

Additional Permanently installed external equipment:

Merry-Go-Round

Wave Tank

Planetarium

Storage Space

In addition to supplies to support the physics and "soon to be developed" physics and astronomy labs, the physics program needs some external equipment that needs to be permanently installed in the hardscape surrounding the Science building. This equipment would be used to enhance lectures, labs, and outreach events.

A merry-go-round (a rotating platform, with metal rails, such as the one that exists on the UC Santa Cruz campus, and is used in playgrounds) would greatly enhance demonstrations of the Coriolis force, and forces in rotating reference frames. This has applications for physics, geology, astronomy, and oceanography.

A wave tank would be used to demonstrate geo-physics, wave interference and diffraction, and variation of speed with depth.

Another additional piece of equipment needed is a planetarium. Rather than an external installation, we are considering a classroom conversion.

A planetarium would dramatically improve the quality of our astronomy lab courses. The planetarium sufficient to seat 28 people gives a consistent and controllable appearance of the sky for learners to study in lab. As an example, at SBCC the first 50% of each lab period (minimum) is held in the planetarium. Furthermore, outreach activities can be held in the planetarium with some of those charging a small fee to offset ongoing maintenance costs. Key resources needed for successful implementation of a planetarium include:

• An installed 24-ft diameter dome • A place to permanently house the dome (requires

approximately 24-ft high ceilings) • A high quality digital projector and associated

software

The success of Friday Night Science and our outreach efforts have built a massive arsenal of classroom demos for our department. These demos take up a lot of physical space, and have overrun our lab, M205, the physics stockroom, and a small storage shed. They also require constant maintenance, set-up, take-down, and improvement for 5 different labs and 6 different lectures in physics alone. Furthermore, an astronomy lab course with several sections will create further impact. Storage is needed for these demos, and more technical help is needed to maintain them.

Outreach vehicle

Online Database

Most physics departments go out to school's to do outreach using some sort of "road show" bus. The American Physical Society (APS) has a great link that discusses the suggested minimum resources here: http://www.aps.org/programs/outreach/guide/road/ The idea is the lab tech drives to the outreach site to meet a group of students. At the site the students help unload, set-up, facilitate outreach learning, and pack up the road show bus. Having the outreach vehicle will help us in the following ways:

• Reducing need for in building storage and easing the overcrowding that currently exists in our storage area.

• Reducing set-up/pack-up/ times associated with both offsite outreach and for lecture demonstrations (we often have to cannibalize lecture demos to get parts for outreach and vice versa causing double the set-up time for both).

• Reducing breakage associated with excessive pack-up and transport (we expect to be packing up and transporting about half as much as we no longer need pack up and transport back inside the building after each show).

We currently have an Excel spreadsheet for our demo list and stock room inventory of equipment. We need an online database that would streamline the process of selecting and requesting equipment and demonstrations for all faculty. The database should include photos of the equipment or demo, proper set-up procedures, as well as a description of instructional points to discuss. Probably more than 50% of the raw data for such a database is already in place. In addition to the software, we need a technician to refine it, and a student worker to help maintain it. Note: a database of this sort is common at most universities who have a comparable number of demonstrations (e.g. sciencedemonstrations.fas.harvard.edu/). Note: The link to the Cabrillo College requires a password. This is mentioned do demonstrate that this type of thing is found at other community

IV. Program SLOs/Assessment

What are your program student learning outcomes? Have each of these been assessed since the last comprehensive program review? How are they measured? What did the assessment data indicated about the strengths and weaknesses of your program? What changes do you plan based on these data?

The program SLOS can be found in the table below. A review of what has been assessed for each course is found below. SLOs 1, 2 & 3 are all assessed with embedded exam questions. SLOs 4 & 5 are assessed with lab practical exams and/or lab writing assignments.

Currently we are still obtaining baseline measurements for some courses/SLOs (see the tables starting on the next page). Once we have evaluated all SLOs in a single course, we hope to find a clear interpretation that can be drawn from the data. If not, we clearly would need to revise our SLOs to find data that has clear interpretation. If an interpretation can be drawn, we will act on that information at that time.

SLO # Applies to Courses Approximate SLO Verbiage (for exact verbiage see

1 All PHYS Demonstrate knowledge of the fundamental

courses laws of Physics and physical terminology.

2 All PHYS Apply physical principles to solve a variety

courses of simple problems.

PHYS 141-2 and PHYS Analyze complex problems to identify single 3

161-163 principle components, and synthesize solutions from multiple concepts.

4 PHYS 141-2 and PHYS Demonstrate the proper use of physical

161-163 apparatus for testing and observing physical

Write Scientific reports on a given

5 PHYS 141-2 and PHYS experiment indicating the significance of 161-163 the experiment and the degree to which the

results verify a principle or law.

Course- ASTR100- Elementary Astronomy NS 0 1 2 3 Total Default Achv Area for Catalog Course ASTR 100 - Course-ending Assessment ASTR1 00 SL01 -Upon successful completion of this course, the students should be able to demonstrate a familiarity with the component parts of the solar system, stars, and galaxies; and to identify the theories leading to the present concepts of origin and evolution of each.

100% Fall2012 0% 0.0% 25.6% 53.8% 20.5% (78)

100% Summer2012 0% 0.0% 4.4% 43.5% 52.2% (46)

100% Spring 2012 0% 0.0% 25.3% 53.0% 21.7% (83)

100% Term subtotals: 0% 0.0% 20.8% 51.2% 28.0% (207)

Course - ASTR1 00 - Elementary 100% Astronomy subtotals: 0% 0.0% 20.8% 51.2% 28.0% (207)

T I b t ota s ,Y erm: NS 0 1 2 3 T t I oa 100%

Fall 2012 0% 0.0% 25.6% 53.8% 20.5% (78)

100% Summer2012 0% 0.0% 4.4% 43.5% 52.2% (46)

100% Spring 2012 0% 0.0% 25.3% 53.0% 21.7% (83)

100% Totals: 0% 0.0% 20.8% 51.2% 28.0% (207)

I

I

I

Note: PHYS 1 OOhasnothadanySLOsevaluated. Thiscoursehasbeentaughtbyparttimers only. Also, it is not offered every semester. Furthermore, its offerings have been reduced due to the economic downturn. These factors combined in such a way that no SLO assessments are currently available for PHYS 100.

Course- PHYS110 -Introductory Physics NS 0 1 2 3 Total Default Achv Area for Catalog Course PHYS 11 0 - Course-ending Assessment PHYS11 0 SL02- Determine values (using trigonometlj and al~ ebra) given a set of physical conditions. Spring 2012 0% 0.0% 17.2% 13.8% 69.0% 100% (29) Term subtotals: 0% 0.0% 17.2% 13.8% 69.0% 100% (29)

Course- PHYS110 -Introductory Physics subtotals: 0% 0.0% 17.2% 13.8% 69.0% 100% (29)

Totals by term: NS 0 1 2 3 Total Spring 2012 0% 0.0% 17.2% 13.8% 69.0% 100% (29)

Totals: 0% 0.0% 17.2% 13.8% 69.0% 100% (29)

Course- PHYS141 -General Physics 1 NS 0 1 2 Default Achv Area for Catalog Course PHYS141 -Course-ending Assessment PHYS141 SL01 -Recognize and apply fundamental physical concepts.

3 Total

1100% I Fall2011 8.8% 0.0% 35.5% 64.5% 0.0% 1 (31)

1100% I Term subtotals: 8.8% 0.0% 35.5% 64.5% 0.0% I (31)

I Course- PHYS141- General Physics 1 1100% I subtotals: 8.8% 0.0% 35.5% 64.5% 0.0% 1 (31)

Totals by term: NS 0 1 2 3 Total 100%

Fall2011 8.8% 0.0% 35.5% 64.5% 0.0% (31)

Totals: 8.8% 0.0% 35.5% 64.5% 0.0% 100% (31)

NS 0 1 2 3 Total

Course- PHYS142- General Physics 2 Default Achv Area for Catalog Course PHYS142- Course-ending Assessment p HYS1 2 SL01 4 - Recognize and apply fundamental physical concepts.

0 0.0 36.4 63.6 0.0 100% Spring 2012 % % % % % (22)

0 0.0 36.4 63.6 0.0 100% Term subtotals: % % % % % (22)

Course- PHYS142- General Physics 2 0 0.0 36.4 63.6 0.0 100% subtotals: % % % % % (22)

Totals by term: NS 0 1 2 3 Total 0 0.0 36.4 63.6 0.0 100% % % % % % (22) Spring 2012

lo% o.o% I 36.4% 63.6% I o.o% (22)1 00 Totals:

Course- PHYS161- Engineering Physics 1 NS 0 1 2 3 Total Default Achv Area for Catalog Course PHYS161 -Course-ending Assessment PHYS161 SL02- Determine values (using calculus, trigonometry, and algebra) given a set of physical conditions Fall2012 4.9% 0.0% 15.4% 10.3% 74.4% 100% (39) Spring 2012 0% na na na na 100% Term subtotals: 4.9% 0.0% 15.4% 10.3% 74.4% 100% (39)

Default Achv Area for Catalog Course PHYS161 - Course-ending Assessment PHYS161 SL03- Synthesize physical principles to analyze complex or novel situations using calculus,

. t d I b tngonome ry, an a1ge ra. Fall2012 0% na na na na 100% Spring 2012 35.7% 0.0% 16.7% 33.3% 50.0% 100% (18) Term subtotals: 35.7% 0.0% 16.7% 33.3% 50.0% 100% (18)

Course - PHYS161 - Engineering Physics 1 subtotals: 17.4% 0.0% 15.8% 17.5% 66.7% 100% (57)

Totals by term: NS 0 1 2 3 Total Fall2012 4.9% 0.0% 15.4% 10.3% 74.4% 100% (39)

Spring 2012 35.7% 0.0% 16.7% 33.3% 50.0% 100% (18)

Totals: 17.4% 0.0% 15.8% 17.5% 66.7% 100% (57)

Course- PHYS162- Engineering Physics 2 NS 0 1 2 3 Total Default Achv Area for Catalog Course PHYS162- Course-ending Assessment PHYS162 SL01 R . d I f d I h . I t - ecognrze an apply un amenta p 1ysrca concep s. Fall2012 0% na na na na 100% Fall2011 2.1% 0.0% 17.0% 36.2% 46.8% 100% (47) Fall2010 0% na na na na 100% Term subtotals: 2.1% 0.0% 17.0% 36.2% 46.8% 100% (47)

Default Achv Area for Catalog Course PHYS162- Course-ending Assessment PHYS162 SL02- Determine values (using calculus, trigonometry, and algebra) given a set of physical conditions Fall2012 0% na na na na 100% Fall2011 0% na na na na 100% Fall2010 2.3% 0.0% 34.9% 2.3% 62.8% 100% (43) Term subtotals: 2.3% 0.0% 34.9% 2.3% 62.8% 100% (43)

Default Achv Area for Catalog Course PHYS162- Course-ending Assessment PHYS162 SL03- Synthesize physical principles to analyze complex or novel situations using calculus, triQonometry, an d I algebra. Fall2012 0% 0.0% 25.0% 7.1% 67.9% 100% (28) Fall2011 0% na na na na 100% Fall2010 0% na na na na 100% Term subtotals: 0% 0.0% 25.0% 7.1% 67.9% 100% (28)

Course- PHYS162- Engineering Physics 2 subtotals: 1.7% 0.0% 25.4% 17.0% 57.6% 100%(118)

Totals by term: NS 0 1 2 3 Total Fall2012 0% 0.0% 25.0% 7.1% 67.9% 100% (28)

Fall2011 2.1% 0.0% 17.0% 36.2% 46.8% 100% (47)

Fall2010 2.3% 0.0% 34.9% 2.3% 62.8% 100% (43)

Totals: 1. 7% 0.0% 25.4% 17.0% 57.6% 100% (118)

Course- PHYS163- Engineering Physics 3 NS 0 1 2 3 Total Default Achv Area for Catalog Course PHYS163- Course-ending Assessment PHYS163 SL02- Determine values (using calculus, trigonometry, and algebra) given a set of physical conditions Spring 2012 0% 0.0% 43.5% 28.3% 28.3% 100% (46) Term subtotals: 0% 0.0% 43.5% 28.3% 28.3% 100% (46)

Course- PHYS163- Engineering Physics 3 subtotals: 0% 0.0% 43.5% 28.3% 28.3% 100% (46)

Totals by term: NS 0 1 2 3 Total Spring 2012 0% 0.0% 43.5% 28.3% 28.3% 100% (46)

Totals: 0% 0.0% 43.5% 28.3% 28.3% 100% (46)

V. Trend Analyses/Outlook

Using the information already gathered in the AUs (e.g., enrollment and achievement data; student learning outcomes assessment and analysis; input by advisory boards; existing articulation agreements; labor market trends) summarize the major trends, challenges, and opportunities that have emerged in the program since the last program review

We have vigorously pursued incorporating project-based learning in all Physics courses. This stemmed from outreach events (initially Friday Night Science and later After-school events and summercampworkshops). Ultimately, wecreatedthePHYS 121-124 sequence of projectbased design labs to institutionalize this type of learning at AHC. However the projects, materials, and supplies commensurate with these activities have reached a point where we are desperate for storage space.

It is important to note that our enrollments for 2009-present have gone up by about 30% compared to 2006-2009. That said, our retention rates are holding constant while our success rat in PHYS courses has dropped about 6%. When looking at the course by course data one does nc see an obvious trend to explain this. For example, PHYS 161 had a few low success rate years ir a row from 2008-2010 but then PHYS 163 had low success rates 2009-Present. Throughout all these years, PHYS 162 had success rates averaging 10% higher than the campus-wide average!

Overall, we are still within a few % of the campus-wide average success rates for all courses. We are now just below the campus-wide average as opposed to being just above. This is something to keep an eye on for now but is not cause for immediate concern. As a final note on the subject of success rates, when looking back at our previous program review, a similar scenario occurred (three-year intervals of higher or lower success rates).

Overall our student demographics are not significantly different. The bulk of the class is Hispanic or White in about a 1-to-1 ratio. We have slightly more male students than female (ratio 3-to-2). Most of our students are full-time students (ratio 3-to-2). About 80% or more of our students are under 24 years of age. These ratios appear to be holding constant over the (l3SI 6 years despite our swelling enrollments.

ASTR 100 enrollments have grown immensely (about 33% growth based on 6-yr average). PHYS 141 is now packed every year (growth of 47% based on 6-yr average). We have compressed the PHYS 162 and 163 courses into one double section offered only once per year; previously we offered one lab section for each course each term. ASTR course success rate is holding steady, put this is most likely due to the fact that we have had very stable part-time faculty members teaching these courses for the last few years. Last yea one of our p-t astronomy faculty left, and after considerable effort to find a qualified replacement, we had to cancel a full (55 student) class in fall 2013 because we had no one to teach it

As applicable, please address the breadth, depth, currency, and cohesiveness ofthe curriculum in relation to evolving employer needs and/or transfer requirements, as well as other important pedagogical ortechnology-related developments.

As a department, we are ahead of the national trend towards service learning and project-based learning. Our students are learning by teaching (service learning) at least once per year at the Friday Night Science Events. This type of learning environment, often called "informal science education" is currently being promoted by the American Association of Physics Teachers as a way to maintain interest in science for STEM majors (to keep people from changing majors out of STEM).

We have also implemented some tablet based learning. As an example, in PHYS 141 or 161 a typical tablet assignment involves students drawing free-body diagrams (a standard physics tool) and submitting them to the instructor via the web. The instructor can then provide anonymous feedback on all student work in relatively short-order in front of the entire class. Students get to see the strengths and weakness of many styles of work rapidly without fear of embarrassment.

To maintain a cohesive set of expectations between faculty, we routinely discuss instructional methodologies and assessmenttools. For example, before exams we will go over the test with another instructor not teaching the course to evaluate the effectiveness/appropriateness ofthe questions. This has fostered discussions on what should and shouldn't be taught in the course. As a result, the faculty are well aware of each other's expectations for what needs to be taught in sequential courses. This appears to be working well as success rates seem to be somewhat uniform over all instructors and all courses.

VI. Long-Term Program Goals and Action Plans (Aligned With the College Educational Master Plan)

Describe the long-term plans for changing or developing new courses and programs, other actions being taken to enhance student success, and the need for professional development activities and other resources to implement program goals. Be sure to show how these plans are related to assessment results. (Plan should cover five-year period and include target dates and resources needed.)

The goals of the Physics and Astronomy Program are to increase the number of women going into STEM fields, to increase the number of under-represented minorities going into STEM fields, and to increase the success rates of all students attempting STEM related disciplines. To this end we have developed outreach to introduce students at the elementary, middle, and high school levels to science programs. An internship with Stanford University was also developed, and the first student will be attending this summer.

The programs that have been developed include Friday Night Science, our annual science "open house", as well as after school programs. The new Project and Design Labs, physics 121-124, will begin to be offered in Fall2013. However there is still more to be accomplished.

Plans and Goals for the Future:

The Astronomy program currently consists of one very popular G. E. course. We plan to develop an Astronomy lab to be taken with the GE course, thereby fulfilling the need for a lab physical science G. E. course. Astronomy is a very popular scientific discipline, and by offering a more in-depth program, we will have the opportunity to introduce more students of all ages and all backgrounds to science. In addition to the astronomy lab, astronomy projects would be developed to link to the Project and Design Lab, and provide astronomy demonstrations for outreach events, such as Friday Night Science. Another project for the Astronomy program would be a "Summer Astronomy Camp" to be offered through the College for Kids Summer program. A planetarium and more telescopes are needed to best serve our students and the community. To accomplish all this, a full-time faculty member in Astronomy is needed.

The Project and Design Lab, which will be one class in Fall 2013, will be four classes by Spring 2015. This program has been developed to enhance student success in STEM disciplines. These classes will also supply demonstrations and student demonstrators to a variety of outreach activities designed to introduce potential students to STEM fields. A larger instructional supply budget will be needed to support these classes, as well as additional storage. The increased course load in Physics will eventually require additional physics faculty.

To attract more girls into STEM disciplines, we plan to develop a "Summer Camp for Girls in Science". This would be aimed at girls, 8-13 years old, but would not be restricted to girls only. The focus would be based on a TV show called "SciGirls", where the girls are posed a problem to solve, and with the help of an advisor, the work together to arrive at a solution.

To further support the success of our female STEM students we are discussing some type of STEM support activity. One possibility is an informal social hour for "Women in STEM". It has been proposed to host a "Tea" with women faculty in STEM disciplines for women students in STEM disciplines. One of the hardest things for women in STEM disciplines and one of the biggest reasons for attrition of women students is the lack of a peer group. The idea behind this social hour would be to create an informal venue for women faculty and women students to discuss what it is like to be a woman in STEM. Other women professionals would be invited to join us, so that there would be an ever increasing circle of contacts. In this way we would be able to provide mentorship for our women students outside the classroom. Ideas like this have been discussed for some time, but a successful venue has yet to be found. With the current STEM center and the resources of both MESA and Bridges to the Baccalaureate that have now come together through the STEM grant, we may have a the resources to bring about this type of support program for women students in STEM.

To support these proposed additions to the Physics and Astronomy Program, additional support personnel are needed. Most importantly we need a full time faculty member in Astronomy. An additional Physical Science Instructional Assistant and student workers are also needed. This past year, with the aid of the STEM grant, we have also explored to use of intermediate support personnel, with a high degree of success. We think that a position of "lab assistant" should be created. This position would require experience in the discipline such as upper division course work, but not require a BA, so would be able to do some, but not all of the job requirements of an instructional assistant. Their job would be to assist the Instructional assistant, but unlike a student worker, they could work without supervision. This would enable our Instructional assistants to handle the increasing workload without having to hire more personnel at the same salary level, and would enable a hierarchical division of labor, that would be more economical than simply hiring more instructional assistants.

Plan of Action: Plans and Resources

Astronomy Program Development: Full-Time Faculty Astronomy Lab Development and assessment of SLOs Planetarium Student telescopes Summer Astronomy Camp Astronomy Outreach projects

Project and Design Labs: Phys 121 -implemented Phys 122 - implemented Phys 123 - implemented Phys 124 - implemented

Goals & Objectives Strategic D.2 Goal2.2 Objectives:

1,2,3,4,5

Strategic D.2 Goal2.2 Objectives:

1,2,3,4,5

Projected Completion

Spring 2014 Spring 2015 Spring 2015 Fall2014 Fall2014 Sum. 2015 Spring 2015

Fall2013 Spring 2014 Fall2014 Spring 2015

Resources needed: Increased instructional supply budget, additional storage, and additional technical support. Full-Time physics faculty Summer Camp for Girls in Science Strategic D.2 Summer Resources needed: Increased instructional Goal2.2 2014 supply budget, additional storage, and additional Objectives: technical support. Professional Development to 1,2,3,4,5 develop knowledge base. Tea and STEM, social hour. Strategic D.2 Fall2013 Resources needed: Professional Development Goal2.2 to develop knowledge base. Collaboration with Objectives: other departments, campus faculty, and women 1,2,3,4,5 STEM professionals. Support Staff: Strategic 0.2 Fa112014

Instructional Assistant Goal2.2 Student Workers Objectives: "Lab Assistant" Potential new position 1,2,3,4,5

SELF-STUDY TEAM MEMBERS SHOULD INSERT THE FOLLOWING DOCUMENTATION INTO THE PROGRAM

REVIEW PACKET

STUDENT DATA

STATISTICS

ARTICULATION STATUS OF COURSES

COURSE REVIEW VERIFICATION SHEET

COURSE OUTLINES

REVIEW OF PREREQUISITES, COREQUISITES, ADVISORIES (Summary - completed the year subsequent to the self-study)

DEGREE AND CERTIFICATE REQUIREMENTS

ADVISORY COMMITTEE MEMBERSHIP

The Executive Summary and Plan of Action-Post Validation should be

included in the packet upon completion in the spring semester.

Program Review Trend Data: Student Outcomes

Program Topcode I PHYSICS/ASTRONOMY I 190200 & 191100

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Retention and Success Rates

"x,_o1 "1-o'O ""'_o9! "9!-"o "o·"" "v"~ ~()'v ?..'V'v ?..IJ'v ?..IJ'v ?..() ~\::,

Academic Year

AHC Institutional Research & Planning

-~' Retention %

-liE- AHC retention %

~Success%

.....,.,._ AHC success %

* Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.

Retained is count of students enrolled after drop date who did not receive a "W" or incomplete.

Success is number of students with a grade of "C" or better or "CR".

Program Review - Physics & Astronomy.xlsx

randres

Typewritten Text


Program Topcode I PHYSICS/ASTRONOMY I 191100

Program Topcode I PHYSICS/ASTRONOMY I 190200 I


Course ASTR 100

Course PHYS100

23 92%

E2

6Year 6Year


Program Topcode Course I PHYSICS/ASTRONOMY I 190200 I PHYS 110

Program Topcode Course I PHYSICS/ASTRONOMY I 190200 PHYS 141

6 Year 6Year

AHC Institutional Research & Planning E3 Program Review - Physics & Astronomy.xlsx


Program Topcode Course I PHYSICS/ASTRONOMY I 190200 PHYS 161

6Year 6Year Linear Trend





6 Year 6Year

6Year 6 Year

E5

Linear Trend

Linear Trend Slope

7






Degrees and Certificates

800

700

600

500 (.) 400 J: <(

300

200

100

0 2007-08 2008-09 2009-10 2010-11 2011-12

Academic Year

AHC Institutional Research & Planning E7

20

18

16

14 12

E 10 n:s ...

0)

8 e a..

6

4

2

0

5 Year Linear Trend

ftftftftftftftftft

A AHCAA

_..,.._ AHCAS

"' ,<+ ~, AHC Cert 18-30 units

- ""*'' - AHC Cert 30-60 units

--...-AA

-111-AS

Certificates 18-30 units

'"~"*"'""~'Certificates 30-60 units


Program Review Trend Data: Credit Student Characteristics

6 Year Linear Trend


Program Review Trend Data: Credit Student Characteristics

Program Topcodes PHYSICS/ASTRONOMY 190200 & 191100

6Year Linear % Trend

Change Slope 60% 4 88% 1 94% .. · 27 7% 5

-83% -7

.•. ,,··2~%'\~\( ~1tit.;j;j.:;;1'i'l 37% 19


------------- --------------------------------------------~-------~------------------------------~------~-------------- -----------------------------------

Program Review Trend Data: Enrollment Patterns


Enrollment Rates

1400.0 8.0

1200.0 7.0

'0 1000.0 6.0 co 5.0 0 800.0 ...J

4.0 It '0 c: 600.0 3.0 ti: co II) 400.0 2.0 w 1-LL 200.0 ' 1.0

0.0 '' 0.0

~ ~'0 ~C?J "() "" "'),. :0 ~' (0 ~ ($ "'( RIG RIRl Rl~ RIG Rl" R~" ']) <)) ']) ']) ']) '])

Academic Year

AHC Instituional Research & Planning

--+--FTES

WSCH/FTEF

-.- AHC WSCH/FTEF

--FTEF

EIO

6Year

* Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.


·---------'- ·---·-'-------- -~·--

Program Review Trend Data: Enrollment Patterns

Program Topcode Course I PHYSICS/ASTRONOMY I 191100 I ASTR 100

Program Topcode Course I PHYSICS/ASTRONOMY I 190200 I PHYS100

AHC Instituional Research & Planning Ell Program Review -Physics & Astronomy.xlsx


Program Topcode Course IPHYSICS/ASTRONOMY I 190200 I PHYS 141

6 Year 6 Year %

AHC Instituional Research & Planning E12 Program Review - Physics & Astronomy.xlsx

----· -------------·-----··--------·----C·--······


Program Topcode Course !PHYSICS/ASTRONOMY I 190200 I PHYS 161

6Year



Program Topcode Course IPHYSICS/ASTRONOMY I 190200 I PHYS 163

6 Year 6 Year %


~-~~~· ·---------~·-·-··· ~~-··---··--·~-··--·----~----------~-----------···----

Program Topcode Course I PHYSICS/ASTRONOMY I 190200 I PHYS189

AHC fustituional Research & Planning E15 Program Review -Physics & Astronomy.xlsx

Program Review Trend Data: Summary by Location and Distance Learning

Program Topcode IPHYSICS/ASTRONOMY I 190200 & 191100


6 ear 6Year

AHC Institutional Research & Planning El7 Program Review - Physics & Astronomy.xlsx

STUDENT DATA SUMMARY

Data analysis is a critical component of program review. The three categories below should be used as guidelines in developing a summary of the student data.

State at least three positive factors about the discipline/program identified by students. Include the number (or percentage) of students responding and any implications for planning.

We performed surveys in both spring 2012 and fall2012. The fall2012 survey hit the PHYS 141 and PHYS 162 courses. The spring 2012 survey hit all other courses (including ASTR 100 & PHYS 100, our two survey GE courses). For all responses, 1 is considered highly satisfied while 5 is considered not at all satisfied. The following three positive factors standout:

1. Quality of instruction was ranked high in both surveys (17 4 responses with avg 2.0 from

Sp12 and 74 with avg. 2.3 from Fa12).

2. Instructional equipment was ranked at approx. 1.9 in both surveys (161 & 74 responses).

3. Contribution towards intellectual growth was also ranked highly in both surveys (1.8

from 176 in Spl2 & 2.0 from 74 in Fal2).

I think these are the strongest indicators we are approaching our student population the best way we possibly can. Our student population, to a large degree, comes in appearing very motivated. They are also, unfortunately, underprepared in terms of academic skills, and study skills. They also, as Dr. Len Miyahara is fond of saying, fail to generate an appropriate sense of urgency. As a result they struggle in our classes.

The good news, however, is for the ones that actually make it through. They find that they are competitive upon transferring. They seem to appreciate the experiences they have gone through at AHC. Please see the letters below.

State at least three negative factors about the discipline/program identified by students. Include the number (or percentage) of students responding and any implications for planning.

The following three negative factors standout:

1. Advice on the program from counselors was ranked relatively low in both surveys (116

responses with avg 2.5 from Sp12 and 47 with avg 2.9 from Fa12). On can see from the number of responses that this question was not answered by about a third of survey

participants for some reason. Any reason I could provide would be pure speculation.

Still, we are above neutral for both surveys. Hopefully the ongoing presence of a

counselor at our department meetings will improve communication between our faculty and the counseling dept. (and in tum between counselor and students).

2. The availability of courses was ranked low in both surveys (2.6 for 161 and 2. 7 for 70).

Almost certainly this has something to do with our enrollments going through the roof.

We are bursting at the seams and unable to add all students off the waitlist for some classes. I have never seen or heard of this happening for any physics class at any school

in my entire physics career of 20 years now! At this point, we could justify a third full

time physics instructor and still be hiring part-timers!

3. Similarly, the coordination of courses offered in PHYS/ ASTR program and courses in other disciplines was also ranked low (2.2 for 150 and 2.6 for 67). Again, with courses

being cut, not enough instructors, and lack of adequate classroom space this is easily

understood.

State any other information (use responsive numbers) that you obtained from student data (e.g. focus groups, questionnaires, or SGIDs) that may be of special interest to the self-study team. What planning implications will result from this information?

I would also like to provide some anecdotal evidence solicited from former students after transferring (our largest student population is transfer students).

Excerpts from Letter 1, from a former PHYS 141/2 student:

Well this whole transfer process has been an adjustment for sure! One of the hardest things about the transfer was going from a semester system to the quarter system. I still don't think I am used to it and I'm on my third quarter. It just goes so fast! Your class was the best prep for UC Davis. I am taking the organic chemistry series here and ifl didn't have the difficultly of your class to kick me into study shape I don't think I would have made it through! ... The curves are very generous needless to say and yet so many still fail. It is so funny how similar your class was to my upper division classes. I am so thankful to have had you. It would be a huge slap in the face for those that didn't have

you. I have problem sets which are similar to your homeworks, challenging but very

doable if you put in the effort and not wait until the last minute to submit .... I also am so glad I finished physics before I moved here .... I miss the smaller sizes at Hancock because ifl don't take the time to see my professor in office hours then they would never know I existed, I am just a number. It's a totally different dynamic. Also with such large

class sizes we miss out on demonstrations which I really enjoyed with your class. I liked the application aspect and of course science night ;)

Letter 2, from a former PHYS 110 & 141 student:

Hi Rob,

Both Phys 110 and Phys 141 prepared me well for the university. Aside from the

material, your classes taught me invaluable skills-- how to critically solve problems independently or work with my fellow classmates to solve problems. In most university classes, there are 450 students for every professor. Thus, it is imperative to learn how to master the material on your own and to collaborate with other students. Admittedly, your classes were very challenging, the homework assignments were tricky and the tests were

rather difficult. However, I felt these classes were much more representative of university-level classes. I learned to quickly adapt and form good study skills that were necessary for me to succeed at the university.

In addition to preparing me for the rigor of university-level classes, another strength of these physics classes was the hands-on learning approach. The demonstrations performed in class were not only interesting, but very helpful to understanding abstract concepts of physics. I had a lot of fun doing the nuclear chain reaction demonstration with 100

mousetraps and ping-pong balls!

I also soon found that physics was actually applicable to biology. In my neurobiology classes, I learned about action potentials, which involve changes in the electrical membrane potential of the neuron cell. Additionally, how MRI machines are able to visualize internal structures of the brain and body. In physiology, I learned about how muscles and bones can act as lever systems. The sciences are all interconnected. A basic understanding of physics principles has definitely helped me understand concepts in my

biological coursework. Furthermore, the critical thinking skills needed for physics are essential to solving problems in biology, medicine, and research.

I hope that answered your questions. Please let me know if you have any other questions or need any information.

Thank you again!

Excerpts from Letter 3, from a former PHYS 161/2/3 student:

Okay, You've asked a lot of questions but I will do my best to answer them all. .. Secondly, in regards to my experience in Hancock physics and engineering, I have to say that I feel I was much more prepared than any of the other transfer students I've spoken to. I think your exams were right on point when it came to difficulty and technique.

Although I've only completed one quarter at UCSD, so far I've felt that your and Dom's classes were easier than the ones here but along the same lines. I feel you didn't make it too hard for people like me that were working students but difficult enough that I wasn't completely shocked by all my courses here. I think it was important that you and Dom wrote your own tests because it's not testing whether or not you can memorize a problem, but whether or not you understand the material.

In fact, I'm in a thermodynamics class right now and I had a flashback of the crazy p-v diagram problem you put on one of your exams as soon as we went over them. All my professors so far have had a similar testing style. I also like that we had experience turning in the homework online because I have to do that now (but we only get one chance to get it right). It really encourages a student to make the effort to do the work correctly. I'm also glad we had Dom's anal homework format on the other side because I also have professors that require that.

As far as the labs, the Excel was helpful. I actually wish we had even more focus on it. I had an engineering design class last quarter in which we had to design, build, and write up analysis on a clock and a robot. I got an A+ in that class and I mostly owe that to how well I was trained in formal lab write ups by you and Dom. I think ifl would have known more about the helpful little tricks there are on excel, I might have been more focused on learning it at AHC.

I'm sorry that's all the negative feedback I have. I honestly feel you guys are responsible for me becoming the successful student I am and I can't begin to explain how grateful I am for that.

Thanks again for the letter,

Quality of instruction within the program

The way textbooks and other materials used in courses within the program help me learn

Advice about the program from counselors

The way this program meets your educational goals

Contribution towards your intellectual growth

Clarity of course goals and learning objectives

Feedback and assessment of progress towards learning objectives

The availability of courses offered in the program

The content of courses offered in the Physics/ Astronomy Program

The coordination of courses offered in the Physics/ Astronomy Program and courses offered in other departments that may be required for your major

05/14/2013

-·-----·-·-········-·------·--------Survey Results

·-------·-------··----·-··-!

2.7% 4.1% 32.4% 37.8% 23% Not at all satisfied

I _j_ ·I I I I 5 4 3 2

8.2% 5.5% 41.1% 30.1% 15.1% Not at all satisfied n I I I

I

5 4 3 2 1

17% 10.6% 34% 23.4% 14.9% Not at au sattstted

4 3 2

1.4% 8.3% 19.4% 38.9% 31.9% Not at all satisfied

l1 ·I i ·I 5 4 3 2

2.7% 5.4% 24.3% 25.7% 41.9% Not at all satisfied n ·I I I'

5 4 3 2

6.8% 6.8% 19.2% 39.7% 27.4% Not at all satisfied n I I I II

5 4 3 2

Not at all satisfied Hlii 5 4 3 2 1

Not at all satisfied


16.4% 32.8% 20.9% Not at all satisfied

5 4 3 2

E18

Highly satisfied

Highly satisfied

H1gn1y sat1Sl1ed

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

n=74 av.=2.26 md=2 dev.=0.95

n=73 av.=2.62 md=3 dev.=1.08

n=47 av.=2.91 md=3 dev.=1.2B ab.=24

n=72 av.=2.08 md=2 dev.=0.99

n=74 av.=2.01 md=2 dev.=1.07

n=73 av.=2.26 md=2 dev.=1.14

n=72 av.=2.57 md=2.5 dev.=1.18 ab.=2

n=70 av.=2.74 md=3 dev.=1.33 ab.=4

n=66 av.=2.17 md=2 dev.=0.99 ab.=8

n=67 av.=2.6 md=3 dev.=1.19

ab.=7

Fall2012 Class Climate evaluation

Program Review, Program Review Paper Surveys,

The physical facilities and space (e.g., classrooms, labs)

Instructional equipment (e.g., computers, lab equipment)

Presentation of classes via the college's Blackboard course management system

Course assistance through tutorial services (e.g through the Tutorial Center, Math Lab, Writing Center)

Availability of appropriate resources in the libraries




Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Which of the following best describes your reason for taking this and other courses in the Physics/Astronomy Program?

To meet general education requirements {JIJIJ11i~~Jjl68.1% L---------------~

Compared to the beginning of the semester, your attitude about the Physics/Astronomy Program has

I would recommend taking courses in the Physics/ Astronomy Program.

I plan on taking additional courses in the Physics/ Astronomy Program.

Strongly disagree

Strongly disagree

Strongly agree

Strongly agree

n=74 av.=2 md=2 dev.=0.92

n=74 av.=1.91 md=2 dev.=0.81

n=56 av.=2.46 md=2.5 dev.=1.01 ab.=18

n=54 av.=2.26 md=2 dev.=1.07 ab.=17

n=46 av.=2.57 md=3 dev.=1.03 ab.=28

n=72

n=72

n=71 av.=2.44 md=2 dev.=1.08

n=71 av.=2.06 md=1 dev.=1.35

05/14/2013 El9 Fall 2012 Class Climate evaluation


Which of the following courses have you taken in the Physics/Astronomy Program?

Which course are you taking this survey for?

How many units have you completed prior to this semester?

In how many units are you currently enrolled?

What is your final academic goal?

PHYS 100 5.4%

PHYS 110 27%

r;: <o~p.~;Y" ';;t; ::~1~:fi.~FI,~ r.: 44.6%

PHYS 142

PHYS 161

PHYS 162

PHYS 163

ASTR 100

PHYs1ool~~u~~1J~~~:~*0~i~~~isiss~~~1ffi"~~'~fG~m~~~

PHYS1101~E~~~~~~~i~s~0~~2~0~~~~~~~~~~&~~~~~¥~H

PHYS141L-----------------~

PHYS142jc~/tt~~~2~J0:}~~~s~ii~~~ll~t~1~~~~Jc~U0~~~~

PHYS161 O?g~Y:~l;:;~?W~~8~t~~~~@~~0R~Wfu·~~lW1~~ PHYS 162 ~---li·~~~;;{zq;;;g;:,~·s::j).'5•i'i•c;)%i(Y;t'5'c[{t;!Fl

PHYS163I:i~~~tR~mt~m::i~llitU~l:j~~~ffi!~'ls~&ii~~t[~

ASTR100~~~illffi~~~~~~~~1~!0~~~S~~j~0~~:~~·~~.~~~!l

2.7%

35.1%

18.9%

10.8%

12.2%

0%

0%

0%

2.8%

35.2%

0%

0%

o- 15 m::~IJ'~:~;~·H.¥!1~1Hir!:V?:;:f;~~~E1~1i~ili(~{t~1~!!;1ii1~~31!~ 2.8%

16-30 9.7%

31-45 11.1%

46-60 23.6%

61 or more L---------------~USiKSl\lf<\.li1H\~t~Jli~~ff~:*jJ 52.8%

less than 5 R':C.!![j1j;f"[fl~;1'W.J'·l'~l~iJD:i~Ji1\&~!·{ffj(~~~~~fl!}TiJ%lj&J~i~fll 0%

5-8.5 8.5%

9-11.5 19.7%

12 or more L---------------------~.flfiiWJJJjf~lf$171.8%

certificate j'i;jj1i!)!:liw!Jl~i~;:;'jJili~l!]li'~ t~J:llf;;;:;tu;:~f{~~i;~l,;!giliti:~Ji~liR!:i:lJ o%

AAJAS 2.9%

n=74

n=71

n=72

n=71

n=70

Bachelors s;;~~~~~~~~::::~::::!!~~!'j~:: 24.3%

Masters or higher '--------------------~:,~~~~~!!~~;~]~\)f¥,,~jJJj 65. 7°/o

Not certain C]~i![:,:~l%ilti};i~,~lt~;i~g~%'&l!;i!~£:illii~~~ht~;~'!1~~~~lln~~1l§ 7.1%

05/14/2013 E20 Fall2012 Class Climate evaluation


Profile Subunit:

T Name of the instructor:

1 Name of the course: • (Name of the survey)


IR General Surveys

Program Review

Program Review Paper Surveys








The content of courses offered in the Physics/Astronomy Program

The coordination of courses offered in the Physics/Astronomy Program and courses offered in other departments that may be required for your major






I would recommend taking courses in the Physics/Astronomy Program.

I plan on taking additional courses in the Physics/Astronomy Program.

05/14/2013

Not at allll__ __ L__ __ __~___-.-_J_ __ _~ satisfied I

I Not at all---------1-----satisfied

I Notatall _______ ~------satisfied

' ' Not at all----------"'---satisfied

Not at all __________ -.-__ _ satisfied

I Not at all----------1----satisfied

I Not at all ________ -+------satisfied

I Not at all _______ -'c------satisfied \.

\. Notatall _________

4 ___ _

satisfied I

Not at aii ________ ..L_ ____ _

satisfied \. \.

Not at all __________ .)._ __ _ satisfied

Notatall __________ ~---satisfied I

I Not at all ________ -4c._ ___ _

satisfied \

Not at all _________ -+-----satisfied

I Not at all----------1-----satisfied

Strongly disagree"----------\------

\ Strongly disagreer-------r----.----'l.,-----,

I I I

E21

Highly satisfied n=74 av.=2.26










Highly satisfied n=74 av.=2





Strongly agree n=71 av.=2.44

Strongly agree n=71 av.=2.06

Fall2012 Class Climate evaluation









The content of courses offered in the Physics/ Astronomy Program

The coordination of courses offered in the Physics/ Astronomy Program and courses offered in other departments that may be required for your major

05/14/2013

Survey Results

1.7% 4.6% 18.4% 37.9% 37 4% Not at all satisfied

5 4 3 2

2.5% 6.2% Not at all satisfied

4

24.1% Not at all satisfied

4 2


4

0.6% 4% Not at all satisfied

4

0.6% 2.9% Not at all satisfied

4

3% 3.6% Not at all satisfied

4


4



E22

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

n=174 av.=1.95 md=2 dev.=0.95

n=161 av.=2.12 md=2 dev.=1.01 ab.=3

n=116 av.=2.47 md=2 dev.=1.18 ab.=59

n=163 av.=1.83 md=2 dev.=0.89 ab.=5

n=176 av.=1.81 md=2 dev.=0.91 ab.=1

n=173 av.=1.98 md=2 dev.=0.89 ab.=3

n=168 av.=2.15 md=2 dev.=0.99 ab.=6

n=161 av.=2.63 md=3 dev.=1.18 ab.=9

n=164 av.=2.04 md=2 dev.=0.92 ab.=11

n=150 av.=2.23 md=2 dev.=1.11 ab.=22

Spring 2012 Class Climate evaluation












Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

5

Which of the following best describes your reason for taking this and other courses in the Physics/Astronomy Program?

Recommended by a counselor

fi(\ff;l~~;i!J: N 65.9%

Offered at a convenient time li.(Jjifi~;~~!l11~~l~l1"i;f:J;!\;Jjj~ii';[!"g):~~! ~~j}i1!lli;Jiil&~0B~:\'[i},; 1.2%

Compared to the beginning of the semester, your attitude about the Physics/Astronomy Program has

I would recommend taking courses in the Physics/ Astronomy Program.

I plan on taking additional courses in the Physics/ Astronomy Program.

Strongly disagree

5

10% 21.8% 14.1% 37.1%

4 3 2

Strongly agree

Strongly agree

n=174 av.=1.83 md=2 dev.=0.92 ab.=2

n=161 av.=1.91 md=2 dev.=0.92 ab.=10

n=128 av.=2.23 md=2 dev.=1.25 ab.=46

n=129 av.=2.11 md=2 dev.=1.1 ab.=46

n=107 av.=2.18 md=2 dev.=1.17 ab.=66

n=170

n=171

n=172 av.=1.95 md=2 dev.=0.94

n=170 av.=2.56 md=2 dev.=1.49

05/14/2013 E23 Spring 2012 Class Climate evaluation


Which of the following courses have you taken in the Physics/Astronomy Program?

Which course are you taking this survey for?

How many units have you completed prior to this semester?

In how many units are you currently enrolled?

What is your final academic goal?

PHYS 1 oo c::J7j~'':lf~;,;;mj:1}J~Ui 11.7%

PHYS 110 c=====l}1~:;:;:m~~~J~tnB~i:'N~~~;!:::~~iE~ 40.2%

PHYS 142 L~jj~l~~\4~\i\z~:[;;;~~;~\t]~!~:?f~1!£';}J{~Jf~~:fJj01;i.j 12.3%

PHYS 161 35.2%

PHYS 163 21.2%

ASTR100L-____ _Jz·s~~" 24%

PHYS 100 9.5%

PHYs 11 o C:JIIlllitWlltW:0~W;;;'&:~[IUiiRii;~m~f~!~:frli$z~.fr:i:&ml13.1% PHYS142 11.3%

PHYS 161 13.7%

PHYS 163 25.6%

ASTR 100 26.8%

o- 15 c=Jl.~!l~~f~l~&1.rfil~i~!!ll;;;1:i~K~ti.ii'U~I~~~;;::flK~jiz\: 17.3%

16-30 10.7%

31 -45 10.7%

46-60 25.6%

61 or more c====]iifJfil'fr:~~1i!:~m~~ifJ:rJ~'i:[1~f:~!is0~~ 35.7%

less than 5 C]1]~115ii;:i•[lt~~~li!~!f~!tlHJ~t\1l,il¥~i!!l!~:hl{ij~~l1n~i 7.6%

5- 8.5 12.9%

9 - 11.5 15.8%

Certificate 0.6%

AA/As c:::J~Iturrri~f,}!il~liif:Mir~ti~r$1~~~~rJ~fii!~liFIJ1 0.2%

Bachelors c===]!1ff~E!Ift.JJi(;;2il'iil'qJJ'!RW!i/I~f; 30.7%

n=179

n=168

n=168

n=171

n=166

Masters or higher ,_j ____________ __.IJ!fff;ll!f~ll~i~f~~j0JYJi;fll;1~~f;j 49.4%

Not certain C:::Jij[l{~~@~lf:l1~'~~,ff,j~f;}~\~?!,f1;m~~:i~]ilfj~~[.~;)~Jlf!11IJ!J 9%



Profile Subunit: IR General Surveys

T Name of the instructor: Program Review

I Name of the course: Program Review Paper Surveys

• (Name of the survey)

Quality of instruction within the program Not at all' I I ,j I Highly satisfied n=174 av.=1.95 satisfied

The way textbooks and other materials used in courses within the program help me Not at all' I I I Highly satisfied n=161

learn av.=2.12 satisfied

Advice about the program from counselors Not at all' I I <I I Highly satisfied n=116

av.=2.47 satisfied

The way this program meets your educational goals Not at all' I I '~ I Highly satisfied n=163 av.=1.83 satisfied

Contribution towards your intellectual growth Not at all' I I 11 I Highly satisfied n=176

satisfied av.=1.81

Clarity of course goals and learning objectives Not at all' I I f I Highly satisfied n=173

satisfied av.=1.98

Feedback and assessment of progress towards learning objectives Not at alii I I ,, I Highly satisfied n=168

av.=2.15 satisfied

The availability of courses offered in the program Not at all' I I <I I Highly satisfied n=161 av.=2.63 satisfied

The content of courses offered in the Physics/Astronomy Program Not at all' I I '~ I Highly satisfied n=164

satisfied av.=2.04

The coordination of courses offered in the Physics/Astronomy Program and Not at all' I I {I I Highly satisfied n=150

courses offered in other departments that may be required for your major av.=2.23 satisfied

The physical facilities and space (e.g., classrooms, labs) Not at alii I I +~ I Highly satisfied n=174 av.=1.83 satisfied

Instructional equipment (e.g., computers, lab equipment) Not at all' I I j I Highly satisfied n=161

satisfied av.=1.91

Presentation of classes via the college's Blackboard course management system Not at all' I I ,, I Highly satisfied n=128

av.=2.23 satisfied

Course assistance through tutorial services (e.g through the Tutorial Center, Not at all' I I \j I Highly satisfied n=129

Math Lab, Writing Center) satisfied av.=2.11

Availability of appropriate resources in the libraries Not at all' I I ~I I Highly satisfied n=107 av.=2.18 satisfied

I would recommend taking courses in the Physics/Astronomy Program. Strongly disagret I I * I Strongly agree n=172

av.=1.95

I plan on taking additional courses in the Physics/Astronomy Program. Strongly disagret

I I .. /I I Strongly agree n=170 av.=2.56


COURSE REVIEWVERIFICATION

Discipline: __ ~f'--~--~~)~i~e-~=---~----A-s~~~---6-~~~~tJ~-------------Year:

As part of the program evaluation process, the self-study team has reviewed the course outlines supporting the discipline/program curriculum. The review process has resulted in the following recommendations:

1. The following course outlines are satisfactory as written and do not require modification (list all such courses):

A ~h-o 1 ()-O 1' ~ ~ \ '-l \ 1 \ '"\. 'Z...

~p~ I\~ \) \-.. ~ \. l-. \ I l (.. '2. ) \. ~ ~ 2. The following courses require minor modification to ensure currency.

team anticipates submitting such modifications to the AP&P, FALL 20 20

The self-study SPRING

3. The following courses require major modification. The self-study team anticipates submitting such modifications to the AP&P committee, FALL 20 SPRING 20

GRADUATION REQUIREMENTS: General Education (GE), Multicultural/Gender Studies (MCGS) and Health & Safety (H&W) Courses.

The following courses were reviewed as meeting an AHC GE requirement. The AP&P GE Criteria and Category Definitions (GE Learning Outcomes) forms were submitted to the AP&P for review on: A-cih--o ~e-() > ?~ l 01::>

The following courses were reviewed as meeting the MCGS requirement. The AP&P MCGS Criteria and Category Definitions (MCGS Learning Outcomes - To Be Developed) forms were submitted to the AP&P for review on: A)~

The following courses were reviewed as meeting the H&W requirement. The AP&P H&W Studies Criteria (To Be Developed) and Category Definitions (H&W Learning Outcomes - To Be Developed) forms were submitted to the AP&P chair for review on: AI~

Signature date I

Signature Date

Signature Date

Signature Date

Signature AP&P Chair Date

Signature Academic Dean Date

E51

CONTENT REVIEW WITHIN THE SAME DISCIPLINE OR ACROSS DISCIPLINES

Course Prefix and Number Physics 110

Department Life & Physical Science Responsible Instructor R. Jorstad and L. Metaxas

PCA being reviewed: Math 121/141 Type: Prerequisite Use one form for each prerequisite/corequisite/advisory if the course has more than one

Review Team (Recommended: four instructors; preferably two of whom teach the course being reviewed; one who teaches the preceding course, and one who teaches the subsequent course, as appropriate)

Rob Jorstad Linda Metaxas

Recommended Materials: 1. Course outline for course being reviewed preceding course and subsequent course 2. For each course, current text, typical tests, sample projects, quizzes, and any other relevant

evaluation tools as used within the courses and evidenced by the course outline, written grading standards (possibly from syllabus).

3. EVA report from Computer Services reflecting student success based on completion and noncompletion of prerequisite course.

Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _ _,Y'"""e'-=s'----

2. Examine objectives of preceding course. Are the objectives equivalent of the entrance skills necessary to succeed in the course being reviewed? Yes

3. Examine the evaluation tools used within the course. Do the tests, quizzes, projects, assignments reflect skills which the student would have acquired in the preceding course? Yes

4. Examine the text used for the course Does the textbook require a base of knowledge the student would have obtained in the preceding course? Yes

Based on the attached documentation, it is the recommendation of the faculty that:

Math 121 The prerequisite/corequisite/advisory is appropriate. ( c1rcie one)

Math 141 The prerequisite/corequisite/advisory should be deleted. ( c1rcle one)

__ The prerequisite/corequ_isite/advisory should be modified. (c1rcle one)

The course outline should be modified to reflect outcomes of content review, and to include entrance/exit skills.

(2{\......:::~~~--.~~:;.......c-~~-DLf:..r-)tezj; z Initiator ~ a

cx3:ifl? Department CK'air

Approved: ________________ --"Academic Dean -- Date. ____ _




PCA being reviewed: Math 121/141 Type: Prerequisite Use one form for each prerequisite/corequisite/advisory if the course has more than one






Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _ _,Y~e,s'----





Math 121

Math 141

The prerequisite/corequisite/advisory is appropriate. ( ctrcle one)

The prerequisite/corequisite/advisory should be deleted. ( ctrcle one)

__ The prerequisite/corequ.isite/advisory should be modified. (ctrcle one)


Tl Date

Approved: __________________ ,,Academic Dean-- Date ____ _



Department Phys 141 Responsible Instructor R. Jorstad and L. Metaxas

PCA being reviewed: R. Jorstad and L. Metaxas Type: Prerequisite Use one form for each prerequisite/corequisite/advisory if the course has more than one






Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _ _,Y...::e:::s:.__ __





Phys 141 The prereguisite/corequisite/advisory is appropriate. (ctrcie one)

__ The prerequisite/corequ_isite/advisory should be deleted. ( ctrcle one)

__ The prerequisite/corequ_isite/advisory should be modified. (ctrcle one)


C/(~ fot t<fL Initiator ate

C?f3 ~ ~;.p 2._ __ D_e_p-art_m...J--e-nt.::..C-!!-:h,-a?r-· r~::o.=..'--""----,-6r-a-:-te

Approved: _______________ ~Academic Dean-- Date ___ _




PCA being reviewed: Phys 110 and Math 181 Type: Prerequisite Use one form for each prerequisite/corequisite/advisory if the course has more than one






Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _....!Y_,e""'s __ _





Phys 110 The prereguisite/corequisite/advisory is appropriate. (circle one)

Math 182 The prereguisite/corequisite/advisory should be deleted. (Circle one)

The prerequisite/corequisite/advisory should be modified. -- (circle one)


o(~ ~ 6£e0z_ Initiator ~D-e~~::;;..rt_m_e'--n-t~-=--'-ha-:-ir--,7~~~-----::~::-Z,-te 1

7..

Approved: ________________ -->..Academic Dean -- Date ____ _










Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _....oY-=e;.::::s __ _





Phys 161

Math 182

The prereguisite/corequisite/advisory is appropriate. ( c1rcle one)

The prereguisite/corequisite/advisory should be deleted. (circle one)

__ The prerequisite/corequ.isite/advisory should be modified. ( c1rcle one)


-D~-pa__J..rtm--=--~-nt-Ch-atf-r::.-0-~~---,t~'--jf z_

Approved: ________________ __.,Academic Dean -- Date ____ _








evaluation tools as used within the courses and evidenced by the course outline, written grading standards {possibly from syllabus).


Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? _....:Y_,e:.:::s~--





Phys 161

Math 182

The prereguisite/corequisite/advisory is appropriate. (Circle one)

The prereguisite/corequisite/advisory should be deleted. ( ctrcle one)

__ The prerequisite/corequ_isite/advisory should be modified. (ctrcle one)


C?(~ Initiator

or:~~ Department Chailf

Approved: _______________ __xAcademic Dean-- Date ___ _




PCA being reviewed: Math 311 and Eng 101 or Eng 301 or Eng 514 Type: Advisory Use one form for each prerequisite/corequisite/advisory if the course has more than one






Process:

1. Examine objectives of course being reviewed. Are objectives current? Yes Will student successfully completing this course have a reasonable chance of success in subsequent course? -""'Y-=e=s __ _





Math 311 The prerequisite/corequisite/advisorv is appropriate. (circle one)

Eng 101 or Eng 301 or Eng 514 The prerequisite/corequisite/advisory should be deleted. (circle one)

__ The prerequisite/corequ.isite/advisory should be modified. (c1rcle one)


~~ ct/zl;z Initiator 11 D~te f 1 _D ...... rx=-pa"'-rt'-m-~-n-t -c"'""iia~tb-r .....--___;;_ ____ <t~ti--~-a '-( z

Approved: ________________ ---J:Academic Dean -- Date-,--___ _

--------------------

ASTRON 100 Elementary Astronomy (3) 2/21/13

CATALOG DESCRIPTION A survey course introducing the general principles and fundamental facts of astronomy.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona GSC 116 Introduction to Astronom_y (4)] Cal Poly San Luis Obispo ASTR 101 Introduction to the Solar System

Or Or ASTR 102 Introduction to the Stars and Galaxies

CSU Bakersfield PHYS 110 lntro to Astronomy CSU Channel Islands ASTRO/PHYS 1 05 Introduction to the Solar System (4) CSU Chico Pending Requested 08/2009

[GEOS 105, Introduction to Astronomy (3)] CSU Dominguez Hills -------------------- No Equivalent Course CSU East Bay PHYS 1800 Astronomy CSU Fresno -------------------- No Equivalent Course CSU Fullerton -------------------- No Equivalent Course CSU Long Beach ASTR 100 Astronomy CSU Los Angeles Articulation Denied [ASTR 151 6/19/07] CSU Monterey Bay -------------------- No Equivalent Course

Or PHY SC 112 CSU Northridge ASTR 152 Elementary Astronomy CSU Sacramento ASTR4 lntro to Astronomy CSU San Bernardino Pending Requested 08/2009

[ASTR 103, Descriptive Astronomy (5)] CSU San Marcos ASTR 101 Introduction to Astronomy (3)] CSU Stanislaus -------------------- No Equivalent Course Humboldt State PHYX 104B Descriptive Astronomy San Diego State ASTR 101 Principles of Astronomy San Francisco State Pending Requested 08/2009

[ASTR 115, Introduction to Astronomy (3)]

E26

San Jose State ASTR10 Descriptive Astronomy Sonoma State Pending Requested 08/2009

[ASTR 100, Descriptive Astronomy (3)] UC Transferable Yes UC Berkeley ASTRON10 I ntro to General Astronomy UC Davis ASTRON10 General Astronomy UC Irvine -------------------- No Equivalent Course

UC Los Angeles -------------------- No Equivalent Course UC Merced -------------------- No Equivalent Course UC Riverside PHYS 20 Exploring the Universe: An Adventure in

Astronomy UC San Diego -------------------- No Equivalent Course UC Santa Barbara ASTRO 1 UC Santa Cruz Pending Requested 08/2009

[ASTR 1, Overveiw of the Universe] CSUGE B1 IGETC SA

E27

PHYS 100 Concepts in Physics (3) 2/21/13

CATALOG DESCRIPTION An over review of the major areas of physics. Emphasis is on concepts, application, and the consequences for modern life. An historical perspective on the development of physical theory and its impact on civilization are explored.

AHC Notes Articulation Institution Prefix Title

Cal Poly PHY 102 Fundamentals of Physics (4)

Pomona Cal Poly San Luis Obispo -------------------- Articulation Denied (PHYS 111 Modern Physics

for Poets) CSU Bakersfield PHYS 150 Introduction to Principles of Physics (5) CSU Channel Islands PHYS 103 How Things Work (3) CSU Chico Pending Articulation Requested 7/27/07 CSU Dominguez Hills Pending Articulation Requested 7/27/07 CSU East Bay PHYS 1700 Elementary Physics CSU Fresno -------------------- Articulation Denied (PHYS 10, Conceptual

Physics) Needs Lab component CSU Fullerton Pending Articulation Requested 7/30/07

[PHYS 101, Survey of Physics (3)] CSU Long Beach Pending Articulation Requested 7/30/07 CSU Los Angeles PHYS 155 Nature of Physical World CSU Monterey Bay -------------------- No Equivalent Course CSU Northridge PHYS 160 Physics of Experience CSU Sacramento -------------------- Articulation Denied (10/10/07 PHYS 10, Physics

in Our World) CSU San Bernardino -------------------- No Equivalent Course CSU San Marcos -------------------- No Equivalent Course CSU Stanislaus PHYS 1500 Energy and Matter Humboldt State -------------------- Articulation Denied (PHYX 105, Conceptual

Physics) Needs Lab component San Diego State -------------------- Will request in May 08

E28

San Francisco State PHYS 101 Conceptual Physics San Jose State PHYS 1 Elem Phys Sonoma State PHYS 100 Descriptive Physics UC Transferable Yes UC Berkeley Pending Articulation Requested 7/24/07

[PHYSICS C10, Descriptive Introduction to Physics (3)]

UC Davis -------------------- No Equivalent Course UC Irvine -------------------- Only articulate major preparation courses UC Los Angeles -------------------- Only articulate major preparation courses UC Merced ???????????????????? UC Riverside PHYS16 Principles of Physics UC San Diego UC Santa Barbara PHYS10 Concepts in Physics UC Santa Cruz Pending Articulation Requested 7/25/07 CSUGE IGETC

E29

PHYS 110 Introductory Physics (3) 10/25/10

CATALOG DESCRIPTION An introduction to physics with emphasis on units, vectors and the definitions of physical variables. Tools and strategies necessary to be successful in Physics 161 are covered. This is a pre-requisite to physics 161, and similar courses exist in other community colleges, but not u II t4 . ftf sua 1y a -year 1ns 1 u 1ons.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona ?????????????? Cal Poly San Luis Obispo PHYS 104 Introductory Physics CSU Bakersfield -------------------- No Equivalent Course CSU Channel Islands -------------------- No Equivalent Course CSU Chico -------------------- No Equivalent Course CSU Dominguez Hills -------------------- No Equivalent Course CSU East Bay -------------------- No Equivalent Course CSU Fresno -------------------- No Equivalent Course CSU Fullerton -------------------- Articulation Requested July 30, 2007

[PHYS 115, Introductory Physics (4)] CSU Long Beach PHYS 102 Introduction to Physics CSU Los Angeles -------------------- No Equivalent Course CSU Monterey Bay -------------------- No Equivalent Course CSU Northridge -------------------- No Equivalent Course CSU Sacramento -------------------- No Equivalent Course CSU San Bernardino -------------------- No Equivalent Course CSU San Marcos -------------------- No Equivalent Course CSU Stanislaus -------------------- No Equivalent Course Humboldt State -------------------- No Equivalent Course San Diego State Articulation Removed {PHYS 170, Preparation for Physics} San Francisco State -------------------- No Equivalent Course San Jose State -------------------- No Equivalent Course Sonoma State -------------------- No Equivalent Course

E30

UC Transferable Yes

UC Berkeley ?????????????

UC Davis PHYSICS 1A Princir;>les Physics UC Irvine -------------------- Only articulate major preparation courses UC Los Angeles -------------------- Only articulate major preparation courses UC Merced ??????????????????? UC Riverside -------------------- No Equivalent Course UC San Diego PHYS10 Concepts in Physics UC Santa Barbara -------------------- No Equivalent Course UC Santa Cruz -------------------- No Equivalent Course CSUGE 81 IGETC 5A

E31

PHYS 141 General Physics 1 (4) 01/23/10

CATALOG DESCRIPTION The initial semester of a two-semester introduction to trig-based physics. Emphasizes the origin, nature and application of fundamental concepts and principles. Required for most life-science and engineering-technology majors. Discusses motion, mechanics of particles and systems of particles, rigid, elastic and fluid systems, vibrations, wave motion and sound.

AHC Special Notes Articulation Institution Prefix Title

Cal Poly PHY 121 & ~·.

College Physics (3) & PHY121L College Physics Lab (1)

Pomona + PHYS 142 Cal Poly San Luis Obispo PHYS 121, 122 & 123 College Physics

CSU Bakersfield PHYS 201 Basic Principles of Newtonian Physics CSU Channel Islands PHYS 100 Introduction to Physics I CSU Chico PHYS 202A General Physics

csu PHY 120 Elements of Physics I

Dominguez Hills

+ PHYS 142 CSU East Bay PHYS 2701 & Introduction Physics: Force, Mass, & Motion PHYS 2702 & Introduction Physics: Heat, Sound, Electricity,

Magnetism PHYS 2703 Introduction Physics: Light and Modern Physics

CSU Fresno PHYS 2A General Physics CSU Fullerton PHYS 211 Elementary Physics

PHYS211L ' Elementary Physics Lab CSU Long Beach PHYS 100A General Physics

+ PHYS 142 CSU Los Angeles Articulation Denied [PHYS 1 01-1 03 6/19/07] CSU Monterey Bay PHYS 220 Physics I

E32

And and PHYS 220L Earth System Applications Lab

CSU Northridge PHYS 100A General Physics I PHYS 100AL General Physics I Lab

CSU Sacramento PHYS SA General Phvsics -Mechanics, Heat, Sound

CSU San PHYS 100 Physics in the Modern World Or Or

+ PHYS 142 Bernardino CAN PHYS SEQ A N/A

CSU San PHYS 101 Introduction to Physics I

Marcos CSU Stanislaus PHYS 2100 Basic Physics I

+ PHYS 142 Humboldt State PHYX 106 & College Physics: Mechanics, Heat & Electricity & PHYX 107 College Physics: Electromagnetism & Modern

Physics San Diego State PHYS 180A & Fundamentals of Physics

PHYS 182A Physical Measurements San Francisco State PHYS 111 & Gen Physic I &

PHYS 112 Gen Physic I Lab & Or Or

+ PHYS 142 PHYS 111 & Gen Physic I & PHYS 112 & Gen Physic I Lab & PHYS 121 & Gen Physic II & PHYS 122 Gen Physic II Lab

San Jose State PHYS 2A Fundamentals of Physics Sonoma State PHYS 209A & General Physics Laboratory

PHYS 210A General Physics UC Transferable Yes UC Berkeley Articulation Denied PHYSICS 8A, Introductory Physics

+ PHYS 142 UC Davis PHYSICS 7 ABC General Physics UC Irvine -------------------- Only articulate maier preparation courses UC Los Angeles -------------------- Only articulate maier preparation courses

E33

UC Riverside -------------------- No Equivalent Course UC San Diego -------------------- No Equivalent Course

+ PHYS 142 UC Santa Barbara PHYS 6ABC Introductory Physics/Lab UC Santa Cruz PHYS ?A& Elementary Physics I &

PHYS ?L Elementary Physics Laboratory CSUGE 81 IGETC 5A

E34

PHYS 142 General Physics 2 (4) 01/23/10

CATALOG DESCRIPTION

----------·---·

The continuation ofPhysics 141. Discusses heat, thermodynamics, electricity, magnetism, geometric and physical optics, atomic and nuclear physics.

AHC Special Notes Articulation Institution Prefix Title

Cal Poly PHY 123 & College Physics (3) & PHY 123L College Physics Lab (1)

Pomona + PHYS 141 Cal Poly San Luis Obispo PHYS 121 , 122 & 123 College Physics

CSU Bakersfield PHYS 202 Basic Principles of Maxwellian Physics PHYS 203 Basic Principles of Contemporary Physics

CSU Channel Islands PHYS 101 Introduction to Physics II CSU Chico PHYS 202B General Physics

csu PHY 122 Elements of Physics II

Dominguez Hills

+ PHYS 141 CSU East Bay PHYS 2701 & Intra Physics: Force, Mass, & Motion PHYS 2702 & Intra Physics: Heat, Sound, Electricity,

Magnetism PHYS 2703 Intra Physics: Light and Modern Physics

CSU Fresno PHYS 2B General Physics CSU Fullerton PHYS 212 Elementary Physics

PHYS 212L Elementary Physics Lab CSU Long Beach PHYS 100B General Physics

+ PHYS 141 CSU Los Angeles Articulation Denied [PHYS 101-103 6/19/07]

E35

----·- -~-----~~------~-----·-·-·---·-·--·---- ---·

CSU Monterey Bay PHYS 221 Physics II and and PHYS 221L Earth Systems Applications Lab

CSU Northridge PHYS 1 008 PHYS 1 OOBL General Physics II General Physics II Lab

CSU Sacramento PHYS 58 Gen Phys-Lgt, Elec, Mag, Phy + PHYS 141 CSU San Bernardino CAN PHYS SEQ A N/A

CSU San Marcos PHYS 102 Introduction to Physics II CSU Stanislaus PHYS 2110 Basic Physics II Humboldt State PHYX 107 College Physics: Electromagnetism & Modern

Physics + PHYS 141 PHYX 106 & College Physics: Mechanics, Heat & Electricity &

PHYX 107 College Physics: Electromagnetism & Modern Physics

San Diego State PHYS 1808 & Fundamentals of Physics PHYS 1828 Physical Measurements

San Francisco State PHYS 121 & Gen Physic II PHYS 122 Gen Physic II Lab Or Or

+ PHYS 141 PHYS 111 & Gen Physic I PHYS112& Gen Physic I Lab PHYS 121 & Gen Physic II PHYS 122 Gen Physic II Lab

San Jose State PHYS 28 Fundamentals of Physics Sonoma State PHYS 2098 & General Physics Laboratory &

PHYS 2108 General Physics UC Transferable Yes UC Berkeley Articulation Denied PHYSICS 88, Introductory Physics

+ PHYS 141 UC Davis PHYSICS ?ABC General Physics UC Irvine -------------------- Only articulate major preparation courses UC Los Angeles -------------------- Only articulate major preparation courses UC Riverside -------------------- No Equivalent Course UC San Diego -------------------- No Equivalent Course

E36

+ PHYS 141 UC Santa Barbara PHYS 6ABC Introductory Physics/Lab UC Santa Cruz PHYS 78 & Elementary Physics II &

PHYS ?M Elementary Physics Laboratory CSUGE 81 IGETC 5A

E37

·-·----·---·----- ---------------

PHYS 161 Engineering Physics 1 (5) 9/24/12

CATALOG DESCRIPTION The initial semester of a three-semester course in calculus-based physics which emphasizes the origin, nature and application of fundamental concepts and principles. Required for most baccalaureate majors in the physical sciences, engineering and mathematics. Discusses the fundamentals of measurement, linear and planar motion, statics and dynamics of particles and systems of particles, rigid, elastic and fluid systems.

AHC Special Notes Articulation Institution Prefix Title + PHYS 162 & 163 Cal Poly PHY 131 & PHY 131L General Physics & General Physics Lab

And And

Pomona PHY 132 & PHY 132L General Physics & General Physics Lab And And PHY 133 & PHY 133L General Physics & General Physics Lab

Cal Poly San Luis Obispo PHYS 131 General Physics I Or Or PHYS 141 General Physics lA Or Or

+ PHYS 162 & 163 PHYS 131, 132 & 133 General Physics I, II, & Ill Or Or

+PHYS 162 & 163 PHYS 141 , 132, 133, & 211 General Physics lA, II, Ill, & Modern Physics I Or Or

+ PHYS 162 & 163 PHYS 131,132,133, &211 General Physics I, II, Ill, & Modern Physics I Or Or

+ PHYS 162 PHYS 131 & 132 General Physics I & II Or Or

+ PHYS 162 PHYS132 General Physics II Or Or

+ PHYS 162 & 163 PHYS 141, 132 & 133 General Physics lA, II, Ill Or Or

+ PHYS 162 PHYS 141 & 132 General Physics lA & II

E38

CSU Bakersfield PHYS 221 Classical Physics I CSU Channel Islands PHYS 200 General Physics I CSU Chico PHYS 204A Mechanics

+ PHYS 162 csu PHY 130 & General Physics I + PHYS 163 PHY 132 General Physics II

Dominguez Hills

+ PHYS 162 + PHYS 163 CSU East Bay PHYS 1001 & Gen Physics: Newtonian Mechanics and Oscillations &

PHYS 1002 & Gen Physics: Thermodynamics and Electromagnetism &

PHYS 1003 Gen Physics: Optics and Modern Physics CSU Fresno PHYS4A& Mechanics & Wave Motion &

PHYS 4AL Mechanics & Wave Motion Lab CSU Fullerton PHYS 225 & Fund Phys; Mechanics &

PHYS 225L Fund Phys; Mechanics Lab -CSU Long Beach PHYS 151 Mechanics and Heat

& PHYS 162 CSU Los Angeles PHYS 211 & Mechanics (5) PHYS 212 Waves, Optics & Thermodynamics (5)

CSU Monterey ??????????????????

Bay CSU Northridge PHYS 220A Mechanics

PHYS 220AL Mechanics Lab Or Or PHYS 225 & Physics 1: Mechanics & Waves PHYS 220AL Mechanics Lab

CSU Sacramento PHYS 11A General Phys - Mechanics CSU San Bernardino PHYS 221 General Physics I

CSU San PHYS 201 Physics of Mechanics and Sound or Or

E39

+ PHYS 162 + PHYS 163 Marcos PHYS 201 & Physics of Mechanics and Sound & PHYS 202 & Physics of Electromagnetism and Optics & PHYS 203 Modern Physics

CSU Stanislaus PHYS 2250 & General Physics I & PHYS 2252 General Physics I Lab

Humboldt State PHYX 109 General Physics 1: Mechanics San Diego State PHYS 195 & Principles of Physics &

PHYS 195L Principles of Physics Lab + PHYS 162 San PHYS 220 & General Physics w/ Calculus I + PHYS 163 PHYS 222 & General Physics w/ Calculus I Lab

Francisco PHYS 230 & General Physics w/ Calculus II PHYS 232 & General Physics w/ Calculus II Lab

State PHYS 240 & General Physics w/ Calculus Ill PHYS 242 General Physics w/ Calculus Ill Lab

San Jose State PHYS 50 General Physics/Mechanics + PHYS 162 & 163 Sonoma State PHYS114& Introduction to Physics I

PHYS 116 & Introductory Laboratory Experience PHYS 214 & Introduction to Physics II PHYS 216 Introductory Laboratory

UC Transferable Yes UC Berkeley PHYSICS ?A Physics for Scientists and Engineers UC Davis PHYSICS 9A Classical Physics

+ PHYS 162 & 163 UC Irvine PHYSICS 7 A/LA, ?B/LB, Classical Physics/Laboratory ?D/LD & 7E

+ PHYS 162 & 163 UC Los Angeles PHYSICS 1A & Physics for Scientists and Engineers: Mechanics PHYSICS 1B & Physics for Scientists and Engineers:

Oscillations, Waves, Electric and Magnetic Fields PHYSICS 1C & Physics for Scientists and Engineers:

Electrodynamics, Optics and Special Relativity PHYSICS 4AL & Physics Lab for Scientists and Engineers:

Mechanics PHYSICS 4BL Physics Lab for Scientists and Engineers:

Electricity and Magnetism + PHYS 162 or 163 UC Merced Calculus-Based Physics w/ Two semesters credit

E40

lab UC Riverside PHYS 40A General Physics and

+PHYS 162 PHYS 40A/40B General Physics + PHYS 162 & 163 PHYS 40A/40B/40C General Physics Series

UC San Diego PHYS 2A/2BL Physics-Mechanics/Lab + PHYS 162 & 163 UC Santa Barbara PHYS 0/1/2/3/3U4 4U5/5L General Physics and Labs + PHYS 162 & 163 UC Santa Cruz PHYS 5A/5U5B/ Introduction to Physics 1/11/111/Labs

5M/5C/5N and and PHYS 6A/6U6B/ Introductory Physics 11111111/Labs 6M/6C/6N

CSUGE 81 IGETC SA

E41


CATALOG DESCRIPTION A continuation of Physics 161 which discusses temperature, heat, thermodynamics, statistical mechanics, wave motion, sound, geometric and physical behavior of light, the special theory of relativity, and the quantum theory of atomic and nuclear systems.


And And


Cal Poly San Lui$ Obispo PHYS 211 Modern Physics I Or Or

+ PHYS 161 & 163 PHYS 131 , 132 & 133 General Physics I, II, & Ill Or Or

+PHYS 161 & 163 PHYS 141 , 132, 133, & 211 General Physics lA, II, Ill, & Modern Physics I Or Or

+ PHYS 161 & 163 PHYS131, 132, 133,&211 General Physics I, II, Ill, & Modern Physics I Or Or

+ PHYS 161 PHYS 131 & 132 General Physics I & II Or Or

+ PHYS 161 PHYS132 General Physics II Or Or

+ PHYS 161 & 163 PHYS 141, 132 & 133 General Physics lA, II, Ill Or Or

+ PHYS 161 PHYS 141 & 132 General Physics lA & II CSU Bakersfield PHYS 223 Optics and Modern Physics

+ PHYS 163 CSU Channel Islands PHYS 201 General Physics II CSU Chico PHYS 204C Sound, Heat & Light

E42


Dominguez Hills

+ PHYS 161 + PHYS 163 CSU East Bay PHYS 1001 & Gen Physics: Newtonian Mechanics and Oscillations

PHYS 1002 & Gen Physics: Thermodynamics and Electromagnetism

PHYS 1003 Gen Physics: Optics and Modern Physics + PHYS 163 CSU Fresno PHYS 4B & Electricity, Magnetism & Heat

PHYS 4BL & Electricity, Magnetism Heat Lab & PHYS4C Light and Modern Physics

CSU Fullerton PHYS 227 Fundamental Physics: Waves, Optics & Modern Physics

And and PHYS 227L Waves, Optics & Modern Physics Lab

CSU Long Beach PHYS 254 & Applied Modern Physics & PHYS 255 Lab on Modern Physics

CSU Los Angeles PHYS 211 Mechanics (5) PHYS 212 Waves, Optics, and Thermodynamics (5)

CSU Monterey ?????????????????

Bay CSU Northridge PHYS 220C Light, Heat & Sound

PHYS 220CL Light, Heat & Sound Lab Or Or PHYS 227 & Thermodynamics & Modern Physics PHYS 227L Thermodynamics & & Modern Physics Lab

CSU Sacramento PHYS 11B General Physics-Heat, Light, Sound CSU San Bernardino PHYS 223 General Physics Ill

E43

---·---·--·-----····-·-··---·--·---

+ PHYS 161 + PHYS 163 CSU San PHYS 201 & Physics of Mechanics and Sound & PHYS 202 & Physics of Electromagnetism and Optics &

Marcos PHYS 203 Modern Physics

CSU Stanislaus PHYS 2270 & 2272 General Physics Ill & Lab Humboldt State PHYX 110 General Physics: Electricity & Heat San Diego State -------------------- Articulation Denied

[PHYS 197, Principles of Physics & PHYS 197L Principles of Physics Lab}

+ PHYS 161 San PHYS 220 & General Physics w/ Calculus I + PHYS 163 PHYS 222 & General Physics w/ Calculus I Lab



San Jose State PHYS 52 General Physics/Heat & Light + PHYS 161 + PHYS 163 Sonoma State PHYS114& Introduction to Physics I


UC Transferable Yes UC Berkeley PHYSICS 7C Physics for Scientists and Engineers UC Davis PHYSICS 98 Classical Physics UC Irvine PHYSICS 52A Fundamentals of Experimental Physics

Or + PHYS 161 & 163 PHYSICS 7 A/LA, 78/LB, Classical Physics/Laboratory

7D/LD & 7E + PHYS 161 & 163 UC Los Angeles PHYSICS 1A & Physics for Scientists and Engineers: Mechanics

PHYSICS 18 & Physics for Scientists and Engineers: Oscillations, Waves, Electric and Magnetic Fields

PHYSICS 1C & Physics for Scientists and Engineers: Electrodynamics, Optics and Special Relativity

PHYSICS 4AL & Physics Lab for Scientists and Engineers: Mechanics

E44

PHYSICS 4BL Physics Lab for Scientists and Engineers: Electricity and Magnetism

+ PHYS 161 UC Merced Calculus-Based Physics w/ Two semesters credit lab

+ PHYS 161 UC Riverside PHYS 40A/40B General Physics + PHYS 161 & 163 PHYS 40A/40B/40C General Physics Series + PHYS 163 PHYS 400 General Physics

PHYS 40E General Physics UC San Diego PHYS 2C/2DL Physics-Fluid, Waves, Thermodynamics &

Optics/Lab + PHYS 161 & 163 UC Santa Barbara PHYS 1 /2/3/3L/4 4L/5/5L Basic Physics and Labs

PHYS 23/3L/24 + PHYS 163 4L/25/5L General Physics/Labs + PHYS 161 & 163 UC Santa Cruz PHYS 5A/5L/5B/ Introduction to Physics 1/111111/Labs

5M/5C/5N and And PHYS 6A/6L/6B/ Introductory Physics 1111/111/Labs 6M/6C/6N

CSUGE B1 IGETC 5A

E45


CATALOG DESCRIPTION A continuation of Physics 161 which discusses electrostatic forces, fields and potentials, steady electric currents and circuits, magnetic forces and fields, induced electric and magnetic fields, electric and magnetic properties of continuous media, reactive circuits, and electromagnetic waves.


And And


Cal Poly San Luis Obispo PHYS 133 General Physics Ill Or Or

+ PHYS 161 & 162 PHYS 131 , 132 & 133 General Physics I, II, & Ill Or Or

+PHYS 161 & 162 PHYS 141, 132, 133, & 211 General Physics lA, II, Ill, & Modern Physics I Or Or

+ PHYS 161 & 162 PHYS 131,132,133, &211 General Physics I, II, Ill, & Modern Physics I Or Or

+ PHYS 161 & 162 PHYS 141 , 132 & 133 General Physics lA, II, Ill CSU Bakersfield PHYS 222 Classical Physics II

+ PHYS 162 CSU Channel Islands PHYS 201 General Physics II CSU Chico PHYS 204B Electricity + Magnetism


Dominguez Hills

+ PHYS 161 + PHYS 162 CSU East Bay PHYS 1001 & General Physics: Newtonian Mechanics and

E46

Oscillations PHYS 1002 & General Physics: Thermodynamics and

Electromagnetism PHYS 1003 General Physics: Optics and Modern Physics

+ PHYS 162 CSU Fresno PHYS 4B & Electricity, Magnetism & Heat & PHYS 4BL & Electricity, Magnetism and Heat Lab & PHYS4C Light and Modern Physics

CSU Fullerton PHYS 226 & Fundamental Physics: Electricity & Magnetism & PHYS 226L Electricity & Magnetism Lab

CSU Long Beach PHYS 152 Electricity and Magnetism CSU Los Angeles PHYS 213 Electricity and Magnetism (5)

And And PHYS 214 Modern Physics (4)

CSU Monterey ???????????????????

Bay CSU Northridge PHYS 220B & Electricity and Magnetism &

PHYS 220BL Electricity and Magnetism Lab Or Or PHYS 226 & Physics II: Electricity/Magnetism/ On/tics & PHYS 220BL Electricity & Magnetism Lab

CSU Sacramento PHYS 11C General Physics-Electricity, Magnetism, Modern Physics

CSU San Bernardino PHYS 222 General Physics II + PHYS 161 & PHYS 162 CSU San Marcos PHYS 201 & Physics of Mechanics and Sound &

PHYS 202 & Physics of Electromagnetism and Optics & PHYS 203 Modern Physics

CSU Stanislaus PHYS 2260 & General Physics II & PHYS 2262 General Physics II Lab

Humboldt State PHYX 111 General Physics Ill; Optics Modern Physics San Diego State PHYS 196 & Principles of Physics &

PHYS 196L Principles of Physics Lab

E47

+ PHYS 161 San PHYS 220 & General Physics w/ Calculus I + PHYS 162 PHYS 222 & General Physics w/ Calculus I Lab



San Jose State PHYS 51 General Physics/Electricity & Magnetism + PHYS 161 & PHYS 162 Sonoma State PHYS 114 & Introduction to Physics I


UC Transferable Yes UC Berkeley PHYSICS 7B Physics for Scientists and Engineers UC Davis PHYSICS 9C Classical Physics

+ PHYS 161 & 162 UC Irvine PHYSICS 52B Fundamentals of Experimental Physics & PHYSICS 7 A/LA, 7B/LB, Classical Physics/Laboratory 7D/LD & 7E

+ PHYS 161 & 162 UC Los Angeles PHYSICS 1A & Physics for Scientists and Engineers: Mechanics PHYSICS 1B & Physics for Scientists and Engineers:

Oscillations, Waves, Electric and Magnetic Fields PHYSICS 1C & Physics for Scientists and Engineers:

Electrodynamics, Optics and Special Relativity PHYSICS 4AL & Physics Lab for Scientists and Engineers:

Mechanics PHYSICS 4BL Physics Lab for Scientists and Engineers:

Electricity and Magnetism + PHYS 161 UC Merced Calculus-Based Physics w/ Two semesters credit

lab + PHYS 161 & 162 UC Riverside PHYS 40A/40B/40C General Physics Series

PHYS 40C General Physics + PHYS 162 PHYS 40D General Physics

UC San Diego PHYS 2B/2CL Physics-Electricity and Magnetism + Waves & Optics Lab

+ PHYS 161 & 162 UC Santa Barbara PHYS 1/2/3/3L/4 4L/5/5L Basic Physics and Labs

E48

PHYS 23/3L/24 + PHYS 162 4L/25/5L

General Physics/Labs + PHYS 161 & 162 UC Santa Cruz PHYS 5A/5L/5B/ Introduction to Physics 11111111/Labs

5M/5C/5N and And PHYS 6A/6L/6B/ Introductory Physics 1111/111/Labs 6M/6C/6N

CSUGE 81 IGETC 5A

E49

Degree Requirements for PHYSICS (A.A.) The associate degree program in physics prepares students to begin upper-division work leading to a baccalaureate degree in physics or engineering physics. It also provides some of the support courses required for the baccalaureate degree. The graduate of the AA program in physics will:

• Demonstrate knowledge of the fundamental laws of physics and physical terminology.

• Apply physical principles to solve a variety of simple problems.

• Demonstrate the proper use of physical apparatus for testing and observing physical theories.

• Write scientific reports on a given experiment indicating the significance of the experiment and the degree to which the results verify a principle or law.

• Analyze complex problems to identify single principle components and synthesize solutions from multiple concepts.

A major of 35 units is required for the associate in arts degree.

COURSE NUMBER TITLE

Required core courses (35 units):

CHEM 150 General Chemistry 1 CHEM 151 General Chemistry 2 MATH 181 Calculus 1 MATH 182 Calculus 2 PHYS 161 Engineering Physics 1 PHYS 162 Engineering Physics 2 PHYS 163 Engineering Physics 3

Recommended electives:

UNITS

5 5 5 5 5 5 5

MATH 183 Multivariable Calculus 5

A63

3/11 Date BOT Approved: Spring 2003 Date Reviewed: Date Reviewed: PCA Established: Spring 2003 Date DL Conversion Approved

ALLAN HANCOCK COLLEGE COURSE OUTLINE

DISCIPLINE: Physics Please refer to the disciplines list located in the Minimum Qualifications Handbook developed by the Academic Senate of California

Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 100 CATALOG/SCHEDULE TITLE: Concepts in Physics UNITS: 3 TOTAL NUMBER OF CONTACT HOURS: 48-54

Hours per week (based on 16 weeks)

Total Hours per Term (range based on 16-18

weeks)

Units

Lecture: 3 48 - 54 3

Lab: 0 0 - 0 0

Total Contact Hours: 3 48 - 54 3

GRADING OPTION: Letter Grade or Pass/No Pass Option

ADVISORY(IES): MATH 311. Elibility for ENGL 101 or (ENGL 301 or ENGL

514) LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement

to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the

student’s safety would be compromised by an inability to meet specific physical capabilities.) None PREREQUISITE SKILLS (The course outline must document entry skills without which student

success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: None (no prerequisite for this course) ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either

necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance

student learning but are not fundamental to student success.)

Upon entering this course, the student should be able to: MATH 311

PREREQUISITE(S): None

COREQUISITE(S): None

1. state, use and identify the basic real number axioms.

2. evaluate and simplify variable expressions.

3. solve linear equations in one variable.

4. solve and graph solutions to linear inequalities in one variable.

5. graph linear equations in two variables using slope and intercept methods.

6. add, subtract, multiply and divide polynomials.

7. factor polynomials

8. use factoring to simplify, multiple, and divided rational expressions.

9. use factoring to solve quadratic equations.

10. solve word problems at the elementary algebra level.

11. evaluate and simplify expressions involving square roots

ENGL 101

1. explain orally and in writing the relationship between structure and content in texts of

varying lengths, including demonstrating sustained engagement with two book-length

works.

2. critically and closely read and compare different writers' attitudes and ideas and

rhetorical techniques.

3. use effectively a variety of rhetorical devices in essays with single limited theses,

developed fully and analytically in concrete, idiomatic English that is grammatically

acceptable.

4. interact and communicate with others from a rhetorical perspective, using appropriate

language, tone and style.

5. locate, evaluate, select and synthesize information gathered from a variety of sources,

and present findings in essay form.

6. avoid plagiarism by documenting sources appropriately and by paraphrasing and

quoting accurately.

7. integrate primary and secondary source material effectively and according to MLA style

guidelines.

8. use both discipline-specific electronic and other information technology resources

effectively to research a topic.

ENGL 301

1. read short stories, essays, poetry, newspapers, magazines, advertisements, and film

scripts with critical understanding.

2. watch television and film thoughtfully and to discuss the relationship between

techniques and content in visual media.

3. compare the relationships between different modes of communication, orally and in

writing.

4. write clearly focused paragraphs and essays free of mechanical, rhetorical, and logical

errors.

5. analyze and describe the relationship between the course materials and personal

experience.

ENGL 514

1. write essays, including argumentation, that integrate and synthesize course readings and

are clearly focused, fully developed, and logically organized.

2. produce in-class or timed essays that illustrate organizing, composing, revising, editing,

and time-management skills.

3. analyze and paraphrase multiple texts: drawing conclusions, making generalizations, and

analyzing arguments.

4. write essays to specific audiences using an appropriate voice for those readers.

5. formulate an essay with a clear thesis statement or central idea.

6. organize essays in which the topic sentences and paragraph details support the thesis.

7. construct sentences that demonstrate control of sentence variety and effective word

choice, using mostly college-level diction.

8. use strategies to accommodate and learn unfamiliar vocabulary.

9. proofread and edit essays so that they exhibit few gross errors in English grammar, use,

or punctuation.

10. identify and evaluate supporting evidence.

11. follow prescribed documentation methods and properly use outside sources.

CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-

developed overview of topics covered. Some suggested language is:

Identification of the target audience depending on whether the course is required for the major,

degree or certificate, transfer, etc., that will assist students in their educational planning.

Prerequisites, corequisites, advisories and/or limitations on enrollment.

Designation of course repeatability.

Lecture/lab/activity/studio hours and units.

Field trip potential or other requirements that may impose a logistical or fiscal burden upon the

students should be included along with an option for alternatives. An over review of the major areas of physics. Emphasis is on concepts, application, and

the consequences for modern life. An historical perspective on the development of physical

theory and its impact on civilization are explored.

COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for

each, based on l6 weeks. If the course works on hours, rather than weeks, include the number of hours to

cover each of the topics for the course.) WEEKS 1. Motion form Aristotle to Newton

A. Position, displacement, velocity, and acceleration

B. Newton’s 3 Laws of Motion

2. Energy

A. Conservation of Energy – The most fundamental physical theory

3. Waves

A. Rotation and Periodic Motion

B. Waves and Ocean Tides

C. El Nino

4. Entropy and the 1st and 2nd Laws of Thermodynamics

A. Heat, Temperature, and the 1st Law of Thermodynamics

B. Heat Transfer and States of Matter

1

2

2

2

C. Entropy and the 2nd Law of Thermodynamics – Consequences for the

Universe

5. Electricity and Magnetism

A. Electric Forces, Fields, and Potentials

B. Current and Resistance

C. Magnetic Forces and Fields

D. AC Current

6. Seeing the Light – Is it a Particle or a Wave:

A. Wave properties of light – Refraction, Interference and Diffraction

B. Lenses and Mirrors

C. Color theory of Light and Pigment

D. Quantum and Mechanics – Light as a Particle

7. Einstein and Newton, Two Theories of Gravity

A. Einstein’s Theory of Special Relativity

B. General Relativity and Newton’s Law of Gravitation

4

4

1

COURSE OBJECTIVES: At the end of the course, the student will be able to: 1. associate terms with corresponding definitions, and identify significant physical

variables in given situations.

2. generalize the given applications of physical principles to similar but novel situations.

3. describe physical relationships in the environment, and identify appropriate applications.

4. discuss physical theories and their implications for man and the universe. METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The

course outline may show one or more teaching patterns. However, instructors have the freedom to

choose how they will achieve course objectives.) Methods of Instruction Lecture OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all

objectives and course content. Assignments can include supplemental reading materials beyond the required

texts. The initiator should give the basis for grading, and relate assignments to skills and abilities listed in

the objectives.)

Outside Assignments 10 – 15 exercises per week correlated with reading and lectures Exercise Examples: 1. Can something be moving with a constant speed, but a varying velocity? Can something be moving at a constant velocity, but have a varying speed? Defend your answers and cite examples for each case. 2. Why does the sky appear black when viewed from the moon?

METHODS OF EVALUATION (List or describe the types and/or methods of evaluation. The

course outline should describe the basis for grading or other evaluations, and relate the methods of

evaluation to skills and abilities in the course objectives.).

Methods of Evaluation The course objectives will be met by completion of the weekly assignments and by performance on written quizzes and exams, which will require observation, recall of facts, written self expression, and an indication of the processes used to arrive at conclusion. Sample exam question:

Cite the 1st Law of Thermodynamics and discuss how this law supports the principle of energy conservation for thermal systems. Discuss what limitations the 2nd Law of Thermodynamics places on the 1st, and what implications this has for energy and the universe.

REQUIRED TEXTS AND OTHER INSTRUCTIONAL MATERIALS

This field includes the text (and when possible, with date of publication) and other instructional

materials.

Text and other learning materials may have external requirements due to articulation requirements or

certification requirements found in many programs.

This section only contains that which is required for the student to be able to effectively participate in

and successfully pass the course.

Assignments specific to required reading and instructional materials should be given in the form of

examples, where possible.

Adopted Text: Hewitt, Paul G. Conceptual Physics. Addison Wesley, c2002. 9th

Ed.

Other Materials: Demonstration apparatus.

3/11 Date BOT Approved: Date Reviewed: Spring 2007 Date Reviewed: PCA Established: Fall 2000 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 110 CATALOG/SCHEDULE TITLE: Introductory Physics UNITS: 3 TOTAL NUMBER OF CONTACT HOURS: 48-54



weeks)

Units

Lecture: 3 48 - 54 3

Lab: 0 0 - 0 0



ADVISORY(IES): None LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement



success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: Solve algebraic equations including systems of algebraic equations; solve trigonometric

equations; find trigonometric functions given an angle in degrees and radians; knowledge

and use of Pythagorean theorem. ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either



Upon entering this course, the student should be able to:

PREREQUISITE(S): MATH 121 or MATH 141


None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-








students should be included along with an option for alternatives. An introduction to physics with emphasis on units, vectors, and the definitions of physical

variables. Tools and strategies necessary to be successful in Physics 161 are covered.



cover each of the topics for the course.) WEEKS 1. Measurement, units, and significant figures.

A. measurement systems and scientific notation.

B. base units and unit analysis.

C. notation and scientific symbols.

D. significant figures.

2. Addition and subtraction of vectors in 2 and 3 dimensions

A. graphical addition and subtraction of vectors.

B. algebraic addition and subtraction of vectors.

C. Cartesian coordinate systems.

D. polar vs. component vector forms.

E. unit vector notation.

3. 1-Dimensional Motion

A. definitions of variables of motion in 1-dimension

B. constant acceleration

C. freefall

4. 2-Dimensional Motion.

A. definition of variables of motion in 2-dimensions.

B. constant acceleration in 2-dimensions

C. projectile motion

D. uniform circular motion

E. relative motion.

5. Newton’s Law’s of Motion 2

A. The nature of force, mass, volume, and density.

B. Newton’s three laws of motion.

C. Free body diagrams.

D. Applications of Newton’s Laws with and without friction.

6. Further applications of Newton’s laws of motion.

2

2

2

4

2

2

A. Newton’s 2nd Law and centripetal forces.

B. Non-inertial reference frames.

7. Additional Topics which may include either

A. Work and Energy, or

B. Impulse, Momentum, and momentum conservation.

2

COURSE OBJECTIVES: At the end of the course, the student will be able to: 1. associate terms with corresponding definitions.

2. identify the significant physical variables in given situations.

3. find values of quantities from their definitions, given a situation.

4. find values of quantities by reference to the appropriate conditions and principle(s),

given a situation.

5. evaluate the nature of physical quantities or relationships.

6. generalize the given applications of physical principles to similar but novel situations. METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The


choose how they will achieve course objectives.) Methods of Instruction Lecture OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all



the objectives.)

Outside Assignments 10 - 12 theoretical exercises per week correlated with reading assignments and lectures. Samples: 1. Given the equation F = Gm1m2/r2, use unit analysis to find the units of the constant G. 2. Vector A has a magnitude of 5 and lies along the +x-axis. Vector B has a magnitude of 4 and makes an angle, β = 40o with the +x-axis. What is the resultant vector, A + B? 3. A canon ball is shot into the air with an initial speed of 40 m/s at an angle of 30 degrees with respect to the horizontal. A) What maximum height will it attain?, B) How far from the canon will it land?




Methods of Evaluation

1. Homework (outside assignments detailed above). 2. In-class projects 3. Written quizzes and exams. Sample in-class project: Measure 2 sides of a desk, the length and width, and calculate the perimeter of the desk and uncertainty in the perimeter, such that P = Pbest ± δP. Then calculate the area and the uncertainty in the area such that, A = Abest ± δA. Quiz and exam questions will be similar to the homework questions, see samples above.



materials.







Adopted Text: Serway, Raymond A.; Jewett, John W. Physics for Scientists and

Engineers. 6th ed. 2004

Other Materials: Demonstration apparatus.

2012-2013 Date BOT Approved: Dec. 11, 2012

Date Reviewed: Date Reviewed:

PCA Established: Fall 2012 Date DL Conversion Approved

ALLAN HANCOCK COLLEGE

COURSE OUTLINE DISCIPLINE: Physics Please refer to the disciplines list located in the Minimum Qualifications Handbook developed by the Academic Senate of California

Community Colleges.

DEPARTMENT: LIFE & PHYSICAL SCIENCES PREFIX & NUMBER: PHYS 121 CATALOG COURSE TITLE: Project & Design Lab 1 BANNER COURSE TITLE: Project & Design Lab 1 UNITS: 1 TOTAL NUMBER OF CONTACT HOURS: 48-54

Hours per week

(based on 16 weeks)

Total Hours per Term

(range based on 16-18

weeks)

Units

Lecture: 0 0 - 0 0 Lab: 3 48 - 54 1

Total Contact Hours: 3 48 - 54 1 GRADING OPTION: Letter Grade or Pass/No Pass Option



student’s safety would be compromised by an inability to meet specific physical capabilities.) None. PREREQUISITE SKILLS (The course outline must document entry skills without which student

success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: None (no prerequisite for this course)

PREREQUISITE(S): None

COREQUISITE(S): Concurrent enrollment in or completion of one of the following courses: PHYS 141 or PHYS 161 or CHEM 150 or BIOL 125 or BIOL 128 or BIOL 150 or BIOL 154 or BIOL 155 or GEOL 100, or permission of the instructor.

ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either



Upon entering this course, the advisory skills are to: None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-








students should be included along with an option for alternatives. This is a project-based lab for science and engineering majors. In this class, students, under the guidance of a mentor, will research, design, and construct projects and develop project demonstration materials that can be used to demonstrate physical theory to a non-scientific audience. Students will participate in college sponsored events such as Friday Night Science or trips to local schools, where they will have the opportunity to demonstrate and explain physical demonstrations to others. The event component of this class will necessitate participation in off-campus activities outside the scheduled class hours. COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for


cover each of the topics for the course.)

Students will choose a project from an approved list, and spend time in lab researching, designing, and constructing the project. They will also develop presentation materials, such as a poster, and present their project in a public forum.

WEEKS

1. Project selection and research. 2. Project design and prototype construction. 3. Project construction. 4. Project evaluation and redesign. 5. Reconstruction and project improvements. 6. Development and production of presentation materials such as

posters. 7. Planning for demonstration presentations. 8. Project presentations. 9. Final project and presentation critique.

16 weeks

COURSE OBJECTIVES: At the end of the course, the student will be able to:

1. Safely and effectively create and operate a demonstration of a physical phenomenon.

2. Produce written presentation materials that clearly and concisely explain a physical phenomenon in a manner that enhances the demonstration.

3. Use a physical demonstration to identify and explain a scientific theory.

METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The


choose how they will achieve course objectives.) Methods of Instruction Instructor guided discussion of concepts and projects. Instructor demonstrations. Collaborative team work. OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all



the objectives.)

Outside Assignments Project research.




Methods of Evaluation 1. Evaluation is based on project design, construction quality, and the

effectiveness with which the project illustrated a scientific principle. 2. Evaluation of all materials used for presentations. 3. Evaluation is based on participation and performance in college sponsored

events or an alternate assignment.



materials.






examples, where possible. Adopted Text: none

Supplemental Readings and/or Other Materials: Examples of Reference Materials:

1. Exploratorium Cookbook Volume III, Revised Edition, June 1993, Ron Hipschmann, published by the Exploratorium Store.

2. Various internet sites focusing on scientific lecture demonstrations.

STUDENT LEARNING OUTCOMES In this section, the initiator is to list the current course Student Learning Outcomes (SLOs). The

outcomes may be revised as part of the program review annual update process, but is not done

using this form. For new courses, the SLOs must be defined and need to be mapped to the program

and institutional learning outcomes. Please contact Institutional Research and Planning (IRP) for

assistance with new or modified SLOs.

1. Students will be able to research, design, and construct a project. 2. Students will be able to clearly and concisely write presentation materials. 3. Students will be able to effectively explain a scientific theory to a non-scientific

audience.


COURSE OUTLINE DISCIPLINE: Physics Please refer to the disciplines list located in the Minimum Qualifications Handbook developed by the Academic Senate of California Community Colleges. DEPARTMENT: LIFE & PHYSICAL SCIENCES PREFIX & NUMBER: PHYS 122 CATALOG COURSE TITLE: Project & Design Lab 2 BANNER COURSE TITLE: Project & Design Lab 2 UNITS: 1 TOTAL NUMBER OF CONTACT HOURS: 48-54



weeks)

Units

Lecture: 0 0 - 0 0 Lab: 3 48 - 54 1


ADVISORY(IES): None LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the student’s safety would be compromised by an inability to meet specific physical capabilities.) None. PREREQUISITE SKILLS (The course outline must document entry skills without which student success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to:

1. Create and operate a demonstration of a physical phenomenon. 2. Produce written presentation materials that clearly and concisely explain a physical

phenomenon in a manner that enhances the demonstration. 3. Use a physical demonstration to identify and explain a scientific theory.

ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance

PREREQUISITE(S): Physics 121


student learning but are not fundamental to student success.) Upon entering this course, the advisory skills are to: None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-developed overview of topics covered. Some suggested language is:

• Identification of the target audience depending on whether the course is required for the major, degree or certificate, transfer, etc., that will assist students in their educational planning.

• Prerequisites, corequisites, advisories and/or limitations on enrollment. • Designation of course repeatability. • Lecture/lab/activity/studio hours and units. • Field trip potential or other requirements that may impose a logistical or fiscal burden upon the

students should be included along with an option for alternatives. This is a project based lab for science and engineering majors. In this class students will research, design, and construct projects that can be used to demonstrate physical theory to a non-scientific audience. In this 2nd class in the series, students will independently choose new projects, or improve existing projects. Students will participate in college sponsored events such as Friday Night Science or trips to local schools, where they will have the opportunity to demonstrate and explain physical demonstrations to others. The service learning component of this class will necessitate participation in off campus activities outside the scheduled class hours. COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for each, based on l6 weeks. If the course works on hours, rather than weeks, include the number of hours to cover each of the topics for the course.)

Students will independently choose a project, and spend time in lab researching, designing, and constructing the project. They will also develop presentation materials, such as a poster, and present their project in a public forum.

WEEKS


posters. 7. Planning for demonstration presentations. 8. Project presentations. 9. Final project and presentation critiques.

16 weeks


1. Identify a physical theory and a suitable project to demonstrate it. 2. Independently create and operate a demonstration of a physical phenomenon. 3. Produce written presentation materials of their own design that clearly and

concisely explain a physical phenomenon in a manner that enhances the demonstration.

4. Effectively use a physical demonstration to identify and explain a scientific theory.

METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The course outline may show one or more teaching patterns. However, instructors have the freedom to choose how they will achieve course objectives.) Methods of Instruction Instructor guided discussion of concepts and projects. Instructor demonstrations. Collaborative team work. OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all objectives and course content. Assignments can include supplemental reading materials beyond the required texts. The initiator should give the basis for grading, and relate assignments to skills and abilities listed in the objectives.) Outside Assignments Project research. METHODS OF EVALUATION (List or describe the types and/or methods of evaluation. The course outline should describe the basis for grading or other evaluations, and relate the methods of evaluation to skills and abilities in the course objectives.). Methods of Evaluation

1. Evaluation is based on project design, construction quality, and the effectiveness with which the project illustrated a scientific principle.

2. Evaluation of all materials used for presentations. 3. Evaluation is based on participation and performance in college sponsored

events or an alternate assignment. REQUIRED TEXTS AND OTHER INSTRUCTIONAL MATERIALS

• This field includes the text (and when possible, with date of publication) and other instructional materials.

• Text and other learning materials may have external requirements due to articulation requirements or certification requirements found in many programs.

• This section only contains that which is required for the student to be able to effectively participate in and successfully pass the course.

• Assignments specific to required reading and instructional materials should be given in the form of examples, where possible.

Adopted Text: none Supplemental Readings and/or Other Materials: Examples of Reference Materials:


2. Various internet sites focusing on scientific lecture demonstrations. STUDENT LEARNING OUTCOMES In this section, the initiator is to list the current course Student Learning Outcomes (SLOs). The outcomes may be revised as part of the program review annual update process, but is not done using this form. For new courses, the SLOs must be defined and need to be mapped to the program and institutional learning outcomes. Please contact Institutional Research and Planning (IRP) for assistance with new or modified SLOs.

1. Students will be able to identify a physical theory and a means of demonstrating it. 2. Students will be able to research, design, and construct a project. 3. Students will be able to clearly and concisely write presentation materials. 4. Students will be able to effectively explain a scientific theory to a non-scientific

audience.





weeks)

Units

Lecture: 0 0 - 0 0 Lab: 3 48 - 54 1


ADVISORY(IES): None LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the student’s safety would be compromised by an inability to meet specific physical capabilities.) None PREREQUISITE SKILLS (The course outline must document entry skills without which student success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to:

1. Identify a physical theory and a suitable project to demonstrate it. 2. Independently create and operate a demonstration of a physical phenomenon. 3. Produce written presentation materials of their own design that clearly and

concisely explain a physical phenomenon in a manner that enhances the



demonstration. 4. Effectively use a physical demonstration to identify and explain a scientific theory.

ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance student learning but are not fundamental to student success.) Upon entering this course, the advisory skills are to: None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-developed overview of topics covered. Some suggested language is:



students should be included along with an option for alternatives. This is a project based lab for science and engineering majors. In this 3rd class in the series, students will have the opportunity to act as mentors to other students, participate in project design and construction, and begin to learn the skills associated with science education. Students will participate in college sponsored events such as Friday Night Science or trips to local schools, where they will be responsible for providing oversight to a small group of student presenters, and also have the opportunity to demonstrate and explain physical demonstrations to others. The service learning component of this class will necessitate participation in off campus activities outside the scheduled class hours. COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for each, based on l6 weeks. If the course works on hours, rather than weeks, include the number of hours to cover each of the topics for the course.) WEEKS

Students will mentor students in the physics 121 and/or physics 122, and will assist in project selection, research, design, and construction. They will also mentor and provide oversight for small groups of student presenters at college sponsored events. They may also develop presentation materials, such as a poster, and will present their project in a public forum.

16

weeks

1. Project selection and research. 2. Project design and prototype construction. 3. Project construction. 4. Project evaluation and redesign. 5. Reconstruction and project improvements.

6. Development and production of presentation materials such as posters.

7. Planning for demonstration presentations. 8. Project presentations. 9. Final project and presentation critiques.


1. Effectively mentor and assist others in physical theory and project design. 2. Demonstrate construction techniques. 3. Design and build projects. 4. Assist other students with written presentations. 5. Assist other students in understanding scientific principles. 6. Responsibly manage a group of student presenters at a college sponsored

event. METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The course outline may show one or more teaching patterns. However, instructors have the freedom to choose how they will achieve course objectives.) Methods of Instruction Instructor guided discussion of concepts and projects. Instructor demonstrations. Collaborative team work. OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all objectives and course content. Assignments can include supplemental reading materials beyond the required texts. The initiator should give the basis for grading, and relate assignments to skills and abilities listed in the objectives.) Outside Assignments Project research. METHODS OF EVALUATION (List or describe the types and/or methods of evaluation. The course outline should describe the basis for grading or other evaluations, and relate the methods of evaluation to skills and abilities in the course objectives.). Methods of Evaluation

1. Assessment of mentorship qualities. 2. Responsible oversight of student presenters at college sponsored events. 3. Project design, construction quality, and the effectiveness with which the

project illustrates a scientific principle. 4. Evaluation of all materials used for presentations. 5. Participation and performance in college sponsored events or alternate

assignment.

REQUIRED TEXTS AND OTHER INSTRUCTIONAL MATERIALS • This field includes the text (and when possible, with date of publication) and other instructional

materials. • Text and other learning materials may have external requirements due to articulation requirements or

certification requirements found in many programs. • This section only contains that which is required for the student to be able to effectively participate in

and successfully pass the course. • Assignments specific to required reading and instructional materials should be given in the form of

examples, where possible. Adopted Text: none Supplemental Readings and/or Other Materials: Examples of Reference Materials:



1. Students will be able to mentor others in identifying and demonstrating physical theory.

2. Students will be able to demonstrate construction techniques. 3. Students will be able to clearly and concisely write presentation materials and assist

others with those skills. 4. Students will be able to supervise and lead an academic group.





weeks)

Units

Lecture: 0 0 - 0 0 Lab: 3 48 - 54 1


ADVISORY(IES): None LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the student’s safety would be compromised by an inability to meet specific physical capabilities.) None PREREQUISITE SKILLS (The course outline must document entry skills without which student success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: 1. Effectively mentor and assist others in physical theory and project design. 2. Demonstrate construction techniques. 3. Tutor others in written presentations and scientific theory. 4. Responsibly manage a group of students at a public event.



ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance student learning but are not fundamental to student success.) Upon entering this course, the advisory skills are to: None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-developed overview of topics covered. Some suggested language is:



students should be included along with an option for alternatives. This is a project based lab for science and engineering majors. In this 4th class in the series, students will work independently and continue to develop skills in STEM education. They will mentor students in both PHYS 121 and PHYS 122, and assist in project selection, design, and construction. They will also participate in event planning and student project critiques. Students will participate in college sponsored events such as Friday Night Science or trips to local schools, where they will have the opportunity to demonstrate and explain physical demonstrations to others. The service learning component of this class will necessitate participation in off campus activities outside the scheduled class hours. COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for each, based on l6 weeks. If the course works on hours, rather than weeks, include the number of hours to cover each of the topics for the course.) WEEKS

Students will mentor students in the physics 121 and physics 122, and will assist in project selection, research, design, and construction. They will also mentor and supervise groups of student presenters at college sponsored events. They will also participate in event planning and student project critiques.

16


posters. 7. Planning for demonstration presentations. 8. Project presentations.

9. Final project and presentation critiques. COURSE OBJECTIVES: At the end of the course, the student will be able to:

1. Effectively mentor and assist others in physical theory and project design. 2. Demonstrate construction techniques. 3. Assist other students with written presentations. 4. Assist other students in understanding scientific principles. 5. Critique project design and construction quality. 6. Effectively supervise and manage a classroom group in a public setting.

METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The course outline may show one or more teaching patterns. However, instructors have the freedom to choose how they will achieve course objectives.) Methods of Instruction Instructor guided discussion of concepts and projects. Instructor demonstrations. Collaborative team work. OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all objectives and course content. Assignments can include supplemental reading materials beyond the required texts. The initiator should give the basis for grading, and relate assignments to skills and abilities listed in the objectives.) Outside Assignments Project research. METHODS OF EVALUATION (List or describe the types and/or methods of evaluation. The course outline should describe the basis for grading or other evaluations, and relate the methods of evaluation to skills and abilities in the course objectives.). Methods of Evaluation

1. Assessment of mentorship qualities. 2. Responsible oversight of student presenters at college sponsored events. 3. Evaluation is based ability to critique project design, construction quality, and

the effectiveness with which the project illustrated a scientific principle. 4. Evaluation of all materials used for presentations.


• This field includes the text (and when possible, with date of publication) and other instructional materials.

• Text and other learning materials may have external requirements due to articulation requirements or certification requirements found in many programs.

• This section only contains that which is required for the student to be able to effectively participate in and successfully pass the course.

• Assignments specific to required reading and instructional materials should be given in the form of examples, where possible.

Adopted Text: none Supplemental Readings and/or Other Materials: Examples of Reference Materials:



1. Students will be able to mentor others in identifying and demonstrating physical theory.

2. Students will be able to demonstrate construction techniques. 3. Students will be able to clearly and concisely write presentation materials and assist

others with those skills. 4. Students will be able to evaluate project design and quality. 5. Students will be able to supervise and lead an academic group.

3/11 Date BOT Approved: Fall 2000 Date Reviewed: Fall 2007 Date Reviewed: PCA Established: Fall 2000 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 141 CATALOG/SCHEDULE TITLE: General Physics 1 UNITS: 4 TOTAL NUMBER OF CONTACT HOURS:



weeks)

Units

Lecture: 4 64 - 72 4

Lab: 3 48 - 54 0






success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to:

1. Relate the appropriate ratios of sides in a given right triangle to each trigonometric

function of a given angle.

2. Extend the definition of trigonometric functions to all real values of central angle in a

circle at the origin of a Cartesian coordinate system.

3. Determine special values, symmetries, graphs, and ranges of trigonometric functions.

4. Solve systems of algebraic equations.

PREREQUISITE(S): MATH 141 or completion of or concurrent enrollment in MATH 121


ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either



Upon entering this course, the student should be able to: None (no advisory for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-








students should be included along with an option for alternatives. The initial semester of a two-semester introduction to trig-based physics. Emphasizes the

origin, nature and application of fundamental concepts and principles. Required for most

life-science and engineering-technology majors. Discusses motion, mechanics of particles

and systems of particles, rigid, elastic and fluid systems, vibrations, wave motion and

sound.



cover each of the topics for the course.) WEEKS 1. Introduction to Science and Measurement .5

A. experimental operations

B. documentation and analysis of observations

C. reporting on the course of an investigation

2. Motion of Particles 3

A. displacements and vectors

B. velocity and acceleration

C. rectilinear and planar motion

3. Particle Mechanics 3

A. mass and force

B. motion subject to constant forces

C. equilibrium and stability

D. motion constrained to a circle

E. gravitation and orbital motion

4. Energy and Momentum of Particles 3

A. work, power and energy

B. conservation of energy

C. impulse and momentum change

D. conservation of momentum

.5

3

3

3

E. collision of particles

5. Rigid System Motion 2

A. angular momentum and its conservation

B. moment of inertia and torque

C. rotation subject to constant torque

D. rotational work, power and kinetic energy

6. Fluid systems 1

A. static pressure and buoyancy

B. streamline flow, continuity and energy conservation

7. Oscillatory motion 1.5

C. conditions for vibration and simple harmonic motion

D. spring-mass system and other oscillators

E. phasor representation

F. damped, forced and resonant harmonic motion

G. Elasticity

8 Wave Motion and Sound 2

H. propagation and superposition

I. elastic structures and modes of propagation

J. reflection and standing waves

K. interference and beats

L. doppler effect and shock waves

2

1

1.5

2





given a situation.

5. solve complex problems by identifying single principle parts and their solutions, and

synthesizing the partial solutions to the whole problem solution.

6. solve problems in mechanics, fluids, oscillations, and waves using Newton’s laws of

motion, energy conservation, and the principle of interference.


8. establish or select the proper conditions and observe sufficient data to permit

achievement of a given measurement objective.

9. document all relevant observations and properly analyze them to achieve such a

measurement objective. METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The


choose how they will achieve course objectives.) Methods of Instruction Lecture/Lab/Demonstration

OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all



the objectives.)

Outside Assignments Ten to fifteen theoretical exercises per week correlated with reading assignments and lectures. Submitted responses to exercise assignments only used as evidence of practice but not of achievement. Samples: 1. Can a rapidly moving object have the same acceleration as a slowly moving one? Explain. 2. A 40-kg boy tied in a 10-kg wagon with a 5-kg sack of candy is coasting horizontally toward a precipice with a speed of 1.0_m/s. He decides that to part with the candy is better than to roll over the precipice. a) In what direction must he throw the bag of candy in order to cause himself and his wagon to slow down or stop? b) Find the speed with which he must throw the candy to cause himself and his wagon to stop. Sample measurement objectives: 1. Determine the local acceleration of a freely-falling body. 2. Determine the moment of inertia of a selected body from both dynamical observations and its mass distribution




Methods of Evaluation 1. Homework assignments (see examples shown above). 2. Written exams and/or quizzes. 3. Lab participation and written observations. 4. Formal Lab report or lab practical exam.



materials.







Adopted Text: 1. Cutnell & Johnson. Physics. 7thed. Wiley. 2007.

2. Published notes on experimental methods and guides for each lab

exercise supplied by the instructor.

Other Materials: 1. Engineering paper for lab work.

3/11 Date BOT Approved: Fall 1989 Date Reviewed: Fall 2007 Date Reviewed: PCA Established: Spring 1995 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 142 CATALOG/SCHEDULE TITLE: General Physics 2 UNITS: 4 TOTAL NUMBER OF CONTACT HOURS:



weeks)

Units

Lecture: 4 64 - 72 4

Lab: 3 48 - 54 0






success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: 1. use Newton’s laws of motion to analyze the effect of multiple forces acting upon a given

body.

2. use principles of mechanics to infer the forces acting upon a body from its motion or

equilibrium.

3. apply the principles of energy and momentum conservation to various systems.

4. be able to solve complex problems from single principle parts, and synthesize the parts

to a solution.

PREREQUISITE(S): PHYS 141


5. identify terms and find the value of variables from definitions and by using appropriate

physical principles.

6. manipulate vectors and apply to geometric situations. ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either











students should be included along with an option for alternatives. The continuation of Physics 141. Discusses heat, thermodynamics, electricity, magnetism,

geometric and physical optics, atomic and nuclear physics.



cover each of the topics for the course.) WEEKS 1. Thermal Equilibria and Processes

A. temperature, ideal gases and thermal expansion

B. kinetic theory of temperature

C. heat transfer and calorimetry

D. internal energy and the first law of thermodynamics

E. heat engines, refrigerators and the second law of thermodynamics

2. Electric Forces and Current Flow

A. electrostatic forces and charge

B. electric field and potential

C. capacitance and electrical potential energy

D. electric current and resistance

E. energy sources and sinks

F. network topology and equivalent resistance

G. equilibrium currents and potentials

3. Magnetic Forces and Induction

A. magnetic field

B. magnetic forces and torques on specific circuits

C. charged particle gyration

D. sources of magnetic fields

3.5

3

3

E. magnetic flux and induced emfs

F. inductance and magnetic energy

G. electromagnetic waves

4. Light and Optics

A. electromagnetic character and speed of light

B. reflection, refraction, and dispersion

C. image formation by mirrors and lenses

D. vision and its correction

E. interference, diffraction and resolution

F. slits, gratings and thin films

5. Quantum Nature of Radiation and Matter

A. photon emission, absorption and scattering

B. hydrogen structure and spectra

C. electron diffraction and pilot waves

D. atomic states of energy and angular momentum

E. periodic table

6. Nuclear Systems and Processes

A. composition and structure

B. isotopy and stability

C. decay, fission and fusion

7. Special Relativity

A. evidence for postulates

B. kinematic and dynamic effects

3.5

1.5

1

.5





given a situation.




6. document all relevant observations and properly analyze them to achieve such a

measurement objective.



8. solve problems in thermodynamics, electricity and magnetism, optics, and modern

physics, using physical principles. METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The


choose how they will achieve course objectives.) Methods of Instruction

Lecture/Lab/Demonstration OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all



the objectives.)

Outside Assignments Ten to fifteen theoretical exercises per week correlated with reading assignments and lectures. Submitted responses to exercise assignments only used as evidence of practice but not of achievement. Sample: 1. Find the mass of ice at -5 degrees C necessary to cool a 250-ml (mostly water) drink from 25 degrees C to 10 degrees C. Sample measurement objectives: 1. Determine the magnitude and direction of the local geomagnetic field 2. Determine the ionization energy for hydrogen from its visible spectrum.




Methods of Evaluation 1. Homework assignments (see examples shown above). 2. Written exams and/or quizzes. 3. Lab participation and written observations. 4. Formal Lab report or lab practical exam.



materials.







Adopted Text: Cutnell & Johnson. Physics. Wiley. 2007.

No formal lab text. Published notes on experimental methods and

guides for each lab exercise supplied by the instructor.

Other Materials: 1. Engineering paper for lab work.

2. Graph paper with linear millimeter grid.

3/11 Date BOT Approved: Fall 2000 Date Reviewed: Fall 2007 Date Reviewed: PCA Established: Fall 2000 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 161 CATALOG/SCHEDULE TITLE: Engineering Physics 1 UNITS: 5 TOTAL NUMBER OF CONTACT HOURS: 128-144



weeks)

Units

Lecture: 5 80 - 90 5

Lab: 3 48 - 54 0






success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: 1. manipulate vectors and apply to geometric situations. Evaluate integrals using

substitution and tables. Apply definite integrals to practical situations. Evaluate

improper integrals. Differentiate integrals with respect to its limits. Solve common

simple differential equations.

2. associate terms with corresponding definitions. Identify significant variables in given

situations. Find values of quantities from their definitions, and/or by reference to the

appropriate conditions and principles(s) in a given situation. Generalize the given

PREREQUISITE(S): PHYS 110 and MATH 182 (may be taken concurrently)


applications of physical principles to similar but novel situation. These skills are to

further developed in Physics 161. ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either



Upon entering this course, the student should be able to: None (no advisories for this course) CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-








students should be included along with an option for alternatives. The initial semester of a three-semester course in calculus-based physics which emphasizes

the origin, nature and application of fundamental concepts and principles. Required for

most baccalaureate majors in the physical sciences, engineering and mathematics. The

focus of this semester will be Mechanics, including the fundamentals of measurement;

linear and planar motion; statics; and the dynamics of particles, systems of particles, and

rigid, elastic and fluid systems.



cover each of the topics for the course.) WEEKS 1. Measurement and Vectors

A. measurement process

B. displacements

C. geometric and algebraic properties of vectors

3. Motion of Particles in 1-Dimension and 2-Dimension

A. position, velocity and acceleration

B. rectilinear motion

C. circular and projectile motion

D. relative motion

4. Forces and Newton’s Laws of Motion

A. inertia and frames of reference

B. mass, weight, and volume

C. action and reaction

D. fundamental and model forces

.5

3.5

3

E. motion subject to constant forces

F. motion constrained to a circle

5. Mechanical Energy

A. work, power and energy

B. work by net force and kinetic energy

C. conservative forces and potential energy

D. conservation of energy

6. Linear Momentum

A. impulse, linear momentum and center of mass

B. linear momentum and force

C. conservation of linear

D. collisions and explosions in 1 and 2 dimensions

7. Rotational Motion

A. rigid system rotation with fixed axis direction

B. rotational inertia

C. angular motion subject to constant torques and forces

D. conservation of energy and angular momentum

8. Static Equilibrium and Stability

A. static equilibrium and center of gravity

B. stress, strain, and elastic moduli

9. Gravitation and Periodic Motion

A. universal gravitation

B. attraction of spherical bodies

C. orbital motion

D. differential equation of oscillatory motion

E. simple, damped and forced harmonic motion

10. Fluid Systems

A. fluid pressure and static equilibrium

B. fluid energy and steady flow

2

2

2

2

1





given a situation.



6. solve mechanics problems using laws of motion and conservation.




9. document all relevant observations and properly analyze them to achieve the



choose how they will achieve course objectives.) Methods of Instruction Lecture/Lab/Demonstration OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all



the objectives.)

Outside Assignments 1. 10 – 15 theoretical exercises per week correlated with reading assignments and lectures. 2. Formal lab report. Samples: 1. Explain why, in a tug-of-war, the team that pushes harder against the ground is the one that wins. 2. A solid sphere rolls up a 30o incline. The sphere center-of-mass has a translational speed of 5_m/s at the bottom of the incline. How far does the sphere travel up the incline?




Methods of Evaluation 1. Homework (samples given above). 2. Written quizzes and exams. 3. Laboratory written observations and participation. 4. Formal lab report and/or lab practical exam.



materials.







Adopted Text: 1. Serway, Raymond A., Jewett, John W. Physics for Scientists and

Engineers. 6th

2. No formal lab text. Published notes on experimental methods and


Other Materials: Demonstration and laboratory apparatus.

3/11 Date BOT Approved: Fall 2000 Date Reviewed: Spring 2007 Date Reviewed: PCA Established: Fall 2000 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 162 CATALOG/SCHEDULE TITLE: Engineering Physics 2 UNITS: 5 TOTAL NUMBER OF CONTACT HOURS: 128 - 144



weeks)

Units

Lecture: 4 64 - 72 4

Lab: 4 64 - 72 1






success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: 1. manipulate vectors and apply to geometric situations.

2. evaluate integrals using substitution and tables.

3. apply definite integrals to practical situations.

4. evaluate improper integrals.

5. differentiate integrals with respect to their limits.

6. solve common simple differential equations.

7. identify terms and fine value of variables form definitions and by using appropriate


PREREQUISITE(S): PHYS 161 and MATH 182


8. use Newton’s laws of motion to analyze the effect of multiple forces acting upon a given

body.

9. use principles of mechanics to infer the forces acting upon a body from its motions or

equilibrium.


11. solve complex problems from single principle parts, and synthesize the parts to a

solution. ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either











students should be included along with an option for alternatives. A continuation of Physics 161 that discusses temperature, heat, thermodynamics; simple

harmonic and wave motion; sound; geometric and physical behavior of light. Additional

topics may include special theory of relativity and the quantum theory of atomic and

nuclear systems.



cover each of the topics for the course.) WEEKS 1. Thermal Interactions 4

A. thermal equilibrium and the definition of temperature

B. equations and phases of state

C. heat transfer

D. work and internal energy

E. heat engines and refrigerators

F. entropy and spontaneous processes

2. Simple Harmonic Motion

A. classic harmonic oscillator

B. simple pendulum

C. physical and torsion pendulums

3. Mechanical Waves and Sound

A. coupled oscillators

4

1

3

B. propagation and characteristic speed of disturbances

C. wave equation and its solutions

D. energy transfer

E. superposition and reflection of disturbances

F. periodic waves, frequency and wavelength

G. harmonic and standing waves

H. doppler effect and shock waves

4. Geometric and Wave Optics

A. speed and dispersion of light

B. reflection and refraction at smooth boundaries

C. image formation by lenses and mirrors

D. interference, diffraction and polarization

5. Topics in Modern Physics (may include)

A. Special Relativity and Radiation Quanta

i. evidence of postulates of special relativity

ii. dynamical consequences of postulates

iii. emission, absorption and scattering of radiation

B. Quantum Theory of Matter

i. planetary model of the atom

ii. wave nature of particles

iii. wave mechanics

iv. hydrogen electron states and the periodic table

C. Nuclear Systems

i. composition, structure and classification of species

ii. binding energy and stability

iii. radioactive decay and induced reactions

iv. fission and fusion

4

4





given a situation.



6. solve problems in thermodynamics using energy conservation and the laws of

thermodynamics.

7. solve problems in waves and oscillation using Newton’s laws of motion and energy

conservation.

8. solve problems in optics using the laws of reflection and refraction, and the principles of

interference and polarization.

9. solve problems in modern physics using the principles of light, waves, and energy

conservation.










the objectives.)

Outside Assignments 10 - 15 theoretical exercises per week correlated with reading assignments and lectures. Samples: 1. A 1.0-kg block of ice initially at 0°C is submerged in a thermally isolated container filled with 10.0-kg of water initially at 80°C. What is the equilibrium temperature of the system? What is the change in entropy of the system? 2. A horizontal spring-mass system on a frictionless surface consists of a spring of constant 200N/m and with a 1.0-kg mass. It is stretched 10 cm from equilibrium and then given a push to give it an initial velocity of +2.0 m/s. What is the angular frequency, frequency, and period of the oscillation? What is the phase angle and amplitude of the oscillation? A formal lab report may be assigned in lieu of a lab exam.




Methods of Evaluation 1. Assigned homework. 2. Written quizzes and exams, which require observation, recall of fats, and indication of theory and methods used to reach a valid conclusion. 3. Laboratory written observations and participation. 4. Formal lab report and/or lab practical exam.



materials.







Adopted Text: 1. Serway, Raymond A., Jewett John W. Physics of Scientists and

Engineers. 6th Edition 2004




3/11 Date BOT Approved: Fall 2000 Date Reviewed: Spring 2007 Date Reviewed: PCA Established: Fall 2000 Date DL Conversion Approved



Community Colleges.

DEPARTMENT: Life and Physical Sciences PREFIX & NUMBER: PHYS 163 CATALOG/SCHEDULE TITLE: Engineering Physics 3 UNITS: 5 TOTAL NUMBER OF CONTACT HOURS: 128 - 144



weeks)

Units

Lecture: 4 64 - 74 4

Lab: 4 64 - 74 1



ADVISORY(IES): Completion or concurrent enrollment in MATH 183 LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement



success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: 1. manipulate vectors and apply to geometric situations. Evaluate integrals using

substitution, tables, and numerical techniques. Apply definite integrals to practical

situations. Evaluate improper integrals with respect to their limits. Solve common

simple differential equations;

2. identify terms and find the value of variables from definitions and by using appropriate


3. use Newton’s laws of motion to analyze the effect of multiple forces acting upon a given

PREREQUISITE(S): PHYS 162 and MATH 182


body.

4. use principles of mechanics to infer the forces acting upon a body from its motions or

equilibrium;


6. be able to solve complex problems from single principle parts, and synthesize the parts

to a solution. ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either



Upon entering this course, the student should be able to: MATH 183

1. manipulate vectors according to defined operations.

2. recognize and use various methods of argument to prove basic theorems.

3. find partial derivatives of a function of several variables.

4. compute multiple integrals.

5. describe and analyze the graphs of functions of two variables and other surfaces in

3-space.

6. perform computations in various topics in vector calculus such as line and flux integrals

and solve vector calculus problems by using Green's, Stokes', and the divergence

theorems. CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a well-








students should be included along with an option for alternatives. A continuation of Physics 161 which discusses electrostatic forces; fields and potentials;

steady electric currents and circuits; magnetic forces and fields; electric and magnetic

fields; electric and magnetic properties of continuous media; reactive circuits; and

electromagnetic waves



cover each of the topics for the course.) WEEKS 1. Electrostatic Fields

A. electrostatic forces, charge and fields

B. superposition of fields

C. motion of charged particles

D. flux and charge

5

E. electric potential

F. capacitance and electrostatic energy

G. polarization of dielectric media

2. Steady Currents

A. electric current, current density, and continuity

B. conductivity, emf and equilibrium current flow

C. resistance, resistivity and energy transfer

D. network topology and equivalent resistance

E. analysis of network equilibrium

3. Magnetostatic Fields

A. force on neutral current element

B. magnetic induction field

C. forces and torques on circuits

D. charged particle gyration

E. magnetic fields due to steady currents

F. magnetization and magnetic media

4. Electromagnetic Induction

A. induced emfs

B. inductance and magnetic energy

C. motional emfs

D. reactive devices (transformers, betatron)

E. electromechanical conversion (generators, motors)

5. Variable Currents

A. time dependent continuity

B. reactive network analysis

C. energy storage and transfer

D. transient and steady-state response

6. Electromagnetic Waves

A. displacement current and induced magnetic fields

B. Maxwell's equations

C. plane wave solutions and electromagnetic spectrum

3

3

2

2

1





given a situation.



6. solve problems in electricity and magnetism using Ohm’s law and Maxwell’s equations

on electro-magnetic theory, including Gauss’ law, Ampere’s law, Faraday’s law.










the objectives.)

Outside Assignments 10 – 15 theoretical exercises per week correlated with reading assignments and lectures. Samples: 1. If the electric potential is constant throughout a given region of space, what can be said about the electric field in that region? 2. A long copper wire of radius a carries a current i. Calculate the magnetic flux per unit length of wire for a plane surface bounded by the axis of the wire and its intersection with the surface.




Methods of Evaluation 1. Homework (samples given above). 2. Written quizzes and exams which require observation, recall of facts, and an indication of theory and method used to reach a valid conclusion. 3. Laboratory written observations and participation. 4. Formal lab report and/or lab practical exam.



materials.







Adopted Text: 1. Serway, Raymond A., Jewett, JohnW. Physics for Scientists and

Engineers. 6th Edition 2004




PLAN OF ACTION- PRE-VALIDATION Six Year

DEPARTMENT: Life & Physical Sciences PROGRAM: Physics and Astronomy

List below as specifically as possible the actions which the department plans to take as a result of this program review. Be sure to address any problem areas which you have discovered in your analysis of the program. Number each element of your plans separately and for each, please include a target date. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives)

RECOMMENDATIONS TO IMPROVE STUDENT LEARNING OUTCOMES AND ACHIEVMENT

Development and Assessment of SLOs for the Astronomy Program


Enrollment Changes Pursue hiring a new tenure track Astronomy instructor to improve enrollment trends in Astronomy classes.

Demographic Changes Introduce a Summer Camp for Girls in Science to encourage young girls to enter science fields.

Introduce a Tea and STEM social hour to improve the success and retention of vouno women in STEM classes.


Curricular Changes Project and Design Labs:

Phys 121- implemented Phys 122 - implemented Phys 123 - implemented Phys 124 - implemented

Resources needed: Increased instructional supply budget, additional storage, and additional technical support. Full-Time physics faculty

~stronomy Lab

Neighboring College and University Plans

18



1,2, 3,4,5



1,2, 3,4, 5


1,2,3,4,5



1,2,3,4,5

TARGET DATE

Fall 2015

TARGET DATE

Spring 2015

S.2016

Fall 2015

TARGET DATE

Fall 2013 Spring 2014 Fall 2014 Spring 2015

Fall 2016

Related Community Plans Strategic 0.2 Ongoing Continue and improve outreach events, i.e. Friday Night Science, After-School Goal2.2 Outreach, and participate in other community events as appropriate. Objectives:

1,2,3,4, 5 Summer Astronomy Camp S.2016 Astronomy Outreach Projects Fall2016

19

RECOMMENDATIONS THAT REQUIRE ADDITIONAL RESOURCES

Facilities More storage and a "manufacturing lab" are greatly needed to support Friday Night

Science and the Project and Design Labs. The Project & Design Labs are not standard science labs, and require a more industrial space. The technical classroom space in building 0, that is being vacated by the IT department would be ideal. Planetarium

Equipment Student Telescopes

There is an ongoing need for equipment and instructional supplies for the Physics labs, as well as the newly developed Project and Design Labs, and the proposed Astronomy Lab.

Staffing Full time tenure track Astronomy Professor Instructional Assistant and/or Lab Assistant (newly developed position) Student workers

20

Theme/Objective! TARGET Strategy Number AHC from Strategic DATE Plan

Strategic D.2 Ongoing Goal2.2 need Objectives:

1,2, 3,4, 5

Fall 2016

Strategic D.2 Fall 2016 Goal2.2 Objectives: Ongoing

1,2,3,4,5

Strategic D.2 Goal2.2 Spring 2015 Objectives: Fall 2016

1,2,3,4,5 Fall 2015

PROGRAM REVIEW --VALIDATION TEAM MEMBERS

TO: Academic Dean Date: /-7 -/~

From: L.Lt<./blt Jf trA "kfJ S A1U D [bt;t,er.;b R.SI7}))

- (Name) (RelatedDiscipliri'e/Pr gram)

(Name) (Unrelated Disci me/Program)

..... ~??771--1. r.__ X z-t-o (Name)

_s7Uf &oas£LtJre_i /t&st4-DJe£e~~ (Unrelated Discipline/Program)

(Name) (Title)

Affiliation: _____________ Telephone Contact Number: ________ _

email address

(Name) (Title)

Affiliation: ____________ Telephone Contact Number: _______ _

email address

(Name) (Title)

Affiliation: ____________ Telephone Contact Number: _______ _

email address

uf11(\. Date'

21

EXECUTIVE SUMMARY <Validation Team Report)

1. MAJORFINDINGS

Strengths of the program/discipline:

• Friday Night Science and Outreach.

• New design labs and applications to outreach and service learning.

• As a result of the student projects and participation in outreach, there is a stronger connection between students and faculty that typically found in programs.

• Commitment of faculty and staff to support activities and innovation

• Achieved 17 of the 19 goals set during last program review.

Concerns regarding the program/discipline:

• Staffing support for physics, astronomy, and geology (shared staff support) is stretched thin.

• Limited part time pool for physics and astronomy instructors.

• Performance gap between Hispanic and white students.

• Concern about declaining success and retention rates in Phyics 141.

2. RECOMMENDATIONS

• Assess best practices practices in addressing performance gap of traditionally underrepresented students.

• Develop a survey to learn about students' backgrounds, outside influences, and use of college resources.

24

PLAN OF ACTION- POST-VALIDATION (Sixth-Year Evaluation)

DEPARTMENT Life & Physical Sciences PROGRAM Physics and Astronomy

In preparing this document, refer to the Plan of Action developed _by the discipline/program during the self-study, and the recommendations of the Validation Team. Note that while tlie team should strongly consider the recommendations of the validation team, these are recommendations only. However, the team.should provide a rationale when choosing to disregard or modify a validation team recommendatiOn.

Identify the actions the discipline/program plans to take during the next six years. Be as specific as possible and indicate target dates. Adaitionally, indicate bY. tlie number each institutional goal and objective which is addressed by each action _P.lan. (See Institutional Goals and Objectives) The completed final plan should be reviewed by the department as a whole.

Please be sure the signature page is attached.

RECOMMENDATIONS TO IMPROVE DESIRED STUDENT OUTCOMES AND IMPROVE STUDENT PERFORMANCE

Development and Assessment of SLOs for the Astronomy Program


Enrollment Changes Pursue hiring a new tenure track Astronomy instructor to improve enrollment rends in Astronomy classes.

Demographic Changes Introduce a Summer Camp for Girls in Science to encourage young girls to enter science fields.

Introduce a Tea and STEM social hour to improve the success and retention of young women in STEM classes.


26

Theme/Objective! Strategy Number AHC from Strategic Plan

Strategic 0.2 Goal2.2 Objectives:

1,2,3,4,5


Strategic 0.2 Goal2.2 Objectives:

1,2,3,4,5 Strategic 0.2 Goal2.2 Objectives:

1,2,3,4,5


TARGET DATE

Fall2015

TARGET DATE

Spring 2015

S.2016

Fall2015

TARGET DATE

Curricular Changes Strategic D.2 Project and Design Labs: Goal2.2 Fall2013

Phys 121- implemented Objectives: Spring 2014 Phys 122 - implemented 1,2, 3,4,5 Fall2014 Phys 123 - implemented Spring 2015 Phys 124 - implemented

Resources needed: Increased instructional supply budget, additional storage, and additional technical support. Full-Time physics faculty

Astronomy Lab Fall2016

Co-Curricular Changes

Neighboring College and University Plans

Related Community Plans Strategic 0.2 Ongoing Continue and improve outreach events, i.e. Friday Night Science, After-School Goal2.2 Outreach, and participate in other community events as appropriate. Objectives:

1,2, 3,4,5 Summer Astronomy Camp S.2016 Astronomy Outreach Projects Fall2016

27

RECOMMENDATIONS THAT REQUIRE ADDITIONAL RESOURCES

Facilities More storage and a "manufacturing lab" are greatly needed to support Friday Night Science and the Project and Design Labs. The Project & Design Labs are not standard science labs, and require a more industrial space. The technical classroom space in building 0, that is being vacated by the IT department would be ideal.

Planetarium Equipment Student Telescopes

There is an ongoing need for equipment and instructional supplies for the Physics labs, as well as the newly developed Project and Design Labs, and the proposed Astronomy Lab.

Staffing Full time tenure track Astronomy Professor Instructional Assistant and/or Lab Assistant (newly developed position) Student workers

Theme/Objective! TARGET Strategy Number AHC from Strategic DATE Plan

Strategic D.2 Goal2.2 Ongoing Objectives: need

1,2,3,4,5

Fall 2016

Strategic D.2 Goal2.2 Fall 2016 Objectives:

1,2,3,4,5 Ongoing

Strategic D.2 Goal2.2 Spring 2015 Objectives: Fall 2016

1,2,3,4,5 Fall 2015

VALIDATION TEAM RECOMMENDTIONS Disregarded or modified (if appropriate)

REASON ACTION/CHANGE

28

Recommendation To address Information ~ssess best practices practices in addressing performance gap of traditionally performance gap gathering and underrepresented students. between Hispanic evaluation during

and Anglo 2014/2016 students. academic year.

Recommendation To address Survey to be Develop a survey to learn about students' backgrounds, outside influences, declining success distributed during and use of college resources. rates. Fall2015 and

Spring 2016

Recommendation

29

PLAN OF ACTION- Post-Validation Review and Approval

Plan Prepared By

~~~~~-~~~--~~/~~~-~: ,;~~ -L-in_d_a_M_:_~JtJ}-_xa-s-------1;./A'l-.. --------------- Date: ~.2o~{5 Robert Jorstad

Validation Team Members:

~~~~-~........----"---=-----=--~---Date: 'ff'&-.o/1(' =-:-- " 7

~~;---=---:----__;:__;_------""'~---- Date: RJfi. Lf /Is-

Reviewed:

*Signature of Department Chair indicates approval by department of Plan of Action.

Reviewed:

Dean of ~ffl" ~::-;---1--;~-~ ~----+-\--:;---________ Date: y I '2-'/ rr; PaulMurphy ~

SECTION 9

EVALUATION OF PROCESS

31

PROGRAM REVIEW

SUGGESTIONS FOR IMPROVING THE PROCESS

Complete at the end of the process and return to Gary Bierly, President of Academic Senate.

I participated in the Program Review Process as:

1. a writer of a self-study X

2. a member of a validation team

3. other (specify)

Suggestions for Improvement:

I would respectfully like to request that the college create a series of Program Review Progress Meetings (like a class) to help PR writers, a) find and include appropriate data, b) answer questions about the process, and (most importantly) keep the process on track.

30

randres

Typewritten Text

randres

Typewritten Text

randres

Typewritten Text

Documents

PROGRAM REVIEW - Allan Hancock Collegeresearch.hancockcollege.edu/student_learning...for the physics 160 series, Physics 11 0; a conceptual GE physics course, physics 100, as well