May 11, 2024

2017-18 Catalog

2017-18 Catalog [ARCHIVED CATALOG]

Course Descriptions

Quarterly credit schedules are available in advance to help students plan class schedules and include days, times, locations and instructors for each class being offered.

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Physical Education A double asterisk (**) indicates a Physical Education activity course. The one-credit activity PE courses may be repeated for a maximum of 2 credits.
	PE 109 - Pickleball 1 CR Introduces the basic skills and techniques of pickleball. Students learn grip, strokes, footwork, and strategies, and practice court coverage through drills and competition. Course Outcomes Students will develop basic pickle ball skills and gain a greater understanding of rules and team strategies. Find out when this course is offered
	PE 110 - Life Fitness Training I 2 CR Develops individual fitness levels in aerobic capacity, major muscle strength and endurance, flexibility, and body composition. Find out when this course is offered
	PE 111 - Life Fitness Training II 2 CR Develops individual fitness levels in aerobic capacity, major muscle strength and endurance, flexibility, and body composition. Prerequisite(s): PE 110 . Find out when this course is offered
	PE 112 - Life Fitness Training III 2 CR Develops individual fitness levels in aerobic capacity, major muscle strength and endurance, flexibility, and body composition. Prerequisite(s): PE 111 . Find out when this course is offered
	PE 114 - Beginning Rock Climbing 1 CR Introduction to basic rock climbing techniques, equipment, belay, and safety and risk assessment issues. Class meets off campus at a designated local indoor climbing wall for weekly climbing and instruction sessions. Course Outcomes Be confident in practicing basic climbing techniques, knots and anchors Distinguish between real and percieved risks at rock climbing sites Understand the history of climbing and the rationale for institutional policies Improve balance, flexibility, strength and endurance Gain a greater appreciation of an established life-long fitness plan Find out when this course is offered
	PE 115 - Hiking & Orienteering 1 CR Introduction to hiking with an emphasis on basic map and compass use. Covers Northwest hiking opportunities as well as equipment, trip planning and risk management of back country travel through an exploration of area trails. Recommended: Participants need to be able to walk 3-4 miles at a sustained pace. Course Outcomes Gain a greater appreciation of a life-long fitness plan using outdoor adventure activities Increase knowledge of backcountry travel while identifying potential hazards Understand how to select and care for backpacking equipment Gain skills needed to safely navigate through the back country using a map and compass Gain a greater understanding of the relationship between man and the environment Develop skills needed to plan and lead backpacking trips Find out when this course is offered
	PE 116 - Snowshoeing 1 CR Snowshoeing is a classic technique for exploring the backcountry in snowy conditions. Students tour designated mountain trails each week focusing on fitness, snowshoeing techniques, equipment care and safe mountain travel. Course Outcomes Be confident in basic snowshoe techniques Understand the importance of a lifelong fitness plan and how to stay active in winter months Improve cardiovascular and muscular endurance Identify potential winter travel risks Understand how to prepare for winter activities including weather and avalanche dangers Identify quality snowshoe equipment with an understanding of basic repair techniques Improve understanding of risk management issues associated with snowshoeing Find out when this course is offered
	PE 117 - Cardio Fitness 2 CR Promotes appreciation for cardiovascular fitness through outdoor walking, jogging, hiking, and aerobic games. Students of varying abilities follow a prescribed exercise program based on predetermined goals and assessments. Regular participation, safety, and maintaining a training log are emphasized. Course Outcomes Comprehension Proper stretching techniques Concepts of intervals and appropriate mileage techniques useful for the prevention of running-related injuries, including correct form Techniques to monitor appropriate training workload How to choose safe and appropriate training/running gear Lydiard method of hard-day/easy-day training program Application Appropriate weight training techniques and individual weight training methods to gain needed strength Stationary bike to maintain strength and flexibility and to develop cross training guidelines Actual jogging techniques a minimum of 20 minutes and/or two miles daily with a partner Evaluation Evaluate individual needs/goals with appropriate training/running techniques Evaluate lifelong fitness parameters and how to apply them over time Discern three current maximum limits with instructor assistance Evaluate appropriate speed versus distance concepts for their individual fitness parameters Integrate a fitness philosophy such as espoused by Fit or Fat, and individualized for personal needs Judge appropriate training/running techniques based upon weather conditions Find out when this course is offered
	PE 118 - Volleyball 1 CR Introduces basic skills and techniques of volleyball. Students learn serving, setting up, and spiking the ball, strategy of play in front and backcourts and at nets, and rules and scoring. Course Outcomes Apply appropriate biomechanics when performing volleyball skills. Demonstrate knowledge of the rules and concepts while participating in volleyball game situations. Adequately prepare for playing the game of volleyball. Find out when this course is offered
	PE 120 - Karate 1 CR Introduces Okinawan Goju-Ryu, emphasizing the philosophy as well as the skills and etiquette of karate. Students focus on developing self-reliance and self-confidence. Course Outcomes Have a basic foundation of Goju Ryu Karate Understand the training methods used to develop blocking, striking, kicking ,leverage, close range applications, and conditioning Have better focus, balance, body control Have an understanding and some skill in self defense situations and applications Find out when this course is offered
	PE 122 - Badminton 1 CR Introduces basic skills and techniques of badminton. Students learn rules and strategies and practice grip, strokes, footwork, and court coverage. Course Outcomes Have experienced everything listed in the course content outline Have had an opportunity to play badminton with other students with mixed skill levels Find out when this course is offered
	PE 123 - Archery 1 CR Introduces basic skills and techniques of archery. Topics include stringing the bow, handling bow and arrow, shooting, safety, and care of equipment. Course Outcomes Understand how to properly inspect and maintain equipment Master the proper shooting techniques. Learn Safety measures that will insure safe shooting Be able to properly string a bow Understand how to inspect and maintain arrows Have a greater appreciation of archery. Find out when this course is offered
	PE 124 - Intermediate Rock Climbing 1 CR Introduces experienced climbers to skills necessary for sport lead climbing. Site assessment, lead climbing equipment, rappel techniques and safety issues will be discussed. Prerequisite(s): PE 114 or permission of instructor. Course Outcomes Identify various styles of climbing. Identify safety issues relating to basic skills, equipment and site assessment. Properly set-up and control the rope to protect the lead climber. Demonstrate proper climbing procedures for the sport lead climber. Identify the components of a SRENE top-rope anchor. Set-up and establish back-ups to complete a rappel. Prepare a site assessment and identify safety issues at an unfamiliar climbing site. Find out when this course is offered
	PE 126 - Outdoor Leadership 2 CR Explores techniques of providing leadership for groups in an outdoor adventure class situation. Includes conflict resolution, emotional management, and task balancing skills through an understanding of group dynamics. Course Outcomes Improve confidence in personal leadership abilities Develop ice breaker activities to begin developing student/instructor dynamics Develop conflict resolution skills to better manage large groups Understand how to lead without dominating Gain a greater understanding of group dynamics and how to prevent problems within groups Develop skills needed to better manage risk for groups in outdoor adventure settings Find out when this course is offered
	PE 127 - Soccer 2 CR Introduces basic skills and techniques of soccer. Students learn rules, defensive and offensive tactics. Course Outcomes Adequately prepare for playing a game of recreational soccer Apply appropriate bio-mechanics when preforming soccer skills Demonstrate knowledge of the rules and strategies while participating in soccer game situations Find out when this course is offered
	PE 128 - Sea Kayaking & Navigation 1 CR Class meets off campus at various paddling sites for a review of institutional kayak policies, basic skill development and navigational techniques. Includes eskimo roll, chart reading, marine weather radio communications, and basic strokes. Course Outcomes Gain a greater appreciation of health benefits associated with kayaking Improve muscle strength and endurance Gain greater proficiency in kayak basic skills Develop skills and knowledge needed to navigate marine waters Distinguish between real and perceived risks in sea kayaking Improve understanding of risk management issues associated with sea kayaking Find out when this course is offered
	PE 131 - Intermediate Yoga 1 CR Introduces intermediate and advanced yoga techniques to increase balance, core strength, flexibility, and joint stability. Provides intermediate yoga students with a supportive environment to go into more depth in their yoga skills and expand their knowledge and experience of advanced options. Recommended: PE 105 . Course Outcomes Students will expand their intermediate skills while gaining more core strength, flexibility, and joint stability providing deeper exploration of advanced techniques. Demonstrate an understanding of the importance of a lifelong fitness plan and the importance of core strength and conditioning Demonstrate a greater understanding of muscle flexibility and the balance of agonist and anatagonistic muscles Find out when this course is offered
	PE 136 - Basketball & Flag Football 2 CR Presents basic skills and rules in both sports. Basketball: ball handling, passing, shooting, pivoting, and dribbling. Flag football: stances, ball carrying, passing and receiving, kicking, tackling, and centering. Students practice basic elements of offensive and defensive play. Course Outcomes Demonstrate proper conditioning techniques Demonstrate basic game concepts through class participation Demonstrate knowledge of basic game rules through class participation and a written exam Utilize skills and techniques required to play flag football and basketball Demonstrate concepts of game strategies by utilizing them while playing games during class Find out when this course is offered
	PE 137 - Sports Conditioning 2 CR Offers activities to help recreational and collegiate athletes reach and maintain fitness levels required for their sports. Course Outcomes To become familiar with, perform, and instruct others on various athletic training methods. Apply knowledge in planning and implementing training programs for enhancement of athletic performance. Improve your own cardiovascular fitness, muscular strength, muscular endurance, and flexibility to enhance performance in athletic activities. Find out when this course is offered
	PE 148 - Yoga Instructor Techniques I 3 CR Provides in depth knowledge and preparation for learning to teach yoga in a yoga studio, classroom, private or work setting. This course provides an overview of yoga postures and poses in several different styles of yoga, injury precautions, how to teach the postures, and yogic philosophy and techniques. For Yoga Instructor Certificate students only. Prerequisite(s): Instructor permission. Find out when this course is offered
	PE 149 - Yoga Instructor Techniques II 2 CR Provides in depth knowledge and preparation for learning to teach yoga in a yoga studio, classroom, private or work setting. The analytical training in the practice of yoga postures and techniques will be applied to assisting, demonstrating, and teaching methodology. For Yoga Certificate students only. Prerequisite(s): PE 148 . Find out when this course is offered
	PE 151 - Contemporary Dance I 2 CR Same as DANCE 151 . Introduces basic technique and movement studies. Students gain flexibility and strength together with movement vocabulary. May be repeated for a maximum of ~ 6 credits. Either PE 151 or DANCE 151 may be taken for credit, not both. Course Outcomes Learn a series of exercises to improve posture, balance and alignment, while working toward correct body placement and muscle reconditioning. Establish practical guidelines needed to improve personal dance stills. Improve elements of physical fitness, range of motion, coordination and flexibility. Learn techniques to incorporate timing, phrasing and dynamics in dance movement. Notice improvement in stamina and balance. Perform choreography at regular tempo using correct counts. Perform dance sequences by being secure enough in the basic movement, technique and rhythm. Find out when this course is offered
	PE 152 - Contemporary Dance II 2 CR Same as DANCE 152 . Continues Contemporary Dance I with longer and more challenging movement combinations. Students should consult with the program advisor to determine ability. May be repeated for a maximum of ~ 6 credits. Either PE 152 or DANCE 152 may be taken for credit, not both. Course Outcomes Further improve elements of physical fitness, range of motion, coordination, and flexibility. Become more secure in movement, technique, memory and rhythm to be able to perform choreography with greater ease. Understand the use of space and dynamics in dance and how it applies to performing a dance movement. Find out when this course is offered
	PE 159 - Basic Acting Movement 3 CR Same as DRMA 159 . Concentrates on tuning the actor’s body. Students gain fluidity, flexibility, and agility and develop specific skills such as stage fights and mime. Students practice dramatic situations incorporating both character work and strenuous physical activity. Either PE 159 or DRMA 159 may be taken for credit, not both. Course Outcomes Employ physical group dynamics. Create a character physically. Develop and demonstrate a physical warm-up. Demonstrate an understanding of the role that trust plays in physical performance. Apply knowledge of spatial relationships within a physical space or a group. Perform movement using strengthened body mechanics. Use physicality to create narrative. Find out when this course is offered
	PE 194 - Special Topics in Fitness 1-3 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special topics course. Outcomes will vary. Find out when this course is offered
	PE 195 - Special Topics in Fitness 1-3 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special topics course. Outcomes will vary. Find out when this course is offered
	PE 196 - Special Topics in Fitness 1-3 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special topics course. Outcomes will vary. Find out when this course is offered
	PE 197 - Special Topics in Fitness 1-3 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special topics course. Outcomes will vary. Find out when this course is offered
	PE 210 - Body Composition Assessment 1 CR An exploration into current research on human metabolism, essential fat, weight management, body composition and overall wellness. Students design exercise and nutritional programs focused on a life-long health plan. Course Outcomes Identify methods of determining percentage of body fat Develop weight management programs focused on long-term appropriate weight for health and fitness Explain the causes and development of obesity Identify nutritionally dense foods and foods that should be avoided when developing a weight management plan Relate the transtheoretical model of behavior change to a weight management plan Find out when this course is offered
	PE 211 - Fitness Assessment 2 CR Developing skills for methods of assessment of body composition, cardio-respiratory fitness, flexibility, and muscular strength/endurance. Course Outcomes Identify methods of assessing the fitness components of body composition, flexibility, cardiovascular endurance, muscular strength, muscular endurance. perform methods of assessing the fitness components of body composition, flexibility, cardiovascular endurance, muscular strength, muscular endurance. Interpret fitness assessment data establish a fitness program based on assessment data Find out when this course is offered
	PE 212 - Athletic Fitness 1 CR Develop fitness programs designed to aid recreational and collegiate athletes reach and maintain fitness levels required for specific sports. Course Outcomes Evaluate and instruct clients using a variety of athletic training methods. Identify flexibility, muscular strength, endurance and cardiovascular components of specific sports. Implement safety guidelines for sports conditioning activities. Apply sports conditioning principles to planning and implementing training programs for athletic performance. Develop progressive exercise plans for various athletic activities. Identify cardiovascular fitness, muscular strength, muscular endurance, and flexibility to enhance performance in athletic activities. Find out when this course is offered
	PE 221 - Fundamentals of Fast Pitch Softball 3 CR Introduces teaching, coaching, and playing techniques for women’s fast-pitch softball. Students focus on current concepts, materials, and skills development. Prerequisite(s): Permission of instructor. Course Outcomes Demonstrate proper techniques and positioning involved with defensive play, both infield and outfield Pitchers will learn five (5) basic pitches together with use of these pitches in situational applications. Pitching to zones will also be taught Catchers will learn zone application and “setting” up batters, together with utilizing field generalship to adjust defensive sets. Outfielders will learn “9 box” rules together with defensive sets on given hitters Demonstrate proper techniques and positioning involved with defensive play. Batters will learn proper hand, upper body and feet positioning involved with power hitting, bunting and executing running slap bunts Base running skills will be taught together with proper sliding techniques Find out when this course is offered
	PE 223 - Fundamentals of Baseball 3 CR Introduces teaching, coaching, and playing techniques for baseball. Students focus on current concepts, materials, and skills development and gain practical experience in fundamental skills. Prerequisite(s): Permission of instructor. Course Outcomes To gain an understanding of specific skills in pitching, catching, middle infield play, corner play, or outfield play, depending on particular position. To apply the skills of above in a practical situation (i.e. scrimmage competition). To gain an understanding of hitting fundamentals which include but are not limited to: balance, short stroke, swing plane, contact zone hitting. To apply the techniques of above in order to learn situational hitting (i.e. advancing the runner) in a competition setting (i.e. against live pitching). To develop an understanding of the movement foundations which form the basis for various baseball skills. To identify several methods of practicing sport-specific skills. To gain an understanding of basic offensive and defensive situational philosophy. Find out when this course is offered
	PE 225 - Fundamentals of Soccer 3 CR Introduces teaching, coaching, and playing techniques for soccer. Students focus on current concepts, materials, and skills development and gain practical experience in fundamental skills. Find out when this course is offered
	PE 228 - Life Fitness Internship 1 CR Students pursuing a career as a fitness technician or personal trainer serve as an assistant trainer in the BC Fitness Center. Includes developing individual programs and supervising exercises while improving customer service skills. Prerequisite(s): permission of instructor. Course Outcomes Become more comfortable in assisting students set goals and design fitness programs to address those goals Design a safety management plan for a fitness facility Understand specific spotting techniques for exercise equipment in the BCC Fitness Center Gain skills needed to manage students and resolve conflicts within the Fitness Center Find out when this course is offered
	PE 230 - Techniques of Basketball 3 CR Analyzes the theories and methods of basketball. Advanced topics include philosophy, program organization, training and conditioning, care and treatment of injuries, fundamentals, offensive and defensive play, game strategy, and psychology. Find out when this course is offered
	PE 233 - Prevention & Care of Athletic Injuries 2 CR Explores the basic principles of athletic training, care, and prevention of sports related injuries. Covers the analysis of common athletic injuries including emergency procedures, treatment limitations, evaluation and preventative approaches. Course Outcomes Assess the severity of an injury and understand procedures required to react to a sports related injury Apply basic biomechanical processes to a rehabilitation program Recognize the symptoms associated with heat stroke, heat exhaustion and hypothermia Gain skills needed to stabilize injured joints using tape or support systems Identify agonist and antagonistic muscle exercises designed to balance muscle development fitness programs Identify nutritional foods options that optimize fitness develoment and athletic performance Find out when this course is offered
	PE 235 - Adventure Trip Planning & Risk Management 1 CR Explores the leadership dynamics of risk management including recognizing hazards, decision making, site assessment checklists, accessibility and backcountry first aid requirements. Course Outcomes Identify real and perceived risks associated with select adventure activities Distinguish between levels of risk within specific areas Develop a risk management plan proposal Develop risk checklists for specific adventure sites Identify potential risks associated with human error Develop contingency plans when risk exceeds benefits Manage groups traveling in the outdoors safely Develop strong critical thinking skills and judgment in wilderness situations Find out when this course is offered
	PE 236 - Anatomical Kinesiology 4 CR Introduction to basic Anatomy and Physiology with an emphasis in human movement, nutrition and exercise science. This course is intended for non-science majors interested in fitness instruction or basic health education. Course Outcomes Locate and identify characteristics of muscles, bones and attachments within the human body Identify agonist and antagonistic muscle groups for specific exercises Identify different types of joints, basic mechanics and injuries common to specific joints Develop fitness training programs designed to improve specific components of fitness while reducing the risk of injury Apply linear and angular motion mechanics in developing an exercise plan to optimize components of a fitness program Through observation or the use of film, apply anatomical and mechanical concepts needed to qualitatively assess motor skills Develop fitness programs based on stated goals of strength development, flexibility, muscle endurance, cardiovascular health or improved body composition Find out when this course is offered
	PE 237 - Physical Education for Children 3 CR Introduction to a variety of physical activities essential to the development of movement skills in children. Various curricular approaches are discussed focusing on the social, emotional and physical needs of children. Course Outcomes Identify the developmental stages of physical growth from ages 3-12 years. Differentiate between health and skill related components of fitnesss. Design developmentally appropriate physical activities for a variety of children between ages 3-12 years. Design activities focused on the social and emotional development of children. Articulate a personal philosophy of physical education. Identify and use health and activity resources in the community. Find out when this course is offered
	PE 239 - Outdoor Leadership 4 CR Leadership styles and techniques in outdoor education will be explored. Students develop conflict resolution, emotional management and task balancing skills while developing a greater understanding of group dynamics. Risk management issues including recognizing hazards, decision making, site evaluation, accessibility and back country first aid requirements will also be discussed. Recommended: HLTH 260 . Course Outcomes Identify real and perceived risks associated with select adventure activities Develop a risk management plan proposal with supporting research Develop contingency plans when risks exceed benefits Manage groups traveling in the outdoors safely Understand group dynamics and identify a personal leadership style Develop ice breaker activities designed to improve group collaborations Plan an outdoor adventure trip and identify safety, costs, equipment and potential risks Find out when this course is offered
	PE 240 - Self-Defense 2 CR Introduces self-defense techniques and practical applications for a variety of situations. Students develop skills and discuss theory and awareness concerning personal safety. Course Outcomes Have a basic awareness of self defense strategy regarding personal safety Be able to execute a series of escape techniques when being grabbed from the front or back Have experienced and practiced everything listed under course content Find out when this course is offered
	PE 245 - Fundamentals of Volleyball 3 CR Develops advanced levels of movement and skill in volleyball. Students gain knowledge and experience to prepare them for competitive programs and coaching volleyball in physical education and recreational settings. Course Outcomes Identify and perform higher level volleyball skills needed in competitive play Apply knowledge of rules and regulations of the game Identify team stratgies appropriate for a variety of playing positions and situations Gain skills needed to assess opponent strengths and weaknesses Find out when this course is offered
	PE 267 - Applied Kinesiology 4 CR Students use biomechanics and anatomy principles to develop safe and effective training techniques applicable to individuals at a variety of developmental stages. Prepares students to test, measure and refine program goals for individuals based on current research in exercise science. Course Outcomes Become proficient in the assessment and refinement of participants fitness and health goals Identify agonistic and antagonistic muscle groups in developing well balanced exercise programs Develop fitness programs based on the five health related components of fitness Develop skills needed to assess and manage safety issues associated with fitness activities Relate proper exercise and spotting techniques on a variety of fitness equipment Gain an appreciation of motivational and customer care techniques needed to develop a positive learning atmosphere within a fitness center. Develop skills and knowledge needed in preparation for the National Strength and Conditioning Association Personal Fitness Trainer Exam Find out when this course is offered
	PE 280 - Yoga Instruction Practicum 1 CR Students will observe community yoga classes to gain knowledge about different methods of teaching and assisting, teaching style, and class environment. Analysis, evaluation and reflection will follow each observation and practical teaching. Prerequisite(s): PE 149 . Find out when this course is offered
	PE 294 - Special Topics in Physical Education 1-10 CR Allows specialized or in-depth study of a subject supplementing the curriculum. Course Outcomes Special topics course. Outcomes will vary. Find out when this course is offered
Physics
	PHYS& 100 - Physics - Basic Concepts 5 CR Motion is one of the most familiar aspects of the natural world, but it can be surprisingly difficult to analyze. Through observation, activities, and classroom presentations, students study particles (e.g. baseballs, automobiles) and waves (e.g. sound and water waves) to learn the concepts and skills needed to study motion. Applies wave particle duality to explain the motion of electrons. Prerequisite(s): MATH 099. Course Outcomes At intervals, in the contexts of assigned scenarios, students will demonstrate acquisition of the methods of science by performing one or more of the following: framing hypotheses, making predictions, designing observations or experiments, constructing explanations; As appropriate to the context and sequencing of the curriculum, students will use kinematic concepts to describe straight-line motion of material objects; correctly apply Newton’s laws of motion to predict of explain everyday mechanical phenomena, including both linear and circular motion; construct and validate energy representations of motion; use appropriate wave descriptors to correctly characterize waves of different types in different media, e.g. sound waves, string waves, water waves etc.; correctly identify which features of a wave are most affected by the source, medium or wave environment; accurately predict the result of combining two waves in a particular setting; correctly describe wave propagation and predict the interaction of a wave with a boundary between two different media; employ a wave and particle models to predict specific atomic scale phenomena Find out when this course is offered
	PHYS 104 - Discoveries in Physics 6 CR Introduces physical reasoning and basic concepts in physics. Hand-on activities demonstrate fundamental concepts in geometric optics, electricity, and motion. Designed for students with little or no previous physics. Appropriate for general students including those preparing for PHYS 114 and K-12 teachers. Not sufficient preparation for PHYS 121 . Prerequisite(s): MATH 099. Course Outcomes The student will demonstrate acquired analytical problem solving skills and apply them to problems from different topic areas. The student will demonstrate this objective when they: Gather and process data Classify and organize the information according to inherent regularities Identify properties or characteristics as being important or unimportant (relevant or irrelevant) Define the problem Represent the problem graphically, verbally or mathematically Translate from one type of representation to another Decompose the problem into constituent parts Conduct the actions identified above and assemble the solution Present the solution (construct a written or verbal synthesis) The student will propose and refine physical models based on observation, discussion with other observers, and physical reasoning The student will demonstrate the ability to apply general science principles from the three topic areas Ability to generalize rules learned in one area to unfamiliar but similar settings Ability to apply principles to problems found in every day workplace and home settings. The student will demonstrate the ability to apply proportional reasoning to numerical problems. The student will demonstrate an understanding of the concept of the light ray as a physical model and draw ray diagrams as tools for the description of observations of optical phenomena and for the analysis of optical systems The student will demonstrate an understanding of fundamental elements of current electricity. In particular the student will demonstrate the ability to Recognize the role of the completed circuit and interconnecting wires Be able to distinguish between the flow of “stuff” in a circuit and the potential drop that is associated with this flow. Associate Ohms law as the proportion between these concepts Apply the above elements to predict the outcome of changes made to elementary circuits Apply the above elements to trouble shoot faults in home and office electrical connections The student will understand the concepts of potion, velocity, acceleration The student will interpret graphs of position, velocity, acceleration, and relate these to the motion of every day objects The student will understand the role of vectors to describe position, velocity, and acceleration The student will be able to make elementary vector computations Find out when this course is offered
	PHYS 105 - Light and Color 6 CR Through hands-on investigation students discover the fundamental physics of light and color including geometric optics, lenses and mirrors, and human vision including color perception. Students will apply course principles to explain natural and human made visual phenomena in their environment and learn how to create desired effects in fields employing visual arts. Prerequisite(s): MATH 099. Course Outcomes Form appropriate scientific generalizations (write hypotheses) from observation of systematic behaviors in nature. Correctly explain the visible appearance of natural and human-made settings in terms of the geometric behavior of light, physical optics, or the physics of color as appropriate. Design lighting arrangements that produce desired effects, involving light and shadow including partial shadows, and color addition effects. Use pigments or other color absorbers (threads, paint dots etc.) to produce desired color effects involving color subtraction. Demonstrate an understanding of the physiology of human vision as exhibited by their effectiveness in selected tasks used to assess outcomes above. Properly employ optical devices to create or illustrate specific optical properties or visual effects, including mirrors, lenses, color filters, colored light sources, polarizing filters, masks and screens. Habitually use optical representations (eg ray diagrams or color charts) to explain visual effects to untutored audiences. Find out when this course is offered
	PHYS 109 - Science for Information Technology 6 CR Develops research and problem-solving skills in the science of modern technology, including computers and data transmission. Topics include magnetism, electricity, and microchip circuitry. Designed for information technology students, class format includes hands-on group work. Prerequisite(s): MATH 098 or equivalent assessment. Course Outcomes Formulate a hypothesis and design and carry out an investigation of that hypothesis following the accepted practices of the scientific method. Write reports on scientific investigations, including organizing and displaying numerical results. Make oral reports about scientific investigations, including organizing and displaying numerical results. Calculate current, voltage, and resistance at any location in a one-loop circuit. Calculate equivalent resistances for any combination of resistors in series and parallel. Use a multimeter to measure resistance, current, and voltage. Efficiently troubleshoot a complex circuit of resistors. Explain the relationship between semiconductors, transistors, logic gates, and microprocessors. Follow wiring diagrams to wire temporary circuits using integrated circuit chips and breadboards Perform a statistical analysis of a sample of data, including making a proper histogram and calculation of confidence level. Convert between decimal and binary. Explain magnetic data storage on computer disks including the physical principles behind read/write heads. Build circuits to transmit binary data using wire, or light or radio. Compare and contrast the following methods of data transmission by the Find out when this course is offered
	PHYS& 114 - General Physics I 6 CR First in a three-course survey of physics for allied health, building construction, biology, forestry, architecture, and other programs. Topics include units, kinematics, vectors, dynamics, work and energy, momentum, rotational motion, and harmonic motion. Laboratory work is integral to the course. Prerequisite(s): MATH 142 or equivalent. Course Outcomes Laboratory Skills Laboratory Practice Uses standard laboratory instruments appropriately, based on a sufficient understanding of their function; Measures physical quanitites in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Meaurement Concepts Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Makes reasonable estimates of the uncertainties associated with each measurement; Recognizes that measurement uncertainty is estimated as an act judgement on the part of the observer and that judgment does not imply arbitrariness. Analysis/Physical Reasoning Evaluates a hypothesis in terms of its testability and determine the kind and amount of data required to test it; Summarizes the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation; Determines the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed; Analyzes an appropriate set of meausrements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis; Scientific Communication Skills Produces a compactly and unambiguously worded hypothesis as the starting point for an observation or experiment; Produces a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it; Produces a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning characterized by clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability. Recognizes that uncertainty is inherent in measurement rather than being a human failing. Will not use the phrase, “human error” in lab reports; Expresses data clearly using appropriate units, valid treat of experimental uncertainty and attention to the significant digits in numerical representations. Express experimental conclusions clearly, compactly and unambiguously. Physical Problem Soving Skills Habitually sketches the configuration of problem elements as part of the problem solving process; Habitually uses a variety of representations in the problem solving process; Consciously selects an appropriate coordinate system; Identifies sub-problems and breaks a large problem into parts (linking variables). Habitually develops and interprets algebraic representations before substituing particular numerical values; Makes appropriate use of significant figures and units in problem solving; Interprets algebraic and numerical results in words; Kinematics Concepts Kinematics objectives Students can distinguish acceleration from velocity in diverse settings, can distinguish accelerated motions from non-accelerated motions, recognize that this is a significant distinction, and can correctly determine the direction of acceleration. The student will demonstrate competence with verbal, graphical, algebraic and vector algebraic representations of motions as described below. Verbal Correctly describe the position velocity and acceleration of an object with attention to proper use of the terms “increasing”, “decreasing” or “constant” (steady). Given a verbal description of the motion, the student can correctly deduce the values (if given) or relative magnitudes, and signs of the position, velocity and acceleration. Graphical Given a verbal description or an observation of the motion, the student can produce qualitatively correct graphs for the position velocity and acceleration. From graphs of the position velocity and acceleration (and appropriate initial conditions) students can describe the motion and the graphs with proper use of slope vs. value and “increasing”, “decreasing” or “constant” (steady). Students are able to obtain quantitative information from graphs utilizing slope, value, area under the curve, and intersections of graph curves or intersections with the axes. Students can produce any two of the position velocity or acceleration graphs from the remaining graph and appropriate initial conditions. Algebraic Given a verbal description, graph , or an observation of the motion, the student can write an appropriate equation for the motion correctly choosing signs and values if this information is available. Students can represent the position, velocity, relative velocity or acceleration vectorially and decompose the vectors into components where appropriate. Students can perform vector arithmetic to find resultant vectors in one and two dimensions. Students can solve end-of-chapter problems involving one or two objects in one or two dimensions. Students will demonstrate the ability to apply representations to this process, including proper use of coordinates, selection of equations, interpretation of implicitly given information, and symbolic (rather than numeric) algebra steps. Dynamics Concepts Classical physics proceeds by dividing the universe into two portions; one is the system to be analyzed, the remainder becomes the environment for the system of interest. This analytic dichotomy is a context for describing the objectives below; the ability to make a fruitful system definition is a goal for instruction. For dynamics the system will be a single object or a small collection of objects. The environment interacts with the system through the action of forces such that the net vector force on the system by the environment completely determines the acceleration of the system. The single property of the system that regulates the resulting acceleration is the mass of the system. The fundamental problem for dynamics then, is to determine the acceleration of the system given the forces that are acting. Given the acceleration, kinematics equations can be used to predict the position and velocity of the object for all future times. The reverse problem is to work from an observation of the motion backward, to determine one or all of the forces that have caused the acceleration. Critical to the success of this program is the ability to reliably determine the forces acting on the system, or in the reverse problem, to reliably determine the acceleration of the system. Thus the emphasis on acceleration in the kinematics section, and on free body diagrams in the present section. Dynamics objectives Forces The student has formed the concepts of inertia and of Newtonian force, and distinguishes force from closely related or more primitive concepts of impetus, momentum, velocity, and “the force of inertia” (which is not a Newtonian force at all). For small numbers of interacting objects, the student can identify the forces of interaction, properly assign them to the system that experiences the force, and identify the object that makes the force. The student can recognize action reaction pairs among the forces acting in common situations, and distinguishes these from “cause/effect” pairs of forces. The student recognizes mass as a measure of inertia, distinguishes weight from mass, and distinguishes weight from the supporting force(s) supplied to objects by other objects in the environment. The student understands the distinction between active and passive forces and can recognize the circumstances that determine the character of a passive force in various circumstances. Newton’s Second Law The student correctly identifies the net force (rather that any particular force) as the cause of the acceleration (rather than causing velocity). The student can apply vector concepts to describe the effects of competing forces acting on a system. The student can correctly determine the net vector force acting on a system when three or more forces act, and can express the net force in both common vector forms. The student can apply Newton’s Second law to a body in the context of end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations. Dynamical Analysis and Synthesis The student can apply Newton’s Second law to a body in the context of end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations. The student can distinguish between inertial and non-inertial reference frames, and understands that Newton’s Second Law only applies to the former. The student is able to describe an operational (and non circular) method of defining mass and force using Newton’s Second Law. The student can determine from the problem whether to go from dynamics to kinematics or the other way. Friction and Circular Motion objectives The student has a conceptual understanding of frictional forces as demonstrated by the ability to distinguishes and properly identify cases of static friction from cases of kinetic friction, the ability to predict the behavior of objects that are acted on by frictional forces, and by correctly distinguishing the physical meanings of the terms found in the expressions used to describe friction. The student can apply their understanding of frictional forces to the solution of end-of-chapter problems involving a small number of objects. The student has a conceptual understanding of the dynamics of circular motion as demonstrated by the ability to properly identify the force(s) comprise a centripetal force in a variety of settings. Particularly cases in which several forces jointly comprise the centripetal force acting on the object. the ability to predict the behavior of objects that are acted on by centripetal forces when these forces are removed, and by the absence of the appearance of incorrect centrifugal forces and centrifugal accelerations in their subsequent coursework (through the end of the quarter) students can apply their understanding of the dynamics of circular motion to the solution of end-of-chapter problems. Conservation objectives The student is able to make intellectually fruitful choices of system and clearly identify what elements are contained in the system and what parts of the problem are in the environment. The student can describe general principles that guide the physicist in making the choices above for each of the three potentially conserved quantities addressed in the course: energy, linear momentum and angular momentum. The student can apply the non-conservation test (see each section below) for each of the three potentially conserved quantities at the system boundary to detect whether the quantity is conserved, gained, or lost, by the system. The student can make appropriate choices of states to compare that will produce an equation that is useful in analyzing the problem. The student can apply conservation methods to solve for a variable that links to an associated dynamics problem and the reverse. (The student can integrate these two methods in a single compound problem). Energy objectives The student can compute the work done by a force and illustrate this calculation for non parallel vectors, apply the definition of work correctly to this question in a variety of settings, and can use the concept of work as the test applied to the system boundary to check for conservation of energy in the system. The student identifies work as a scalar quantity, treats it as a scalar in solving problems, and correctly interprets positive and negative signs in work calculations. The student can identify conservative forces, demonstrate that these forces meet the definition of a conservative force, and identify a potential energy function for each such force. The student can compute the translational and rotational kinetic energies of an object or system of objects, and employs the Work-Energy Theorem as the embodiment of the program outlined above for applying the conservation of energy. The student can compute the total energy for a state of a system typically found in end-of-chapter problems, including translational and rotational kinetic energies, gravitational potential energy, and spring potential energy. Linear Momentum objectives The student can compute the impulse of a force, applies the definition of impulse correctly to this question in a variety of settings, and can use the concept of impulse as the test applied to the system boundary to check for conservation of momentum in the system. The student identifies impulse as a vector quantity and treats it as a vector in solving problems. The student can compute the momentum of an object or system of objects, and employs the Impulse-Momentum Theorem as the embodiment of the program outlined above for the conservation of momentum . The student can demonstrate the ability to solve momentum conservation problems in one and two dimensions. The student can distinguish elastic from inelastic collisions, apply conservation principles appropriately to problems, describe qualitatively the implications of the general solution to the two body elastic collision problem, and apply this solution to particular problems. Angular Momentum objectives The student can compute the angular momentum for a rotating object or for a translating object when viewed from a particular axis. The student can compute the change of angular momentum produced by a torque, and can use this as the test applied to the system boundary to check for conservation of angular momentum in the system. The student can solve end-of-chapter problems involving conservation of angular momentum. The student can correctly apply the definitions of torque, change of angular momentum and angular momentum in the analysis of precession (the so-called gyroscopic effect). Linear / Angular Momentum, Outcome/Assessment: Student performance on post-instruction assignments and exams that involve these skills will be sufficiently reliable that less than one third of the points awarded for the particular task is lost due to errors involving these objectives. Rotational Kinematics objectives Students can distinguish angular acceleration from angular velocity in diverse settings, can distinguish accelerated rotational motion from non accelerated rotational motions, recognize that this is a significant distinction, and can correctly determine the direction of angular acceleration. Given a verbal description of the motion the student can correctly deduce the values (if given) or relative magnitudes, and signs for the angle, angular velocity and angular acceleration. Given a verbal description, graph, or an observation of the motion the student can write an appropriate equation for the motion correctly choosing signs and values if this information is available. Students can represent the angular velocity and angular acceleration vectorially using the Right Hand Rule. The student can translate between angular variables and tangential one dimensional kinematics variables making proper use of radian measure including the translation of other angular measures into radian measure The student can combine the concepts of translational kinematics, relative velocities, and rotational kinematics to the problem of objects that roll without slipping to determine the instantaneous velocity of any point on the object or to determine the angular velocity from appropriate given information. Given compound objects having hubs, lips, or rims having different radii, the student can relate the values of translational variables at one radius to the values at another radius. This includes compound pulleys, gear assemblies, and rolling objects that have a point of contact other than the outer rim. Rotational Dynamics objectives Students can compute the torque of a force using both the force component and moment arm methods, and determine the direction of the torque using the Right Hand Rule. Students can demonstrate a conceptual understanding of torque as the measure of how effective a force is at producing angular acceleration and consequently make a distinction between torque and force through short written responses concerning observations. Students also employ appropriate methods to visualize the effects of torque on a system that use twisting motions rather than following the direction of the torque vector. For small numbers of interacting objects, the student can identify the torques of interaction, properly assign them to the system that experiences the torque, identify the object that makes the torque. Given an object or system acted upon by several forces, the student can compute the net torque about any specified axis, and can make appropriate choices of axes to solve static equilibrium problems. The student can apply Newton’s Second law for rotations to a body in the context of end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations. The student can determine the location of the center of gravity of a regular solid and estimate if for an object of arbitrary shape; can apply the center of gravity concept in static equilibrium problems [and describe the relation between the center of gravity of an extended object and center of mass of a system of objects]. The student can combine rotational dynamics and the translational dynamics previously described to systems involving two or three objects in the context of end-of-chapter problems. Find out when this course is offered
	PHYS& 115 - General Physics II 6 CR Second in a three-course survey of physics for allied health, building construction, biology, forestry, architecture, and other programs. Topics include fluids, heat, thermodynamics, electricity, and magnetism. Laboratory work is integral to the course. Prerequisite(s): PHYS 114 . Course Outcomes Laboratory Skills Laboratory Practice Uses standard laboratory instruments appropriately, based on a sufficient understanding of their function; Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Measurement Concepts Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Makes reasonable estimates of the uncertainties associated with each measurement; Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness. Analysis / Physical Reasoning Evaluates a hypothesis in terms of its testability and determine the kind and amount of data required to test it; Summarizes the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation; Determines the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed; Analyzes an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis Scientific Communication Skills Produces a compactly and unambiguously worded hypothesis as the starting point for an observation or experiment; Produces a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it; Produces a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning characterized by clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability. Recognizes that uncertainty is inherent in measurement rather than being a human failing. Will not use the phrase, “human error” in lab reports; Expresses data clearly using appropriate units, valid treatment of experimental uncertainty and attention to the significant digits in numerical representations. Expresses experimental conclusions clearly, compactly and unambiguously. Physical Problem Solving Skills Habitually sketches the configuration of problem elements as part of the problem solving process; Habitually uses a variety of representations in the problem solving process; Consciously selects an appropriate coordinate system; Identifies sub-problems and breaks a large problem into parts (linking variables). Habitually develops and interprets algebraic representations before substituting particular numerical values; Makes appropriate use of significant figures and units in problem solving; Interprets algebraic and numerical results in words; Topical Objectives Fluid Dynamics Describe the relationship between mass and density and that between force and pressure and to translate Newton’s Laws of Motion into the forms applicable to continuous media. Articulate the reasoning that leads from a Newtonian equilibrium analysis of small fluid elements (hydrostatic equilibrium) to Archimedes’ and Pascal’s Principles and apply these principles appropriately in qualitative reasoning. Compute pressures throughout any volume of fluid in hydrostatic equilibrium, the forces exerted by a fluid on its environment, and buoyant forces on floating or submerged objects in such a fluid. apply the equation of continuity to determine the velocity field in circumstances of either compressible and incompressible flow. Apply work and energy concepts in the qualitative analysis of flow and to use Bernoulli’s equation to compute pressure, velocity and flow rate at any point along a streamline in a case of laminar non-viscous incompressible flow; Reason qualitatively about common biomedical and engineering examples of fluid flow, appropriately accounting for the differences among laminar, turbulent, viscous, and non-viscous flow. Thermal Physics Describe the similarities and distinctions among heat, internal energy and temperature and the relationships linking them, including their application to the concept of thermal equilibrium; make calorimetric calculations of thermal equilibrium conditions; calculate heat transfers involved in phase changes and determine the conditions of multi-phase equilibria; describe the mechanisms of heat transfer by conduction, convection and radiation; make qualitative assessments of the relative importance of each process in familiar situations; calculate the steady-state conditions of heat transfer by conduction and radiation, based on appropriate mathematical models; account for the qualitative behavior of ideal gases in terms of a simple kinetic model of elastically colliding molecules; apply the Ideal Gas Law to compute changes in pressure, volume and temperature of confined gases; describe the First Law of Thermodynamics as an expression of work and energy conservation principles and the Second Law of Thermodynamics as an expression of the asymmetry of heat flow and the asymmetry of time; calculate the exchanges of heat and work involved in expansions and compressions of ideal gases and apply these calculations to the operation of heat engines and refrigerators modeled on the Carnot Cycle. Electrostatics General make fruitful choices of system charge(s) to study and clearly distinguish between the system and the environment; correspondingly distinguish between and properly associate the field (or potential) belonging to the system charge from those made by charges in the environment. generate expressions for the field (or potential) produced by the environment charges throughout the region containing the system charge(s) and determine the values for these quantities at the site of the system charge(s). generate expressions for the interaction (force or potential energy) produced by the environment field (or potential) on the system charge(s) and determine the values for these interactions as inputs to the associated mechanics problem. apply the learning objectives of the mechanics course to solve mechanics problems in this new context. The student has developed the awareness that the mechanics principles can be generalized beyond that course. use, in reverse, the same concepts and tools as employed when reasoning from known causes to unknown effects so as to reconstruct unknown causes from known effects. Electrostatics Particular explain simple electrostatics experiments and charge separation phenomena using ideas of conduction, polarization of matter, and neutral pairs; identify the spectrum of electric properties of bulk matter resulting from the range of conductivity (zero to sensibly infinite) and describe the basic implications of these properties on the fields and potentials in and around matter, both microscopically and macroscopically. recognize that the structure of the field (or potential) is determined by the distribution of the charges and demonstrate this understanding by identifying symmetries in the field (or potential) structure that arise from symmetries in the charge distribution (point vs. line vs. plane sources). apply symmetry arguments concerning field structure to the application of Gauss’ law. compute the flux of the electric field in symmetrical charge configurations and apply Gauss’ law to determine the resulting electric field distributions. recognize asymmetry in the charge distributions and can relate these asymmetries to the structure of the fields (ex; discontinuity of E at a boundary). demonstrate understanding of the electric field in the space around environment charges by drawing qualitatively correct field line maps for small numbers of charges or charged conductors.apply quantitative aspects of basic electric field configurations in qualitative reasoning, e.g. E points away from positive charges (toward negative). E falls off as r squared for the point charge, and as r cubed for the dipole. The force produced by one charge on another is equal to the force produced by the second charge on the first . recognize the analytic simplicity implied by the concept of superposition and can apply this understanding by constructing solutions to complex problems (involving both discrete and continuous charge distributions) by adding the fields (or potentials) for simpler problems together to obtain the field (or potential) for the complex problem. Electric Potential Particular demonstrate understanding of the electric potential in the space around environment charges by drawing qualitatively correct equipotential maps for small numbers of charges or charged conductors. demonstrate understanding of the relationships between electric field and electric potential by the ability to transform electric field maps into electric potential maps and the reverse. Electric Circuit Particular Objectives clearly distinguishes electric potential from current in electric circuits and recognize current as a material flow (conserved) that proceeds in the direction of the gradient of the potential. link electric potential in electric circuits to the concept of potential described above and to models of circuit potential such as water pressure or “electrical height”. analyze simple series and parallel networks using equivalent circuits, solving for any desired variable. analyze complex networks using Kirchhoff’s rules. understand and can apply the formal definitions for capacitance, resistance, current, current density, resistivity, power, EMF and internal resistance. predict the outcome of simple shorting and disconnecting experiments in direct current circuits. qualitatively analyze RC and LR circuits and quantitatively predict their time behavior in simple situations. Magnetic Field Particular predict magnetic field geometries produced by simple source geometries composed of permanent dipole magnets, straight current-carrying wires and loops; apply Ampere’s Law to determine magnetic field strengths near straight current-carrying wires; determine the forces and torques exerted on system charges, currents, current loops and magnetic dipoles by external magnetic fields; Field-Field Particular qualitatively describe the production of electric fields by changing magnetic fields and magnetic fields by changing electric fields. correctly apply Faraday’s Law and Lenz’ Law and the right-hand rule in quantitative calculations of induced EMF and resulting induced currents. describe the physical principles that explain electric motors and generators and the conceptual similarities between these devices. compare the properties of alternating current and direct current and relate these properties to the operation of batteries and electric generators. 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	PHYS& 116 - General Physics III 6 CR Third in a three-course survey of physics for allied health, building construction, biology, forestry, architecture, and other programs. Topics include wave motions, sound, light, geometric and physical optics, relativity, and modern physics. Laboratory work is integral to the course. Prerequisite(s): PHYS 115 . Find out when this course is offered
	PHYS 121 - General Engineering Physics I 6 CR First in a three-course survey of physics for science and engineering majors. Course presents fundamental principles of mechanics, including motion, Newton’s laws, work, energy, momentum, rotation, and gravity. Conceptual development and problem solving have equal emphasis. Laboratory work presents methods of experimental and analysis (modeling, errors, graphical analysis, etc.) and prepares students for upper-division research. Prerequisite(s): High School physics or equivalent, and MATH 151 or permission of instructor. Course Outcomes Laboratory Skills Use standard laboratory instruments appropriately, based on a sufficient understanding of their function; Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Make reasonable estimates of the uncertainties associated with each measurement; Evaluate a hypothesis in terms of its testability and determine the kind and amount of data required to test it; Summarize the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation; Determine the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed; Analyze an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis; Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness. Communication Skills Produce a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it; Produce a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning, including clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability. Kinematics objectives Students can distinguish acceleration from velocity in diverse settings, can distinguish accelerated motions from non accelerated motions, recognize that this is a significant distinction, and can correctly determine the direction of acceleration. The student will demonstrate competence with verbal, graphical, algebraic and vector algebraic representations of motions as described below. Verbal Correctly describe the position velocity and acceleration of an object with attention to proper use of “increasing”, “decreasing” or “constant” (steady). Given a verbal description of the motion the student can correctly deduce the values (if given) or relative magnitudes, and signs for the position velocity and acceleration. Graphical Given a verbal description or an observation of the motion the student can produce qualitatively correct graphs for the position velocity and acceleration. From graphs of the position velocity and acceleration (and appropriate initial conditions) students can describe the motion and the graphs with proper use of slope vs. value and “increasing”, “decreasing” or “constant” (steady) Students are able to obtain quantitative information from graphs utilizing slope, value, area under the curve, and intersections of graph curves or intersections with the axes. Students can produce any two of the position velocity or acceleration graphs from the remaining graph and appropriate initial conditions. Algebraic Given a verbal description, graph, or an observation of the motion the student can write an appropriate equation for the motion correctly choosing signs and values if this information is available. Students can re-arrange or combine equations algebraically before the substitution of values to solve for the desired quantities. Vector Algebraic Students can represent the position, velocity, relative velocity or acceleration vectorially and decompose the vectors into components where appropriate. Students can perform vector arithmetic and find resultant vectors in one and two dimensions. Students can solve end of chapter problems involving one or two objects in one or two dimensions. Students will demonstrate the ability to apply representations to this process, including proper use of coordinates, selection of equations, interpretation of implicitly given information, and symbolic (rather than numeric) algebra steps. Dynamics The student has formed a concept of Newtonian force and distinguishes force from closely related or more primitive concepts of impetus, momentum, velocity, and “the force of inertia” (which is not a Newtonian force at all). For small numbers of interacting objects, the student can identify the forces of interaction, properly assign them to the system that experiences the force, and identify the object that makes the force. The student can distinguish between inertial and non-inertial reference frames, and understands that Newton’s Second Law only applies to the former. The student is able to describe an operational (and non circular) method of defining mass and force using Newton’s Second Law. The student correctly identifies the net force (rather that any particular force) as the cause of the acceleration (rather than causing velocity). The student can apply vector concepts to describe the effects of competing forces acting on a system. The student can correctly determine the net vector force acting on a system when three or more forces act, and can express the net force in both common vector forms. The student can apply Newton’s Second law to a body in the context of end of chapter problems, utilizing Free Body Diagrams, appropriate coordinates, and any required Kinematics equations. The student can recognize action reaction pairs among the forces acting in common situations, and distinguishes these from “cause/effect” pairs of forces. The student Distinguishes weight from mass, and distinguishes weight from the supporting force supplied to objects by objects in the environment. The student can determine from the problem whether to go from dynamics to kinematics or the other way. Friction and Circular Motion The student has a conceptual understanding of frictional forces as demonstrated by the ability to distinguishes and properly identify cases of static friction from cases of kinetic friction, the ability to predict the behavior of objects that are acted on by frictional forces, and by correctly distinguishing the physical meanings of the terms found in the expressions used to describe friction. The student can apply their understanding of frictional forces to the solution of end of chapter problems involving a small number of objects. The student has a conceptual understanding of the dynamics of circular motion as demonstrated by the ability to properly identify the centripetal force and centripetal acceleration in a variety of settings, the ability to predict the behavior of objects that are acted on by centripetal forces when these forces are removed, and by the absence of the appearance of incorrect centrifugal forces and centrifugal accelerations in their subsequent coursework (through the end of the quarter). Particularly cases where the centripetal force is the net of several forces acting on the object. Students can apply their understanding of the dynamics of circular motion to the solution of end of chapter problems. Conservation The student is able to make intellectually fruitful choices of system and clearly identify what elements are contained in the system and what parts of the problem are in the environment. The student can describe general principles that guide the physicist in making the choices above for each of the three potentially conserved quantities addressed in the course: energy, linear momentum and angular momentum. The student can apply the non-conservation test (see each section below) for each of the three potentially conserved quantities at the system boundary to detect whether the quantity is conserved, gained, or lost, by the system. The student can make appropriate choices of states to compare that will produce an equation that is useful in analyzing the problem. The student can apply conservation methods to solve for a variable that links to an associated dynamics problem and the reverse. (The student can integrate these two methods in a single compound problem). Energy objectives The student can compute the work done by a force, applies the definition of work correctly to this question in a variety of settings, and can use the concept of Work as the test applied to the system boundary to check for conservation of energy in the system. The student identifies work as a scalar quantity and treats it as a scalar in solving problems. The student can identify conservative forces, demonstrate that these forces meet the definition of a conservative force, and define a potential energy function for such forces. The student can compute dot products between vectors, can represent this computation in both common forms, can describe how the dot product acts as a projection operator, and can apply the dot product to the calculation of the work done by a force. The student can derive the work energy theorem for the one dimensional case, compute the translational and rotational kinetic energy of an object or system of objects, and describes the work energy theorem as the embodiment of the program outlined above for the conservation of energy. The student can compute the total energy for a state of a system typically found in end of chapter problems, including translational and rotational kinetic energies, gravitational potential energy, and spring potential energy. Momentum objectives The student can compute the impulse of a force, applies the definition of impulse correctly to this question in a variety of settings, and can use the concept of impulse as the test applied to the system boundary to check for conservation of momentum in the system. The student identifies impulse as a vector quantity and treats it as a vector in solving problems. The student can derive the impulse momentum theorem for the one dimensional case, compute the momentum of an object or system of objects, and describes the impulse momentum theorem as the embodiment of the program outlined above for the conservation of momentum . the student can demonstrate the ability to solve momentum conservation problems in one and two dimensions. The student can distinguish elastic from inelastic collisions, apply appropriate conservation principles to the appropriate problems, and describe qualitatively the implications of the general solution to the two body elastic collision problem, and solve problems involving this solution. Angular Momentum The student can compute the angular momentum for a rotating object or for a translating object when viewed from a particular axis. The student can compute the angular impulse of a torque, applies the definition of angular impulse correctly to this question in a variety of settings, and can use the concept of angular impulse as the test applied to the system boundary to check for conservation of angular momentum in the system. The student can solve end-of chapter problems involving conservation of angular momentum. The student can compute cross products between vectors, can represent this computation in both common forms, can describe the resulting vector in relation to the two input vectors in three dimensions, and can apply the cross product to the calculation of angular momentum (and torque - see below). The student can correctly apply the definitions of torque, angular impulse and angular momentum in the analysis of precession (the so-called Gyroscopic Effect). Rotational Dynamics Students can compute the torque of a force using each of the three principle methods: The cross product, Fperp x R, or as Rperp x F (moment arm), and determine the direction of the torque using the Right Hand Rule. Students can demonstrate a conceptual understanding of torque as the measure of how effective a force is at producing angular acceleration and consequently make a distinction between torque and force through short written responses concerning observations. Students also employ appropriate methods to visualize the effects of torque on a system that use twisting motions rather than following the direction of the torque vector. For small numbers of interacting objects, the student can identify the torques of interaction, properly assign them to the system that experiences the torque, identify the object that makes the torque. Given an object or system acted upon by several forces, the student can compute the net torque about any specified axis, and can make appropriate choices of axes to solve static equilibrium problems. The student can apply Newton’s Second law for rotations to a body in the context of end of chapter problems, utilizing Free Body Diagrams, appropriate coordinates, and any required Kinematics equations. The student can combine rotational Dynamics and the translational Dynamics previously described to systems involving two or three objects in the context of end-of-chapter problems. Find out when this course is offered
	PHYS 122 - General Engineering Physics II 6 CR Second in a three-course survey of physics for science and engineering majors. Course presents fundamental principles of electromagnetism, including electrostatics, current electricity circuits, magnetism induction, generation of electricity, electromagnetic oscillations, alternating currents, and Maxwell’s equations. Conceptual development and problem solving have equal emphasis. Laboratory work presents methods of experimental analysis (modeling, errors, graphical analysis, etc.) and prepares students for upper-division research. Prerequisite(s): PHYS 121 and MATH 152 or permission of instructor. Course Outcomes Laboratory Skills • Use standard laboratory instruments appropriately, based on a sufficient understanding of their function; • Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; Laboratory Practice, Outcome/Assessment: Student will reliably acquire data of sufficient quality to decisivly test the hypothesis of formal laboratory investigations. Alternative or parallel assessment: The student will demonstrate satisfactory performance on lab practicum questions associated with mid-term or final exams. • Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; • Make reasonable estimates of the uncertainties associated with each measurement; • Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness. Measurement, Outcome/Assessment: Student will reliably record quality data acquired through measurement, habitually assigning a reasonable uncertianty to each measured value. Data analysis and conclusive statements from formal lab reports will demonstrate a satisfactory level • Evaluate a hypothesis in terms of its testability and determine the kind and amount of data required to test it; • Summarize the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation; • Determine the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed; • Analyze an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis; Communication Skills • Produce a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it; • Produce a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning, including clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability. Physical Problem Solving Skills • Habitually sketches the configuration of problem elements as part of the problem solving process; • Habitually uses a variety of representations in the problem solving process; • Consciously selects an appropriate coordinate system; • Identifies sub-problems and breaks a large problem into parts (linking variables). • Habitually develops and interprets algebraic representations before substituting particular numerical values; • Makes appropriate use of significant figures and units in problem solving; • Interprets algebraic and numerical results in words; Fundamental Force Concepts Fundamental Force objectives • Students understand that there are four fundamental forces in nature. • The gravitational force. • The electromagnetic force. • The weak nuclear force. • The strong nuclear force. • Students will be able to interpret and use the vector expressions for the gravitational and electric forces., and to recognize the implications of these expressions for the analysis of many body problems by direct force calculation. Electrostatics Context for the objectives • Classical Physics is applied to nature by making an intellectually fruitful choice of system to study. The rest of the universe then becomes the environment for this system. This analytic dichotomy is both a goal for instruction and a context for describing the objectives below. • When the system and its environment each comprise small numbers of charges, analysis proceeds by computing the electric field or electric potential produced by the environmental charges, then computing the interaction of system charges with that field. The force (or potential energy) of that interaction then becomes an input to the mechanics problem as described in Physics 121 (114). Electrostatics General objectives • The Student is able to make fruitful choices of system charge(s) to study and clearly distinguishes between the system and the environment. The student can distinguish between and properly associate the field (or potential) belonging to the system charge from those made by charges in the environment. • The student can generate expressions for the field (or potential) produced by the environment charges throughout the region containing the system charge(s) and determine the values for these quantities at the site of the system charge(s). • The student can generate expressions for the interaction (force or potential energy) produced by the environment charges on the system charge(s) and determine the values for these interactions as inputs to the associated mechanics problem. • The student is able to apply the learning objectives of the mechanics course to solve mechanics problems in this new context. The student has developed the awareness that the mechanics principles can be generalized beyond that course. • The process described above is linear, proceeding from cause to effect. Once it is understood the student must also be able to reason (and solve problems) that begin with the effects as the inputs and have the causes as the desired goal. The Electrostatics Particular Objectives • Students able to explain simple electrostatics experiments and charge separation phenomena using ideas of conduction, polarization of matter, and neutral pairs. • The student has an introductory understanding of the structure and constituents of atoms, molecules, crystals and amorphous solids, and can describe how these structures and the very large number of particles involved affect the electrical properties of the respective macroscopic material. • Students can identify the spectrum of electric properties of bulk matter resulting from the range of conductivity (zero to sensibly infinite) and understand the basic implications of these properties on the fields and potentials in and around matter. The student can describe these implications both microscopically and macroscopically. • Students recognize that the structure of the field (or potential) is determined by the structure of the charges. Students will demonstrate this understanding by identifying symmetries in the field (or potential) structure that arise from symmetries in the charge distribution (point vs. line vs. plane sources, E vs. B field structures). • The student can apply symmetry arguments concerning field structure to the application of Gauss’ law. • Students recognize asymmetry in the charge distributions and can relate these asymmetries to the structure of the fields (ex; discontinuity of E at a boundary, the magnetic field around a wire etc. ). • The student demonstrates understanding of the electric field in the space around environment charges by drawing qualitatively correct field line maps for small numbers of charges or charged conductors. • The student is able to apply quantitative aspects of basic electric field configurations in qualitative reasoning, e.g. • E points away from positive charges (toward negative). • E falls off as r squared for the point charge, and as r cubed for the Dipole. • The force produced by one charge on another is equal to the force produced by the second charge on the first . • Students recognize the analytic simplicity implied by the concept of superposition and can apply this understanding by constructing solutions to complex problems by adding the fields (or potentials) for simpler problems together to obtain the field (or potential) for the complex problem. • The student can implement the previous objective for both discrete and continuous charge distributions. • The student can compute the flux of the electric field and use it in Gauss’ law. The Electric Potential Particular Objectives • The student demonstrates understanding of the electric potential in the space around environment charges by drawing qualitatively correct equipotential maps for small numbers of charges or charged conductors. • The student demonstrates understanding of the relationships between electric field and electric potential by the ability to transform electric field maps into electric potential maps and the reverse. The Electric Circuit Particular Objectives • The student clearly distinguishes electric potential from current in electric circuits and recognizes current as a material flow (conserved) that proceeds in the direction of the gradient of the potential. • The student can link electric potential in electric circuits to the concept of potential described above and to models of circuit potential such as water pressure or “electrical height”. • Students can analyze simple series and parallel networks using equivalent circuits, solving for any desired variable. • Students can analyze complex networks using Kirchoff’s rules. • The student understands and can apply the formal definitions for capacitance, resistance, current, current density, resistivity, power, EMF and internal resistance. • Students can predict the outcome of simple shorting and disconnecting experiments. • Students can analyze RC and LR circuits using calculus, solve problems using this analysis, and predict qualitatively the time behavior of such circuits. The Magnetic Field Particular Objectives • The student can predict field geometries from source geometries and can apply the laws of Bio-Savart and Ampere to this problem. • The student can determine the forces exerted on system charges or currents by external magnetic fields (Lorentz Force). In addition to other common geometries, the student will be able to compute the torque on dipoles and current loops. • The student can apply the appropriate Right Hand Rule to both objectives above. • In the absence of point sources for the magnetic field, students recognize the dipole as a model for many magnetic field structures. • The student can apply symmetry arguments based on the sources to the structure of the magnetic field and use this together with Amperes law to solve problems or draw conclusions about phenomena. The Field-Field Particular Objectives • The student understands that changing Magnetic fields produce Electric fields, and that changing Electric fields produce Magnetic fields. The student can properly apply the Right Hand Rule for these interactions and lens law for general induction phenomena. • The student can describe the physical principles that explain motors and generators and the conceptual similarities between these devices. Find out when this course is offered
	PHYS 123 - General Engineering Physics III 6 CR Third in a three-course survey of physics for science and engineering majors. Course presents fundamental principles of oscillating systems and wave phenomena, including optics, simple harmonic motion, waves, sound, light, optical instruments, interference, diffraction, and polarization. Conceptual development and problem solving have equal emphasis. Laboratory work presents methods of experimental analysis (modeling, errors, graphical analysis, etc.) and prepares students for upper-division research. Prerequisite(s): PHYS 122 . Course Outcomes Laboratory Skills • Use standard laboratory instruments appropriately, based on a sufficient understanding of their function; • Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error; • Make reasonable estimates of the uncertainties associated with each measurement; • Evaluate a hypothesis in terms of its testability and determine the kind and amount of data required to test it; • Summarize the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation; • Determine the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed; • Analyze an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis; • Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness. Communication Skills • Produce a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it; • Produce a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning, including clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability. Physical Problem Solving Skills • Habitually sketches the configuration of problem elements as part of the problem solving process; • Habitually uses a variety of representations in the problem solving process; • Consciously selects an appropriate coordinate system; • Identifies sub-problems and breaks a large problem into parts (linking variables). • Habitually develops and interprets algebraic representations before substituting particular numerical values; • Makes appropriate use of significant figures and units in problem solving; • Interprets algebraic and numerical results in words; Oscillation Concepts Context for the objectives • Oscillating systems are characterized by a restoring force or potential and a characteristic variable whose value at a given time can be used to determine all other system variables. The dynamics of such a system is described by a unique equation that relates the restoring force or potential to the value of the parameter and its derivatives. • In a harmonic system, this relation is a direct proportion between the parameter and its second time derivative. The solution to this equation is sinusoidal in time. • The effect of the environment (if the force or potential is taken to be within the system) is restricted to setting the initial conditions for oscillation. Oscillation objectives • The student can generate the appropriate dynamics equation for simple LC circuits, for the mass spring system, and for other simple mechanical systems, through application of energy conservation, Newton’s Laws, or Kirchoff’s laws (for circuits). • The student can identify the parameters in the dynamics equation that determine the natural frequency of oscillation for the system. • The student can solve the Dynamics equation by direct substitution and confirm that a sinusoidal oscillation of the characteristic variable is a solution. • Given appropriate initial conditions the student can write a specific function for the characteristic variable and evaluate all the terms in this function. • The student understands the relationships between all of the common system variables, and the characteristic variable, and can use these relationships to solve standard end-of-chapter problems involving these variables • The student recognizes the relationship between Circular Motion and Simple Harmonic Motion and can solve end-of-chapter problems that rely on this relationship • The student recognizes the phase relationships between and among appropriate system variables and the characteristic variable and can identify or predict these relationships in questions or problems. Damped and Driven System Objectives • The student can recognize certain functions for the characteristic variable as being solutions to either the damped or driven system problem. • The student can distinguish the solutions above from each other and from the pure harmonic case, and solve end-of-chapter problems using these equations. • The student can describe the qualitative effect that the damping or driving terms have on the system. • In particular the student can describe the phenomena of resonance and can compute the conditions that will produce this phenomena. Spring Mass System Particular Objectives • The student can use the solution of the SHM problem as an input to typical mechanics problems of the type practiced in P121. LC Circuit Particular Objectives • The student can describe the energy oscillations of the system and the fields that are source of the stored energy. • The student can produce a phasor diagram for the series LRC circuit and use it to solve end-of-chapter problems. Wave Concepts Context for the objectives • One useful way to organize our thinking about wave phenomena, is to recognize that, in the first place, there is a physical system that is capable of supporting a traveling wave. Some of the properties of waves derive from the properties of this physical system. Therefore these properties will hold for all waves that propagate in that system. Then, there is the particular instance of a wave that passes in front of us. This wave was created by a source, has a particular history, and is typically confined by boundaries. Many of the properties of waves we are familiar with are determined by these transient or particular conditions that derive from the environment. Thus these properties may or may not hold from one example of a wave to the next. In the outline that follows then, we distinguish properties that derive from the system (medium), and properties that derive from the boundary conditions (including source). • As with Oscillating systems we can describe the wave in terms of a single characteristic variable. A dynamics analysis of the system produces a unique equation relating the characteristic variable to its time and position derivatives. This result is called the wave equation. The solution to this equation specifies the value of the characteristic variable as a function of position and time, f(x-ct), and this wave function describes the particular wave we observe. • Finally most of our study is focused on Sinusoidal traveling waves, and there are particular relationships that derive from that functional form. Wave objectives • Students will be familiar with the wave equation for Electromagnetic Waves and for waves propagating on a string. They will be able to identify the terms in these equations that determine the wave speed. • Students will be able to identify the following properties as deriving from the system and describe their manner of origin from the system parameters. • The physical quantity described by the characteristic variable • The Wave Speed c. • The dispersion relation lf = c • Transverse vs. longitudinal waves • The property of superposition. • Transverse vs. longitudinal waves • The expression for power or intensity of the wave. • The expression for momentum of the wave. • The orientation of E and B for E/M waves. • Students will be able to identify the following properties as deriving from the Environment. • The source determines: • Shape-f(x-ct). (pulse, train, harmonic, other) • Amplitude. • Frequency (system picks l). • Wavelength (system picks frequency). • Direction of travel. • Phase. • Transverse vs. Longitudinal if both are supported by the medium. • The boundary imposes conditions on f(x-ct) at the boundary: • Closed, Clamped, or fixed boundary, f(x-ct) = 0 at the boundary. • Open, Unclamped, or free boundary, f(x-ct) = max. at the boundary. • Note other boundary conditions exist. • Boundaries can change the direction of travel. • Boundary Conditions determine the fraction of the wave reflected. • Boundary location determines the Phase at the boundary. • Boundary Conditions determine the Phase upon reflection. • The location of other sources or reflections determines interference. • Destructive: The path difference is (m+1/2)l. • Constructive: The path difference is ml. • Other: The amplitude is determined by Df. • Standing Waves are an interference phenomena that depends on the boundary conditions. • Open/open or closed/closed L= (N/2)l. • Open/closed or closed/open L= (2N-1)l/4. • With l chosen, there is no choice for frequency f. • Students will be able to contrast and compare waves produced in common systems (light, sound, string waves, water waves) and describe their physical differences in terms of the properties noted above. • Students will be able to use a sinusoidal wave function to determine the value of the characteristic variable at any position at any time. • Students will know the meaning of all the variables used in the common forms of a sinusoidal wave function and be able to evaluate these variables from an appropriate verbal description of the wave. • Students will be able to compare the phase of two waves and determine the result of superposing these waves. Geometric Optics Concepts Context for the objectives • Geometric optics is a physical model of nature as opposed to a theory about light. As such it is a simplification of nature to a small set of principles and consequently it has a restricted range of applicability. Since this restricted range nevertheless encompasses most of ordinary experience, it is a powerful and useful model. Geometric Optics objectives • Students will understand that Geometric Optics is a physical model and be able to identify the conditions that govern its applicability. • Students will be able to describe the principle statements that comprise the model. Elements of the Model • Light travels in straight lines. This motion has direction. • Light can pass through other light without distorting either beam. • The path of light can be blocked by an object • Light is emitted in all directions by every point on an object. • From the point of view of optics an object is a collection of points from which many light rays diverge. • Some objects generate the light on their own (sources). • Other objects are only visible when the light from sources falls on them. • We see light when it enters our eye, and the eye must be directed back along the direction of the incoming ray. Looking, is a Find out when this course is offered
	PHYS 199 - Individual Studies in Physics 1-5 CR Allows for special projects, student research and independent study in Physics by an individual student. May be repeated for a maximum of 15 credits. Prerequisite(s): Permission of instructor. Course Outcomes Individual study course. Outcomes dependent upon selected topic between student and teacher. Find out when this course is offered
	PHYS 225 - Modern Physics 5 CR Presents the special theory of relativity, key phenomena, and experiments of modern physics that led to a break from classical views. Includes an introduction to quantum mechanics. Research based active engagement, pedagogical methods and hands on activities assist conceptual development. Recommended: MATH 238 or concurrent enrollment. Prerequisite(s): MATH 153 or MATH 254 and PHYS 123 . Course Outcomes Special Relativity Differentiate between Galilean Relativity and Special Relativity Correctly calculate time dilation and length contraction effects Represent appropriate quantities using four vectors Perform Lorentz Transformations between reference frames Identify proper time and proper velocity Make appropriate computations using the Energy-Momentum 4-vector Limits of Classical Physics Identify the limitations of classical physics Mysteries and Failures Identify what was mysterious about particular historical experiments (such as the ones listed here) or describe where classical physics fails to explain aspects of these or similar experiments. Atomic Spectra Photoelectric Effect Blackbody Radiation Heat Capacities of Solids Atomic Theory Electrical Conduction Thinking differently about classical physics Construct and solve problems using the Hamiltonian Derive wave functions Construct and interpret energy Diagrams Schroedinger’s Equation Articulate the wave particle duality and describe its basis in the Schroedinger Equation Explain the purpose and meaning of the Schroedinger Equation Cite and describe different philosophical interpretations of the Schroedinger Equation Perform the computations that illlustrate the interpretations above and those that give rise to the Uncertainty Principle Perform computations appropriate to the Time-Independent Schroedinger Equation The Spherical Shroedinger Equation Construct the solution to the Schroedinger equation for the Hydrogen Atom Special Topics Working individually or in teams students will utilize concepts deriving from the active engagement portions of the course in a project, paper or other assessment that illustrates how the modern view reconciles conflicts, mysteries or failures from classical physics. Find out when this course is offered
	PHYS 299 - Individual Studies in Physics 1-5 CR Allows for advanced special projects, student research and independent study in Physics by an individual student. May be repeated for a maximum of 15 credits. Prerequisite(s): Permission of instructor. Course Outcomes Individual study course. Outcomes dependent upon selected topic between student and teacher. Find out when this course is offered
Political Science
	POLS& 101 - Introduction to Political Science 5 CR Explores the evolution of major political concepts from ancient Greece to the present. Topics include political life in the modern world and the ideas behind democratic and nondemocratic forms. Course Outcomes Critically analyze current political issues Articulate the rights and responsibilities of democratic citizenship Constructively engage in the political process Apply core political science concepts to the real world Differentiate the major sub-fields of political science Explain the significance of the scientific method in political science research Find out when this course is offered
	POLS 121 - The United Nations I 2 CR Analyzes the present structure and purpose of the United Nations organization. Seminar format. Prerequisite(s): A course in political science. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Find out when this course is offered
	POLS 122 - The United Nations II 3 CR Analyzes the present structure and purpose of the United Nations organization. Seminar format. Prerequisite(s): Permission of the instructor. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Write well-researched, well-articulated position papers from the perspective of a country other than the United States. Successfully employ United Nations’ rules of procedure in classroom simulations. Use diplomatic skills—such as public speaking, problem solving, consensus building, and conflict resolution—in classroom simulations. Successfully represent a foreign country’s diplomatic position in classroom simulations. Find out when this course is offered
	POLS 123 - The United Nations III 5 CR Researches a country in depth and prepares students for the National Model U.N. Conference in New York. Prerequisite(s): Permission of instructor. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Write well-researched, well-articulated position papers from the perspective of a country other than the United States. Sponsor well-researched, well-articulated resolutions, reports, and/or treaties for college-level Model United Nations (MUN) conferences. Successfully employ United Nations’ rules of procedure at college-level MUN conferences. Use diplomatic skills—such as public speaking, problem solving, consensus building, and conflict resolution—at college-level MUN conferences. Successfully represent a foreign country’s diplomatic position at college-level MUN conferences. Find out when this course is offered
	POLS 125 - Introduction to Political Psychology 5 CR Analyzes the political world by applying basic concepts of psychology. Topics include individual actors, decision-making, group dynamics, and mass political behavior. Course Outcomes Describe the major agents of political socialization Apply psychological concepts, theories, and findings to the political world Articulate the major factors that influence how individuals process political information and make political decisions Critically analyze psychological explanations for political phenomena, such as group conflict, terrorism, obedience, voting and decision making Explain how a person’s social identity influences their political attitudes and behavior Find out when this course is offered
	POLS 160 - Introduction to American Political Culture 5 CR Same as AMST 160. Examines the structures and systems of American politics using a multidisciplinary approach. Students analyze the development of political culture and its evolution through time. Either POLS 160 or AMST 160 may be taken for credit, not both. Course Outcomes Describe the historical evolution of American political culture, including both dominant and non-dominant cultures. Articulate the core values of American political culture, such as individualism, liberty, equality of opportunity, legal equality, the rule of law, and multiculturalism. Differentiate between empirical and normative claims and critically evaluate the extent to which American ideals match reality. Articulate their own political values and biases and understand both how they arrived at them and how they shape their views on different political issues. Compare and contrast diverse viewpoints and articulate well-reasoned arguments regarding contemporary political issues. Take active roles in supporting political causes they endorse. Find out when this course is offered
	POLS 175 - Contemporary Global Issues 5 CR Explores a number of current global issues that have generated tensions and controversy and often placed the U.S. in opposition to world opinion, including nuclear non-proliferation, global warming, the problem of torture, and humanitarian intervention. The role of the United Nations and international law are examined within the framework of national sovereignty and self-interest. Course Outcomes Understand key concepts in international politics, such as sovereignty, self interest, governance and institutionalization. Demonstrate knowledge of the institutions which enhance debate and resolution of global issues and conflicts. Understand the constraints which national sovereignty and self interest place on effective resolution of international problems. Demonstrate increased capacity to utilize multiple available resources to examine and analyze contemporary global issues. Show increased understanding of the issues and constraints which hamper international conflict resolution. Display accurate knowledge of specific global issues covered in the course and be able to suggest possible resolutions. Find out when this course is offered
	POLS 194 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 195 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 196 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 197 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 198 - Seminar in Political Science 1-10 CR Includes seminars, workshops, etc., for which college credit is offered. Course Outcomes Seminar course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 199 - Individual Studies in Political Science 1-10 CR Covers direct readings, special projects, and independent study by an individual student. May be repeated for a maximum of 15 credits. Prerequisite(s): Permission of instructor. Course Outcomes Individual study course. Course outcomes dependent upon selected topic between student and teacher. Find out when this course is offered
	POLS 201 - Introduction to Political Philosophy 5 CR Same as PHIL 201 . Explores the philosophical foundations of politics and political activity. Organized around key political and philosophical concepts, such as authority, citizenship, equality, justice, liberty, power, rights, and sustainability. Either POLS 201 or PHIL 201 may be taken for credit, not both. Course Outcomes Articulate conceptions of citizenship and the potential tensions between these and self-interest. Summarize key concepts in political philosophy. Distinguish competing conceptions of liberty, equality and the good life in various theories of justice. Formulate and evaluate normative theories of justice in political philosophy. Apply theories of justice to specific policy issues. Analyze issues of sustainability including the free rider problem and the tragedy of the commons and how these bear on theories of justice. Find out when this course is offered
	POLS& 202 - American Government 5 CR Analyzes constitutional government in America in terms of the theory and practices of democracy. Students investigate issues of individual rights, popular representation, and responsible leadership. Course Outcomes Evaluate the basic nature of Constitutional government in America. Understand concepts such as separation of power and checks and balances as outlined in the constitution. Recall and define problems of individual rights, popular representation and responsible leadership. Identify roles of the Executive department, the Congress, and the Judicial branch. Have an understanding of the public policy making process in the U.S. Have the skills and knowledge necessary for analyzing American politics according to the ideals of American democracy. Find out when this course is offered
	POLS& 203 - International Relations 5 CR Examines the struggle for power and peace and the methods by which affairs are conducted between modern nations. Course Outcomes Apply core concepts in international relations, such as power, anarchy, conflict, cooperation, globalization, interdependence, and sustainability. Critically assess the strengths and weaknesses of major international relations perspectives such as Liberalism and Realism as well as secondary perspectives such as Constructivism, Feminism, and Marxism. Differentiate major global actors, including states, intergovernmental organizations, non-governmental organizations, multinational corporations, individuals, and transnational advocacy networks. Express informed opinions about issues of global importance, such as global warming, interstate and intrastate conflict, global inequality, and international human rights. Articulate the paradox and dilemma of global citizenship and demonstrate basic competencies in the realm of advocacy. Identify the geographic locations of the United Nations’ member states. Find out when this course is offered
	POLS 204 - Introduction to Comparative Politics 5 CR Introduces how societies and cultures organize their political, economic and social lives. Through comparison of political systems, students discover unique characteristics, challenges and opportunities as well as how political authority operates focusing on policy process, the economy, the role of citizens, and overall performance in a time of globalization. Course Outcomes Apply the comparative and case study methods to the study the politics. Categorize different political, economic and social systems, institutions and processes. Evaluate the ways in which countries differ politically, economically, and socially. Apply concepts and theories from the field of comparative politics to the real world. Compare and contrast diverse viewpoints and articulate well-reasoned arguments regarding contemporary political issues. Distinguish comparative politics from international relations. Comparatively evaluate the political and economic system of their home country. Find out when this course is offered
	POLS 206 - International Human Rights 5 CR This course focuses on the global movement to fight injustice and promote human rights. The course’s primary objectives are to enhance student understanding of international human rights violations and to empower students to be change-agents in the struggle to bring greater justice and security to people around the world. Course Outcomes Identify and trace major historical events in the development of international human rights from the end of World War II to the present Describe the significance of different components of international human rights, including declarations, agreements, conventions, treaties, customary norms, advocacy groups, etc. Critically examine the role of human rights in international relations and American foreign policy Articulate, value, and assess different theoretical, national, and cultural perspectives related to human rights Identify major international human rights violations and articulate creative solutions in response to these violations Communicate effectively orally and in writing regarding international human rights issues and the role of state and non-state actors in human rights promotion and protection Find out when this course is offered
	POLS 220 - Introduction to Law 5 CR Explores the central role of law in economic, political, and social processes; investigates the primary types of legal actors and institutions and compares them across different national and international contexts; helps students critically interpret and evaluate legal information. Course Outcomes Critically assess the creation, interpretation, and enforcement of the law in different social contexts; Articulate normative standards of justice that are both internal and external to the rule of law itself; Evaluate and compare legal institutions and actors in different economic, political, and social contexts, both domestic and international; Describe how social struggles and conflicts can be resolved through the law; Perform basic legal reasoning; Explain how the law protects and facilitates voluntary arrangements in a capitalist society. Find out when this course is offered
	POLS 221 - Advanced United Nations I 2 CR Students analyze the present structure and purpose of the United Nations organization. Advanced students serve as mentors for the introductory students participating in the Bellevue College Model United Nations program. Seminar format. Recommended: Completion of POLS 121 , POLS 122 and POLS 123 . Prerequisite(s): Instructor permission required. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Mentor first-year Model United Nations (MUN) students to successfully participate in classroom simulations in preparation for college-level MUN conferences. Serve in a leadership position in the Bellevue College MUN program—e.g., as President, Vice President, Secretary, or Communication Manager, etc. Find out when this course is offered
	POLS 222 - Advanced United Nations II 3 CR Students write position papers, draft resolutions, and navigate the UN’s rules of procedure in an attempt to mobilize international cooperation to resolve real international problems. Advanced students serve as mentors for introductory students participating in the Bellevue College Model United Nations program. Seminar format. Recommended: Completion of POLS 121 , POLS 122 , and POLS 123 . Prerequisite(s): Instructor permission is required. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Mentor first-year Model United Nations (MUN) students to successfully participate in college-level Model United Nations conferences. Serve in a leadership position in the Bellevue College (BC) MUN program—e.g., as President, Vice President, Secretary, Head Delegate, etc. Find out when this course is offered
	POLS 223 - Advanced United Nations III 5 CR Students write position papers, draft resolutions, and navigate the UN’s rules of procedure in an attempt to mobilize international cooperation to resolve real international problems. Advanced students serve as mentors for introductory students participating in the Bellevue College Model United Nations program. Seminar format. Recommended: Completion of POLS 121 , POLS 122 , POLS 123 , POLS 221 & POLS 222 . Prerequisite(s): Instructor permission required. Course Outcomes Explain the history, structure, and major operations of the United Nations. Identify the geographic locations of all United Nations’ member states. Articulate informed opinions about issues of global importance. Mentor first-year Model United Nations (MUN) students to successfully participate in college-level Model United Nations conferences. Act as student leaders on-campus and at college-level MUN conferences. Find out when this course is offered
	POLS 227 - Middle East Politics & Society 5 CR Same as INTST 227 . Entails an understanding of Islam as a fundamental socio-economic and political force, the European power of politics of early centuries, U.S. involvement in the region, comparative analysis of governments, political cultures, economic development, regional conflict and terrorism. Either POLS 227 or INTST 227 may be taken for credit, not both. Course Outcomes Identify the causes and assess the consequences of major economic, social, political, and cultural developments in the Middle East Articulate the geopolitical importance of the Middle East in relation to foreign powers and assess the role of Western colonial powers in shaping the modern Middle East Compare and contrast diverse viewpoints and articulate well-reasoned arguments regarding contemporary political, economic and social issues in the Middle East Use the comparative method as an analytical tool to better understand similarities and differences among countries and cultures in the Middle East Explain the foundation of Islam and its impact on the political, social, and economic development of the modern Middle East Explain the roots of extremism in the Middle East and its impact on political, economic, and social development Find out when this course is offered
	POLS 230 - Revolutions in the Modern World 5 CR Same as HIST 230 . Studies the forces that produce significant changes in a nation’s social, economic, or political ideas and institutions. Students analyze “revolutions” such as those in England, America, France, Russia, and China. Either POLS 230 or HIST 230 can be taken for credit, not both. May be used as social science or humanities credit, not both, at BC. Course Outcomes Define the concept of revolution and differentiate between revolutionary and reform movements. Analyze multiple perspectives of the causes and consequences of historically significant revolutionary movements. Use the comparative method as an analytical tool to better understand the similarities and differences between historically significant revolutionary movements. Critically analyze primary and secondary sources of historical information. Use historical examples to demonstrate the significance of the past in shaping the present. Communicate effectively both orally and in writing. Find out when this course is offered
	POLS 294 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 295 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 296 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 297 - Special Topics in Political Science 1-10 CR Covers supplementary or unusual classes related to the field. Topics are announced in the class schedule. Course Outcomes Special Topics course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 298 - Seminar in Political Science 1-10 CR Allows specialized or in-depth study of a subject supplementing the curriculum. Course Outcomes Seminar course. Course outcomes dependent upon selected topic each quarter. Find out when this course is offered
	POLS 299 - Individual Studies in Political Science 1-10 CR Covers direct readings, special projects, and independent study by an individual student. May be repeated for a maximum of fifteen credits. Prerequisite(s): Permission of instructor. Course Outcomes Individual study course. Course outcomes dependent upon selected topic between student and teacher. Find out when this course is offered
Programming
	PROG 109 - Introduction to Web Development 5 CR Introduces fundamental programming techniques using current web development software. Students design procedures and write computer instructions to solve business problems, learn procedural programming, develop graphical user interfaces for the web and work with events and objects. Prerequisite(s): Placement by assessment into ENGL 101 , or completion of ENGL 092 or ENGL 093 with a C or better. Course Outcomes Develop Web Pages using html elements to code a template for a web page. Use variables with appropriate data-types and scope. Use appropriate arithmetic, logical and comparison operators to develop complex expressions. Apply inline, embedded, and external cascading style sheets (CSS) utilizing relative and absolute positioning. Optimize images for web page display Instantiate and use objects (including web forms and controls) and create JavaScript functions. Code event-driven procedures (event-handlers). Find out when this course is offered
	PROG 110 - Introduction to Programming 5 CR Using a current object-oriented programming language, students learn and apply the fundamental principles of programming. Students design solutions, write computer instructions to solve business problems, learn procedural programming, document and debug computer applications. Prerequisite(s): Placement by assessment into MATH 141 or completion of MATH 099 with a C or better, or the equivalent course from another college. Placement by assessment into ENGL 101 , or completion of ENGL 092 or ENGL 093 with a C or better. Course Outcomes Plan, design, and test an application using an integrated development environment. Declare and use variables and constants correctly using appropriate data-types and scope, including the use of arrays. Use appropriate arithmetic, logical and comparison operators to develop complex expressions. Use If and Switch statements to implement selection structures. Use the For, While, and Do loop statements to invoke repetition structures. Design programs that invoke and define functions (methods) utilizing input parameters and return values. Find out when this course is offered
	PROG 111 - Introduction to C++ Programming 5 CR Presents the C++ Programming Language using structured programming techniques and program development methodology. Students design, code, test and debug programs using repetition and decision structures, pointers, functions, and other C++ data structures. Prerequisite(s): Placement by assessment into MATH 141 or completion of MATH 099 with a C or better, or the equivalent course from another college. Placement by assessment into ENGL 101 , or completion of ENGL 092 or MATH 093 with a C or better. Course Outcomes Use the Visual Studio IDE debugging feature to correct logic and runtime errors. Identify and use the different data types in this programming language to manipulate data. Use mathematical operators, comparison operators, and logical operators to solve business problems. Analyze a problem statement (i.e. define the general scope of work to meet project requirements) and create the design of a program solution using structured development techniques such as algorithms or pseudocode that incorporates decision and loop constructs. Use and explain the relation between pointer variables and the values to which they point. Plan, design, create, and use functions in breaking down tasks (functional decomposition) to solve a problem, including passing by value and by passing references and pointers to objects. Write valid programming statements to declare an array, initialize an array, refer to individual elements of an array, be able to manipulate an array of characters, e.g. string manipulations, and pass arrays to functions by implicit reference or by pointer. Design and create classes which encapsulate class components (data and functions). Find out when this course is offered
	PROG 113 - Intermediate C++ Programming 5 CR Expands upon the fundamentals covered in PROG 111 . Covers object oriented programming concepts using C++. Other topics include: program specification, design of abstract data types and classes, inheritance, polymorphism, encapsulation, and using the Standard Template Library. Prerequisite(s): PROG 111 with a C or better. Placement by assessment into ENGL 101 , or completion of ENGL 092 or ENGL 093 with a C or better. Course Outcomes Create and use pointers obtained from dynamic memory allocation (the “new” Operator). Explain the difference between C++ strings and C strings. Design and create classes which use inheritance and virtual functions (Polymorphism). Declare and use friend functions and friend classes. Use Streams to manage input and output, including files. Create Class and Function Templates and utilize C++ Standard Template Library functions and classes. Use iterators. Use assertions and exceptions. Find out when this course is offered
	PROG 117 - Web Development II 5 CR Students learn Web based programming techniques using current web development software. Students access data in databases and develop appropriate user interfaces to display the data. Students apply object oriented programming concepts to application development. Prerequisite(s): PROG 109 at BC with a C- or better, and PROG 110 at BC with a C or better. Course Outcomes Create a basic Web application that displays data from a database Use a variety of data validation techniques to validate user input Display data from a database using appropriate controls Understand the methods, properties and events of the related .NET framework classes Create effective Web interfaces of various types Use basic data access techniques Use data structures to solve business problems Use functions and procedures to solve business problems Find out when this course is offered
	PROG 120 - Object Oriented Programming Concepts 5 CR Students learn object oriented programming techniques using the current software development tools and a .NET programming language. Students apply these techniques for developing applications for both Windows and Web environments. Students will create classes, components, interfaces and user controls. Class provides the foundation for sophisticated application development. Prerequisite(s): PROG 110 with a C or better. Placement by assessment into ENGL 101 , or completion of ENGL 092 or ENGL 093 with a C or better. Course Outcomes Create classes that encapsulate application functionality and provide appropriate public members Design and create classes that separate presentation from business logic Use classes to create an N Tier application structure Use Exception Handling appropriately Use inheritance in applications Describe and make use of polymorphism Create enumerations Create structures Describe when to use classes and when to use structures Find out when this course is offered
	PROG 123 - Server Side Web Development 5 CR Students learn Web based programming techniques using current web development software. Students access data in databases and develop appropriate user interfaces to display the data. Students apply object oriented programming concepts to application development. Only PROG 117 or PROG 123 can be taken for credit, not both. Prerequisite(s): PROG 109 and PROG 120 , both with a C or better. (May be taken concurrently with PROG 120 ). Replaces PROG 117 . Course Outcomes Create a basic Web application that displays data from a database using appropriate database access controls (classes) from the programming language’s framework Use a variety of data validation techniques to validate user input Understand the methods, properties and events of the related .NET framework classes Create effective Web interfaces of various types Insert, update and delete data from a relational database using database objects as provided by the programming language’s framework Create and use custom methods by utilizing the programming language’s existing library classes and methods to solve business problems Find out when this course is offered
	PROG 140 - SQL & Relational Database Programming 5 CR Students learn to apply relational database theory by creating databases, tables, views and indexes in a server environment. Focus is on developing complex SQL queries to retrieve meaningful information and on developing procedures to manipulate data. SQL server and related client tools are used in all work. Prerequisite(s): DBA 130 with a C or better, and either PROG 110 or PROG 111 with a C or better. Course Outcomes Use client tools to work with a database server Create databases using Structured Query Language (SQL) commands Write basic and complex SQL queries to retrieve data from a database Respond to business requirements for data and information Write basic and complex SQL to modify data in a database Write SQL code for the database including stored procedures Use Microsoft SQL Server Tools to work with the SQL Server relational database Find out when this course is offered
	PROG 160 - Systems Analysis & Design 5 CR Examines the system-development cycle in depth. Topics include, problem identification, problem solving, and information-gathering techniques. Current structured tools are used to describe business rules and objects, data flow, data structures, and process flow and documentation. Creative problem solving and working in a team environment are stressed. Prerequisite(s): Placement by assessment into ENGL 101 , or completion of ENGL 092 or ENGL 093 with a C or better. . Course Outcomes From a broad perspective, understand the process of systems analysis, design, development and implementation. Understand the Systems Development Life Cycle, including the major phases and the tasks in each phase. Explore tools needed to complete an effective systems analysis and design process. Create examples of UML, using a data modeling tool. Review feasibility analysis considerations, cost-benefit techniques, and analysis of candidate systems. Understand the issues of application architecture, output design, input design, and user-interface design. Research hiring requirements for careers in Systems Analysis and related fields, identifying personal skills, gaps in the student’s background, and pathways to obtain necessary skills. Find out when this course is offered
	PROG 175 - Database Reporting 5 CR Students develop professional quality reports using the most up-to-date reporting tools in the industry. Students learn to select information from relational databases and create meaningful reports for data analysis and deploy reports in Windows applications and on the Web. Reporting techniques include drilldown, graphing and cross tabs as well as standard grouping and summarization of data. Prerequisite(s): BTS 168 or BUSIT 103 with a C or better. Course Outcomes Describe the benefits of using reporting tools Develop professional looking reports that would be useful to an organization Develop reports that accurately display data from popular databases Develop reports that summarize data from databases and present the summarized data in easy to understand formats Develop reports that display data graphically Develop reports that interact with other reports to connect information appropriately Develop reports that interact with users to display required information. Find out when this course is offered
	PROG 199 - Independent Studies in Programming 1-5 CR Covers directed readings, special projects, and independent study by a student. May be repeated for a maximum of 15 credits. Prerequisite(s): Permission of instructor. Course Outcomes Individual study course. Outcomes dependent upon topic selected between student and teacher. Find out when this course is offered

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Course Descriptions

PE 109 - Pickleball

PE 110 - Life Fitness Training I

PE 111 - Life Fitness Training II

PE 112 - Life Fitness Training III

PE 114 - Beginning Rock Climbing

PE 115 - Hiking & Orienteering

PE 116 - Snowshoeing

PE 117 - Cardio Fitness

PE 118 - Volleyball

PE 120 - Karate

PE 122 - Badminton

PE 123 - Archery

PE 124 - Intermediate Rock Climbing

PE 126 - Outdoor Leadership

PE 127 - Soccer

PE 128 - Sea Kayaking & Navigation

PE 131 - Intermediate Yoga

PE 136 - Basketball & Flag Football

PE 137 - Sports Conditioning

PE 148 - Yoga Instructor Techniques I

PE 149 - Yoga Instructor Techniques II

PE 151 - Contemporary Dance I

PE 152 - Contemporary Dance II

PE 159 - Basic Acting Movement

PE 194 - Special Topics in Fitness

PE 195 - Special Topics in Fitness

PE 196 - Special Topics in Fitness

PE 197 - Special Topics in Fitness

PE 210 - Body Composition Assessment

PE 211 - Fitness Assessment

PE 212 - Athletic Fitness

PE 221 - Fundamentals of Fast Pitch Softball

PE 223 - Fundamentals of Baseball

PE 225 - Fundamentals of Soccer

PE 228 - Life Fitness Internship

PE 230 - Techniques of Basketball

PE 233 - Prevention & Care of Athletic Injuries

PE 235 - Adventure Trip Planning & Risk Management

PE 236 - Anatomical Kinesiology

PE 237 - Physical Education for Children

PE 239 - Outdoor Leadership

PE 240 - Self-Defense

PE 245 - Fundamentals of Volleyball

PE 267 - Applied Kinesiology

PE 280 - Yoga Instruction Practicum

PE 294 - Special Topics in Physical Education

PHYS& 100 - Physics - Basic Concepts

PHYS 104 - Discoveries in Physics

PHYS 105 - Light and Color

PHYS 109 - Science for Information Technology

PHYS& 114 - General Physics I

PHYS& 115 - General Physics II

PHYS& 116 - General Physics III

PHYS 121 - General Engineering Physics I

PHYS 122 - General Engineering Physics II

PHYS 123 - General Engineering Physics III

PHYS 199 - Individual Studies in Physics

PHYS 225 - Modern Physics

PHYS 299 - Individual Studies in Physics

POLS& 101 - Introduction to Political Science

POLS 121 - The United Nations I

POLS 122 - The United Nations II

POLS 123 - The United Nations III

POLS 125 - Introduction to Political Psychology

POLS 160 - Introduction to American Political Culture

POLS 175 - Contemporary Global Issues

POLS 194 - Special Topics in Political Science

POLS 195 - Special Topics in Political Science

POLS 196 - Special Topics in Political Science

POLS 197 - Special Topics in Political Science

POLS 198 - Seminar in Political Science

POLS 199 - Individual Studies in Political Science

POLS 201 - Introduction to Political Philosophy

POLS& 202 - American Government

POLS& 203 - International Relations

POLS 204 - Introduction to Comparative Politics

POLS 206 - International Human Rights

POLS 220 - Introduction to Law

POLS 221 - Advanced United Nations I