Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: | Sept. 22, 2012 |Prepared & Submitted by: |Russell Lee |

|Department: |Natural Science |Course Discipline and Number: |ENGR 3 |

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2013 |

|2. | Inactivate Course(s): (Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course.) |

| |Reason for inactivation:       |

|3. | Modification of the following: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if |

| |appropriate ) |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       |

| Update Textbook | Other (please describe.)       |

|FROM: |ENGR 3 |Electrical Circuits/Devices and Systems |3 |3 |      |

| |Discipline & Number |Course Title |Units |Lec |Lab |

| | | | |Hours per |Hours per |

| | | | |week |week |

|TO: |ENGR 3 |Electric Circuit Analysis |4 |3 |3 |

| |Discipline & Number |Course Title |Units |Lec |Lab |

| | | | |Hours per |Hours per |

| | | | |week |week |

|Reason for modification: General update. Addition of a three-hour (one-unit) laboratory aligns this Gavilan College course (ENGR 3) with |

|equivalent courses at SJSU (EE 98 & EE 97) and Cal Poly SLO (EE 201 & EE 251). |

|4. |Will this course be offered via distance education? Yes No |

| |If yes, fill out Form D – Distance Education form. |

5. Routing/Recommendation for Approval

Signatures Approval

Dept. Approval (Chair Sign) __________________________________ Date ______________ Yes___ No___

Area Dean __________________________________ Date ______________ Yes___ No___

Curriculum Committee Chair __________________________________ Date ______________ Yes___ No___

VP of Instruction __________________________________ Date ______________ Yes___ No___

Superintendent/President

For District Board __________________________________ Date ______________ Yes___ No___

GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|COURSE OUTLINE | |

|DISCIPLINE: |ENGR 3 |DEPARTMENT: |Natural Science |

| |(Discipline and Number) | | |

|COURSE TITLE: |Electric Circuit Analysis |

(Maximum of 58 spaces)

|ABBREVIATED TITLE: |ELECTRIC CIRCUIT ANALYSIS |

(Maximum of 28 spaces)

|SEMESTER UNITS: 4 |LEC HOURS PER WEEK: 3 |LAB HOURS PER WEEK: 3 |

|Classification: |Non Credit Category: |Occupational Code (SAM): |

|TOP Code: 0000.00 |LEH Factor:       |FTE Load:       |

CATALOG DESCRIPTION:

No Change Change

An introduction to the theory of electric circuits. Topics include resistive circuits, voltage and current sources, network theorems, op-amp circuits, energy storage elements, RC, RL and RLC circuits, and AC steady state analysis.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite: Physics 4B and Math 2C (may be concurrent).

Co-requisite:      

Advisory:      

GRADING SYSTEM:

No Change

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REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited

(Noncredit only)

STAND ALONE:

No Change

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METHODS OF INSTRUCTION:

No Change

Lecture/Discussion/Laboratory

RECOMMENDED OR REQUIRED TEXT/S:

(The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)

Required: Recommended: n/a

Author: Charles Alexander and Matthew Sadiku Title: Fundamentals of Electric Circuits Publisher: McGraw Hill Year of Publication: 2013, or other appropriate college level text.

ISBN:       (if available)

Reading level of text, Grade: 13 Verified by: Russell Lee using MS Word

Other textbooks or materials to be purchased by the student:      

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No

If Yes, please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

SLO #      

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

1. Identify, compare and contrast engineering problems and demonstrate integration of math and science to solve them.

2. Demonstrate appropriate design and execution of experiments, as well as analyze and interpret of the data.

3. Demonstrate the engineering design process by designing a system, component or process to meet a desired need.

4. Demonstrate an ability to communicate clearly using written, oral, electronic and graphical means.

STUDENT LEARNING OUTCOMES:

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Student Learning Outcomes:

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

|1. |Identify, compare, contrast, describe, and analyze resistive circuits using circuit analysis techniques and network theorems. |

| |Measure: Exam, homework, |PLO: 1, 2, 4 |ILO: 7, 1 |GE-LO: B1, 3, 5, 7, 8 |Year Assessed:       |

| |labs. | | | | |

|2. |Identify, compare, contrast, describe, and analyze circuits containing operational amplifiers. |

| |Measure: Exam, homework, |PLO: 1, 2, 4 |ILO: 7, 1 |GE-LO: B1, 3, 5, 7, 8 |Year Assessed:       |

| |labs. | | | | |

|3. |Identify, compare, contrast, describe, analyze, and determine the natural and forced responses of first-order RL and RC circuits. |

| |Measure: Exam, homework, |PLO: 1, 2, 4 |ILO: 7, 1 |GE-LO: B1, 3, 5, 7, 8 |Year Assessed:       |

| |labs. | | | | |

|4. |Identify, compare, contrast, describe, analyze, and determine the natural and forced responses of second-order RLC circuits. |

| |Measure: Exam, homework, |PLO: 1, 2, 4 |ILO: 7, 1 |GE-LO: B1, 3, 5, 7, 8 |Year Assessed:       |

| |labs. | | | | |

|5. |Identify, compare, contrast, describe, and analyze steady-state AC circuits, including power calculations, using complex notation and phasors. |

| |Measure: Exam, homework, |PLO: 1, 2, 4 |ILO: 7, 1 |GE-LO: B1, 3, 5, 7, 8 |Year Assessed:       |

| |labs. | | | | |

|6. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|7. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|8. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|9. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|10. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

GENERAL EDUCATION LEARNING OUTCOMES

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PEFORMANCE OBJECTIVES and OUT-OF CLASS ASSIGNMENTS. |

|No Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|HOURS: 40 |

|TOPIC: Resistive Circuits. |

|STUDENT PERFORMANCE OBJECTIVES: |

|1. Identify, analyze, compare and contrast resistive circuits. |

|2. Identify, compare, contrast, and solve for solutions to resistive circuit problems using Ohm's Law, Kirchoff's Laws, equivalent networds, mesh and |

|node analysis, and phasors and impedance methods. |

|OUT OF CLASS ASSIGNMENTS: Reading and problems from text and instructor. |

| |

|HOURS: 46 |

|TOPIC:RL, RC, and RLC Circuits. |

|STUDENT PERFORMANCE OBJECTIVES: |

|1. Identify, compare, contrast, and analyze RL, RC, and RLC circuits. |

|2. Identify, compare, contrast, and solve natural and forced responses of first-order RL and RC circuits. |

|3. Identify, compare, contrast, and solve natural and forced responses of second-order RLC circuits. |

|OUR OF CLASS ASSIGNMENTS: Reading and problems from text and instructor. |

| |

|HOURS: 20 |

|TOPIC: Steady-state AC Circuits. |

|STUDENT PERFORMANCE OBJECTIVES: |

|1. Identify and analyze steady-state AC circuits. |

|2. Set-up and solve problems with power calculations. |

|3. Identify, apply and solve problems using complex notation and phasors. |

|OUT OF CLASS ASSIGNMENTS: Reading and problems from text and instructor. |

| |

|HOURS: 2 |

|TOPIC: Final Exam. |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

METHODS OF EVALUATION:

No Change

|METHODS OF EVALUATION: |

|CATEGORY 1 - The types of writing assignments required: |

|Percent range of total grade: 20 % to 30 % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|CATEGORY 2 -The problem-solving assignments required: |

|Percent range of total grade: 70 % to 80 % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other:       |

|CATEGORY 3 -The types of skill demonstrations required: |

|Percent range of total grade:       % to       % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|CATEGORY 4 - The types of objective examinations used in the course: |

|Percent range of total grade:       % to       % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other:       |

|CATEGORY 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

GAVILAN COLLEGE

Advisory/Prerequisite/Co-requisite Documentation Form

| | | | |

|Course Discipline & Number |Engr 3 |Course Title |Electric Circuit Analysis |

| | | | |

|Advisory/Prereq/Coreq Disc & Number |Phys 4B |Course Title |Physics for Scientists & Engineers II |

| | | | |

| | | |Differential Equations |

| |Math 2C | | |

Please check only the type of condition upon enrollment that’s applicable, then find the appropriate levels below (Advisory, Prerequisite, Co-requisite) and complete as indicated.

I. Advisory – Perform Level 1 scrutiny only.

II. Prerequisite

A. Limitation on enrollment

1. Performance class – perform Level 2 scrutiny only.

2. Honors class – perform Level 2 scrutiny only.

3. Blocks of courses/sections – perform Level 2 scrutiny only.

4. Health and Safety – perform Level 3 scrutiny only OR level 4 or 5 scrutiny only.

5. Other state/district requirements – perform Level 4 scrutiny only.

B. Communication/computation prerequisite across disciplines – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, perform Level 6 scrutiny.

C. Recency prerequisite – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, requires Level 6 scrutiny.

D. All other prerequisites – perform Level 1 and Level 5 scrutiny.

III. Co-requisite

A. One way (e.g., lecture required for lab) Perform level 1 scrutiny only.

B. All others – perform Level 1 and Level 5 scrutiny.

__________________________________________________________________________________________

Level 1 scrutiny: content review (attached sheets as needed)

|Advisory/Prereq/Co-req Course |Designated Course |

|Concepts, skills, kinds of knowledge |Explanation of relevance to course |

| | |

|Conservation of Energy and Charge in circuits, Ohm's Law, Kirchoff's Laws. |Solve circuit problems. |

| | |

|Methods to solve first- and second order ordinary differential equations. | |

| |Solve circuit problems. |

__________________________________________________________________________________________

Level 2 scrutiny – limitations on enrollment only

Describe and justify the limitation on enrollment. If this course meets a degree or certificate requirement, list other degree or certificate classes that a student may take to satisfy the same requirement. Note: Honors classes used to restrict enrollment must be enacted under Board Policy at the recommendation of the Academic Senate.

     

__________________________________________________________________________________________

Level 3 scrutiny – Health and Safety prerequisites only.

List, attached, all skills, concepts, and information without which students would create hazards to themselves or to others. Note: this Level is used when the lack of a body of knowledge or skills might endanger safety. This is not to be used for communication/computation skills.

     

__________________________________________________________________________________________

Level 4 scrutiny – prerequisite required by statute or regulation.

State exact statute or regulation, and tell how the prerequisite fulfills it.

     

__________________________________________________________________________________________

Level 5 scrutiny – transfer college requirements

The following three UC and/or CSU campuses have an equivalent course with the same co-requisite or prerequisite. Catalog pages clearly verifying this are attached.

| |UC/CSU campus |Catalog year |Equivalent Course |Equiv. Prereq/Coreq |

|1. |San Jose State |2010-2012 |EE98 |Phys 51 and Math 133A |

|2. |CSU Sacramento |2012-2014 |Engr 17 |Phys 11C and Math 45 |

|3. |Cal Poly SLO |2011-2013 |EE 201 |Phys 133 and Math 244 |

__________________________________________________________________________________________

Level 6 scrutiny – consequential validation or other statistical validation

Communication or computation across disciplines. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

Recency. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

__________________________________________________________________________________________

|Faculty member responsible for preparing this form: | |

| | | | |

|Dept. Chair Approval: | |Date | |

| | | | |

|Division Dean Approval: | |Date | |

| | | | |

|Curriculum Chair Approval | |Date | |

| | | | |

|VP of Instruction Approval | |Date | |

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