College of the Redwoods

College of the Redwoods

CURRICULUM PROPOSAL

1. Course ID and Number: Math 194

2. Course Title: Intermediate Algebra for Social Sciences and Business

3. Check one of the following:

New Course (If the course constitutes a new learning experience for CR students, the course is new)

Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might include a description of a degree or certificate for which the course is required or the relationship of this course to other courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of Record: A Curriculum Reference Guide.

Updated/Revised Course

If curriculum has been offered under a different discipline and/or name, identify the former course: Math 194 Intermediate Algebra for Business Fields

Should another course be inactivated? No Yes Inactivation date:

Title of course to be inactivated:

(If yes, attach a completed Course Inactivation Form found on the Curriculum Website.)

4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites. The name is being changed to include "Social Sciences" so that students will understand whether Math 194 is a better option for them than Math 120. Math 194 satisfies the prerequisite for Math 15 Statistics and Math 5 Contemporary Math, and satisfies the AA degree requirement (as an equivalent to Math 120), so is a good choice for most students in social science and business fields. Students pursuing calculus should take Math 120, though, because Math 194 does not satisfy the prerequisite for the pre-calculus courses (Math 25 and Math 30). We want students to understand what Math 194 is.

Excel spreadsheets are no longer required content; TI-83/84 calculators are used in Math 15 Statistics, and the additional requirement of learning Excel detracts from learning mathematical concepts and interpreting results.

5. List the faculty with which you consulted in the development and/or revision of this course outline:

Faculty Member Name(s) and Discipline(s): Bruce Wagner (Math), Tami Matsumoto (Math), Dave Arnold (Math), Todd Olsen (Math), Mike Butler (Math), Steve Jackson (Math), Kevin Yokoyama (Math), Richard Ries (Math), Mike Haley (Math), Michael Dennis (Business), Justine Shaw (Anthropology), Michelle Haggerty (Psychology), Dana Maher (Sociology), and Ryan Emenaker (Political Science).

6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.

FEATURES /

OLD

/ NEW
Course Title / Intermediate Algebra for Business Fields / Intermediate Algebra for Social Sciences and Business
TOPS/CIPS Code
Catalog Description
(Please include complete text of old and new catalog descriptions.) / A course in which functions are investigated graphically, numerically, symbolically and verbally in real-world settings with an emphasis on applications to business. Linear, quadratic, polynomial, rational, exponential, and logarithmic equations and functions are explored as models of real life applications. Data analysis and technology are integrated into all aspects of the course. / A course in which functions are investigated graphically, numerically, symbolically, and verbally in real-world settings with an emphasis on applications to social sciences and business. Linear, quadratic, polynomial, rational, exponential, and logarithmic equations and functions are explored as models of real-life applications. Data analysis and technology are integrated into all aspects of the course.
Grading Standard / SelectLetter Grade OnlyPass/No Pass OnlyGrade-Pass/No Pass Option / SelectLetter Grade OnlyPass/No Pass OnlyGrade-Pass/No Pass Option
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation / CIS-100 / none
Maximum Class Size
Repeatability—
Maximum Enrollments / SelectNR No RepeatsUN Unlimited Retake PolicyR1 May Enroll 2 Times for CreditR2 May Enroll 3 Times for CreditR3 May Enroll 4 Times for CreditR7 May Enroll 8 Times for CreditR15 May Enroll 16 Times for Credit / SelectNR No RepeatsUN Unlimited Retake PolicyR1 May Enroll 2 Times for CreditR2 May Enroll 3 Times for CreditR3 May Enroll 4 Times for CreditR7 May Enroll 8 Times for CreditR15 May Enroll 16 Times for Credit
Other / CLOs / Social Science applications have been included in CLO #1 and #4

1. DATE: 10/31/12

2. DIVISION:

3. COURSE ID AND NUMBER: Math 194

4. COURSE TITLE: Intermediate Algebra for Social Sciences and Business

(Course title appears in Catalog and schedule of classes.)

5. SHORT TITLE: Int Alg for Soc Sci, Business

(Short title appears on student transcripts and is limited to 30 characters, including spaces.)

6. LOCAL ID (TOPS): 1701.00 Taxonomy of Program Codes

7. NATIONAL ID (CIP): 27.0101 Classification of Instructional Program Codes

8. DISCIPLINE(S): Mathematics and Economics Select from Minimum Qualifications for Faculty

Course may fit more than one discipline; identify all that apply:

9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2013

10. COURSE UNITS:

TOTAL UNITS: / 4 / LECTURE UNITS: / 4 / LAB UNITS: / 0
TOTAL HOURS: / 72 / LECTURE HOURS: / 72 / LAB HOURS: / 0
(1 Unit Lecture = 18 Hours; 1 Unit Lab = 54 Hours)

11. MAXIMUM CLASS SIZE: 35

12. Will this course have an instructional materials fee? No Yes Fee: $

If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.

GRADING STANDARD

Letter Grade Only Pass/No Pass Only Grade-Pass/No Pass Option

Is this course a repeatable lab course? No Yes If yes, how many total enrollments?

Is this course to be offered as part of the Honors Program? No Yes

If yes, explain how honors sections of the course are different from standard sections.

CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.

A course in which functions are investigated graphically, numerically, symbolically, and verbally in real-world settings with an emphasis on applications to social sciences and business. Linear, quadratic, polynomial, rational, exponential, and logarithmic equations and functions are explored as models of real-life applications. Data analysis and technology are integrated into all aspects of the course.

Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.): A graphing calculator is required; TI-83 or TI-84 recommended. This course meets the prerequisite for MATH-5 and MATH-15, and does not meet the prerequisite for MATH-25 or MATH-30.

PREREQUISITE COURSE(S)

No Yes Course(s): MATH-380 (or equivalent) with a grade of "C" or better or appropriate score on the math placement exam

Rationale for Prerequisite: This course is part of an algebra course sequence.

Describe representative skills without which the student would be highly unlikely to succeed. Solve linear equations and inequalities, graph solutions on number line, check solutions. Graph and read ordered pairs and lines in the Cartesian plane. Find equations of lines from two points, or from one point and the slope. Identify, evaluate, and factor polynomials; perform arithmetic operations on polynomials. Use a graphing calculator to graph functions with an appropriate viewing window.

COREQUISITE COURSE(S)

No Yes Course(s):

Rationale for Corequisite:

RECOMMENDED PREPARATION

No Yes Course(s):

Rationale for Recommended Preparation:

COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.

1. Apply mathematics to real-world problems and applications with an emphasis on social sciences and business.

2. Use graphing calculators to explore mathematical concepts and to verify work.

3. Demonstrate competency in required prerequisite skills for transfer level math courses in statistics and business calculus.

4. Explain the concept of function, identify the characteristics of different classes of functions, and use functions to solve problems related to social sciences and business.

5. Use problem-solving skills, including a multi-step problem-solving process.

COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire

Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course outcomes? Each concept should be numbered.

1. Arithmetic.

2. Unit Analysis.

3. Equations.

4. Functions.

5. Inequalities.

Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue should be numbered.

1. The appropriate use of technology in the problem-solving process.

2. The importance of writing mathematics using correct notation and grammar in problem solving.

3. The connection between mathematics and the real world.

4. The recognition that the problem-solving skills learned in this class are applicable in future mathematics classes and classes in related fields, such as business, social sciences, physics, etc.

5. The differences between solving an equation and simplifying an expression.

Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.

1. Most business variables and some social science variables are quantifiable.

2. Decision-making can be improved by quantitative analysis.

3. Technology is a tool that allows one to organize, display and make decisions based on available data.

Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.

1. Simplify rational expressions.

2. Simplify square roots.

3. Use scientific notation.

4. Use the laws of exponents.

5. Use estimation.

6. Convert between decimals, fractions, and percents.

7. Perform unit analysis.

8. Solve linear, quadratic, polynomial, rational, radical, exponential equations using numeric, algebraic, and graphical methods.

9. Solve inequalities.

10. Evaluate a function.

11. Identify the domain and range.

12. Identify the difference between discrete and continuous functions.

13. Use calculators to enter data, produce scatter plot, and draw a line/curve of best fit.

REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.

1. Listening to lectures.

2. Participating in group activities and/or assignments.

3. Completing in-class assignments.

4. Participating in group discussions.

5. Completing homework assignments.

6. Completing online activities on the computer.

7. Using the graphing calculator to practice the concepts and skills developed in this class.

ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.

Representative Assessment Tasks (These are examples of assessments instructors could use.):

1. Complete take-home examinations, writing assignments, and quizzes.

2. Participate in group or individual in-class activities and presentations.

3. Create portfolios and/or reference books.

Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments above.):

1. Homework assignments.

2. In-class examinations/quizzes (two options): (Option 1) At least two one-hour, closed book, in class midterm examinations, plus a comprehensive, closed book, in-class final examination.

3. (Option 2) At least one one-hour, closed book, in class midterm examination, plus the equivalent of a one-hour midterm examination in the form of in-class, closed-book quizzes; plus a comprehensive, closed-book, in-class final examination.

EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.

Author, Title, and Date Fields are required

Author Lehmann Title Intermediate Algebra: Functions & Authentic Applications, 4/E Date 2011

Author Akst and Bragg Title Intermediate Algebra through Applications, CourseSmart eTextbook, 3/E Date 2013

Author Title Date