abp curriculum guide 2016-17 guide 2016-17.pdf · since the program was established in 2001, more...

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ABP Curriculum Guide 2016-17

May 23, 2016

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Table of Contents Introduction to the ABP Curriculum ...................................................................................................................................................................................................................... 3

Curriculum Framework ......................................................................................................................................................................................................................................... 4

Course placement in English ............................................................................................................................................................................................................................... 11

Course Placement in Math .................................................................................................................................................................................................................................. 13

Course Placement in Computers .......................................................................................................................................................................................................................... 14

Course Placement in Science ............................................................................................................................................................................................................................... 15

ABP Achievement Scale ....................................................................................................................................................................................................................................... 16

Interpretation of ABP Achievement Scale ............................................................................................................................................................................................................ 18

English Course Descriptions ............................................................................................................................................................................................................................... 20

Computer Course Descriptions ............................................................................................................................................................................................................................ 37

Math Course Descriptions ................................................................................................................................................................................................................................... 56

James Stewart: Essential Calculus - Early Transcendentals, First Edition, 2007, Brooks/Cole. ............................................................................................................................... 64

James Stewart: Essential Calculus - Early Transcendentals, First Edition, 2007, Brooks/Cole. ............................................................................................................................... 65

Science Course Descriptions ............................................................................................................................................................................................................................... 67

Assessment ......................................................................................................................................................................................................................................................... 79

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Introduction to the ABP Curriculum

The mission of the Academic Bridge Program is to provide high school graduates in Qatar with the academic and personal skills for success in reputable English

language universities around the world, with special emphasis on preparing students for the universities in Qatar Foundation’s Education City. The ABP

curriculum is designed to meet those needs by providing students the English, Math, Science, and Computer skills and the soft skills that they required for success

in selective English medium universities. The curriculum has been especially designed to prepare students for the universities in Education City, with the various

stakeholders at those universities helping to shape and modify the curriculum.

To help achieve its mission, the curriculum has been organized to meet the assessed needs of the students. Great care is taken to assess the initial English, Math,

and Computer skills and needs of the students and to assess their needs at various junctures through the academic year. The curriculum offers English, Math,

Science, and Computer courses at different levels and students are placed in those courses according to their level, with English level being a key factor in level

placement.

The academic year is broken up into 2 semesters, with each semester being in turn broken up into 3 marking periods and a final exam period. The marking periods

last for 5-6 week each. During the marking period and at the end of each marking period, the student is assessed so that the student’s progress and needs may be

ascertained on an ongoing basis. At the end of the first semester, the student’s progress is reviewed to ascertain what courses she/he will take in the following

semester. The curriculum has been designed so that courses at a particular level are taught in a 2 semester sequence. Occasionally, though, a student has made

such exceptional progress that in the second semester, the student will be placed not in the 2nd semester course of a sequence, but in the next higher level.

The curriculum has been designed to meet the skill-specific and holistic needs of the student and all students take 2-4 English courses, 1 Math course, 1 Science

course, and 1 Computer course each semester.

The ABP documents the needs of students by recording each student’s performance on diagnostic tests, on the IELTS, and in each of their courses. This

information is recorded in PowerSchool and in Excel spreadsheets. This data is used for admissions, for initial course placement, for course placement in the

second semester, and to determine whether a student has sufficient met the graduation requirements.

The Curriculum and Academic Standards (CAS) Committee reviews curricular design and considers modifications to the curriculum. The CAS Committee

conducts ongoing review of the entire curriculum and also focuses on particular elements of the curriculum each year, following a 3-year cycle for curriculum

review.

A Curriculum Task Force periodically meets with major stakeholders to gain their input into the design of the curriculum.

Ongoing review of the implementation of the curriculum is done by the ABP Director, the Assistant Director for Academic Affairs, and the Department

Supervisors. As part of that review, this group monitors student performance.

A description of each course has been developed. These course descriptions include course objectives and student learning outcomes. The outcomes are written,

observable, and measurable, and are expressed in terms of academic readiness. The course objectives and student learning outcomes represent significant

progress.

The curriculum is delivered face-to-face and uses materials and methodologies that have been selected and developed to meet the needs of the students.

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Curriculum Framework

The Academic Bridge Program (ABP), a center of Qatar Foundation for Education, Science and Community Development, is a foundation program for strong

high school graduates with at least low intermediate level in English.

Since the program was established in 2001, more than 2,800 students have graduated from the ABP. Over 90% of ABP graduates go on to university.

Roughly 40% of these students attend one of the 6 American universities in Qatar’s Education City.

About 40% go on to study in the UK.

The ABP develops students’ mastery of English, math, science, and computers. English language development is integrated into all courses.

The ABP is fully accredited by the Commission on English Language Program Accreditation (CEA).

There are 3 levels at the ABP: Foundation 1 (F1), Foundation 2 (F2), and Academic Level Studies (ALS). A student’s level helps determine the student’s

program of studies.

The academic year is divided into 2 semesters, fall and spring, each with approximately 80 contact days.

The program of studies is designed for a full year with students beginning in the fall semester and graduating at the end of the spring semester.

A small number of students (about 10%) join the ABP in the spring semester. The English level proficiency requirements for students who join the ABP in the

spring are higher than they are in the fall.

A small number of students (about 5%) join the ABP for a 2nd year. Generally, returning students were at the Foundation Level in their 1st year at the ABP and

join at the Academic Level Studies in their 2nd year.

All ABP students, except some returning students and some special needs students, take a full course load.

For Academic Level Studies students, a full course load consists of the following each semester: 2-3 English courses, 1 Science course, 1 Math course,

and 1 Computer course.

For Foundation Level students, a full course load consists of the following each semester: 4 English courses, 1 Science course, 1 Math course, and 1

Computer course.

The program of studies is constructed so that students who begin at a certain English, math, science, or computer level progress to the second semester in the

same course sequence. Thus, the curriculum is designed so that a student who takes College Algebra 1 (MT121) progresses to College Algebra 2 (MT122) in

the second semester, a student who takes Foundation 1 Grammar (EN111) in the first semester progresses to the second semester of Foundation 1 Grammar

(EN112) in the second semester, …

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A small number of students (c. 10% - c. 15%) do so well or do so poorly that they do not take the next course in the sequence, but are rather moved up or down

in English, Math, and/or Computer Skills instead of taking the next course in the sequence.

The ABP uses an American A - F grading scale, with A being highest and F being lowest. The mean grade of ABP students is B-.

All ABP courses are graded and for credit. The number in parentheses ( ) in the curriculum framework indicates the number of units/credits for the course.

Grade point average (GPA) is calculated at the end of each semester on a 4-point scale.

Students receive continuous feedback from their teachers on their performance. Additionally, each semester is divided into 3 marking periods of

approximately 5 weeks and students get a report card noting their progress after each marking period. Students take a final exam in most courses at the end of

each semester as a summative assessment. Students receive a transcript at the end of each semester. The semester transcript indicates students’ grades,

English language proficiency level, instructor comments, and overall GPA.

Foundation English Level Academic Level Studies (ALS)

Students generally enter with a TOEFL of between 53 and 61 or an IELTS of 4.5 - 5.

Foundation Level consists of two levels: Foundation 1 (F1) and Foundation 2 (F2).

F1 students generally have an IELTS of 4.5 and F2 students generally have an IELTS of 5.

F1 and F2 students have 22 credit hours of instruction per week.

Students generally enter with TOEFL of 61 or above or an IELTS of 5.0 and

above.

Academic Level Studies students have 17 - 22 credit hours of instruction per

week.

Highly capable F2 students can move into ALS in the spring semester.

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Fall Semester Spring Semester Fall Semester Spring Semester

E

ng

lish

All Foundation Students

Results on the IELTS, the English sections of

the Accuplacer, & an in-house writing test

determine placement.


Performance in previous semester

determines placement of continuing

students.

Results on the IELTS, the English sections

of the Accuplacer, & an in-house writing

test determine placement for new

students.


Results on the IELTS, the English

sections of the Accuplacer, & an in-

house writing test determine placement

of new students.


determines placement of returning

students.




students.

Results on the IELTS, the English

sections of the Accuplacer, & an in-

house writing test determine

placement for new students.

Foundation 1 (F1)

Foundation 2 (F2)

Foundation 1

(F1)

Foundation 2 (F2)

Academic Level Studies (ALS)


EN111: Grammar 1

(3) EN112: Grammar 2 (3)

EN112: Grammar

2 (3)

EN113: Grammar 3

(3) EN211: Academic Composition 1 (3)

EN211: Academic Composition 1

(3) - for new students to the ABP or

EN212: Academic Composition 2

(3)

EN121: Reading

Skills 1 (3)

EN122: Reading Skills

2 (3)

EN122: Reading

Skills 2 (3)

EN123: Reading

Skills 3 (3)

EN221: Academic Literature 1 (3) or

EN222: Academic Literature 1 (3) –

For students in their 2nd year at the ABP

who have already taken EN221

EN221: Academic Literature 1 (3) –

for new students to the ABP or

EN222 Academic Literature 2 (3) –

For students in their 2nd semester of

Academic English at the ABP or

EN222A: Academic Literature 2 (3)

– For students in their 2nd year at the

ABP who have already taken EN222

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EN131: Writing 1

(3) EN132: Writing 2 (3)

EN132: Writing 2

(3)

EN133: Writing 3

(3)

EN201: Communications (3) -

Academic English students take

Communications either in the fall

semester or the spring semester

EN201: Communications (3) –

Academic English students take

Communications either in the fall

semester or the spring semester

EN141: Extensive

Reading 1 (3)

EN142: Extensive

Reading 2 (3)

EN142: Extensive

Reading 2 (3)

EN143: Extensive

Reading 3 (3)

EN211 or EN221 may be replaced by a

university course.

Students must take at least one semester

of Academic Composition at the ABP.

EN211 or EN221 may be replaced

by a university course.

Students must take at least one

semester of Academic Composition

at the ABP.


Scie

nce


English level determines placement.


English level determines placement.


English level, math level, and intended

major determine placement of new

students.



students.



and intended major determine

placement of continuing students.

English level, math level, and

intended major determine placement

of new students.

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SC101: Science Language & Skills 1 (4) SC102: Science Language & Skills 2 (4)

SC211: Integrated Science 1 (5) or

SC231: Biology 1 (5) or

SC241: Chemistry 1 (5) or

SC251: Physics 1 (5)

May be replaced by a university course.

SC211 Integrated Science 1 (5) or

SC212: Integrated Science 2 (5) or

SC231: Biology 1 (5) or

SC241 Chemistry 1 (5) or

SC251: Physics 1 (5)

May be replaced by a university

course.

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Ma

them

ati

cs

Foundation 1 (F1) &

Foundation 2 (F2) Students

English level, results on the math sections of

the Accuplacer, and intended university major

determine placement.

Foundation 1 (F1) &




students.

English level, results on the math sections

of the Accuplacer, and intended university

major determine placement for new

students.


Results on the math sections of the

Accuplacer and intended university


students.



students.


Results on the math sections of the

Accuplacer and intended university


students.



students.

MT113: Math for Liberal Arts 1 (3) or

MT121: College Algebra 1 (3) or

MT131: Pre-Calculus 1 (4) or

MT132: Pre-Calculus 2 (4 ) or

MT241: Calculus 1 (only Foundation 2) (5)







MT241: Calculus 1 (only Foundation 2) (5)

or

MT242: Calculus 2 (5) (only Foundation 2)





MT132: Pre-Calculus 2 (4 ) or

MT241: Calculus 1 (5)


course.






MT241: Calculus 1 (only Foundation

2) (5) or

MT242: Calculus 2 (5)


course.

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Co

mp

ute

r S

kil

ls

Foundation 1 (F1) & Foundation 2 (2)

Students

English level and results on the computer

section of the Accuplacer determine placement.

Foundation 1 (F1) &




students.

English level and results on the computer

section of the Accuplacer determine

placement for new students.


Results on the computer section of the

Accuplacer determines placement for

new students.



students.




students.

Results on the computer section of

the Accuplacer determines placement

for new students.

CM011: Essential Computer Applications 1 (3)

or

CM021: Intermediate Computer Applications 1

(3) or

CM031: Adv. Computer Concepts &

Applications 1 (3)

CM012: Essential Computer Applications

2 (3) or

CM022: Int. Computer Applications 2 (3)

or


Apps 2 (3)

CM011: Essent. Computer

Applications 1 (3) or

CM021: Int. Computer Applications 1

(3) or


Apps 1 (3)

.

CM012: Essential Computer Apps 2

(3) or

CM022: Int. Computer Applications

2 (3) or

CM032: Adv. Comp. Concepts Apps

2 (3) or

CM032: Introduction to Robotics (3)

or

CM052: Introduction to Robotics (3)

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Course placement in English

Placement for Academic English

1. Must have 5.0 or higher IELTS or TOEFL of 58 (493) or higher

2. Must meet at least one of the following:

In-House essay of 3 or higher

Accuplacer average (reading, writing, and sentence) of 90 or higher

3. Must not have 2 or more of the following scores

4.5 IELTS reading

2.5 In-house essay

80-90 Accuplacer aver. (reading, writing, sent.)

4. Must not have any scores lower than

4.5 IELTS reading

2.5 In-house essay

80 Accuplacer aver. (reading, writing, sent.)

ANY STUDENT WITH 6.5 IELTS WHO OTHERWISE PLACES IN F2 RECEIVES “RE-TEST” RATHER THAN PLACEMENT – TRIGGERS CALL FROM ADMISSIONS TO

RE-TAKE ACCUPLACER OR IN-HOUSE WRITING

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Placement for Foundations 2

The students must meet 2 of the 3.

1. TOEFL of 50 (463) or higher- or IELTS of 4.5

2. In-House writing of 2.5

3. Accuplacer average of 71

*Must not have a writing score lower than 1.5

Placement for Foundations 1

If students don’t meet the criteria for Academic or Foundations 2, they will be placed in Foundations 1.

*Revised January 11, 2015

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Course Placement in Math

All incoming students take the Accuplacer test. There are two Math sections on the test: Elementary Algebra section and College Algebra section. The maximum

mark in each of these sections of the test is 120 marks. Students are placed in Math courses based on the following categories:

Category 1: Students who score above 175 as a total grade in both sections and they are in the Academic or Foundation 2 English level are eligible to take

Calculus.

Category 2: Students who score between 100 and 175 are placed in Pre-Calculus.

Category 3: Students who score between 60 and 100 are placed in College Algebra

Category 4: Students who score less than 60 are placed in Liberal Arts Math or may be placed in College Algebra based on their university major choice.

During the first two weeks of the first semester students have the option of changing courses if the teacher feels that a student is misplaced in his/her class. A form

must be filled in by the student and signed by the teacher and then approved by the department supervisor before any changes are made.

At the end of a semester a student can change from one course to another based on his/her course grade and teacher’s recommendation.

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Course Placement in Computers

Placement in Essential, Intermediate and Advanced Computer Courses

All new students take the computer component of the Accuplacer test. The maximum mark in the computer section of the test is 100 marks. Students are placed in

Computer courses based on the following categories:

Category 1: Students who score 80% or more on the computer test are placed in Advanced Computer.

Category 2: Students who score between 60% and 80% inclusive are placed in Intermediate Computer.

Category 3: Students who scored less than 60% are placed in Essential Computer. Students who score above 50% in this category and have an IELTS of 6 and

above may be placed in Intermediate Computer.

During the first two weeks of the first semester students have the option of changing courses if the teacher finds out through various assessments that a student is

misplaced in his/her class. A form must be filled by the student and signed by the teacher and then approved by the department supervisor before any changes are

made.

At the end of a semester a student can jump to a higher course if he/she has an A or B+ average on the current course and is recommended by his/her teacher.

Similarly a student can move down to a lower course in the second semster based on his/her performance in the first semester and the teacher’s recommendation.

Placement Criteria for Programming Language (Python) and Robotics Spring 2016

The main criteria that will be used in selecting which students to recommend for the Python course or the Robotics course will be the university choice of major.

Strong preference will be given to students who are interested in studying Computer Science or Engineering as undergraduates and satisfy the following additional

criteria:

English Level

As the course requires a high level of English, only students from Academic English will be eligible.

Math Level

-For new students who joined the ABP in the spring semester: Performance on the Math portion of the Accuplacer will be considered for insights into

students’ logic, problem-solving and analytical skills. Preference will be given to students who are enrolled in Pre-Calculus or Calculus.

-For students who were at ABP in the fall semester: Performance in their Math course in the fall semester will be examined and their Math instructors’

recommendation will be required. Preference will be given to students who are enrolled in Pre-calculus or Calculus in the spring semester.

Computer Level

-For new students who joined the ABP in the spring semester: Results on the Computer portion of the Accuplacer will be considered.

-For students who were at the ABP in the fall semester: Performance in their Computer course in the fall semester will be examined and their Computer

instructors’ recommendations will be required. Only those students who were in Intermediate or Advanced Computers in the fall semester will be eligible

for the course.

Interview

If there are more applicants than available positions, students will be interviewed to ascertain their ability, desire and suitability for the course.

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Course Placement in Science Placement of students into Science courses is based on their Placement in English levels. All Foundation level English students take Science Language and skills 1

SC101 in Semester 1 and continue with Science and Language Skills 2 SC102 in Semester 2 unless they are moved up to Academic level for Semester 2.

Placement of Academic level Science students into one of the four Academic level Science courses is based on their choice of Major, with their math scores on

Accuplacer being considered for placement into Physics and Chemistry, for Semester 1.

Students who score above 60 may be placed in Chemistry depending on their choice of major.

Students who score above 100 may be placed in Physics depending on their choice of major.

Academic level students have the option of changing courses during the first two weeks of Semester 1 if they change their choice of major. Following discussions

with their teacher and Science Department Supervisor a change of course form must be filled by the student and approved by the department supervisor before any

changes are made.

Each course stands alone with a completion time of one semester. One course, Integrated Science, has a second part which builds on the skills of the Semester 1

course. At the end of Semester 1 a student may continue with the Semeser 2 course ( SC212 ) or change from one Academic level course to another Academic

level course based on choice of major.

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ABP Achievement Scale

EN112:

Grammar 2

EN111:

Grammar 1

Esse

nti

al

Inte

rmed

iate

A

dva

nce

d

MT122: College

Algebra 2

MT121: College

Algebra 1

CM012: Essential

Computer Applications 2

CM011: Essential


EN122: Reading

Skills 2

EN121: Reading

Skills 1

EN132: Writing 2

EN131: Writing 1

EN142: Extensive

Reading 2

EN141: Extensive

Reading 1

MT114: Math

for Liberal Arts 2

MT113: Math

for Liberal Arts 1

SC102: Science

Language & Skills 2

SC101: Science

Language & Skills 1

EN113: Grammar 3

EN112: Grammar 2

MT132: Pre-Calculus 2

MT131: Pre-Calculus 1

CM022: Int. Computer

Applications 2

CM021: Intermediate


EN133: Writing 3

EN132: Writing 2

EN143: Extensive

Reading 3

EN142: Extensive

Reading 2

EN123: Reading

Skills 3

EN122: Reading

Skills 2

SC212: Integrated Science 2

SC211: Integrated Science 1

EN201:

Communications

EN222: Academic

Literature 2

EN221: Academic

Literature 1

MT242: Calculus 2

MT241: Calculus 1

CM032: Adv. Computer

Concepts & Apps 2

CM031: Adv. Computer

Concepts & Applications 1

CM033: Introduction to

Robotics

CM052: Programing with

Python

EN212: Academic

Composition 2

EN211: Academic

Composition 1

SC241: Chemistry 1

SC231: Biology 1

SC251: Physics 1

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AB

P In

-Ho

use

Wri

tin

g Sa

mp

le

1

5

4.5

4

3

.5

3

2.5

2

1

.5

Placement

Achievement

1

5

4

.5

4

3.5

3

2

.5

2

1.5

A

BP

In-H

ou

se

Wri

tin

g Sa

mp

le

10

2

0

30

9

0

80

7

0

60

5

0

40

1

00

C

om

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ter

Acc

up

lace

r %

24

0

20

0

16

0

12

0

80

4

0

0

Mat

h A

ccu

pla

cer

Tota

l

Engl

ish

Acc

up

lace

r R

an

ge

12

0

10 0

80

6

0

40

0

2

0

IELT

S 7

.5

7

6.5

6

5

.5

4.5

5

8

7.5

7

6

.5

6

5.5

4

.5

5

8

IELT

S

10

2

0

30

9

0

80

7

0

60

5

0

40

1

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om

pu

ter

Acc

up

lace

r %

24

0

20

0

16

0

12

0

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Acc

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6

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0

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Interpretation of ABP Achievement Scale

At the start of the academic year, ABP students take 3 English Accuplacer tests, 2 Math Accuplacer tests, 1 Computer Accuplacer test, and 1 in-house writing sample. In 2015-16,

students re-took all these tests except the Computer Accuplacer at the end of the academic year. In 2016-17, students will re-take all these tests - including the Computer Accuplacer

- at the end of the academic year.

Each Accuplacer exam is scored on a scale of 20 - 120 points. The ABP assesses performance on the Computer Accuplacer in percentage terms.

The ABP in-house writing sample is scored on a scale of 1 - 5 points.

The IELTS is scored on a scale of 1 - 9 points.

The ABP achievement scale shows all the courses offered at the ABP. The courses fall into three levels: essential, intermediate and advanced.

Students who are enrolled in the essential English and essential science courses usually start the academic year with an IELTS of 4.5 - 5 and an ABP in-house writing sample of 1

– 2 points. Their average score on the English sections of the Accuplacer is usually 70 or below. By the end of the academic year, their IELTS usually increases by about 1 point.

Their performance on the ABP in-house writing sample usually improves by about 1 point. Their average score on the English sections of the Accuplacer usually increases by 4

points.

Students who are enrolled in the intermediate English courses usually start the academic year with an IELTS of 4.5 - 6 and an ABP in-house writing sample of 2 – 3. Their average

score on the English sections of the Accuplacer is between 71 and 120. By the end of the academic year, their IELTS usually increases by about 1 point. Their performance on

the ABP in-house writing sample usually improves by about 1 point. Their average score on the English sections of the Accuplacer usually increases by 4 points.

Students who are enrolled the advanced English courses usually start the academic year with an IELTS of 5 - 7.5 and an ABP in-house writing sample of 2.5 – 5. Their average

score on the English sections of the Accuplacer is usually between 80 and 120. By the end of the academic year, their IELTS usually increases by about 1 point. Their performance

on the ABP in-house writing sample usually improves by about 1 point. Their average score on the English sections of the Accuplacer usually increases by 4 points.

Students who are enrolled in the intermediate and advanced science courses usually start the academic year with an IELTS of 5 - 8. By the end of the academic year, their IELTS

usually increases by about 1 point. Their performance on the ABP in-house writing sample usually improves by about 1 point.

At the essential level of mathematics, students who are enrolled in Math for Liberal Arts usually start the year with a total score on the math sections of the Accuplacer of less than

60 and students who are enrolled College Algebra usually start the year with a total score on the math sections of the Accuplacer of between 60 -100.

At the intermediate level, students who are enrolled in Pre-Calculus usually start the year with a total score on the math sections of the Accuplacer of between 100 - 160.

SC212: Integrated

Science 2

SC211: Integrated

Science 1

SC231: Biology 1 SC241: Chemistry 1 SC251: Physics 1

19

At the advanced level, students who are enrolled in Calculus usually start the year with a total score on the math sections of the Accuplacer of 160 and above.

Over the year, students usually show an improvement of 6 points in the Elementary Algebra section of the Accuplacer exam and an improvement of 10 points in the College

Algebra section of the Accuplacer.

Students who are enrolled in the essential computer courses usually start the academic year with a score of 60% or lower on the computer section of the Accuplacer and have an

IELTS score of 4.5 - 5.5. In 2016-17, students will re-take the computer Accuplacer so that their improvement can be gauged.

Students who are enrolled in the intermediate computer courses usually start the academic year with a score of 60%-80% on the computer section of the Accuplacer and have an

IELTS score of 5.5 - 6. In 2016-17, students will re-take the computer Accuplacer so that their improvement can be gauged.

Students who are enrolled in the advanced computer courses usually start the academic year with a score of at least 80% on the computer section of the Accuplacer and an IELTS

score of 6-8. In 2016-17, students will re-take the computer Accuplacer so that their improvement can be gauged.

The advanced computer courses, Programming with Python and Introduction to Robotics, are offered to students who are interested in studying Computer Science or Engineering.

They are usually offered to students enrolled in advanced English courses and intermediate or advanced mathematics courses. They start the academic year, with an IELTS of 5-8

and a score of at least 80% on the Computer Accuplacer. In 2016-17, students will re-take the computer section of the Accuplacer so that their improvement can be gauged.

20

English Course Descriptions

Updated August 17, 2015

Course Description Learning Objectives Learning Outcomes Resources

EN 111

Grammar 1

This course is designed for the

foundation students at a low

intermediate level. The students

will participate in a variety of

activities ranging from simple

recognition to active production.

Communication activities will be

provided, requiring the students to

work in pairs or groups. The purpose of the course is to build and

reinforce grammar that will increase

the students’ accuracy and fluency

in English.

Review and introduce a variety

of grammatical concepts at the

low intermediate level

Increase students’ writing and

speaking ability in English

Increase students’ fluency and

accuracy in English

Develop students’ ability to

recognize and correct grammatical errors

By the end of the course, students will be able to:

Identify and produce the following

grammar points in both written and oral

communication:

o present tenses (simple and

progressive)

o past tenses (simple and

progressive) o future tenses (simple and

progressive)

o pronouns, prepositions, and

articles

o adjectives and adverbs

o comparatives and superlatives

Recognize and correct errors with the

grammar points above in written

sentences and paragraphs

Write original sentences and paragraphs correctly illustrating the grammar

points above

Participate in communicative exercises

that require the correct usage of the

grammar points above

Grammar Explorer 2A

21


EN 112

Grammar 2


foundation students at an

intermediate level. The students

will participate in a variety of activities ranging from simple

recognition to active production.

Communication activities will be

provided, requiring the students to

work in pairs or groups. The

purpose of the course is to build and

reinforce grammar that will increase

the students’ accuracy and fluency

in English.



intermediate level

Increase students’ writing and speaking ability in English


accuracy in English


recognize and correct

grammatical errors



grammar points in both written and oral communication:

o Present Perfect/Progressive

o Relative clauses

o Modals

o Passive voice

o Participial adjectives

o Noun clauses

o Reported speech

Recognize and correct errors with

the grammar points above in written sentences and paragraphs

Write original sentences and

paragraphs correctly illustrating the

grammar points above

Participate in communicative

exercises that require the correct

usage of the grammar points above

Grammar Explorer 2B

22


EN 113

Grammar 3


foundation students at an advanced

level. The students will participate

in a variety of activities ranging

from simple recognition to active production. Communication

activities will be provided, requiring

the students to work in pairs or

groups. The purpose of the course is

to build and reinforce grammar that

will increase the students’ accuracy

and fluency in English.



advanced level

Increase students’ writing and

speaking ability in English


accuracy in English


recognize and correct

grammatical errors



grammar points in both written and oral

communication:

o Verb tenses: Perfect and Perfect

Progressive: Present & Past

o Gerunds and Infinitives

o Adjective Clauses

o Passive Voice

o Conditionals

o Indirect Speech

Recognize and correct errors with the

grammar points above in written

sentences and paragraphs

Write original sentences and paragraphs

correctly illustrating the grammar points

above

Participate in communicative exercises

that require the correct usage of the grammar points above

Grammar Explorer 3A

23


EN 121

Reading Skills

1

This is the first course in the

Reading Skills component of the

EFL curriculum. In this course,

teachers will select high-interest,

intermediate level readings from the textbook, in addition to

supplementary readings from

nonfiction sources. Students will

increase their academic vocabulary

and learn a variety of strategies to

deal with unfamiliar vocabulary.

The purpose of the course is to

develop the necessary reading skills

and strategies to cope with academic

texts.

Develop skills and strategies

that help the students become

active readers

Increase students’ academic

vocabulary

Enable students to employ

strategies to help deal with

unfamiliar words

Enhance the development of the

students’ reading competence

and fluency


Preview a given text and make

predictions about the content of the text

Determine the general topic of a given text by skimming and scanning

Identify topics, main ideas, and details

of a reading passage

Determine the meaning of unfamiliar

words based on context clues and word

parts

Identify signal words in a reading

passage in order to determine sequence

Distinguish fact from opinion in a given

text

Make inferences from a reading passage and give evidence to support them

Locate given words in a dictionary

using guide words

Identify the correct definition of a word

with multiple meanings in a given

sentence using a dictionary

Identify the main ideas of a reading

passage in order to summarize the

passage in a written paragraph

Reading Explorer 2

24


EN 122

Reading Skills

2

This is the second course in the




high intermediate level readings from the textbook, in addition to









texts.



active readers


vocabulary



unfamiliar words



and fluency

By the end of the course, the students will be

able to:

Recognize and identify patterns of

organization in a reading passage






words based on context clues


text

Make inferences from a reading passage

and give evidence to support them

Identify the main ideas of a reading passage in order to summarize the


Reading Explorer 2

(Spring)

Reading Explorer 3

(Fall)

25


EN 123

Reading Skills

3

This is the third course in the




high intermediate level readings from the textbook, in addition to









texts.



active readers


vocabulary



unfamiliar words



and fluency


Recognize and state the author’s

purpose in a given text

Recognize and identify the sequence in a reading passage

Identify reference words in a reading

passage and state which words they

refer to






words based on context clues and word

parts


text

Make inferences from a reading passage

and give evidence to support them

Identify the main ideas of a reading

passage in order to summarize the


Reading Explorer 3

26


EN 131

Writing 1

The purpose of this course is to

improve writing skills at the

paragraph level. The components of

paragraph organization are

presented and practiced. The rudimentary skills of paragraph

writing are explained with an

emphasis on the narrative and

descriptive paragraphs. Using an

outline to plan paragraphs,

prewriting, editing techniques, and

various grammatical structures are

introduced. The basic organization

and structure of an academic essay

are also introduced.

Improve students’ writing skills

at the paragraph level

Introduce organization of

paragraphs

Provide instruction in producing complex sentences

Introduce prewriting and

organizational techniques

Familiarize students with

different rhetorical modes


Develop ideas for writing by using

brainstorming techniques, such as

clustering, listing, Venn diagrams, and outlining

Correct grammar, syntax, and

punctuation errors in sentences and

paragraphs

Use a variety of simple, compound, and

complex sentence structures in both in-

class timed writings and process writing

Organize their writing by producing a

topic sentence, examples with details,

and a concluding sentence for a 10

sentence paragraph

Write 10-12 sentence paragraphs using

different rhetorical modes, including

description, narration, opinion, process,

and compare/contrast

Write one multi-paragraph personal

essay with an introduction, body, and

conclusion

Minimum Requirements: 7 Paragraphs, 1 essay

Great Writing 2: Great

Paragraphs

27


EN 132

Writing 2


continue the development of writing

skills from the paragraph level to the

essay level. More advanced pre-

writing, outlining and editing

techniques and various grammatical structures are also examined. This

course concentrates on the writing

process (prewriting, writing, and

editing) with a focus on writing

complete academic essays. The

elements of description, narration,

supporting an opinion, and

compare/contrast are introduced and

practiced.


at the essay level

Incorporate pre-writing,

outlining, and editing

techniques

Develop the students’ ability to utilize the writing process

Introduce students to a variety

of rhetorical modes




clustering, listing, Venn diagrams, and

outlining

Correct grammar, syntax, and

punctuation errors in sentences and

paragraphs

Compose essays using simple,

compound, and complex sentence

structures in both in-class timed

writings and process writing

Organize a multi- paragraph essay,

including an introduction, topic

sentences, cohesive devices, examples

with support, and a conclusion

Write a multi-paragraph essay using

three different rhetorical modes,

including description, narration, and

supporting an opinion.

Minimum Requirements: 3 paragraphs, 3 essays

Great Writing 3: From

Great Paragraphs to Great

Essays

28


EN 133

Writing 3


develop essential academic writing

skills at an advanced level. It

introduces several essay types and

offers students the opportunity to use readings as a catalyst for student

essays. After an introduction to

research skills, the class culminates

in an essay in which the students

must find, use, and cite sources.


at the advanced level

Incorporate pre-writing,

outlining, and editing

techniques

Enable students to edit their

own essays

Introduce students to

supporting their ideas by citing

sources in an essay




clustering, listing, Venn diagrams, and outlining

Edit their own essays by making

improvements on a series of drafts

Organize a multi-paragraph essay,

including an introduction, topic

sentences, cohesive devices, examples

with support, and a conclusion

Write a multi-paragraph essay using

different rhetorical modes, such as

description/personal, compare/contrast,

cause/effect, and argumentation

Access a database and/or search engine

to find, incorporate, and cite sources to

support their ideas in an essay

Apply the MLA style of citation for

print and electronic media in an essay

Minimum Requirements: 4 essays (One of the

essays should be a description/personal essay

that could be used or adapted for a college

application.)

Great Writing 4: Great

Essays

29

Course Description Learning Objectives Learning Outcomes

Resources

EN 141

Extensive

Reading 1

In this course students will be asked to

read a significant quantity of material on

various topics. In addition, students will

be required to show not only reading

comprehension but also an ability to

interact with the readings through

discussions, presentations, and written

assignments. The main purpose of this

course is to guide students towards

experiencing reading as an academically

rewarding and pleasurable activity.

Introduce students to a variety of

literature selections (teacher will select a

logical variety and progression in the

appropriate level from short stories,

graded readers, graphic novels, novels or

plays).

Teach students to recognize selected

literary elements present in the reading

selections and encourage analytical

discussion of these elements.

Focus on the completion of increasingly longer and more challenging texts.

By the end of the semester students will be able to:

Read and comprehend high beginner to

intermediate level literature in a variety of forms

and lengths.

Use active reading strategies.

Identify connections with reading assignments

and prior knowledge/personal experience.

Recognize and identify basic literary elements

and apply them in various ways.

Produce written responses to selected readings such as journal entries, summaries, elaborations,

rewriting an ending, predictions, personal

reactions, letters to a character, etc.

Compare readings with film versions when

available.

Participate in verbal activities related to readings

(readers theater, presentations, class discussions,

literature circles, etc.).

Prepare and deliver an oral presentation about a

reading.

Reliably complete reading assignments outside of class.

Instructor to provide a

selection from the

approved materials list of

short stories, graded

readers, graphic novels,

novels, and plays.

30


EN 142

Extensive

Reading 2

In EN142 students will be asked to read

extensively from a selection of fiction and

drama. In addition, students will be

required to demonstrate not only reading

comprehension but also an ability to

interact with the readings through

discussions, communicative-based

activities/presentations, and written assignments. The main purpose of this

course is to guide students towards

experiencing reading as an academically

rewarding and pleasurable activity


literature selections (teacher will

select a logical variety and

progression in the appropriate level

from short stories, graded readers,

graphic novels, novels or plays).

Teach students to recognize selected

literary elements present in the

reading selections and encourage analytical discussion of these elements

Focus on the completion of

increasingly longer and more

challenging texts

By the end of the semester students will be able

to:

Read and comprehend intermediate to

high-intermediate level literature in a

variety of forms and lengths.


Identify connections with reading

assignments and prior

knowledge/personal experience.

Recognize and identify basic literary

elements and apply them in various

ways, i.e., analyze and compare main

characters, construct plot outlines,

extract themes from texts.

Produce written responses to selected

readings such as journal entries,

summaries, elaborations, rewriting an

ending, predictions, personal reactions,

letters to a character, etc.

Compare readings with film versions when available.

Participate in verbal activities related to

readings (readers theater, presentations,

class discussions etc.).

Prepare and deliver an oral presentation

about a reading.

Reliably complete reading assignments

outside of class.

Instructor to provide a selection

from the approved materials list

of short stories, graded readers,

graphic novels, novels, and

plays.

31


EN 143

Extensive

Reading 3

In this course, students will read and

respond to a variety of fiction selections.

Students will be encouraged to interact with texts in dynamic ways that may

include class discussions, performance,

imaginative writing, debates, presentations,

comparative analyses, etc. The main

purpose of this course is to provide a

learning experience that inspires reading

confidence, increases reading competence,

and encourages students to embrace

reading as a source of information and

enrichment.

Introduce literature of progressively

increasing complexity (teacher will

select a logical progression and

variety in the appropriate level from

short stories, graded readers, graphic

novels or novels that build on those

used in EN 142).

Emphasize the link between reading

and academic achievement.

Foster a classroom environment that

supports reading as a pleasurable

activity.


to:

Read and comprehend intermediate to

advanced level literature in a variety of

forms and lengths.


Identify connections among readings.

Recognize and identify an expanded

range of literary elements,(building on those reviewed in 142) and apply them

in various ways, i.e., analyze and

compare main characters, construct plot

outlines, extract themes from texts.

Complete a variety of written

assignments such as book reports,

critical reviews, synopses, response

essays, etc.

Compare readings with film versions

when available.

Participate in class discussions regarding literary terms/devices, themes,

connections.

Prepare and deliver an oral presentation

or discussion about a reading.

Reliably and independently complete

reading assignments outside of class.


from the approved materials list

of short stories, graded readers,

graphic novels and novels.

32


EN 201

Academic

Communication

This course uses global issues/current

and 20th century world

affairs/cultural information as

vehicles through which students

improve their oral communications. The course will: 1) improve students’

ability to converse about different

cultures / current affairs / global

issues; and 2) improve students’

ability to participate individually and

as groups in various modes of oral

communication. Students may

practice debates, Socratic seminars,

presentations with visual aids,

impromptu speaking, etc. Emphasis

will be placed on encouraging

students to appreciate and become more knowledgeable and curious

about the world around them. The

goal is to provide our students with

increased public speaking confidence

especially on a variety of topics

which may come up in a liberal arts

university setting.

Introduce students to the basic

modes of oral communication used

in university studies: classroom

debate, group discussion,

informative and persuasive speaking, impromptu speaking, etc.

Broaden students’ knowledge of

cultures, current affairs and global

issues

Provide readings / research resources

to be used as idea generators and as

textual evidence

To be made aware of personal

speech habits and characteristics


to:

Make cohesive and well-organized

presentations according to a particular

communications mode

Be prepared to support and defend oral

arguments

Conduct simple research on such topics

and use that research in a variety of oral

communications modes

Converse about a variety of cultural

issues, current affairs, and global issues

Activate background knowledge in order

to compare and contrast and share

insights after reading / annotating a text

or listening to a speech

Use basic speech / presentation making

skills such as eye-contact, vocal

variation, body language, visual aids

Paraphrase, summarize and quote from

sources using MLA citation style

Meet expectations of due dates, manage

multiple assignments, take responsibility

for own learning

Topics will dovetail with ABP

courses to ensure they are

relevant across the curriculum.

It will also be based on current

affairs articles from on-line and print sources. No textbook

necessary.

33


EN 211

Academic

Composition 1

This class is an introduction to freshman

composition and rhetoric with added

emphasis on editing and error correction.

Selected essays will be assigned as

readings and will serve as models and as

idea generators. Writing assignments will focus on several rhetorical modes.

Students will be guided to experience

writing as a process while working to

improve their composition and editing

skills. The main purpose of this course is

to transition students away from viewing

writing in English as a discrete skill.

Instead students are guided towards

producing writing that is carefully edited,

thoughtful, and content rich.

Introduce students to a variety of rhetorical

modes

Allow students to strengthen their

grammar and sentence structure usage by

focusing on proofreading and editing skills

Provide readings to be used as idea

generators and as potential written sources


to:

Locate and correct many of their own

grammar-based errors

Write cohesive and coherent academic essays that are organized according to

relevant essay formats such as

comparison/contrast, definition,

argument, etc.

By the end of the semester, produce

well-developed essays of at least 1000

words

Paraphrase, summarize, and quote from

sources using MLA citation style

Revise using multiple drafts

Produce well-supported paragraphs by including specific details



for own learning

Kennedy, X.J., Dorothy M.

Kennedy and Marcia F. Muth.

The Bedford Guide for College

Writers. 10th Ed. Boston:

Bedford St. Martins, 2014.

Print.

34


EN 212

Academic

Composition 2

This class is a writing-across-the-

curriculum based class, building on the

writing skills and strategies developed in EN 211. Readings will be assigned from

a variety of disciplines including current

events. The assigned readings will serve

as a basis for writing assignments that

focus on more advanced writing

strategies than those taught in English

211. Possible writing assignments

include response, multiple-source essays,

analysis, and argumentation. The main

purpose of the course is to guide students

towards writing academic essays with

well-thought out structure and multi-source support.


challenging academic non-fiction texts

Enhance their argument-building

skills through verbal and written responses to assigned texts

Further strengthen students’ editing

and proofreading skills

Develop critical and analytical

thinking skills through class

discussions and other activities


to:

Read and analyze challenging academic

non-fiction selections

Evaluate written sources for bias,

accuracy, relevance and significance

Use active reading strategies to

understand the author’s intent

Write coherently structured and well-

supported responses to readings

Use quotation, paraphrase, and

summarization as support for written

assignments

Use appropriate citation

Present their assignments/projects in

class

Offer and receive constructive criticism

Revise and edit their own work with

increasing competence



for own learning

Kennedy, X.J., Dorothy M.

Kennedy and Marcia F. Muth.

The Bedford Guide for College

Writers. 10th Ed. Boston: Bedford St. Martins, 2014.

Print.

35


Resources

EN 221

Academic

Literature 1

This class is an introduction to literature.

A variety of short stories will be assigned

in order to introduce students to literary

devices and to authors commonly studied

in university classes. Emphasis will be

placed on encouraging students to gain in

reading appreciation and confidence. Readings will be followed by writing

assignments that require students to

support their interpretations with textual

evidence. The main purpose of this course

is to guide students towards increasing

their reading competence through the

investigation and analysis of literary

selections.

Present challenging reading selections

Develop students’ ability to read

critically

Expect students to produce relevant

and meaningful written work about

what they have read


to:

Explain both orally and in writing how

literary devices contribute to the stories

Acquire familiarity with a variety of

classic short stories

Demonstrate an appreciation for the

value of reading

Recognize how the world view readers

bring to stories affects interpretation

Utilize active reading strategies to

enhance reading comprehension

Write about literature using a variety of

rhetorical strategies



for own learning

Participate in readers theatre, lead group

discussions, or deliver in-class

presentations

Marcus, Sybil, and Daniel

Berman. A World of Fiction 2.

3rd ed. New York: Pearson

Longman, 2014. Print.

36

*A university class may substitute for EN 201, EN 211, EN 212, EN 221, or EN 222


Resources

EN 222

Academic

Literature 2

EN 222 is an intensive reading class with

assignments based on novels and drama.

This class will allow students to develop

strategies for dealing with longer, more

complex reading assignments. Skills

acquired in English 211 and 221 will be

utilized as students read, interpret, and

write about novels and plays. The main purpose of this course is to strengthen

students’ ability to read, analyze, and

synthesize extended works of fiction.

Build upon reading competence

achieved in EN 221

Provide the support necessary for

students to manage novels of 200 to

300 pages in length

Require students to provide

appropriate textual support for all interpretations and theses

Lead students towards recognizing

universal themes and cultural

influences in the readings


to:

Manage longer reading assignments

Read a minimum of four novels and one

three-act play

Participate in scene study and in-class

presentations based on selected plays

Write about novel and drama selections

using literary devices introduced in EN

221

Lead group discussions on reading

selections



for own learning


of novels and plays.

37

Computer Course Descriptions



Resources

CM 011

Essential

Computer

Applications 1

The computer curriculum is divided into

3 levels; essential, intermediate and

advanced. The CM011 course is a pre

requisite, introductory applied English acquisition course that teaches the

necessary computer skills needed for

success at the college level. This course

is designed for level 1 or 2 Foundation

students with beginner computer skills.

Students are expected to read, write,

speak, and listen in English.

The purpose of this course is twofold: to

provide subject-specific reading,

speaking, listening, vocabulary, and

writing opportunities to expand a

student’s English language capabilities;

and to develop in students the basic

computer-based technology skills,

attitudes, and behaviors needed for

academic success. English language

skills are supported by using project-based computer assignments and

integrated assignments recommended by

English department criteria.

English language acquisition and

application:

IMPROVE THEIR ENGLISH READING,

WRITING, LISTENING, AND PRESENTATION SKILLS

Develop specific skills in reading and

comprehending technical language

and a variety of online resources

Define and use key English

vocabulary words

Apply English skills learned from

other courses to support computer

learning

Spell English words correctly to 90%

Use computer-and English to

improve academic writing WRITE LETTERS, MEMOS, FAXES,

AND REPORTS USING MS WORD APPLICATION

COMPUTER SKILLS:

USE EMAIL TO COMMUNICATE APPROPRIATELY TO A VARIETY OF AUDIENCES

INCREASE SPEED AND ACCURACY PROFICIENCY IN KEYBOARDING SKILLS

Demonstrate a basic understanding of

specific computer applications

Demonstrate a basic understanding of

computer components and Windows

OS

Develop positive attitudes toward

technology uses that support lifelong

English Language Application Outcomes

Define and spell key computer based

language 95+% of the time

Identify & describe elements of a

computer system i.e. hardware and

software

Demonstrate appropriate academic

English spelling and vocabulary in all

writing assignments 95% of the time Type at least 30 wpm at 90+% accuracy

using specific criteria by the end of the

spring semester

Communicate with colleagues and

instructors by constructing emails i.e.

new messages, replies, forwards

Follow a sequence of steps to create

specifically formatted word documents

Given written and verbal instructions,

execute basic word processing

commands Create word processing documents using

prescribed ABP English/EFL department

essay formats

Demonstrate comprehension skills by

summarizing main ideas of written text

and online material

Explain the basic Boolean search tools

i.e.to narrow search topics i.e. “AND”,

“OR”, “+”, “-“

Proofread all written assignments to

correct spelling, grammar, and

punctuation errors

Beskeen, D., Cram, C.,

Duffy, J., Friedrichsen,

L., Reding, E. E. (2010).

Microsoft Office 2010.

Illustrated Introductory,

Premium Edition.

Thompson Technology,

Inc. ISBN 978-1-111-

52797-6

SAM 2010 Assessment,

Training, and Projects

v2.0 Instant Access

Code, 1st & 2nd Edition

9781111669362

Additional Instructor

Generated Materials

38

learning, collaboration, personal

pursuits, and academic productivity GATHER AND SYNTHESIZE

INFORMATION FROM APPROPRIATE ACADEMIC WEBSITES

USE ONLINE DATABASES TO ACCESS ACADEMIC CONTENT

Use technology tools to construct technology projects such as

organizing publications, producing

other creative works, and to

communicating with peers, experts,

and other audiences

Practice responsible use of

technology systems, information, and

software

Use technology tools to increase

motivation and promote creativity

Use technology to collaborate on specific projects and assignments

Use technology to locate, evaluate,

and collect information from a variety

of sources.

Understand the key moral, cultural,

and societal issues related to

technology and internet use ACCESS, ORGANIZE, ANALYZE, AND

COMMUNICATE INFORMATION USING THE COMPUTER

PROBLEM-SOLVE AND TROUBLE-SHOOT BASIC COMPUTER – RELATED ISSUES

Computer Skill Outcomes

Given certain search criteria, use internet

databases to provide additional research

for essays from other classes Identify MS Outlook ribbon, tabs, and

groups

Insert appropriate source references i.e.

bibliography, citations etc for academic

writing assignments

Create contacts and distribution lists to

communicate with peers and instructors

Distinguish between input, output,

processing and storage devices

Demonstrate the process of tabbed

browsing using IE and Firefox browsers

Access and create a file management system on ABP network

Describe the function of MS Word’s

ribbon and tab menu

Identify basic commands from a web

page’s menu i.e. shortcuts and hot keys

for example “Ctrl P”

Identify the basic elements of the MS

Word ribbon and tab menus i.e. quick

access toolbar, scroll bars, etc.

Create new blank documents and

templates from MS Word Organize simple numerical data using

MS Word tables

Modify documents using MS Word

processing software

Format a Word document to enhance the

appearance i.e. margins, columns, page

numbers, headers, tables, clip art ,etc.

Distinguish between the use of MS Word

groups i.e. formatting fonts, paragraphs,

when formatting text or a document

Save MS Word document files with the appropriate file name and extension

Specify the use of certain MS Word

formatting commands to enhance a

document’s appearance i.e. use of styles

and themes

39

Retrieve MS Word documents and other

files from several storage sites i.e

network drive, flash drive, etc

Demonstrate the specific uses of word

processing commands when used for

academic writing assignments i.e.

paragraph/line spacing Provide examples of web sites found

using multiple search engines

Identify the elements of Universal

Resource Locators (URL) i.e. www,

domain names, sub domain names

Identify and demonstrate the use of the

basic elements of a web page’s interface

i.e. toolbars and search fields,

navigation, refresh, etc.

Use search engines to source information

relevant to career choice, university

pathways and university courses Demonstrate the following file

commands: copy, cut. paste, print, move,

rename, search and delete

Map network drives

CM 012

Essential

Computer

Applications 2

CM012 is the follow up course for

CM011. This is an applied English

acquisition course that teaches the

necessary computer skills needed for

success at the college level. This course

is designed for level 1 or 2 Foundation students with beginner computer skills.

The class is taught in English. Students

are expected to read, write, speak, and

listen in English.

This course will cover the fundamental

elements of electronic spreadsheets, presentations and office integration

applications. The purpose of this course

is twofold: to provide subject-specific

reading, speaking, listening, vocabulary,

and writing opportunities to expand a


and to develop in students the basic

computer-based technology skills,


application:

IMPROVE THEIR ENGLISH READING, WRITING, LISTENING, AND PRESENTATION SKILLS

PRESENT RESEARCH ON A SPECIFIC TOPIC USING KNOWLEDGE FROM ALL OFFICE APPLICATIONS

DEVELOP SPECIFIC SKILLS IN READING AND COMPREHENDING TECHNICAL LANGUAGE AND A VARIETY OF ONLINE RESOURCES

DEFINE AND USE KEY ENGLISH VOCABULARY WORDS

APPLY ENGLISH SKILLS LEARNED FROM OTHER COURSES TO SUPPORT COMPUTER LEARNING

SPELL ENGLISH WORDS CORRECTLY TO 90%

USE COMPUTER-AND ENGLISH TO IMPROVE ACADEMIC WRITING





computer system i.e. hardware and software



writing assignments 95% of the time

Type at least 30 wpm at 90+% accuracy


spring semester




Follow a sequence of steps to create specifically formatted word documents



commands



L., Reding, E. E. (2010).


Illustrated Introductory, Premium Edition.


Inc. ISBN 978-1-111-

52797-6



v2.0 Instant Access


9781111669362


Generated Materials

40


academic success. English language

skills are supported by using project-

based computer assignments and

integrated assignments recommended by

English department criteria.

CM 012 is made up of 2 modules. The

spreadsheet module will focus on the

basic tools using Microsoft Excel 2007

to study the concepts of electronic

spreadsheets. The second module

covered will be PowerPoint; in which

students will use the basic features to create effective presentations. Students

will also continue to master internet

research techniques as an ongoing

process. Students will also continue to

practice keyboard skills in homework.

Write brief summaries using Office

applications

Computer skills:

DEFINE RELEVANT COMPUTER

APPLICATION TERMS DEMONSTRATE COMPETENCE IN USING

COMMON COMPUTER FUNCTIONS, OPENING AND CLOSING, APPLICATIONS, SAVING AND RETRIEVING DOCUMENTS, AND KEEPING ALL DOCUMENTS ORGANIZED AND CLEARLY LABELED

APPRECIATE THE EFFECTIVENESS AND USES OF ELECTRONIC SPREADSHEETS IN THE WORKPLACE

APPLY KNOWLEDGE OF OFFICE APPLICATION TOOLS TO USE IN EXCEL ENVIRONMENT

USE BASIC FORMATTING COMMANDS WITHIN MS EXCEL TO EFFICIENTLY MANIPULATE DATA

CREATE, FORMAT AND MANIPULATE DATA IN AN ELECTRONIC SPREADSHEET.

USE ‘SIMPLE’ AND ‘COMPLEX’ FORMULAS AND FUNCTIONS TO ENHANCE DATA

UNDERSTAND RELATIVE AND ABSOLUTE CELL REFERENCE

USE ELECTRONIC WORKSHEETS TO ANALYZE DATA AND DESCRIBE TRENDS

FORMAT WORKSHEETS TO EMPHASIZE KEY DATA

APPLY BASIC CONDITIONAL FORMATTING TO WORKSHEETS

CREATE AND FORMAT SIMPLE CHARTS AND GRAPHS USING DATA

CREATE AND FORMAT CHARTS AND GRAPHS WITHIN ELECTRONIC WORKSHEETS

KNOW THE BASIC FEATURES OF POWERPOINT SOFTWARE

APPLY KNOWLEDGE OF OFFICE APPLICATION TOOLS TO USE IN POWERPOINT ENVIRONMENT

APPRECIATE THE EFFECTIVENESS AND USES OF POWERPOINT IN THE WORKPLACE

KNOW THE BASIC POWERPOINT FEATURES SUCH AS ADDING AND FORMATTING SLIDES

USE THE FORMATTING TOOLS TO ENHANCE SLIDES FOR PRESENTATIONS

Create word processing documents using


essay formats



and online material

Explain the basic Boolean search tools i.e.to narrow search topics i.e. “AND”,

“OR”, “+”, “-“



punctuation errors


Understanding spreadsheet software

Understanding Formulas

Labels and Values

Auto Sum Edit cell entries

Enter and edit a simple formula

Switch worksheet views

Print options

Complex formula

Insert a function

Type a function

Copy and move cell entries

Understand relative and absolute cell

reference

Round a value with a function Format values

Change attributes and alignment

Adjust column width

Change font and font size

Insert and delete rows

Apply colors, patterns and borders

Apply conditional formatting

Name and move a sheet

Check spelling

Plan a chart

Create a chart Move and resize a chart

Change the chart design

Change the chart layout

Format the chart

Annotate and draw on a chart

41

DEVELOP AND CONSTRUCT PROFESSIONAL PRESENTATION AND PRESENT THEM USING NEWLY ACQUIRED PUBLIC SPEAKING SKILLS

Create a pie chart

Construct a very short but

comprehensive PPT Define Presentation

software

Plan an effective presentation

Examine the PowerPoint window

Enter slide text Add a new slide

Apply a design theme

Compare presentation views

Seven and Seven rule

PARC

Insert images

Insert and style a picture

Transition and animations

Assessment


Resources

CM 021

Intermediate

Computer

Applications 1

The CM021 course is a pre-requisite, intermediate English immersion course

covering the important computer skills

needed for success at the college level

for the intermediate users. This course is

designed for Foundation 1 or 2 level

students with intermediate computer

skills


provide subject-specific reading,

speaking, listening, vocabulary, and


student’s English language capabilities,

and to develop in students a more

thorough, computer-based set of skills,


academic. English language skills are

supported through project-based computer assignments and integrated

assignments qualified by English

department criteria.


application:






Define and use key English vocabulary words


other courses to support computer

learning


Use computer-and English to improve

academic writing WRITE LETTERS, MEMOS, FAXES,

AND REPORTS USING MS WORD APPLICATION

COMPUTER SKILLS:


Define and spell key computer based language 95+% of the time



software






spring semester

Communicate with colleagues and instructors by constructing emails i.e.






commands



essay formats



L., Reding, E. E. (2010). Microsoft Office 2010.


Premium Edition.


Inc. ISBN 978-1-111-

52797-6



v2.0 Instant Access

Code, 1st & 2nd Edition 9781111669362


Generated Materials

42

This course offers a more in depth understanding and is divided into

three basic modules. These include

skill development in information,

communication, and word

processing. The Information section

covers internet and academic

database search strategies and the

tools used to evaluate the information

the students retrieve. This unit also

introduces the student to network file

management systems, folder

organization, network drive mapping, and hierarchies. The communication

module deals with groupware esp.

electronic mail and advanced

calendar functions in Microsoft

Outlook 2010. Word processing in

this unit consists of a thorough

treatment of Microsoft Word 2010

including creating, saving, editing,

formatting, advanced page layout

techniques, and printing documents.

Keyboarding will be a ongoing skill practice to support the course goal of

competence and confidence at the

college level.

Demonstrate a more thorough

understanding of specific computer

applications


understanding of computer

components and Windows OS

Develop positive attitudes toward technology uses that support lifelong


pursuits, and academic productivity



software


motivation and promote creativity

Use technology tools to construct

technology projects such as

organizing publications, producing

other creative works, and to communicating with peers, experts,

and other audiences

Use technology to collaborate on

specific projects and assignments

Use technology to locate, evaluate,

and collect information from a variety

of sources.

Understand the key moral, cultural,


technology and internet use CREATE, ACCESS, ORGANIZE,

ANALYZE AND COMMUNICATE INFORMATION USING THE COMPUTER

DEVELOP SKILLS IN READING AND COMPREHENDING TEXT BOOK INSTRUCTIONS AND A VARIETY OF ONLINE RESOURCES

INCREASE BOTH SPEED AND ACCURACY PROFICIENCY IN KEYBOARDING SKILLS

GATHER AND SYNTHESIZE INFORMATION FROM APPROPRIATE ACADEMIC WEBSITES





and online material



“OR”, “+”, “-“

Proofread all written assignments to correct spelling, grammar, and

punctuation errors



vocabulary



software


processing and storage devices Access and create a file management

system on ABP network

Save and retrieve files with the

appropriate file name and extension

Copy, cut. paste, print, move, rename,

search and delete files

Map the network drives



spring semester

Communicate in writing to a variety of audiences using email

Identify MS Outlook ribbon, tabs, and

groups




Create contacts and distribution lists to

communicate with peers and instructors

by acknowledging the sender and

completing required task on time

Send and receive emails Given written and verbal instructions,


commands

Create, modify documents using word

processing software

43


Use computer-skills and knowledge to

improve academic writing skills


ribbon and tab menu

Format word documents using the ribbon

and tab menu commands

Identify basic elements of the MS Word

ribbon and tab menus i.e. quick access

toolbar, scroll bars, etc. Distinguish between the use of MS Word

groups i.e. formatting fonts, paragraphs

to format a document

Organize numerical data using tables





and online material

Specify the use of certain formatting

commands to enhance a document’s

appearance Integrate basic elements of MS Word to

format a Word document i.e. margins,

columns, page numbers, headers, tables,

clip art ,etc. to enhance a document’s

appearance



academic writing assignments



essay formats Distinguish the elements of Universal

Resource Locators i.e. www, domain

names, sub domain names

Provide examples of web sites found

using multiple search engines



“OR”, “+”, “-“

Demonstrate how to use tabbed browsing

Given certain criteria, use internet

databases to provide additional research for essays from other classes


bibliography, citations etc

44

Using specific criteria, students evaluate

the effectiveness of search engines and

databases

Identify the basic elements of a web

page’s interface i.e. toolbars and search

fields, navigation

Identify basic commands from a web page’s menu i.e. shortcuts and hot keys

for example “Ctrl P”

Carry out a variety of assessments (i.e.

online quizzes, group projects, internet

research-based assignments) to

demonstrate the skills learned

Create and format tables using MS

Word, and customize tables

CM 022

Intermediate

Computer

Applications 2

This course is a fallow up course to

CM021, it is an intermediate English

immersion course covering the important

computer skills needed for success at the

college level for the intermediate users. This course is designed for Foundation 1

or 2 level students with intermediate

computer skills


provide subject-specific reading, speaking, listening, vocabulary, and



and to develop in students a more

thorough, computer-based set of skills,



supported through project-based

computer assignments and integrated

assignments qualified by English

department criteria.

This course is made up of three modules

that include skill development in the areas

of using Spreadsheet, Presentation

Software and their Integration. These

three modules will complement the Word

Processing and Information and Communication Modules complete in

CM021. The spreadsheet unit will enable

the students to create spreadsheets and


application:

Improve their English reading,

writing, listening, and presentation skills

Present research on a specific topic

using knowledge from all office

applications




Define and use key English

vocabulary words


other courses to support computer learning



academic writing

Write research papers and reports by

integrating different Microsoft

applications

Computer skills:

Define relevant computer application

terms.

Students will organize and manage

files and folders.




Identify & describe elements of a computer system i.e. hardware and

software






spring semester



new messages, replies, forwards Follow a sequence of steps to create




commands



essay formats



and online material Explain the basic Boolean search tools


“OR”, “+”, “-“



L., Reding, E. E. (2010).

Microsoft Office 2010. Illustrated Introductory,

Premium Edition.


Inc.



v2.0 Instant Access


9781111669362


Generated Materials

45

manipulate data using formulas and

functions and to display data using charts

or graphs. The presentation unit will

enable the student to present and share the

data that they have created in a word

processing or spreadsheet software.

Students will learn the Integration of software and import and export of

different types of data between different

applications. Students will also continue

to practice keyboarding skills in

homework and integrated class work.

Students will use database software to

organize and manipulate data

Students will practice and reinforce

word processing and electronic

communication, and internet research

skills learned in CM021 INCREASE BOTH SPEED AND

ACCURACY PROFICIENCY IN KEYBOARDING SKILLS


understanding of specific computer

applications (Excel and PowerPoint) Appreciate the effectiveness and uses

of electronic spreadsheets in the

workplace

Develop positive attitudes toward

technology uses that support lifelong


pursuits, and academic productivity



software


motivation and promote creativity Introduce the use technology tools to

construct projects such as financial

and linguistic reports, audience

oriented presentations.

Transform data to represent in

different format.

Understand the different methods of

data manipulation

Continue to use technology to locate,

evaluate, and collect information

from a variety of sources. Understand the key moral, cultural,


technology and internet use. USE AVAILABLE ONLINE

DATABASES TO ACCESS ACADEMIC CONTENT

Use email to communicate

appropriately to a variety of

audiences

Develop and construct professional

presentation and present them using

newly acquired public speaking skills



punctuation errors


Understand Spreadsheet software Understand formulas

Enter labels and values

Use AutoSum

Edit cell entries

Enter and edit a simple formula

Switch worksheet views

Print options

Create a complex formula

Insert a function

Type a function

Copy and move cell entries

Understand relative and absolute cell references

Round a value with a function

Format values



Adjust column width

Insert and delete rows

Apply colors, patterns and borders



Rename a sheet Spell check

Plan a chart

Create a chart

Move and resize a chart

Change the chart design

Change the chart layout

Format a chart

Annotate and draw on a chart

Create a pie chart

Embedding Excel files in Word

Linking files between Word and Excel Creating and editing linked objects


Examine the PowerPoint Window

7 X 7 rule

PARC

46

Use simple and complex formulas

and functions to enhance data


reference

Use electronic worksheets to analyze

data to make predictions

Format worksheets to emphasize key data

Create and format simple charts and

graphs using data

Enter text on a slide

Compare views


Inserting Text from Word

Inserting clipart and photos

Inserting a chart & table

Masters Backgrounds

Styles

Animations

Transitions and timings

Preparing a presentation

Integrating data between Word & Excel

Integrating data among Word, Excel and

PowerPoint

Embedding an Excel worksheet in

PowerPoint

Managing Links

Creating hyperlinks Use paste-special

Create an Excel spreadsheet in Word

Embed a file

Manage links

Insert Word objects in PowerPoint

Link an Excel file in PowerPoint

Publish a PowerPoint slide in Word

Embed a PowerPoint slide in Word

47


Resources

CM 031

Advanced

Computer

Concepts and

Applications 1

The CM031 course is a pre-requisite,

advanced English immersion course

covering the important computer skills

needed for success at the college level for the intermediate users. This course is

designed for Academic English and

Foundation 1 or 2 level students with

intermediate computer skills


provide subject-specific reading, speaking, listening, vocabulary, and writing

opportunities to expand a student’s English

language capabilities, and to develop an in

depth computer-based set of skills,



supported through project-based computer

assignments and integrated assignments

qualified by English department criteria.

This course offers an advanced

understanding and is divided into three

basic modules. These include skill

development in information,

communication, and word processing. The

Information section covers internet and

academic database search strategies and the

tools used to evaluate the information the students retrieve. This unit also introduces

the student to network file management

systems, folder organization, network drive

mapping, and hierarchies. The

communication module deals with

groupware esp. electronic mail and

advanced calendar functions in Microsoft

Outlook 2010. Word processing in this unit

consists of a thorough treatment of

Microsoft Word 2010 including creating,

saving, editing, formatting, advanced page

layout techniques, and printing documents. Keyboarding will be an ongoing skill

practice to support the course goal of

English language acquisition and application:




comprehending technical language and a

variety of online resources

Define and use key English vocabulary

words

Apply English skills learned from other

courses to support computer learning

Spell English words correctly to 90% Use computer-and English to improve

academic writing WRITE LETTERS, MEMOS, FAXES, AND

REPORTS USING MS WORD APPLICATION

COMPUTER SKILLS:

DEMONSTRATE AN ADVANCED UNDERSTANDING OF SPECIFIC COMPUTER APPLICATIONS

DEMONSTRATE AN ADVANCED UNDERSTANDING OF COMPUTER COMPONENTS

DEVELOP POSITIVE ATTITUDES TOWARD TECHNOLOGY USES THAT SUPPORT LIFELONG LEARNING, COLLABORATION, PERSONAL PURSUITS, AND ACADEMIC PRODUCTIVITY

PRACTICE RESPONSIBLE USE OF TECHNOLOGY SYSTEMS, INFORMATION, AND SOFTWARE

USE TECHNOLOGY TOOLS TO INCREASE INDEPENDENCE AND PROMOTE CREATIVITY

USE TECHNOLOGY TOOLS TO CONSTRUCT TECHNOLOGY PROJECTS SUCH AS ORGANIZING PUBLICATIONS, PRODUCING OTHER CREATIVE WORKS, AND TO COMMUNICATE WITH PEERS, EXPERTS, AND OTHER AUDIENCES

USE TECHNOLOGY TO COLLABORATE ON SPECIFIC PROJECTS AND ASSIGNMENTS




Identify & describe elements of a computer

system i.e. hardware and software Demonstrate appropriate academic English

spelling and vocabulary in all writing

assignments 95% of the time



spring semester


instructors by constructing emails i.e. new

messages, replies, forwards



Given written and verbal instructions, execute basic word processing commands



essay formats


summarizing main ideas of written text and

online material



“OR”, “+”, “-“

Proofread all written assignments to correct spelling, grammar, and punctuation

errors



vocabulary


system i.e. hardware and software


processing and storage devices Access and create a file management

system on ABP network


Duffy, J., Friedrichsen, L.,

Reding, E. E. (2010).



Premium Edition. Thompson Technology,

Inc.



Wermers. (2010).



Premium Edition.


Inc.



v2.0 Instant Access Code,

1st & 2nd Edition

9781111669362


Generated Materials

48

competence and confidence at the college

level. This course moves at faster pace than

the other two courses. Students must be

able to work independently on more

challenging assignments and transfer the

more highly developed skills to real life

situations.

USE TECHNOLOGY TO LOCATE, EVALUATE, AND COLLECT INFORMATION FROM A VARIETY OF SOURCES.

UNDERSTAND THE KEY MORAL, CULTURAL, AND SOCIETAL ISSUES RELATED TO TECHNOLOGY AND INTERNET USE

CREATE, ACCESS, ORGANIZE, ANALYZE AND COMMUNICATE INFORMATION USING THE COMPUTER



GATHER AND SYNTHESIZE INFORMATION FROM APPROPRIATE ACADEMIC WEBSITES




USE COMPUTER-SKILLS AND KNOWLEDGE TO IMPROVE ACADEMIC WRITING SKILLS


Use advance features of Word to perform

complex tasks and increase efficiency

Save and retrieve files with the appropriate

file name and extension

Copy, cut. paste, print, move, rename,

search and delete files

Map the network drives


using specific criteria by the end of the spring semester

Communicate in writing to a variety of

audiences using email

Identify MS Outlook ribbon, tabs, and

groups




Create contacts and distribution lists and

rules to communicate with peers and

instructors by acknowledging the sender

and completing required task on time Send and receive emails

Give written and verbal instructions,

execute basic word processing commands

Create and modify documents using word

processing software


ribbon and tab menu

Format word documents using the ribbon

and tab menu commands

Identify advanced elements of the MS

Word ribbon and tab menus i.e. quick access toolbar, scroll bars, etc.

Distinguish between the use of MS Word

groups i.e. formatting fonts, paragraphs to

format a document

Organize numerical data using tables





online material

Specify the use of certain formatting commands to enhance a document’s

appearance

Integrate advanced elements of MS Word

to format a Word document i.e. margins,

columns, page numbers, headers, tables,

49

clip art ,etc. to enhance a document’s

appearance



academic writing assignments


prescribed ABP English/EFL department essay formats

Distinguish the elements of Universal

Resource Locators i.e. www, domain

names, sub domain names

Use search engines to source information

relevant to career choice, university

pathways and university courses Explain

the basic Boolean search tools i.e.to narrow

search topics i.e. “AND”, “OR”, “+”, “-“

Demonstrate how to use tabbed browsing

Given certain criteria, use internet

databases to provide additional research for essays from other classes


bibliography, citations etc

Using specific criteria, evaluate the

effectiveness of search engines and

databases

Identify the basic elements of a web page’s

interface i.e. toolbars and search fields,

navigation

Identify basic commands from a web

page’s menu i.e. shortcuts and hot keys for example “Ctrl P”

Create and format tables using MS Word,

and customize tables

Apply advance tables’ operations such as

perform calculations

Manipulate images and graphics to give

visual interest on a page.

Master use of text box, word art, shapes

and creating charts. Convert text into word

art and create blocks

Apply themes to documents to demonstrate consistency and professionalism

Use the sidebar to include auxiliary

information.

Insert quick parts such as title, date,

company name ...etc

50

Apply cover page for attention-grabbing.

Understand mail merge process.

Build and edit the data source using

different software’s. (Excel, outlook, MS

Access...)

Import and export fields IN and OUT the

word document to generate the final merge document.

CM 032

Advanced

Computer

Concepts and

Applications 2

This course is a fallow up course to

CM031, it is an advanced English

immersion course covering the important

computer skills needed for success at the

college level for the advanced users. This

course is designed for Academic English

and Foundation 1 or 2 level students with

advanced computer skills


provide subject-specific reading, speaking,

listening, vocabulary, and writing

opportunities to expand a student’s English

language capabilities; and to develop in

depth computer-based set of skills,

attitudes, and behaviors needed for academic. English language skills are

supported through project-based computer

assignments and integrated assignments

qualified by English department criteria.

This course is made up of three modules

that include advanced skill development in the areas of using Spreadsheet, Presentation

Software and their Integration. These three

modules will complement the Word

Processing and Information and

Communication Modules complete in

CM031. The spreadsheet unit will enable

the students to create spreadsheets and

manipulate data using formulas and

functions and to display data using charts or

graphs. Students will also learn to analyze

and interpret data in addition to producing reports and research papers. The

presentation unit will enable the student to

present and share the data that they have





comprehending technical language and a

variety of online resources


words





academic writing WRITE LETTERS, MEMOS, FAXES, AND

REPORTS USING MS WORD APPLICATION

COMPUTER SKILLS:

DEMONSTRATE AN ADVANCED

UNDERSTANDING OF SPECIFIC COMPUTER APPLICATIONS

DEMONSTRATE AN ADVANCED UNDERSTANDING OF COMPUTER COMPONENTS

DEVELOP POSITIVE ATTITUDES TOWARD TECHNOLOGY USES THAT SUPPORT LIFELONG LEARNING, COLLABORATION, PERSONAL PURSUITS, AND ACADEMIC PRODUCTIVITY

PRACTICE RESPONSIBLE USE OF TECHNOLOGY SYSTEMS, INFORMATION, AND SOFTWARE

USE TECHNOLOGY TOOLS TO INCREASE INDEPENDENCE AND PROMOTE CREATIVITY

USE TECHNOLOGY TOOLS TO CONSTRUCT TECHNOLOGY PROJECTS SUCH AS ORGANIZING PUBLICATIONS,





system i.e. hardware and software

Demonstrate appropriate academic English

spelling and vocabulary in all writing

assignments 95% of the time

Type at least 30 wpm at 90+% accuracy using specific criteria by the end of the

spring semester







execute basic word processing commands


prescribed ABP English/EFL department essay formats



online material



“OR”, “+”, “-“


correct spelling, grammar, and punctuation

errors


Understand spreadsheet software

Understand formulas



Reding, E. E. (2010).



Premium Edition.


Inc.

Beskeen, D., Cram, C., Duffy, J., Friedrichsen, L.,

Wermers. (2010).



Premium Edition.


Inc.



v2.0 Instant Access Code, 1st & 2nd Edition

9781111669362


Generated Materials

51

created in a word processing or spreadsheet

software. Students will learn the

Integration of software and import and

export of different types of data between

different applications. Students will also

continue to practice keyboarding skills in

homework and integrated class work. This course moves at faster pace than the other

two courses. Students must be able to work

independently on more challenging

assignments and transfer the more highly

developed skills to real life situations.

PRODUCING OTHER CREATIVE WORKS, AND TO COMMUNICATE WITH PEERS, EXPERTS, AND OTHER AUDIENCES

USE TECHNOLOGY TO COLLABORATE ON SPECIFIC PROJECTS AND ASSIGNMENTS

USE TECHNOLOGY TO LOCATE, EVALUATE, AND COLLECT INFORMATION FROM A VARIETY OF SOURCES.

UNDERSTAND THE KEY MORAL, CULTURAL, AND SOCIETAL ISSUES RELATED TO TECHNOLOGY AND INTERNET USE

CREATE, ACCESS, ORGANIZE, ANALYZE AND COMMUNICATE INFORMATION USING THE COMPUTER



DEMONSTRATE AN ADVANCED UNDERSTANDING OF SPREADSHEET APPLICATION

DEMONSTRATE AN ADVANCED UNDERSTANDING OF PRESENTATION APPLICATION

DEVELOP PROCEDURES TO ANALYZE DATA USING FORMULAS AND IMPLEMENTING SOLUTIONS

GENERATE AND APPLY STANDARD MATHEMATICAL AND LOGICAL FORMULAS USING STANDARD/ADVANCE FUNCTIONS.

DEMONSTRATE ADVANCED KNOWLEDGE IN CREATING AND FORMATTING GRAPHS/CHARTS.

DEVELOP ADVANCED PRESENTATION SKILLS.

USE TECHNOLOGY TOOLS TO PRODUCE ADVANCED PRESENTATIONS

DEVELOP AN IN DEPTH UNDERSTANDING OF INTEGRATION BETWEEN DIFFERENT MS APPLICATIONS.

DEMONSTRATE THE ABILITY TO IMPORT AND EXPORT DATA BETWEEN MS-OFFICE APPLICATIONS.

Enter labels and values and use Auto Sum

Edit cell entries

switch worksheet views choose print

options

Create a complex formula

Insert a function

Type a function Copy and move cell entries


references

Copy formulas with relative cell references

Copy formulas with absolute cell

references

Round a value with a function

Format values



Adjust column width

Insert and delete rows and columns Apply color, patterns, and borders



Check spelling

Plan a chart

Create a chart

Move and resize a chart

change the chart design

change the chart layout

Format a chart

Annotate and draw on a chart Create a pie chart

Define presentation software


Examine the PowerPoint window

Enter slide text

Add a new slide


Compare presentation views

print a PowerPoint presentation

Enter text in the outline tab

Format text Convert text to Smart Art

Insert and modify shapes

edit and duplicate shapes

Align and group objects

Add slide headers and footers

52

Check spelling in a presentation

Preview a report

Use the report wizard

Use report design view

Use report sections

Add subtotals and counts

Resize and align controls format a report Change page layout

Integrate data between word and Excel

Copy data from Excel to Word

Copy a chart from Excel to Word

Crate linked objects

Embed a word file in Excel

Integrate data among Word, Excel, and

Access

Import an Excel worksheet into access

Copy a word table to access

Link an access table to excel and word

Link an access table to word your calendar Integrate data among Word, Excel,

PowerPoint and Access

Import an a word outline into PowerPoint

Embed an excel worksheet in PowerPoint

Link access and excel objects to

PowerPoint

Manage links

Use paste special to modify formatting

Crate a hyperlink between word and excel

Create an excel spreadsheet in word

Embed an excel file in word Change link source

53


Resources

CM033:

Introduction to

Robotics

CM033 is a semester-long course that

teaches problem solving, critical

thinking and teamwork through the

fundamentals of robotics. The LEGO MindStorms NXT robotics kits will be

used to develop an understanding of

robotics which includes computer

programming and engineering

principles.


Improve English reading, listening, and

presentation skills


comprehending technical language from a

variety of resources

Write a journal describing their experiences throughout the robotics course

Use key vocabulary to document each

process of development using the software




Develop teamwork skills and promote

communication

Develop conflict management skills

PROGRAMMING SKILLS:

Understand program logic

Understand program control (multiple

sequence beams, wait, wait until, loop,

switch, stop)

Understand and use switch statements (if-

then)

Understand and use loops (infinite, number

of repetition, time) Understand and use arguments and

parameters

Understand and use variables

Understand and use math functions

Understand and use commenting

(documentation) in programs

Technical Objectives:

Understand and use logic and problem

solving skills

Understand what makes a robot Understand input versus output (sensors

versus motors)


Use documentation correctly by

commenting appropriately in programs

Write a journal on the reflections of the

course and the process of making the robot Use technical English to provide

documentation to development of program

Programming, Technical, and Engineering

Outcomes

Present on specific types of robots

Program basic tasks to guide specifications

Adjust robot construction and

programming depending task outcomes

(troubleshoot)

Know all elements of robotics kit Build robot based on design specifications

Create a custom program based on student

assigned task

Use the design cycle to create a robot that

can navigate an obstacle course using

sensors (ultrasonic and light) and uses one

motor for power generation (differential

gears) and one motor for steering (rack-

and-pinion or other complex gear

structure)

. Build robot to guide specifications Test robot based on specific tasks

Understand the design cycle (design, build,

program, test, redesign, rebuild, reprogram,

retest etc)

Understand and use all the code blocks and

programming concepts in the Common

Palette of the software

Understand and use all the code blocks and

programming concepts in the Complete

Palette of the software (skip two tasks:

send a message (#30) and multiple downloads (#39))

LEGO Mindstorms NXT

Education Base Kits

LEGO Mindstorms

Educational Resource

Kits

Color Sensors

NXT Site License

Agreement


Generated Materials

54

Understand the design process

Engineering Objectives

Follow building instructions

Design and build simple structures

Understand what makes a structure complex

Design and build complex structures

(rigidity, connections, stability)

Understand gear ratios and how they affect

speed/power

Develop visual-spatial skills

Use the design cycle to create a ‘geared-

for-power’ robot that can pull at least 3kg

for at least 75 cm

ABPCM052

Programming

with Python

CM052 is a semester-long course that

introduces students to the basics of

programming and prepares them to

transition into more complicated languages.

Python, an easy-to-learn and increasingly popular object-oriented language, allows

readers to become comfortable with the

fundamentals of programming without the

troublesome syntax that can be challenging

for novices. With the knowledge acquired

using Python, students gain confidence in

their skills and learn to recognize the logic

behind developing high-quality programs.


Improve English reading, listening, and

presentation skills

Develop specific skills in reading and comprehending technical language from a

variety of resources

Use key vocabulary to document each

process of development using the software




Develop conflict management skills

Programming skills:

Understand flowcharts

History of commuters

History of programming languages

Understands the use of programming in

our daily life

Hardware Vs Software

Interpreters Vs Compilers

Logic errors Vs Syntax errors

Understand program logic

Understand program control (input,

output, functions, identifiers ,and jump statements)

Understand and use the conditional

statements


Use documentation correctly by

commenting appropriately in programs

Presenting a case using PowerPoint

Use technical English to provide

documentation to development of program

Programming, Technical, and Outcomes

Plan a program using flowcharts Troubleshoot flowcharts as needed

Write s simple code

Interpret programs

Test the programs and make sure it gives

the correct answers

Textbook: -Starting out

with Python Third Edition

Software: Python3.2

55

Understand and use loops (infinite, number

of repetition, time)

Understand and use arguments and

parameters

Understand and use functions

Understand and use math functions

Understand and use logic and problem solving skills

Programming Objectives

Write codes

Program debugging

Troubleshoot errors

Execute codes

Create complex programs using nested

functions

56

Math Course Descriptions



Resources

MT 113

Math for

Liberal Arts

I

Math for Liberal Arts I is designed for

mathematics survey courses for non-

science majors. It is catered to the

needs of today's liberal arts

mathematics students. The course

covers a variety of topics designed to

foster interest in and show the

applicability of mathematics. It

includes integration of numerous

relevant real-world examples and applications. The topics covered are:

Problem Solving, Numbers, Algebra,

Functions, Sets and Logic. There is a

strong emphasis on the student's ability

to understand problems presented in

English, to apply basic Math concepts

to solve problems, and to provide

English explanations to the solutions

of such problems.

USE AND SPELL ALL THE APPROPRIATE

MATH VOCABULARIES AND

DEFINITIONS

DEVELOP SKILLS IN READING AND

COMPREHENDING MATH TEXT BOOKS

AND A VARIETY OF SOURCES OF

INFORMATION

DEMONSTRATE AN UNDERSTANDING

OF MATHEMATICAL TERMINOLOGIES

AND NOTATIONS

IMPROVE THEIR SKILLS IN ANALYZING, EVALUATING AND SYNTHESIZING

INFORMATION FROM A VARIETY OF

SOURCES

Reach sufficient language proficiency in

order to develop a working knowledge

of the subject matter

Reach sufficient language proficiency to

gain admission to university programs

Use mathematics to solve problems and

determine if the solutions are reasonable

Use mathematics to model real world behaviors and apply mathematical

concepts to the solution of real-life

problems;

Make meaningful connections between

mathematics and other disciplines

Assist students reach sufficient language

proficiency in order to develop a

working knowledge of the subject matter

so they can:

1. Read and understand a graph


Write definitions and explain Math

vocabularies in correct and complete sentences

Write explanations of how to solve problems

Prepare visuals and present information on

selected Math topics

Use inductive and deductive reasoning in

Problem Solving

Estimate and Interpret Graphs

Perform operations on Sets and use Venn

diagrams to solve problems

Use rules of exponents in calculations

Use statements, quantifiers and truth tables to

solve logical arguments

Apply ratios, rates and proportions when

solving a word problem.

Solve word problems involving linear

equations and inequalities

Apply Arithmetic and Geometric sequences to

solve problems involving patterns

Apply operations of functions when solving word problems

Increase their confidence in their ability to

learn math.

Textbook: Mathematics All

Around, 5/e by Thomas Pirnot,

Pearson

Reference: Math in Our

World, Sobecki, Bluman,

Schirk-Matthews, Second

Edition, McGraw-Hill

Website:www.mymathlab.com

57

2. Perform operations on Sets

3. Identify types of numbers

4. Understand how to use exponents

laws

5. Solve linear and quadratic equations

6. Solve linear inequalities

7. Solve system of linear equations 8. Define linear, quadratic and

exponential functions

MT 114

Math for

Liberal Arts

II

This course is designed for students

who are going to major in liberal arts

and who passed MT111 (Basic Math).

It consists of basic Mathematical

concepts with simple applications. The

main goal is to familiarize students with

techniques for solving word problems

and develop students’ ability to apply

such techniques. The topics of the

course are statistics and graphs, geometry and introduction to algebra. It

will also include word problems that

involve decimals, fractions, percents,

proportions, linear and quadratic

equations, geometry, probability, and

statistics.

There is a strong emphasis on the

student's ability to understand problems

presented in English, to apply concepts

from algebra to solve such problems,

and to provide English explanations of the solutions to such problems



DEFINITIONS




INFORMATION


OF MATHEMATICAL TERMINOLOGIES AND NOTATIONS

IMPROVE THEIR SKILLS IN ANALYZING,

EVALUATING AND SYNTHESIZING


SOURCES


order to develop a working knowledge

of the subject matter



Use mathematics to solve problems and determine if the solutions are reasonable

Use mathematics to model real world

behaviors and apply mathematical


problems;



Assist students reach sufficient

language proficiency in order to

develop a working knowledge of the

subject matter so that they can:

1. Use problem solving techniques

2. Use angles and triangles properties

3. Find perimeters and areas of regular







Apply problem solving techniques when

solving word problems

Apply percent increase or decrease on taxes, commissions and discounts

Examine the difference between simple and

compound interest when investing money at a

bank

Apply counting techniques to solve

permutations and combinations problems

Apply basic concepts of probability

Organize and analyze data statistically

Perform regression analysis between two

variables.

Find perimeters, areas, volumes and surface areas of shapes faced on everyday life

Use angles and triangles properties when

solving a related geometry problem

Solve problems related to Trees and graph

theory

Textbook: Mathematics All

Around, 5/e by Thomas Pirnot,

Pearson

Reference: Math in Our

World, Sobecki, Bluman,

Schirk-Matthews, Second

Edition, McGraw-Hill

Website:www.mymathlab.com

58

shapes

4. Find volumes and surface areas of

prisms and pyramids

5. Organize and analyze data

6. Find mean, median, and mode of a

set of data

7. Perform regression analysis

between two data

8. Use counting techniques to solve

probability problems

9. Understand the normal distribution

curve

10. Understand Graph theory and its

applications


Resources

MT 121

College

Algebra 1

The purpose of the College Algebra

course is to let students explore and

understand central concepts in algebra,

to develop proficiency in manipulating

algebraic expressions, to solve algebraic

equations and inequalities and to use

them to model and solve real world

problems. Students in this course will

gain experience as problem solvers and

will analyze problems in an organized manner. They will engage in the

exploration and discovery of concepts

and will learn to work cooperatively to

solve problems. They will demonstrate

understanding by explaining in written

or oral form the meanings and

applications of concepts.

The course focuses on some concepts

from Basic Algebra that are

prerequisites for Pre-calculus. Contents

include Basic Algebraic Operations,

Exponents, Radicals and Polynomials,

Rational Expressions, Linear Equations



DEFINITIONS




INFORMATION


OF MATHEMATICAL TERMINOLOGIES

AND NOTATIONS




SOURCES


order to develop a working knowledge of

the subject matter













Perform the essentials of Algebra.

Interpret Linear equations, and inequalities

Use basic operations on linear and non-linear

equations and inequalities when solving problems

Use Quadratic equations and its applications.

Perform operations on functions and analyze

their graphs

FIND COMPOSITE AND INVERSE OF

FUNCTIONS

Textbooks:

College Algebra and

Trigonometry 5/e by

Margaret Lial , John

Hornsby , David Schneider

and Callie Daniels. Pearson

References

College Algebra and

Trigonometry, Six Edition.

Aufmann. Barker. Nation

College Algebra with

Trigonometry, Ninth

Edition. Barnett. Ziegler.

Byleen. Sobecki

Algebra and Trigonometry by

Coburn, MC Graw Hill

Website:

www.mymathlab.com

59

and Inequalities, Solving Linear,

Quadratic and Rational Equations,

Graphing and Its Transformations,

Operations on Functions, Composite

and Inverse, Graphing Linear, Quadratic

and Rational Functions


problems;



Use technology for mathematical

reasoning and problem solving;

Apply mathematical and/or basic statistical reasoning to analyze data and

graphs




so that they can:

1. Perform the essentials of Algebra.

2. Interpret Linear equations, and

inequalities

3. Use Quadratic equations and its

applications. 4. Perform operations on functions and

analyze their graphs

5. FIND COMPOSITE AND INVERSE OF

FUNCTIONS

MT 122

College

Algebra 2

This course is a continuation of the

College Algebra MT 121. The purpose

of this course is to let students explore

and understand central concepts in

Trigonometry, Exponential and

Logarithmic Function, System of

equations, Sequences and Series,

Statistics and Probability and to use them

to model and solve real world problems.

Students in this course will gain experience as problem solvers and will

analyze problems in an organized

manner. Students will engage in the

exploration and discovery of concepts

and will learn to work cooperatively to

solve problems. They will demonstrate

understanding by explaining in written

or oral form the meanings and

applications of concepts. The topics

included are: equations, inequalities,

graphs, polynomial, rational, exponential and logarithmic functions,



DEFINITIONS




INFORMATION


OF MATHEMATICAL TERMINOLOGIES AND NOTATIONS




SOURCES



the subject matter



Use mathematics to solve problems and determine if the solutions are reasonable




Write explanations of how to solve problems.



Sketch graphs of basic models (linear,

quadratic, cubic, exponential, logarithmic)

Demonstrate understanding of the basic properties of linear, quadratic, cubic,

exponential and logarithmic functions

Draw graphs of transformations of functions

Use right triangle trigonometry and apply

properties of trig functions in solving problems.

Use the law of sine and the law of cosine when

solving triangles

Solve systems of equations and inequalities

using algebraic methods.

Differentiate between algebraic and geometric

sequences and series and apply them on growth

Textbooks: e-book

College Algebra and

Trigonometry 5/e by

Margaret Lial, John

Hornsby ,David Schneider

and Callie Daniels. Pearson

References

College Algebra and

Trigonometry, Six Edition.

Aufmann. Barker. Nation

College Algebra with

Trigonometry, Ninth

Edition. Barnett. Ziegler.

Byleen. Sobecki

Algebra and Trigonometry by

Coburn, MC Graw Hill

Website:

www.mymathlab.com

60

trigonometric functions, trigonometric

identities, systems of linear equations,

sequences and series, permutations and

combinations, statistics and probability




problems;



Use technology for mathematical reasoning and problem solving;

Apply mathematical and/or basic

statistical reasoning to analyze data and

graphs




so that they can:

1. Solve linear and non-linear

equations and inequalities

2. Graph and analyze basic properties of linear, quadratic, cubic,

exponential and logarithmic

functions

3. Graph transformations of functions

4. Demonstrate understanding of

Polynomial functions

5. Use right triangle trigonometry


properties of trigonometric functions

7. Prove Trigonometric identities

8. Apply Sine and Cosine law

9. Solve systems of equations and inequalities

10. Apply Algebraic and Geometric

sequences and series

11. Apply basic concepts of statistics

12. Apply basic concepts of probability,

multiplication principle,

permutations, combinations and the

Binomial Formula

and decay problems as well as in business and

finance problems

Sort data using tables and graphs and calculate

mean, median, mode and standard deviation

such data

Find a linear regression between two sets of

data

Apply basic concepts of probability,

multiplication principle, permutations,

combinations and the binomial formula when

solving problems

61


Resources

MT 131

Pre-Calculus

1

The purpose of this course is to deepen

students’ understanding of algebra and

extends their ability to apply algebra

concepts and procedures at higher

conceptual levels and in the study of other

subjects. The study of the topics, concepts,

and procedures of pre-calculus is very strongly recommended for all college-

bound students. These topics, concepts,

and procedures are prerequisites for many

college programs in science, engineering,

medicine, and business. Topics of this part

include polynomials, rational and radical

expressions, linear and non-linear

equations and inequalities, analytic

geometry, linear, quadratic, polynomial,

rational, exponential and logarithmic

functions. THERE IS A STRONG EMPHASIS ON THE STUDENT'S ABILITY TO UNDERSTAND PROBLEMS PRESENTED IN ENGLISH, TO APPLY CONCEPTS FROM ALGEBRA TO SOLVE SUCH PROBLEMS, AND TO PROVIDE EXPLANATIONS OF THE SOLUTIONS TO SUCH PROBLEMS IN WRITTEN SENTENCES.


MATH VOCABULARIES AND DEFINITIONS




INFORMATION

DEMONSTRATE AN UNDERSTANDING OF

MATHEMATICAL TERMINOLOGIES AND

NOTATIONS




SOURCES



the subject matter

Reach sufficient language proficiency to gain admission to university programs




behaviors and apply mathematical concepts

to the solution of real-life problems;



Use technology for mathematical reasoning

and problem solving;

Apply mathematical and/or basic statistical reasoning to analyze data and graphs


proficiency in order to develop a working

knowledge of the subject matter so that they

can:

1. Compute equations of lines and circles

2. Apply functions and their graphs

3. Demonstrate understanding of linear

functions and their applications

4. Solve quadratic functions and their

applications 5. Demonstrate understanding of

polynomial and Rational functions

By the end of this course, students should be able to

Write definitions and explain Math vocabularies in

correct and complete sentences


Prepare visuals and present information on selected

Math topics

Use a definition of a function to decide if a given relation is a function.

Perform algebraic operations (including

compositions) on functions and apply

transformations (translations, reflections, and

rescaling).

Write an expression for the composition of one

given function with another and find the domain,

range, and graph of the composite function.

Determine whether a function (given symbolically

or graphically) has an inverse and express the

inverse (symbolically, if the function is given symbolically, or graphically) if it exists.

Interpret the function notation for inverses.

Determine whether two given functions are

inverses, using composition.

Solve linear and quadratic equations and

applications problems

Apply quadratic functions and their graphs in the

context of motion under gravity and simple

optimization problems.

Find the intervals on which the function’s values are

positive and those where it is negative, given a polynomial function whose roots are known or can

be calculated

Solve polynomial equations and inequalities of

degree greater than or equal to three.

Graph polynomial functions given in factored form

using zeros and their multiplicities, testing the

sign-on intervals and analyzing the function’s

large-scale behavior

Apply fundamental facts about polynomials: the

Remainder Theorem, the Factor Theorem, and the

Fundamental Theorem of Algebra

Solve equations and inequalities involving rational

functions.

Textbook: e-book

Precalculus Enhanced with

Graphing Utilities, by

Michael Sullivan and Michael

Sullivan III, Pearson

References:

Sullivan, Michael (1999),

Pre-calculus, Eighth

Edition, Prentice Hall

James Stewart, Lothar Redlin

and Saleem Watson (2002).

Pre-Calculus: Mathematics for

Calculus, Fourth Edition,

Brooks/Cole.

Lial, J. Hornsby, and D.

Schnider (2001). College

Algebra and Trigonometry.

2nd Edition. Addison

Wesley.

Precalculus by John Coburn,

MC Graw Hill

Website:

www.mymathlab.com

62


exponential and Logarithmic functions

7. Implement modeling using functions.

Graph rational functions given in factored form

using zeros, identifying asymptotes, analyzing their

behavior for large x values, and testing intervals

Given vertical and horizontal asymptotes, find an

expression for a rational function with these

features

Use the inverse relationship between exponential and logarithmic functions to solve equations and

problems.

Graph logarithmic functions. Graph translations and

reflections of these functions.

Compare the large-scale behavior of exponential

and logarithmic functions with different bases and

recognize that different growth rates are visible in

the graphs of the functions

Solve exponential and logarithmic equations when

possible, (e.g. 5x=3(x+1)). For those that cannot be

solved analytically, use graphical methods to find approximate solutions.

Solve problems involving exponential growth and

decay.

MT 132

Pre-Calculus

2

This course is intended for students who

passed MT131 (Pre-calculus 1). The two

courses focus on concepts from pre-

calculus that are prerequisites for calculus

and other mathematics courses at university

level. Topics include trigonometric

functions, inverse trigonometric functions,

polar coordinates, parametric equations,

complex numbers, vectors, System of

equations, sequences and series and the

binomial theorem.

There is a strong emphasis on the student's

ability to understand problems presented in

English, to apply concepts from algebra to

solve such problems, and to provide

English explanations of the solutions to

such problems






INFORMATION



NOTATIONS




SOURCES



the subject matter










Math topics

Define (using the unit circle), graph, and use all

trigonometric functions of any angle.

Convert between radian and degree measure

Calculate arc lengths in given circles

Graph transformations of the sine and cosine

functions and explain the relationship between

constants in the formula and transformed graph

Recognize basic properties of the inverse

trigonometric functions including their domains,

ranges and graphs

Apply the basic trigonometric identities for sine,

cosine, and tangent.

Solve trigonometric equations using basic identities

and inverse trigonometric functions.

Textbook: e-book

Precalculus Enhanced with

Graphing Utilities, by

Michael Sullivan and Michael

Sullivan III, Pearson

References:

Sullivan, Michael (1999),

Pre-calculus, Eighth

Edition, Prentice Hall

James Stewart, Lothar Redlin

and Saleem Watson (2002).

Pre-Calculus: Mathematics for

Calculus, Fourth Edition,

Brooks/Cole.

Lial, J. Hornsby, and D.

Schnider (2001). College

Algebra and Trigonometry.

63








Apply mathematical and/or basic statistical

reasoning to analyze data and graphs


proficiency in order to develop a working knowledge of the subject matter so that they

can:

1. Identify Trigonometric Functions,

their properties and graphs.

2. Simplify trigonometric expressions

and solve trigonometric equations

using trigonometric identities and

formulas for the sum, difference,

multiple and half-angles.

3. Identify inverse trigonometric

functions, their properties and graphs. 4. Solve triangles using trigonometry.

5. Apply Polar Coordinates, Parametric

equation and Trigonometric form of

complex numbers.

6. Perform operations on vectors

7. Decompose a rational function into

Partial Fractions.

8. Solve system of equations using

matrices and determinants

9. Solve problems involving sequences,

arithmetic and geometric series and

the binomial expansion.

Prove trigonometric identities

Decompose a rational function into Partial Fractions

Use sigma and factorial notation

Write a particular term of a given sequence

Write an expression for the nth term of an arithmetic,

geometric, or recursively defined sequence.

Use the formulas for the sums of finite arithmetic and

geometric sequences

Compute the sums of infinite geometric series

Apply the convergence criterion for geometric series

Use the binomial theorem to find terms in the

expansion of a binomial

Construct Pascal’s triangle to find the coefficients

when expanding binomials

Explain the role of determinants in solving systems of

linear equations using matrices and compute

determinants of two-by-two and three-by-three

matrices

Write systems of two and three linear equations in

matrix form and solve such systems using Gaussian

elimination or inverse matrices

Find limits of polynomials, powers and roots either

algebraically or by using tables and graphs

Find one sided limits and determine whether a

function is continuous

Find the average rate of change, the instantaneous

rate of change and the derivative of polynomial

functions.

Find an equation of the tangent line to the graph of a

polynomial function

2nd Edition. Addison

Wesley.

Precalculus by John Coburn,

MC Graw Hill

Website: www.mymathlab.com

64


Resources

MT 241

Calculus 1

THE PURPOSE OF THIS COURSE IS TO HAVE STUDENTS ACQUIRE A BROAD AND IN DEPTH UNDERSTANDING OF KEY CONCEPTS IN DIFFERENTIAL CALCULUS AND THE CRITICAL REASONING SKILLS REQUIRED TO BE SUCCESSFUL IN SUBSEQUENT MATHEMATICS, ENGINEERING, BUSINESS, AND COMPUTER SCIENCE COURSES. THE TOPICS COVERED ARE: FUNCTIONS; LIMITS; DERIVATIVES; EXPONENTIAL, LOGARITHMIC AND TRIGONOMETRIC FUNCTIONS; INVERSE FUNCTIONS; L’HOSPITAL RULE; CURVE SKETCHING; RELATED RATES; LINEAR AND QUADRATIC APPROXIMATIONS; MAXIMUM AND MINIMUM PROBLEMS; AND THE MEAN VALUE THEOREM.


ability to understand problems presented

in English, to apply concepts from

Calculus to solve such problems, and to

provide English explanations to the

solutions of such problems.






INFORMATION

DEMONSTRATE AN UNDERSTANDING OF MATHEMATICAL TERMINOLOGIES AND

NOTATIONS




SOURCES



the subject matter

















can

1. Use Functions and Their

Representations

2. Find Limits and Continuity of functions

3. Find Derivatives and Rates of Change

4. Use Differentiation Rules

5. Apply Related Rates of change

6. Use Linear Approximations and

Differentials






Math topics

Develop solutions for tangent and area problems using the concepts of limits and derivatives.

Draw graphs of algebraic and transcendental

functions considering limits, continuity, and

differentiability at a point.

Determine whether a function is continuous and/or

differentiable at a point using limits.

Use differentiation rules to differentiate algebraic

and transcendental functions.

Identify appropriate calculus concepts and

techniques to provide mathematical models of real-

world situations and determine solutions to applied problems.

Use derivatives and the concepts of differentiation

to solve problems;

Textbook: e-book

Calculus for Scientists and

Engineers: Early

Transcendentals 1/e by

William Briggs , Lyle

Cochran , Bernard Gillett and

Eric Schulz, Pearson

Additional References:

Frank Ayre, Jr and Elliot

Mendelson: Schaum’s

Outlines, Calculus, Fourth

Edition, 1999, McGraw-Hill.

Robert Smith and Roland

Menton: Calculus – Single

Variable, Third Edition, 2007,

McGraw-Hill

James Stewart: Essential

Calculus - Early

Transcendentals,

First Edition, 2007,

Brooks/Cole.

Website:

www.mymathlab.com

65

7. Apply Derivatives of Logarithmic and

Exponential Function

8. Apply Derivatives of Inverse

Trigonometric Functions

9. Apply Indeterminate Forms and

L’Hospital’s Rule in finding limits

10. Find Maximum and Minimum Values 11. Apply The Mean Value Theorem

12. Apply Derivatives in curve sketching

13. Solve Optimization Problems

14. Use Newton’s Method

MT 242

Calculus 2

The purpose of this course is to have you

acquire a broad and in depth

understanding of key concepts in Integral

calculus and the critical reasoning skills

required to be successful in subsequent

mathematics, engineering, business, and

computer science courses.

Topics covered include: anti-derivatives;

definite and indefinite integrals,

integration techniques and applications of integration.


ability to understand problems presented in

English, to apply concepts from Calculus to

solve such problems, and to provide

English explanations to the solutions of

such problems.






INFORMATION



NOTATIONS




SOURCES



the subject matter















Math topics

Use Integrals and the concepts of Integration to

solve problems;

Use the concepts of definite integrals to solve problems involving area, volume, work, and other

physical applications.

Use substitution, integration by parts, trigonometric

substitution, partial fractions, and tables of anti-

derivatives to evaluate definite and indefinite

integrals.

Write the definition of an improper integral

Apply the concepts of limits, convergence, and

divergence to evaluate some classes of improper

integrals

Apply the concepts of limits, convergence, and divergence to evaluate some classes of improper

integrals

Determine convergence or divergence of sequences

and series

Use Taylor and MacLaurin series to represent

functions

Use Taylor or MacLaurin series to integrate

functions not possible to integrate by conventional

methods.

Use the concept of polar coordinates to find areas,

lengths of curves, and representations of conic sections

Textbook: e-book

Calculus for Scientists and

Engineers: Early

Transcendentals 1/e by

William Briggs , Lyle

Cochran , Bernard Gillett and

Eric Schulz, Pearson

Additional References:

Frank Ayre, Jr and Elliot Mendelson: Schaum’s

Outlines, Calculus, Fourth

Edition, 1999, McGraw-Hill.

Robert Smith and Roland

Menton: Calculus – Single

Variable, Third Edition, 2007,

McGraw-Hill

James Stewart: Essential

Calculus - Early Transcendentals,

First Edition, 2007,

Brooks/Cole.

Website:

www.mymathlab.com

66








can: 1. Interpret Areas as definite integrals

2. Apply The Fundamental Theorem of

Calculus

3. Do Integration by substitution, by parts,

by trigonometric substitution and by

partial fractions

4. Evaluate Integration with tables and

Computer Algebra Systems

5. Apply integrations on Areas, Volumes,

Arc-length and on Physics and

Engineering 6. Solve Differential Equations

7. Analyze Sequences and Series

8. Apply The Integral, Comparison and

Other Convergence Tests

9. Write Power Series

10. Represent Functions as Power Series

11. Use Taylor and MacLaurin Series

12. Apply Taylor Polynomials

13. Perform Calculus with Parametric

Curves

14. Find Areas and Lengths in Polar

Coordinates 15. Identify Conic Sections in Polar

Coordinates

67

Science Course Descriptions


Resources

SC101

Science Language

and Skills 1 with

Lab

This is a course that is designed for the

foundation level student. It explores the general principles of science using English-language

vocabulary. Emphasis is placed on the

development of English language vocabulary,

development of proficiency in laboratory skills,

the development of critical thinking skills, and

the development of a more independent learning

style for students. Of particular importance is

the integration of English vocabulary with an

investigative, hands-on style of learning.

Reading and writing skills and concepts will

play particular importance in the daily activities.

The goals of the course are to develop science vocabulary, as well as skills in reading and

understanding text books; developing critical

thinking skills; applying knowledge and

understanding towards experimental design;

developing skills, attitudes and behavior needed

for academic success; and to allow students to

reach sufficient English-language proficiency to

gain admission to university programs.

Define, use and spell the appropriate key English

vocabulary; improving on its use with time; Develop sufficient English-language proficiency to

gain admission to university programs;

Develop skills in reading and understanding basic

science textbooks, or other sources;

Demonstrate an understanding of scientific

vocabulary and scientific facts;

Apply a variety of methods to present scientific

information;

Develop critical thinking skills;

Analyze and evaluate information from a variety of

sources;

Demonstrate sufficient language proficiency to gain admission to university programs;

Demonstrate an understanding of methods of

scientific investigations;

Develop a more responsible attitude toward self and

society through the study of science;

Construct tables, graphs, and diagrams to illustrate

trends or concepts;

Interpret and analyze patterns in graphs and

diagrams;

Apply safety procedures in the science laboratory;

Describe the basic nature of matter and explain how matter interacts in chemical reactions;

Demonstrate a working knowledge of forces, motion

and machines;

Develop an awareness of how to apply science to the

world around them.

Construct, interpret and analyze laboratory reports.

Students will be able to

Define, spell and apply all the appropriate key academic and

scientific vocabulary to their work,

particularly lab reports and extended

writing tasks;

Apply for English-language university

programs;

Locate (find) and apply relevant

information from correctly cited

sources to homework, extended writing

tasks, lab report and oral presentations;

Construct tables, graphs, and

diagrams to illustrate trends or concepts through lab reports, or other

data tasks;

Interpret and analyze patterns in

graphs and diagrams found from their

own scientific investigations, or from

those completed by others;

Read critically and evaluate

information from a variety of sources

to complete extended writing tasks;

Classify, sequence, compare and

contrast information;

Gateway to Science:

Vocabulary and Concepts by Tim

Collins(2008)

68

Demonstrate orally and through

written work, explanations for their

scientific ideas, relating this to

predictions in scientific investigations;

Apply investigative language to

generate scientific ideas about their

own experimental work, or experiments completed by others;

Apply appropriate language for

reporting observations and conclusions

through their own experimental work,

or experiments completed by others;

Demonstrate an awareness of how

science is applied to the world around

them through written and spoken tasks;

Evaluate a hypothesis by interpreting

data from their own experimental

work, or experiments completed by

others.


SC102

Science Language

and Skills 2 with

Lab

This is a course that is designed for the

foundation level student. It explores the general

principles of science using English-language

vocabulary. Emphasis is placed on the

development of English language vocabulary,

development of proficiency in laboratory skills,

the development of critical thinking skills, and

the development of a more independent learning

style for students. Of particular importance is the

integration of English vocabulary with an investigative, hands-on style of learning.

Reading and writing skills and concepts will play

particular importance in the daily activities. The

goals of the course are to develop science

vocabulary, as well as skills in reading and

understanding text books; developing critical

Define, use and spell the appropriate key English

vocabulary; improving on its use with time;

Develop sufficient English-language proficiency to

gain admission to university programs;

Develop skills in reading and understanding basic

science textbooks, or other sources;

Demonstrate an understanding of scientific

vocabulary and scientific facts;

Apply a variety of methods to present scientific

information; Develop critical thinking skills;

Analyze and evaluate information from a variety of

sources;

Demonstrate sufficient language proficiency to gain

admission to university programs;

Students will be able to

Define, spell and apply all the

appropriate English language key

academic and scientific vocabulary to

their work, particularly lab reports and

extended writing tasks;

Apply for English-language university

programs;

Locate (find) and apply relevant

information from correctly cited sources to homework, extended writing

tasks, lab report and oral presentations;

SC102

Science Language and

Skills 2 with Lab

69

thinking skills; applying knowledge and

understanding towards experimental design;

developing skills, attitudes and behavior needed

for academic success; and to allow students to

reach sufficient English-language proficiency to

gain admission to university programs.

Demonstrate an understanding of methods of

scientific investigations;

Develop a more responsible attitude toward self and

society through the study of science;

Construct tables, graphs, and diagrams to illustrate

trends or concepts;

Interpret and analyze patterns in graphs and diagrams;

Safety procedures in the science laboratory;

Describe the basic nature of matter and explain how

matter interacts in chemical reactions;

Demonstrate a working knowledge of forces, motion

and machines;

Develop an awareness of how to apply science to the

world around them.

Construct, interpret and analyze laboratory reports.

Enable students to reach sufficient English-language

proficiency and develop a working knowledge of

simple machines and their ability to do

work;

longitudinal and transverse waves;

systems within the human body

basic concepts of genetics and inheritance;

lifestyle diseases versus genetic diseases;

ecosystems and relationships between living

organisms;

natural resources and ways in which the

environment can be protected.

Construct tables, graphs, and

diagrams to illustrate trends or

concepts through lab reports, or other

data tasks;

Interpret and analyze patterns in

graphs and diagrams found from their

own scientific investigations, or from those completed by others;

Read critically and evaluate

information from a variety of sources

to complete extended writing tasks;

Classify, sequence, compare and

contrast information;

Demonstrate orally and through

written work, explanations for their

scientific ideas, relating this to

predictions in scientific investigations;

Apply investigative language to

generate scientific ideas about their own experimental work, or

experiments completed by others;

Apply appropriate language for

reporting observations and conclusions

through their own experimental work,

or experiments completed by others;

Demonstrate an awareness of how

science is applied to the world around

them through written and spoken tasks;

Evaluate a hypothesis by interpreting

data from their own experimental work, or experiments completed by

others;

Enable students to reach sufficient

English-language proficiency and

apply a working knowledge of;

70

simple machines and their

ability to do work;

longitudinal and transverse

waves;

systems within the human

body;

basic concepts of genetics and inheritance;

lifestyle diseases versus

genetic diseases;

ecosystems and relationships

between living organisms;

natural resources and ways in

which the environment can be

protected.


SC211

Integrated

Science 1 with

Lab

THIS IS AN INTEGRATED CLASSROOM AND LABORATORY COURSE THAT IS DESIGNED FOR STUDENTS WHO WANT A NON-SCIENCE MAJOR. THIS COURSE EXPLORES THE GENERAL PRINCIPLES OF SCIENCE AT THE PRE-UNIVERSITY LEVEL. THE PURPOSE OF THE COURSE IS TO DEVELOP SKILLS IN READING AND COMPREHENDING TEXT, DEVELOPING CRITICAL THINKING SKILLS AND SKILLS IN APPLICATION OF KNOWLEDGE AND EXPERIMENTAL DESIGN. DEVELOPING SKILLS, ATTITUDES AND BEHAVIOR NEEDED FOR ACADEMIC SUCCESS AND TO ENABLE STUDENTS TO REACH SUFFICIENT ENGLISH LANGUAGE PROFICIENCY TO GAIN ADMISSION TO UNIVERSITY PROGRAMS.

To enable students to further develop and improve

their vocabulary acquisition, and reading skills.

To develop literal comprehension, fluency,

vocabulary development, and critical thinking skills.

TO REACH SUFFICIENT LANGUAGE PROFICIENCY IN ORDER TO: UNDERSTAND AND DESCRIBE THE NATURE OF SCIENCE AND TECHNOLOGY. BECOME FAMILIAR, UNDERSTAND AND APPLY SAFETY PROCEDURES IN THE SCIENCE LABORATORY. RECOGNIZE AND USE ALL THE KEY VOCABULARY FOR APPROPRIATE LABORATORY EQUIPMENT. GIVE ORAL AND WRITTEN REASONS FOR HYPOTHESIS AND PREDICTIONS. GENERATE AND EXTEND IDEAS, TO SUGGEST HYPOTHESES. DESCRIBE THE STRUCTURE OF THE ATOM. DESCRIBE THE PROCESS OF RADIATION AND ITS APPLICATIONS USING APPROPRIATE ACADEMIC LANGUAGE. EXPLAIN HOW THE PERIODIC TABLE IS ARRANGED AND DESCRIBE WHY AND HOW ATOMS COMBINE. DESCRIBE THE USES AND PROPERTIES OF ELEMENTS. COMPARE AND CONTRAST CHEMICAL REACTIONS AND BALANCE EQUATIONS. EXPLAIN MOTION AND MOMENTUM.

Students will be able to:

Understand, spell and use all the

appropriate key English language

academic vocabulary

Demonstrate comprehension of

academic text

Locate and collect relevant information

and read critically and evaluate information

Sort, classify, sequence, compare and

contrast information

Give oral and written reasons for

hypothesis and predictions.

Use their language skills to generate

and extend ideas, to suggest and

appraise hypotheses.

Write a multi paragraph essay on any

of the topics studied.

Glencoe/McGraw-

Hill, Science: Level

Blue, New York, New

York, U.S.A

71

DESCRIBE AND APPLY THE BASIC PRINCIPLES OF FORCE AND NEWTON’S LAWS OF MOTION. DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC TERMINOLOGY AND SCIENTIFIC FACTS. ANALYZE, EVALUATE AND SYNTHESIZE INFORMATION FROM A VARIETY OF SOURCES. DEVELOP SKILLS IN READING AND COMPREHENDING TEXT BOOKS AND A VARIETY OF SOURCES OF INFORMATION. USE A VARIETY OF METHODS TO PRESENT SCIENTIFIC INFORMATION. DEVELOP EXPERIMENTAL AND INVESTIGATIVE INQUIRY SKILLS. DEVELOP COMPETENCY IN THE COMMUNICATING OF EXPERIMENTAL OBSERVATIONS AND DATA, IN METHODS OF SCIENTIFIC INVESTIGATION, PLANNING, CARRYING OUT AND EVALUATING INVESTIGATIONS/EXPERIMENTS, OBSERVING, MEASURING AND RECORDING AND HANDLING EQUIPMENT. DEVELOP RESEARCH SKILLS AND MAKE ORAL/MULTIMEDIA PRESENTATIONS. BECOME CONFIDENT CITIZENS IN A TECHNOLOGICAL WORLD, WITH AN INFORMED INTEREST IN WORLD EVENTS. RECOGNIZE THE USEFULNESS, AND LIMITATIONS OF THE SCIENTIFIC METHOD AND ITS APPLICATION IN OTHER SUBJECTS AND IN EVERYDAY LIFE. ENCOURAGE EFFECTIVE COMMUNICATION. STIMULATE INTEREST IN, AND CARE FOR, THE LOCAL AND GLOBAL ENVIRONMENT AND HELP LEARNERS TO UNDERSTAND THE NEED FOR CONSERVATION. PROMOTE AN AWARENESS THAT SCIENTIFIC THEORIES AND METHODS HAVE DEVELOPED, AND CONTINUE TO DEVELOP, AS A RESULT OF GROUPS AND INDIVIDUALS WORKING TOGETHER, AND THAT SCIENCE OVERCOMES NATIONAL BOUNDARIES. PROMOTE AN AWARENESS THAT THE USE OF INFORMATION TECHNOLOGY IS IMPORTANT FOR COMMUNICATION, AS AN AID TO EXPERIMENTS AND AS A TOOL FOR INTERPRETING EXPERIMENTAL AND THEORETICAL RESULTS. REACH SUFFICIENT LANGUAGE PROFICIENCY TO GAIN ADMISSION TO UNIVERSITY PROGRAMS.

Evaluate a hypothesis by designing

experiments and interpreting data

according to the scientific method

Present an articulate report of

observations, conclusions, and

predictions in formats ranging from informal discussion to a formal

laboratory report

Show appropriate and competent

writing of laboratory reports by using

the correct form and content.

Prepare and deliver oral/multimedia

presentation of their research and on

academic topics


and read critically and evaluate

information

Research a variety of science related topics


SC212

Integrated

Science 2 with

Lab

This is an integrated class and laboratory course

that builds on the scientific principles explored in

Integrated Science (SC211) and is designed for

students who want a non-science major. The

purpose of the course is to develop further skills

To enable students to further develop and improve

their English vocabulary acquisition, and reading

skills Students will be able to:

Glencoe/McGraw-

Hill, Science: Level

Blue, New York, New

York, U.S.A

72

in reading and comprehending text books,

enhance critical thinking skills and skills in

application of knowledge and experimental

design, and develop skills, attitudes and behavior

needed for academic success and to enable

students to reach sufficient language proficiency

to gain admission to university programs. Emphasis is placed on the use of more

sophisticated English language terminology.

Development of critical thinking, independent

research skill and more advanced writing in

science is also emphasized throughout the

course. This course is designed with an overview

of basic ecology, biochemistry and genetics,

To assist students develop literal comprehension,

fluency, vocabulary development, and critical

thinking skills.

TO HELP STUDENTS REACH SUFFICIENT LANGUAGE PROFICIENCY IN ORDER TO: Understand the basic principles of the cell and the

human body Appreciate the relationship between human activity

and the environment

Understand the basic principles of heredity

Gain an interest in laboratory investigations

Appreciate the impact of chemical technology on the

environment and society

To increase students understanding of how to use a

variety of methods to present scientific information

To enable students analyze, evaluate and synthesize

information from a variety of sources TO HELP STUDENTS DEVELOP GREATER CRITICAL THINKING SKILLS AND SKILLS IN APPLICATION OF KNOWLEDGE AND EXPERIMENTAL DESIGN. TO INCREASE STUDENTS SKILLS IN READING AND COMPREHENDING TEXT BOOKS AND A VARIETY OF SOURCES OF INFORMATION TO ASSIST STUDENTS IN DEMONSTRATING AN UNDERSTANDING OF SCIENTIFIC TERMINOLOGY AND SCIENTIFIC FACTS TO ASSIST STUDENTS IN DEVELOP GREATER EXPERIMENTAL AND INVESTIGATIVE ENQUIRY SKILLS, TO ASSIST STUDENTS IN INCREASING THEIR SKILLS IN ANALYZING, EVALUATING AND SYNTHESIZING INFORMATION FROM A VARIETY OF SOURCES TO INCREASE STUDENT’S COMPETENCY IN THE COMMUNICATING OF EXPERIMENTAL OBSERVATIONS AND DATA, IN METHODS OF SCIENTIFIC INVESTIGATION, PLANNING, CARRYING OUT AND EVALUATING INVESTIGATIONS/EXPERIMENTS, OBSERVING, MEASURING AND RECORDING, HANDLING EQUIPMENT AND MAKING MEASUREMENTS. TO ENABLE STUDENTS TO DEVELOP GREATER ABILITY TO ANALYZE, EVALUATE AND SYNTHESIZE KNOWLEDGE. TO ASSIST STUDENTS IN DEVELOPING RESEARCH SKILLS AND MAKE ORAL/MULTIMEDIA PRESENTATIONS OF THE RESEARCH TO ENABLE STUDENTS REACH SUFFICIENT LANGUAGE PROFICIENCY TO GAIN ADMISSION TO UNIVERSITY PROGRAMS



academic vocabulary


academic text


and read critically and evaluate information




hypothesis and predictions



appraise hypotheses


of the topics studied


experiments and interpreting data according to the scientific method



predictions in formats ranging from

informal discussion to a formal

laboratory report





presentation of their research and on academic topics


and read critically and evaluate

information

Research a variety of science related

topics

Prepare and present oral/multimedia

presentation of their research

73

Apply safe procedures in the science

laboratory


SC231

Biology 1 with

Lab

THIS IS AN INTEGRATED CLASSROOM AND LABORATORY COURSE THAT IS DESIGNED FOR STUDENTS WHO WANT A SCIENCE MAJOR. IT INCLUDES A RANGE OF TOPICS IN THE BIOLOGICAL SCIENCES. THE GOALS OF THE COURSE ARE TO DEVELOP SKILLS IN READING AND COMPREHENDING ACADEMIC TEXT BOOKS, DEVELOP CRITICAL THINKING SKILLS AND SKILLS IN APPLICATION OF KNOWLEDGE AND EXPERIMENTAL DESIGN, AND DEVELOP SKILLS, ATTITUDES AND BEHAVIOR NEEDED FOR ACADEMIC SUCCESS AND TO ENABLE STUDENTS TO REACH SUFFICIENT LANGUAGE PROFICIENCY TO GAIN ADMISSION TO UNIVERSITY PROGRAMS.

To assist students in developing and improving their

vocabulary acquisition, and reading skills

To enable students develop literal comprehension,

fluency, vocabulary development, and critical thinking

TO HELP STUDENTS UNDERSTAND, USE AND SPELL ALL THE APPROPRIATE KEY VOCABULARY TO ASSIST IN DEVELOPING SKILLS IN READING AND COMPREHENDING ENGLISH LANGUAGE BIOLOGY TEXT BOOKS AND A VARIETY OF SOURCES OF INFORMATION TO ENABLE STUDENTS TO DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC TERMINOLOGY AND SCIENTIFIC FACTS TO INCREASE THEIR UNDERSTANDING OF HOW TO USE VARIETY OF WRITTEN METHODS TO PRESENT SCIENTIFIC INFORMATION TO ASSIST IN DEVELOPING EXPERIMENTAL AND INVESTIGATIVE ENQUIRY SKILLS, TO ENABLE STUDENTS ANALYZE, EVALUATE AND SYNTHESIZE INFORMATION FROM A VARIETY OF SOURCES TO INCREASE THE DEVELOPMENT OF CRITICAL THINKING SKILLS AND SKILLS IN APPLICATION OF KNOWLEDGE AND EXPERIMENTAL DESIGN. TO ENABLE STUDENTS TO REACH SUFFICIENT LANGUAGE PROFICIENCY IN ORDER TO: UNDERSTAND THE MOLECULAR ORGANIZATION OF LIVING ORGANISMS AND THE CHEMISTRY REQUIRED FOR AN UNDERSTANDING OF BIOLOGICAL PROCESSES. DESCRIBE THE TYPICAL CELL STRUCTURES IN PROKARYOTE AND EUKARYOTES AND THEIR RELATIONSHIP TO CELLULAR FUNCTION. UNDERSTAND THE PRINCIPLES AND APPLICATIONS OF LIGHT MICROSCOPY, ELECTRON MICROSCOPY AND SCANNING MICROSCOPY. COMPARE AND CONTRAST THE PROCESSES BY WHICH MATERIAL IS TRANSPORTED ACROSS CELL MEMBRANES.




academic vocabulary


academic text

Locate and collect relevant

information and read critically and

evaluate information







appraise hypotheses










laboratory report

Biology:

Campbell, Reece. Sixth

Edition.

74

REVIEW THE STRUCTURE OF ORGANIC COMPOUNDS SUCH AS PROTEINS, CARBOHYDRATES, LIPIDS AND TO CORRELATE STRUCTURE WITH FUNCTION. UNDERSTAND THE PRINCIPLES AND APPLICATIONS OF CHROMATOGRAPHY AND ELECTROPHORESIS. DESCRIBE ENZYME ACTIVITY, AND ITS REGULATION IN LIVING ORGANISMS AND BIOTECHNOLOGY. UNDERSTAND THE STRUCTURE OF NUCLEIC ACIDS AND RELATE STRUCTURE TO FUNCTION REVIEW THE BASIC PRINCIPLES OF HEREDITY AND HUMAN GENETICS TO INCREASE STUDENT’S COMPETENCY IN THE COMMUNICATING OF EXPERIMENTAL OBSERVATIONS AND DATA, IN METHODS OF SCIENTIFIC INVESTIGATION, PLANNING, CARRYING OUT AND EVALUATING INVESTIGATIONS/EXPERIMENTS, OBSERVING, MEASURING AND RECORDING, HANDLING EQUIPMENT AND MAKING MEASUREMENTS.

To enable students develop greater ability to analyze,

evaluate and synthesize scientific knowledge.

TO INCREASE STUDENTS COMPETENCY IN DESIGNING LABORATORY EXPERIMENTS FOR TESTING HYPOTHESES. TO ASSIST IN GAINING SKILLS IN RESEARCH AND ORAL/MULTIMEDIA PRESENTATIONS TO ENABLE STUDENTS REACH SUFFICIENT LANGUAGE PROFICIENCY TO GAIN ADMISSION TO UNIVERSITY PROGRAMS





presentation of their research and on

academic topics


SC241

Chemistry 1 with

Lab

This is a combined theory and practical course

which is designed for students pursuing a

science major. It explores the basic properties

of the nature and reactions of matter. It includes

a range of topics in the physical sciences with

particular emphasis on the properties of matter,

atomic structure, chemical bonding and

stoichiometry. The goals of this course are to

develop skills in reading and comprehending

English language text books; to develop critical

thinking skills; to develop skills in application of knowledge and experimental design; to

develop the skills, attitudes and behavior

needed for academic success; and to enable

students to reach sufficient language

Discuss, spell and use all the appropriate key

academic vocabulary;

Evaluate and collect relevant information and read

critically.

List, compare and contrast information;

Explain oral and written reasons for hypothesis and

predictions;

Evaluate a hypothesis by designing experiments and

interpreting data according to the scientific method;


Define, use and spell the appropriate

key English vocabulary; improving on

its use with time;


COMPREHENDING CHEMISTRY TEXT

BOOKS AND A VARIETY OF SOURCES

OF INFORMATION;

DEVELOP ATTITUDES RELEVANT TO

CHEMISTRY, SUCH AS:

Modern Chemistry © 2009

- Student Edition Raymon E

Davis, Jerry L Sarquis,

Mickey Sarquis, Reginal

Frey Holt, Rinehart &

Winston.

75

proficiency to gain admission to university

programs.

Describe and articulate observations, conclusions, and

predictions in formats ranging from informal

discussion to a formal laboratory report;

Demonstrate appropriate and competent writing of

laboratory reports by using the correct form and

content;

A CONCERN FOR

ACCURACY AND

PRECISION;

OBJECTIVITY;

INTEGRITY;

INITIATIVE.

DEMONSTRATE AN

UNDERSTANDING OF SCIENTIFIC

TERMINOLOGY AND SCIENTIFIC

FACTS;

APPLY EXPERIMENTAL AND

INVESTIGATIVE ENQUIRY SKILLS;

ANALYZE AND EVALUATE


SOURCES;

DEVELOP AND APPLY SUFFICIENT

LANGUAGE PROFICIENCY IN ORDER

TO:

Perform safe lab practices and lab

procedures;

Describe and illustrate the physical

and chemical properties of matter;

Explain the significance of the

arrangement of electrons on atoms;

Explain the relationships between

electron configurations and the

arrangement of elements in the periodic

table;

Apply the mole concept and use molar

masses in calculations;

76

Predict the chemical formula and

nomenclature of simple inorganic

compounds;

Distinguish between empirical and

molecular formulas;

Calculate percent composition of

compounds;

Investigate the types of chemical

reactions and their characteristics;

Demonstrate stoichiometric

relationships in reactions.


SC251

Physics 1 with

Lab

This is an introductory Physics course

variously known as “College Physics”. The

goal of this course is to develop skills in reading

and comprehending English language Physics

text books, to enable students become

acquainted with and understand applications of

physics in their major field, to advance their

problem solving skills, to develop the skills,

attitudes and behavior needed for academic

success; and to enable students to reach sufficient language proficiency to gain

admission to university programs.

The necessary mathematical knowledge for this

course should include basic algebra and some

trigonometry.

UNDERSTAND, USE AND SPELL ALL THE APPROPRIATE ENGLISH LANGUAGE KEY VOCABULARY TO ASSIST STUDENTS DEVELOP SKILLS IN READING AND COMPREHENDING ENGLISH LANGUAGE PHYSICS TEXT BOOKS AND A VARIETY OF SOURCES OF INFORMATION TO ENABLE STUDENTS DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC TERMINOLOGY AND SCIENTIFIC FACTS TO GUIDE STUDENTS IN DEVELOPING EXPERIMENTAL AND INVESTIGATIVE ENQUIRY SKILLS TO HELP STUDENTS IMPROVE SKILLS IN ANALYZING, EVALUATING AND SYNTHESIZING INFORMATION FROM A VARIETY OF SOURCES TO INCREASE STUDENTS’ KNOWLEDGE OF SAFE LAB PRACTICES AND SAFE LAB PROCEDURES. TO ASSIST STUDENTS REACH SUFFICIENT LANGUAGE PROFICIENCY IN ORDER TO DEVELOP A WORKING KNOWLEDGE OF THE SUBJECT MATTER, SUCH THAT THEY CAN:

Use Units and Dimensional Analysis

Understand Vectors and their properties

Compute Average Velocity, Instantaneous

Velocity and Acceleration

Understand Freely Falling Objects

Compute The Position, Velocity, and

Acceleration Vectors

Solve Two dimensional motion with constant

acceleration problems


Define, use and spell the appropriate

key English vocabulary;

improving on its use with time;


COMPREHENDING PHYSICS

TEXT BOOKS AND A VARIETY

OF SOURCES OF INFORMATION;

DEVELOP ATTITUDES RELEVANT

TO CHEMISTRY, SUCH AS:

A CONCERN FOR

ACCURACY AND

PRECISION;

OBJECTIVITY;

INTEGRITY;

INITIATIVE.

DEMONSTRATE AN

UNDERSTANDING OF

SCIENTIFIC TERMINOLOGY AND

SCIENTIFIC FACTS;

Serway & Jewett,

Principles of Physics,

4th Edition,

Volume one,

Brooks/Cole

Each student will be given a

personal access code to

login and create their

student account in Mastering physics.

www.masteringphysics.com

http://www.masteringphysics.com/

77

Understand Particle in uniform circular

motion

Solve Projectile Motion problems

Understand Tangential and Radial

Acceleration

Understand Newton’s First, Second and

Third Laws of motion Compute The Gravitational Force, Friction

forces and Weights

Understand Applications of Newton’s Laws

APPLY EXPERIMENTAL AND

INVESTIGATIVE ENQUIRY

SKILLS;

ANALYZE AND EVALUATE

INFORMATION FROM A

VARIETY OF SOURCES;

DEVELOP AND APPLY SUFFICIENT

LANGUAGE PROFICIENCY IN

ORDER TO:

Perform safe lab practices and lab

procedures;





appraise hypotheses










laboratory report




Prepare and deliver oral/multimedia presentation of their research on what

fields of physics are the subject of

current investigation

78

Explain physics to technical and non-

technical audiences using appropriate

terminology

79

Assessment

The academic year consists of 2 semesters with 3 marking periods in each semester.

Students receive 6 grade reports each academic year to provide a measure of student achievement. Grade reports are given to students after the end of marking

period 1, marking period 2, semester 1, marking period 4, marking period 5, and semester 2. All courses are for credit.

Only courses taken at the ABP or at one of the 6 American branch campus universities in Education City appear on ABP transcript and are used to calculate GPA.

Those universities are Weill Cornell Medical College Qatar; Texas A&M University Qatar; Virginia Commonwealth University Qatar; Northwestern University

Qatar; Georgetown School of Foreign Service Qatar; and Carnegie Mellon University Qatar. The ABP does not accept transfer credits or grades from any

universities other than these 6.

Each course’s Semester 1 grade is calculated as follows: Marking Period 1 (28%); Marking Period 2 (28%); Marking Period 3 (28%); final exam (16%).

Each course’s Semester 2 grade is calculated as follows: Marking Period 4 (28%); Marking Period 5 (28%); Marking Period 6 (28%); final exam (16%).

GPA is independently calculated in each of the 2 semesters.

The number of course credits helps determine GPA, with course credits generally being a reflection of the number of class hours per week.

The ABP follows the American A-F grading system. Below is the grading scale used by the ABP to determine letter grades and GPA.

Grade Percentage GPA Remarks

A 93-100 4.0 Excellent

A- 90-92 3.7 Excellent

B+ 87-89 3.3 Very Good

B 83-86 3.0 Good

B- 80-82 2.7 Fairly Good

C+ 77-79 2.3 Above Average

C 73-76 2.0 Average

C- 70-72 1.7 Low Average

D+ 67-69 1.3 Unsatisfactory

D 63-66 1.0 Unsatisfactory

D- 60-62 0.7 Very Poor

F Below 60 0.0 Failing

80

Assessment needs to measure student achievement. Accordingly, effort, participation, and attendance may not be used as factors in assessment.

Student work should be assessed in a timely manner. In general, student work should be returned to students with a grade and appropriate feedback within 1 week

of submission. That said, it is well understood that the demands of teaching and grading can be great and it is understood that on occasion some additional time

may be needed to grade student work. On such occasions, student work should be returned to students with a grade and appropriate feedback within 2 weeks of

submission.

The grades in the PowerSchool gradebook provide an important source of important form of information for student advising. Accordingly, faculty members are

expected to keep their PowerSchool gradebooks updated. In general, the PowerSchool gradebook should be updated every week. It is understood that in a given

week, there may be no grades to input. That said, at a bare minimum, new grades should be entered into the gradebook every 2 weeks.

Within a marking period, the Powerschool gradebook provides only a snapshot of how a student is doing and may not take into account all the factors and

categories that form the basis for the marking period and semester grades. Accordingly, until the marking period is over, faculty and staff members should not

share the specific grades of students in other instructors’ classes. Rather, they should speak in general terms about homework, quizzes, tests using such phrases

“You seem to be doing quite well with ….”, “You seem to be having some difficulty with … Please speak with the instructor about the situation and how you can

improve.”

In addition to grades, additional feedback should be provided to students on individual assignments as appropriate. That feedback should generally include some

advice on how to improve.

Instructors should provide each of their students an update on how they are doing in either the 2nd or 3rd week of each marking period. That update can take many

forms including a print-off or screen shot from Powerschool showing the grades earned to date in the marking period.

abp curriculum guide 2016-17 guide 2016-17.pdf · since the program was established in 2001, more...

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