Academic Program Review and Action Planning – YEAR TWO
Division
Program
Contact Person
Date
Science & Math
Physics
Scott Hildreth
March 2012
Section A – Data Review and Analysis
Ia. Basic Success and Equity (Data from 3 previous years)
1) Program-wide trends based on available data:
Overall Physics program success/failure/withdrawal rates from Fall 2008 – Spring 2011, based on
statewide program data collected from the California Community College Chancellor’s Office,
“Program Retention/Success Rates for Credit Enrollments, Physical Sciences (19), Physics General
(1902) Data.” give us a glimpse at our program overall, and compared to statewide figures
Chabot College Physics:
Physics Statewide:
Success 77%
Success 71%
Failure 8%
Failure 11%
Withdrawal 15%
Withdrawal 18%
Looking closer, at Chabot College success/retention rates, Physics still seems to be doing fairly well,
with a better than average success compared with campus-wide data:
Physics
Total
Campus - wide
Success
#
%
76%
625
66%
Non-Success
#
%
8%
70
16%
Withdrawal
#
%
16%
130
17%
Total
#
825
Most students in Physics 2A/2B and 4ABC/5 are self-identified as intending to transfer in a scientific,
engineering, or professional field. Physics 11 students, however, are not necessarily in this group,
and possibly more representative of the General Education students at Chabot; unfortunately the
statewide data does not break out GE vs. transfer students in their statistics to allow a more even
comparison. Given that the bulk of our classes and our students fall in the Physics 2/4 category, we
also looked at the Chabot student success/failure/withdrawal rates for continuing transfer students
from Fall 2011 as a comparison for our success/failure/withdrawal data:
Chabot College Physics:
Chabot College Overall
Success 77%
Success 65%
Failure 8%
Failure 15%
Withdrawal 15%
Withdrawal 21%
(Source: Fall 2011 Institutional Research, http://www.chabotcollege.edu/IR/StudentSuccess/SuccessRatesbyStudtypeF11.pdf )
Physics success/retention rates seem to compare favorably with both Chabot transfer student averages
and statewide averages. However, our program’s students reflect a regional, statewide, and national
deficit in students from under-represented ethnicities in the sciences. From Chabot’s Fall 2010
Student Characteristic Census, we should be seeing more African-American and Latino students in
our transfer classes. We aren’t.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 1 of 34
Comparing Physics Students at Chabot with the General Population of Students:
Comparable success data by ethnicity, but less than equitable representation for African-American and
Hispanic students compared with the rest of the campus population:
Success
Physics Campus
African-American
Asian
Fillipino
Hispanic
Caucasian
65%
80%
68%
69%
78%
55%
76%
69%
66%
76%
Non-Success
Physics Campus
29%
7%
13%
14%
13%
23%
11%
14%
18%
12%
Withdrawal
Physics Campus
42%
14%
31%
17%
15%
22%
13%
17%
16%
13%
Total of Population
Physics Campus
4%
18%
49%
19%
11%
9%
13%
31%
13%
20%
The last column of the table reflects the significant differences between students taking physics and
the general population of students at Chabot, with African-American and Hispanic students
significantly under-represented in the subject.
This needs to be an ongoing area of attention in our program – not just in one year of a review cycle,
but throughout every part of our program and how it relates to outreach to local high schools, tutoring,
mentoring, special programs, and grants.
We do not see a difference in success/non-success/withdrawal by gender (totals from Fall 2008Spring 2011)
Totals
Female
Male
Success
#
%
211
75%
409
76%
Non-Success
#
%
21
7%
48
9%
Withdrawal
#
%
49
17%
79
15%
Total
#
281
536
Ib. Course Retention/Success Comparison with other Community Colleges- Scott Hildreth.
The available data supports a conclusion that Chabot’s physics students do better in succeeding
courses. Physics 2B students who continued on in the subject were much more likely to succeed, and
much less likely to withdraw.
About half of students successful in 4A in Fall 2009
were seen to enroll in Physics 4B by Spring 2011, and
almost all who did were then successful in 4B (94%).
About 21 % of students successful in 4A in Fall 2009
went on to take 4C, and 100% of them were
successful.
2A
2B
4A
4B
4C
3-year averages
Non
Success Success Withdrawal
68%
9%
26%
89%
6%
7%
73%
80%
92%
12%
10%
4%
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 2 of 34
16%
10%
12%
Comparing Chabot with Other Physics Programs around the Bay Area and State
In our Year 1 Program review completed in March 2011, we looked at success data for one term
only (Fall 2008) for a dozen Physics programs in the Bay Area. We created a continuing goal of
looking at retention AND success data across a longer period of time, and across more schools, as
a focus for Year 2 of our review cycle.
Using the CCCCO data from Fall 2008 through Fall 2011, we can now report on our retention
and success data compared with other California Community Colleges in a variety of ways:
1) Comparison within the 21 colleges in the Greater SF Bay Area (San Jose to Sonoma)
2) Comparison with ~20 colleges in California with similar sized Physics programs, based on
enrollment data from Spring 2011
3) Comparison with ~20 colleges in California with similar sizes based on credit FTES
4) Comparison with ~22 colleges in California with similar Basic Skills credit FTES
5) Comparison with 15 colleges in California with similar ratios of Basic Skills to FTES
6) Comparison with the statewide averages as a whole over 3 years
7) Comparing Summer programs in Physics from 2009, 2010, and 2011
Spreadsheets supporting the analysis are attached in the Appendix.
Analysis
1) Comparison within the 21 colleges in the Greater SF Bay Area (San Jose to Sonoma)
Aside from Fall 2010, Chabot ranks higher than nearby colleges in student success within
Physics programs. Retention is similarly as high or higher. The nearby colleges with
consistently better retention and success data from 2008 onwards include Napa, Santa Rosa,
and Contra Costa.
2) Comparison with ~20 colleges in California with similar sized Physics programs
Using Spring 2011 data as a basis, statewide physics program data was sorted to capture
programs with a comparable number of students enrolled, +/- 20% Chabot’s Spring 2011
enrollment in Physics was 160 students (from two sections of 2B, one double-section each of
Physics 4A & 4B, one section of 4C, 5, and 18. (Note that officially Physics 25, cross listed
with Engineering 25 and Mathematics 25, also seems to be counted in our Physics enrollment,
although we don’t have data on that program’s success or retention.)
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 3 of 34
Comparison with ~20 colleges in California with similar sized Physics programs (cont.)
Compared with schools in California enrolling between 130 and 190 students, Chabot’s
physics program shows mostly higher success rates, but a mix of higher and lower retention
rates since Fall 2008. In the last three terms, Merced and Bakersfield led the way in terms of
consistently high success rates.
3) Comparison with ~20 colleges in California with similar sizes based on credit FTES
Based on Spring 2011 Credit FTES numbers from the State Chancellor’s Office, Chabot’s
Physics program similarly shows better than average success for comparable schools
supporting between 10,000 and 12,000 FTES. Mira Costa’s program seems to be one of the
strongest in terms of comparable schools for student retention and success in Physics.
4) Comparison with ~22 colleges in California with similar Basic Skills credit FTES
One of the questions raised in Phase I of our program review was how Chabot’s students’
reading skills affect their performance and success in Physics. Unfortunately we don’t have
accessible data to tell us whether our current physics students took Basic Skills courses at
Chabot, from which we might look at their success compared with other students. We hope
that such inquiries might be examined in the future, if there is increased bandwidth in our
Institutional Research department.
While few Basic Skills students are taking physics (mostly limited to Physics 11 by prerequisites in Math for the other Physics courses), those students who do eventually move
through their Basic Skills courses in language and math may show up in physics. One
thought at how to consider this problem was to look at how we are doing compared with other
schools with similar credit FTES rankings in Basic Skills courses. The hypothesis being
explored is whether we might tell if Chabot is doing better (or worse) with its Physics
program compared with schools that have a similar number of students in Basic Skills courses
– with the assumption being made that those schools, too, would have a similar type of
student eventually taking physics. This is a large, and as yet unfounded, assumption.
Chabot’s reported Basic Skills FTES from Spring 2011 was 845, and after comparing schools
from around the state with similar numbers +/- 150 (from 700 to 1000) nothing markedly
different from the earlier comparisons is apparent. Chabot’s program still ranks higher in
success, and usually a bit higher in retention, than the average of twenty other colleges across
the state with similar Basic Skills credit FTES.
5) Comparison with 15 colleges in California with similar ratios of Basic Skills to FTES
One result of the previous comparison was that the institutions with the same approximate
amount of Basic Skills FTES as Chabot were still quite different in size. Consequently,
normalizing the question to look at colleges with a similar percentage of Basic Skills to
general FTES was done to see whether that might provide even more insight about our
Physics program’s success related to Chabot’s student body.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 4 of 34
Comparison with 15 colleges in California with similar ratios of Basic Skills to FTES (cont)
The results from this inquiry did show a larger difference – our program seemed to produce a
larger retention and success relative to the average of 13 schools with an 8% ratio of Basic
Skills to overall FTES.
6) Comparison with the statewide averages as a whole over 3 years
Statewide data shows a slightly different but consistent result for average student retention in
Physics in Fall (81%) vs. Spring (84%), and an identical trend in average student success
between Fall (69%) vs. Spring (74%).
Chabot shows an even more marked difference between terms; more than 90% of our Physics
students were retained in the past three Spring terms, vs. about 78% in Fall. And students
equally succeeded more in Spring (83%) vs. Fall (72%).
While interesting, this is not necessarily surprising, as Physics 2A is offered in Fall only, and
Physics 2B in Spring only, and it is expected that students who can pass 2A continue on to
succeed in 2B (and continuation data from last year’s program review Phase I supported this.)
Moreover, Physics 4C and 5 are offered in Spring, and taken by very mature experienced
students often in their final term at Chabot. Their familiarity with physics might be expected
to skew this data so that Spring shows up as a term with greater retention and success.
One question these results do suggest, though, is whether we might benefit even more from
tutoring in Fall for our Physics 2A and 4A students, if that could be made available.
7) Comparing Summer programs in Physics from 2009, 2010, and 2011
We were able to offer Physics 11 in the Summer 2009 and 2010 terms, but not last Summer.
In the two prior years, both student retention and success were higher than statewide averages.
De Anza, Diablo Valley, Foothill, and CCSF offered much larger programs in Physics during
the past three summers. Given the budget crisis, this summer section is often the first course
that has to be “cut” to save FTES.
Summary:
Comparing Chabot’s success/retention data is just one way to look at our program’s effectiveness,
and not necessarily the best way. One idea we want to explore is to recognize other colleges with
similar demographics that seemed to have better results, like Contra Costa College in Richmond,
and investigate in more detail what makes them successful.
Data Source: California Community College Chancellor’s Office, “Program Retention/Success Rates for Credit Enrollments, Physical Sciences
(19), Physics General (1902) Data. ” DataMart. Accessed 3/10/12 from
http://www.cccco.edu/SystemOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspx .
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 5 of 34
IIIa. Course Review (Current Curriculum & Comparison with Local Colleges) - Scott Hildreth
Course outlines were updated in 2010 for Physics 2A/2B and Physics 4ABC to reflect increased lab
labs, and are still valid. Physics 11 and 18 course outlines were revised in 2010; Physics 22A/22B in
2009. Only Physics 5 (2005) is still in need of revision.
We had two areas of curriculum review in the past year that required significant time. First, was the
replacement of Physics 4ABC/5 with a proposed 4-semester Physics 4ABCD sequence. Second was
the discussion about Physics 2AB and the perceived need for a calculus extension (22A/B) for
students intending to transfer to UC.
Physics 4ABC/5 vs. Physics 4ABCD
Physics 5, and the future of our major sequence in physics, was a major focus in our Phase I program
review. This is what we published, and what we worked upon in the past year:
“We plan to propose a major revision to our major’s transfer sequence in Fall 2011, including replacing
Physics 5 with a fourth semester of our Physics 4 sequence (4D) to better align our course offerings with
Las Positas College as well as other transfer institutions. Currently Physics 5 is a three-unit, three-hour
lecture course with no lab component. We created the course in this fashion because:
a) Including Modern Physics in the Physics 4C course was not effective; faculty could not meet the course
outline expectations for Chabot’s students.
b) Chabot lacked sufficient lab equipment to offer students authentic lab activities in modern physics, and did
not have a budget adequate for the purchase and maintenance of that equipment.
c) Offering the class in a lecture-only mode also allowed us to create an online delivery option with the hope
that we could attract more students.
After offering Physics 5 for four years, and trying twice to offer an online version of the course, enrollment
is still too low to permit its continuance as currently structured. Our plan is to put Modern Physics back
into the Physics 4 course sequence, and offer our classes in the same sequence as colleagues at Las Positas
College. We hope that this move will:
Allow students in our District greater flexibility in terms where we cannot offer the entire physics sequence
each term. Currently we offer Physics 4C only in Spring; Fall enrollment was too low to sustain that course
given limited FTEF allocations for the Astronomy/Physics program.
Allow us to consider team-teaching Physics 4D with Las Positas using distance education technologiesso
that small classes might be more sustainable.”
As promised, a curriculum proposal to replace Physics 5 (Modern Physics) with Physics “4D”, was
created by the faculty team. The proposal was discussed publicly with the science faculty at Chabot,
shared and discussed at length with Las Positas faculty, and the course outline was written in early
Autumn term, to match LPC’s current Physics 8D course, and built to include a new lab component.
As shared in our Phase I program review plan, Tim Dave exhaustively researched modern physics lab
equipment necessary to support our curriculum revision, and the team submitted special needs
purchase requisitions for that equipment that were fortunately funded. We received almost all of the
equipment requested to support a new Modern physics lab component of the proposed Physics 4D
course, based on our expectations of the curriculum revision plan.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 6 of 34
Physics 4ABC/5 vs. Physics 4ABCD (cont.)
However, the proposal was cancelled by the Dean just before it was to be submitted, on the basis that
it required Physics 4C as a pre-requisite. (Currently Physics 5 can be taken by students who have
completed 4B as well as those who have completed 4C.) The Dean’s rationale for stopping the
proposal was that it would require Chabot students to take more than two years to complete their
necessary courses before transferring to a four-year institution like UC Berkeley.
The full-time faculty disagreed with this decision. We believe that making Physics 4C a pre-requisite
to Modern Physics is necessary, as the concepts of waves and thermodynamics brought out in Physics
4C are essential to understanding concepts in Modern Physics. Las Positas faculty shared their belief
in the proposal creation process that making their 8C a pre-requisite to their 8D class was the proper
approach as well.
As a result of the decision to pull back the Physics 5 to 4D change, Chabot is left with its current plan
of offering Physics 5, along with Physics 4C, only in Spring, to be taken simultaneously by students
who might need both to transfer. We don’t have sufficient FTEF allocation to offer more sections of
either course.
As the discussion about Physics 5 and 4D took place, and at the request of the Dean, we were asked
whether Chabot could change its curriculum from its current four-semester model to a three-semester
model, so that transfer could be accelerated for students who were able to do so. We compared the
physics programs for many of the local community colleges (including LPC, Ohlone, CSM, CCSF,
DVC, and Contra Costa) as well as for the local four-year schools (San Jose State, UC Berkeley,
Davis, Cal Poly) that seem to be the most popular transfer institutions. Those comparisons are
attached to the Appendix of this review.
Two questions emerge from this analysis, in terms of Physics 4ABC/5 students
1) For schools trying to teach all of the Physics 4ABC and 5 material in three semesters, how are they
doing? What are they leaving out? How successful is their approach in terms of student retention
and success?
2) What approach will be in the best interests of the largest number of Chabot’s current students?
Nicholas Alexander wanted to add to this discussion with the following:
“While there is a united front within the unit for a 4 instead of a three-semester calculus physics
sequence, there’s room for discussion on internal topic re-arrangements. One proposal is, following
UCB, to move thermo dynamics into 4B, say to the front before electromagnetism, to establish a
foundation for a few things: The number of applications and assigned problems within
electromagnetic and other areas of physics increases multifold; Once students see the energy and
work balancing magic of thermo, they can perform a new variety of problems that integrate, say,
electric power with calorimetric phenomena or thermal expansion, enriching the study of electro
magnetism when it is introduced in 4B and supporting a new PLO that seeks real world applications
of physics. It will also enhance students’ Physics 4C experience when electromagnetic electric
radiation, energy and momentum are studied. Thermo dynamic concepts which introduce random
thermal molecular vibrations appear everywhere---for example in 4C, sound pressure and the
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 7 of 34
temperature dependence of the speed of sound. To be fair I should mention one reason we do not
have thermo in 4B : it's absence facilitates a seamless discussion of electricity and magnetism in 4B
without a possibly distracting transition between thermo and electro-magnetism; this may help
explain why this ordering has been so widely adopted locally by cc’s.
Stumbling block’s
One problem with the above proposal arises if a student decides to transfer to a 4 year college or cc
before finishing 4ABC i.e. other local cc’s like CCSF as well as Cal poly structure equivalent 4ABC
configurations like Chabot’s current scheme: 4A with mechanics, 4B electromagnetism, 4C with
thermo and mechanical waves before a continuation of the electro-magnetism started in 4B. IF we
put thermo in 4B and moved some electromagnetic content into 4C to fill the void, the following
could happen. A student exits our new 4B and tries to enroll at CCSF to get in 4C for more
electromagnetism and for optics, which she/she is ready for and instead finds she/he must endure
thermo again and pick up new electromagnetism later in the semester. That concern should be
weighed against the probability of such institutional transfers.”
We will continue to research these questions in the next year of our program review.
Physics 2AB & 22AB
One other result of the research into our program and its relationship to nearby community colleges
and its transfer to nearby four-year institutions shows up with the question of Physics 2A/2B, and the
calculus supplement class Chabot has tried to offer (22A/22B) that would help some of our students –
largely in Biological Science, but also in Architecture – meet their transfer institution requirements
for a one-year calculus-based physics course. It can be seen that many local community colleges try
to offer that same extension class, but that –just like at Chabot – it is often cancelled due to low
enrollment, or intentionally omitted from the schedule because of external budget pressure
necessitating cuts to the program.
We are considering how to restructure our Physics 2A/2B program, and how we could allow students
taking Math 15/16 to take Physics 2AB with the supplementary material to satisfy transfer
requirements. Nicholas Alexander has been leading the effort here, and wanted to include the
following:
“After many demographic shifts, the number of biological science students taking 2A/B for transfer is
taking off, bringing strong pressure to optimize the sequence. The sequence once targeted vocational
tech, nursing and other health allied fields but the economy has shifted toward streamlining
education pathways and shrinking the ranks of these scattered students now replaced by bio tech/bio
majors who have more demanding math prerequisites. Most of their transfer targets, regionally and
nationally, offer biology majors requiring physics with calculus. Although bio and bio-chemistry
majors at some CSU’s can take "easy” physics (without calculus) the majority of 4 year colleges
have a beefed up “easy” physics with calculus covering the compressed spectrum---akin to 4
semesters of work in the physics w/ calculus sequence compressed into 2 terms. With that
compression, from Newton’s laws to modern cosmology, there are major challenges balancing a
survey approach and a more math-analytical tack. This opens the question of whether we should turn
2AB into a three semester sequence or develop new strategies for better balance.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 8 of 34
Relation to the "4ABCD rolled into 3" debate
This condensation highlights the challenges in reducing the calculus-based sequence from 4
semesters into three as UCB now does. Such academic pressure undoubtedly contributes to UCB’s
high attrition rate, some 50% wash out before finishing even the first semester but it also may reflect
the perception that lab and teaching assistant support justifies a more accelerated sequence. At
impoverished Chabot such compression would be impractical, and maintaining a 4-semester
sequence seems the best thing to do all things considered, including the chronic budget crisis, which
makes extra support elusive for the foreseeable future unless we can lock in grant support long term.
This is why I think making Physics 4C a prerequisite to 5 is a wise move in as much as it capitalizes
on our 4 semester strength. Though there may be temptations to make them co requisites to
streamline graduation, 4C is essential before 5 and should be allowed to maximize its assets with a
solid foundation for students in Modern Physics.
Meanwhile the 2AB compression seems fixed and so universal so as to not be easily challenged---the
idea is that bio student need less of the math physics specifics and more a fast, qualitative
understanding to assist them in their fields, including undergraduate research—they are not
designing necessarily the hospital pumps, as a 4ABC graduate might, but they should understand
how they work. Given that, introducing calculus could further complicate covering so many topics in
so few weeks, but the added tool may also speed up explanations. And it will also jettison 22AB, the
unfill-able, hard to schedule calculus “supplement," languishing on the books. The question is
finding the correct book or set of notes that parallels a textbook’s polish in clarity and presentation.
My proposal is to use Seaway’s calculus based text for engineers/scientists, a book once maligned
for being too “survey-like” is now an important possible tool to get calculus enshrined in “easy “
physics at Chabot. Its summary like approach w/ calculus should do the trick.
Available calculus prerequisites.
Currently there is really only one simple math pathway into revamped Physics 2—Math 1 and 2.
Business calculus Math 15 does not require or even use trig, essential to physics, easy or not. So the
2A prerequisite would read something like “Math 1” or “Math 15 and Math 37 (Trig) [or any other
appropriate Chabot trig class]." We have ruled out the Chabot course blending trig and geometry--just basic trig should suffice.
Calculus prereq or co-req?
One of the vexing questions we face is whether calculus should be a co- or pre requisite to 2AB?
UCB makes Math 16AB, calculus for bio majors, a co req since many UC students have had AP
calculus in high school--- but this isn’t necessary true at working class Chabot and a restraining
factor. Though a co -req would certainly fit nicely into the two year transfer streamlining drive
here, which makes it a topic well worth revisiting.”
This will also be another major area for our next year of program review.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 9 of 34
IV. Budget Summary (Data from 3 previous years)
During the last 10 years, the Physics equipment budget has been $1800 per academic year for the last
few years. Consumed supplies (printer cartridges, tape, bulbs, wires, etc.) typically require $500 per
year or more. Principal lab equipment like the Lab Pro Data collection system average around $450,
per unit, which means we can afford to replace about 2 systems per year. We are making significant,
heavy use of the Lap Pro systems, with multiple sections utilizing the equipment each week. How
long the systems will last with this usage is unknown, and we are assuming that we will need to start
replacing the systems in the coming years.
Complete experimental apparti, however, average $2,000-3,000 or more, and can be acquired only
through bond or grant funds given the limited supply budget we have. Tim Dave has led the pursuit
of two major funding initiatives for our department over the past few years, including the use of
Measure B funds to replace worn out equipment in 2009 and more recently, acquire new lab
experiments in modern physics (2011).
Our department budget also does not allow for even a part-time laboratory technician, which
colleagues in Physics and Astronomy at Las Positas, as well as our Chabot colleagues in Biology and
Chemistry, enjoy. Without this help, maintaining the labs, and setting up/taking down equipment,
continues to require many additional hours each week of our time.
We expect budget pressures in 2012-2013 to further limit our subdivision budget, and continue to
prevent us from adding a part-time laboratory tech position.
We look forward to our new lab space in 1800 with the following budget needs:
a.) A continued push during Academic year 2012-2013 towards soliciting outside donations,
grants, and contributions outside the typical funding stream of the college to provide some part
of a part-time faculty member to pursue educational outreach both in Physics and Astronomy.
Tim Dave is still leading this significant effort.
b.) A continued effort to lobby for and search for funding to help supplement funds most likely
need for equipment and instructional aides as both Physics and Astronomy move from
Building 1700 to Building 1800.
c.) A continued effort to establish a center of Science and Engineering Excellence, with multiple
financial sponsors such as that established at Contra Costa College.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 10 of 34
V. Enrollment Data (Data from 2 previous years)
Physics Enrollment:
Overall as a program, we show 91% of capacity as of census, with Physics 11, Physics 2A, and
Physics 4A all averaging more than 100% of capacity, Physics 2B and 4B averaging 88% of capacity,
and Physics 4C at 69%.
Physics 5 was significantly under capacity from Spring 2008 through Spring 2011, but this term
shows a higher enrollment, in part due to the articulation work that has the course listed as a required
transferable course to CSUSJ as well as UCB for some engineering students.
VI. Student Learning Outcomes Inventory





Percentage of courses in physics that have CLOs and rubrics developed: 60% (all Physics
2AB/4ABC courses have active CLOs and rubrics.)
Percentage of courses in physics that have the minimum number of CLOs developed: 60%
Percentage of courses in physics that have had all the CLOs assessed within the past three years,
as per Chabot’s Assessment policy: 60%
Percentage of courses in physics that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years_60%
What questions or investigations arose as a result of these reflections or discussions?
We actively discuss student success with our key classes in Physics 4ABC, and have looked at adding
and refining our current CLOs every year in response to what we find. We are also investigating the
use of online homework/learning systems and their data to track and correlate to student success with
CLOs.
We still need to complete CLO’s for Physics 11, 18, and 5, report, and discuss them. We have
discussed the CLOs for Physics 4 and 2, but not discussed the results of the individual reports.

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
1. Dedicate at least one team meeting to discuss results of CLOs.
2. Complete the CLOs for the Physics 11, 18, and 5 courses.

Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:
100% (Program level outcomes are established for both sequence courses, Physics 4ABC
and Physics 2AB

Which of the CWLGs do your discipline’s CLOs address? Critical Thinking
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 11 of 34
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students succeed
(e.g., tutoring, learning assistants, student assistants, peer advisors, lab support, supplemental
instruction, peer-led team learning, peer advisors)? How many hours per semester do you use and/or
how many hours per semester do you need?
Our PATH tutorial center routinely has perhaps one or two students capable and authorized to serve
as physics tutors, and they have far more requests for help than can be satisfied. One difficulty is that
students routinely take Physics in their last year at Chabot, in both the Physics 2 and Physics 4
program, and are often not here another year to serve as tutors. Another difficulty is that these
students are often very busy themselves as engineering and science majors, with significant course
loads.
We are hoping to use the new tutorial center in the redesigned 1800 building as a key attraction to
encourage students to study together, and ask for help. We plan on holding at least 1-2 office hours a
week per full-time faculty member in that open, visible space.
While we might not be able to grow physics tutors here at Chabot, we also plan to look at what even
more successful programs like Contra Costa use for support of their students.
VIII. External Data
 Cite any relevant external data that affects your program (e.g., labor market data, community
demand, employment growth, external accreditation demands, etc.).
Our physics enrollment is driven mostly by students interested in careers in medicine, biological
science, and engineering. We typically have only one or two students interested in Physics as a major.
We do note the growth of architecture courses in the School for the Arts, which may attract more
students interested in the field and possibly in transfer as an major in Architecture, like UC Berkeley or
Cal Poly SLO, both of which require a year of lower-division undergraduate Physics as a pre-requisite.
Chabot College Physics Program Review and Planning for 2011-14
March 2012 - Page 12 of 34
Section B – Data Summary
Data Summary and Plan of Action Description/Rationale:
Our physics program faces three immediate challenges for the remainder of 2012 and throughout the
2012/2013 academic year:
1. Dealing with the budget crisis that continues to squeeze the Astronomy/Physics subdivision,
limiting our course offerings, and reducing our ability to serve Chabot’s students.
2. Working with the architects and builders for the new 1800 building, and planning for the move of
our labs to that facility in Autumn 2012 in the hope of scheduling classes there for Spring 2013.
We had direct experience in the planning of Building 1900, and the move of the planetarium
equipment in 2010, and recognize that this task alone will necessarily consume a huge amount of
our time and energy. Given that we have no lab assistants, just moving equipment and organizing
its placement in the new facilities will be a huge task for 2012-2013.
3. Revising our curriculum to deal with the Physics 4ABC/5 problem, and address the requirements
for a calculus-based Physics 2A/2B program to serve students wanting to transfer in biological
science as well as other disciplines.
In addition to these, we have on-going challenges that have not changed:
4. Replacing (24) existing laptops in our physics labs with new units, customizing them with
required applications, and integrating them into our lab assignments, finally took place at the very
end of Spring term, 2011 (more than 3 months after the units had arrived at Chabot.) Because we
are without a lab tech, we are unable to quickly move individual labs and migrate applications to
the new systems. We expect we’ll have to do the same with the (12) existing physics computer
cart systems, but do not have a timeline from Computer Support about those replacements, and
anticipate this will not take place until after we re-locate.
5. Looking at ways to generate more student success in 4A as the key class for students heading
towards engineering, and in tracking how Physics 18 is leading to greater success with students
who go on to take Physics 4ABC.
6. Maintaining a lab ourselves without a lab tech to help with equipment setup, maintenance, while
all of our colleagues at LPC and in the Biology and Chemistry programs at Chabot do have that
support.
7. Restoring Physical Science 15 as a course offering, tied to CSUEB’s Environmental Studies 1000
course, which is a pre-requisite for science teachers.
8. Completing the CLO cycle for all of our courses, adding new CLOs as well as PLO’s.
We are hopeful that the new lab and lecture facilities planned for 1800, as well as the new Physics
Tutorial/Discussion center in that building, will lead to even better student success, retention, and overall
program success. It will take a huge amount of time and effort on our part outside of just teaching our
classes to take advantage of the new facilities.
13
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
14
I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
1. Design, Build, and Move
to New Physics Labs
(Building 1800)
Timeline
Spring 2011 –
Spring 2013
Activities
- Attending/Participating in
Design Meetings
- Working with contractor on
building 1800 Physics lab spaces
- Plan for equipment move in
summer/fall 2012
- Inventory and Move Physics
labs to 1800
- Set up new labs, integrate
computers into new building
systems, etc.
2. Install upgraded Physics
laptop computers, and
maintain computer carts, to
provide students with
required lab/discussion
resources, simulations, data
acquisition tools, analysis
software, and
group/homework tools.
Spring 2011 –
Fall 2011
3. Prepare curriculum
proposal for realignment of
Physics 4ABC to foursemester sequence
Fall 2011 –
- Research Student Success with
Spring 2012, for 2, 3, and 4-semester models at
introduction by other colleges.
Fall 2012
- Investigate which lab activities
can be done with simulation
software,
Support Needed to
Accomplish These
Activities*
When the actual move of
lab equipment occurs,
we’ll need lab assistant
time to inventory and
place existing materials in
the new facilities. A Lab
Tech, or student
assistants, will be
required.
Computer support
- Move lab software to new units; Computer Support
- Integrate computers to wireless
network in 1700.
To offer a lab component
in Physics 4D, we’ll need
an increase of 3.6 CAH
(0.24 FTEF) in our
program allocation, and
some one-time monies to
purchase new equipment.
- Establish orders for additional
lab equipment to support a
modern physics lab curriculum
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
By 2013, run physics lectures
All physics faculty.
and labs successfully in the new
spaces.
By 2013, hold student
discussions and tutorial
sessions in new facility and
look at ways to assess
improvements in learning due
to the availability of peer and
instructor support.
On-going
through 2013
By Fall 2011, be using newer
laptops for Mastering Physics,
Vernier Labs, PhET tutorials,
ACTIVEphysics tutorials, and
other online/computer
resources.
All physics faculty.
By Fall 2012, offer students a
smoother transfer pathway in
Physics that mirrors what LPC
offers, and possibly enables
teaching of the course
remotelyl.
All physics faculty.
Accomplished
Fall 2011
Curriculum
Proposal and
Equipment
Orders
Accomplished
Spring/Fall
2011
Proposal was
Cancelled
15
PLOs and/or Program
Goal(s)
Timeline
4. CLO/PLO completion and Spring 2011 –
review
Spring 2012
Activities
- Establish at least (3) CLOs for
each of our Physics classes;
Support Needed to
Accomplish These
Activities*
Flex-Day Time
-Assess CLO’s administered this
year (FCI for Physics 4A, CSEM
for Physics 4B, as well as
additional quantitative lecture/lab
objectives.)
5. Examine Physics 18
preparation for students
entering Physics 2A/4A
Spring 2011 –
Spring 2012
Outcome(s) Expected
Ongoing evaluation of student
success relative to CLOs and
PLOs, and continuous change
in our teaching/delivery.
-Review success in long-term
Flex-day time
studies tracking student
achievement from Physics 18
through Physics 2 or 4 sequences.
Possible establishment of
Physics 18 as a pre-requisite for
Physics 4ABC(D).
6. Examine Physics
Fall 2011
22A/22B results vs. creation
of specific calculus-lite
Physics sequence.
- Review student enrollment
Increased FTEF allocation
to support offering
Physics 22A/B without
cutting existing program
offerings in Physics 11
and 18.
Establishing 22A/B as a desired
pathway for certain majors,
advertising that pathway, and
tracking student success for
those on that pathway
7. Maintain Physics labs
Ongoing
Continue to build awareness of
the need for lab assistance, and
the inequity in having lab tech
assistance at LPC and other
science areas in Chabot, but none
in Physics.
Student Lab assistants
Justification and funding of a
student lab assistant for Physics
(minimum 15 hours/week)
8. Reestablish Physical
Science 15
2011-2012
- Look at CSUEB program for
teachers, and create curriculum
proposal change for PhySci 15 to
match ES1000 course
Flex Day Time
Increasing enrollment in
Physical Science and student
success in transferring to
CSUEB in a teaching career
pathway.
sh 3/12
16
Person(s)
Responsible
All physics faculty
Accomplished
Fall 2011
Budget cuts
have prevented
us from
offering
Physics 18
Budget cuts
have prevented
us from
offering
Physics 22AB
On-going
through 2013
Budget cuts
have prevented
us from
offering Phys
Sci 15
II.
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
Reach out to underrepresented populations
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student Success
Strengthen basic skills development
Identify and provide a variety of career paths
Increase success for all students in our diverse community
Assess student learning outcomes to improve and expand instruction and services
Community Partnership
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
Promote faculty and staff involvement in college and community activities
Engage the community in campus programs and events
Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
17
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 – sh 3/12
3/10/2012
6
15
1
7
13
8
College
Alameda
Allan Hancock
American
River
Antelope
Valley
Bakersfield
Berkeley City
Butte
Cabrillo
Canada
Canyons
Cerritos
Cerro Coso
Chabot
Hayward
Chaffey
Citrus
Coastline
Columbia
Compton
Contra Costa
Copper
Mountain
Cosumnes
River
Crafton Hills
Cuesta
Cuyamaca
Cypress
Deanza
Desert
Diablo Valley
Total
Enroll
102
185
Spring 2011
Reten
Rate
Reten
(%)
Succ
73
71.57
67
152
82.16
130
Fall 2010
Spring 2010
Succ
Rate
(%)
65.69
70.27
Total
Enroll
104
198
Retention
69
163
Retention
Rate(%)
66.35
82.32
Success
62
130
Success
Rate(%)
59.62
65.66
Total
Enroll
93
219
Retention
58
189
Retention
Rate(%)
62.37
86.3
Success
52
151
Success
Rate(%)
55.91
68.95
620
528
85.16
471
75.97
524
471
89.89
419
79.96
532
453
85.15
401
75.38
169
132
132
121
78.11
91.67
118
111
69.82
84.09
124
124
106
110
85.48
88.71
82
103
66.13
83.06
249
377
101
113
297
24
209
349
82
107
220
21
83.94
92.57
81.19
94.69
74.07
87.5
157
305
75
99
207
20
63.05
80.9
74.26
87.61
69.7
83.33
234
396
105
151
274
10
198
328
86
133
210
9
84.62
82.83
81.9
88.08
76.64
90
144
276
79
118
195
8
61.54
69.7
75.24
78.15
71.17
80
140
125
99
218
357
88
125
309
33
109
120
71
193
311
74
106
238
28
77.86
96
71.72
88.53
87.11
84.09
84.8
77.02
84.85
91
110
64
148
277
66
90
209
23
65
88
64.65
67.89
77.59
75
72
67.64
69.7
160
144
90
129
80.63
171
130
76.02
116
67.84
134
118
88.06
104
77.61
291
194
147
24
79
203
241
166
115
18
72
188
82.82
85.57
78.23
75
91.14
92.61
217
123
96
16
68
180
74.57
63.4
65.31
66.67
86.08
88.67
327
190
117
43
40
235
292
164
90
30
37
199
89.3
86.32
76.92
69.77
92.5
84.68
252
114
72
27
36
187
77.06
60
61.54
62.79
90
79.57
313
171
127
8
29
219
277
162
100
8
23
204
88.5
94.74
78.74
100
79.31
93.15
248
112
95
8
19
203
79.23
65.5
74.8
100
65.52
92.69
31
28
90.32
24
77.42
25
24
96
17
68
27
24
88.89
23
85.19
291
152
333
196
305
672
186
733
224
123
271
190
253
516
161
580
76.98
80.92
81.38
96.94
82.95
76.79
86.56
79.13
189
100
211
184
236
414
133
529
64.95
65.79
63.36
93.88
77.38
61.61
71.51
72.17
240
90
308
173
274
648
204
640
203
67
238
154
238
507
178
513
84.58
74.44
77.27
89.02
86.86
78.24
87.25
80.16
166
47
180
141
228
438
150
454
69.17
52.22
58.44
81.5
83.21
67.59
73.53
70.94
248
69
373
182
287
667
126
759
203
38
317
170
231
523
120
636
81.85
55.07
84.99
93.41
80.49
78.41
95.24
83.79
176
37
254
161
220
436
115
561
70.97
53.62
68.1
88.46
76.66
65.37
91.27
73.91
18
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
Fall 2009
3/10/2012
6
1
5
1
7
1
3
8
Spring 2009
Retentio
n
27
Retentio
n
Rate(%)
64.29
Succes
s
26
152
119
78.29
98
64.47
72.42
520
441
84.81
392
65
77
51.18
61.11
122
128
98
115
80.33
89.84
78.21
87.93
85.78
54
152
313
69.23
65.52
75.42
76
212
369
52
191
322
72.94
93.02
78.18
92.86
50
101
183
13
58.82
78.29
66.55
92.86
73
129
263
30
80
94
72.31
89.36
89.47
85.94
66.67
231
114
52
12
70.21
75
81.25
57.14
91.75
176
16
88.89
227
101
298
160
267
190
78
240
136
223
572
142
639
Total
Enrol
l
28
Retentio
n
11
Retentio
n
Rate(%)
57.89
Succes
s
9
Succes
s
Rate(%
)
47.37
150
128
85.33
103
68.67
75.38
449
373
83.07
336
74.83
77
93
63.11
72.66
130
104
119
82
91.54
78.85
104
74
80
71.15
68.42
90.09
87.26
47
147
275
61.84
69.34
74.53
54
215
380
41
179
332
75.93
83.26
87.37
39
121
282
72.22
56.28
74.21
57
120
204
27
78.08
93.02
77.57
90
47
108
186
27
64.38
83.72
70.72
90
86
109
276
14
63
102
203
14
73.26
93.58
73.55
100
49
82
177
11
56.98
75.23
64.13
78.57
117
112
95.73
105
89.74
113
88
77.88
81
71.68
223
167
107
11
10
189
159
85
10
8
84.75
95.21
79.44
90.91
80
164
121
71
10
7
73.54
72.46
66.36
90.91
70
270
131
39
14
227
119
34
11
84.07
90.84
87.18
78.57
180
91
28
10
66.67
69.47
71.79
71.43
85.44
204
195
95.59
188
92.16
205
183
89.27
173
84.39
16
88.89
35
27
77.14
26
74.29
23
20
86.96
15
65.22
83.7
77.23
80.54
85
83.52
160
66
196
114
213
70.48
65.35
65.77
71.25
79.78
185
129
381
167
257
152
102
328
154
216
82.16
79.07
86.09
92.22
84.05
134
92
271
145
203
72.43
71.32
71.13
86.83
78.99
189
97
371
163
229
166
73
294
135
199
87.83
75.26
79.25
82.82
86.9
137
50
232
125
176
72.49
51.55
62.53
76.69
76.86
432
125
75.52
88.03
357
106
62.41
74.65
618
94
501
93
81.07
98.94
411
88
66.5
93.62
573
91
457
76
79.76
83.52
391
66
68.24
72.53
547
85.6
495
77.46
709
618
87.17
554
78.14
659
562
85.28
493
74.81
Succ
16
Succ
Rate
(%)
57.14
Total
Enrol
l
42
85.38
120
70.18
383
80.63
344
127
126
81
98
63.78
77.78
78
232
415
61
204
356
Canada
Canyons
Cerritos
Cerro Coso
Chabot
Hayward
85
129
275
14
62
120
215
13
130
104
Chaffey
Citrus
Coastline
Columbia
Compton
Contra
Costa
Copper
Mountain
Cosumnes
River
Crafton Hills
Cuesta
Cuyamaca
Cypress
329
152
64
21
294
136
55
14
206
189
18
Deanza
Desert
Diablo
Valley
College
Alameda
Allan
Hancock
American
River
Antelope
Valley
Bakersfield
Berkeley
City
Butte
Cabrillo
Fall 2008
Succes
s
Rate(%
)
61.9
Reten
20
Reten
Rate
(%)
71.43
171
146
475
19
Total
Enrol
l
19
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
Spring 2011
3/10/2012
1
0
1
4
4
2
9
1
9
College
East LA
El Camino
Evergreen
Valley
Feather
River
Folsom Lake
Foothill
Fresno City
Fullerton
Gavilan
Glendale
Golden West
Grossmont
Hartnell
Imperial
Irvine
LA City
LA Harbor
LA Mission
LA Pierce
LA Swest
LA Trade
LA Valley
Lake Tahoe
Laney
Las Positas
Lassen
Long Beach
Los
Medanos
Marin
Total
Enrol
l
352
577
Fall 2010
Spring 2010
Retentio
n
276
410
Retentio
n
Rate(%)
84.15
72.44
Succes
s
228
343
Succes
s
Rate(%
)
69.51
60.6
178
135
75.84
121
67.98
72.65
16
95
14
82
87.5
86.32
8
78
50
82.11
371
86
184
26
196
215
178
73
45
192
184
62
39
302
31
317
142
13
176
147
4
50
77.78
65.15
71.6
57.78
70.25
72.64
64.96
70.87
84.91
70.85
64.56
77.5
72.22
73.84
93.94
71.88
68.93
100
67.43
79.03
100
37.31
303
187
239
69
246
270
285
105
48
299
267
101
30
389
53
353
218
22
268
118
13
145
230
158
167
51
203
233
223
95
41
231
170
79
24
313
46
277
164
21
219
106
6
80
75.91
84.49
69.87
73.91
82.52
86.3
78.25
90.48
85.42
77.26
63.67
78.22
80
80.46
86.79
78.47
75.23
95.45
81.72
89.83
46.15
55.17
183
124
153
29
172
225
171
63
40
174
150
62
21
276
42
245
144
19
188
94
5
58
84.21
144
75.79
164
138
84.15
83.02
36
67.92
84
77
91.67
Reten
300
410
Reten
Rate
(%)
85.23
71.06
Succ
244
341
Succ
Rate
(%)
69.32
59.1
Total
Enrol
l
328
566
228
189
82.89
166
72.81
117
91
77.78
85
477
132
257
45
279
296
274
103
53
271
285
80
54
409
33
441
206
13
261
186
4
134
418
112
195
33
237
239
225
89
49
222
207
67
40
332
32
355
166
13
199
162
4
75
87.63
84.85
75.88
73.33
84.95
80.74
82.12
86.41
92.45
81.92
72.63
83.75
74.07
81.17
96.97
80.5
80.58
100
76.25
87.1
100
55.97
190
160
53
44
20
Retentio
n
270
443
Retentio
n
Rate(%)
84.11
75.73
Succes
s
222
376
Succes
s
Rate(%
)
69.16
64.27
202
167
82.67
150
74.26
119
102
85.71
98
82.35
60.4
66.31
64.02
42.03
69.92
83.33
60
60
83.33
58.19
56.18
61.39
70
70.95
79.25
69.41
66.06
86.36
70.15
79.66
38.46
40
438
155
274
64
271
242
311
105
50
219
223
92
48
459
37
377
165
28
225
176
357
145
214
50
227
170
247
94
44
178
149
69
31
360
32
304
143
28
180
155
81.51
93.55
78.1
78.13
83.76
70.25
79.42
89.52
88
81.28
66.82
75
64.58
78.43
86.49
80.64
86.67
100
80
88.07
306
118
202
38
204
154
201
77
34
146
127
51
27
317
26
279
124
27
151
140
69.86
76.13
73.72
59.38
75.28
63.64
64.63
73.33
68
66.67
56.95
55.43
56.25
69.06
70.27
74.01
75.15
96.43
67.11
79.55
163
123
75.46
86
52.76
126
76.83
160
133
83.13
127
79.38
73
86.9
97
90
92.78
81
83.51
Total
Enrol
l
321
585
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
Fall 2009
3/10/2012
10
14
4
2
9
19
College
East LA
El Camino
Evergreen
Valley
Feather River
Folsom Lake
Foothill
Fresno City
Fullerton
Gavilan
Glendale
Golden West
Grossmont
Hartnell
Imperial
Irvine
LA City
LA Harbor
LA Mission
LA Pierce
LA Swest
LA Trade
LA Valley
Lake Tahoe
Laney
Las Positas
Lassen
Long Beach
Los Medanos
Marin
Spring 2009
Reten
265
411
Reten
Rate
(%)
74.02
69.43
Succ
220
336
Succ
Rate
(%)
61.45
56.76
163
11
80
297
168
212
79
226
257
288
103
51
202
273
64
29
395
30
367
200
38
245
129
128
9
65
226
137
165
53
195
176
228
93
38
168
204
54
19
306
25
262
166
33
180
116
78.53
81.82
81.25
76.09
81.55
77.83
67.09
86.28
68.48
79.17
90.29
74.51
83.17
74.73
84.38
65.52
77.47
83.33
71.39
83
86.84
73.47
89.92
113
5
55
182
93
147
39
163
135
175
63
35
125
180
46
14
269
25
223
144
29
167
105
69.33
45.45
68.75
61.28
55.36
69.34
49.37
72.12
52.53
60.76
61.17
68.63
61.88
65.93
71.88
48.28
68.1
83.33
60.76
72
76.32
68.16
81.4
143
131
92
90
97
83
62.94
74.05
90.22
65
96
74
45.45
73.28
80.43
Total
Enroll
358
592
Fall 2008
Total
Enroll
353
606
Retention
271
470
Retention
Rate(%)
76.77
77.56
Success
212
398
Success
Rate(%)
60.06
65.68
Total
Enroll
332
528
Retention
264
350
Retention
Rate(%)
79.52
66.29
Success
199
278
Success
Rate(%)
59.94
52.65
178
151
84.83
138
77.53
80
375
153
209
54
226
216
254
91
55
198
257
62
39
376
29
291
163
15
227
160
4
133
158
79
63
310
137
176
47
188
127
213
81
49
153
193
51
30
299
28
227
137
15
181
137
2
81
141
72
78.75
82.67
89.54
84.21
87.04
83.19
58.8
83.86
89.01
89.09
77.27
75.1
82.26
76.92
79.52
96.55
78.01
84.05
100
79.74
85.63
50
60.9
89.24
91.14
54
260
110
163
40
155
108
162
65
33
135
159
45
28
272
27
204
118
15
157
124
2
55
130
69
67.5
69.33
71.9
77.99
74.07
68.58
50
63.78
71.43
60
68.18
61.87
72.58
71.79
72.34
93.1
70.1
72.39
100
69.16
77.5
50
41.35
82.28
87.34
141
10
64
260
173
213
70
214
232
213
79
22
184
271
76
23
345
56
228
160
24
235
88
6
144
130
87
125
9
45
204
142
157
48
184
169
167
71
22
146
186
64
11
281
40
156
125
21
173
82
4
80
88
87
88.65
90
70.31
78.46
82.08
73.71
68.57
85.98
72.84
78.4
89.87
100
79.35
68.63
84.21
47.83
81.45
71.43
68.42
78.13
87.5
73.62
93.18
66.67
55.56
67.69
100
100
8
34
180
118
137
36
146
142
125
40
22
122
164
49
9
245
32
137
114
20
158
76
4
74
84
76
70.92
80
53.13
69.23
68.21
64.32
51.43
68.22
61.21
58.69
50.63
100
66.3
60.52
64.47
39.13
71.01
57.14
60.09
71.25
83.33
67.23
86.36
66.67
51.39
64.62
87.36
21
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
Spring 2011
3/10/2012
5
20
3
College
Mendocino
Merced
Merritt
MiraCosta
Mission
Modesto
Monterey
Moorpark
Moreno Valley
Mt San
Antonio
Mt. San
Jacinto
Napa
Norco College
Ohlone
Orange Coast
Oxnard
Palo Verde
Palomar
Pasadena
Porterville
Redwoods
Reedley
College
Rio Hondo
Riverside
Sacramento
City
Saddleback
San
Bernardino
San Diego City
San Diego
Total
Enroll
24
157
91
232
145
94
115
544
181
Fall 2010
Spring 2010
22
132
62
188
110
71
86
399
139
Succ
Rate
(%)
91.67
84.08
68.13
81.03
75.86
75.53
74.78
73.35
76.8
Total
Enroll
35
136
95
219
169
128
156
500
137
Retention
26
121
73
191
148
120
119
395
109
Retention
Rate(%)
74.29
88.97
76.84
87.21
87.57
93.75
76.28
79
79.56
Success
26
117
65
185
126
97
107
354
99
Success
Rate(%)
74.29
86.03
68.42
84.47
74.56
75.78
68.59
70.8
72.26
Total
Enroll
7
129
79
217
172
121
111
541
Retention
7
117
61
201
149
113
87
385
Retention
Rate(%)
100
90.7
77.22
92.63
86.63
93.39
78.38
71.16
Success
7
109
53
195
122
85
78
330
Success
Rate(%)
100
84.5
67.09
89.86
70.93
70.25
70.27
61
23
145
74
204
126
83
95
426
154
Reten
Rate (%)
95.83
92.36
81.32
87.93
86.9
88.3
82.61
78.31
85.08
511
381
74.56
303
59.3
428
340
79.44
246
57.48
490
388
79.18
297
60.61
171
235
116
174
646
102
135
221
74
125
517
99
78.95
94.04
63.79
71.84
80.03
97.06
124
200
50
112
475
98
72.51
85.11
43.1
64.37
73.53
96.08
65.12
85.44
199
515
95
165
449
83
82.91
87.18
87.37
163
408
81
81.91
79.22
85.26
62.2
79.72
85.71
72.86
68.87
85.07
56.25
56.28
74.02
88.64
78.57
62.99
75.46
28
70
84
223
181
633
6
51
146
171
54
130
359
78
11
194
529
7
70
82.95
91.95
84.54
88.29
100
88.57
81.6
93.53
76.04
70.56
82.06
89.77
92.86
86.04
84.74
56
85
107
240
246
701
7
62
173
188
73
163
398
79
13
265
594
14
85
129
261
291
794
7
70
212
201
96
231
485
88
14
308
701
25
100
283
759
3
93
254
666
3
84
89.75
87.75
100
90.32
164
614
3
73
57.95
80.9
100
78.49
192
80
345
173
73
267
90.1
91.25
77.39
146
70
224
76.04
87.5
64.93
190
84
402
173
71
314
91.05
84.52
78.11
137
69
264
72.11
82.14
65.67
158
86
602
144
73
502
91.14
84.88
83.39
118
73
416
74.68
84.88
69.1
312
382
247
324
79.17
84.82
220
286
70.51
74.87
423
344
333
275
78.72
79.94
278
248
65.72
72.09
420
351
335
307
79.76
87.46
278
287
66.19
81.77
193
270
602
170
220
509
88.08
81.48
84.55
160
201
440
82.9
74.44
73.09
204
218
538
184
174
441
90.2
79.82
81.97
175
143
395
85.78
65.6
73.42
46
244
527
23
213
450
50
87.3
85.39
23
181
399
50
74.18
75.71
Reten
Succ
22
Mesa
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
Fall 2009
3/10/2012
5
2
0
3
College
Mendocino
Merced
Merritt
MiraCosta
Mission
Modesto
Monterey
Moorpark
Moreno
Valley
Mt San
Antonio
Mt. San
Jacinto
Napa
Norco
College
Ohlone
Orange
Coast
Oxnard
Palo Verde
Palomar
Pasadena
Porterville
Redwoods
Reedley
College
Rio Hondo
Riverside
Sacramento
City
Saddleback
San
Bernardino
Spring 2009
Retentio
n
15
58
58
184
109
119
91
329
Retentio
n
Rate(%)
83.33
80.56
72.5
86.38
83.21
85
76.47
73.44
Succes
s
12
53
45
174
91
96
82
277
Succes
s
Rate(%
)
66.67
73.61
56.25
81.69
69.47
68.57
68.91
61.83
413
315
76.27
239
57.87
192
145
75.52
117
208
208
100
286
190
526
83
11
301
684
14
68
Fall 2008
Retentio
n
13
84
62
141
130
84
67
365
Retentio
n
Rate(%)
100
86.6
78.48
90.97
83.87
80
83.75
75.73
Succes
s
13
78
57
138
112
75
60
312
Succes
s
Rate(%
)
100
80.41
72.15
89.03
72.26
71.43
75
64.73
438
349
79.68
269
61.42
60.94
104
85
81.73
76
200
96.15
236
222
94.07
66.43
179
62.59
262
220
435
69
9
260
587
12
61
82.7
83.13
81.82
86.38
85.82
85.71
89.71
396
60
7
170
540
8
51
75.29
72.29
63.64
56.48
78.95
57.14
75
586
57
132
73
567
116
64
469
87.88
87.67
82.72
91
58
398
392
336
301
285
76.79
84.82
182
148
81.32
Total
Enro
ll
18
72
80
213
131
140
119
448
Retentio
n
14
50
86
143
137
120
78
373
Retentio
n
Rate(%)
93.33
83.33
78.9
85.12
84.05
89.55
79.59
74.9
Succes
s
13
47
68
134
115
101
65
325
Succes
s
Rate(%
)
86.67
78.33
62.39
79.76
70.55
75.37
66.33
65.26
428
321
75
263
61.45
73.08
228
168
73.68
122
53.51
206
87.29
197
169
85.79
159
80.71
83.97
189
72.14
208
154
74.04
140
67.31
470
55
80.2
96.49
407
54
69.45
94.74
337
763
13
62
288
661
12
60
85.46
86.63
92.31
96.77
201
610
11
52
59.64
79.95
84.62
83.87
528
85
8
292
701
11
54
443
69
7
238
606
8
49
83.9
81.18
87.5
81.51
86.45
72.73
90.74
393
63
5
149
557
6
42
74.43
74.12
62.5
51.03
79.46
54.55
77.78
68.94
79.45
70.19
126
80
620
116
71
501
92.06
88.75
80.81
94
68
436
74.6
85
70.32
105
58
513
88
49
425
83.81
84.48
82.85
70
46
333
66.67
79.31
64.91
249
264
63.52
78.57
398
310
325
267
81.66
86.13
262
243
65.83
78.39
381
303
274
259
71.92
85.48
226
228
59.32
75.25
142
78.02
156
133
85.26
127
81.41
145
118
81.38
106
73.1
Total
Enro
ll
13
97
79
155
155
105
80
482
23
Total
Enro
ll
15
60
109
168
163
134
98
498
San Diego
City
San Diego
Mesa
204
152
74.51
120
58.82
215
163
75.81
142
66.05
237
176
74.26
133
56.12
367
316
86.1
271
73.84
457
379
82.93
334
73.09
375
314
83.73
259
69.07
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
3/10/2012
18
11
16
21
17
22
12
College
San Diego
Miramar
San Francisco
San Joaquin
Delta
San Jose City
San Mateo
Santa Ana
Santa Barbara
Santa Monica
Santa Rosa
Santiago
Canyon
Sequoias
Shasta
Sierra
Siskiyous
Skyline
Solano
Southwestern
Taft
Ventura
Victor Valley
West Hills
Lemoore
West LA
West Valley
Woodland
Yuba
Averages
Total
Enroll
Reten
Spring 2011
Reten
Rate
(%)
Succ
Fall 2010
Succ
Rate
(%)
Spring 2010
Total
Enroll
Retention
Retention
Rate(%)
Success
Success
Rate(%)
Total
Enroll
Retention
Retention
Rate(%)
Success
Success
Rate(%)
157
1,935
144
1,714
91.72
88.58
136
1,493
86.62
77.16
164
1,794
144
1,525
87.8
85.01
127
1,362
77.44
75.92
91
2,178
76
1,855
83.52
85.17
68
1,613
74.73
74.06
324
210
198
173
574
737
507
215
170
158
131
537
625
440
66.36
80.95
79.8
75.72
93.55
84.8
86.79
173
143
122
121
487
522
419
53.4
68.1
61.62
69.94
84.84
70.83
82.64
258
235
223
184
639
729
314
188
165
154
152
599
589
268
72.87
70.21
69.06
82.61
93.74
80.8
85.35
140
145
105
131
530
487
241
54.26
61.7
47.09
71.2
82.94
66.8
76.75
267
187
229
177
557
763
415
202
153
158
147
536
620
369
75.66
81.82
69
83.05
96.23
81.26
88.92
182
131
126
130
495
529
340
68.16
70.05
55.02
73.45
88.87
69.33
81.93
162
94
120
344
25
244
123
279
140
67
95
308
24
207
106
207
86.42
71.28
79.17
89.53
96
84.84
86.18
74.19
136
54
86
284
23
175
92
153
83.95
57.45
71.67
82.56
92
71.72
74.8
54.84
136
84
123
361
56
215
155
264
124
70
99
300
50
186
114
209
91.18
83.33
80.49
83.1
89.29
86.51
73.55
79.17
107
59
91
264
43
156
99
166
78.68
70.24
73.98
73.13
76.79
72.56
63.87
62.88
295
118
262
110
88.81
93.22
248
104
84.07
88.14
299
88
239
82
79.93
93.18
212
75
70.9
85.23
149
69
129
354
34
214
118
250
4
296
87
130
61
125
285
26
186
99
208
3
256
84
87.25
88.41
96.9
80.51
76.47
86.92
83.9
83.2
75
86.49
96.55
116
49
116
247
24
157
88
146
3
239
81
77.85
71.01
89.92
69.77
70.59
73.36
74.58
58.4
75
80.74
93.1
24
63
242
44
117
19
52
191
44
96
79.17
82.54
78.93
100
82.05
17
36
169
43
90
70.83
57.14
69.83
97.73
76.92
22
55
215
62
101
19
46
159
46
83
86.36
83.64
73.95
74.19
82.18
18
38
135
35
73
81.82
69.09
62.79
56.45
72.28
43
32
238
30
112
39
17
188
27
85
90.7
53.13
78.99
90
75.89
33
14
179
25
79
76.74
43.75
75.21
83.33
70.54
246
26,361
205
st. dev
21,892
84%
8%
19,173
179
74%
11%
230
25,071
188
st. dev
20,478
82%
8%
17,575
161
70%
11%
239
25,344
200
st. dev
21,150
84%
9%
18,417
174
24
73%
11%
Chabot
Hayward
160
144
90
129
80.63
171
130
76.02
116
67.84
134
118
88.06
104
77.61
Statewide Data Comparisons of Physics Program Success from Fall 2008- Spring 2011 (cont.) sh 3/12
3/10/2012
18
11
16
21
17
22
12
College
San Diego
Miramar
San Francisco
San Joaquin
Delta
San Jose City
San Mateo
Santa Ana
Santa Barbara
Santa Monica
Santa Rosa
Santiago
Canyon
Sequoias
Shasta
Sierra
Siskiyous
Skyline
Solano
Southwestern
Taft
Ventura
Victor Valley
West Hills
Lemoore
West LA
West Valley
Woodland
Yuba
Total
Enroll
Reten
Fall 2009
Reten
Rate
(%)
Succ
Spring 2009
Succ
Rate
(%)
Fall 2008
Total
Enroll
Retention
Retention
Rate(%)
Success
Success
Rate(%)
Total
Enroll
Retention
Retention
Rate(%)
Success
Success
Rate(%)
113
####
95
1,352
84.07
79.44
78
1,191
69.03
69.98
103
1,848
89
1,514
86.41
81.93
77
1,269
74.76
68.67
109
1,823
89
1,507
81.65
82.67
76
1,297
69.72
71.15
242
225
219
188
561
715
344
177
171
160
146
521
576
290
73.14
76
73.06
77.66
92.87
80.56
84.3
144
142
125
126
461
479
261
59.5
63.11
57.08
67.02
82.17
66.99
75.87
319
197
209
168
461
737
345
218
147
142
128
413
605
286
68.34
74.62
67.94
76.19
89.59
82.09
82.9
162
136
118
110
384
518
258
50.78
69.04
56.46
65.48
83.3
70.28
74.78
241
207
193
132
492
638
292
157
155
145
115
448
457
251
65.15
74.88
75.13
87.12
91.06
71.63
85.96
126
144
104
100
398
373
242
52.28
69.57
53.89
75.76
80.89
58.46
82.88
106
59
94
285
43
229
138
307
5
308
95
91
54
82
222
38
192
109
250
5
233
85
85.85
91.53
87.23
77.89
88.37
83.84
78.99
81.43
100
75.65
89.47
85
42
64
200
31
161
89
185
4
199
74
80.19
71.19
68.09
70.18
72.09
70.31
64.49
60.26
80
64.61
77.89
143
67
115
378
34
208
92
214
121
46
111
308
30
171
79
214
84.62
68.66
96.52
81.48
88.24
82.21
85.87
100
118
44
100
274
27
154
68
166
82.52
65.67
86.96
72.49
79.41
74.04
73.91
77.57
125
90
119
364
47
187
112
248
112
82
105
299
42
160
94
178
89.6
91.11
88.24
82.14
89.36
85.56
83.93
71.77
108
59
93
247
34
147
76
129
86.4
65.56
78.15
67.86
72.34
78.61
67.86
52.02
270
85
217
81
80.37
95.29
203
74
75.19
87.06
264
102
217
90
82.2
88.24
201
78
76.14
76.47
37
30
204
62
77
30
20
168
42
55
81.08
66.67
82.35
67.74
71.43
24
20
151
35
49
64.86
66.67
74.02
56.45
63.64
31
20
224
30
110
25
17
179
24
91
80.65
85
79.91
80
82.73
20
15
160
20
83
64.52
75
71.43
66.67
75.45
18
30
180
39
92
15
19
155
33
75
83.33
63.33
86.11
84.62
81.52
14
18
146
29
68
77.78
60
81.11
74.36
73.91
Averages
218
23,352
176
st. dev
18,799
81%
8%
16,023
150
68%
10%
220
23,365
182
st. dev
19,331
84%
9%
16,735
158
74%
10%
206
22,007
166
st. dev
17,728
81%
9%
15,039
141
Chabot
130
104
80
94
72.31
117
112
95.73
105
89.74
113
88
77.88
81
25
69%
10%
71.68
Hayward
Summary of Physics Courses from Local CC’s and Popular Transfer Institutions
Bio/Arch
Based on Transfer Majors of Cell/Molecular Biology or Architecture (Bold = Articulated as of 11/11 by ASSIST)
CHABOT
Pre-req’s
Physics 2A
Physics 22A
Calculus Suppl
Physics 2B
Las
Positas
2A
2B
Ohlone
DVC
120
120A
(w/120 =
UCB 8A)
121
120
124
(w/120 =
UCB 8A)
121
Laney
(Peralta)
3A
CSM
150
210
211
CCSF
CSU San
Jose
Cal Poly SLO
2A/2AL
2A
121
2B
122
(Chabot 2B not
articulated)
121A
(w/121 =
UCB 8B)
2A/2B
121/122 (series)
UC Davis
Chabot 2A/2B are
not articulated with
8A/8B
7ABC
Chabot 2A/2B
entire series only
2AC
3B
220
2B/2BL
Physics 22B
Calculus Suppl
UC Berkeley
125
(w/121 =
UCB 8B)
221
2BC
2A/2B – 1 year
Engineering
Based on Transfer Majors of Mechanical Engineering (Bold = Articulated as of 11/11 by ASSIST)
Las
Positas
Ohlone
DVC
8A
140/142
Physics 4B
8B
141
Physics 4C
8C
142
130
(= UCB 7A)
230
(= UCB 7B)
231
(= UCB 7C)
CHABOT
Pre req’s
Physics 4A
Physics 5
4A/4B – 1 year
4ABC – 1.5 yrs
4ABC5 – 2 yrs
Laney
(Peralta)
CCSF
CSU San
Jose
Cal Poly SLO
UC Berkeley
4A
CSM
150
250
4A/4AL
50
141
7A
4B
260
4B/4BL
51
133
4A/4C
250/
270
4C/4CL
52
132
4D/4DL
53
4ABCD
50/51/52/
8D (w/
lab)
8ABC
140/141
140/141/142
130/230
141/132/133
130/230/231
4ABC
250
26
7B (for 4B/4C
combined)
7C (4C & 5
combined)
7A only
7A/7B
7ABC
UC Davis
9ACBD (note
260
270
Physics 4D
53 or
70/71/72
different
sequence)
8D
Calculus-Based Physics at Chabot & Nearby Community Colleges
Term
CHABOT
1
4A - General Physics I 5 units
8A - GENERAL PHYSICS I
Introduction to the principles of
Newtonian mechanics using
calculus as needed. Vectors,
kinematics, dynamics, energy,
momentum, rotation,
oscillations and gravitation.
Prerequisite: Math 1
4 hours lecture, 3 hours
laboratory.
4B - General Physics II
Introduction to the principles of
Newtonian Mechanics and
analytical methods of physics
using calculus as needed. Vectors,
kinematics, dynamics, energy,
momentum, rotation, gravitation
and fluid mechanics. Prerequisite:
Math 1. 4 hours lecture, 3 hours
laboratory.
8B - GENERAL PHYSICS II
Electric fields, electric currents,
magnetic fields, induced
currents, alternating circuits,
Maxwell’s equations,
Electromagnetic waves.
Prerequisite: Physics 4A &
Math 2. 4 hours lecture, 3 hours
laboratory.
Introduction to electricity and
magnetism, circuits, Maxwell’s
equations and electromagnetic
waves. Prerequisites: Physics 8A
(completed with grade of “C” or
higher) and Mathematics 3 (may
be taken concurrently). 4 hours
lecture, 3 hours laboratory.
4C - General Physics III
8C - GENERAL PHYSICS III
Oscillations, fluids, sound
waves, thermodynamics,
electromagnetic spectrum,
optics including reflection,
refraction, diffraction,
interference, polarization.
Prerequisite: Physics 4B &
Math 3. 4 hours lecture, 3
hours lab
Introduction to oscillations,
mechanical waves,
thermodynamics, light and optics.
Prererequisites: Physics 8A and
Mathematics 2 (both completed
with a grade of “C” or higher).
Strongly recommended: Physics
8B. 4 hours lecture, 3 hours lab
5 - Modern Physics
8D - GENERAL PHYSICS IV
2
3
4
3 units
Special relativity and modern
physics, including photons,
quantum mechanics, atoms,
solids, nuclear physics, particle
physics and cosmology.
Prerequisite: Physics 4B
(completed with grade of C or
Las Positas
Ohlone
PHYS-140 Mechanics Units: 4.00
Prerequisite: MATH-101A
Introduction to the principles of Newtonian
Mechanics and analytical methods of physics
using calculus as needed. Vectors, kinematics,
dynamics, energy, momentum, rotation,
gravitation and fluid mechanics. wave motion and
superposition and interference of waves
if time permits). (3 hours lecture, 3 hours lab)
PHYS-141 Electricity and Magnetism
Units: 4.00
Prerequisite: PHYS-140 and MATH-101B
Advisory: MATH-101C
This course is a study of electric and magnetic
fields, simple DC and AC circuits, and
electromagnetic waves. (GR)
(3 hours lecture, 3 hours lab)
Laney (Peralta)
PHYS 4A General Physics with Calculus
5 units, 4 hours lecture, 3 hours laboratory (GR)
Prerequisite: Math 3A
Recommended preparation: Phys 10
Acceptable for credit: CSU, UC➤
Comprehensive study of major topics of physics:
Motion, forces, gravity, energy, momentum, rotation,
equilibrium, fluids, oscillations, waves, and sound.
PHYS 4B 5 units
5 units, 4 hours lecture, 3 hours laboratory (GR)
Prerequisite: Phys 4A and Math 3B
Acceptable for credit: CSU, UC➤
Comprehensive study of major topics of physics:
Thermodynamics, electric forces and fields, magnetic
forces and fields, electricity, and AC and DC circuits.
PHYS-142 Optics, Heat, and Modern Physics
Units: 4.00
AA/AS area 1; CSU area B1, B3, B4; IGETC area 5A
PHYS 4C 5 units
General Physics with Calculus
Prerequisite: PHYS-140 and MATH-101B
Advisory: PHYS-141 and MATH-101C
5 units, 4 hours lecture, 3 hours laboratory (GR)
Prerequisite: Phys 4B and Math 3C
(3 hours lecture, 3 hours lab)
Review of wave physics, thermodynamics, optics,
and modern physics.
Introduction to relativity and
modern physics, including:
introduction to quantum theory;
atomic, molecular, nuclear and
particle physics; condensed matter
physics; astrophysics and
27
Acceptable for credit: CSU, UC➤
Comprehensive study of major topics of physics:
Light, interference, relativity, quantum physics,
atoms, molecules, and nuclei. 1902.00
AA/AS area 1; CSU area B1, B3, B4; IGETC area 5A
higher).
3 hours lecture.
cosmology. Prerequisite: Physics
8B. 2 hours lecture, 3 hours
laboratory.
Calculus-Based Physics at Chabot & Nearby Community Colleges (cont.)
Term
CHABOT
1
4A – General Physics I 5 units
Introduction to the principles of
Newtonian mechanics using
calculus as needed. Vectors,
kinematics, dynamics, energy,
momentum, rotation,
oscillations and gravitation.
Prerequisite: Math 1
4 hours lecture, 3 hours
laboratory.
2
4B - General Physics II
Electric fields, electric currents,
magnetic fields, induced
currents, alternating circuits,
Maxwell’s equations,
Electromagnetic waves.
Prerequisite: Physics 4A &
Math 2. 4 hours lecture, 3 hours
laboratory.
3
4
4C - General Physics III
Oscillations, fluids, sound
waves, thermodynamics,
electromagnetic spectrum,
optics including reflection,
refraction, diffraction,
interference, polarization.
Prerequisite: Physics 4B &
Math 3. 4 hours lecture, 3
hours lab
5 - Modern Physics 3 units
DVC
PHYS-130 Physics for Engineers and Scientists A:
Mechanics and Wave Motion
Designed for engineering and physical science
majors. Classical mechanics: vectors, particle
kinematics, Newton's laws, equilibrium of rigid bodies,
work and energy, gravitation, fluids, momentum,
rotational kinematics and dynamics, and oscillations
and waves in elastic media.
PHYS-230 Physics for Engineers and Scientists B:
Heat and Electro-Magnetism
Designed for engineering and physical science majors;
continuation of Physics 130. Thermodynamics,
electricity, and magnetism. Topics included are
temperature, heat and the first and seconds laws of
thermodynamics, kinetic theory of gases, electric field
and electric potential of static charges, magnetic field
of moving charges, current, voltage, resistance,
capacitance, induced electric fields, Maxwell's
equations and plane electromagnetic waves.
PHYS-231 Physics for Engineers and Scientists C:
Optics and Modern Physics
Designed for engineering, physics and chemistry
majors, this course is a continuation of Physics 130 and
230. Optics and modern physics. Topics included are
light as an electromagnetic wave, geometric and wave
optics, special relativity, quantum physics, atomic and
molecular physics, condensed matter physics, and
nuclear physics.
CSM
CCSF
PHYS 250 PHYSICS WITH CALCULUS I (4)
Minimum of 48 lecture, 16 recitation hours, and
48 lab hours plus 32 hours by arrangement per
term. Prerequisite: PHYS 150 or equivalent and
completion of or concurrent enrollment in MATH
252.
Description: Mechanics, wave motion, and special
relativity. Extra supplies required. (AA: Area E5a,
CSU: Area B1+B3, UC: Area 5A+5C)
PHYC 4A. Physics for Scientists and
Engineers (3) Lec-3, conf-1 PREREQ.:
MATH 110A. COREQ: PHYC 4AL. ADVISE:
PHYC 41 and concurrent enrollment in
MATH 110B. First course in a calculus-based
four semester sequence. Core topics include
kinematics, dynamics, energy, momentum,
rotation, oscillations, and fluids. UC/CSU
(Required of physics, chemistry, and
engineering majors planning to transfer to
the University of California, Berkeley, or into
other engineering or physical science transfer
programs.) Also required: 4AL lab (3 hrs)
5 units
PHYS 260 PHYSICS WITH CALCULUS II
(4) PHYC 4B. Physics for Scientists and
Minimum of 48 lecture and 48 lab hours plus 32
Engineers (3) Lec-3, conf-1
hours by arrangement per term. Prerequisites:
PREREQ.: PHYC 4A, PHYC 4AL, and MATH
PHYS 250; completion of or concurrent
110B. COREQ: PHYC 4BL. ADVISE:
enrollment in MATH 253.
Concurrent enrollment in MATH 110C.
Description: Electricity and magnetism. Extra
Second course in a calculus-based four
supplies required. (AA: Area E5a, CSU: Area
semester sequence. Core topics include
B1+B3, UC: Area 5A+5C)
electric and magnetic fields, electric potential,
capacitance, resistance, inductance, DC and
AC circuits and Maxwell's Equations.
UC/CSU
Also required: 4BL lab (3 hours/week)
5 units PHYC 4C. Physics for Scientists and
PHYS 270 PHYSICS WITH CALCULUS III
Engineers (3) Lec-3, conf-1
(4)
Minimum of 48 lecture and 48 lab hours plus 32
PREREQ.: PHYC 4B, PHYC 4BL. COREQ:
hours by arrangement per term. Prerequisites:
PHYC 4CL. ADVISE: MATH 110C
PHYS 250; completion of or concurrent
Third course in a calculus-based four
enrollment in MATH 253.
semester sequence. Core topics include
Description: Heat, light, and modern physics.
mechanical, sound and light waves;
Extra supplies required. (AA: Area E5a, CSU:
geometrical and physical optics; and
Area B1+B3, UC: Area 5A+5C)
thermodynamics. UC/CSU
PHYC 4D. Physics for Scientists and
Engineers (3)
Lec-3, conf-1
PREREQ.: PHYC 4C, PHYC 4CL. COREQ:
PHYC 4DL. ADVISE: MATH 110C.
Special relativity and modern
physics, including photons,
quantum mechanics, atoms,
28
solids, nuclear physics, particle
physics and cosmology.
Prerequisite: Physics 4B
(completed with grade of C or
higher). 3 hours lecture.
Fourth course in a calculus-based four
semester sequence. Core topics include
special relativity, quantum mechanics, atomic
physics, and solid state physics. UC/CSU
Calculus-Based Physics at Chabot & Nearby Universities
Term
CHABOT
1
4A - General Physics I 5 units
Introduction to the principles of
Newtonian mechanics using
calculus as needed. Vectors,
kinematics, dynamics, energy,
momentum, rotation,
oscillations and gravitation.
Prerequisite: Math 1
4 hours lecture, 3 hours
laboratory.
2
3
4B - General Physics II
Electric fields, electric currents,
magnetic fields, induced
currents, alternating circuits,
Maxwell’s equations,
Electromagnetic waves.
Prerequisite: Physics 4A &
Math 2. 4 hours lecture, 3 hours
laboratory.
4C - General Physics III
5 - Modern Physics
7A. Physics for Scientist and
Engineers. (4)
Three hours of lecture and four
hours of laboratory/workshop per
week. Prerequisites: High School
physics, Math 1A or Math1AS;
Math 1B or Math 1BS (may be
taken concurrently). Mechanics
and wave motion.
7B. Physics for Scientist and
Engineers. (4)
Oscillations, fluids, sound
waves, thermodynamics,
electromagnetic spectrum,
optics including reflection,
refraction, diffraction,
interference, polarization.
Prerequisite: Physics 4B &
Math 3. 4 hours lecture, 3
hours lab
4
UC Berkeley
Semesters
3 units
Special relativity and modern
physics, including photons,
quantum mechanics, atoms,
solids, nuclear physics, particle
Three hours of lecture and four
hours of laboratory/workshop per
week. Prerequisites: 7A; Math
1A-1B, Math 53 (may be taken
concurrently). Heat, electricity and
magnetism.
7C. Physics for Scientist and
Engineers. (4)
Three hours of lecture, one hour of
discussion and three hours of
laboratory per week. Prerequisites:
Prerequisites: 7A-7B; Math 1A1B, Math 53-54 (Math 54 must be
taken concurrently, if it has not
been completed). Electromagnetic
waves, physical optics, relativity
and quantum physics.
49. Supplementary Work in
Lower Division Physics. (1-3)
Course may be repeated for credit.
Meetings to be arranged. Students
with partial credit in lower
UC Davis
Quarters
9A. Classical Physics (5)
CSU San Jose
Semesters
PHYS 050
General Physics/Mechanics
Lecture - 3 hours; laboratory - 2.5 hours;
discussion - 1 hour.
Prerequisite: Mathematics 21B.
Introduction to general principles and
analytical methods used in physics for
physical science and engineering majors.
Classical mechanics.
Description
Particle Kinematics and dynamics, work
and energy, linear momentum, rotational
motion, fluids, vibrations, and sound.
Prerequisite: MATH 30 or MATH 30P,
with a grade of "C-" or better. Misc/Lab:
Lecture 3 hours/lab 3 hours.
Prerequisite: course 9A, Mathematics
21C, 21D (may be taken concurrently).
Continuation of course 9A. Fluid
mechanics, thermodynamics, wave
phenomena, optics.
5 units
PHYS 051
General Physics/Electricity and
Magnetism
Description
Electric and magnetic fields, dc and ac
circuits, electromagnetic waves.
Prerequisite: PHYS 050 or PHYS 070,
MATH 031, Misc/Lab: Lecture 3
hours/lab 3 hours.
9C. Classical Physics (5)
Lecture - 3 hours; laboratory - 2.5 hours;
discussion - 1 hour.
5 units
PHYS 052
General Physics/Heat and Light
Prerequisite; course 9B, Mathematics
21D, 22A (may be taken concurrently).
Description
Temperature, heat, thermodynamics,
kinetic theory, geometric and physical
optics. Prerequisite: PHYS 050 or PHYS
070 Misc/Lab: Lecture 3 hours/lab 3
hours.
9B. Classical Physics (5)
Lecture - 3 hours; laboratory - 2.5 hours;
discussion - 1 hour.
Electricity and magnetism including
circuits and Maxwell’s equations.
9D. Modern Physics (4)
Lecture - 3 hours; discussion - 1.5 hours.
Prerequisite: course 9C and Mathematics
22A; Mathematics 22B recommended
(may be taken concurrently). Introduction
to physics concepts developed since 1900.
29
PHYS 053
General Physics/Atomic Physics
Description - 2 units
Introduction to quantum physics
emphasizing electronic structure of
atoms and solids, radiation and relativity.
Cal Poly SLO
Quarters
Physics 131 - 3 hours lecture/3 lab (for
ME/Aerospace engineering only)
Physics 141 – 4 hours lecture (only) for all
other engineering
Required of all physics majors, all
engineering students, chemistry, math, and
architectural engineering. Introduction to
the principles of Newtonian Mechanics and
analytical methods of physics using
calculus as needed. Vectors, kinematics,
dynamics, energy, momentum, rotation.
Physics 132 - 3 hours lecture/3-hour lab.
Required of all physics majors, all
engineering students, chemistry, math, and
architectural engineering.
Oscillations, fluids, sound waves,
thermodynamics, electromagnetic spectrum,
optics including reflection, refraction,
diffraction, interference, polarization.
Physics 133 - 3 hours lecture/3-hour lab.
Required of all physics majors, all
engineering students, chemistry, math, and
architectural engineering.
Electric fields, electric currents, magnetic
fields, induced currents, alternating circuits,
Faraday’s Law, LC Circuits.
physics and cosmology.
Prerequisite: Physics 4B
(completed with grade of C or
higher).
3 hours lecture.
division physics courses may, with
consent of instructor, complete the
credit under this heading. (To
make up topics not covered)
Special relativity, quantum mechanics,
atoms, molecules, condensed matter,
nuclear and particle physics.
Prerequisite: PHYS 70 and PHYS 71; or
PHYS 50, PHYS 51 and PHYS 52;
CHEM 1A
Algebra-Based Physics at Chabot & Nearby Community Colleges
Term
1
CHABOT
2A - College Physics I 4 units
Introduction to the major principles of classical
mechanics and electricity using precalculus
mathematics. Includes Newtonian mechanics,
energy, gravitation, fluids, thermodynamics,
vibration waves, and electrostatics. Prerequisite:
Mathematics 20 or 36, 37 or 38
3 hours lecture, 3 hours laboratory.
2
22A - Calculus Applications for College Physics
1 unit
First of a two-part sequence using calculus as a tool
for understanding topics covered in college level
physics. Taken concurrently with Physics 2A to
satisfy the physics requirement for life science majors
at universities that require a calculus-based physics
sequence. Prerequisite: Mathematics 15 and
Mathematics 36 or 37, or Mathematics 1, and
concurrent enrollment in Physics 2A.
2B - College Physics II 4 units
Electro-circuits, electromagnetic waves, optics and
modern physics. Prerequisite: Physics 2A (completed
with a grade of C or higher). CAN PHYS 4, PHYS
SEQ A
Las Positas
Ohlone
Physics 2A - INTRODUCTION TO
PHYSICS I
Introduction to the major principles of
classical mechanics and electricity
using pre-calculus mathematics.
Includes Newtonian mechanics,
energy, gravitation, fluids,
thermodynamics, vibration waves, and
electrostatics. Prerequisite:
Mathematics 20, 36, or 38 (completed
with a grade of “C” or higher). 3 hours
lecture, 3 hours laboratory.
PHYS-120 Intro to Physics I Units: 4.00
3 hours lecture, 3 hours laboratory.
Prerequisite: MATH-181
This course is a study of Newtonian mechanics,
energy and transformations, gases, liquids, and
solids. Periodic motion and
waves will also be studied.
Laney (Peralta)
PHYS 3A
General Physics
5 units, 4 hours lecture, 3 hours laboratory (GR)
Prerequisite or corequisite: Math 3A
Comprehensive study of major topics of physics:
Motion, forces, gravity, energy, momentum,
rotation,
equilibrium, fluids, oscillations, waves, sound,
heat,
and thermodynamics for students majoring in the
biological and medical sciences.
PHYS-120A Introduction to Physics – Calculus
Supplement
18.00 hrs lecture
Units: 1.00
Prerequisite: MATH-101A
Corequisite: PHYS-120
This is an introduction to basic concepts of Calculus
with applications to Physics Mechanics.
Physics 2B - INTRODUCTION TO
PHYSICS II
Electro-circuits, electromagnetic
waves, optics and modern physics.
Prerequisite: Physics 2A (completed
with a grade of “C” or higher). 3 hours
lecture, 3 hours laboratory.
PHYS-121 Introduction to Physics II
3 hours lecture, 3 hours laboratory. Units: 4.00
Prerequisite: PHYS-120
This course is a continuation of PHYS-120 and
covers light and optics, electricity, magnetism, and
modern physics.
22B - Calculus Application for College Physics II
1 units
PHYS-121A Introduction to Physics II – Calculus
Supplement
A supplementary course using calculus as a tool for
understanding topics covered in college level physics
Taken concurrently with Physics 2B to satisfy the
physics requirements for life science majors at
universities that require a calculus-based physics
sequence. Prerequisite: Mathematics 16, or
18.00 hrs lecture
Units: 1.00
Prerequisite: MATH-101A and PHYS-120
Accepted For Credit: CSU & UC
This is an introduction to Calculus as applied to
problems of electromagnetism. (GR)
30
PHYS 3B General Physics
5 units, 4 hours lecture, 3 hours laboratory (GR)
Prerequisite: Phys 3A
Comprehensive study of major topics of physics:
Electric and magnetic forces, fi elds, and energy;
DC
and AC circuits, light, optics, relativity, quantum
physics, atoms, molecules, nuclei, particles, and
astrophysics for students majoring in the
biological and medical sciences.
Mathematics 2 (all completed with a grade of "C" or
higher); Physics 22A (completed with a grade of "C"
or higher) and concurrent enrollment in Physics 2B. I
hour lecture.
Algebra-Based Physics at Chabot & Nearby Community Colleges (Cont)
CCSF
Term
1
CHABOT
2A - College Physics I 4 units
Introduction to the major principles of classical
mechanics and electricity using precalculus
mathematics. Includes Newtonian mechanics,
energy, gravitation, fluids, thermodynamics,
vibration waves, and electrostatics. Prerequisite:
Mathematics 20 or 36, 37 or 38
DVC
CSM
120 First semester college physics for
Life Science majors and others. A
lecture and lab study of mechanics,
heat and sound.
PHYS 210 GENERAL PHYSICS I (4)
Minimum of 48 lecture and 48 lab hours plus 16
hours by arrangement per term. Prerequisites:
Successful completion of PHYS 150 or equivalent.
Description: Topics covered include: Kinematics,
Newton’s Laws of Motion, Work and Energy,
Momentum, Rotational Motion, Mechanical
Equilibrium with Skeletal/Muscular Applications,
Fluids, Thermodynamics, Waves and Sound.
4 units; 2 hrs lab, 4 hours lecture/disc
3 hours lecture, 3 hours laboratory.
2
22A - Calculus Applications for College Physics
1 unit
First of a two-part sequence using calculus as a
tool for understanding topics covered in college
level physics. Taken concurrently with Physics
2A to satisfy the physics requirement for life
science majors at universities that require a
calculus-based physics sequence. Prerequisite:
Math 15 and Math 36 or 37, or Mathematics 1, and
concurrent enrollment in Physics 2A.
2B - College Physics II 4 units
PHYS-124 Calculus Supplement for
Physics 120
This course adds calculus to the
mathematical techniques used in
PHYS 120 (general physics). This
course is required of Architecture and
Biological Science majors transferring
to UC Berkeley and may be a
requirement at other UC campuses.
2 hours; 0.5 units
121
PHYS 211 GENERAL PHYSICS I - CALCULUS
SUPPLEMENT (1)
Minimum of 16 lecture hours per term. Prerequisites:
completion of or concurrent enrollment in MATH 242 or
252; completion of or concurrent enrollment in PHYS
210.
Description: Application of calculus to topics in Physics
210. Primarily intended for majors requiring one year of
calculus-based physics. (AA, CSU, UC)
Electro-circuits, electromagnetic waves, optics and
modern physics. Prerequisite: Physics 2A
(completed with a grade of C or higher).
4 units; 2 hrs lab, 4 hours lecture/disc
PHYS 220 GENERAL PHYSICS II (4)
Minimum of 48lecture and 48 lab hours plus 16 hours by
arrangement per term. Prerequisites: PHYS 210;
Description: Electricity and magnetism, light, modern
physics. Extra supplies required
22B - Calculus Applications College Physics II
1 units
A supplementary course using calculus as a tool
for understanding topics covered in college level
physics Taken concurrently with Physics 2B to
satisfy the physics requirements for life science
majors at universities that require a calculus-based
PHYS-125 Calculus Supplement for
Physics 121
221
This course adds calculus to the
mathematical techniques used in
PHYS 121 (general physics). This
course is required of Architecture and
31
PHYC 2A. Introductory Physics (3)
Lec-3, conf-1 PREREQ.: HS Physics or PHYC
40, and HS trigonometry or MATH 95.
COREQ.: PHYC 2AL. Lectures illustrating
principles of physics. UC/CSU Required of
premedical, biology, and some architecture
PHYC 2AL. Introductory Physics
Laboratory (1) Lab : 3
COREQ.:Completion/concurrent enrollment in
PHYC 2A Mechanics, fluids, heat, and sound.
UC/CSU Required of premedical, biology, and
some architecture students.
PHYC 2AC. Introductory Physics--Calculus
Supplement (0.5)
Lec-1, conf-0.5 (9 wks.)
PREREQ.: MATH 110A or 100A;
Completion/concurrent enrollment in PHYC 2A.
The application of calculus to topics in
mechanics, fluids, heat and sound. UC/CSU
Required of some premedical, biology, and
architecture students.
PHYC 2B. Introductory Physics (3)
Lec-3, conf-1 PREREQ.: PHYC 2A.
COREQ.: PHYC 2BL. Lectures illustrating
principles of physics. UC/CSU
Required of premedical, biology, and some
architecture students.
PHYC 2BL. Introductory Physics Laboratory
(1) Lab-3 PREREQ.: Completion/concurrent
enrollment in PHYC 2B
Electricity, magnetism, and light. UC/CSU
Required of premedical, biology, and
architecture students
PHYC 2BC. Introductory Physics--Calculus
Supplement (0.5) Lec-1, conf-0.5 (9 wks.)
PREREQ.: MATH 110B or 100B;
Completion/concurrent enrollment in PHYC
2B PHYC 2BC expands on topics covered in
PHYC 2B with applications of calculus to
problems in physics. PHYC 2BC satisfies the
physics sequence. Prerequisite: Mathematics 16, or
Mathematics 2 (all completed with a grade of "C"
or higher); Physics 22A (completed with a grade
of "C" or higher) and concurrent enrollment in
Physics 2B. I hour lecture.
Biological Science majors transferring
to UC Berkeley and may be a
requirement at other UC campuses.
requirement of some professional and
graduate schools for calculus in Physics 2B.
UC/CSU Required of some premedical,
biology, and architecture students
Algebra-Based Physics at Chabot & Nearby Universities
Term
CHABOT
UC Berkeley
Semesters
1
2A - College Physics I 4 units
8A. Introductory Physics. (4)
Students with credit for 7A will
not receive credit for 8A. Three
hours of lecture and four hours of
discussion/laboratory week.
Prerequisites: Mathematics 16A or
equivalent or consent of instructor.
Introduction to forces, kinetics,
equilibria, fluids, waves, and heat.
This course presents concepts and
methodologies for understanding
physical phenomena, and is
particularly useful preparation for
upper division study in biology
and architecture. (F,SP) Staff.
7A. General Physics (4)
8B. Introductory Physics. (4)
Students with credit for 7B or 7C
will not receive credit for Physics
8B. Three hours of lecture and
four hours of discussion/laboratory
section per week. Prerequisites:
8A or equivalent.Introduction to
electricity, magnetism,
electromagnetic waves, optics, and
modern physics. The course
presents concepts and
methodologies for understanding
physical phenomena, and is
particularly useful preparation for
upper division study in biology
and architecture. (F,SP) Staff.
7B. General Physics (4)
Introduction to the major
principles of classical
mechanics and electricity using
precalculus mathematics.
Includes Newtonian mechanics,
energy, gravitation, fluids,
thermodynamics, vibration
waves, and electrostatics.
Prerequisite: Mathematics 20
or 36, 37 or 38 (completed with
a grade of "C" or higher).
2
2B - College Physics II 4 units
Electro-circuits, electromagnetic
waves, optics and modern
physics. Prerequisite: Physics 2A
(completed with a grade of C or
higher). CAN PHYS 4, PHYS
SEQ A
3
UC Davis
Quarters
Physics 7 is a one-year (three-quarter)
introductory physics course with
laboratory intended for students majoring
in the biological sciences. It has a calculus
prerequisite.
Lecture - 1.5 hours; discussion/laboratory
- 5 hours. Prerequisite: Mathematics 16B
(may be taken concurrently).
Introduction to general principles and
analytical methods used in physics for
students majoring in a biological science.
Lecture - 1.5 hours; discussion/laboratory
- 5 hours.
Prerequisite: course 7A.
Physics 7B is most like the first quarter or
semester of traditionally taught courses
which treat classical mechanics
CSU San Jose
Semesters
PHYS 002A
Fundamentals of Physics
Description
First semester of a two-semester
sequence that is non-calculus based and
covers the topics of mechanics, heat, and
sound. Prerequisite: Algebra. Misc/Lab:
Lecture 3 hours/lab 3 hours. Note: Year
course.
(also of note: PHYS 002AW
Workshop A discussion course for
students concurrently registered in
Physics 002A covering problem solving
methods as related to topics normally
covered in Physics 002A. Corequisite:
PHYS 002A
PHYS 002B
Fundamentals of Physics
Description
Electricity and magnetism, optics and
atomic structure. Prerequisite: PHYS
002A (with grade of "C-" or better).
Misc/Lab: Lecture 3 hours/lab 3 hours.
Grading
Cal Poly SLO
Quarters
Physics 121
3 hours of lecture and one 3-hour lab
Content:
• Motion, units
• 1D motion, kinematics
• 2D motion, vectors
• Forces, Newton’s laws of motion
• Applying Newton’s laws
• Circular motion, gravity
• Rotational motion
• Equilibrium, elasticity
• Momentum
• Energy, work
Physics 122
3 hours of lecture and one 3-hour lab
Content:
• Energy, work
• Using energy
• Properties of materials
• Fluids, hydrostatics
• Oscillations, vibrations
• Waves, interference
• Sound
• Physical optics
• Ray optics, instruments
7C. General Physics (4)
Physics 123
Lecture - 1.5 hours; discussion/laboratory
- 5 hours. Prerequisite: course 7B.
Continuation of course 7B.
3 hours of lecture and one 3-hour lab
Content:
• Electricity & Magnetism
32
• Modern physics
Physics 7C is most like the last quarter or
semester which, in traditionally taught
courses, treats optics, electricity and
magnetism, and modern physics.
Pre-Calculus Physics Prep at Chabot & Nearby Community Colleges
Term
1
CHABOT
Physics 18
DVC
PHYS-129 Introductory Physics for Engineers
Designed for engineering, physics and chemistry
majors, this course is a study of vectors, motion,
forces, momentum, energy and rotating systems. One
or more additional topics such as geometric optics,
electricity, the atomic nature of matter or the study of
fluids will also be presented. The student will be
introduced to basic vocabulary and techniques of
studying physics. Portions of this course may be taught
online. 2 hours lab, 4 hours lecture/disc 4.0 units.
CSM
PHYS 150 PREPARATION FOR PHYSICS
(4)
Pass/No Pass grading. Minimum of 48
lecture and 48 lab hours plus 16 hours by
arrangement per term. Prerequisite:
completion of or concurrent enrollment in
MATH 130 or appropriate score on the
College Placement Test and other measures
as appropriate.
Description: Focuses on review of algebra
and trigonometry required for physics;
problem solving; study skills; and
description of motion. Designed for students
planning to take PHYS 210 or 250. (AA)
33
CCSF
4A
34