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College of the Redwoods
CURRICULUM PROPOSAL
1. Division: Math, Science, and Engineering
2. Course ID and Number: Math 25
3. Course Title: College Trigonometry
4. Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): Mathematics
5. Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated? No Yes Inactivation date:
Title of course to be inactivated:
6. Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
DM.CA,GAME PROGRAMMING
Required course
Restricted elective
7. Provide explanation and justification for addition/change/deletion:
Math 25 was last revised in 1994. The course has since evolved to reflect
developments in the discipline to include technology, critical thinking, and problem
solving. The revised course outline reflects these changes to provide a better
description and student learning outcomes.
8. List any special materials, equipment, tools, etc. that students must purchase:
A graphing calculator is required.
9. Will this course have an instructional materials fee? No Yes
Fee: $
Submitted by: Tami Matsumoto and Bruce Wagner Tel. Ext. 4207 Date: 9/11/07
Division Chair: Tony Sartori Review Date:
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No Yes Date:
Academic Senate Approval Date:
Curriculum Proposal (rev. 3.26.07) Page 1 of 10
Senate Approved: 09.03.04 December 11, 2011
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES OLD NEW
A study of trigonometric
functions, cofunctions,
solution of right triangles, use
A study of trigonometric functions,
of a graphing calculator, radian measure, solution of right
solution of trigonometric triangles, graphs of the
identities, radian measure, trigonometric functions, inverse
Catalog Description circular functions, graphs of trigonometric functions,
(Please include complete the trigonometric functions, trigonometric identities and
text of old and new catalog double- and half-angle equations, laws of sines and
descriptions.) functions, conic sections, cosines, solution of oblique
oblique triangles, laws of sines triangles, polar coordinates,
and cosines, the inverse complex numbers in trigonometric
form, De Moivre’s theorem, and
trigonometric functions,
conic sections.
complex numbers in
trigonometric form, and De
Moivre’s Theorem.
Grading Standard Select Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Course Learning Outcomes,
Course Content, Learning
Other Activities, Assessment,
Representative Texts
If any of the listed features have been modified in the new proposal, indicate the ―old‖ (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07) Page 2 of 10
Senate Approved: 09.03.04 December 11, 2011
College of the Redwoods
COURSE OUTLINE
DATE: 9/11/07
COURSE ID AND NUMBER: Math 25
COURSE TITLE: College Trigonometry
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2008
TOTAL UNITS: 4.0 [Lecture Units: 4.0 Lab Units: ]
TOTAL HOURS: 72.0 [Lecture Hours: 72.0 Lab Hours: ]
MAXIMUM CLASS SIZE: 40
GRADING STANDARD
Letter Grade Only CR/NC Only Grade-CR/NC Option
Is this course repeatable for additional credit units: No Yes If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A study of trigonometric functions, radian measure, solution of right triangles, graphs of
the trigonometric functions, inverse trigonometric functions, trigonometric identities and
equations, laws of sines and cosines, solution of oblique triangles, polar coordinates,
complex numbers in trigonometric form, De Moivre’s theorem, and conic sections.
Special notes or advisories:
A graphing calculator is required.
PREREQUISITES
No Yes Course(s): Math 120 (or equivalent) with a grade of "C" or better or
appropriate score on the math placement exam.
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
Ability to solve linear, quadratic, absolute value, polynomial, rational, radical, exponential
and logarithmic equations analytically, graphically, numerically and verbally in real-world
settings. Ability to use technology in the study of these functions.
COREQUISITES
No Yes Course(s):
Rationale for Corequisite:
Curriculum Proposal (rev. 3.26.07) Page 3 of 10
Senate Approved: 09.03.04 December 11, 2011
RECOMMENDED PREPARATION
No Yes Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Read, write, and speak accurately about mathematical ideas and use correct
mathematical notation.
2. Students should be able to use graphing technology to visualize trigonometric curves,
explore mathematical concepts, and verify their work.
3. Students should be able to use the theories of trigonometric functions and conic
sections as fundamental problem-solving tools.
4. Students should demonstrate the characteristics of an effective learner, such as note-
taking, critical reading, communication through writing, verbal discussions, etc.
5. Students should be able to apply the mathematics of trigonometric functions to real-
world problems and applications.
6. Students should be able to use numerical, graphical, symbolic, and verbal
representations to solve problems and communicate with others.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
• Functions
• Critical thinking
• Problem solving
• Writing
• Technology
• Communication
Concepts: What concepts do students need to understand to demonstrate course outcomes?
• A multiple-step problem-solving process.
• The presentation of mathematical solutions in a logical, coherent structure, including
the use of writing skills, grammar, and punctuation.
• The use of the graphing calculator as a fundamental problem-solving tool.
• The connection between graphs and properties of trigonometric functions.
• The application of trigonometric functions and conic sections to real-world problems.
• Properties of trigonometric functions, including definitions, domain, range, their
graphs, and the application of these properties to the problem-solving process.
• The recognition that proper use of algebraic skills is an important tool in multiple
problem-solving situations.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
.
Curriculum Proposal (rev. 3.26.07) Page 4 of 10
Senate Approved: 09.03.04 December 11, 2011
Skills: What skills must students master to demonstrate course outcomes?
1. Use a calculator to: find function values and angle measures for the six trigonometric
functions; graph a trigonometric function, find an appropriate viewing window, find
intersections, zeros, extrema, increasing/decreasing intervals, and inverses; find
appropriate mathematical models; approximate solutions to equations and inequalities.
2. Trigonometric Functions:
• Explain the definitions of trigonometric functions in relation to right triangles.
• Explain the definitions of trigonometric functions as circular functions in relation to the
unit circle.
3. Linear and Angular Velocity:
• Solve problems involving linear and angular velocity using correct unit conversions.
4. Graphing Trigonometric Functions:
• Be able to identify the transformations and properties of trigonometric functions
including domain, range, symmetry, period, amplitude, phase shift, vertical shift, maximum
and minimum values and intercepts, and understand their importance in problem solving.
Students should be able to find these with and without calculators.
5. Inverse Functions:
• Identify one-to-one functions analytically.
• Identify one-to-one functions using the horizontal line test.
• Compare the graphs of a function and its inverse.
• Find the inverse of a function.
• Identify the domain and range intervals of the various inverse trigonometric functions.
• Apply inverse trigonometric functions to real-world problems.
• Approximate values of the inverse trigonometric functions using the graphing
calculator along with the range intervals.
6. Identities:
• Determine if an equation is an identity.
• Verify identities.
7. Trigonometric Equations:
• Solve trigonometric equations by using trigonometric identities and techniques from
algebra.
• Solve trigonometric equations symbolically, and approximate solutions with graphing
calculators.
8. Oblique Triangles:
• Use the Law of Sines and the Law of Cosines to solve oblique triangles.
• Solve triangles that involve the ambiguous SSA case of the Law of Sines.
• Solve applications that require oblique triangles.
9. Polar Coordinates:
• Convert the coordinates of a point between rectangular and polar form.
• Convert equations between rectangular and polar form.
• Graph curves given in polar form.
10. Complex Numbers:
• Write complex numbers in polar form.
Curriculum Proposal (rev. 3.26.07) Page 5 of 10
Senate Approved: 09.03.04 December 11, 2011
• Perform algebraic operations on complex numbers, using polar form when appropriate.
• Use De Moivre's Theorem to compute powers of complex numbers.
• Find roots of complex numbers in standard form and polar form.
11. Conic Sections:
• Identify the conic sections by manipulating their equations and writing them in
standard form.
• Graph the conic sections, labeling the center, foci, vertices, directrix, asymptotes, and
axes.
• Solve applications that make use of conic sections.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
• Listening to lectures
• Participating in group activities and/or assignments
• Participating in class assignments and/or discussions
• Completing homework assignments
• Completing online activities
• Using the graphing calculator and/or mathematical software to complete activities
designed to foster a deeper level of understanding of the concepts and skills developed in
this class
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
• In-class examinations and/or quizzes
• Homework assignments
• In-class activities
• Take-home examinations and/or quizzes allow the instructor to include questions
and/or exercises that require more in-depth analysis. Extra time allows the students to
develop their writing and presentation skills
• Writing assignments designed to develop communication of mathematical concepts
• Group and/or individual projects and presentations
• Portfolios
Required assessments for all sections – to include but not limited to:
• Homework assignments
• At least two proctored, closed-book examinations
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Hornsby, Lial, Rockwood Title A Graphical Approach to College Algebra, Third Edition
Date 2003
Author Sullivan Title Algebra and Trigonometry, Eighth Edition Date 2007
Curriculum Proposal (rev. 3.26.07) Page 6 of 10
Senate Approved: 09.03.04 December 11, 2011
Author Title Date
Author Title Date
Other Appropriate Readings:
Curriculum Proposal (rev. 3.26.07) Page 7 of 10
Senate Approved: 09.03.04 December 11, 2011
PROPOSED TRANSFERABILITY: CSU UC None
If CSU transferability is proposed (courses numbered General elective credit
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed. Specific course equivalent
If specific course equivalent credit is proposed, give 1. Math 118, Cal Poly SLO (Campus)
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent 2. Math 011, CSU Sacramento (Campus)
institution.
CURRENTLY APPROVED GENERAL EDUCATION
CR CR GE Category: Area D3: Analytical Thinking
CSU CSU GE Category: Area B4: Mathematical/Quantitative Reasoning
IGETC IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking B. Science and Math
A1 – Oral Communication B1 – Physical Science
A2 – Written Communication B2 – Life Science
A3 – Critical Thinking B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign D. Social, Political, and Economic Institutions
Language
C1 – Arts (Art, Dance, Music, Theater) D0 – Sociology and Criminology
C2 – Humanities (Literature, D1 – Anthropology and Archeology
Philosophy, Foreign Language) D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self- D7 – Interdisciplinary Social or Behavioral
Development Science
E1 – Lifelong Understanding D8 – Political Science, Government and Legal Institutions
E2 – Self-Development D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07) Page 8 of 10
Senate Approved: 09.03.04 December 11, 2011
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07) Page 9 of 10
Senate Approved: 09.03.04 December 11, 2011
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER
TECHNICAL INFORMATION
1. Department: Choose One: 16. CoRequisite Course:
2. Subject: Course No: 17. Recommended Prep:
3. Credit Type: Choose One: 18. Maximum Class Size:
4. Min/Maximum Units: to variable units 19. Repeat/Retake: Choose One:
5. Course Level: Choose One: 20. Count Retakes for Credit: yes no
6. Academic Level: UG Undergraduate 21. Only Pass/No Pass: yes no
7. Grade Scheme: UG Undergraduate 22. Allow Pass/No Pass: yes no
8. Short Title: 23. VATEA Funded Course: yes no
9. Long Title: 24. Accounting Method: Choose One:
10. National ID (CIP): 25. Disability Status: Choose One:
11. Local ID (TOPS): 26. Billing Method: T-Term
12. Course Types: 27. Billing Period: R-Reporting Term
Level One Basic Skills: Choose One:
28. Billing Credits:
Level Two Work Experience: Choose One:
29. Purpose: Choose One:
Level Three: Placeholder for GE OR
30. Articulation No. (CAN):
Choose One:
31. Articulation Seq. (CAN):
Level Four: If GE : Choose One:
32. Transfer Status: Choose One:
13. Instructional Method: Choose One:
33. Equates to another course? (course number).
14. Lec TLUs: Contact Hours:
Lab TLUs: Contact Hours: 34. The addition of this course will inactive (course
Lecture/Lab TLUs: Contact Hours: number). Inactive at end of term.
15. Prerequisite:
Particular Comments for Printed Catalog.
.
Curriculum Approval Date:
Curriculum Proposal (rev. 3.26.07) Page 10 of 10
Senate Approved: 09.03.04 December 11, 2011
