Modesto Junior College Course Outline of Record ELTEC 226€¦ · Modesto Junior College Course Outline of Record ELTEC 226 OVERVIEW The following information will appear in the 2018

Modesto Junior CollegeCourse Outline of Record

ELTEC 226 OVERVIEW The following information will appear in the 2018 - 2019 catalog

ELTEC 226—MOTORS, CONTROLS AND CONTROLLERS 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours Prerequisite: Satisfactory completion of ELTEC 208. Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete ELTEC 223 and/or satisfactorily complete ELTEC 230.

An introduction to electrical motors and control systems. Emphasis on basic control design andtroubleshooting. Basic use and programming of modern control devices such as VFDs. [Course meetsDAS Electrician Trainee and Journey Level Recertification CA State Requirements] Field trips might berequired. Not repeatable. (A-F or P/NP) Transfer: (CSU)

I.

LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:

COURSE CONTENT

Required Content:

IntroductionA.

Review1.

Voltage and Current in ACa.

Laws of Induction and their application to Electrical Machinesb.

Impedance and Phase Shiftc.

Differences in OHM’s Law applied to DC and AC Circuitsd.

Concept of Linear Forces and Torque2.

Power Formulas for Mechanical and Electrical Systems3.

Relationship Between Electrical and Mechanical Power in Electric Motors4.

Electrical SafetyB.

Working under energized conditions - Safety Procedures1.

Correct Use of Instruments2.

Voltmetera.

1.

A.

II.

Division: Technical Education 1 of 12 Printed on: 08/31/2020 03:59 PM

Meeting Date: 11/07/2017 ELTEC 226EFFECTIVE: Summer 2018 (Expedited Request) Discipline(s)

ACTIVE COURSE Electricity (NM)

Ammeterb.

Ohm-meterc.

Grounding3.

Electrical Symbols and DiagramsC.

Ladder Logic Conventions1.

Typical ANSI symbolsa.

Cross-referencesb.

Power and Control Circuitsc.

Wiring Diagrams2.

Logic Applied to Line DiagramsD.

Signals, Decisions and Actions1.

Logic Functions applied to hard-wired control circuits2.

Motor Control ComponentsE.

Switches and Relays1.

Overload and Overcurrent Protections2.

Manual Contactors and Motor Starters3.

Magnetic Contactors and Motor Starters4.

Solid State Relays and Starters5.

Overview of Control Switches6.

Mechanicala.

Solid Stateb.

Basic Control CircuitsF.

Manual Control1.

Motor Switches and Reversing Switches (Drum Switches)a.

Single and Three Phase Casesi.




Manual Startersb.

2 and 3 Wires Control Circuits2.

Sequencing and Interlocking3.

Reversing Circuitsa.

Jogging Circuits4.

Braking5.

Methodsa.

Circuitsb.

NEMA Type Asynchronous Induction MotorsG.

Motor Parts1.

Statorsa.

Single Phase Motorsi.

Three Phase Motorsii.

Wye and Deltai.

9 and 12 Leads Motorsii.

Difference with IEC Motorsiii.

Rotorsb.

Squirrel Cage Rotorsi.

Wounded Rotorsii.

Concept of Synchronous Speed2.

Concept of Slip3.

Basic Description of Asynchronous Induction Motors Type B4.

Torque vs. RPMa.

Current vs. RPMb.

Current vs. Timec.




Differences between Motors Type A, B, C, and D5.

Typical Applicationsa.

Typical Curvesb.

Typical %Slipc.

Typical Locked-Rotor Torquesd.

Concept of Service Factor and its application6.

Other Characteristics7.

Efficienciesa.

NEMA Framesb.

Insulation Classc.

Derating Factorsd.

Basic Concepts of the functioning and operation or Wounded Rotor Induction Motors (WRIM)8.

Basic sequenced control circuit for speed control of WRIMa.

Type and Use of TimersH.

On-delay and OFF-delay Timers1.

Conversions of On-delay and Off-delays2.

Sequencing and Interlocking using Timers3.

Control Panels, Operator Control Panels, and Motor Control CentersI.

Purposes and Characteristics1.

Wiring of Multiple Start and Stop Push-Buttons2.

Remote Start-Stop Stations3.

Limitations for hard-wired remote control devices4.

Reduced-Voltage Starting MethodsJ.

Across-the-Line Starting Method vs. Reduced-Voltage1.

Primary Resistor Starting Method2.

Auto-transformer Starting Method3.

Wye-Delta Starting Method4.




Soft-Starters5.

Starting Methods Comparison6.

Basic Description of Typical LoadsK.

Constant Torque Loads1.

Constant Horse Power Loads2.

Variable Torque Loads3.

High Inertia Torque4.

The Affinity Laws5.

Introduction to V/F ControlL.

Constant Torque Control1.

Constant HP Control2.

General Characteristics of Variable Frequency drives (VFDs)3.

Typical Wiring Arrangements for VFDs4.

Typical Speed Control Circuits5.

Basic Configurations for VFDs6.

Troubleshooting Motor Control CircuitsM.

Troubleshooting Live Circuits1.

Troubleshooting Checking Continuity2.

Typical problems of Power Circuits3.

Single-phasinga.

Over-cyclingb.

Brownoutsc.

Typical problems of Control Circuits4.

Wiring Errorsa.

Component Failureb.

Testing Insulation in Power Lines and Motors5.

Required Lab Content: 2.




Introduction to the lab environment and control devices.A.

Mechanical, electro-mechanical, and solid state switches1.

Signaling2.

Motor wiring - NEMA and IEC3.

Motor ratings - Nameplates4.

Basics on power and control circuits5.

Testing of devices6.

The cost of doing business7.

Basic concepts of controlB.

"2-wires" control1.

"3-wires" control2.

Holding or bypassing contacts for different applications3.

Sequencing and interlockingC.

Interlocking through a master control relay1.

Interlocking for sequencing2.

Interlocking for reversing circuits3.

Braking and joggingD.

Including a brake in a circuit1.

Including a jogging function in a circuit2.

Speed control through slip variationE.

Wiring WRIMs1.

Shunting rotoric resistors for basic speed control2.

TroubleshootingF.

Circuit that includes a Manual, Jogging, and Automatic functions1.

Circuit redundancy2.

Limitation on distances for control devicesG.




Wiring of multiple stations1.

Sequencing using timersH.

Basic timing circuits1.

Using timers for sequencing2.

Using timers for interlocking3.

Reduced voltage and automatic WYE-DELTA starting systems.I.

Reduced voltage starting circuit using autotransformers1.

Wye-Delta starting circuit2.

TroubleshootingJ.

Reduced-voltage starting circuit (Y-?)1.

Introduction of a second motor automatically, in sequence, after first one is running2.

Use of VFDsK.

Simple input circuits1.

Input through remote devices2.

Recommended Content:

Selection of DevicesA.

Basic Selection of Control Components1.

Selection of Disconnect Switchesa.

Selection of Contactors and Startersb.

Selection of Control Devices to be installed in the Fieldc.

Basic Procedures to Select Motors2.

Simple Conveyora.

Centrifugal Pumpb.

Ventilationc.

Preventive MaintenanceB.

3.




Inspection1.

Lubricating2.

Phase Sequencing3.

Alignment, Belt Tensioning and Adjusting4.

ENROLLMENT RESTRICTIONS

Prerequisites

Satisfactory completion of ELTEC 208.

1.

Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete ELTEC 223and/or satisfactorily complete ELTEC 230.

2.

Requisite Skills Before entering the course, the student will be able to:

Recognize and use common electrical and electronic instruments; digital multi-meters, voltagesources, oscilloscope.

A.

Describe and measure the characteristics of the alternative current parameters such aspeak-to-peak, RMS, and average values of sinusoidal signals.

B.

Identify the concepts of energy and power and their application to electrical and electronicdevices.

C.

Identify and describe the general purposes of transformers and electrical and electronic circuitry. D.

Describe the concept of impedance and the influence of resistance and reactance on theoperation of AC circuits.

E.

Identify and troubleshoot faulty control devices in both theory and actual situations. F.

Identify electrical schematic symbols and use them in electrical relay diagrams. G.

Install components in a typical industrial system that includes contractors, relays, switches,timers, and overcurrent protectors.

H.

Find relevant information in blueprints applied to electrical distribution or control, schedules,details, references, and notes (including the interpretation of some architectural and mechanicalsymbols and conventions) for the purposes of installation or troubleshooting.

I.

Modify an existing blueprint using appropriately symbols and conventions to reflect changes orupgrades in electrical installations or electrical controls.

J.

3.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 36 2.00Lab 54 1.00Discussion 0 0

C.




Activity 0 0

METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method:

Related material will be presented by means of class lecture, lecture/demonstrations, and laboratoryexperiments.

1.

Lecture/laboratory demonstrations and exercises using industrial trainers, components and controldevices that provide hands-on familiarity with course topics.

2.

Instructor-led class and lab activities3.

Field trips4.

D.

ASSIGNMENTS (TYPICAL)

EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours)

Weekly reading assignmentsA.

Weekly homework assignmentsB.

Weekly preparation for upcoming lab exercisesC.

Several per term hands on exercises in the labD.

Prepare for semester midterm and final examE.

1.

EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking

Typical assignmentsA.

Given a control circuit, explain the purpose of different rungs on the ladder logic and predictthe overall functioning of the control circuit.

1.

List possible solutions for the wiring of very remote control devices.2.

Examples of assignments from Lab activities:B.

End of Lab #4: Design a system for an accumulation table that can feed two output conveyorsas shown in the picture. An operator decides which conveyor will be fed and then startsmanually the accumulation table and the conveyor that feeds it with product (in-feedconveyor). If the accumulator table is not running, the in-feed conveyor cannot be started.

1.

End of Lab #9: Design a control circuit for the next process: Two motors will be started insequence. The second motor shall start automatically 30 seconds after the first motor. Afterthe STOP signal, the system cannot be restarted for 1 minute. Include signaling for: SystemRUNNING, System STOPPED, System ENABLED, System DISABLED,

2.

2.

E.

TEXTS AND OTHER READINGS (TYPICAL)

Other: ELTEC 226 Lab Manual – Compiled by Instructor, available in Bookstore1.

F.




DESIRED LEARNING OBJECTIVES

Required Objectives Upon satisfactory completion of this course, the student will be able to:

Describe the phenomena of electromagnetism and its application to electrical machines. a.

Recognize the operating principles and be able to specify the advantages and disadvantages ofvarious types of AC and DC motors.

b.

Identify and explain the advantages and disadvantages of single-phase and three-phase powerfor application to motors.

c.

Correctly identify motor specifications that will satisfy a given industrial application. d.

Identify and apply schematic symbols used in motor control circuits. e.

Draw, label and troubleshoot a hard-wired relay control circuit. f.

Program a variable-frequency drive controller given a set of operating conditions. g.

Program a DC Drive controller given a set of operating conditions. h.

Recognize and apply preventative maintenance procedures for common AC and DC motors. i.

Successfully troubleshoot the following faulty industrial motor control devices and systems:motor starters, relays and contactors, two-wire control systems, three-wire control systems,separate voltage control systems, hands-off-automatic control systems, multiple pushbuttonstarting systems, mechanical interlocking for reversing control systems, pushbutton interlockingfor reversing control systems, and primary resistor starter systems.

j.

1.

Lab Objectives Upon satisfactory completion of the lab portion of this course, the student will be able to:

REQUIRED OBJECTIVES:1. Wire the control and power circuits described in a ladder logic and introduce modifications onthe circuit.

2. Design a simple control based on the description of what the system should do.

2.

A.

III.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION

Assigned homework1.

Lecture and laboratory participation2.

Quizzes3.

A.

SUMMATIVE EVALUATION

Workmanship and efficiency as it relates to "hands-on" laboratory exercises1.

Midterm Exam2.

Final Exam3.

B.

IV.







ELTEC - 226: Motors, Controls and ControllersCourse Learning Outcomes

Upon satisfactory completion of this course, the student should be prepared to:

Analyze and interpret control language, identify control devices, and connect a properly functioning motor controlcircuit.

1.

Design, draw and test a functioning ladder diagram for a given type of motor control system using appropriatecontrol language, labeling, numbering, and symbology.

2.





ELTEC 229 OVERVIEW The following information will appear in the 2018 - 2019 catalog

ELTEC 229—COMMERCIAL & INDUSTRIAL WIRING 3.50UNITS

36 Lecture Hours, 81 Lab Hours , 72 Outside-of-Class Hours = 189 Total StudentLearning Hours Prerequisite: Satisfactory completion of ELTEC 208.

Essential insights and practices in Commercial and Industrial Wiring that develop skills for the electricaltrade. Topics include the application of basic concepts in the design of electrical systems in compliance ofthe NEC as it is applied in California, implementation of accepted trade practices used in installations,and common troubleshooting techniques. [Course meets DAS Electrician Trainee and Journey LevelRe-certification CA State Requirements] Field trips might be required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Electrical SafetyA.

OSHA and NFPA70E1.

Electrical Safety Programs2.

Codes and StandardsB.

The NEC and its application in California1.

Electrical Specifications and Building Codes2.

Tools of the TradeC.

Hand and Power Tools1.

Safety2.

Conduit Benders3.

Electrical BlueprintsD.

Commonly used Symbols1.

1.

A.

II.




Conventions2.

Wiring MethodsE.

Recognized Wiring Methods1.

Conduit Bending - Hand, Mechanical, and Electric Benders2.

Kicksa.

90°b.

Multiple Bendsc.

Sizing of Conduit and Boxes3.

LoadsF.

Commercial and Industrial Types of Loads1.

Concept of Continuous Load2.

Considerations for Motor Loads3.

Estimation of LoadsG.

Lighting Loads1.

Receptacle Loads2.

Motor Loads3.

Equipment and Machinery4.

Wires and CablesH.

Types1.

Characteristics2.

Selection based on Environmental Conditions3.

Selection based on Ampacity4.

Derating Factors5.

ProtectionsI.

Basic Types of Circuit Breakers and Fuses1.

Basic rules for the sizing of Overcurrent Protective Devices (OCPDs)2.




Distinctive Characteristics of Fuses and Circuit Breakersa.

Circuit Ratingb.

OCPDs for Motor Circuitsc.

OCPDs for Circuits with Mixed Loadsd.

Interrupting Rating vs. Interrupting Capacitye.

Service Entrances, Feeders, and Branch CircuitsJ.

Service Entrances1.

Characteristicsa.

Ratingsb.

Feeders and Sub-Feeders2.

Characteristicsa.

Ratingsb.

Branch Circuits3.

Characteristicsa.

Ratingsb.

Switchgears, Switchboards, and PanelboardsK.

Characteristics1.

NEMA Enclosures and the IEC IP Rating2.

TransformersL.

Review of Principles1.

Basic Functioninga.

Ratingsb.

Calculation of Full Load Ampsc.

Calculation of Available Short Circuitd.

Single and Three Phase Transformers2.




Control Transformersa.

Buck and Boost Transformersb.

Type of Connections for Three Phase Transformersc.

Wyei.

Deltaii.

Zig Zagiii.

Cooling Systems3.

Rating of OCPDs for Transformers4.

GroundingM.

Purpose of Grounding1.

Methods of Grounding2.

Difference between Grounding and Grounded3.

The Main Bonding Jumper4.

The Grounding Electrode Conductor5.

Equipment Grounding Conductors6.

Equipment Bonding Jumpers7.

Emergency SystemsN.

Motor-generators1.

Uninterruptible Power Systems (UPS)2.

Special CasesO.

Hazardous Locations1.

Pools and Fountains2.

Electrical MeasurementsP.

Basic Circuit Testing1.

Insulation Resistance Testing2.

Basic Troubleshooting3.

Required Lab Content: 2.




Conduit bending (using hand, mechanical, and electrical benders)A.

Kicks1.

Stub-ups2.

Offsets3.

Back to back4.

Basic wiring for commercial and industrial installationsB.

Wiring with minimum splices1.

Pulling wires in full bundles2.

Testing installation prior commissioning3.

Basic measurements in electrical systems4.

Control wiringC.

Following ladder logic requirements1.

Wiring multi-voltage systems2.

Testing installation3.

Basic settings for a VFD based control system4.

Small installation of field equipmentD.

Measuring in open spaces1.

Wiring2.

Testing prior commissioning3.

Basic measurements4.

Estimation of loads, selection of wires and wiring methods, and rating for protectionsE.

Organizing loads by types1.

Applying NEC rules for different types of loads2.

Estimating the Service and Entrance, Main Circuit Breaker and GEC3.

Balancing loads4.

Rating branch circuits5.

Selection of panel boards6.




Recommended Content:

Building and Energy Code BasicsA.

Estimation of expansion for Exposed Non-metallic ConduitB.

Protection SelectivityC.

Full Protection Systems vs. Series ProtectionsD.

Sizing of Panelboards and Electrical Control PanelsE.

UL 508A BasicsF.

Sizing of Power Transformers for Small BuildingsG.

Sizing of Control TransformersH.

AutotransformersI.

High Impedance Grounding SystemsJ.

Alternative Power Sources - Basics on Photovoltaic SystemsK.

3.


Prerequisites

Satisfactory completion of ELTEC 208.

1.


Calculate and predict voltages, currents, and resistances in circuits. A.

Demonstrate proper use of common electronics and electrical instruments to measure voltages,currents, and resistances in circuits.

B.

2.

B.

HOURS AND UNITS

3.50 UnitsINST METHOD TERM HOURS UNITSLecture 36 2.00Lab 81 1.50Discussion 0 0Activity 0 0

C.


Lecture1.

Use of multi-media2.

Laboratory demonstrations3.

Instructor-supervised hands-on labs4.

D.




Tutorials5.

Possible field trips6.



Weekly assigned readingA.

Weekly homework assignmentsB.

Semester case study projectsC.

Periodic preparation for "hands-on" laboratory exercisesD.

Review and study for examsE.

1.


Calculate the necessary length of conduit to connect two enclosures separated 86’, making a45º 13.75" offset to sort an obstacle between them, and indicate where the marks for the bendsshould be placed on the conduit.

A.

Calculate the maximum ampacity of a three phase feeder wired with AWG #1 running in conduitwith a single phase feeder and knowing that the ambient temperature around the conduit mayreach 105 °F during the Summer. All terminations are 75 °F.

B.

Determine the minimum size of a conduit to contain 10 wires THWN AWG #6 plus 4 wires RHWAWG #10.

C.

Determine the maximum rating for a circuit breaker and the minimum gauge of wire for a motorcircuit feeding a three phase 5HP induction type squirrel cage motor.

D.

Estimate the gauge of a 480V three phase feeder for a continuous load rated at 5 KVA placed100 feet away if the voltage drop ought to be kept at or below 3%.

E.

From a ladder logic, draw a wiring diagram to accomplish the purpose of the control circuit.F.

Determine the gauge of the wires for a 208Y/120V SE to feed a panel dedicated to 60KVA ofcontinuous loads and 90KVA of non-continuous loads. Determine the Main Circuit Breaker forthat panel and the Grounding Electrode Conductor.

G.

2.

E.


Book: Harvey N. Holzman (2015). Modern Commercial Wiring (6th/e). Goodheart-Willcox. 1.

Book: NJATC (2008). Electrical Field Reference Handbook (2nd/e). NJATC. 2.

Book: DeAngelis (2014). Electrician Trade Know How: Commercial and Industrial Wiring (1st/e).MJC Duplicating.

3.

Other: Greenlee Conduit Bending ManualsIdeal Conduit Bending ManualCCR Title 24 Part 3 or National Electrical Code - NFPA70Practical Electrical Wiring Residential, Farm, Commercial and Industrial P. Richter and Frederic P.Hartwell

4.

F.






Select conductors, protections and wiring methods according to necessities and calculationsusing NEC tables.

a.

Demonstrate the necessary skills required to wire typical commercial and industrial electriccircuits.

b.

Practice acceptable levels of workmanship. c.

Demonstrate the proper use of testing equipment. d.

Trouble-shoot a faulty system and be able to make the necessary repairs. e.

Design a wiring system for a sample situation. f.

Design a lighting circuit, general load circuit, and a motor circuit for sample situations. g.

Calculate branch-circuits, feeders, and service loads and percents voltage drop. h.

1.


REQUIRED OBJECTIVES:1. Perform the mechanical execution of electrical installations in a neat and workmanlike manner.

2. Perform basic power estimations to select appropriate conductor's gauges, conduit sizes, andprotection ratings for a small commercial or industrial facility, based on CCR Title 24, Part 3.

2.

A.

III.


Quizzes1.

Weekly evaluation of student's quality of lab project2.

Weekly evaluation of assigned homework3.

A.


Comprehensive lab observation and evaluation of student workmanship1.

Final exam2.

B.

IV.




ELTEC - 229: Commercial & Industrial WiringCourse Learning Outcomes


Perform all the tasks necessary to wire typical commercial and industrial electric circuits(conduit work and wiring,) showing acceptable levels of workmanship.

1.

Select conductors, protections and wiring methods according to necessities based oncalculations and/or using NEC tables.

2.





PEC 106 OVERVIEW The following information will appear in the 2019 - 2020 catalog

PEC 106—BADMINTON 1 UNITS

54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours

Basic skills, rules, strategy; practice in singles and doubles play. Field trips are not required. Notrepeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT

Required Content:

1. Technique and theory of badminton2. Basic skills3. Court position4. Footwork5. Scoring6. Rules7. In-class competition8. Appreciation of life-long fitness

1.

Required Lab Content:

Technique and Theory of BadmintonA.

Basic SkillsB.

Serving1.

Forehand2.

Backhand3.

Drop Shot4.

Smash5.

ScoringC.

Rules and StrategiesD.

In-class CompetitionE.

2.

A.

HOURS AND UNITS

B.

II.

Division: Physical, Recreation, & Health Ed. 1 of 4 Printed on: 09/08/2020 11:22 AM

Meeting Date: 09/11/2018 PEC 106EFFECTIVE: Summer 2019 Discipline(s)

ACTIVE COURSE Physical education (M)

1 Units

INST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0 0


Demonstration/description of skills1.

Lecture2.

Instructor led group work3.

Situational game play4.

C.



Lab only - no outside of class hours required.A.

1.


Evaluate the strategies discussed in class then, develop a personal strategy, that will enableyou to effectively compete utilizing your strengths and minimizing your weaknesses.

A.

In games situations, select the skills that will enable you to successfully compete.B.

During the class tournament, you will keep score for score for a single and a doubles match.C.

2.

D.


Other: Handouts on rules and strategies of Badminton1.

E.



1.


REQUIRED OBJECTIVES:1. Evaluate the rules and strategies of badminton and apply them to game situations.

2. Apply appropriate scoring procedures during games.

3. Demonstrate proper court positioning during both singles and doubles matches.

2.

A.

III.




4. Demonstrate each of the basic strokes of badminton.

5. Select and execute appropriate strokes in game situations.



Participation within class by student2.

Group interaction within class among students/teacher3.

A.


Prepared demonstration of skills1.

Class tournament2.

B.

IV.




PEC - 106: BadmintonCourse Learning Outcomes


Demonstrate basic badminton skills; forehand, backhand, serve, drop shot, smash. 1.

Evaluate strategies and court positioning to effectively participate in singles and doubles matches. 2.

Demonstrate knowledge of badminton rules and scoring through participation in matches. 3.






PEC 131—AEROBICS 2 1 UNITS

54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete PEC 128.

Intermediate aerobic movements with improved cardiovascular condition, muscle strength and endurance.Greater use of flexibility, balance and agility during aerobic routines. Field trips are not required. Notrepeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT

Required Content: 1.


Terminology Appropriate to the CourseA.

Cardiorespiratory fitness1.

Muscle strength/endurance2.

Flexibility3.

Core conditioning4.

Intermediate aerobic routine components5.

Safety PrecautionsB.

Kinesiological principles of safe movement1.

Identification of at risk conditions2.

Fitness, Conditioning, and StrengthC.

Cardiorespiratory1.

Muscular2.

Flexibility3.

Core4.

2.

A.

II.




Aerobic MovementsD.

Beginning level movements1.

Intermediate level movements2.

Use of Fitness EquipmentE.

Dumbbells1.

Platforms2.

Stretch bands3.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete PEC 128.

1.


Identify aerobic movements using proper body mechanics. A.

Increase aerobic capacity and strength in core muscle groups and flexibility. B.

2.

B.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0 0

C.


Instructor demonstration of intermediate aerobic skills and routines1.

Small group skills practice2.

Instructor demonstration and description of aerobics equipment3.

D.



Lab only - no outside -of-class hours required.

1.

EVIDENCE OF CRITICAL THINKING 2.

E.




Assignments require the appropriate level of critical thinking

Using movements learned in this aerobics course, create and demonstrate an intermediateaerobic sequence.

A.

Students will identify and demonstrate safe kinesiological principles of movement through thedevelopment of aerobic sequences.

B.

Students will measure improvement, through the use of charting and evaluating progress, in thevarious areas of fitness used during aerobic routines.

C.


Other: No text required.1.

F.



1.


REQUIRED OBJECTIVES:1. Participate in a continuous intermediate aerobic workout using proper mechanics of movement.

2. Compose an aerobic routine using post-test aerobic movements and fitness principles.

3. Identify and understand fitness and aerobic terminology.

2.

A.

III.


Instructor evaluation of student performance of a variety of aerobic routines1.

Pre-test assessment of aerobic fitness level2.

A.


Post-test assessment of aerobic fitness level1.

Final exam on aerobic and fitness terminology2.

Participation frequency3.

B.

IV.




PEC - 131: Aerobics 2Course Learning Outcomes


Analyze basic kinesiology terminology and fitness principles relevant to aerobic exercise. 1.

Demonstrate a continuous aerobic workout, using advanced intermediate mechanics of movement. 2.






PEC 161—INDOOR-OUTDOOR SOCCER 1 UNITS

Formerly listed as: PEW - 164: Women's Indoor-Outdoor Soccer,PEW - 164XA: Women'sIndoor-Outdoor Soccer 54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours

Practical application of fundamental skills and strategies of indoor and outdoor soccer. Field trips are notrequired. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Defensive Skills

Man marking1.

Zone defending2.

Clearing3.

Attacking from the defense4.

A.

Offensive SkillsB.

1 vs. 1 attacking

Shooting1.

Wing play2.

C.

Set Pieces

Corner kicks1.

Direct kicks2.

Indirect kicks3.

Walls4.

D.

FormationsE.

2.

A.

II.




3-4-31.

4-4-22.

4-3-33.

5-3-24.

4-5-15.

3-5-26.

Smaller size formations for indoor soccer.7.

Goalkeeper

1 vs 1 defending1.

Setting a wall2.

Vocalizing3.

F.

HOURS AND UNITS


B.


Instructor led small and large group work1.


Lecture3.

Instructor led ball skill work4.

Scrimmage/match play with feedback and correction provided by the instructor5.

C.



Lab only - no outside of class hours required.

1.


While participating in a scrimmage, evaluate your opponent from both an offensive anddefensive position and make tactical adjustments to:

A.

2.

D.




Advance offensively (Ultimately score)1.

Shut down their offense2.

Develop a personal fitness plan that will enable you to successfully compete in soccercompetitions. Particular focus should be placed on hydration and long term stamina.

B.


Other: no text required.1.

E.



1.


REQUIRED OBJECTIVES:1. Select and demonstrate skills and tactical competency in a organized soccer match.

2. Differentiate between the different fitness aspects of soccer (sprinting, jogging, how to saveenergy) and identify when it is appropriate to utilize each.

3. Utilize skills appropriate to team environments; communication, positive reinforcement, etc.

4. Identify various zones and adjust your defense accordingly.

2.

A.

III.


Pre-test of soccer skills1.


A.


Pre-test/post-test comparison for evaluation of skills progression and competency1.

Prepared demonstration of skills as shown through drills, game situations, and scrimmages2.

B.

IV.




PEC - 161: Indoor-Outdoor SoccerCourse Learning Outcomes


Select and demonstrate basic soccer skills (passing, dribbling and shooting) necessary to participate in a soccermatch.

1.

Select and perform appropriate strategies and techniques, necessary to participate in a soccer match, whilefollowing the rules of the game.

2.






PEC 162—AIKIDO 1 UNITS

Formerly listed as: PEC - 162: Aikido 1 Basic 54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours

Introduction to the philosophy, principles and fundamental techniques of Aikido, a Martial Art employingancient self-defense techniques from Jujutsu, Samuri Sword Combat and other Martial Arts. Studentslearn to use an attacker's aggression to redirect his energy, take his balance and effortlessly take him tothe ground. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) LocalRequirement: (Activities)

I.


COURSE CONTENT

Required Content:

1.


SafetyA.

Personal safety1.

Environmental factors2.

VocabularyB.

Ukemi - The art of attacking and fallingC.

Ushiro ukemi - back rollD.

DirectionE.

Philosophies of Aikido vs. other forms of martial artsF.

Techniques:

Ikkyo1.

Sumi-Otoshi2.

Tenchi-nage3.

Kote-gaeshi4.

G.

2.

A.

II.

Division: Physical, Recreation, & Health Ed. 1 of 5 Printed on: 09/08/2020 12:42 PM

Meeting Date: 09/08/2015 PEC 162EFFECTIVE: Fall 2015 (Expedited Request) Discipline(s)

ACTIVE COURSE Martial arts/self-defense (NM) Physical education (M)

Attacks:

Kosa-dori1.

Katate-dori2.

Ryote-dori3.

Ryote-kubishime4.

Men-uchi5.

Mune-tsuki6.

H.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0

B.


Description and demonstration of skills1.

Instructor led skills practice2.

Lecture/discussion3.

C.



Lab only no outside-of-class hours required.

1.


Describe a situation in which environmental awareness is critical in matters of personal safety.A.

Determine which Aikido technique would most effectively be applied for a given attack.B.

Select and describe one aspect of the Aikido philosophy that differentiates Aikido from MartialArts generically referred to as "Karate".

C.

Compare and contrast two Aikido techniques.D.

2.

D.


Book: Greg O'Connor (1994). The Aikido Student Handbook (3/e). Berkeley, CA. Frog Ltd.. 1.

E.






1.


REQUIRED OBJECTIVES:1. evaluate an incoming attack and select and apply Ikkyo, (First Teaching), as the appropriatedefensive Aikido technique.

2. evaluate an incoming attack and select and apply Sumi-Otoshi, (Corner Drop), as theappropriate defensive Aikido technique.

3. evaluate an incoming attack and select and apply Tenchi-nage, (Heaven and earth throw), asthe appropriate defensive Aikido technique.

4. evaluate an incoming attack and select and apply Kote-gaeshi, (Wrist turn), as the appropriatedefensive Aikido technique.

5. evaluate the defender's position and select and apply Kosa-dori, (One hand wrist grab, crosshand), as the appropriate attack when acting as an assailant.

6. evaluate the defender's position and select and apply Katate-dori, (One hand wrist grab, sameside), as the appropriate attack when acting as an assailant.

7. evaluate the defender's position and select and apply Ryote-droi, (Two hands grab two wrists),as the appropriate attack when acting as an assailant.

8. evaluate the defender's position and select and apply Ryote-kubishime, (Two hands to thethroat strangle), as the appropriate attack when acting as an assailant.

9. evaluate the defender's position and select and apply Men-uchi, (Thrusting strike to the head),as the appropriate attack when acting as an assailant.

10. evaluate the defender's position and select and apply Mune-tsuki, (Thrusting strike to thechest or stomach), as the appropriate attack when acting as an assailant.

2.

A.

III.


Instructor evaluation of technique1.

Instructor evaluation of student progress2.

Ongoing assessment of skill development3.

A.


Final exam1.

B.

IV.







PEC - 162: AikidoCourse Learning Outcomes


Observe and evaluate the defender's position, then select and apply the appropriate attack. 1.

Observe and evaluate an attack, then select and apply the appropriate defensive Aikido technique. 2.






PEC 164—SELF DEFENSE 1 UNITS


A practical course in self defense. Practice of various basic techniques and principles of balance,leverage, and momentum. Discussion of how to avoid threatening situations in the home or on the street. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement:(Activities)

I.


COURSE CONTENT



Principles of balance, leverage, and momentumA.

Basic self defense skillsB.

Defensive skills and techniques1.

Offensive skills and techniques2.

Combination moves, skills, and techniques3.

Utilization of pressure points4.

Hand to hand fighting5.

Rules of self protectionC.

Self protection devicesD.

Individual ability and skill selectionE.

Minimizing assault attemptsF.

Development of self-confidence in skill selection and performanceG.

2.

A.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITS

B.

II.




Lecture 0 0Lab 54 1.00Discussion 0 0Activity 0



Individualized and small group instruction2.



Scenario based instruction5.

C.



Lab only - no outside-of-class hours required.

1.


Given specific scenarios, select the appropriate skills or techniques to effectively counter anaggressor.

A.

Consider your personal strength and ability and develop an effective self-defense strategy toensure your personal safety.

B.

Based on the rules of self-defense, what factors would you consider when confronted by anaggressor?

C.

2.

D.


Other: No texts required.1.

E.



1.


REQUIRED OBJECTIVES:1. demonstrate skills of self defense on their fellow students and/or instructor.

2. successfully defend themselves in standing, sitting or lying situations.

3. successfully defend themselves in a one-on-one contact.

4. identify basic self-protection techniques and develop self-confidence in case of assault.

2.

A.

III.




4. identify basic self-protection techniques and develop self-confidence in case of assault.

5. employ techniques during in-class simulations of real life situations.


Pre-test of skills1.

Assessment of skill competency2.

Evaluation of in-class participation3.

A.


Final exam1.

Pre-test/Post test comparison2.

B.

IV.




PEC - 164: Self DefenseCourse Learning Outcomes


Utilize self defense techniques in various environments and situations, to ensure personal safety. 1.

Select and demonstrate a combination of self defense moves and skills. 2.






PEC 165—BEGINNING JUDO 1 UNITS

Formerly listed as: PEC - 165XA: Judo 54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours

Judo is a challenging martial art based on the philosophy of using maximum efficiency and maximumeffort. This course is designed to teach the fundamental skills and techniques to the student as arecreational activity and/or on a competitive basis. Field trips are not required. Not repeatable. (A-F orP/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Introduction to Department PoliciesA.

History of Kodokan Judo

1882-Present1.

B.

Techniques

Tai-sabake (use of the feet in movement)1.

Use of strength (composure)2.

Kuzshi (disturbing balance)3.

Uki-mi (brake fall)4.

C.

Nage-waza (throwing) and Fusegi (escapes)D.

Osae-Waza (holding and Fusegi (escapes)E.

Shime-Waza (choking) and Fusegi (escapes)F.

Tournament ManagementG.

2.

A.

HOURS AND UNITS

1 Units

B.

II.




INST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0


Lecture1.

Discussion/demonstration of skills2.

Instructor led group work3.

Individual instruction4.

C.




1.


Analyze and demonstrate the three psychological and social aspects of each physical skillpresented.

A.

Identify two intellectual principals of effective movement which underlie each techniquediscussed and demonstrate competence in each of the specified areas.

B.

Given a specific scenario, select the appropriate technique to perform.C.

2.

D.


Other: JudoInfo.com1.

E.



1.


REQUIRED OBJECTIVES:1. Understand the basic skills of the sport of Judo, its terminology, and etiquette along withthrowing and grappling techniques, with integration of various Katas (forms) and Randori (freeexercise).

2. Identify and demonstrate the various psychological and social aspects of each physical skillpresented (e.g., when to apply a specific technique, what "effective cooperation" is whenlearning motion skills.)

2.

A.

III.




3. Identify the intellectual principles of effective movement which underline each techniquediscussed.

4. Demonstrate competency in the areas of throwing, choking, and pinning.


Instructor evaluation of skills as demonstrated by student1.

Ongoing assessment of skill competency2.


A.


Pre-test/post-test results for comparison of performance1.

Final evaluation2.

B.

IV.




PEC - 165: Beginning JudoCourse Learning Outcomes


Identify the intellectual principles of effective movement which underlie each technique. 1.

Evaluate and utilize basic skills and terminology of the sport of judo. 2.

Perform basic judo techniques. 3.






PEC 166—INTERMEDIATE JUDO 1 UNITS


Instruction and practice in the intermediate skills of the sport of Judo. Terminology, etiquette along withthrowing and grappling techniques, with integration of various Katas (forms) and Randori (free exercise).Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement:(Activities)

I.


COURSE CONTENT



Introduction to Department PoliciesA.

History of Kodokan JudoB.

Tai-sabake (use of the feet in movement)C.

Use of strength (composure)D.

Kuzshi (disturbing balance)E.

Uki-mi (break fall)F.

Nage-waza (throwing) and Fusegi (escapes)G.

Katame-waza (holds, pinning) and Fusegi (escapes)H.

Shime-waza (choking) and Fusegi (escapes)I.

Kansetsu-waza (arm locks, arm bars) and Fusegi (escapes)J.

Rondori (free practice)K.

Shiai (competition)L.

2.

A.


Advisories


1.

B.

II.






Demonstrate the basic skills of the sport of Judo. A.

2.

HOURS AND UNITS


C.


Demonstration/description of skills and techniques1.

Instructor-led skills rehearsal2.


D.




1.


Identify and state the differences in the various types of movements utilized in Judo.A.

Identify and demonstrate the various social aspects of the sport of Judo through applying eachskill in the appropriate context.

B.

Develop a training program incorporating each of the techniques/principles, that will enable youto demonstrate proficiency of each skill.

C.

2.

E.


Other: www.JudoInfo.comwww.UnitedStatesJudoFederation.com

1.

F.



1.

Lab Objectives 2.

A.

III.




Upon satisfactory completion of the lab portion of this course, the student will be able to:

REQUIRED OBJECTIVES:1. Utilize appropriate terminology and etiquette with integration of various Katas (forms) andRandori (free exercise).

2. Identify and demonstrate the various psychological and social aspects of each physical skillpresented (e.g., when to apply a specific technique, what "effective cooperation" is whenlearning motion skills).

3. Recognize the intellectual principals of effective movement which underlie each techniquediscussed.

4. Demonstrate competency in each area of Intermediate Judo (physical, psychological,intellectual, and social}.


Pre-test of Judo skills1.


Post-test of Judo skills3.

A.


Final evaluation of principles, skills and technique1.

B.

IV.




PEC - 166: Intermediate JudoCourse Learning Outcomes


Identify and demonstrate proficiency in each of the following movements/techniques:Tai-sabake (use of the feet in movement); Use of strength (composure); Kuzshi (disturbing balance); Uki-mi(break fall); Nage-waza (throwing); Katame-waza (holds, pinning); Shime-waza (choking); Kansetsu-waza (armlocks, arm bars); Rondori (free practice); Fusegi (escapes).

1.

Differentiate the intellectual principles of effective movement which underlie each technique discussed. 2.






PEC 175—BEGINNING TENNIS 1 UNITS


Fundamental skills in tennis. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU,UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Equipment

Racquet1.

Court and lines2.

Balls3.

A.

Rules and strategies

Basic singles play1.

Basic doubles play2.

B.

Basic skills

Footwork and body posture1.

Use of whole body in stroke execution2.

Forehand using proper grip3.

Backhand using proper grip4.

Serve using proper grip5.

C.

2.

A.

HOURS AND UNITS

1 Units

B.

II.




INST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0 0



Handouts2.

Instructor led group activities3.

C.




1.


Identify and label all parts of a tennis court.A.

Demonstrate understanding of rules and strategies in game situations.B.

Demonstrate skill proficiency through in-class performance.

Forehand1.

Backhand2.

Serve3.

Volley4.

C.

2.

D.


Other: No text required1.

E.



1.


REQUIRED OBJECTIVES:1. Identify rules and terminology of tennis

2. Describe basic strategies to be used in game situations.

2.

A.

III.




3. Describe the basic etiquette of competitive tennis

4. Utilize knowledge and skills to play competitive tennis.




A.


Final exam1.


Class tournament3.

B.

IV.




PEC - 175: Beginning TennisCourse Learning Outcomes


Demonstrate beginning tennis skills and strategies. 1.

Utilize basic scoring, rules and parts of the court. 2.






PEC 176—INTERMEDIATE TENNIS 1 UNITS


Development of net and back-court skills and strategies, net play, volleying, overheads and proficiency inrules, terminology, and etiquette. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer:(CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Instruction and review of tennis skills

Forehand1.

Backhand2.

Footwork3.

Serve4.

Volley5.

Lob6.

Overhead7.

A.

Rules and strategy of singles and doublesB.

TerminologyC.

EtiquetteD.

Class competitionE.

12-point tie breakerF.

2.

A.


Advisories 1.

B.

II.






Identify rules and terminology of tennis. A.

Utilize knowledge and skills to play competitive tennis. B.

2.

HOURS AND UNITS


C.



Handouts (explaining etiquette, rules, court positioning, etc)2.

Instructor led group activities3.

D.




1.


Each student will complete an evaluation of his/her personal capacity to perform the strokestaught and will assess his/her weaknesses and develop a plan for improvement.

A.

Complete written exams whereby etiquette, court positioning, and/or tie-breakers are tested.(E.g., At what point do you switch sides in a tie-breaker?)

B.

2.

E.



F.



1.

Lab Objectives 2.

A.

III.




Upon satisfactory completion of the lab portion of this course, the student will be able to:

REQUIRED OBJECTIVES:1. Identify the rules and terminology of competitive tennis.

2. Describe basic strategies to be use in game situations.

3. Evaluate and describe the etiquette of competitive tennis play.

4. Utilize knowledge and skills to develop an on-court strategy.




Group interaction within class among students/teacher3.

A.


Final written exam1.


Class tournament3.

B.

IV.




PEC - 176: Intermediate TennisCourse Learning Outcomes


Analyze the five basic strokes in intermediate tennis. 1.

Describe the rules of a 12-point tie breaker. 2.






PEC 183—VOLLEYBALL 1 UNITS


Covers basic techniques and strategies in playing volleyball. The beginning fundamentals, rules andetiquette are emphasized. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU,UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Techniques and theory of volleyballA.

RulesB.

Individual skills and fundamentals

Passing1.

Serving2.

Serve Receive3.

Hitting4.

Setting 5.

C.

Defensive PlayD.

Offensive PlayE.

ConditioningF.

ScoringG.

CompetitionH.

2.

A.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITS

B.

II.




Lecture 0 0Lab 54 1.00Discussion 0 0Activity 0 0


Lecture1.

Instructor demonstration of fundamental skills, strategies, and team play2.


C.




1.


Students formulate a practice plan while applying fundamental skills learned for volleyball.A.

Students apply individual and team strategies as demonstrated through game scenarios.B.

2.

D.



E.



1.


REQUIRED OBJECTIVES:1. Demonstrate a knowledge and understanding of the rules and strategies of volleyball.

2. Demonstrate an understanding of and perform the basic skills of volleyball.

2.

A.

III.


Skills pre-test1.

Practical tests on the rules and strategies involved in the game of volleyball2.

A.

IV.





Skills post-test1.

B.




PEC - 183: VolleyballCourse Learning Outcomes


Identify and utilize the basic skills required in the game of volleyball. 1.

Examine the rules and regulations required in the sport of volleyball. 2.






PEC 184—POWER VOLLEYBALL 1 UNITS


Power volleyball for team play. Advanced offensive and defensive strategy and game skills. Field trips arenot required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Techniques and theoryA.

Individual fundamentals and skillsB.

Team skills and strategyC.

ConditioningD.

RulesE.

Class competitionF.

2.

A.


Advisories


1.


Demonstrate basic volleyball skills. A.

2.

B.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0

C.

II.




Lab 54 1.00Discussion 0 0Activity 0 0



Instructor led group rehearsal of skills2.

Lecture3.

D.




1.


Students will select various strategies of volleyball by running set plays during a game situation.A.

Students will recognize their individual and team strengths while applying strategy during agame situation.

B.

2.

E.



F.



1.


REQUIRED OBJECTIVES:1. Execute basic volleyball skills and apply them to daily power drills.

2. Select acquired volleyball skills and apply them to game situations.

3. Demonstrate a knowledge of rules and strategies of volleyball in game situations.

2.

A.

III.


Pre-test of volleyball skills1.

A.

IV.





Post-test of volleyball skills1.

Rules of volleyball test in game situations2.

B.




PEC - 184: Power VolleyballCourse Learning Outcomes


Construct and develop individual volleyball skills and abilities and utilize those skills to improve overall team play. 1.






PEC 191—POWERLIFTING 1 UNITS

54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete PEC 195 or satisfactorily complete PEW 192.

Advanced techniques of effective strength training in a supervised program with an emphasis ontraditional powerlifting using free weight and supplemental exercise programs. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU) Local Requirement: (Activities)

I.


COURSE CONTENT



Approach and lifting techniquesA.

Strength training1.

Powerlifting2.

Safety precautions3.

Appropriate use of spotters4.

The role of belts, wraps, and lifting gearB.

Resistance apparatusC.

Progressive resistanceD.

Sets1.

Reps2.

Weight3.

Development of a self-directed programE.

Goals1.

Lifts2.

2.

A.

II.




Weight3.

Free weightsa.

Machinesb.

Sets4.

Repetitions5.

Specialized equipment6.

Proper use of warm-up and cool-downF.

Nutritional factorsG.

Foods1.

Supplements2.

Fluid intake3.

Concepts of weight control and manipulationH.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete PEC 195 orsatisfactorily complete PEW 192.

1.


Demonstrate basic weight lifting and safety techniques. A.

2.

B.

HOURS AND UNITS


C.


Demonstrate and/or describe lifting techniques.1.

Small group instruction.2.

Large group instruction and correction of lifting techniques. 3.

D.




Related material provided through hand-outs, lecture charts and individual progress checks.4.



Lab only - no outside-of-class hours required

1.


Create and practice an individualized strength program that will enable you to accomplish apre-set goal.

A.

Develop a nutrition plan that, when used with your personal strength program, will enable you tosafely and efficiently increase your lean mass.

B.

2.

E.


Other: Getting Stronger, Bill Pearl, 20121.

Other: Teach Yourself Visually-Weight Training, Parmar, 20032.

Other: Supertraining, Mel C. Siff, 20003.

F.



1.


REQUIRED OBJECTIVES:1. Demonstrate proper techniques as provided by power style system of exercises.

2. Demonstrate knowledge of the proper safety precautions and spotting techniques required ofpower style weight training.

3. Develop and maintain a systematic training plan utilizing power style weight training skills andtechniques.

2.

A.

III.


Instructor evaluation of frequency and quality of movements1.

Instructor review of individual progress charts2.

A.

IV.





Exam of student's ability to create, modify and maintain a reasonable exercise plan focused on thePowerlifting model

1.

Practical exam of student's ability to perform the core and supplemental lifts correctly and safely withminimal supervision

2.

B.




PEC - 191: PowerliftingCourse Learning Outcomes


Create a personal strength program incorporating machines, specialized equipment, and free weights whileutilizing proper safety techniques.

1.

Evaluate various nutrition plans, including supplements, to determine the safest, most effective way to developlean mass when used in conjunction with a strength program.

2.






PEC 192—PILATES 2 1 UNITS


A fitness class that utilizes intermediate Pilates exercises focused on improving flexibility and corestrength. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) LocalRequirement: (Activities)

I.


COURSE CONTENT



Knowledge of the history of PilatesA.

Intermediate core movementsB.

Flexibility1.

Agility2.

Alignment, strength and endurance postures3.

Muscle relaxation and breathingC.

Stress relaxation techniques1.

Intermediate breathing exercises2.

Intermediate exercises using equipment that advances range of motion and core strengthD.

Thera Bands1.

Weights2.

Balance balls3.

Balance boards4.

Circuit training5.

2.

A.

II.





Advisories


1.


Describe principles and techniques of efficient body mechanics and posture. A.

2.

B.

HOURS AND UNITS


C.


Lecture1.


Instructor-led small group performance of skills activities3.

Instructor demonstration/description of skills4.

D.



Lab only -no outside of class hours required

1.


Analyze and interpret proper intermediate level exercise form and techniques throughindividualized program.

A.

Demonstrate skills necessary to progress through or maintain a high level core strengtheningprogram.

B.

Develop and demonstrate a Pilates routine for personal improvements of individual skills, utilizingintermediate Pilates equipment.

C.

2.

E.


Other: No textbooks required.1.

F.






1.


REQUIRED OBJECTIVES:1. Demonstrate and describe principles and techniques of intermediate body mechanics andposture.

2. Develop core body strength with intermediate exercises utilizing abdominal and lower backmuscles.

3. Demonstrate intermediate Pilates techniques utilizing balls, weights and bands.

2.

A.

III.


Evaluation of intermediate Pilates form1.

Pre/post tests for comparison of performance2.

A.


Evaluation of intermediate Pilates skills with equipment1.


B.

IV.




PEC - 192: Pilates 2Course Learning Outcomes


Examine intermediate principles and techniques of efficient body mechanics and posture. 1.

Design complex core body strength exercises utilizing abdominal and lower back muscles. 2.






PEC 197—ADVANCED WEIGHT TRAINING 1 UNITS


Strength training in a supervised weight training environment with an emphasis on Olympic styleweightlifting. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) LocalRequirement: (Activities)

I.


COURSE CONTENT



Rules of safety

Use of a single spotter1.

Use of multiple spotters2.

Use of free stands during exercise3.

A.

Unique aspects of Olympic weightlifting

Clean and jerk technique1.

Snatch technique2.

Competition technique3.

B.

Discussion and application of Olympic weightlifting

Appropriate dress1.

Appropriate nutrition2.

Systematic warm-up3.

Platform precautions4.

Systematic technique5.

C.

Practical use of apparatus in regards to trainingD.

2.

A.

II.




Post review of techniqueE.


Advisories


1.


Demonstrate basic weightlifting techniques. A.

2.

B.

HOURS AND UNITS


C.


Demonstration/description of lifting techniques1.

Small group instruction2.

Related material provided through written material, lecture, charts, and individual progress checks3.

Large group instruction and correction of lifting techniques4.

D.




1.


Demonstrate a systematic progression of the Olympic lifts, including proper form and recognitionof safety techniques and procedures.

A.

Develop a comprehensive lifting program designed to incorporate a safe progression of Olympiclifts and maintenance of strength and endurance.

B.

2.

E.


Book: Greg Everett (2016). Olympic Weightlifting: A Complete Guide For Athletes and Coaches(3rd/e). Catalyst Athletics.

1.

F.






1.


REQUIRED OBJECTIVES:1. Demonstrate proper techniques as provided by a free weight and Olympic style system ofexercises.

2. Demonstrate knowledge of the proper safety precautions and spotting techniques required ofOlympic weightlifting.

3. Develop and maintain an exercise plan utilizing advanced weight training skills and techniques.

2.

A.

III.


Instructor review of individual progress charts.1.

The monitoring by instructor of frequency and quality of movements.2.

A.


Exam of student's ability to create, modify and maintain a reasonable exercise plan focused on theadvanced weight training model.

1.

Practical exam of student's ability to perform the core and supplemental lifts correctly and safely withminimal supervision.

2.

B.

IV.




PEC - 197: Advanced Weight TrainingCourse Learning Outcomes


Demonstrate the Olympic weight lifting techniques of the Clean and Jerk and the Snatch. 1.

Create a personal strength program incorporating the techniques of Olympic style weight lifting while utilizingproper safety techniques.

2.





PEM 112 OVERVIEW The following information will appear in the 2020 - 2021 catalog

PEM 112—BEGINNING BASKETBALL 1 UNITS


This courses addresses the basic skills, strategies, and rules of basketball. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Rules of the gameA.

Basketball techniquesB.

Individual fundamental skillsC.

Dribbling1.

Passing2.

Shooting3.

ConditioningD.

In class competitionE.

2.

A.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0

B.

II.


Meeting Date: 09/10/2019 PEM 112EFFECTIVE: Summer 2020 Discipline(s)


Activity 0 0


Demonstration of skills1.

Lecture2.

Class discussions3.

Drills/instructor led practice4.

C.




1.


Apply the rules and strategies of basketball during a game.A.

Develop an offense to be used during class games.B.

Develop a defense to be used during class games.C.

2.

D.


Other: Handouts on basketball rules and strategies.1.

E.



1.


REQUIRED OBJECTIVES:1. Identify and evaluate the basic rules and techniques of the game of basketball.

2. Perform the basic skills in basketball.

3. Demonstrate skills, techniques, and an understanding of game situations by participating inclass play.

2.

A.

III.


Practical skills test1.

A.

IV.




Pre-test of skills2.


Evaluation of skills performance and rules knowledge through game participation1.

Pre-test/post-test comparison of skills2.

B.




PEM - 112: Beginning BasketballCourse Learning Outcomes


Explain and demonstrate fundamental basketball techniques. 1.

Examine the rules of basketball, in game situations. 2.

Demonstrate the skills and strategy necessary to compete in an organized basketball game. 3.






PEM 113—INTERMEDIATE BASKETBALL 1 UNITS

54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete PEM 112.

Intermediate skills and theory. Basic team play concepts. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Basketball theoriesA.

Basic offensive team playB.

Basic defensive team playC.

Intermediate level skillsD.

Passing1.

Dribbling2.

Shooting3.

Blocking Out4.

Transition5.

RulesE.

CompetitionF.

2.

A.


Advisories 1.

B.

II.




Before enrolling in this course, students are strongly advised to satisfactorily complete PEM 112.


Demonstrate skills, techniques, and an understanding of game situations by participating inclass play.

A.

2.

HOURS AND UNITS


C.



Small group instruction2.

Lecture3.

Instructor led drills4.

Use of game scenarios to develop student ability to select appropriate skills and strategies necessaryfor competition

5.

D.




1.


Develop an effective defensive scheme to take a team out of their transition offense.A.

Develop an effective transition offense.B.

Given various game scenarios, determine the type of offensive and defensive schemes that willmost effectively counter the opponent.

C.

2.

E.


Other: Handouts on rules and strategies.1.

F.

DESIRED LEARNING OBJECTIVES A.

III.





1.


REQUIRED OBJECTIVES:1. Identify the theories of basketball.

2. Relate the concepts of competitive team play.

3. Develop skills necessary to be effective in competitive team play.

4. Evaluate and demonstrate knowledge of rules and strategies through competitive games.

2.


Prepared demonstration of skill(s)1.

Pre-test of skills, strategies, and rules2.

A.


Pre-test/post-test comparison of skills, strategies, and rules1.

Evaluation of knowledge of rules and skills required to compete in an intermediate level basketballgame

2.

B.

IV.




PEM - 113: Intermediate BasketballCourse Learning Outcomes


Examine and demonstrate the skills necessary to be effective in team play. 1.

Evaluate team offenses and defenses to utilize in intermediate level basketball games. 2.

Analyze the concepts of basic team play and determine the most effective strategies to compete in gamesituations.

3.






PEM 114—ADVANCED BASKETBALL 1 UNITS

54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete PEM 112 or satisfactorily complete PEM 113.

Advanced skills, theory, and concepts of competitive basketball team play. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Advanced Basketball TheoriesA.

Team PlayB.

Offensive play1.

Defensive play2.

SkillsC.

Passing1.

Shooting2.

Ball handling3.

Defense4.

Rules and StrategiesD.

2.

A.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete PEM 112 or

1.

B.

II.




Before enrolling in this course, students are strongly advised to satisfactorily complete PEM 112 orsatisfactorily complete PEM 113.


Demonstrate skills necessary in team play. A.

2.

HOURS AND UNITS


C.


Lecture1.

Group discussion2.

Demonstration and correction of skills and techniques3.

Instructor directed drills4.

D.




1.


Develop an offense to be used during advanced level basketball games.A.

Develop a defense to be used during advanced level basketball games.B.

During in-class competition, adjust offensive and defensive schemes based on the opponent'sstrategy.

C.

2.

E.


Other: Handouts on rules, regulations, and strategies.1.

F.


Required Objectives 1.

A.

III.





1.


REQUIRED OBJECTIVES:1. Demonstrate fundamental skills to participate at an advanced level of play.

2. Utilize advanced skills and knowledge in out-of-class competition.

3. Evaluate and demonstrate knowledge of rules, strategies, and advanced skills.

2.


Practical skills test1.

Pre test of advanced level skills2.

Instructor evaluation of student's knowledge of skills, rules, strategies, and theories as demonstratedduring in-class competitions

3.

A.


Pre test/post test comparison of advanced level skills1.

B.

IV.




PEM - 114: Advanced BasketballCourse Learning Outcomes


Examine and demonstrate the advanced skills necessary to be effective in team play. 1.

Design a team offense to utilize in advanced level basketball games. 2.

Analyze the concepts of team play and determine the most effective strategies to compete in game situations. 3.






PEM 162—SOCCER 1 UNITS


Practical application of basic offensive and defensive tactics; individual and team skills; strategy and rulesreview; scrimmages. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Defensive Skills

Man marking1.

Zone defending2.

Clearing3.

Attacking from the defense4.

A.

Offensive Skills

1 vs. 1 attacking1.

B.

Shooting

Wing play1.

C.

Set Pieces

Corner kicks1.

Direct kicks2.

Indirect kicks3.

Walls4.

D.

FormationsE.

2.

A.

II.


Meeting Date: 11/07/2017 PEM 162EFFECTIVE: Summer 2018 (Expedited Request) Discipline(s)


3-4-31.

4-4-22.

5-3-23.

4-5-14.

3-5-25.

Smaller dimension lineups in indoor soccer6.

Goal Keeping

1 vs. 1 defending1.

Setting a wall2.

Vocalizing3.

F.

HOURS AND UNITS


B.


Demonstrations and use of videos1.

Lecture2.

Instructor-led various ball skill work3.

Scrimmage/match play with feedback and correction provided by the instructor4.

C.




1.


Students will participate in scrimmages where they will be expected to evaluate offenses anddefenses and make decisions regarding team play.

A.

Students will practice skills and determine methods to become more efficient and accurate.B.

2.

D.

TEXTS AND OTHER READINGS (TYPICAL) E.







1.


REQUIRED OBJECTIVES:1. Successfully demonstrate the skills and strategies necessary to compete in a soccer match.

2. Demonstrate knowledge and understanding of team play, as shown through participation insoccer games.

2.

A.

III.


Pre-test for skill level1.

A.


Pre-test/post-test for comparison of performance1.

Assessment of skill competency2.

Prepared demonstration of skills in individual and team environments3.

B.

IV.




PEM - 162: SoccerCourse Learning Outcomes


Demonstrate knowledge of the rules of the game necessary to participate in a soccer match. 1.

Demonstrate basic soccer skills (passing, dribbling and shooting) necessary to participate in a soccer match. 2.





PEW 166 OVERVIEW The following information will appear in the 2015 - 2016 catalog

PEW 166—WOMEN'S SELF DEFENSE 1 UNITS

Formerly listed as: PEW - 166A: Women's Self Defense 54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours

A practical course in women's self defense. Practice of basic techniques and principles of balance,leverage, and momentum. Discussion and practical exercises on how to avoid and handle threateningsituations. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) LocalRequirement: (Activities)

I.


COURSE CONTENT



TechniquesA.

Offensive1.

Defensive2.

Rules of self-protection for womenB.

Self-protections devicesC.

Combination moves and skillsD.

Pressure pointsE.

Weapons of the bodyF.

History of self-defenseG.

Training and conditioningH.

Strength1.

Endurance2.

Skills specific3.

Agility4.

2.

A.

II.


Meeting Date: 09/08/2015 PEW 166EFFECTIVE: Spring 2016 (Expedited Request) Discipline(s)


HOURS AND UNITS


B.



Individualized and small group instruction2.



Scenario based instruction5.

C.



Lab only - no outside of class hours required

1.


Given specific scenarios, select the appropriate skills or techniques to effectively counter anaggressor.

A.

Consider your personal strength and ability as a female and develop an effective self-defensestrategy to ensure your personal safety.

B.

Based on the rules of self-defense, what factors would you consider when confronted by anaggressor?

C.

2.

D.


Other: No texts required1.

E.



1.


REQUIRED OBJECTIVES:1. Select and demonstrate skills of self defense for women.

2.

A.

III.




2. Successfully defend themselves in standing, sitting or lying situations.

3. Utilize techniques during in-class simulations of real life situations.


Instructor evaluation of skills1.

Pre-test2.



A.


Final evaluation1.

Pre/post test comparison2.

B.

IV.




PEW - 166: Women's Self DefenseCourse Learning Outcomes


Identify the varioustechniques in basic self defense for women.

1.

Select and give demonstrations of self defense skills for women. 2.






PEW 167—WOMEN'S BEGINNING JUDO 1 UNITS


A course designed to teach the fundamental skills and techniques of judo, a challenging martial art basedon the use of maximum efficiency and maximum effort. Field trips are not required. Not repeatable. (A-For P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



History of Kodokan JudoA.

1882-Present1.

TechniquesB.

Tai-sabake (use of feet in movement)1.

Composure (use of strength)2.

Kuzshi (disturbing balance)3.

Uki-mi (brake fall)4.

Nage-Waza (throwing) and Fusegi (escapes)C.

Osae-Waza (Hold/Pin) and Fusegi (escapes)D.

Shime-Waza (Choking) and Fusegi (escapes)E.

Tournament ManagementF.

2.

A.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0

B.

II.




Lab 54 1.00Discussion 0 0Activity 0


Lecture1.


Individual and small group instruction3.

C.



Lab only - no outside-of-class hours required.A.

1.


Given a specific scenario, select and demonstrate the appropriate skill to protect yourself.A.

Identify two intellectual principles of effective movement which underlie each techniquediscussed.

B.

Develop a strategy to effectively protect yourself if you are confronted by a large, maleaggressor.

C.

2.

D.


Book: Keiko Fukuda (1973). Born for The Mat (1st /e). Printed in Japan. 1.

Other: www.JudoInfo.comUnited States Judo Federation.com

2.

E.



1.


REQUIRED OBJECTIVES:1. Demonstrate one technique from each category.

2. Understand the basic skills of the sport of Judo for women, its terminology, and etiquette alongwith throwing and grappling techniques.

3. Demonstrate competency in the areas of throwing, choking, and pinning.

4. Identify and demonstrate the various psychological and social aspects of each physical skillpresented.

2.

A.

III.





Instructor evaluation of skills1.

Pre-test2.



A.


Final evaluation1.

Pre-test/post test comparison of skills2.

B.

IV.




PEW - 167: Women's Beginning JudoCourse Learning Outcomes


Identify the intellectual principles of effective movement which underline each technique taught and demonstratecompetency in each of these areas.

1.

Understand the basic skills and terminology of the sport of Judo as it pertains to women. 2.






PEW 192—WOMEN'S WEIGHT TRAINING 1 UNITS


Introduction to individual opportunities in development of power, strength, flexibility and/or endurancethrough weight training. Field trips are not required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) Local Requirement: (Activities)

I.


COURSE CONTENT



Equipment Use/FunctionA.

SafetyB.

Techniques and Theory of Weight TrainingC.

Principles of Program DesignD.

Periodization1.

Specificity2.

Overload3.

Exercise Choice 4.

Cardio Inclusion5.

Warm Up/Cool Down6.

Benefits of Stretching7.

Goal Setting and Evaluation of ProgressE.

Nutritional Factors Influencing Weight TrainingF.

2.

A.

HOURS AND UNITS

1 Units

B.

II.


Meeting Date: 10/13/2015 PEW 192EFFECTIVE: Summer 2016 Discipline(s)


INST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0



Individualized instruction2.


Small group interaction with instructor and peers4.

C.



Lab only - no outside-of-class hours required

1.


Develop a personal training program, incorporating a variety of exercises, to achieve yourpersonal goals.

A.

Explain why cardiorespiratory exercise should be included in an effective weight program.B.

What is the overload principle and why is it important when developing strength?C.

2.

D.


Book: Frederic Delavier and Michael Gundill (2015). Delavier's Women's Strength Training AnatomyWorkouts Champagne, Illinois Human Kinetics.

1.

E.



1.


REQUIRED OBJECTIVES:1. Identify and perform a minimum of two exercises per body part.

2. Demonstrate proper lifting techniques to ensure safety.

3. Select exercises appropriate to attain personal goals.

4. Effectively utilize both free weights and weight machines.

2.

A.

III.





Instructor evaluation of skill improvement1.

Pre-test2.

A.


Pre-test/post-test result for comparision of performance1.

Assessment of overall skill competency2.

B.

IV.




PEW - 192: Women's Weight TrainingCourse Learning Outcomes


Select and utilize proper techniques of weight training using machines and free weights. 1.

Develop and perform a comprehensive weight training program. 2.




Documents

Modesto Junior College Course Outline of Record ELTEC 226€¦ · Modesto Junior College Course Outline of Record ELTEC 226 OVERVIEW The following information will appear in the 2018