3.10: Quick Check
- Page ID
- 142727
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Quick Check
- Explain in your own words why you cannot take Dynamics before Statics. What kind of knowledge does Statics develop that Dynamics assumes?
- A student is in their second semester and realizes their Calculus I grade was a C. Their plan had Physics I starting next semester. What should they do, and why?
- What is the difference between the A.S. and a bachelor's degree in terms of what each enables professionally?
- Apply the five-step planning framework from §3.8 to your own situation. Write out your current answers to Define and Model — even if incomplete.
- Design a JCCC course plan that completes the general core. Identify the critical path and note any courses that can only be taken in a specific semester.
Answers - click to expand
- You cannot take Dynamics before Statics because Dynamics assumes that you already know how to model forces correctly. Statics develops the foundation for drawing free-body diagrams, identifying supports and reactions, writing force and moment equations, and understanding equilibrium.
Dynamics builds on those same ideas but adds motion, acceleration, and time. Without Statics, a student may be trying to solve motion problems before they can reliably identify the forces causing the motion.
- The student should not simply continue with the original plan without checking whether the C creates a problem. They should meet with an academic counselor, review prerequisite rules, and check the expectations of their target transfer universities.
Even if the C technically allows them to move forward, Physics I depends heavily on Calculus I skills. The student should honestly evaluate whether their calculus foundation is strong enough. Possible next steps include retaking Calculus I, delaying Physics I, taking a lighter schedule, or completing a structured calculus review before physics begins.
- The A.S. is an associate degree designed to support transfer preparation. It can help students move efficiently toward a engineering pathway and show that they have completed an organized lower-division program.
A bachelor's degree is the professional entry-level degree for most engineering positions. It is also the degree that usually supports later engineering licensure pathways, graduate study, and full participation in professional engineering work.
- Answers will vary. A strong Define response should identify the student's intended engineering discipline, target transfer institutions, degree goal, and major constraints. These constraints may include math placement, course availability, work hours, transportation, family responsibilities, financial aid, and time to transfer.
A strong Model response should begin turning that goal into a semester-by-semester plan. The model should include prerequisite chains, course sequencing, unit load, critical courses such as calculus and physics, and any track-specific requirements. The model does not have to be perfect, but it should make the student's assumptions visible.
- Answers will vary depending on the selected AVC engineering track. A strong four-semester plan should include the general engineering core, calculus sequence, physics sequence, chemistry if required, programming or MATLAB if required, and all track-specific courses.
The critical path will usually include courses such as Calculus I, Calculus II, Calculus III, Differential Equations, Physics I, and Physics II because these courses unlock later engineering coursework. The plan should also identify courses that may only be offered in fall or spring and explain how those scheduling limits affect the student's path.