Science has to do with the tested and proven laws concerning the universe and how physical items function and interact. Applying scientific principles and knowledge often involves mathematical skills.
Career Opportunities
While not all math-based careers involve science, many careers in the sciences require the use of math. Some careers that involve both math and science are postsecondary computer science teachers, pharmacists, forensic science technicians, chemical engineers, and hazardous materials removal workers.
Transfer
The Associate in Science degree in Math/Science is often a degree earned by students who are pursuing a bachelor's degree in transfer majors such as Biology, Chemistry, Engineering, Environmental Studies, Geology, Mathematics, and Physics. It is also commonly earned by students planning to enter a Nursing program. To explore a bachelor's degree in these fields, visit assist.org. Please stop by the Transfer Center in Building 23 or make an appointment with a counselor if you have questions.
Math/Science, AS
State Control Number: 04976
Program Code: MASC.AS, MASC.NURS.AS, or MASC.RT.AS
Approved for Federal Financial Aid: Yes
The Math/Science major requires 18 units from any of the following courses.
To earn this degree, complete the major coursework with “C” grades or better and all of the following graduation requirements: 60 minimum degree-applicable units (including a maximum 4 units of activity); 2.0 minimum overall GPA; 12 degree-applicable units through VVC; Information Competency; Global Citizenship; Kinesiology, and the VVC General Education pattern. Courses may count in one area only, either in the major or in a general education category. Courses counted in one AA/AS major may not be used in another AA/AS major.
| Code | Title | Units |
|---|---|---|
| Required Courses | ||
| Complete 18 units from any of the following courses: | 18.0 | |
| Mathematics | ||
| Technical Mathematics for Electronics I | ||
| Technical Mathematics for Electronics II | ||
| Technical Calculus for Electronics I | ||
| Technical Calculus for Electronics II | ||
| Trigonometry | ||
| College Algebra | ||
| Honors College Algebra | ||
| Introduction to Statistics | ||
| Introduction to Statistics With Skills Support | ||
| Independent Study | ||
| The Ideas of Math | ||
| Analytic Geometry and Calculus I | ||
| Honors Analytic Geometry and Calculus I | ||
| Analytic Geometry and Calculus II | ||
| Honors Analytic Geometry and Calculus II | ||
| Analytic Geometry and Calculus III | ||
| Honors Analytic Geometry and Calculs III | ||
| Linear Algebra | ||
| Differential Equations | ||
| Introduction to Statistics in Social and Behavioral Sciences | ||
| Life Sciences | ||
| Introduction to Plant Science | ||
| Introduction to Physical Anthropology | ||
| Physical Anthropology Laboratory | ||
| General Biology | ||
| Introduction to Human Biology | ||
| Introduction to Human Nutrition | ||
| Principles of Heredity | ||
| Biology of Cells | ||
| Biology of Organisms | ||
| Population and Environmental Biology | ||
| Human Anatomy | ||
| Sexually Transmitted Diseases | ||
| Human Gross Anatomy | ||
| General Microbiology | ||
| Human Physiology | ||
| Pathophysiology | ||
| Contemporary Problems in Personal and Community Health | ||
| Physical Sciences | ||
| Introduction to Soil Science | ||
| Environmental Science and Sustainability | ||
| Descriptive Astronomy | ||
| Introductory Chemistry | ||
| General Chemistry | ||
| General Chemistry | ||
| Introductory Chemistry II: Organic Chemistry | ||
| Introductory Chemistry III: Biochemistry | ||
| Organic Chemistry | ||
| Organic Chemistry II | ||
| Introduction to Physical Geography | ||
| Geography 1 Laboratory | ||
| Geography of California | ||
| Introduction to Weather and Climate | ||
| Physical Geology | ||
| Oceanography | ||
| Principles of Physical Science | ||
| Introductory Physics | ||
| Engineering Physics I-Mechanics | ||
| Engineering Physics II - Fluids, Sound, and Thermodynamics | ||
| Engineering Physics III Electricity And Magnetism | ||
| Engineering Physics IV-Optics and Modern Physics | ||
| General Physics I | ||
| General Physics II | ||
| Total Units | 18 | |
Program Learning Outcomes
Program Learning Outcomes (PLOs) are statements of the kind of learning a program hopes a student will achieve. The PLOs describe the knowledge, skills, problem-solving, communication and values that apply to all certificates and/or degrees within that program. For the IGETC program, PLOs link to the college's Institutional Learning Outcomes (ILOs).
Upon completion of this program, students should be able to:
- Communication: Read and write analytically including evaluation, synthesis, and research; deliver focused and coherent presentations.
- Computation: Apply complex problem-solving skills using technology, computer proficiency, decision analysis (synthesis and evaluation), applications of mathematical concepts and reasoning, and the analysis and use of numerical data.
- Creative, Critical and Analytical Thinking: Apply procedures for sound reasoning in the exercise of judgment and decision making; demonstrate intellectual curiosity and a respect for learning; solve problems through analysis, synthesis, evaluation and creativity; identify, evaluate and appropriate use of multiple sources of information.
- Social and Personal Responsibility: Evaluate the relationship between natural, social and economic systems and the significance of sustainability; demonstrate responsible attitudes toward cultural diversity, citizenship, personal contribution to local and international communities, and the effect of human actions on the environment.
- Information Competency: Students demonstrate information competency and critical thinking skills through their ability to effectively locate, retrieve, evaluate and utilize use library and information resources within the guidelines of academic standards to meet collegiate and personal information needs.
- Health and Human Flourishing: Synthesize educational aims into a holistic approach to the many facets of human flourishing; apply principles of physical, psychological and emotional health and fitness; demonstrate scholarly skills that support intellectual virtues for life-long learning; embrace concepts of fiscal responsibility; and define goals that extend beyond oneself.