Syllabus: GLY 1001 Earth & Space Science Lec. 3 Cr. 3
Fall 2006 Section: 248951 Time/Day: 1:00-2:50 MW Room: D0213
Instructor: Mr. John Taylor
Instructor’s Office: North campus
C 304
Office Phone: (904) 766-6763
Cell Phone:
(813) 361-4379 Home
Phone: (904) 992-2052
email: johtaylo@fccj.edu (alternate email if
lsua is down: jtaylor@hccfl.edu )
Course Description:
This course acquaints students with the
development of science, the integrating principles and theories in the earth
sciences, the practice of the scientific method and with a useful knowledge of
selected areas of geology, astronomy and meteorology. Presentation involves lectures,
demonstrations and films. The course is
for general education and is not designed essentially as an introductory or
preparatory course for any of the specific sciences.
Learning Outcomes:
Students will be able to:
1. Demonstrate
knowledge of scientific method.
2. Explain and apply major concepts in earth and space science.
3. Communicate scientific ideas through oral or written assignments.
4. Interpret scientific models such as formulas, graphs, tables and schematics, draw inferences from them and recognize their limitations..
5. Demonstrate problem solving methods in situations that are encountered outside of the classroom..
Procedures to Evaluate
these Outcomes
1. Formulate problem, make
observations, derive and test hypothesis and make conclusions.
2 Written tests, reports and/or use of
equipment to demonstrate student competency in field.
3. Students use analytical reasoning skills to solve problems on
written tests and/or assignments.
4. Written reports of projects and/or written tests demonstrate
student competency in the application of scientific knowledge.
5. Students use demonstrations, group
discussions, written tests, research
projects and/or field experiences to illustrate competence in recognizing and
evaluating various scientific processes.
Use of Results of Evaluation to
Improve the Course
1. Student
responses to in-class problems will be used to immediately help clarify any
misunderstandings and to later adjust the appropriate course material.
2. All exams will be graded and examined
to determine areas of teaching which could use improvement.
3. All evaluation methods will be used to
determine the efficacy of the material presentation.
Detailed Topical Outline CONTACT
HOURS
I. Geology 14
A. Introduction
B. Rocks and Minerals
C. Weathering, Soils and Mass Wasting
D. Water
1.
Running
2.
Ground
E. Glaciers, Deserts and Wind
F. Earthquakes and the Internal Structure
of the Earth
G. Plate Tectonics
H. Igneous Activity
I. Mountain Building
J. Geologic Time and Earth History
II. Meteorology 13
A. Composition, Structure and Temperature
of the Atmosphere
B. Moisture in the Atmosphere
C. Pressure and Wind
D. Weather Patterns and Severe Storms
III. Astronomy 9
A. The Earth as a Planet
B. The Solar System
C. Planets, Asteroids,
Comets and Meteors
D. Beyond the Solar System
IV. Oceanography 9
Ocean floor and seawater
Ocean
dynamics
Textbook Required:
Earth
Science, 11/e ISBN-10: 0131497510
Publisher: Prentice Hall Edward
J. Tarbuck (Emeritus) Illinois Central College
Copyright: 2006 Frederick K. Lutgens
(Emeritus) Illinois Central College
Format: Cloth; 752 pp Dennis
Tasa (Illustrator), Tasa Graphic Arts, Inc.
|
Table of Contents |
|
|
1. Introduction to Earth Science What Is Earth Science? Earth Science, People, and the Environment The Nature of Scientific Inquiry Scales of Space and Time in Earth Science Early Evolution of Earth’s Spheres A Closer Look at the Geosphere Earth As a System Box 1.1 Earth As a System: Earth’s Place in the
Cosmos Box 1.2 Understanding Earth: Studying Earth from
Space UNIT 1: EARTH MATERIALS
2. Minerals: Building Blocks of Rocks Minerals: The Building Blocks of Rocks Elements: The Building Blocks of Minerals Why Atoms Bond Properties of Minerals Mineral Groups Mineral Resources Box 2.1 People and the Environment: Making Glass from
Minerals Box 2.2 Understanding Earth: Gemstones
3. Rocks: Materials of the Solid Earth Earth As a System: The Rock Cycle Igneous Rocks: “Formed by Fire” Sedimentary Rocks: Compacted and Cemented Sediment Metamorphic Rocks: New Rock from Old Resources from Rocks and Minerals Box 3.1 Earth As a System: The Carbon Cycle and
Sedimentary Rocks Box 3.2 People and the Environment: United States Per
Capita Use of Mineral and Energy Resources
UNIT 2: SCULPTURING EARTH’S SURFACE
4. Weathering, Soil, and Mass Wasting Earth’s External Processes Weathering Mechanical Weathering Chemical Weathering Rates of Weathering Soil Controls of Soil Formation The Soil Profile Classifying Soils Soil Erosion Weathering Creates Ore Deposits Mass Wasting: The Work of Gravity Mass Wasting and Landform Development Controls and Triggers of Mass Wasting Classifying Mass-Wasting Processes Slump Rockslide Debris Flow Earthflow Slow Movements Box 4.1 Understanding Earth: The Old Man of the
Mountain Box 4.2 People and the Environment: Debris Flows on
Alluvial Fans: A Case Study from Venezuela
5: Running Water and Groundwater Earth as a System: The Hydrologic Cycle Running Water Streamflow The Work of Running Water Stream Channels Base Level and Stream Erosion Shaping Stream Valleys Depositional Landforms Drainage Patterns Floods and Flood Control Groundwater: Water Beneath the Surface Distribution and Movement of Groundwater Groundwater Springs Wells Artesian Wells Environmental Problems Associated with Groundwater The Geologic Work of Groundwater Box 5.1 People and the Environment: Flash Floods Box 5.2 Understanding Earth: Measuring Groundwater
Movement Box 5.3 People and the Environment: The Case of the
Disappearing Lake
6. Glaciers, Deserts, and Wind Glaciers: A Part of Two Basic Cycles in the Earth System How Glaciers Move Glacial Erosion Glacial Deposits Glaciers of the Ice Age Some Indirect Effects of Ice Age Glaciers Causes of Glaciation Deserts Geologic Processes in Arid Climates Basin and Range: The Evolution of a Desert Landscape Wind Erosion Wind Deposits Box 6.1 Understanding Earth: Glacial Ice–A Storehouse
of Climate Data Box 6.2 People and the Environment: The Disappearing
Aral Sea UNIT 3: FORCES WITHIN
7. Earthquakes and Earth’s Interior What Is an Earthquake? San Andreas Fault: An Active Earthquake Zone Seismology: The Study of Earthquake Waves Locating an Earthquake Measuring the Size of Earthquakes Destruction from Earthquakes Can Earthquakes Be Predicted? Earth’s Layered Structure Box 7.1 People and the Environment: Damaging
Earthquakes East of the Rockies Box 7.2 Understanding Earth: Inge Lehmann: A Pioneering Seismologist
8. Plate Tectonics: A Scientific Theory Unfolds Continental Drift: An Idea Before Its Time The Great Debate Plate Tectonics: The New Paradigm Divergent Boundaries Convergent Boundaries Transform Fault Boundaries Testing the Plate Tectonics Model Measuring Plate Motion What Drives Plate Motion? Plate Tectonics into the Future Box 8.1 Understanding Earth: The Breakup of Pangaea Box 8.2 Understanding Earth: Susan DeBari–A Career in
Geology
9. Volcanoes and Other Igneous Activity The Nature of Volcanic Eruptions What Is Extruded During Eruptions? Volcanic Structures and Eruptive Styles Living in the Shadow of a Composite Cone Other Volcanic Landforms Intrusive Igneous Activity Origin of Magma Plate Tectonics and Igneous Activity Box 9.1 People and the Environment: Eruption of
Vesuvius a.d. 79 Box 9.2 Earth As a System: Can Volcanoes Change
Earth’s Climate? 10. Mountain Building Rock Deformation Folds Faults Joints Mountain Building Mountain Building at Subduction Zones Collisional Mountain Ranges Fault-Block Mountains Vertical Movements of the Crust Box 10.1 People and the Environment: The San Andreas
Fault System
UNIT 4: DECIPHERING EARTH’S HISTORY 11. Geologic Time Geology Needs a Time Scale A Brief History of Geology Relative Dating–Key Principles Correlation of Rock Layers Fossils: Evidence of Past Life Dating with Radioactivity The Geologic Time Scale Difficulties in Dating the Geologic Time Scale Box 11.1 Understanding Earth: Deciphering the Past by
Understanding the Present Box 11.2 People and the Environment: Radon–A Threat
to Human Health Box 11.3 Understanding Earth: Using Tree Rings to
Date and Study the Recent Past 12. Earth’s History: A Brief Summary Precambrian Time: Vast and Enigmatic Paleozoic Era: Life Explodes Mesozoic Era: Age of the Dinosaurs Cenozoic Era: Age of Mammals Box 12.1 Understanding Earth: The Burgess Shale Box 12.2 Earth As a System: Demise of the Dinosaurs
UNIT 5: THE GLOBAL OCEAN
13. The Ocean Floor The Vast World Ocean An Emerging Picture of the Ocean Floor Continental Margins The Ocean Basin Floor The Oceanic Ridge Seafloor Sediments Resources from the Seafloor Box 13.1 Understanding Earth: A Grand Break–Evidence
for Turbidity Currents Box 13.2 Understanding Earth: Explaining Coral
Atolls–Darwin’s Hypothesis Box 13.3 Understanding Earth: Collecting Geologic
History from the Deep-Ocean Floor 14. Ocean Water and Ocean Life Composition of Seawater Ocean Temperature Variation Ocean Density Variation The Diversity of Ocean Life Oceanic Productivity Oceanic Feeding Relationships Box 14.1 People and the Environment: Desalination of
Seawater–Fresh Water from the Sea Box 14.2 Earth As a System: Deep-Sea Hydrothermal
Vent Biocommunities–Earth’s First Life? Box 14.3 People and the Environment: The Iron
Hypothesis–Fertilizing the Ocean to Reduce Global Warming
15. The Dynamic Ocean Surface Circulation Deep-Ocean Circulation The Shoreline: A Dynamic Interface The Coastal Zone Waves Wave Erosion Sand Movement on the Beach Shoreline Features Stabilizing the Shore Coastal Classification Tides Box 15.1 Understanding Earth: Running Shoes as Drift
Meters–Just Do It Box 15.2 People and the Environment: The Move of the
Century–Relocating the Cape Hatteras Lighthouse
16 The Atmosphere:
Composition, Structure, and Temperature Weather and Climate Composition of the Atmosphere Height and Structure of the Atmosphere Earth—Sun Relationships Energy, Heat and Temperature Mechanisms of Heat Transfer The Fate of Incoming Solar Radiation Heating the Atmosphere: The Greenhouse Effect For the Record: Air Temperature Data Why Temperatures Vary: The Controls of Temperature World Distribution of Temperature Box 16.1 People and the Environment: Altering the
Atmosphere’s Composition–Sources and Types of Air Pollution Box 16.2 People and the Environment: Ozone
Depletion–A Global Issue Box 16.3 Understanding Earth: Blue Skies and Red
Sunsets 17 Moisture, Clouds, and Precipitation Water’s Changes of State Humidity: Water Vapor in the Atmosphere The Basis of Cloud Formation: Adiabatic Cooling Processes that Lift Air The Weathermaker: Atmospheric Stability Condensation and Cloud Formation Fog How Precipitation Forms Coalescence Process Forms of Precipitation Measuring Precipitation Box 17.1 People and the Environment: Atmospheric
Stability and Air Pollution Box 17.2 Understanding Earth: Science and Serendipity 18. Air Pressure and Wind Understanding Air Pressure Measuring Air Pressure Factors Affecting Wind Highs and Lows General Circulation of the Atmosphere The Westerlies Local Winds How Wind Is Measured El Nino and La Nina (Please insert tildes over “n”s) Global Distribution of Precipitation Box 18.1 People and the Environment: Wind Energy–An
Alternative with Potential Box 18.2 Understanding Earth: Monitoring Ocean Winds
from Space
19. Weather Patterns and Severe Storms Air Masses Fronts The Middle-Latitude Cyclone What’s In a Name? Thunderstorms Tornadoes Hurricanes Box 19.1 Understanding Earth: A Brief Overview of the
Weather Business Box 19.2 People and the Environment: Lightning Safety
20. Climate The Climate System World Climates Climate Classification Humid Tropical (A) Climates Dry (B) Climates Humid Middle-Latitude Climates with Mild Winters (C
Climates) Humid Middle-Latitude Climates with Severe Winters (D
Climates) Polar (E) Climates Highland Climates Human Impact on Global Climate Carbon Dioxide, Trace Gases, and Global Warming Climate-Feedback Mechanisms How Aerosols Influence Climate Some Possible Consequences of Global Warming Box 20.1 Understanding Earth: Computer Models of
Climate: Important Yet Imperfect Tools UNIT 7: EARTH’S PLACE IN THE UNIVERSE 21. Origin of Modern Astronomy Ancient Astronomy The Birth of Modern Astronomy Constellations Positions in the Sky Motions of Earth Motions of the Earth-Moon System Box 21.1 Understanding Earth: Foucault’s Experiment Box 21.2 Understanding Earth: Astrology–The
Forerunner of Astronomy
22. Touring Our Solar System The Planets: An Overview Earth’s Moon The Planets: A Brief Tour Minor Members of the Solar System Box 22.1 Understanding Earth: Pathfinder–The First
Geologist on Mars Box 22.2 Earth As a System: Is Earth on a Collision
Course?
23. Light, Astronomical Observations, and the Sun The Study of Light Astronomical Tools The Sun Box 23.1 Understanding Earth: The Largest Optical
Telescopes Box 23.2 Earth As a System: Variable Sun and Climatic
Change 24. Beyond Our Solar System Properties of Stars Hertzsprung-Russell Diagram Variable Stars Interstellar Matter Stellar Evolution Stellar Remnants The Milky Way Galaxy Red Shifts The Big Bang Box 24.1 Understanding Earth: Determining Distance
from Magnitude Box 24.2 Understanding Earth: Supernova 1987A Box 24.3 Earth As a System: From Stardust to You Appendix A: Metric and English Units Compared Appendix B: Earth’s Grid System Appendix C: World Soils Appendix D: Relative Humidity and Dew Point Tables Appendix E: Landforms on the Conterminous United States Glossary Index |
ATTENDANCE:
Students
are expected to attend class and will be responsible for all material
presented. The student must sign the attendance roster to earn credit for
attendance. Each class attended will be
worth one point, except the first 2 points for 30 total points (3 %) of the
final grade. The student will fill out a data card similar to your instructor
one the last page of this syllabus worth one point of the two points for the
first day’s attendance. Also counted in the attendance grade is the completion
of several online activities before the second week of class worth one point
each: Discovery Wheel; Interactive Time Chart; Myers Briggs Type personality
profile; your life line, and possibly (not available) a learning styles
assessment. These may be found at:
http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/activity.htm
5A: Email: Send me an email
to: johtaylo@fccj.edu
with a cc to: jtaylor@hccfl.edu
and a cc to: jtaylor25@fccj.us (This
email is new and will not be functioning until this weekend). In the email make
your subject: 25:
First Email
Then
in the body of the email tell me about yourself, your hobbies, your goals in
life, where you work and what kind of job for how long, your family, even your
pets. I have a whole web site so that you can get to know me personally. That
site (about Me) is at:
http://www.hccfl.edu/faculty/john_taylor/aboutme.html
Do
you have a site About YOU? if so send me the URL. If you want to build a
similar site, I will post it on my space. When I establish a group email,
I will ask you to introduce yourself to the class and add all the class members
to your address book.
5b: Free Time Chart: Find me 10 hours per
week of the 168 total:
Description:
http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/freetime.htm
5c: Create Your life
Line
(must allow active X components to work):
Description:
http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/lifeline.htm
5d. Discovery Wheel:
Description:
http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/discover.htm
5e: Myers-Briggs Inventory (short 20 question
version online--a John Taylor/Student product):
Description:
http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/mbti.htm
Activity:
http://www.hccfl.edu/faculty/john_taylor/cop2822/bryanpsy.html
5f: Learning Styles: I will send you a
separate email later if I decided I want you to some exercises here.
Homework: The sample pretest quizzes posted on the grading outline are not
homework to be turned. They are for the student’s self practice and for the
student to understand what the instructor expects from each section of the
textbook and his lectures. The Pretest is an actual page of a previous exam.
The grading outline may be found at: http://www.fccj.us/gly1001/10grdF06.htm
(not posted
9/25)
The instructor has links to online homework which the student will
complete and submit electronically on the homework outline form:
http://www.fccja.us/gly1001/10hwkF06.htm (not posted
9/25)
The
instructor describes paper and pencil
homework for sections not available on the Internet. Part L of every exam
will be word for word questions posed at the end of each chapter studied. It is
expepected that the student will keep a homework notebook of all questions at
the end of the chapter. The student is
to keep this homework in a notebook and/or a folder. This notebook/folder may
be requested at anytime to be turned in on exam days. Homework is to be
completed prior to an exam day. The student will grade her/his own homework and
keep the homework scores on the homework grading outline in the homework
folder. Sometimes the instructor will request only that exam’s grading form in
order to post the homework scores on Blackboard for that Exam’s modules.
The
homework outline may have more than 70 possible points, but only 70 points
maximum may be earned for no more than 7% of the final grade. If e-Instruction
is not utilized during the classes, the homework total will expand to 120
points or 12% of the final grade. 5% E-Instruction +7% Homework = 12% total
Projects:
There will four to six
projects/papers/experiments assigned during the term. Completion of the
project, provided all criteria has been included will award the student full
credit. The project grades will total 200 points or 20% of the student’s final
grade.
Some of the projects may include:
1. Scientific Method Paper 4. Home Energy Analysis 7. Space Exploration Paper
2. Electrical Demand 5. Our Fosel Fuel Supply 8. Building an Energy Efficient Home
3. Gasoline Demand 6. Weather/Cloud Charting 9.
Alternate energy Sources
(Links to descriptions will be placed on the web site)
Presentations:
The student will be asked to at least once
during the course to give a presentation, which may on the student research, project
completed, paper submitted, video analysis of course film, video found by the
student, special report of a textbook topic: such as the difference between tornados
and hurricanes, The Main Theory behind the Hollywood movie: The Day After Tomorrow,
etc. This presentation will be worth up to 5% or 50 points toward the student’s
final grade.
E-Instruction (option):
During a scheduled class, after going through the lecture on
the assigned chapters via many modalities of teaching including Internet web
sites, the instructor will utilize either the last 10 minutes or the first 10
minutes of class to go through the power point for the assigned chapter as a
review. The power point presentation for each chapter which is posted on the
Internet menu page at:
http://www.lsua.us/phsc/10pptmenu.html
However, multiple choice questions will be inserted into
these power points which will require all students to answer via the
instructor’s e-Instruction system
(keypads). Each correct response will be worth one point, while an incorrect
response will count zero points. e-Instruction
system will be worth no more than 50 points (out of 100 possible) for the
term (5% total) and will be included in the Homework grading total of 120
points. Each point missed of the 50 (not the 100) will be made up by an
additional 5 point homework.
Students must read and complete their assignments before coming
to class each day. If e-Instruction
system is not used, then the homework will be expanded back to 120 total
points. Students are expected to get 50% correct on each day’s e-Instruction questions. During the
term, the instructor may pretest a section of the multiple choice for the
course using the e-Instruction system
where the responses will count 1 point each of the 10 to 15 points assigned to
multiple choice for that Module.
Daily Pretest Quizzes (optional):
Pretest quizzes may be administered before, during, and/or after every class which is not a scheduled exam day. These pretest quizzes may not be made up outside of class time, unless directed by the instructor to complete the pretest in the test center during an assigned period of time. Scored pretest quizzes are NOT recorded in the instructor’s grade book or on D2L, but must be attached to the Modular Exam the day of the exam to receive the pretest grade. The student will skip the section of the modular exam that is pre-tested successfully and mark the score on the first page’s test outline. The Pretest scores may be recorded on the attendance sheet, but only for your instructor’s sense of current levels of class achievement. The instructor only records Module Exam totals and the Final Exam in his grade book and on Blackboard. Multiple choice sections of modules are only tested on exam day and are never pre-tested or post-tested.
The pretests may
NOT be used during the exam!
Samples of each section (pretest) of each exam may be found
on the grading outline on the web site.
Pre-testing is a privilege not a right!
Major Exams:
Four exams will be administered
in class on the approximate exam days listed below. Each exam is a minimum of
two modules. Exam#4 is composed of portions of many modules. These exams will
constitute 50% of the student’s final grade or 500 points total. The grading
outline for these exams may be found at: http://www.lsua.us/phsc1001/10grdS06.htm
Exams (Approximate
Date):
Exam 1 (Week 3: W, October 11):
Exam
2 (Week 6: W, October 31):
Exam 3 (Week 9: W, November 22):
Exam
4 (Week 12: W, December 6):
Final
Exam (Week 17: Monday, December 11 1:00-3:00 p.m.): All topics-Multiple Choice
Final Exam:
During the final exam week, the student will complete two portions of
the final exam worth 150 total points or 15% of the final grade. Students with
an A average grade going into the final MUST take the final. No student is excused from the final.
The first portion is an
electronic cooperative pre-final to be completed with a student partner on a
computer connected to the Internet anytime prior to the In-class portion of the
final. The Pre-final is Closed book but open partner with the same score for
both. (It may be taken alone with permission of the instructor). It is designed
as a study tool for the comprehensive in-class final. This must be completed
prior to the in-class test. If not completed prior to the exam, then the
in-class portion will count an additional 50 points. This online test will be 150 questions for a total of 50 total points
of the final exam grade
(no Prefinal now available
Sept 25)
The second portion of the
final exam will be completed in class as scheduled by the final exam schedule.
It will be an 100 question multiple choice comprehensive final exam during the
120 minute final exam period as designated by the published FCCJ final exam
schedule. This exam will count 100 total points (or 10%) of the final grade. If
a student performs poorly on this portion of the final exam which lowers the
final grade by at least one grade less than the modular exam average, the
student may be post tested at the option of the instructor. This post test will
be completed in the test center/instructors office the final day of finals, Friday
December 15 at 9:00 a.m. and will be a completely new exam.
Final Exam Challenge
for an A Grade:
If the student scores 90 total
points out of 100 points on the closed book portion of the final, the student
will receive an A final grade in the course.
MAKE-UP POLICY:
Make-up exams are usually not given. In the event of an unavoidable
absence (jury duty, hospitalization, incarceration, and death in the immediate
family), you will be allowed make-up. You must contact the instructor, no later
than, the day of the exam in order to discuss what arrangements might be made.
This may be done with a quick email. A
message must be left on the instructor's e-mail (johtaylo@fccj.edu ) if the instructor
cannot be reached. If a makeup is allowed, it must be completed prior to return
of the exam papers completed by the student attending the scheduled exam. Missed
exams will otherwise count as 0 points.
The instructor will discuss with the class those that are sick with
colds, flu, and other common illnesses which will hinder their performance on
an exam. On an individual basis he may allow make-up in the test center on exam
days. Also sick children, car and transportation problems will be dealt with on
an individual basis as well as those that just panic on test days or have
back-to-back exams on the same day. But
the rule is generally no makeup on exam day except for the instructor’s
discretion. Student abuse of absences on exam day may result in strict
enforcement of the no-makeup policy with only the unavoidable exceptions above
allowed.
Students who takes the test on the assigned test day are guaranteed to receive their graded exam on or before the next exam day after completion of the new exam, otherwise the student will be assigned a 100% grade for the un-graded paper. Student not taking the exam on exam day, may not receive their grade until days or weeks after the class papers are returned.
GRADING:
Exams mainly determine a student's
letter grade. There will be 1000 points possible in the course. The four hourly
exams are worth between 80-150 points (125 point average) each for a total of 400
points. The pre-final 50 points and the
comprehensive final exam is worth 100 points. The approximate grade distributions
are:
900 - 1000 points = A Final Exams 15%
800 - 899 points = B Four Exams 40%
700 - 799 points = C
Projects/Papers 20%
600 -
699 points = D Homework 12% (online, notebook, e_instruction)
Presentation 5%
Attendance 3%
The instructor reserves the
right to make necessary modifications or adjustments to the syllabus and
grading during the semester as necessary, except that the five % distributions
will not be changed: 40% Tests, 15% Final Exam Activities, 15% Projects/Papers,
12% Homework, 5% Presentation, and 3%
attendance, but the total points may vary or other factors inserted to maintain
the % distributions.
The instructor will not drop
the lowest test grade. Don’t ask! Instead a student may prove comprehension of
the material at a later time through post testing as arranged with the
instructor. A student making an A up to
the final MUST take the final to earn a final grade of A, etc.
Exams will be based on
material covered in the lecture/films as well as reading assignments outlined
on the course calendar and grading outline. Course calendar not posted as of
Sept 25.
Instructor’s Right to Change or Modify Grading Procedures:
This instructor reserves the right to make changes in this syllabus whenever he feels it is appropriate to do so. The instructor reserves the right to modify or change the grading progress as the course proceeds. Any additional course assignments will substitute for deleted items. Some may also be modified if not deleted. The instructor will not add major examinations as a modification and maintain the four exams plus final requirements and their percent distribution.
Special Class Helpers
Our learning community
requires use to function as a group. I need volunteers for the following jobs:
Attendance monitor; Librarian; Photographer; Reporter; and others suggested
from time to time by the instructor.
WEB-SITE:
This course uses the fccj.us or fccj.info
web site giving you access to course information. This course may also uses Blackboard for group Email, to list the
Modular and Final Exams scores, and check-your-final grade through the Internet
(Note: The course materials are not currently on Blackboard)
Email Requirement:
Each student should
send the instructor an email during the first week from both your fccj email
account and an outside email account for a backup contact. Be certain you put
in subject box:
10: first email
Tell me
about yourself. Why are you taking this course? Did you have high school
chemistry? When? What grades did you make? What is your highest math course
completed? Where do you live? What are your telephone numbers? What is your
external email address which can serve as a backup to FCCJ assigned email. Always begin the subject of each email with 10:. Subject-less emails will be
deleted.
OFFICIAL OFFICE HOURS:
(also Unofficial – anytime I am in my office)
Monday:
12:00-1:00 p.m; 3:00-3:30 when B-12 begins
also 8:30-9:00am when
C-8 begins late October
4:30-5:30 PM at Downtown
campus and 8:30-9:00 at Downtown A-16
Tuesday: 8:30-9:00 am; 1:00-2:00 when B-12 begins in Late September
Wednesday:
12:00-1:00 p.m.; 3:00-3:30 when B-12 begins
also 8:30-9:00am when C-8
begins late October
Thursday: 8:30-9:00 am; 1:00-2:00; 400-5:00 when B-12 begins
in Late September
Friday: Special Help/Pretest Sessions will
be announced when needed
Saturday: 8:30-11:45 a.m. Kent Campus E0218 classroom
11:45-12:15 Lunch
12:15-1:25 p.m. Kent Campus E0218 classroom
1.25-3:25 p.m. Kent Campus E0221 chemistry lab
Students with Disabilities:
Qualified students with documented
disabilities are eligible for physical and academic accommodations under the
American Disabilities Act and Section 504 of the Rehabilitation Act of
1973. Students requesting accommodations
should contact this professor during
the first week of class with official documentation of disability
Withdrawal Policy:
Students will be allowed to withdraw
from this class any time during the semester through Thursday, November 9, 2006 for an A-16 schedule; Thursday November
16 for a B-12 schedule and will receive a grade of “W”.
After this date a letter grade will be assigned reflecting the student’s
performance in the class. Students
failing to attend class for the first two consecutive weeks are subject to
withdrawal by the instructor according to FCCJ policy. These ‘no shows’ must be
reported to Admissions and Records
Academic Misconduct:
Academic misconduct or dishonesty such as cheating and plagiarism is not permitted. Suspected cases will be reported to the FCCJ administration and may result in failure of an assignment or exclusion from the class. Also, the instructor reserves the right to reassign work to students if the instructor senses the work submitted is not the work of the student. (No questions asked-The instructor may tell the student to reattempt the work to earn the daily quiz grade or examination grade or the instructor may assign a zero if second request is made).
Earth
Science Video Series:
During the scheduled classes,
videos will be shown to enhance the topics in the chapters of the book. Two PBS
series plus other videos will be utilized. The PBS video series below may also be viewed
in the library. Students are expected to take notes, write two questions from
the film which the student feels were the most important points in the films. Part
S for each Module, will be questions from the student’s submitted questions.
The Planent Earth (57 minutes
each)
#1 The Living Machine #5 Gifts from the Sea
#2 The Blue Planet #6 The Solar Sea
#3 The Climate Puzzle #7
Fate of the earth
#4 Tales from Other Planet
Earth Revealed (27 minutes
each-two per tape):
#1 Down to Earth #14
Intrusive Igneous Rocks
#2 The Restless Planet #15 Weathering
and Soils
#3 Earth’s Interior #16
Mass Wasting
#4 The Sea Floor #17
Sedimentary Rocks
#5 Birth of a Theory #18
Metamorphic Rocks
#6 Plate Dynamics #19 Running
Water I: Rivers, Erosion, Deposition
#7 Mountain Building #20 Running
Waters II: Landscape Evolution
#8 Earth’s Structures #21 Groundwater
#9 Earthquakes #22
Wind, Dust & Deserts
#10 Geologic Time #23
Glaciers
#11 Evolution through Time #24
Waves, Beaches & Coasts
#12 Minerals: The Materials of
Earth #25 Living with the Planet
Part I
#13 Volcanism #26
Living with the Planet Part II
Classroom Etiquette:
Students are expected to conduct
themselves as adults in the classroom showing respect to their classmates. Only
persons registered for this class are permitted in the classroom. As a courtesy to the instructor and your
fellow classmates, cellular
telephones and pagers should be cut off before entering the classroom or
laboratory. Likewise, the instructor sometimes forgets to shut his down
at the beginning of class, so hopefully someone sitting close to the front may
remind the instructor with a hand gesture for him to check his phone.
Disruptive students will be asked to leave.
Instructor Requested Information:
During the first week of
class, the student will fill out a 4x6 file card. The instructor has provided a
sample below with his personal data and his block scheduled time. The completion of this card is worth (2 points)
toward the student's final grade
Data Card (4x6 file card): Front Side (Personal Data)
--------------------------------------------------------------------------------------
Name: John Taylor GLY 1001
Office: Science 304
Address: 4417 Port Arthur Road
Jacksonville, FL 32224
Telephone: 904-766-6763 (office)
Cell: 813 361-4379 Home: 904-992-2052
E-MAIL : johtaylo@fccj.edu or jtaylor@hccfl.edu
or jtaylor20@fccj.us
Employment: FCCJ since 8/21/05
Full time chemistry faculty
Major:
Instructional Technologies Minor:
Chemical Education
Long Term
Goal: Educational Software Developer
Prerequisite: MAT
1024 equivalent Algebra completed
Chemistry
Background: High School chemistry
completed: yes
Physics
Background: High School Physics completed: no
Software/Computer
Literacy: WP, Word, Excel, HTML, Javascript
Home Computer: yes Internet ISP: yes or have access
Why are you
taking this course? Required for education major
--------------------------------------------------------------------------------------
Put your class and work schedule on the back side of the data card
See next page!
Class Schedule Summary:
Number Section Room Time Days
CHM
1020 245438 (Downtown) A2045 5:30-8:20 M
CHM
1020 239922 (C-8 –North) D
0207 9:00-11:45 MW
CHM
1025C 248950 (B-12-North) D 0204 9:00-12:50 TR
CHM
1032C 248600 (B-12-North) D 0204 5:00-9:00 R
GLY
1001 248951 (B-12-North) D
0210 1:00-2:50 MW
Class/Office Matrix Schedule:
My Schedule matrix: Please make your own. I have 10 hours of office hours, you must find 10 hours in you weekly matrix for studying chemistry:
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
8:00 |
|
|
|
|
Community |
Office-KC |
|
8:30 |
Office-C8 |
Office-B12 |
Office-C8 |
Office-B12 |
Service |
CHM 1025C |
|
9:00 |
CHM 1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
Projects |
Kent Campus |
|
9:30 |
CHM 1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
or |
CHM 1025C |
|
10:00 |
CHM 1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
Corporate |
CHM 1025C |
|
10:30 |
CHM 1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
Computer |
CHM 1025C |
|
11:00 |
CHM1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
Training |
CHM 1025C |
|
11:30 |
CHM 1020-C8 |
CHM1025C-B12 |
CHM 1020-C8 |
CHM1025C-B12 |
or |
CHM 1025C |
|
12:00 |
office |
CHM1025C-B12 |
office |
CHM1025C-B12 |
Special |
Lunch |
|
12:30 |
office |
CHM1025C-B12 |
office |
CHM1025C-B12 |
Help |
CHM 1025C |
|
1:00 |
GLY1001-B12 |
office |
GLY1001-B12 |
Office |
Pre-testing |
CHM 1025C |
|
1:30 |
GLY1001-B12 |
office |
GLY1001-B12 |
Office |
Sessions |
CHM 1025C |
|
2:00 |
GLY1001-B12 |
|
GLY1001-B12 |
|
as |
CHM 1025C |
|
2:15 |
GLY1001-B12 |
|
GLY1001-B12 |
|
announced |
CHM 1025C |
|
2:30 |
Office-B12 |
|
Office-B12 |
|
via |
CHM 1025C |
|
3:00 |
office-B12 |
|
office-B12 |
|
email |
CHM 1025C |
|
3:30 |
|
|
|
|
|
Office |
|
|
|
|
|
|
|
|
|
4:00 |
|
|
|
office |
|
|
|
4:30 |
Office-A2045 Downtown |
|
|
office |
|
|
|
5:00 |
Office-A2045 Downtown |
On-Line Help Session |
On-Line Help Session |
Mallard Room Group Session |
|
|
|
5:30 |
CHM 1020 |
Help Session |
Help Session |
CHM1032C-B12 |
|
|
|
6:00 |
CHM 1020 |
Help Session |
Help Session |
CHM1032C-B12 |
|
|
|
6:30 |
CHM 1020 |
As needed |
As needed |
CHM1032C-B12 |
|
|
|
7:00 |
CHM 1020 |
|
|
CHM1032C-B12 |
|
|
|
7:30 |
CHM 1020 |
|
|
CHM1032C-B12 |
|
|
|
8:00 |
CHM 1020 |
|
|
CHM1032C-B12 |
|
|
|
8:30 |
Office-A2045 Downtown |
|
|
CHM1032C-B12 |
|
|
|
9:00 |
Help Session |
|
|
CHM1032CB12 |
|
|
|
9:30 |
As Needed |
|
|
office |
|
|