Syllabus: GLY 1001 Earth & Space Science Lec. 3 Cr. 3
Spring 2007 Section: 250463 Time/Day: 6:00-9:00 R Room: D-213
Instructor: Mr. John Taylor
Instructor’s Office: North Campus D-270
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:
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Earth Science, 11/e ISBN-10: 0131497510 Publisher: Prentice Hall Edward
J. Tarbuck (Emeritus) Illinois Central College |
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Table of Contents |
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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 four points,
two points for the first hour and two points for the second hour after break
for 60 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 four points each:
Data Card; Time
Management ; Life
Line ; Discover
Wheel Myers-Briggs
The
descriptions 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
In the email make your subject: 10: 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/gly1001/10grdS07.htm
The instructor has links to online homework which the student will
complete and submit electronically on the homework outline form:
http://www.fccja.us/gly1001/10hwkS07.htm
(not posted 1/7)
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
expected 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 six to eight
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 400 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 Fossil Fuel Supply 8. Building an Energy Efficient Home
3. Gasoline Demand 6. Weather/Cloud Charting 9.
Alternate Energy Sources
10. Use of Nuclear Energy Paper
11. Global Warming-Pro or Con Paper
12. Hollywood Film Involving Earth
Science Principles
(Links to descriptions will be placed on the web site)
Here are a few of the
possible project/papers:
I. The Video Project: The Hollywood Film Assignment (50 Points):
(Controlled
Experiment Paper [Andromeda Strain Movie Paper]):
Part 1: Movie Film: Andromeda Strain – 1971
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In
conjunction with Chapter 1, your assignment is to watch the film partially
during class time, then at home, or at an additional on campus time. Note the
problem which threatened life on earth, and setoff a "wildfire"
protocol. Note how did the scientists approach the "Wildfire"
problem and note all the steps and procedures used in the experimental
controls that help eliminate the various variables from their
investigation, then explain how they went about trying to solve the problem
to come up with a solution. What were the three questions they had to
determine. Finally you need to explain the solution, and the chemistry behind
it. |
Part 2: The Controlled Experiment:
The student
will perform a controlled experiment at home. The student will design the
experiment, i.e. science fair project at FCCJ, such as:
a. Hot water freezes faster than
cold water in a freezer in a refrigerator, contrary to the laws of
thermodynamics?
b. Watch the controlled experiment
film by the instructor. Suggest several hypotheses which can suggested from the
experiment, then close the paper with suggestions how to improve the
procedure/process for better results
c. Other suggestions in class for control experiments are serve as a judge at a
local middle school and write up what happen and what you judged and where the
students used the scientific method.
X. Nuclear Energy
Paper (25 Points)
The student will
write a two paper in conjunction concerning the use of nuclear energy. Several
questions should be answered:
a. What is the difference
between nuclear fission and nuclear fusion?
b. Can a nuclear power plant explode like an atomic bomb? If not,
then what is the environmental danger from an accident, such as the Three Mile
Island accident in the U.S. or Chernobyl
Catastrophe in Russia. Use the Internet and research the two accidents and
include a paragraph on each in your paper explaining what happened. (You can
modify this paper with a paper on the movie: China Syndrome as described
below.)
c. What are the environmental problems caused by a nuclear power
plant. If you saw the film “Category 6” what happened when they crank up the
power plants beyond the federal limits of production.
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II. Energy Project:
Gasoline Demand:
During the first two weeks of class you need to fill your gasoline
tank in your car. During course you will keep a record of all purchases of
gasoline noting dates, price, amount, cost and odometer reading. During the
last two weeks, you fill your tank again and record the data. You will
determine:
i.
The total miles driven; the
Total gallons used; The total Cost.
ii.
Then you will compute
the average MPG and the average cost per mile for the gasoline.
iii.
The instructor may
add additional data for you to determine to complete this project including the total cost per mile to
operate your car.
III. Energy Project:
Electrical Demand:
The student will collect data on his/her or family’s primary
electrical demand. The student will learn to read the electric meter. Each day
for a month the student will read the meter and keep a spread sheet of the data
include KWH used per day. The project should begin on the day JEA (or
your power company) reads the meter and the one month later reads the meter again.
If possible the student should setup a monthly data spreadsheet on
the KWH used for one year and the total electric bill to compute the yearly
amount of electricity the household used and the total cost.
The student should conduct an experiment to determine one of the
major energy guzzlers in the student’s home. It involves using the scientific
method. This should be reported at the end of the project
XII: Hollywood and
Earth Science
During the course, in
addition to the Andromeda Strain video above, the student will watch a
Hollywood Film which deals with Earth Science Issues. The student write a one
to two page, double spaced, word processed paper explaining the Earth Science
principles applied in the film, use vocabulary words from the chapter(s). The
plot and the story do not matter, its the science applied in the film that
should be your focus:
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Chapter 20 Application |
The Day After Tomorrow (Widescreen Edition) (2004) Starring: Dennis Quaid, Jake Gyllenhaal Director:
Roland Emmerich Rating
·
Plot Outline A climatologist tries to figure out a way
to save the world from abrupt global warming. He must get to his young son in
New York, which is being taken over by a new ice age. ·
Plot
Synopsis: This movie takes a
big-budget, special-effects-filled look at what the world would look like if
the greenhouse effect and global warming continued at such levels that they
resulted in worldwide catastrophe and disaster, including multiple
hurricanes, tornadoes, tidal waves, floods and the beginning of the next Ice
Age. At the center of the story is a paleoclimatologist (a scientist who
studies the ways weather patterns changed in the past), Professor Jack Hall
(Quaid), who tries to save the world from the effects of global warming while
also trying to get to his son, Sam (Gyllenhaal), who was in New York City as
part of a scholastic competition, when the city was overwhelmed by the
chilling beginnings of the new Ice Age. In addition to all of the other
challenges Dr. Hall faces, he's also going against the flow as humanity races
south to warmer climates, and he's nearly the only one going north... |
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Chapter 19 Application |
Twister
(1996) Starring: Helen Hunt, Bill Paxton Director:
Jan de Bont Rating ·
Plot Outline A couple on the point of divorce keep
meeting each other because both are researchers who chase tornadoes. ·
Plot Synopsis: TV weatherman Bill Harding is trying to get his tornado-hunter wife,
Jo, to sign divorce papers so he can marry his girlfriend Melissa. But Mother
Nature, in the form of a series of intense storms sweeping across Oklahoma,
has other plans. Soon the three have joined the team of storm chasers as they
attempt to insert a revolutionary measuring device into the very heart of
several extremely violent tornados. |
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Chapter 24 Application |
Contact
(1997) Starring: Jena Malone, David Morse Director:
Robert Zemeckis Rating
First Line: Young Ellie: CQ, this is W9GFO. CQ, this is W9GFO here.
Come back? ·
Plot Outline Dr. Ellie Arroway, after years of searching,
finds conclusive radio proof of intelligent aliens, who send plans for a
mysterious machine. ·
Plot Synopsis: Contact, based on the novel of the same name
by Carl Sagan, is the story of a free thinking radio astronomer (Jodie
Foster) who discovers an intelligent signal broadcast from deep space. She
and her fellow scientists are able to decipher the Message and discover
detailed instructions for building a mysterious Machine. Will the Machine
spell the end of our world, or the end of our superstitions? Will we take our
place among the races of the Galaxy, or are we just an upstart species with a
long way to go? |
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Chapter 9 Application |
Volcano (1997) Starring: Tommy Lee Jones, Anne Heche Director: Mick Jackson Rating ·
Plot Outline A volcano erupts in downtown L.A.,
threatening to destroy the city. ·
Plot Synopsis: After a seemingly minor earthquake one night
in Los Angeles, a giant burst of lava is released from the La Brea Tar Pits,
resulting in the birth of a new volcano under the city. City officials are
reluctant to believe scientists who notice the early warning signs (the
temperature of a lake rises 6 degrees in 12 hours) but they learn their
lesson when lava begins to spill out into the streets and to destroy
buildings and cars. Dedicated Emergency Management director Mike Roark rushes
to the rescue, with help from a plucky seismologist. |
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Chapter 9 Application |
Dante's
Peak (1997) Starring: Pierce Brosnan, Linda Hamilton Director:
Roger Donaldson Rating
·
Plot Outline Dr. Harry Dalton discovers that Dante's
Peak, which has recently been named the second most desirable place to live
in America, is being threatened by a volcano that hasn't been live for years.
·
Plot Synopsis: Volcanologist Harry
Dalton and mayor Rachel Wando of Dante's Peak try to convince the city
council and the other volcanologists that the volcano right above Dante's
peak is indeed dangerous. People's safety is being set against economical
interests. |
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Chapter 13 Application |
Sphere
(1998) Starring: Dustin Hoffman, Sharon Stone Director:
Barry Levinson Rating
·
Plot Outline A spaceship is discovered under three
hundred years' worth of coral growth at the bottom of the ocean. ·
Plot Synopsis: 1000 feet below the ocean, navy divers
discover an object half-a-mile long. A crack team of scientists are deployed
to the site in Deep Sea Habitats. What they find boggles the mind as they
discover a perfect metal sphere. What is the secret behind the sphere? Will
they survive the mysterious 'manifestations'? Who or what is creating these?
They may never live to find out. |
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Chapter 13 |
The Abyss
(Special Edition) (1989) Starring: Ed Harris, Mary Elizabeth Mastrantonio Director:
James Cameron Rating First Line: USS Montana Captain: 60 knots? No way. The Reds don't have
anything that fast. ·
Plot Outline A civilian diving team
are enlisted to search for a lost nuclear submarine and face danger while
encountering an alien aquatic species. ·
Plot Synopsis: An American nuclear submarine is
attacked (during the cold war) and crashes underwater. The navy asks the
workers of a nearby underwater oil rig who are joined by a number of navy
SEALS to locate and investigate the cause of the crash. As the crew embark on
their mission, they encounter a number of difficulties and discover that they
may not be alone. There is something else down there. |
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Chapter 21 |
Apollo 13
(1995) Starring: Tom Hanks, Bill Paxton Director:
Ron Howard Rating ·
Plot Outline True story of the moon-bound mission that
developed severe trouble and the men that rescued it with skill and
dedication. ·
Plot Synopsis: Based on the true story of the ill-fated
13th Apollo mission bound for the moon. Astronauts Lovell, Haise and Swigert
were scheduled to fly Apollo 14, but are moved up to 13. It's 1970, and
America have already achieved their lunar landing goal, so there's little
interest in this "routine" flight.. until that is, things go very
wrong, and prospects of a safe return fade. |
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Chapter 19 |
Category
6 - Day of Destruction (2004) Starring: Thomas Gibson, Nancy McKeon Director:
Dick Lowry Rating After a freak tornado destroys Las
Vegas, scientists determine that unusually destructive weather could be
building over the United States. When a "category five" hurricane
forms over the Great Lakes and a band of "force five" tornadoes
moves up the Midwest toward Chicago, the resulting collision of deadly
weather fronts not only decimates great cities, it ultimately causes the
entire North American power grid to implode, effectively leaving the United
States without power for at least six months. |
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Chapter 19 |
Category
7: The End of the World (2005) Starring: Gina Gershon, Cameron Daddo Director:
Dick Lowry Rating Plot Synopsis: In this hair-raising
sequel to Category Six: Day of Destruction, mankind's survival against the
elements is pushed to the limits... All across the globe, an unprecedented
Category 6 storm descends with greater force than could have ever been
imagined. The Eiffel Tower is shredded by violent winds-the Great Pyramids
reduced to piles of rubble as twisting, black funnels snake across the
desert. For years scientists have been expounding theories-and warnings-of
global warming trends. Now these warnings are coming true with a frightening
ferocity. But though it may have created regions of volatile and extreme
weather, global warming isn't what triggered the terrible tempest. The cause
is unknown. As various regions of the Earth succumb to the increasingly
powerful super storm, beautiful but discredited scientist Faith Clavell
(Shannen Doherty, TV's Charmed) teams up with storm chaser Tommy Tornado
(Randy Quaid, Elvis) and head of FEMA Judith Carr (Gina Gershon, Face/Off) to
determine the trigger and eliminate it-and that means infiltrating the storm
itself. Compounding the chaos, a terrorist organization is threatening to
make the situation worse. Now, it's not only man against nature, but man
against man as the newly-intensified Category 7 approaches-and possibly, the
end of the world. |
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Chapter 9 |
Magma:
Volcanic Disaster (2006) Starring: Xander Berkeley, Amy Jo Johnson Director:
Ian Gilmore Rating ·
Plot Synopsis: Volcanology professor John Shepherd comes to realize
that recent unexplainable volcanic activity the world over is the start of a
coming global catastrophe which could lead to mankind's extinction. Assisted
by several of his students and a wheelchair-bound colleague, the professor
sets out to gather the evidence needed to convince government officials that
a worst case scenario is unfolding. Can he convince the Powers That Be that
the end is near, devise a plan to potentially prevent Armageddon, and save
his own troubled marriage before time runs out? |
|
These are just a few
suggestions, for your paper and/or presentation. If presentation, possibly show
a 2-4 minute clip of the ES applications. There are many applications of
earthquakes, hurricanes, tornados, volcanoes, etc.
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 100 points toward the student’s final grade. If no presentation,
then the student will be required to make-up this extra 100 points with
additionalpapers/projects.
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 100 points (out of 200 possible) for the
term (5% total) and will be included in the Homework grading total of 240
points. Each point missed of the 100 (not the 200) 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 240 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 20 to 25 points assigned to
multiple choice for that Chapter.
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 Chapter Exam the day of the exam to receive the pretest grade. The student will skip the section of the chapter 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 Chapter 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!
Besides multiple choice, each exam usually covers
selected vocabulary words from the chapter, images that must be labeled, and
the end of chapter exercises.
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 4: R, February 1):
Exam
2 (Week 8: R, March 1):
Exam 3 (Week 12: T, April 3):
Exam
4 (Week 15: R, April 26):
*each exam
includes four to six chapters. If the students vote to do so, they will have
one to chapter exams per week beginning the second week. About 20 chapters will
be covered in the 15 weeks.
Final
Exam (Week 16: Thursday, May 3 6:00-9:00 p.m.): All topics-Multiple Choice
Final Exam:
During the final exam week, the student will complete two portions of
the final exam worth 300 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 100 points. This online test will be 100-150 questions for a total of 100 total
points of the final exam grade, covering all chapters previously tested, 24
maximum.
(no Prefinal now available 1/10)
(The instructor needs a volunteer who will be paid project points to input the questions into a
HTML test template to post the Prefinal by April 25, Likewise, the same or
another student will volunteer to create online vocabulary quizzes weekly.).
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
150 minute final exam period as designated by the published FCCJ final exam
schedule. This exam will count 200 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
May 4 at 2:00 p.m. and will be a completely new exam.
Final Exam Challenge
for an A Grade:
If the student scores 90 correct answers
out of 100 possible on the closed book portion of the final, the student will earn
an A final grade in the course,80-89 correct answers to the questions will earn
at least a B final grade.
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 that those that are sick with
colds, flu, and other common illnesses which will hinder their performance on
an exam, should stay at home and a make-up will be allowed. However, the
instructor must be contacted about the absence to approval on an individual
basis. 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. Exam days are every four weeks. However, if the class decided to take weekly chapter exams, then the tests must be returned on the day that the student will take their third chapter test after the ungraded exam (two weeks maximum). Student not taking the exam on exam day, may not receive their grade until days or weeks after the class papers are returned and do not get the 100% reward.
GRADING:
Exams mainly determine a
student's letter grade. There will be 2000 points possible in the course. The
four hourly exams are worth between 200-300 points (250 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:
1800 - 2000 points = A Final Exams 15%
1600 - 1799 points = B Four
Exams 50% (20 chapters)
1400 - 1599 points = C Projects/Papers
15% with presentation, 20% without
1200 - 1399 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: 50% Chapter Tests, 15% Final Exam Activities, 15-20%
Projects/Papers, 12% Homework, 0-5%
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 January
11.
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 (or20 chapter 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; Prefinal Testmaster,
Vocabulary Programmer 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 uses Blackboard to list the Chapter and
Final Exams scores, and check-your-final grade through the Internet (Note: The
course materials are not currently on Blackboard) . The instructor will use his
johtaylo@fccj.edu email account to send weekly group emails
in-place of the course calendar, The weekly email will be posted on Blackboard
as an Announcement.
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)
Some office
hours are in my actual office D-270;
while others will be in the classroom 30 minutes prior to class and 30 minutes
after class for pretesting:
Monday: 8:45-9:00 a.m. D-204; 12:00-12:30 p.m. D-204;
12:30-1:00 p.m. D270
4:30-5:00 p.m. D-270; 5:00-5:30 p.m. D-207
Tuesday:
8:45-9:00 a.m. D-203; 10:15-10:45 a.m. D-203; 10:45-11:15 a.m. D-270
2:10-2:30 p.m. D-207; 4:30-5:00 p.m. D-207;
5:30-6:00 p.m. D-217
Wednesday: 8:45-9:00 a.m. D-207; 12:00-12:30 p.m. D-207;
12:30-1:00 p.m. D270
4:30-5:00 p.m. D-270; 5:00-5:30 p.m. D-207
Thursday:
8:45-9:00 a.m. D-203; 10:15-10:45 a.m. D-203; 10:45-11:15 a.m. D-270
2:10-2:40 p.m. D-207;
5:00-5:30 p.m. D-270; 5:30-6:00 p.m.
D-213
Friday: Special Help/Pretest Sessions will
be announced when needed
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,
March 15 for an A-16 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 by the end of two weeks.
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
Ambrose Video from the Science
Channel: Miracle Planet (~50 minutes
each):
Episode 1: Violent Past
Episode 2: Snowball Earth
Episode 3: New Frontiers
Episode 4: Extinction and Rebirth
Episode 5: Survival of the Fittest
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: North campus
Building D Room 270
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
Employment: FCCJ since 8/21/06
Full time chemistry faculty
Major:
Instructional Technologies Minor:
Chemical Education
Long Term
Goal: Educational Software Developer
Prerequisite: MAT 1024
equivalent Algebra completed
Earth Science
Background: High School completed: no
Middle School-8th grade
completed
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
--------------------------------------------------------------------------------------
Class Schedule Summary:
Number Section Room Time Days
CHM 1020 246619 D-203 9:00-10:15 a.m. TR
CHM 1020 253047 D-217 6:00-9:00 p.m. T
CHM 1025C 246622 D-207 5:45-7:10 p.m. MW
Lab (with Peter Mullen) D-204 7:15-9:40 p.m. W
CHM 1032C 247702 D-207 12:30-2:10 p.m. TR
Lab D-204 2:30-4:30 p.m. T
CHM 2045C 247703 D-207 9:00-12:00 noon W
Lab D-204 9:00-12:00 noon M
CHM 2045C 2504613 D-207 7:15-10:15 p.m. W
Lab D-204 7:15-10:15 p.m. M
GLY 1001 250463 D-210 6:00-9:00 p.m. R
Class/Office Matrix Schedule (Where is Your
Instructor?):
My Schedule Matrix: I have 10
hours of office hours, Office/Pretest
means I am in the course’s classroom, while Office means my office D-270.
You must find 10 hours in you weekly matrix for studying chemistry. Please make
your own!
|
Time |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
7:30 |
On the Road |
On the Road |
On the Road |
On the Road |
|
|
8:00 |
On the Road |
On the Road |
On the Road |
On the Road |
Community |
|
8:45 |
Office/pretest D204 |
Office/pretest D203 |
Office/pretest D207 |
Office/pretest D203 |
Service |
|
9:00 |
CHM 2045C |
CHM 1020 |
CHM 2045C |
CHM 1020 |
Projects |
|
9:30 |
CHM 2045C D-204 |
Lecture Room D-203 |
CHM 2045C D-207 |
Lecture Room D-203 |
Off Campus or |
|
10:00 |
CHM 2045C |
CHM 1020 |
CHM 2045C |
CHM 1020 |
Corporate |
|
10:30 |
Laboratory D-204 |
Office/pretest D203 |
Lecture room D-207 |
Office/pretest D203 |
Computer |
|
11:00 |
CHM 2045C D-204 |
Office D-270 10:45-11:15 |
CHM 2045C D-207 |
Office D-270 10:45-11:15 |
Training |
|
11:30 |
CHM 2045C D-204 |
Mallard Room Lunch |
CHM 2045C D-207 |
Mallard Room Lunch |
Off Campus or |
|
12:00 |
Office/pretest D204 |
Mallard Room |
Office/pretest D207 |
Mallard Room |
Special |
|
12:30 |
Office D-270 |
CHM 1032C |
Office D-270 |
CHM 1032C |
Help |
|
1:00 |
|
Lecture Room |
|
Lecture Room |
Pre-testing |
|
1:30 |
|
D-207 |
|
D-207 |
Sessions |
|
2:00 |
|
CHM 1032C |
|
CHM 1032C |
as |
|
2:10 |
|
Office/pretest D207 |
|
Office/pretest D207 |
announced |
|
2:30 |
|
CHM 1032C |
|
Office/pretest |
via |
|
3:00 |
|
CHM 1032C |
|
|
email |
|
3:30 |
|
Laboratory |
|
|
On Campus |
|
4:00 |
|
D-204 |
|
|
|
|
4:30 |
Office D-270 |
Office/pretest D-207 |
Office D-270 |
|
|
|
5:00 |
Office/pretest D-207 |
Dinner Break |
Office/pretest D-207 |
Office D-270 |
|
|
5:30 |
CHM 1025C |
Office/pretest D-217 |
CHM 1025C |
Office/pretest D-213 |
|
|
6:00 |
Lecture Room |
CHM 1020 |
Lecture Room |
GLY 1001 |
|
|
6:30 |
D-207 |
CHM 1020 |
D-207 |
GLY 1001 |
|
|
7:15 |
CHM 1025C |
CHM 1020 |
CHM 1025C |
GLY 1001 |
|
|
7:30 |
CHM 2045C |
CHM 1020 |
CHM 2045C |
Lecture Room D-213 |
|
|
8:00 |
CHM 2045C |
CHM 1020 |
CHM 2045C |
GLY 1001 |
|
|
8:30 |
Laboratory |
CHM 1020 |
Lecture Room |
GLY 1001 |
|
|
9:00 |
D-204 |
Office/pretest |
D-207 |
Office/pretest |
|
|
9:30 |
CHM 2045C |
On the Road |
CHM 2045C |
On the Road |
|
|
10:00 |
CHM 2045C |
On the Road |
CHM 2045C |
On the Road |
|
|
10:15 |
Office/pretest |
|
Office/pretest |
|
|
|
10:45 |
On the Road |
|
On the Road |
|
|