Syllabus: ESC 1000L Earth & Space Science Lab Cr. 1

Spring 2011 Section: 338435 Time/Day: 10:00 a.m.-12:00 p.m. F Room: D203

Instructor: Mr. John Taylor About Me Resume

Instructor’s Office: North Campus D-270

Office Phone: (904) 766-6763

Cell Phone: (904) 614-0531 Home Phone: (904) 992-2052

Instructor’s Email: johtaylo@fscj.edu

Course Description:

Description: This is a lab course designed to supplement ESC 1000. Students will learn to identify rocks and minerals, interpret geologic maps and explore the concepts of oceanography, earth dynamics and astronomy.
Prerequisites: ESC 1000 (or corequisite).
Corequisites: ESC 1000 (or prerequisite).

Learning Outcomes:

Students will be able to:

1. Demonstrate knowledge of scientific method.

2. Explain and apply major concepts in earth and space science including identification of rocks and minerals, interpretation of geologic maps, concepts in oceanography, earth dynamics and astronomy

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 proper laboratory technique including safety in the use and care of laboratory equipment and materials.

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. Results from laboratory work and experiments demonstrate student awareness of science and society

FSCJ Official Detailed Topical Outline CONTACT HOURS

I. Minerals 4

II. Igneous Rocks 2

III. Sedimentary Rocks 2

IV. Metamorphic Rocks 2

V. Maps and Geologic Structures 4

VI. Rivers and Glaciers – Surface Processes 2

VII. Geologic Time 2

VIII. Atmosphere 2

IX. Oceanography 2

X. Astronomy 2

XI. Other topics as determined by the instructor. 6 TOTAL 30

Suggested Textbook ((not required Fall 2010)

Applications & Investigations in Earth Science, 6^th Edition Edward J. Tarbuck, (Emeritus) Illinois Central College Frederick K. Lutgens, (Emeritus) Illinois Central College Kenneth G. Pinzke (Emeritus)Southwestern Illinois College Dennis Tasa, Tasa Graphic Arts, Inc. (Illustrator) ISBN-10: 0-13-60007-X Publisher: Prentice Hall Published: 2009 Format: Cloth; 340 pp

Table of Contents

Part 1 Geology

Exercise 1: The Study of Minerals

Exercise 2: Common Rocks

Exercise 3: Introduction to Aerial Photographs and Topographical Maps

Exercise 4: Shaping Earth’s Surface–Running Water and Groundwater

Exercise 5: Shaping Earth’s Surface–Arid and Glacial Landscapes

Exercise 6: Determining Geological Ages

Exercise 7: Geologic Maps and Structures

Exercise 8: Earthquakes and Earth’s Interior

Part 2 Oceanography

Exercise 9: Introduction to Oceanography

Exercise 10: The Dynamic Ocean Floor

Exercise 11: Waves, Currents, and Tides

Part 3 Meteorology

Exercise 12: Earth–Sun Relations

Exercise 13: Atmospheric Heating

Exercise 14: Atmospheric Moisture, Pressure, and Wind

Exercise 15: Air Masses, the Middle-Latitude Cyclone, and Weather Maps

Exercise 16: Global Climates

Part 4 Astronomy

Exercise 17: Astronomical Observations

Exercise 18: Patterns in the Solar System

Exercise 19: Locating the Planets

Exercise 20: Examining the Terrestrial Planets

Exercise 21: The Moon and the Sun

Part 5 Earth Science Skills

Exercise 22: Location and Distance on Earth

Exercise 23: the Metric System, Measurements, and Scientific Inquiry

ATTENDANCE:

This is a hybrid class and meets only seven times during the term. The meeting dates for Spring 2011 term are: 1/14; 1/21; 2/4; 2/25; 3/17; 4/8; 4/29. Each student must sign the roll sheet each class to be counted as attended. Each class attended is worth 2 hours of video credit.  For each class missed a student must watch 3 additional hours of video. (Student who can not regularly attend class will be contracted as a special student by the instructor and be required to complete 12 additional hours of video at home.)

During a non-hybrid semester this class meets for two hours per week for 16 weeks. Therefore actual hands-on lab time is about 30 hours, excluding the final exam week. Since North campus is limited with equipment, this class will focus on video which may be viewed at home with a few hands on experiences at the campus.

The student also has the option of completing this course through the online lab through the electronic campus. There are 10 hands-on experiments a student performs with written assignments and exams. Students have to buy or rent some of the equipment to complete the lab totally online. A student desiring this experience should transfer to the electronic college:

RefNum	CourseID	Course Title	Location	Room	Times	Days	Session Dates	Instructor
339551	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				1/10/2011 - 4/10/2011	ALTAMURA, ROBERT
339552	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				1/10/2011 - 3/6/2011	FINSTICK, SUE A
339553	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				1/10/2011 - 3/6/2011	BRIGHT, CAMOMILIA A
339555	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				2/7/2011 - 5/6/2011	BOEKEN, ROGER A
339556	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				2/7/2011 - 4/10/2011	ALTAMURA, ROBERT
339558	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				3/7/2011 - 5/6/2011	BRIGHT, CAMOMILIA A
342762	ESC1000L	Earth and Space Science Laboratory	ONLINE-ALL ACTIVITIES ONLINE				1/10/2011 - 3/6/2011	FINSTICK, SUE A
Note for all six above classes: Orientation, coursework and testing online. Access this course in Blackboard at bb.fscj.edu or through Connections. See the Distance Learning Web site http://www.fscj.edu/mydegree (Distance Learning and Online Programs) for additional information and resources.

This class does not require the student to purchase the $30 box of rock and mineral samples as well as other equipment for hands-on home experiments. Instead 30 hours of at home video is required.

Video Projects:

There will be approximately 30 hours of required video viewing or lab activity at home. The student will keep a Video log of the Date; Video; Time Watched; equated to log hours. A sample of the video log will be distributed the first class.

The student will take video notes on each DVD watched (Many of the students use the closed caption alternative on the DVD and use the pause button to make the notes.). These notes can be hand written or typed. They should all be kept in a Lab Video Notebook (This is separate from the two: Midterm and Endterm Video notebooks required in John Taylor’s Lecture classes.)

In addition to the notes, the following must be typed:

1. a short description of the DVD either from online sources or from the DVD jackets or cut and pasted
2. Two or more test questions with answer that a student who has watch the video should know.
3. The ah-ha moment or discover of something very intetest thnat the student never knew before watch the video.

This Video Notebook is due April 29, the final class meeting.

January 14: Introduction- During the first class 90 minutes of video will be shown or the student may be introduced to a hands on experience of measurement in the lab D-204.

Students who are not in the North Campus lecture of John Taylor will also be checked out with the first class videos: “Birth of the Earth”, “Birth of the Sun, and “Birth of the Universe”. These three are required the first week*.

For the Second week students not in the instructor’s lecture class will view one of the two videos on the earth’s core:“Inside Planet Earth” or “”Earth’s Core” or “The Core”*. *(Lecture student will see or have SEEN THESE VIDEOS IN CLASS THIS TERM OR LAST)

The next four weeks of the course from Jan 14 to Feb 4, will be devoted to viewing SpaceScience (Space Program) Video.

All the student will begin the study the Space Science which includes astronomy and man’s exploration of Space. Each student will Check out one of the three sets of DVDs:

The first set of disks that the student may view is:

NASA: 50 Years of Space Exploration (2006)

Disc 1
1. Freedom 7 [28:06]
2. The Voyage of Friendship 7 [28:56]
3. The Four Days of Gemini 4 [27:24]
4. Gemini VIII, This Is Houston Flight [25:08]
5. Apollo 11: The Eagle Has Landed [28:21]

Disc 2
1. Apollo 13: Houston, We've Got a Problem [28:09]
2. Apollo 15: In the Mountains of the Moon [27:47]
3. Apollo 16: Nothing So Hidden [28:03]
4. Apollo 17: On the Shoulders of Giants [28:26]
5. The Mission of Apollo-Soyuz [28:59]

Disc 3
1. Skylab: The First 40 Days [22:41]
2. Four Rooms: Earth View [27:58]
3. Opening New Frontiers [28:25]
4. We Deliver [28:31]
5. Launch and Retrieval of Satellites [19:02]

Disc 4
1. Satellite Repairs [20:41]
2. Challenger: Disaster & Investigation [44:41]
3. NASA: The 25th Year [50:00]

Disc 5
1. Living in Space: This Is the International Space Station [37:14]
2. Eyes in the Sky: Spy Satellite [15:39]
3. One American Legend: John Glenn Returns to Space [6:36]
4. Looking for Creation: This Is the Hubble Telescope [37:56]
5. Where No Man Has Gone: Mars and Beyond [10:35]
6. The Story of Columbia [31:38]
7. Epilogue: A Look Into the Future [3:21]

For viewing the 10 hours of video and completing the video log, the student will receive 10 hours of lab time credit.

The second set of Space Science disks (Set of 4) that the student may view is:

When we Left Earth: The NASA Missions (4 Disc Set) Since the dawn of mankind, we have stared up at the lights in the sky and wondered... Now join the heroic men and women who have dared the impossible on some of the greatest adventures ever undertaken - the quest to reach out beyond Earth and into the great unknown of space! To celebrate 50 years of incredible achievements, the Discovery Channel has partnered with NASA to reveal the epic struggles, tragedies and triumphs in a bold chapter of human history.

Along with the candid interviews of the people who made it happen, hundreds of hours of never-before-seen film footage from the NASA archives - including sequences on board the actual spacecraft in flight - have been carefully restored, edited and compiled for this landmark collection

Disc 1
1. Ordinary Supermen
2. Friends and Rivals
Disc 2
1. Landing the Eagle
2. The Explorers
Disc 3
1. The Shuttle
2. A Home in Space
Disc 4: Bonus Disc
1. Freedom 7
2. Friendship 7
3. Proud Conquest: Gemini 7 & 6

4. Apollo 8 Debrief

5. The Flight of Apollo 11

The third Space Science disc set(5 Discs) that the student may view is:

From the Earth to The Moon (1998) (HBO Films):

Originally broadcast in April and May of 1998, the epic miniseries From the Earth to the Moon was HBO's most expensive production to date, with a budget of $68 million. Hosted by executive producer Tom Hanks, the miniseries tackles the daunting challenge of chronicling the entire history of NASA's Apollo space program from 1961 to 1972. For the most part, it's a rousing success. Some passages are flatly chronological, awkwardly wedging an abundance of factual detail into a routine dramatic structure

. But each episode is devoted to a crucial aspect of the Apollo program. The cumulative effect is a deep and thorough appreciation of NASA's monumental achievement. With the help of a superlative cast, consistent writing, and a stable of talented directors, Hanks has shared his infectious enthusiasm for space exploration and the inspiring power of conquering the final frontier. NASA's complete participation in the production lends to its total authenticity, right down to the use of NASA equipment, launch locations, and even spacecraft. The re-creation of the lunar landscape is almost as impressive as the real thing and is further enhanced by the use of helium balloons to lighten the actors playing moon-walking astronauts. (These and other backstage details are revealed in the "making of" featurette, along with a wealth of supplemental materials, on a bonus disc in the miniseries' DVD package.) With a fictional, Walter Cronkite-like TV reporter (Lane Smith) serving as the dramatic link for all 12 episodes, this ambitious production may not be a great work of art. But as a generous and definitive example of nonfiction drama, it's full of the same kind of awe, inspiration, and humanity that led to "one giant leap" in the all-too-short history of 20th-century space exploration. --Jeff Shannon

Product Description

This 12-hour HBO miniseries created by Tom Hanks garnered 17 Emmy nominations and captivated audiences. From the early stages of the space program and Kennedy's 1961 call to reach the moon within a decade to the successes and heartbreaking failures of the race for space, the dream was kept alive by dedicated, daring professionals and a nation intent on reaching for -- and landing amid -- the stars, all while the world faced the Vietnam War.

Disc 1
1. Can We do this?
2. Apollo One]
3. We Have Cleared the Tower

Disc 2
4. 1968
5. Spider
6. Mare Tranquilitatis

Disc 3
7. That’s All There Is
8. We Interrupt This Program
9. For Miles and Miles
Disc 4
10. Galileo Was Right
11. The Original Wives Club
12. Le Voyage Dans La Lune
Disc 5 (Bonus Features)
1. Behind the scenes
2. Special Effects featurette
3. President John F. Kennedy’s Historic Speech
4. Out of the Solar System
5. A Brief History of famous Astronomers
6. History of the Moon
7. Space Race

8. Six Original Promotional Trailers

January 21: (Optional Gasoline Demand Project)

Energy Project: Gasoline Demand (Required for Nonlecture students):

During the first week 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.

And/or

Energy Project: Electrical Demand (Alternate to Gasoline if no car):

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

Next the student will research adding solar to her/his home. Include the cost of the system (say 4.25 KW at $16,900 minus rebates) and how your electric bill is reduced. Then compute payback at today’s electric rates, and at a rate increase of 10% per year. The student should also investigate solar water heating for household use plus what kind of system could be used for spas and/or swimming pools.

Data should be presented in spreadsheet format or table format.

For students who do not drive and have no car and/or students who do not have access to electric meters, the instructor will allow the student to write two papers (two to three page minimum) on other projects involving personal energy demans and what alternatives the student has for $4, $5, or even $6 per gallon gasoline cost.

Field Trip: Nissan’s LEAF Road Show

All students must go to the Nissan Road Show either Friday January 21; Saturday January 22, or Sunday January 23. This is a unique experience which has never happened in our city. There is a 40,000 waiting list to purchase this car.

Your instructor will be at the site at the site Friday January 21 At 8:00 am for his wife’s (Dr. Marcelle Bessman) Test drive from 8am to 9am.

The official class meeting time: 10:00 a.m.-12:00 noon will be devoted to your instructor’s test drive and inspection/discussion with the engineers who will be present. All students must either plan to test drive or ride on a test drive in one of these cars during the road show.

Please go to the home page:

http://www.nissanusa.com/leaf-electric-car/index?dcp=ppn.39666654.&dcc=0.216878497#/leaf-electric-car/index

and register for this event, preferably while your instructor is present 8-12 Friday January 21^st. You may register from this home page. By the way, you have a chance to win one of these cars by you participation based on online voting the one moth after the show.

The instructor shows a 2005 video “Who Killed the Electric Car” every term usually around midterm. However, he will show this video the second week of his lecture classes prior to this Field Trip. In lecture class, January 19^th or January 20^th, at 9:30 am this video will be shown. Student not in the lecture will check out the video and watch it at home. It may be shown from 12:00-1:45 pm on January 14^th, after the first day of class for those non-lecture students who have not seen this video and request to stay on their own time..

Your instructor will distribute the first week of class, the Video handout for taking notes from the film as well as an article in consumer’s reports, October 2010. All students in the lab must read this four page article before the Road Show.

February 3: Introduction to Rocks and Minerals

Checkout a new set of DVDs and return the first set. Have your instructor initial you video notebook’s progress.

During the /third (or fourth) lab, the students will examine Minerals and Rocks. Two hand outs with directions may be distributed. If not shown in class, the students must watch online Episodes #12, #14, #17 & 18 in the Earth Revealed Series (if not seen in Lecture Class):

#12 Minerals: The Materials of Earth -- Minerals: The Materials of the Earth covers the origins, classifications and uses of minerals.

Minerals have been indispensable to human civilization. This program looks at the variety of minerals, their atomic and crystalline structures, and their physical properties such as hardness and luster. Petrologists’ methods of sectioning rocks are shown, and gems, precious metals, ore excavation, and the value of silicates are discussed.

#14 Intrusive Igneous Rocks -- Intrusive Igneous Rocks unveils the rock-forming processes of magmas that do not reach Earth's surface but solidify underground.

Most magma does not extrude onto Earth’s surface but cools slowly deep inside Earth. This magma seeps into crevices in existing rock to form intrusive igneous rocks. Experts provide a graphic illustration of this process and explain the types and textures of rocks such as granite, obsidian, and quartz. Once again, plate tectonics is shown to be involved in the process

#17 Sedimentary Rocks: The Key to Past Environments -- Sedimentary Rocks: The Key

to Past Environments illustrates the importance of sedimentary rocks in understanding

Earth's history.

This program returns to the Grand Canyon: its exposed layers of sedimentary rock allow scientists to peer into the geologic past. The movement of sediment and its deposition are covered, and the processes of lithification, compaction, and cementation that produce sedimentary rocks are explained. Organic components of rock are also discussed

.

#18 Metamorphic Rocks -- Metamorphic Rocks interprets the causative factors of

metamorphism and the kinds of rocks produced.

The weight of a mountain creates enough pressure to recrystallize rock, thus creating metamorphic rocks. This program outlines the recrystallization process and the types of rock it can create — from claystone and slate to schist and garnet-bearing gneiss. The relationship of metamorphic rock to plate tectonics is also covered.

Another handout may be distributed February 3 to examine the contour maps during the fourth lab. The following films may be shown:

#15 Weathering and Soils -- Weathering and Soils demonstrates how minerals and rocks change when subjected to the physical and chemical conditions that exist at Earth's surface.

The Cleopatra’s Needle obelisk in New York City’s Central Park is severely weathered after only 75 years, whereas the dry climate of Egypt has preserved similar structures in that country for millennia. This program shows how weather, climate, chemicals, temperature, and type of substrate factor into rock and soil erosion. Environmental connections are also considered.

#16 Mass Wasting -- Mass Wasting examines the causes, types and effects of mass wasting.

Anyone undertaking a building project must understand mass wasting — the downslope movement of earth under the influence of gravity. Various factors in mass wasting, including the rock’s effective strength and pore spaces, are discussed, as are different types of mass wasting such as creep, slump, and landslides. Images of an actual landslide illustrate the phenomenon

The Entire Earth Revealed programs are:

Earth Revealed (27 minutes each-two per DVD) (Chapters 1-12):

#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

Additional Geology experiments for the class to complete over the next two weeks may be distributed from Part 1 of the lab manual that you did not have purchase Fall Term 2010. The manual has eight Geology experiments:

Part 1 Geology

Exercise 3: Introduction to Aerial Photographs and Topographical Maps

Exercise 4: Shaping Earth’s Surface–Running Water and Groundwater

Exercise 5: Shaping Earth’s Surface–Arid and Glacial Landscapes

Exercise 6: Determining Geological Ages

Exercise 7: Geologic Maps and Structures

Exercise 8: Earthquakes and Earth’s Interior

(None of the above will be required Summer 2010 term)

The URL for these videos:

http://www.learner.org/resources/series78.html

February 25: Contour Maps

Using the contour maps or pictures of maps in the handouts or in the classroom, the student will complete the examination of mapping the Land, the Ocean Floor; The Moon, and Planets in the solar system (Mars and Mercury).

However, if this handout is not presented on February 3, then two hours of video will be show describing the contours of the earth including the oceans (Drain the Ocean)

March 17: (Oceanography) The Gulf Oil Spill/Crisis –two/three hours lab time

Assignment: Watch the two-National Geographic documentaries (2 lab hours):

1. Gulf Oil Spill: The sinking of the “Deepwater Horizon” oil rig on April 22, 2010 is discussed. Eleven men died in the disaster, which sent oil to the coastlines of Louisiana, Alabama, Mississippi, and Florida. National Geographic Channel (Comcast 109) 2010

2. Fighting Back/Oil Spill:

National Geographic Channel (Comcast 109) 2010

MSMBC Oil Spill Documentary: June 2010 MSNBC shown in class worth two hours of lab time

Student will include in the film notes about the oil Spill, what BP is suppose to be doing and what are they have done so far to restore the gulf shores and pay for damages, and include a summary of some of the facts that have been found by congress investigating the spill from the workers on Deepwater Horizon”..

Alternate assignments:

If the student had not seen in lecture previously in John Taylor’s ESC 1000 classes during previous terms, the student may access the video library of both South and North campus any of the 25 episode series for Oceanography (Endless Voyage). Each episode is 30 minutes and the instructor may require three to six of these films to be watched at home during the study of Chapters 13-15:

1. An Ocean World 14. Look Out Below

2. First Steps 15. Ebb and Flow

3. Making the Pieces Fit 16. On the Coast

4. World in Motion 17. Due West

5. Over the Edge 18. Building Blocks

6. An Ocean’s Memory 19. Water World

7. It’s in the Water 20. Food for Thought

8. Beneath the Surface 21. Survivors

9. Going to Extremes 22. Life Goes On

10. Something in the Air 23. Living Together

11. Going with the Flow 24. Treasure Trove

12. Deep Connections 25. Dirty Water

13. Surf’s Up

http://www.tutorace.com/html/oceanography.html

An Oceanography experiment for the class to complete over the next two weeks may be distributed from Part 2 of the lab manual that you did not have purchase. The manual has three experiments:

Part 2 Oceanography

Exercise 9: Introduction to Oceanography

Exercise 10: The Dynamic Ocean Floor

Exercise 11: Waves, Currents, and Tides

April 8: Meteorlogy and/or Climatology

(optional viewing of Lecture Film for those not in lecture)

Global Warming Project/Paper

If the student had not seen in lecture, nor is currently registered for John Taylor’s lecture ESC 1000 lecture, the video documentary: “Six Degrees Could Change the World”, the student may attend the film showing of this video during the scheduled lecture and will write a two or more page paper. A guideline will be handed out to take notes and structure this two plus paper due the last week of the term.

National Geographic: Six Degrees Could Change the World (2007) Starring: Alec Baldwin Director: Ron Bowman Rating Product Description In a special broadcast event National Geographic explores the startling theory that Earths average temperature could rise six degrees Celsius by the year 2100. In this amazing and insightful documentary National Geographic illustrates one poignant degree at a time the consequences of rising temperatures on Earth. Also learn how existing technologies and remedies can help in the battle to dial back the global thermometer

Write a paper on Global Warming. Take a pro or con stand on the issue. You may use references from the film. Use the handout for taking notes during the film to highlight the important parts. List the predictions for each degree of warming of the earth. For an additional one hour of lab time, the student may watch an excellent Global warming documentary of the Naked Science series on the Science channel. This video is title: “Polar Apocalypse” and is the second video on the “Birth of the Earth” video which is required (optional summer 2010 term) for the first chapter of the text.

April 8: (Meteorology)

We will watch one and half hours of video on Weather. The 13-28 minute series I have for Meteorology is: Wonders of Weather (Which is available in our library in VHS format). I also have several Science, Net Geo, Nova, History, and PBS documentaries on weather most concerning: Hurricanes, and Tornados.

. The library has VHS tapes and the instructor DVDs for the Learning Channel's 1996 Wonders of Weather series. There are 13 (28 minutes) titles:

1. Hurricane 2. Tornado 3. Forecasting 4. Winds and Waves

5. Rain and Flood 6. Snow 7. Deserts 8. Mystery of Fog

9. Splendor in the Sky 10. Signs in the Sky (Clouds) 11. Things that Fall from the Sky 12. The Weather Machine

13. Lightning

http://www.smavideo.com/store/titledetail.cfm?MerchID=17126

 A weather experiment for the class to complete over the next two weeks may be distributed.. Part III of the lab manual that you did not have purchase has five experiments on Meteorology:

Part 3 Meteorology
Exercise 12: Earth-Sun Relations
Exercise 13: Atmospheric Heating
Exercise 14: Atmospheric Moisture, Pressure, and Wind
Exercise 15: Air Masses, the Middle-Latitude Cyclone, and Weather Maps
Exercise 16: Global Climates

Also a hard copy of a weather lab that the instructor wrote in 1984 may be distributed. .

January 21: (Climatology)

If the student had not seen in lecture, nor is currently registered for John Taylor’s lecture ESC 1000 lecture, the video documentary: “Who Killed the Electric Car?”, the student may attend the film showing of this video during the scheduled lecture and will write a two or more page paper. A guideline will be handed out to take notes and structure this two plus paper due the last week of the term.

Alternative Energy Project/Paper (required if not watched in lecture class)

Watch the documentary:

· Tagline: In 1996, electric cars began to appear on roads all over California. They were quiet and fast, produced no exhaust and ran without gasoline...........Ten years later, these cars were destroyed. · Plot Outline A documentary that investigates the birth and death of the electric car, as well as the role of renewable energy and sustainable living in the future. Plot Synopsis: With gasoline prices approaching $4/gallon, fossil fuel shortages, unrest in oil producing regions around the globe and mainstream consumer adoption and adoption of the hybrid electric car (more than 140,000 Prius' sold this year), this story couldn't be more relevant or important.

· The foremost goal in making this movie is to educate and enlighten audiences with the story of this car, its place in history and in the larger story of our car culture and how it enables our continuing addiction to foreign oil. This is an important film with an important message that not only calls to task the officials who squelched the Zero Emission Vehicle mandate, but all of the other accomplices, government, the car companies, Big Oil, even Eco-darling Hydrogen as well as consumers, who turned their backs on the car and embrace embracing instead the SUV. Our documentary investigates the death and resurrection of the electric car, as well as the role of renewable energy and sustainable living in our country's future; issues which affect everyone from progressive liberals to the neo-conservative right.

Then write a paper about the movie, highlighting the points which had the greatest impact on you. In the final minutes of the film, the documentary uses a guilty/not guilty analogy for each of the major points in the film. Include these with at least one sentence describing this category of evidence present. In 2003 the Federal government decided to back Hydrogen as the alternative fuel. In this film, five large problems must be overcome. What are they and research what has happened since the video broadcast in 2005. Do research on the current hybrid automobile, pros and cons. Is the HYBRID a long term solution? Is there a next step toward gasoline independence, and conclude with suggestions which might solve our personal transportation problem. Please inject you personal comments and opinions but label them so. What is a plug-in hybrid? Describe the current hydrogen car initiative. What is Flex Fuel? What is the HHO hybrid? Report on the Nissan ‘LEAF’ and the Chevrolet ‘Volt’. What is happen at Tesla Motors?

April 29 (Space Science)

Another Space Science disc (1 Disc 265 minutes) that the student will view is:

Moon Machines (2008) Science Channel:

The right tools for the job... The U.S. Moon missions would never have gotten 10 feet off the ground without the pioneering engineers and manufacturers and the amazing machines they created to turn science fiction into history-making headlines. From nuts and bolts to rockets and life support systems, every piece of gear was custom made from scratch to perform cutting-edge scientific tasks while withstanding the violent rigors of space travel. Now here's your chance to climb aboard the capsule, put on a spacesuit and learn the real stories behind the right stuff.

Saturn V: October 4th 1957, and the Russians take a huge leap forward in rocketry when they successfully launch Sputnik 1 - the world's first artificial satellite. Over the coming years the Soviets would continue to astound the world with their space achievements. America needs to respond - and quick! Command Module: We recount the story of the engineers who built the Apollo Command Module, a fully pressurised living space that would need to provide three men with food, water, air, power, communication, navigation and above all protection, to the moon and back.

Navigation: We tell the story of how a group of computer scientists grappled with the challenge of navigation of a round trip to the Moon back in the days when computer code and software hadn't been invented and computing power was a fraction of what it is today.

Lunar Module: The story of the engineers challenged with building what became affectionately called the Lunar Bug. A constant battle to meet the seemingly impossible demands of weight restrictions, the Lunar Module was one of the greatest engineering feats in history.

Suits: To survive outside of a spacecraft, an new space vehicle would be required - the spacesuit. Flexible enough to allow man to function, yet provide protection from the hostility of space. Two unlikely companies from the east coast took the challenge. Lunar Rover: In the final film in the series we reveal the untold story of how a very small group of engineers wont take no for an answer and convinces NASA to build what ultimately became the Lunar Rover. As with all the engineering during the Apollo program, the Lunar Rover - a spacecraft on wheels.

The sixth Space Science disc set (2 Discs) that the student may view is:

Mars Rising (2 Discs-270 Minutes) (2008) Narrated by William Shatner, shot in high definition and featuring contributions from more than 300 scientists and experts (including Avatar filmmaker James Cameron), this six-part documentary series explores the challenges behind a potential manned mission to Mars – possibly the most dangerous expedition of the 21st century

Disc 1
1. Journey to the Red Planet
2. Rocket Power
3. Staying Alive

Disc 2
4. The Human Factor
5. Six Minutes of Terror
6. Search for Life

The seventh Space Science disc set (4 Discs) that the student may view is:

The Planets (1999) Explores both the untainted beauty of space & the technological advancements that have enabled us to unlock its secrets. Experience first-hand the view from the hubble space telescope & witness seldom seen nasa archival footage. This epic journey of cosmic discovery is an amazing adventure like nothing on earth. Studio: A&e Home Video Release Date: 12/16/2008 Run time: 400 minutes Rating: Nr

Where did it all begin? How did the universe give birth to the sun and its family of planets that form our solar system? How is a bubbling atomic reactor in space the source of warmth and light for life as we know it? Why will Mars be the first planet we colonize? What is the long-term fate of the planets in our solar system? Are we alone? The Planets is an entertaining, comprehensive, and informative A&E documentary series that sets out to answer many of life's most physically existential questions. This series combines scientific history of early scientists, rich knowledge from the leading minds in modern astronomy, and extraordinary image technology to tell the story of our solar system, from its beginnings to the present and beyond. The topics of the eight-volumes are: "Different Worlds," "Terra Firma," "Giants," Moon," "Star," "Atmosphere," "Life Beyond the Sun," and "Destiny." From the sweltering rocky surface of Mercury to the violent stormy skies of Jupiter to the cold, mysterious land of Pluto, The Planets is a fascinating exploration of discovery and adventure for anyone who has looked up into space on a starry night in total amazement.

April 29: (Space Science)

If an Experiment from the Lab manual is performed during the fifth meeting of the lab, it may be one of the following:

Part 4 Astronomy

Exercise 17: Astronomical Observations

Exercise 18: Patterns in the Solar System

Exercise 19: Locating the Planets

Exercise 20: Examining the Terrestrial Planets

Exercise 21: The Moon and the Sun

The instructor has maybe 200 hours of video for Astronomy and Space Science.

The History Channel has produced five season of a series title “The Universe”

The Universe: The Complete Season One ~ The Universe (DVD - 2007) From the mysteries of our own solar system those that surround unexplored galaxies, history and science collide in this ambitious investigation of the Universe. Questions about the Universe have consumed man since the dawn of time. In the 50 years since humans made their first tentative explorations of space, we have increased our knowledge of the

cosmos dramatically, using powerful telescopes, robotic probes, and manned missions. But only recently has computer technology allowed scientists to illustrate in stunning detail their awe-inspiring conclusions. THE UNIVERSE, a groundbreaking series from THE HISTORY CHANNEL®, employs cutting-edge computer-generated imagery to bring distant planets and faraway stars up close, allowing viewers to gaze at black holes and comets, and witness the births and deaths of galaxies and solar systems.

This epic miniseries takes viewers on an exhilarating voyage through the cosmos. From the farthest reaches of distant galaxies back to the familiar face of our moon, THE UNIVERSE brings the mysteries of the heavens down to earth.

Disk One: Secrets of the Sun Mars: The Red Planet The End of the Earth: Deep Space Threats to Our Planet Jupiter: The Giant Planet Disk Two: The Moon Spaceship Earth The Inner Planets

Disk Three: Saturn: Lord of the Rings Alien Galaxies Life and Death of a Star The Outer Planets Disk Four: The Most dangerous Place in the Universe Search for ET Beyond the Big Bang

The Universe - The Complete Season Two (2008) With the DVD release (on five discs) of this, the complete second season of The Universe, the History Channel has now devoted a combined total of more than 25 hours, not including bonus material, to its documentary study of that combination of time, space, and matter that we call our universe.

That’s a lot. But then you consider the mind-boggling age and size of the universe itself: 13.7 billion years old, and big beyond our comprehension; infinite, in fact, and expanding rapidly. By those measures, it’s apparent that this fascinating series could probably air for longer than The Simpsons and Gunsmoke (the two longest running shows in TV history) put together and still not run out of things to talk about.

The 18 episodes from Season Two cover an appropriately wide range of topics, from "Cosmic Holes" to "Cosmic Collisions," from supernovas to gravity. There are episodes about the weather in space, the largest objects in space (hint: they’re really, really big, like the so-called "cosmic web" of galaxies, which is a hundred million billion times bigger than Earth), and traveling to and colonizing space. The amount of information and data provided is enormous. Jargon abounds, including terms like "lunar transient phenomena," "pulsar planets," "hot Jupiters," "dark matter" and "dark energy," "collisional families," the "heavy bombardment period," and many, many more. And the numbers are mind-boggling: for instance, it’s estimated that the impact of the asteroid that landed on the Yucatan Peninsula some 65 million years ago, wiping out the dinosaurs, was equal to that of dropping a Hiroshima-sized atomic bomb every second for 140 years! Still, some may find the episodes that involve informed speculation more interesting than those that deal in facts. We know that the Moon affects ocean tides, but does it also have an effect on human behavior? If the Big Bang was the beginning of the universe, what came before it? Instead of using rockets to go to space, can scientists actually build a "space elevator" that will reach from an orbiting satellite some 60 thousand miles down to Earth? All of this is delivered by way of very convincing computer-generated imagery and other effects, along with dozens of interviews with astronomers and other experts, photos, film footage, and so on. Best of all, while it can get a bit dense, technically speaking, by and large The Universe will be readily accessible to most viewers.

The Universe: The Complete Season Three (2009) Immerse yourself in more spectacular space exploration with SEASON THREE of this epic series from HISTORY. A virtual collision of astronomy and history, each enlightening episode utilizes strikingly realistic computer recreations and animations to provide unprecedented insight into the mysteries of our universe, and beyond.

From bizarre clouds to the hypothetical Planet X, from space disasters to space sex and the possibility of terrifying cosmic collisions, experience space in a whole new way - not through a telescope or textbook, but firsthand. With THE UNIVERSE, you'll feel like you've traveled to the edge of the unknown.

THE UNIVERSE: THE COMPLETE SEASON THREE

includes all 12 original episodes on 4 DVDs:

11/11/08 Deep Space Disasters
11/18/08 Parallel Universes
11/25/08 Light Speed
12/2/08 Sex in Space
12/9/08 Alien Faces
12/16/08 Deadly Comets and Meteors
12/23/08 Living In Space
1/6/09 Stopping Armageddon
1/13/09 Another Earth
1/27/09 Strangest Things
tbd/09 Cosmic Phenomena
tbd/09 Edge of Space

BONUS FEATURES: Additional Footage

The Universe: The Complete Season Four (2010) Journey back to the beginning of history on a mind-blowing adventure through space and time. Using stunning HD graphics, THE UNIVERSE returns in SEASON FOUR to transport viewers past the wonders of our own solar system and out to the bizarre far-flung reaches of the cosmos. From death stars to ringed planets, star clusters to space wars, THE UNIVERSE uses new discoveries and more advanced CGI to help explain the mysteries of outer space.

From wormholes to transporters, examine which elements from popular sci-fi movies could really exist; and discover how the universe is awash in all sorts of strange liquids, from oceans of methane to blobs of alcohol floating in space, and even iron rain. Watch and marvel as experts cook up ten ways to destroy the Earth, including blowing it up with anti-matter, hurling it into the Sun, and colliding with another galaxy.

This special edition 4-DVD set features all 12 episodes from SEASON FOUR plus additional never-aired segments.

BONUS FEATURE: Featurettes 'Meteors: Fire in the Sky' 'Comets: Prophets of Doom'

Last Space Science Discs: Exodus Earth:

This special edition 3-DVD set ncludes: Mars, Mercury, Venus, Titan, Calipso, and

Second Hollywood and Earth Science Movie: (Optional)

During the course, in addition to lecture Hollywood projects, the student may watch another Hollywood Film which deals with Earth Science Issues. The student write a two to three 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 (only if you want in a summary fashion), it is the science applied in the film that should be your focus.

GRADING:

A = Attendance at six classes and submission of a video log of 30 plus hours.

B = Attendance of four classes @ 2hr plus video log of 24 -30 hours

C= Attendance of three classes @ 2hr plus video log of 21-24 hours

The instructor reserves the right to make necessary modifications or adjustments to the syllabus and grading during the semester as necessary, but will not add additional closed book exams or any additional testing than listed above.

WEB-SITE:

This course uses the http://www.fscj.me or fccj.us or fccj.info web site giving you access to course information. The instructor will use his johtaylo@fscj.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. This course was recently GLY 1001L and changed to ESC 1000L.

Email Requirement:

Each student should send the instructor an email during the first week from both your fscj email account and an outside email account for a backup contact. Be certain you put in subject box:
10Lab: first email

Tell me about yourself. Why are you taking this course? Did you earth science in high school? When? What grades did you make? Where do you live? What are your telephone numbers? What is your external email address which can serve as a backup to FSCJ assigned email. Always begin the subject of each email with 10Lab: 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 testing:

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 24 for an A-16 schedule and will post a grade of “W . After this date a letter grade must be assigned reflecting the student’s performance in the class including FN. Students failing to attend class for the first two consecutive weeks are subject to withdrawal (WNA) by the instructor according to FSCJ policy. These ‘no shows’ must be reported to Admissions and Records by the end of two weeks.

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. During a video there is great temptation to visit with your neighbor, send text messages, listen to you IPOD/MP3 player or even make cell phone calls. Either leave this technology in your car, backpack or purse. It is rude to have your IPOD/MPs player hooked into your ear while class is in session. If you need to talk or use your phone please step outside the classroom. If a video is playing, do not come back in until it is over. Disruptive students will be asked to leave. The instructor will warn a student or group of students once, but the next time he will stop class or the video and kindly ask the student to leave for the day.

Academic Misconduct:

Academic misconduct or dishonesty such as cheating and plagiarism is not permitted. Suspected cases may be reported to the FSCJ administration and/or may result in failure of an assignment, failure in the course or exclusion from the class. Also, the instructor reserves the right to reassign work to students and void any papers at any time. 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). The main form of cheating is falsifying video logs

The following are excerpts from the Student Catalog and are rules for the operation of this course:

“Academic dishonesty, in any form, is expressly prohibited by the rules of the District Board of Trustees of Florida State College at Jacksonville.

As used herein, academic dishonesty incorporates the following.

• Cheating, which is defined as the giving or taking of any information or material with the intent of wrongfully aiding one’s self or another in academic work considered in the determination of course grade or the outcome of a standardized test.
• Plagiarism, which is defined as the act of stealing or passing off as one’s own work the words, ideas or conclusions of another as if the work submitted were the product of one’s own thinking rather than an idea or product derived from another source.
• Any other form of inappropriate behavior which may include but is not limited to: falsifying records or data, lying, unauthorized copying, tampering, abusing or otherwise unethically using computer or other stored information, and any other act or misconduct which may reasonably be deemed to be a part of this heading.

Alleged Academic Dishonesty in the Classroom

A faculty member who has a concern regarding a student’s conduct in the area of academic dishonesty may elect to meet with the student directly.

Once the student is notified, it is advised that the student resolve the matter with the faculty member. However, at any time the student may request a hearing with the campus dean of student success.

Meeting(s) referenced above shall meet the College’s requirements for due process.

Following the discussion with the student, the faculty member may take one or more of the following action(s).

1. Verbally warn the student that continuation or repetition of misconduct of this nature may be cause for further disciplinary action.

2. Require the student to retake the test or rewrite the assignment.

3. Require the student to withdraw from the course.

4. Fail the student for the assignment.

5. Fail the student for the course.

6. Refer the student(s) to the campus dean of student success for possible suspension or dismissal.

For cases in which the student is referred to the campus dean of student success for action, the dean will appropriately involve the faculty member and inform the faculty member of the disposition of the matter.

Each faculty member shall communicate the College’s policy on academic dishonesty to each class section with which that faculty member is involved. (This syllabus is that communication)

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.

Data Card/Page (4x6 file card): Front Side (Personal Data)

--------------------------------------------------------------------------------------

Name: John Taylor ESC 1000 L

Office: North Campus Building D Room 270

Address: 4417 Port Arthur Road

Jacksonville, FL 32224

Telephone: 904-766-6763 (office)

Cell: 904 614-0531 Home: 904-992-2052

E-MAIL : johtaylo@fscj.edu

Employment: FSCJ 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: none

Middle School-8^th 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:

Class/Work Schedule Summary:

Number Section Room Time Days

ESC 1000 338420 A-171 9:30-10:45 a.m. MW

ESC 1000 338421 A-171 9:30-10:45 a.m. TR

ESC 1000 338422 D-203 6:00-09:15 p.m. R Assigned to adjunct)

CHM 1025C 338376 D204 11:15-1:15 T (Lab)

D203 1:30-3:35 p.m. TR (Lecture)

CHM 2045C 338438 D211 11:30-1:00 p.m. MW (Lecture)

D204 01:30-4:15 p.m. M (Lab)

CHM 1020 338385 D203 05:30-8:30 p.m. T Lecture

ESC 1000L 338435 D203 10:00-12:00 p.m. F (Hybrid Lab)

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!

Spring Term 20111

Time	Monday	Tuesday	Wednesday	Thursday	Friday
7:30	At Home	At Home	At Home	At Home
8:00	On the Road	On the Road	On the Road	On the Road
8:45	On the Road	On the Road	On the Road	On the Road	On the Road
9:00	Office/Pretest	Office/Pretest	Office/Pretest	Office/Pretest	On the Road
9:30	ESC 1000 A171	ESC 1000 A171	ESC 1000 A171	ESC 1000 A171	Office**
10:00	Earth Science	Earth Science	Earth Science	Earth Science	ESC 1000L*
10:30	Lecture	Lecture	Lecture	Lecture	D203
10:45	Office/Pretest	Office/Pretest	Office/Pretest	Office/Pretest	Lab
11:00	Office/Pretest	Office/Pretest	Office/Pretest	Office/Pretest	Hybrid
11:15	Office/Pretest	CHM 1025C	Office/Pretest	Mallard Room	ESC 1000L*
11:30	CHM 2045C	Lab	CHM 2045C	Lunch	Office**
12:00	Lecture	D204	Lecture	11:15-12:30	Office**
12:30	D-211	Lab	D-211	Office/Pretest	On the Road
1:00	Office/Pretest	11:15 to 1:15	Office/Pretest	Office/Pretest	On the Road
1:15	CHM 2045C	Office/Pretest	Office/Pretest	Office/Pretest	**Class Meets
1:30	Lab	CHM 1025C	Office/Pretest	CHM 1025C	Only 1/14
2:00	D-204	Lecture	Office/Pretest	Lecture	1/21***
2:30	Lab	1:30-3:30	Office/Pretest	1q30-3:30	2/4
3:00	1:30-4:15	D-203	On the Road	D-203	2/25
3:30	Office/Pretest	Office/Pretest	On the Road	Office/Pretest	3/17
4:00	Office/Pretest	Office/Pretest	---------Home-----	Office/Pretest	4/8
4:30	Office/Pretest	Afternoon Break	---------Home-----		4/29
5:00	On the Road	Afternoon Break	via	On the Road	**Office only
5:30	On the Road	CHM 1020	Cell Phone	On the Road	On Hybrid
6:00	On the Road	D203	---------Home-----	---------Home-----	Days
6:30	---------Home-------	Lecture	Home
7:00		CHM 1020			***field trip
7:15		D203			Nissan LEAF
7:30		Lecture			Tour
8:00		5:30-8:30
8:30		On the Road
9:00		On the Road
9:30		---------Home-----

Student’s Data Page: Spring 2010

--------------------------------------------------------------------------------------

Name: _____________________ ESC 1000L

Address: ____________________

____________________

Telephone: ______________ (cell)

______________(home)

Employer: __________________________________

Major: __________________________________

Long Term Goal: ________________________________

Pre/Corequisite: MAT 0024 or equivalent Algebra completed yes no

Earth Science Background: High School chemistry completed: yes no

Chemistry Background: High School Chemtryis completed: yes no

Physics Background: High School Physics completed: yes no

Software/Computer Literacy: ________________________________

___________________________________________________________

Home Computer: yes no Internet ISP: yes or have access no

Why are you taking this course? ______________________________

___________________________________________________________

--------------------------------------------------------------------------------------

Class Schedule Summary:

Class Schedule Summary:

Number Section Room Time Days

ESC 1000L 338435 D203 10:00-12:00 p.m. F (Hybrid Lab)

____________________________________________________________________

____________________________________________________________________

Student’s Class/Work Matrix Schedule:

Where can you find 10 hours per week minimum to study?

Name: ___________________________ ESC 1000L Spring Term 2011

E-Mail: ___________________________ Section: F 338435

Time	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
7:30
8:00
8:45
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:10
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:15
7:30
8:00
8:30
9:00
9:30
10:00
10:15
10:30

Submit this form 2^nd class period