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,
6th Edition
ISBN-10: 0-13-60007-X Publisher: Prentice Hall |
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:
Times |
Days |
|||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
1/10/2011
- 4/10/2011 |
ALTAMURA,
ROBERT |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
1/10/2011
- 3/6/2011 |
FINSTICK,
SUE A |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
1/10/2011
- 3/6/2011 |
BRIGHT,
CAMOMILIA A |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
2/7/2011
- 5/6/2011 |
BOEKEN,
ROGER A |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
2/7/2011
- 4/10/2011 |
ALTAMURA,
ROBERT |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
3/7/2011
- 5/6/2011 |
BRIGHT,
CAMOMILIA A |
||||||
|
||||||||||
ESC1000L |
Earth
and Space Science Laboratory |
ONLINE-ALL
ACTIVITIES ONLINE |
1/10/2011
- 3/6/2011 |
FINSTICK,
SUE A |
||||||
|
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:
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:
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:
and register for this event,
preferably while your instructor is present 8-12 Friday January 21st.
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 19th or January 20th, 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 14th,
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 |
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. |
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.
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-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:
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 2nd class period