CHM1025C

Introduction to General Chemistry (450201)

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John T Taylor

Office Hours:
HoursDaysCampusRoomPhone
12:30-01:00pmMondayNorth CampusD270 or (D207)(904) 614-0531 cell
02:50-03:50pmMondayNorth CampusD270 or (D207)(904) 614-0531 cell
05:00-05:30 pm*(2/6-5/5)MondayNorth CampusD207 (or D270)(904) 614-0531 cell
07:50-08:20 pm*(2/6-5/5)MondayNorth CampusD207 (or D270)(904) 614-0531 cell
10:30-11:00 amTuesday, ThursdayNorth CampusD270 (or D205)(904) 766-6763
01:45-03:15 pmTuesday, ThursdayNorth CampusD205 (or D270)(904) 766-6763
04:30-05:30 pmTuesday, ThursdayNorth CampusD202 (or D270)(904) 766-6763
08:15-08:45 pmTuesday, ThursdayNorth CampusD202 (or D270)(904) 766-6763
08:45-09:00 pm**(1/9-2/3)Tuesday, ThursdayNorth CampusD202 (or D270)(904) 766-6763
9:00-10:00 amWednesdayOpen Campus / OnlineOnline(904) 614-0531 cell
9:00-10:00 pmMondayOpen Campus / OnlineOnline(904) 614-0531 cell

And by Appointment
Description: This course is an introduction to the concepts of inorganic chemistry including structures of matter, atomic theory, nomenclature, bonding, gases, solutions, equilibrium, and acids and bases. This course is for students who have had no previous chemistry and plan to major in science, engineering, pre-medicine or pharmacy.
Prerequisites: None
Corequisites: MAC 1105 or higher level MAC course or MAP 2302..
Degrees Offered: A.A., A.S.

Course Number / Title: CHM1025C / Introduction to General Chemistry

Reference Number: 450201

Number of Credit Hours: 4.00

Term / Year / Session / Length: Spring / 2017 / A / 16

Class Begins 01/09/2017
100% Refund Deadline 01/17/2017 9:00 PM (ET)
Non-Attendance Drop 01/26/2017 9:00 PM (ET)
Withdraw with "W" Deadline 03/16/2017 9:00 PM (ET)
Class Ends 05/05/2017
College Holiday(s)
1/16/2017, 2/20/2017, 3/20/2017 - 3/26/2017
Technical Maintenance
1/14/2017 from 9:00 PM - 1/16/2017, 2/18/2017 from 9:00 PM - 2/20/2017, 3/19/2017 from 9:00 PM - 3/26/2017, 4/15/2017 from 9:00 PM - 4/16/2017

These dates are critical for this course. Additional critical dates for this course can be found by clicking the appropriate term links in the online calendar at the Florida State College at Jacksonville Website.


LocationRoomTimesDaysSession Dates
NORTH CAMPUSD020511:00 AM - 1:45 PMTuesday01/09/2017 - 05/05/2017
NORTH CAMPUSD020311:00 AM - 12:00 PMThursday01/09/2017 - 05/05/2017
NORTH CAMPUSD020312:00 PM - 1:45 PMThursday01/09/2017 - 05/05/2017

Instructional Materials and Equipment

Science Lab Notebook required by 2nd week; Lab Coats & Goggles by 2nd week

Lab Experiments via weekly handouts-data pages must be entered in Science Lab Notebook

Corwin's 7th Edition Textbook via bookstore is ala cart package $134.75 (Loose-leaf text; e-text access code, and Mastering Chemistry  Access)
or a student may purchase/rent a used copy (without Mastering Code) from any other source,

Access to Mastering Chemistry is not required, but available for extra credit for those who purchase the ala-cart package

Required Text / Materials

Pathway #1 Mastering Chemistry:

Conceptual Chemistry, Books a la Carte Edition; Modified MasteringChemistry with Pearson eText -- ValuePack Access Card, 5/E

John A. Suchocki,St. Michael's College

ISBN-10:0133875598
ISBN-13:9780133875591
Publisher:Pearson

Pathway #2 Course Content Via Blackboard:
Author:                  Suchocki
Title:                   Conceptual Chemistry (w/out Access Code)
Publisher:               Pearson
Edition:                 5th
ISBN:                    9780321804419

Plus

Comments:                Option 2: Required (not Required Option 1)
  Title: Coursepack Code CHM 1020 (Custom)
  Author: Suchocki

$27.50 bookstore price (or $20 ordered online from Suchoski)



 

Accessibility

Florida State College at Jacksonville recognizes the importance of assisting and encouraging all students to reach their full potential. In accordance with the Americans with Disabilities Act (ADA), the Americans with Disabilities Act as amended in 2008, and Section 504 of the Rehabilitation Act of 1973, the College ensures that its admission requirements are uniformly applied, and that its services, activities, facilities and academic programs are accessible to and usable by all qualified students. The Office of Services for Students with Disabilities (OSSD) implements and coordinates reasonable accommodations and disability-related services to promote full participation of individuals with disabilities in all aspects of college life.

The Rehabilitation Act defines a disability as an individual who has a physical, mental, or learning disability, which substantially limits one or more major life activity (i.e., seeing, hearing, speaking, walking, sitting, standing, breathing, reading, writing, or performing mathematical calculations, and caring for oneself); or who has a record of such impairment; or who is regarded as having such impairment. Both the impairment and the limitation of a major life activity must be established to be eligible under the ADA. Please click here for more information.

Learning Outcomes

SECTION 5 (To be completed for General Education courses only.)

GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)

 

Communication

X

Critical Thinking

 

Information Literacy

X

Scientific and Quantitative Reasoning

 

Global Sociocultural Responsibility

 

SECTION 6

LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education, Course or Program)

METHOD OF ASSESSMENT

Explain and apply major concepts in general chemistry.

Course

Written tests, reports and/or use of equipment to demonstrate student competency in field.

Demonstrate knowledge of scientific method.

Program

Formulate problem, make observations, derive and test hypothesis, and make conclusions.

Communicate scientific ideas through oral or written assignments.

Program

Students use analytical reasoning skills to solve problems on written tests and/or assignments.

Interpret scientific models such as formulas, graphs, tables and schematics, draw inferences from them and recognize their limitations.

Program

Written reports of projects and/or written tests demonstrate student competency in the application of scientific knowledge.

Demonstrate problem solving methods in situations that are encountered outside of the classroom.

General Education

Students use demonstrations, group discussions, written tests, and/or research projects to illustrate competence in recognizing and evaluating various scientific processes.

Calendar of Activities

Weekly Exams will be administer on Tuesday Evenings 11:00-11:30 am every week except the week of the final May 2nd

 Module 1 (i & ii)  (Chapters: 1 & 3) week 2 & 3

 Module 2  (i & ii) (Chapters: PSS & 2) Week 3 & 4

 Module 3  (i only) (Chapters: 4 & 5) Week 5

 Module 4   (i & ii) (Chapters 12 (Sections 12.1-12.5) & 6) Week 6 & 7

 Module 5i   (Chapter 7) Week 8

 Module 5ii   (Chapter 8) Week 9

 Module 5iii  (Chapter 9) Week 10

 Spring Break Week 11

 Module 6    (Chapter 10) Week 12

 Module 8    (Chapters 11, 13, 14, 17) Week 13 & 14

 Module 4iii (Chapter 12 Section 12.6-12.10) Week 15

 Module 16 (Chapter 19) Week 15

 Final Exam Week 16

 

 

Labs are scheduled every Thursday from 12:00 noon to 1:45 pm:

 

Experiment #0: Scientific Method Film Project

    Experiment #0A: Controlled Experiment Video Analysis

 Experiment #1: Introduction/Safety Lab

  1. HMIS Safety Codes Handout
  2. NFPA Safety Code Handout

    c.  MSDS Laboratory Chemical Assignment  

    d.  Laboratory Equipment & Glassware

    e.  FSCJ Chemistry Lab safety Rules

 

Experiment #2 Measurement Directions

     Experiment #2 Measurement Data Sheet

     Experiment #2A: Gasoline Project

 Experiment #3 Density & Measurement

     Experiment #3 Density Data Sheet

     Experiment #3A: Specific Heat of Unknown Metal

 

Experiment #4 Recording & Graphing Data

    Experiment #4 Recording & Graphing Data Report Sheets

    Experiment #4A: Critical Thinking Temperature Scale Graphing Project

 Experiment #5: Chemical & Physical Properties

    Experiment #5: Chemical & Physical Properties Data Table 

    Experiment #5A: Spectroscopy: Electron Energy Levels

    Experiment #5A: Spectroscopy: Data Table
    Experiment #5B: Online Electron Configuration Lab

 Experiment #6: Dot Structure of Molecules Directions

   Experiment #6: Dot Structure of Molecules Data Report

   Experiment #6: Handout Paper Atoms (Dots and/or Dot-Sticks)

   Experiment #6A: Online Inorganic Names & Formulas Lab

 

Experiment #7: Determining a Mole Ratio: Hydrate Analysis Lab

   Experiment #7: Determining a Mole Ratio Data Table

   Experiment #7A: "What is a Mole?" Online Electronic Search Lab Data Table

   Experiment #7B:  Bean Jar Experiment

 Experiment #8: Chemical Reactions Lab

    Experiment #8: Chemical Reactions Data Table

 Experiment #9: Hydrate Analysis Lab   

 Experiment #9: Hydrate Analysis Lab Data Table

 Experiment #10 Analysis  of a Alka Seltzer Tablet

     Experiment #10 Analysis of Alka-Seltzer Data Table

 Experiment #11: Generating Hydrogen Gas

    Experiment #11: Generating Hydrogen Gas Data Table

 Experiment #12: Molecular Models

 Experiment #12: Molecular Models Data Table

 Experiment #13: Isomer Number Problems Using Molecular Models

 Experiment #13: Isomer Number Problems Data Table

 Lab Final Exam

 


Week Topic(s) and Reading Assignments and Activities Due Dates
OneGasoline Demand Project
    See Handout-Gasoline Demand Project
    Select vehicle (s) for Project
    Fill  tank during first two weeks, record data; fill tank during last two weeks
Weeks 15 or 16, no later than Thursday May 4
One
The Scientific Method

    The Scientific Method Controlled Experiment Paper:

    Movie Film: Andromeda Strain – 1971

    The best-selling novel by Michael Crichton was faithfully adapted for this taut 1971 thriller (by 1971 standards-boring today), about a team of scientists racing against time to destroy a deadly alien virus that threatens to wipe out life on Earth. As usual with any Crichton-based movie, the emphasis is on an exciting clash between nature and science, beginning when virologists discover the outer-space virus…….It's all very fascinating if you're interested in scientific method and technological advances (that did not exist in 1970—but is quite common or obsolete today), although the film is obviously very dated in many of its details………

    Background from Chapter 1(Corwin text):

    1. On pages 4-5 of the Corwin textbook there are listed three steps in the scientific method.

    Scientific Method Steps vis Corwin:

    1. An Initial Step of the Scientific Method is to recognize or observe a phenomenon or a problem.)
    2. Then the First Step of the Scientific Method is to perform a planned experiment, make observations, and record data.
    3. The Second Step in the Scientific Method is to analyze the data and propose a tentative hypothesis to explain the experimental observations.
    4. The Third Step in the Scientific Method is to conduct additional experiments to test the hypothesis. If the evidence supports the initial proposal, the hypothesis may become a scientific theory.

     You may access the article: "A Scientific Mystery-Solving Strategy" on the Internet (http://www.dharma-haven.org/science/myth-of-scientific-method.htm )which includes four steps in solving a scientific mystery: Question, Hypothesis, Testing, and Evaluation. You may access it if you do need more information than the textbook.

    2. Depending on the text the Scientific Method shows more than three steps.  One text lists seven steps which begins with:
      A. Observation of an odd, unusual, or interesting event….

          Scientists use these steps to investigate problems and find solutions.

    The Project: The Hollywood Film Assignment:

      Your assignment is to watch the film partially during class time, then at home, or at an additional on campus time. Note the problem which threatened life on earth, and set off a "wildfire" protocol. Note how did the scientists approach the "Wildfire" problem and note all the steps and procedures used in the experimental controls that help eliminate the various variables from their investigation, then explain how they went about trying to solve the problem to come up with a solution. Finally you need to explain the solution, and the chemistry behind it, which is discussed in Chapter 14 of the Corwin text.

     

March 29
Three-Four
Critical Thinking Project via Modeling Linear Functions Using Temperature

    Joint Critical Thinking Project via Modeling Linear Functions Using Temperature Conversion Scales

    Abstract:  At FSCJ exercises are being developed to demonstrate critical thinking ability of the students. This project is a joint effort to compare students in both College Algebra and Chemistry classes. The functional relationship between the Fahrenheit and Celsius Temperature scales are derived using the corresponding boiling and freezing points of water. In this project students each create a unique Temperature scale using the student’s body weight and the student’s age as the boiling and freezing points of water respectively. This “student” scale is then compared to the Fahrenheit and Celsius scales. The resulting functions are graphed and compared. We will illustrate this on the webpage: http://www.lsua.info/mathworkshop1/frametemp2.html

    Complete Description: At FSCJ exercises are being developed to demonstrate critical thinking ability of the students in all of the general education classes. Cognitive scientists define “critical thinking” as mental activity associated with these types of thinking: a. applying reasoning; b. making decisions; c. problem solving. This critical thinking project is a joint effort to compare students in both College Algebra and Chemistry classes.

    During the first weeks of a beginning or first semester of college chemistry classes temperature scales are introduced as part of measurement (Module 2ii-Chapter 2 Corwin text). America still lives with the out dated Fahrenheit scale while most of the world uses the Celsius scale developed as the centigrade scale in the metric system of measurement. Most textbooks demonstrate a graphic comparing three thermometers: Fahrenheit, Celsius, and Kelvin. Then conversion formulas are shown to calculate the corresponding temperature on one thermometer from a temperature on another thermometer.

    During the first weeks in a College Algebra Class linear equations are introduced. Graphing linear data, the students sees the
    y=mx+b relationship. At an AMA summer math workshop at Duke University, the participants were developing discovering learning projects to introduce college algebra topics. The first project had a bank sign flashing current temperatures, Fahrenheit and Celsius. Five data points were given for the temperatures at five different times of day. Graphing the data the student discovers that converting one temperature to another is a linear function: F = 1.8C + 32 or C=0.556(F-32). It was pointed out by the presenters that every science student from the fifth or sixth grades and above has seen the conversion formulas in one form or another.

    One of the best web sites discussing temperature conversions is:
    http://www.mathsisfun.com/temperature-conversion.html  

    In addition to the standard textbook formulas, this site has several alternative formulas, one using the +40/-40 process which is by far the best formula for non-mathematical students to use because the conversion from F to C and C to F uses the same order of operation: Add, multiple, then subtract.

    The functional relationship between the Fahrenheit and Celsius Temperature scales are derived using the corresponding boiling and freezing points of water. However, to make the college algebra project more interesting, the presenters developed a web site so that the each student creates a unique Temperature scale using the student’s body weight and the student’s age as the boiling and freezing points of water respectively. This “student” scale is then compared to the Fahrenheit and Celsius scales. The resulting functions are graphed and compared. Each student’s linear equation is a unique formula to convert Student to Fahrenheit and Student to Celsius.

    If you Google “temperature conversions” you find about 68 millions web pages. However, the unique webpage developed by the presenters which generates the data points is:
    http://www.fscj.me/mathworkshop1/frametemp2.html

    The actual project handout follows on the next several pages:

    (CHM 1025C or CHM 2045C)/MAC 1105:
                       Critical Thinking Exercise

    By definition:
    Learning -  the acquisition of knowledge or skill.

    Teaching – the action  of a person who is showing or helping a person to learn.

    Cognitive scientist define “critical thinking” as mental activity associated with these types of thinking:
    a. applying reasoning
    b. making decisions
    c. problem solving

    In the CHM 1025C Corwin textbook used at Florida State College @ Jacksonville , critical thinking is introduced within the context of chemical principles. In CHM 1025C and the Corwin text critical thinking  is undertaken specifically in the chapter vignette and end-of-chapter self-tests, and generally in unit analysis problem solving.

    At FSCJ we have been addressing “Institutional Effectiveness”(I.E)  across the curriculum. The faculty is developing district wide exercises to assess learning outcomes. For chemistry (CHM 1025C) the science council/cluster feels we need to pursue under our course goals and objectives the following outcomes:

    FSCJ CHM 1025C/CHM 2045C Official Learning Outcomes:

    1. Explain and apply major concepts in general chemistry

       

    2. Demonstrate knowledge of scientific method

       

    3. Interpret scientific models such as formulas, graphs, tables and schematics, draw inferences from them and recognize their limitations.

       

    4. Demonstrate problem solving methods in situations that are encountered outside of the classroom

     

     The following exercise addresses all four of the above, especially #3:

     

     

    Assignment:

    Read section 2.9: Temperature

     

    The above images demonstrate equivalent temperatures on the Fahrenheit and Celsius scales with ice water and boiling water. The third thermometer compares to Kelvin Temperatures to Fahrenheit and Celsius temperatures.

    Go to the temperature conversion web site:

    http://www.lsua.info/mathworkshop1/frametemp2.html

    1. Setup the Student’s theoretical temperature scale with the following parameters:
    2.  The Freezing Point of water is Your Age or Your Desired Age.  (Prof Taylor 50oT)(Ms Sweet 30oS)
    3.   The Boiling Point of water is your body weight or desired body weight (Prof Taylor 250oT)(Sweet 120oS)
    4.  Fill in the table below/next page with your parameters to make oX (Student): (Professor Taylor’s normal body temperature is the normal 98.6 oF, Professor Bessman 96.8 oF, and Professor Sweet 97.3 oF.
    5.  If your normal body temperature is not 98.6 then fill in your Fahrenheit temperature and calculate the blanks across the line of the table.)) at least 5 data points from +250oF to -150oF

     

     

     

     

    Table of Equivalent Temperatures:

    Temperature oF

    Temp. oC

    Temp. K

    Temp. oT

    Temp. oS

    Temp. oX

    (Fahrenheit)

    (Celsius)

    (Kevin)

    (Taylor)

    (Sweet)

    (Student)

    250

    121

    394

    298

    139.0

     

    212

    100

    373

    250

    120.0

     

    158

    70

    343

    190

    93.0

     

    104

    40

    313

    130

    66.0

     

     

     

     

     

     

     

    98.6

    37.0

    310.0

    124.0

    63.3

     

     

     

     

     

     

     

    97.3

    36.3

    309.3

    122.6

    62.7

     

     

     

     

     

     

     

    96.8

    36.0

    309.0

    122

    62.4

     

    81

    27

    300

    104

    54.5

     

    77

    25

    298

    100

    52.5

     

    75

    24

    297

    98

    51.5

     

    68

    20

    293

    90

    48.0

     

    50

    10

    283

    70

    39.0

     

    32

    0

    273

    50

    30.0

     

    14

    -10

    263

    10

    21.0

     

    0

    -18

    255

    1

    14.0

     

    -4

    -20

    253

    -2

    12.0

     

    -22

    -30

    243

    -14

    3.0

     

    -28

    -33.3

    240

    -17

    0.0

     

    -40

    -40

    233

    -26

    -6.0

     

    -58

    -50

    223

    -33

    -15.0

     

    -76

    -60

    213

    -50

    -24.0

     

    -130

    -90

    183

    -86

    -51.0

     

    -148

    -100

    173

    -98

    -60.0

     

     

    1. Using a rectangular piece of graph paper, set up a graph plotting Fahrenheit versus Celsius so that vertical axis is Fahrenheit ranging from 250 down to -150 and the horizontal axis is -100 on the left and 125 on the right.
          a. Describe the line or curve generated by this data:

                     b. If the plot is a line, then what is the slope of the line and the Y intercept and the X intercept.

                     c.  Write the equation for the line.(Do you remember the equation of a straight line from
                         algebra?)

                    d. If the plot is a curve, can you write the equation of the curve?

    1.  Now plot Celsius versus Kelvin on a rectangular coordinate graph. If Kelvin is the y axis and Celsius is the x axis,
    1. what is the y axis intercept? What is the slope of the line?

     

    1. Is there an easier way to find the slope of the line by looking at the data?

     

    1. At what temperature Celsius would kelvin equal zero?

     

    In the Corwin  textbook on page 50-53 we refer to temperature on the Fahrenheit and Celsius scales as degree F (oF) and degree C (oC), but in kelvin temperature, temperatures are referred as kelvin units? . Why?

    8. Now plot Celsius versus Student and Fahrenheit versus Student using separate graphs. On the oC vs oF graph, examining the data do you notice that: -40 oF = -40 oC. On your two Student graph plots is there a temperature where    oS = oC    or   oS = oF?

     

     

     

     

     

    9. Algebraically is there away to determine if there is a temperature on the Taylor Scale, the Sweet Scale, or the Student Scale when that temperature equals a temperature on either the Celsius or Fahrenheit scale?

     

    7/10. Fahrenheit, Celsius, Taylor, and Sweet temperatures are listed in degrees, while Kevin and also Rankin temperatures are given in straight units not degrees. Why does Rankin not have the degree sign o?

March or before Spring Break

Final Grade Based on Total Earned Points

The class is based on Total Points, approximately 340 give or take +/-(10 to 20). Take the Total Possible and A will be 88% ; B will be 76%; and C will be 65%
Grade Points
A 88% of 340 Total Points = 300-340
B 76% of 300 Total Points = 260-299
C 65% of 300 Total Points = 200-259
D 50% of 340 Total Points = 150-199
F Below 150 Total Points

Course Grade Breakdown

Your final grade is based on total points (400 maximum) The point break down is as follows

Complete either Pathway #1, Partway #2, or Pathway #3 (or any of the chapters from any of the pathways as long as 12 required chapters are completed):
Pathway #1:   12 Chapter Activities & testing using Mastering Chemistry for 317 points (Extra Credit for doing Chapters 13-14-15-16-17 activities) See breakdown table below for Path 1:

Pathway #2:   12 Chapter Activities using Chapter Power Points;Online Video; Testing on Blackboard for 340 points (Extra Credit for doing Chapters 13-14-15-16-17 activities)

Pathway #3    17 Chapter Activities totaling 1530 points (all 17 chapter activities) of which only 960 count and factored to 240 by dividing the total points earned by 4. Any points above 900 will be extra credit (divided by 2.5) and entered into Blackboard's Grade Book.

Complete Project/Paper/Activities for up to 80 Points*
See List Below.

Course Evaluation (not required)  20 extra credit points (10 Points FSCJ & 10 points Rate My Professor)

TBA Extra Credit 5-10 points-Assigned as Term Progresses (Optional)1
2. Explorations 1st Class 1st week; UP TO 20 POINTS) see below

 

(

Summary of Projects/Papers/Activities:

Each of the following Activities may take one to four hours to complete.
 Some are required* like the Gasoline Project while others may be optional.
 The student will complete 9 of the 22 for 70 total points:

*If up to 70 extra points are earned through addition course content via completing optional chapters 13-17, then the optional projects are waived (30 points); if more than 30 then the required will be waived.

1. Scientific Method (Chapter 1) (Required*) (10 points)
2. Measurement via Gasoline Project (Chapters 1&16&17) (Begins Week 1 and ends last week of term) (Required*)(20 points)
3. Critical Thinking-Create Personal Thermometer (Chapter 2)(5 points)
4. About Elements & Atoms (Chapter 3) (5 points)
5. About Compounds(Chapter 3)(5 points)
6. About Electron Configuration (Chapter 4)(5 points)
7. About Electricity from Nuclear Power Plants (Chapter 5&17) (10 points)(Optional)
8. Building Molecules on line(Chapter 6) (5 points)
9. Water Quality (Chapters 7-8-16) (5 points)
10-11-12-13. Hybrid and Electric Cars (Chapter 11) (Four activities) (Optional) (5 points each)
14. World Without Oil (Chapter 12 & 17))(5 points)
15.  Photovoltaic Renewal Energy Source (Electricity)(Chapter 17) 5 points
16.  Wind Renewal Energy Source (Electricity)(Chapter 17) 5 points
17.  Solar thermal Renewal Energy Source (Electricity)(Chapter 17) 5 points
18. Diet Analysis (Chapter 13)(5 points)
19. A Prescription Drug Analyzed  (Chapter 14)(5 points)
20. Toxicology of Commercial Products and Household Chemicals(5 points)
21, Climate Change (Chapter 1, 16, 17) (10 points) (*Required)
22. E.M. Pulse (Chapter 17 section 17.3) (5 Points)
23. Dr Days Cancer Cure Videos (Chapter 14) 5 points
24. The Controlled Experiment Demonstration (Chapter 1) 5 points
25. Isomer # Problem (Chapter 12) 10 points

Students completing more than 10 of the above will receive extra credit toward the final grade

Extra Credit for completing 1st Class explorations:

Exlorations 1st Class:

Dave Ellis (Meet my Frined Dave 13th)authored a leading selling book which is used in Student Success Programs:
"How to Become A Master Student (15th)"
The web site has a lot of self discovery exercises as follows:
Online Exercise Menu

e-Learning Self Assessment
 
(Are you ready for this course)
5a: First Email 1 point
5b: Interactiv Time Chart 1 point
5c: Create A Life Line 1 point
5d: Discovery Wheel 1 point
5e: Myers-Briggs Type 1 point
5f: Hemisphere 1 point
5g: Master Student Power Processes 1 poiny
5i: Master Student Power Point Slides 1 point
5h: Learning Style Exercise (not available) 1 point
     Learning Cycle (not available) 1point
     Learning Grid (not available) 1 point

FN Grade - Failure for Non-Attendance

A Failure for Non-Attendance (FN) grade indicates that a student has failed a course due to non-attendance. It is calculated as an “F” in the student’s grade point average. For students receiving financial aid, failure for non-attendance may require the student to refund to the College all or part of his or her aid. The FN grade will be assigned by the faculty member at any time following the final withdrawal date for the course. See the College’s page on Grading policies (http://fscj.edu/grading )for more information.

Drop for Non-Attendance deadline is September 8th. Students must have done on of the following to be considered as attending a class:
1. Students must have registered their Path#1 course code in Blackboard; or
2. Students must have completed Chapter 1 Section 1.1 in Blackboard for Path 2.
3. Path 3 students must have registered their access code with Conceptual Academy by the drop date.

Academic Dishonesty

Academic dishonesty, in any form, has severe consequences. Click here to view FSCJ’s academic dishonesty definitions and procedures.

Late / Make Up Work

Pathway #1 Activities have a deadline for each chapter. If the deadline passes, then the student must complete the chapter in Pathway 2 to earn credit

Pathway #2 Activities and Testing remain Open until 11:59 pm May 6th therefore there is no late work

Pathway #3 Activities have chapter deadlines, if the deadline passes the student receives only half credit; or the student completes that chapter through Pathway #2


Projects do not have deadlines during the semester. However, it is recommended that you complete a project associated with a chapter, two weeks after that Chapter's deadline, except those chapters  with deadlines at the end of the course. Chapter projects are due on Friday May 5th

Expected Student Conduct:

http://www.fscj.me/ExpectationsStudentConduct.htm


Netiquette:

http://www.fscj.me/netiquette.htm