Florida Keys Community College
Division of Marine Science & Technology
Department of Marine Sciences
COURSE SYLLABUS
FALL 2010
I. Course Information
Course Title: OCE 1001 Introduction to Oceanography
Credit Hours: 3
Prerequisites: none
II. Course Method
This course is designed to meet face to face in the assigned location two days a week – Tuesdays and
Thursdays - from 2:30 to 3:15 PM for 15 weeks.
III. Instructor Information
Instructor: Dr. Alex Brylske
E-mail: [email protected] (for class communication use the D2L address
[email protected])
Office Location: Main Campus C216
Office Hours: Monday 11-1; Tuesday 11-1; Wednesday 11-1; Thursday 11-1
Phone: 305-809-3148 (office)
954-701-1966 (cell)
Distance Learning Help Line: 305-809-3177
IV. Description
This course is intended for non-science majors and is an introduction to the science of
oceanography. Topics include: physics and chemistry of seawater, major ocean basins and features of the
coastline, major ocean circulation patterns and currents, characteristics of deep and shallow water waves
and the tides along with interactions of atmosphere with the oceans.
This course will explore primarily the physical, chemical and geological aspects of oceanography.
But because oceanography is so interdisciplinary, we will also address some biological dimensions,
mainly through our field trip activities. (If you’re specifically interested in the biological aspects of
oceanography, you should enroll in OCB 1000 Introduction to Marine Biology.) Where possible,
examples will be drawn from Florida, and the course will be taught with a distinct bias toward local
marine environments. Field trips will provide an opportunity to integrate what you learn from the text and
lab investigations with the local environment, as well as emphasize how the material may be important to
you in your everyday life.
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V. College-level Competencies
Florida Keys Community College graduates who complete the core curriculum possess the
knowledge, skills and values associated with college-educated individuals. Our graduates demonstrate
mastery of competencies integrated within the academic disciplines, such as the ability to effectively
communicate, seek creative solutions to problems, exhibit cultural awareness, and command basic
technological skills.
1. Communication: Comprehend and articulate effectively – written and oral communication
2. Critical thinking: Demonstrate mastery of problem-solving skills in the discipline
3. Diversity: Interpret and evaluate societal and ethical issues, problems and values
4. Technology: Utilize technology effectively
VI. Course Calendar
Be advised at all assignments (quizzes, labs, term projects and field reports) are due by
midnight December 2nd. Absolutely no extensions will be granted, so please don’t even ask!
Week-at-a-Glance Schedule
DATE
August 24
August 26
August 31
Sept 2
Sept 7
Sept 9
Sept 14
Sept 16
Sept 21
Sept 23
Sept 28
Sept 30
October 5
Topic
Course Orientation
The Ocean in the Earth
System
Ocean Basins and Plate
Tectonics
Ocean Basins and Plate
Tectonics (con.)
“Drain the Ocean”
Video
“Drain the Ocean”
Video (con.)
Properties of Ocean
Water
Properties of Ocean
Water (con.)
Marine Sediments
Marine Sediments
(con.)
Field Trip #1
The Atmosphere and
Ocean
Lab Investigation
Chapter
A: Ocean in the Earth System
B: Ocean in the Global System
A: “Seeing” the Bottom of the Oceans
B: Ocean Bottom Bathymetry
1
A: Seawater Temperature, Salinity and
Density
B: Fresh Water, Ocean Water and Sea Ice
3
A: What Goes Down
B: Sediment From Land to Sea
4
A: Ocean-Atmosphere Connections
B: Incoming Solar Radiation and Sea
Surface Temperature
5
The Atmosphere and
Ocean (con.)
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2
October 7
Ocean Currents
October 12
October 14
Ocean Current (con.)
Ocean Waves and Tides
October 19
Ocean Waves and Tides
(con.)
Ocean Waves and Tides
(con.)
The Dynamic Coast
October 21
October 26
The Dynamic Coast
(con.)
November 2 Field Trip #2
November 4 The Dynamic Coast
(con.)
November 9 Course Review-Ch. 1
Nov 11
College Closed
Course Review-Ch. 2
Nov 16
Course Review-Ch. 3
Nov 18
Course Review-Ch. 4
Nov 23
Nov 25
College Closed
Course Review-Ch. 5
Nov 30
December 2 Course Review-Ch. 6
A: Wind-Driven Ocean Circulation and
Ocean Gyres
B: Density-Driven Circulation and Water
Masses
6
A: Deep- and Shallow-Water Waves
B: Tides
7
A: Deep- and Shallow-Water Waves
B: Tides
A: Coastal Processes
B: Open Ocean and Coastal Impacts of
Tropical Cyclones
8
October 28
December 7
December 9
ALL ASSIGNMENTS DUE BY
MIDNIGHT
Course Review-Ch. 7/8
Final Exam
The Course Calendar lists the learning activities and assessment measures that comprise this
course on a weekly basis and indicates what outcomes and activities will be covered each week. The
“Student Assessment” column lists all of the assignments required by this course.
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College Wide
Competency
2&4
Module/Date
Week 1
Objective:
Identify key
oceanographic terms
and apply them in
discussion..
Describe the processes
that created the Earth
and the world's
oceans.
Learning
Outcomes
1. List the four
subsystems which
comprise what’s referred
to as the “Earth system.”
2. State where most of
the fresh water in the
hydrosphere is
contained.
3. Explain what
phenomenon primarily
drives deep ocean
circulation.
4. Explain the affect
salinity and temperature
have on sea water
density.
5. Describe the general
composition of gases in
the atmosphere, and
which of those gases are
essential to life on earth.
6. State the principle
source of water vapor in
the troposphere.
7. Describe the general
internal structure of the
earth.
8. Define “erosion” and
what processes
contribute to it.
9. Describe where most
tectonic activity takes
place, and explain why.
10. State what forms of
organisms dominated on
both land and ocean, and
the average size of
animals in the ocean.
11. the term
“ecosystem” and
describe its most
important characteristic.
12. Describe the basic
process of
photosynthesis.
13. Explain the annual
net flow of surface water
in the global water
cycle, and in what
direction it flows.
14. List the biotic and
abiotic features of the
ocean that can be
monitored by satellite
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Learning
Activities
1. Read Chapter 1
and complete
online activities
Student
Assessments
1. Chapter 1 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Ocean in the Earth
System
B: Ocean in the
Global System
remote sensing.
1, 2, & 4
Week 2 and 3
Objective:
Define plate tectonic
theory and distinguish
between types of plate
boundaries.
Illustrate the features
of the sea floor that
arise from tectonic
activity.
1. Define “lithosphere”
and explain its position
relative to other layers
of the earth, where and
how its formed, its
mechanism of
movement and its
eventual fate.
2. Explain the origin of
sedimentary,
metamorphic, and
igneous rock formations.
3. Compare and contrast
oceanic versus
continental crust in
terms of rock type and
density.
4. Define the term
“isostacy,” and explain
how this applied to
earth’s continents.
5. Explain what
characteristics would
make a coastline or plate
boundary tectonically
actives versus
tectonically passive, and
provide examples.
6. Explain the origin of
the energy that powers
plate tectonics.
7. Explain what
distinguishes
convergent, divergent
and transform plate
boundaries, and provide
examples of each.
8. Explain where the
oldest and youngest
oceanic crust is found
and explain reasons for
age difference.
9. Explain where, along
an oceanic basin, the
thickness sediments will
be found and why.
10. State an example of
where on earth the
following types of plate
boundaries are found:
oceanic-oceanic,
oceanic-continental,
transform, continentalcontinental and
divergent.
11. Explain the
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1. Read Chapter 2
and complete
online activities
1. Chapter 2 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: “Seeing” the
Bottom of the
Oceans
B: Ocean Bottom
Bathymetry
phenomenon of a “hot
spot” and provide an
example of an island
that’s the result of this
phenomenon.
12. Explain the sequence
of the “Wilson cycle”
and provide examples of
features/location on
earth that illustrate each
phase of the cycle.
1, 2, & 4
Week 4
Objective:
Explain how the
physical and chemical
properties of seawater
are important in the
ocean.
1. Explain why water on
earth can exist in all
three phases (solid,
liquid, and vapor).
2. Explain why ice floats
in water when the solid
form of other substance
sink in the liquid phase
of the same substance.
3. Explain what happens
to dissolved solids when
water freezes and
evaporates.
4. Define the term
“latent heat” and why
it’s not detectable with a
thermometer.
5. Explain the principle
of constant proportions
and its significance.
6. Contrast conservative
and non-conservative
constituents of seawater.
7. Explain what two
factors control surface
temperature and salinity
patterns of large-scale
mid-ocean waters.
8. Contrast the dissolved
oxygen and carbon
dioxide concentrations
of in the photic zone
versus deeper water
where there’s little or no
light.
9. Explain what is
measured by the pH
scale, what it means
when a substance or
solution is neutral,
acidic or alkaline (base).
10. Contrast the average
pH of pure water and
sea water.
11. Define the term
“buffer” as it applies to
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1. Read Chapter 3
and complete
online activities
1. Chapter 3 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Seawater
Temperature,
Salinity and
Density
B: Fresh Water, Ocean
Water and Sea Ice
acid-base balance.
12. Explain how
temperature and salinity
control the density of
seawater.
13. Explain the
phenomenon of the
SOFAR channel and
how it’s used.
1, 2, & 4
Week 5
Objective:
Compare the physical,
chemical and
biological processes
that affect the origin,
transport and
deposition of
sediment.
1. State where the oldest
seafloor sediments are
found, and why this is
so.
2. State the four types
and origins of marine
sediments and provide at
least two examples of
each type.
3. Contrast the
difference in the
formation of igneous,
sedimentary and
metamorphic rock, and
provide at least one
example of each type.
4. Explain the principle
transport mechanism by
which lithogenous
sediments reach the
middle of the ocean
basins.
5. List the two principle
constituents of biogenic
sediments in the sea.
6. Explain the
phenomenon of the
calcium carbonate
compensation depth
(CCD), its approximate
depth in the sea and
what affect this has on
the distribution of
calcareous oozes on the
sea bottom around the
world.
7. Explain what
mechanisms can act to
increase the speed at
which sediment particles
reach the sea bottom.
8. Explain the principle
difference between
nertic and pelagic
sediments in terms of
the composition.
9. Define the term
“turbidite,” describe
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1. Read Chapter 4
and complete
online activities
1. Chapter 4 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: What Goes Down
B: Sediment From
Land to Sea
Field Trip: Coastal
dynamocs,
sedimentology and
near shore ecosystems
how they’re formed and
how they explain the
presence of marine
fossil of modern
mountain tops.
10. Describe the
progression of
sedimentary rocks
through rock cycle, and
explain the role plate
tectonic plays in this
process.
1, 2, & 4
Week 6
Objective.:
Summarize the role of
the ocean in weather
and climate.
1. Explain reasons for
the air temperature
contrast between
summer and winter in 2.
Western Europe versus
eastern North America.
3. Explain what causes
seasonal variation on
Earth.
4, Contrast the cause
and effects of a maritime
climate versus a
continental climate.
5. Define the term
“albedo.”
6. Explain why the
ocean is the principal
location for the
absorption of solar
radiation received by the
Earth-atmosphere
system.
7. Define the term
“photic zone” and what
factors determine its
maximum depth.
8. Explain the
phenomenon of the
“global radiative
equilibrium,” and how
human-induced global
warming appears to be
changing this
equilibrium.
9. Explain earth’s
“Greenhouse Effect”
and what gas is
primarily responsible for
this phenomenon.
10. Explain how the
relative balance of
radiational heating and
cooling changes with
latitude.
11. Explain how ocean
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1. Read Chapter 5
and complete
online activities
1. Chapter 5 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Ocean-Atmosphere
Connections
B: Incoming Solar
Radiation and Sea
Surface Temperature
currents, exchange of air
masses and storm
systems (especially
hurricanes) contribute to
poleward heat transport.
12. Explain why high
pressure systems are
usually accompanied by
fair weather and low
pressure systems are
usually accompanied by
unsettled or stormy
weather.
13. Describe the
behavior of both high
and low pressure centers
when viewed from
above in the Northern
Hemisphere.
1, 2, & 4
Week 7 and 8
Objective:
Explain the processes
and properties of
seawater that create
ocean currents.
1. List the three zones
that describe how
seawater is stratified due
to differences in density,
and what three factors
cause this density
difference.
2. Describe how Ekman
transport transfers wind
energy to surface waters,
about how much energy
is transferred and to
approximately what
depth this wind-drive
effect occurs.
3. List and explain the
forces and physical
features of Earth serve
to sets surface waters in
motion.
4. Explain how Ekman
transport works in
combination with the
Coriolis Effect to create
the phenomenon of
geostrophic flow.
5. Describe the unique
nature of the Antarctic
Circumpolar Current.
6. Describe the impact
of the Coriolis effect on
wind and ocean currents
in both the northern and
southern hemisphere.
7. Explain how and
where deep and bottom
water masses are formed
on Earth.
Page 9 of 17
1. Read Chapter 6
and complete
online activities
1. Chapter 6 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Wind-Driven
Ocean Circulation
and Ocean Gyres
B: Density-Driven
Circulation and Water
Masses
8. Explain why the Gulf
Stream extends far into
the Artic Circle, unlike
other western boundary
currents.
9. Explain the force
driving thermohaline
circulation and contrast
this with the force that
drive surface currents.
10. Explain how the
trade winds contribute to
deep sea upwelling near
the equator.
11. Explain why the
world's most productive
fisheries located in areas
of coastal upwelling.
1, 2, & 4
Week 9 and 10
Objective:
Define ocean waves
and identify the forces
that generate them.
1. Explain how energy is
transferred in an ocean
wave (both vertically
and horizontally), and
why wave propagation
involves little mass
(water) transport.
2. Contrast the
controlling factors of a
deep-water wave with a
shallow-water wave, and
give an example of each.
3. Explain how tides
form in an idealized
model of the Earth.
4. Explain how tides are
caused by both
astronomical and nonastronomical factors.
5. Explain the
phenomenon of spring
and neap tides.
6. Explain how and
where internal waves are
generated, and compare
their speed with surface
waves.
7. Explain how a
tsunami forms and why
it’s erroneously
described as a “tidal
wave.”
8. State the primary
generating and restoring
forces on most ocean
waves, and contrast a
“forced wave” from a
“free wave.”
9. Describe the three
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1. Read Chapter 7
and complete
online activities
1. Chapter 7 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Deep- and
Shallow-Water
Waves
B: Tides
factors that determine
maximum wave height
(sea state).
10. Describe the
behavior of a wave as it
approaches shore.
11. Contrast destructive
and constructive
interference, and explain
how the latter can
contribute to the
formation of a “rogue”
wave.
12. Define the three
types of tidal regimes—
mixed, diurnal and
semidiurnal—and state
which type occurs
locally.
1, 2, & 4
Week 11 and 12
Objective:
Explain how the ocean
determines the shape,
features and
composition of the
coast line.
1. Define the term
“coastline.”
2. Explain what
differentiates an “active”
coastline from a
“passive” one, and
provide examples of
each.
3. Explain the
phenomenon of wave
refraction and how it
contributes to longshore
currents and “littoral
drift.”
4. Explain what
conditions are necessary
for a beach to remain in
a steady state.
5. Explain how barrier
islands form, their
primary function and
where along the US
coastline these features
are primarily found.
6. List at least four
characteristics of a
wetland with respect to
tidal influence, plant
communities, tectonics
and coastal protection.
7. Define the term
estuary and explain why
they are so biologically
productive.
8. Explain what
conditions are necessary
for the formation of a
tropical cyclone
Page 11 of 17
1. Read Chapter 8
and complete
online activities
1. Chapter 8 quiz
(D2L)
2. Online labs:
2. Attend lecture
A: Coastal Processes
B: Open Ocean and
Coastal Impacts of
Tropical Cyclones
(hurricane).
1&2
Week 13
Apply concepts learned
in lecture to local marine
environment
Field Trip
Field Report
1&2
Week 14
Objective:
Course Review
Review “Final Exam
Study Guide” and
associated PowerPoint
presentations
Attend lecture
Ask questions
1&2
Week 15
Final Exam
Final Exam
VII. Materials
This course uses the most innovative oceanography curriculum in existence, a program developed
and published by the American Meteorological Society (AMS). Oceanography courses using this
curriculum are now being offered at more than 140 colleges and universities around the US, as well as at
a host of military installations around the world. The program is centered around the textbook, Ocean
Studies: Introduction to Oceanography (2nd edition) edited by Joseph M. Moran. This text is bundled
with a comprehensive Ocean Studies Investigations Manual. The ISBN for the two-book package is
978-1-878220-94-3. Both texts are required. Also, be aware that the Investigation Manual is revised each
academic year. So, if you’re planning to purchase a used copy of the textbook, you still need a new
version of the lab manual. To confirm that it’s up-to-date it should indicate “2009-2010 and Summer
2010” on the cover. Once you have your materials, I encourage you to review the “Welcome” page (page
1) of the Ocean Studies Investigations Manual, where you will be introduced to the course website. You
will need to enter the URL, Login ID and password to access this site. (These can be found in the
“Welcome to the Course” announcement on the D2L web site.)
As a supplement to our field trip activities, I recommend, Florida’s Living Beaches: A Guide for
the Curious Beachcomber by Blair and Dawn Witherington (ISBN 978-1-56164-386-8). Although it’s
not available through the FKCC bookstore, you can pick up a copy at other area book stores like Barnes
& Noble, Borders or Books-A-Million for around $20.00. This is not a required textbook, only a
recommendation.
VIII. Grading Scale
Grades will be calculated based on your performance in six areas including: 1) online quizzes; 2)
laboratory investigations; 3) a comprehensive final examination; 4) field trips; 5) a Term Project and 6)
participation in forums on the D2L Discussion Board. Both the quizzes and laboratory investigations are
self-administered and submitted through D2L. These activities are also graded immediately upon
submission, so you will know your grade status continually throughout the course.
At the end of the term you will receive a preliminary score by averaging your performance on the
eight Chapter quizzes (the lowest grade will be dropped), the eight lab investigations (the lowest grade
also will be dropped), and final exam.
Once your initial cumulative average is determined (based on your quizzes, labs and final), only
then will your attendance, Term Project and Field Trips be considered. The Term Project and Field Trip
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are each worth a maximum of five points (for a total of 15 possible points). You will also receive one-half
point for each class session and field trip that you attend. Points earned from these assignments and
attendance will be added to your cumulative average. So, for example, if someone with a 70% initial
cumulative average (based on their quizzes, labs and final exam) earns five points from their Term Project
and four points from each field trips (13 points total), then their final cumulative average would be
boosted to an 83%, and they’d receive a B rather than a C. Consistent participation in the online forums
will earn you an even higher score. Your final letter grade will be based on this cumulative term average
and determined based on the following range of percentages. There will be no grade curve used in this
class.
A: 90-100%
B: 89-80%
C: 79-70%
D: 69-60%
F: below 60%
IX. Class Policies
Communication
The format of this class puts a premium on communication. In communicating with me by email,
you are to use only the email function within D2L—not your private email address. In addition, the email
utility within D2L should never be used for personal reasons or business other than class-related matters.
In addition, I will not respond to messages sent to me on any of my email addresses other than
[email protected]. Remember, the prime responsibility for timely communication rests with
you
Let me also say a few words about your assignments. I’m almost always available during regular
business office hours. The most important thing to remember is that I’m here to help you, but not to do
your work for you. So, don’t hesitate to contact me if you have any problems or questions. However, for
questions involving D2L or other computer network issues, see the section below under “Technical
Assistance.”
I will also provide regular updates and other announcements, which will be posted under the
“News” widget on the D2L homepage. Some of this information may be time-sensitive, and you are
responsible for all information that’s posted. Therefore, you should log into the D2L site at least once
every other day, if not every day, to check for any news items.
Lastly, this syllabus is extremely comprehensive and addresses the vast majority of questions that
are likely to arise. So, it’s also the first place you should reference when you have a question. Be advised
that I will not respond to any question that can be answered simply by referring to the syllabus.
Class Participation
Class participation is defined as actively participating in classroom activities and discussions. In order to
receive credit for class participation, students must be present in class. In other words, class absences will
have a direct impact on your class participation grade.
Online Quizzes
There are eight end-of-chapter quizzes in the course based on the textbook material. You may
complete your quizzes at any time during the course. However, it suggested that you not attempt the quiz
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until after you’ve attend the lecture on that chapter, and completed the end-of-chapter review exercise.
Your lowest score of the seven quizzes will be dropped from the total in determining your final course
average. As quiz items are randomized, and drawn from a large inventory, don’t expect to see the same
questions if you decide to retake a quiz.
Laboratory Investigations
An important part of most science courses are laboratory activities. In this course, lab activities
will come from your AMS Ocean Studies Investigations Manual in conjunction with the AMS Online
Ocean Studies website: www.ametsoc.org/amsedu/login.cfm. There is also a link from the D2L homepage
to the AMS site. This website is password protected. The password will be sent to you in an introductory
e-mail that you’ll receive the first day of class or the day prior. You will use this website extensively
during your laboratory activities, so I encourage you to become familiar with it as soon as possible.
As with the quizzes, you may complete your Lab Investigation exercises at any time during the
course. Each chapter contains two exercises, A and B. You are required to complete either (not both) of
these exercises, recording your answers in your Lab Investigations manual. Unlike the quizzes, you may
not take the exercise a second time. However, if you are unsatisfied with your initial performance, you
may take the second exercise. If you do so, I will record the highest of the two scores as your final grade.
As with the quizzes, your lowest score will be dropped from the total in determining your final course
average.
Logging On and Off From D2L
It’s suggested that you log on to D2L by bookmarking the site: http://online.fkcc.edu/. (Note that
this does not contain the usual www prefix.) This is preferred to logging on through FKCC’s web site
because, if there’s a local power outage, the FKCC site may be down. However, the D2L server is hosted
in Tallahassee, not locally, and will still be available even if the College site is down.
Also, to better serve faculty and students, all D2L users should use the logoff button when
completing online course work. By logging off instead of just closing your internet browser window, D2L
server space is freed and system performance is optimized. In addition, logging off will more accurately
record each student’s time logged into the online course.
Term Project
The Term Project is a culminating activity due, like all assignments, on the last day of the term. I
prefer that the project you select have some experiential component, such as participating in a group or
activity related to marine conservation or other ocean-oriented activity. I will post various opportunities
that fulfill this requirement as they become available in the “News” section of the D2L site. Projects could
include: participating in a coastal clean-up program; a coral, mangrove or seagrass restoration project;
attending public hearings on an ocean/conversation-related issue (such as a Sanctuary Advisory Council
meeting); or conducting a presentation for the public on an ocean/conversation-related issue (such as an
assignment for a speech class or a presentation to an elementary/middle school class). In addition, I will
give full credit for a Term Project if you complete any scuba diving certification class during the current
semester. Successful completion of the course must be verified by the instructor.
If you are unable to participate in any project, I will accept a paper. However, the topic must
answer some specific question, not be just a general library report on some topic like sharks or coral reefs.
Examples of appropriate topics include the following: “What factors have contributed to the decline of the
coral reefs of the Florida Keys?”; or “How has the Florida Keys National Marine Sanctuary contributed to
the conservation of local marine environment?” Your topic must be submitted and approved by me before
you begin working on it; and you should decide on a topic and have it approved as soon as possible. You
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will need ample time to research the issue, and you’ll not be able to simply pull the information you need
off some Internet site! Guidelines for the paper will be posted on the D2L site. It will be a minimum of
3,500 words excluding citations. Automatic Term Project credit of five points is provided to anyone who
successfully completes any scuba diving certification course during the term.
Field Trips
Two “live” field trips and two “virtual” field trips will be offered during the term. You can submit
assignments for any combination of two field trips (both live, both virtual or live and virtual.)
Dates of the field trip are listed in the schedule and locations will be determined later in the term..
I will send you an e-mail informing you of the arrival time. Start times may vary according to season and
weather conditions, but generally expect to arrive around 8:00 to 8:30 AM and finish around noon. Dates
are subject to change due to weather.
To prevent you from having a miserable time, and insure that you get the maximum educational
value, I strongly suggest that you follow the recommendations below:
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We will be in the water for a portion of each field trip, and most often there will be a session where
we will be snorkeling. So, always wear a bathing suit or other clothing that can get wet. (You are
welcome to bring your own snorkeling equipment, but if you don’t have any, it will be provided.)
For trips during cooler months of the year, be sure to dress warmly and bring a change of clothes (and
a wet suit if you have one). It’s always a good idea to be prepared for rain or for getting wet in transit
to the field site.
On sunny days always wear a hat. (It should cover your face, ears and back of neck.)
During warmer months, wear a shirt made of light material and color. (If you sunburn easily, or
haven’t been outside much lately, it should be long-sleeved.) Also, bring bug repellent, as mosquitoes
can be a problem during early morning hours when there’s little or no wind.
Always wear shoes or sandals that can get wet. If you wear sandals, make sure they’re the kind that
strap firmly to your feet. ABSOLUTELY NO FLIP-FLOPS! They will come off in the mud.
Apply sunscreen of SPF 15 or higher (even in winter), and insect repellent for morning summer
sessions..
Wear a pair of polarized sunglasses.
Always bring ample water.
Bring a field notebook and pencils (not pens, ink runs when it gets wet).
A small backpack will make it easier to carry your stuff.
Late Work
All assignments (quizzes, labs, field trips and Term Projects) are due by midnight,
December 2nd. No extensions will be granted and no work will be accepted thereafter.
Delays in Getting the Textbook
Having regular access to the textbook is a requirement for this class. Whenever possible students
should have the text in hand before the first day of class each semester, but there will be times that
students are unable to get the text until after the class begins. If you are in this situation, follow the
guidelines below. These guidelines are intended to be general enough to apply to all classes you take, and
they may not all apply to this class. Not having the text is not an acceptable excuse for doing no work at
all in this class.
1. The FKCC library has reserve copies of the textbook available for student use. These textbook copies
cannot be removed from the library.
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2. Look at the publisher’s web site for the text. Most publisher text sites have student resources that can
help you, and many of these are available even if you do not have the text. As a minimum, the web
sites usually have a Table of Contents, which can also help you get an idea what topics we will cover.
3. Please let me know if you don’t have the text by the end of the first week of class. I will not be
sympathetic if you wait until after the first week of the semester to tell me you don’t have the text.
The above guidelines will probably not be enough to replace the text entirely, but they will allow you to
learn enough to participate in the discussion forums each week. This participation is critical to your grade
and also for attendance purposes.
Withdrawal Policy
1. Students may withdraw without academic penalty from any course by the established deadline
published in the College’s calendar. This will result in a grade of “W” for the course and will not
count against the student's GPA.
2. Students will be permitted a maximum of two withdrawals per course. Upon the third attempt, the
student WILL NOT be permitted to withdraw in accordance with State of Florida regulations and will
receive an earned grade for that course.
3. It is the responsibility of the student wishing to withdraw from the course to do so by the date
published in the College Academic Calendar.
4. IMPORTANT: Students who abandon the course or do not formally withdraw by the published
deadline will receive a grade of F.
Academic Honesty & Plagiarism
1. Students are expected to respect and uphold the standards of honesty in submitting written work to
instructors. Though occurring in many forms, plagiarism in essence involves the presentation of
another person’s work as if it were the work of the presenter. Any cheating or plagiarism will result in
disciplinary action to be determined by the instructor based on the severity and nature of the offense.
It is the student’s responsibility to review the College’s policy on Academic Honesty.
2. Collaboration and discussion is encouraged in all course aspects other than actually completing the
assigned work (quizzes, exams, homework, projects, etc). Indeed, collaboration often leads to
increased understanding of the material being covered. If you have questions about an assignment, I
encourage you to speak up and ask questions about it.
3. Plagiarism is a form of fraud and will not be tolerated. You are expected to do your own work.
Copying text or images from any source and claiming it as your own is considered plagiarism.
Submitting copied text as most or all of your answer on a homework or project is also a form of
dishonesty, even if you cite the source. I want to read YOUR words, not someone else’s words. Using
quoted text to support your answer will not usually be necessary in this class.
4. If you are caught in any form of academic dishonesty, you will receive a grade of zero for that
assignment. If you are caught a second time, you will earn a failing grade for this class and be
reported to the College.
Technical Assistance
If you are having any technical difficulties (e.g., logging in, accessing the discussion board, etc.)
please contact the Office of Distance Learning helpline at 305-809-3177 Monday—Friday 8:00AM to
4:00PM or email your question to [email protected].
Special Needs
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If you have any special needs or requirements pertaining to this course, please discuss them with
the instructor early in the term. If you have special needs as addressed by the Americans with Disabilities
Act (ADA) and need assistance, please notify the Office for Students with Disabilities at 305-809-3504
via email at: [email protected] or the course instructor immediately. Reasonable efforts will be
made to accommodate your special needs.
Community Decorum
A positive learning experience depends upon respect among all members of this classroom
community. Disregard or disrespect for the process, the group or toward any individual will result in
removal from the class and may result in you being dropped from the course. Respectful discourse in
discussion and email areas is expected and anonymous posting will not be tolerated.
Sexual Predators
Federal and State law requires a person designated as a “sexual predator or offender” to register
with the Florida Department of Law Enforcement (FDLE). The FDLE then is required to notify the local
law enforcement agency where the registrant resides, attends or is employed by an institution of higher
learning. Information regarding sexual predators or offenders attending or employed by an institution of
higher learning may be obtained from the local law enforcement agency with jurisdiction for the
particular campus, by calling the FDLE hotline (1-888-FL-PREDATOR) or (1-888-357-7332), or by
visiting the FDLE website at www.fdle.state.fl.us/sexual_predators. If there are questions or concerns
regarding personal safety, please contact the Campus Security Officer on your campus.
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