missouri s&t freshman faculty manualnewfaculty.mst.edu/media/campussupport/newfaculty/... ·...
TRANSCRIPT
New Faculty Programs @
Freshman Faculty Manual 2008
written/compiled/edited/updated by:
Ronald Bieniek, DirectorNew Faculty Programs
Welcome Freshman Faculty!!
Table of Contents
Useful campus resources, references and web sites …….…………………….………….……. 3
New Faculty Programs website…………………………………………………...…………… 4
Freshman Faculty Program website…………………………………………………………… 5
IT/Computer Services helpdesk……………………………………………………………….. 6
Teaching tips to promote better student learning……………………………………………. 7
Teaching effectiveness and MST students……………………….…………………………… 8
LEAD learning assistance for foundational courses…………………………………...………11
Online Faculty Teaching Resource Center …………………………………………………… 12
Things you should know when teaching at MST………………….………………………….. 13
Thoughts on syllabus preparation………………………………….. 14
Example about supplying appropriate course information (Metallurgy 221)
course syllabus……………………………………………………………………...…… 15
course schedule………………………………………………………………………….. 17
semester design project…………………………………………………………………… 18
How to put your course material on the web………….………..…………………….……….. 19
How to access academic information from Registrar ……………………………………...…. 21
Necessary online faculty training for secure accessing of information……………….…. 22
How to get your course info and class rosters ………………………………….………. 23
How to get academic calendars and schedules ……………………………………………. 24
How to get info about all classes offered this semester ………………………….……….. 25
How to add, drop, and change students in your class……………………………………... 26
Appendices: Examples of other course syllabuses………………………………………... A-01
Microbiology (Biological Sciences 221 – web.mst.edu/~microbio/Bio221.html Lecture syllabus………………………………………………………………………A-02Lab syllabus…………………………………………………………….…………….A-06
Engineering Physics I (Physics 23 – www.campus.mst.edu/physics/courses/23) Syllabus…………………….……..………………………………........................... A-09Schedule…………………………………………………………………………… A-14
Atomic Structure of Crystalline Solids (Ceramic Engineering 102)……… ……………. A-18
Electronic Materials (Ceramic Engineering 416)…………………………………… A-21
Business Ethics (Philosophy 235) …..………………………………........................... A-24
2
Useful &Informative Campus Resources, References and Web Sites1. Campus web pages: A-Z Index at http://directory.mst.edu/organizations/groups_alpha.html
a. Campus map: www.mst.edu/map
2. Computing/computer/IT assistance at IT Solutions Center (xHELP – a.k.a. x4357):
a. Your local systems administration group (if your department has one)
b. much online info: http://helpdesk.mst.edu/ or http://it.mst.edu
c. Technology Learning Spaces (a.k.a., Computer Learning Centers or CLCs):
http://helpdesk.mst.edu/generalinfo/about/tlss.html
3. Purchasing equipment, goods or services (know this!) http://procurement.mst.edu/.
a. Guidelines: www.umsystem.edu/ums/departments/fa/management/procurement/policy
4. Faculty Senate (governing body/senate of the faculty): http://facultysenate.mst.edu
5. Faculty resources
a. Official faculty info (workload, tenure & promotion): http://provost.mst.edu
b. Faculty Teaching Resource Center: http://lead.mst.edu/teachingresources
c. Sponsored Programs/external funding assistance: http://sponsoredprograms.mst.edu.
d. UM Research Board (grants): www.umsystem.edu/ums/departments/aa/research
e. Faculty Accomplishment System (FAS): https://iatservices.missouri.edu/fas/fas
6. Student advising – http://ugs.mst.edu/documents/advising_handbook.pdf
7. Student learning assistance and resources
a. Free tutoring and learning centers (LEAD): http://lead.mst.edu (LEAD)
b. Disability support services (DSS): http://dss.mst.edu
c. Testing Center (proctored exams, scanned answer services): http://testcenter.mst.edu
8. Registrar’s Office
a. Catalog, class schedules, and student information: http://registrar.mst.edu
b. Academic calendars & grade reporting deadlines: http://registrar.mst.edu/calendars
c. Student Academic Regulations: http://registrar.mst.edu/academicregs
9. Library: http://library.mst.edu
10. Campus people search: http://directory.mst.edu/
11. MST web standards, logos and graphic identity: http://standards.mst.edu
12. Accent Reduction Program for faculty: contact your chair or Office of International Affairs
13. Coterie organization of social activities for faculty wives: http://web.mst.edu/~coterie
3
Teaching Tips to Promote Better Student Learning
Dr. Carl Burns, Office of Student Affairs
1) Our students tend to be quite capable, but few of them aspire to be university faculty members as a career objective
2) Your job as an instructor is to find ways to be maximally effective in engaging students in the learning process; think of student learning as a partnership between you and your students, and among the students, in which you all succeed together
3) Use early and frequent feedback to help you understand what students are missing and what you might be able to do differently
Small-scale quizzes every 1-2 weeks, plus tests, are usually better than using only tests every few weeks
Systematically checking with students on areas of uncertainty, using Classroom Assessment Techniques (CATs), provides you and them with valuable information on their learning; an example is “the muddiest point” method, in which you ask students to indicate what they understood least well at the end of class, and submit that to you (either via notecards or electronically)
Graded homework provides regular feedback to students on their learning
4) Don’t hesitate to refer struggling students for assistance as quickly as possible Students (especially guys) often wait too long to seek help, if they do at all Include a requirement that they report back on the results of the referral (only that
they kept an appointment, not what was discussed) If you employ early and frequent feedback methods in your courses, you will
know more quickly which students need help
5) When you lecture: Ask a colleague/mentor to review your material to seek feedback Try to use fairly brief “lecturettes” of 15-20 minutes at a time Be as organized as you can be; students hate “lecture chaos” Be sure that supportive materials (overheads, PowerPoint, CD-ROM or Web
demos) are easily visible and consistent with what you are talking about Do NOT face the board (or PowerPoint) and talk at it for lengthy periods as you
write on it (or merely read the material); this creates a disconnect
6) In summary: Use active, collaborative teaching/learning methods as much as possible; we learn
best when we actively process information (discussions, “working with” information, helping others)
If you care whether your students learn well, and communicate that to them (behaviorally and verbally), they will get the message
Teaching is not about delivering content; it is about facilitating students’ learning
7
Teaching Effectiveness and S&T Students
Dr. Carl Burns, Office of Student Affairs
One of the functions of this institution is to train students to be effective at developing, designing, and building things, and oftentimes these things are machines of some sort. It might be helpful to think of this institution as a machine as well. We take raw material (students), process that material (expose students to learning experiences), and turn out a finished product (students with degrees). Unfortunately, our efficiency is not as high as we’d like; we lose more than one in three students before they graduate, and too many students who complete their degrees are not very satisfied with some aspects of their experience at MST. We also find that many students who get satisfactory grades in lower-level courses lack some of the skills that are desirable or even necessary in upper-level courses. We are not as effective a machine as we might be, and we want to improve our functioning.
The campus has recognized more clearly in recent years that we need to be better at some of the things that we do, and one of the most important of those is educating students (I know-what a silly idea!). The primary purpose of this program that you are participating in is to provide you with some of the knowledge and skills that we believe will help you to be more effective in your contacts with students, whether in or outside the classroom.
University faculty members tend to make predictable cognitive errors as they approach teaching. On this campus in particular we tend to view most students as highly capable (correct), and therefore almost uniformly high-performing, goal-directed, motivated, etc. (incorrect). Our students’ average ACT score for a number of years has been about 27, which is very good for a public institution of higher education. Our students tend to be highly self-selected (crazy enough to attend MST, in other words). Two things to remember: they tend not to have been challenged much in high school (guys in particular, who tend to have worked less hard than young women), and not very many aspire to be university faculty members as a career objective. So, while they often share interests in technical subjects and pursuits with faculty, they will typically want more hands-on (versus theoretical) approaches than you as a faculty member might have wanted when you were a student. They will also be unaccustomed to working as hard as most will need to work to be successful. No words can lead them to study as hard or as effectively as will be necessary. They must learn this through their own experience, but yet in ways that support their meeting this challenge.
Many of you had high test scores coming into college, probably somewhat higher than that of most of the students you will be teaching. Your job is not to prove your capabilities or display your knowledge to students in your classes each day, but rather to find ways to be maximally effective in engaging them in the learning process. Frequently this objective is best met through forming learning partnerships with and among students, and it is seldom met most effectively through extensive use of lectures. It’s not that lectures are bad or unnecessary, but rather that human beings tend not to learn best through passive learning methods such as sitting and (presumably) listening to a lecture. On a good day, count on maybe 15 minutes of quality listening time with students, and be aware that even then they will be fortunate to retain 50% of what you most want them to remember. We won’t talk about the other 35 or 60 minutes…
8
Probably few of you had much, if any, formal exposure to effective teaching methods/strategies, and even if you did, those may not necessarily lead you to effective strategies for improving students’ learning (there IS a difference). You may also find that some fellow faculty members, including some whom you may respect, do not encourage you to spend a lot of time trying to be a more effective instructor. This perspective, should you encounter it, simply reflects the historic view of the faculty reward structure. This view, and your probable lack of previous training in teaching, should not discourage you from wanting to be as effective as possible in the classroom—you are probably not setting a goal of mediocrity in any area of your work here at MST. And, regarding the reward structure, be aware that the campus culture has changed in recent years regarding tenure and promotion. More than ever, the campus wants to enhance the role of teaching/learning. That is the reason that we are meeting collectively here.
Specific points to remember:
Who you are is often as important as what you do in the classroom.
If students perceive that you honestly care about whether they succeed, you are halfway to the goal of being successful.
Students want to be challenged, in spite of occasional appearances to the contrary. They also want to be treated fairly and with some measure of respect.
If you act disinterested or condescending toward students, kiss your evaluation scores (and other things) goodbye.
Talk to other faculty about your teaching and students’ learning; identify the better instructors in your department and speak with them about their handling of their instructional roles.
Use active and/or collaborative methods in which students partner with one another in the learning process and actually do things; we find that such methods, if used well, facilitate students’ engagement in learning and their performance.
Resist easy explanations for students’ lack of success, because the explanations will seldom be simple.
Maintain awareness that your learning to be an effective instructor is, indeed, a learning process—don’t expect to do everything well from the outset (or, expect to do so and be disappointed—you have a choice).
Students will tolerate a lot in an instructor if they believe he/she is being fair and really wants them to learn.
There are costs associated with doing anything well, including teaching – but there are rewards.
And some even more specific tips:
Use a syllabus and be sure that it reflects what actually occurs in the course
9
A good syllabus with clearly stated course policies can save you much hassle and grief..If you have to deviate from the syllabus, that’s okay if you give students plenty of warning and the change is reasonable. Would you want to be told on March 13th that your taxes were actually due on March 15th, versus April 15th?
Use early and frequent feedback to help you understand what students are missing and what you might be able to do differently
Small-scale quizzes every 1-2 weeks, plus tests, are usually better than using only tests every few weeks
Systematically checking with students on areas of uncertainty, using Classroom Assessment Techniques (CATs), provides you and them with valuable information on their learning; an example is “the muddiest point” method, in which you ask students to indicate what they understood least well at the end of class, and submit that to you (either via notecards or electronically)
Graded homework provides regular feedback to students on their learning
Be sure that whatever learning assessments (e.g., tests, quizzes, CATs) you use are consistent with the emphases you have placed on different material in the course
Don’t hesitate to refer struggling students for assistance as quickly as possible. Students (especially guys) often wait too long to seek help, if they do at all. Include a requirement that they report back on the results of the referral (only that they kept an appointment, not what was discussed). If you employ early and frequent feedback methods in your courses, you will know which students need help soon enough to try to assist. It is not only okay for you to intervene, it is often the best way for you to let a student know that you are concerned about his/her learning (and welfare)
It is fine to “teach from the book” as long as you include enough outside material to convince students that coming to class is worthwhile; if, on the other hand, you almost never refer to the text, students will often resent having had to purchase it
When you lecture: Ask a colleague/mentor to review your material to seek feedback Try to use fairly brief “lecturettes” of 15-20 minutes at a time Be as organized as you can be; students hate “lecture chaos”, and more generally, the
appearance of lack of preparation (consistently rated as one of the principal reasons for rating professors poorly)
Be sure that supportive materials (overheads, Powerpoint, CD-ROM or Web demos) are easily visible and consistent with what you are talking about
Do NOT face the board (or PowerPoint) and talk at it for lengthy periods as you write on it; this behavior creates a disconnect from the students which they may resent
Maintain awareness that different students learn most effectively in different ways, and very few learn best through lecture. Our students consistently say that they would like more practical, hands-on kinds of learning opportunities. That also happens to be the way that most human beings learn most effectively.
10
http://lead.mst.edu
LEAD Learning Assistance for 30+ Foundational Courses(faculty-based learning centers and undergraduate peer tutoring)
11
Things you should know when teaching at MST
1. Ask questions – Chair, secretaries, admin assistants, other faculty.
2. Treat the staff courteously and sensitively – and don’t dump things on them or your
colleagues at the last moment for a rush job.
3. Figure out how to do copying in your department, both small and large batch.
4. Check on departmental policies on such issues as; cheating, faculty missing a class, etc.
5. Find out BEFORE class begins how to add/drop students (Add/Drop Form)
6. Help students find their building/room.
7. Treat students as “real people”.
8. Know how students can get learning assistance/enhancement outside of class. (LEAD,
CLCs, TAs, yourself). Encourage them to take advantage of these success resources.
9. Many useful and practical ideas and tips about teaching at
http://lead.mst.edu/teachingresources)
10. Help with computers, software, or getting computer accounts at IT Solutions Center
(http://helpdesk.mst.edu, xHELP - aka x4357).
11. It is generally beneficial to have a method of broadcast contacting students in your class:
through blackboard (http://blackboard.mst.edu) or by class email listservs. Contact IT for help.
12. Your syllabus and other course materials
a. Be sure students understand your expectations about attendance, homework, class
participation, missed assignments/exams, grading policy, academic dishonesty
policies, schedule of deliverables, etc. [Much of this should be in your syllabus.]
b. Place as much course material (syllabus, announcements, handouts) as you feel
comfortable with on your course website, Blackboard, or at electronic library
reserves. (http://library.mst.edu).
13. Catalog, schedule, class, enrollment, student information: http://registrar.mst.edu.
14. Utilize the online Academic Alert system (http://academicalert.mst.edu) to improve the
success and retention of underperforming and/or struggling students.
15. Attend workshops offered by New Faculty Programs (http://newfaculty.mst.edu/) and by the
Center for Education Research and Teaching Innovation (http://certi.mst.edu/).
16. Start looking for teaching and research mentor(s) amongst your colleagues.
17. Take your job very seriously – but don’t take yourself too seriously!
13
Syllabus Preparation
As the beginning of the new term approaches, it is a good time to reflect on what students want and expect from each of the classes they take, and what our professional responsibilities are to these students. Students need to plan their studies so they can get the most from each course as well as get the best grade they are capable of obtaining. This means they need to know the scope of each course before it begins. They need to know what reading material is required and the dates by which they should have read the material. With this information in hand, they can plan their study periods and accomplish the reading and homework assignments necessary for every class they are taking -- not just in the one you are teaching. Similarly, if students know when examinations are scheduled, they can allocate their time to review the material covered in a more effective way. If they know the scope and dates when major papers, projects, examinations and homework assignments are due, along with the weight each will be given in determining their course grade, the student will be able to plan their studies accordingly for all of their classes. To this end (and also to avoid problems later in the semester), it would be very beneficial if each faculty member prepare and distribute, by the end of the first week of classes, a course syllabus and schedule that contains at least the following information:
Required Reading and Assignments (Give dates by which each assignment should be completed, or give the URL of website where they can be found in a timely manner)
Homework (Give the policy - e.g. homework is assigned after each class and is due at beginning of the next class period - and the weight homework will have in the course grade)
Examination(s) (Give the approximate dates, the portion of the course covered, and the weight the midterm examinations will play in the course grade)
Major Papers, Projects, etc. (Give the due dates and the process for approval of the topics) Classroom Participation (Give the contribution of classroom participation to the course
grade) Final Examination (Give the scope and weight of the final examination in the course grade) Policies on missed or late assignments and tests, including conditions under which make-ups
are allowed.. Available Resources (Identify the resources available to students to help them understand the
material covered. This could include faculty office hours, tutoring center hours, extra class sessions, study groups, etc.)
Contact Persons (Give names and addresses of the department chairperson and the dean so students can contact them if they have problems with the course that cannot be resolved by going to the instructor.)
If each faculty member supplies at least this information to the students by the end of the first week of class and posts it on the course Web site, it will be very helpful to MST's objective to improve student success and retention.
14
Example of Course Syllabus and Information (Met 221)Met 221 - Principles of Materials Processing
Winter 200510:00-11:00 AM. MWF in McNutt 204
Instructor: Dr. Kent Peaslee284 McNutt Hall341-4714 (office), 364-3960 (home – up to 10 PM)Email: [email protected]
Goals and Objectives: This course will help you understand the major technologies for processing metals, explain the metallurgical effects of the different processes, and evaluate important parameters that influence the selection of processes in design. In this course we study several major metal processes including casting (foundry and continuous casting), joining, forming (rolling, forging, stamping, drawing, etc.), powder metallurgy, heat treatment and metal removal processes (machining).
Text: Materials and Processes in Manufacturing, by DeGarmo, Black and Kohser. Ninth Edition, 2003. Regular reading assignments will be included with the homework. Reading will include additional background information to supplement the lectures. I will also send you to several web sites during the semester to supplement the class.
Grading Policy: Five 50 minute quizzes (during class) 70 %(Optional Final will replace lowest test score)Team design project 15 %Homework and in-class participation projects 15 %
Homework assignments are due at the beginning of class. Late assignments will be graded for 50% credit but will only be acceptable for one week after the assignment was due. Please come see me if you need help in understanding concepts and homework. I am usually here from 8 AM to 5 PM - if my office is open feel free to stop by and get help. If you want to make sure and see me, call or email me to make an appointment. In addition to the homework, there will several unannounced quizzes and in-class group case studies to encourage attendance, class participation and to apply and reinforce the concepts and information provided in the lectures and reading. Grades will be based on the following percentage guidelines (standards will not be raised, but may be lowered if judged appropriate by instructor):
>90% = A, 80 - 89% = B, 70 - 79% = C, 60 - 69% = D, 60% = F
QUIZ Dates (tentative): Quiz 1: Solidification and Foundry Wednesday, February 2Quiz 2: Casting Processes Monday, February 28Quiz 3: Melting/Joining Process Wednesday, March 23Quiz 4: Forming Processes - Hot/Cold Working Wednesday, April 20 Quiz 5: Powder Met - Machining Processes (+Opt. Final) Wednesday, May 11 (4 PM)
15
Course Updates and Changes on Blackboard
Course material, including syllabus and homework schedule, can be found on Blackboard (http://blackboard.mst.edu or from the Blackboard link on the MST homepage at www.mst.edu). If you need help on using Blackboard, click on the Need some help? link at the top to get started.
You will be alerted by email (done through Blackboard) when there are changes, additions, or assignments on Blackboard. Here is a sample of the type of emails that students in a prior semester received:
From: [email protected] [mailto:[email protected]]Sent: Monday, May 02, 2005 11:06 AMTo: YOUR NAMESubject: Last week of Met 221 Reminders
Just a reminder that HW 23 is due Wednesday at the beginning of class and HW 24 by 5 PM Wednesday. I will have both of them graded and back to you on Friday along with a Review sheet for the last test. Both HW's and heat treating PowerPoint notes are available on Blackboard.
Final Project is due by 4 PM this Friday.
See you in class on Wednesday.
16
Met 221 - Principles of Materials ProcessingWinter 2005
COURSE OUTLINE FOR SEMESTER (Tentative)
FOUNDRY TOPICS - January 10 – January 31 (for Quiz 1)Introduction to Materials Processing 1/10Casting Terms/Definitions/Introduction 1/12Solidification 1/14Gases in Metals 1/19Gating Design 1/21 - 1/24Contraction During Solidification 1/26Riser Design 1/28 – 1/31
MELTING / CASTING / MOLDS - February 4 - February 25 (for Quiz 2)Patterns 2/4Sand Molding/Properties 2/7 - 2/11Coremaking Processes 2/14 - 2/16Novel Casting Processes 2/18 - 2/21Continuous Casting 2/23 - 2/25
JOINING/WELDING – March 2 – March 16 (for Quiz 3)Melting of Metals 3/2Joining of Metals - Introduction 3/4Nature of an electrical arc 3/7Consumable electrode arc welding processes 3/9Non-consumable electrode Welding Processes 3/11Novel Welding Processes 3/14Brazing, Soldering, & Cutting Processes 3/16
FORMING PROCESSES – March 21 - April 18 - (for Quiz 4)Metal Forming - Introduction 3/21Hot Working 3/23 – 4/8Cold Forming Processes 4/11 - 4/18
POWDER METALLURGY / MACHINING - April 22 - May 6 (for Quiz 5)Introduction to Powder Metallurgy 4/22Powder Making & Testing 4/25Consolidation & Sintering 4/27Secondary Operations 4/29Applications & Novel Uses 5/2Machining & Heat Treating 5/4 -5/6
17
Met 221 - Principles of Materials ProcessingWinter 2005
SEMESTER DESIGN PROJECT
Your consulting group has been hired to develop the preliminary design of a process and material. Your team is responsible for evaluating all of the possible processes, materials, and treatments that could be used to manufacture your product. Your group will prepare two design reports, the first one will evaluate the possible casting processes that could be used to produce the part, and the second one will evaluate all con-casting processes that could be used to produce the part. The final design project grade will be an average of the grades on the two projects.
50% of the grade will be based on the quality and appearance of each report submitted. Your client is expecting a professional looking and sounding report with good spelling, grammar, understandable writing, good quality illustrations (properly labeled with figure numbers, titles, references, etc.), and completeness. 50% of the grade will be based on report content including evidence of a literature search, breadth and depth, reasonable evaluation of materials and processes, correct calculations, sound assumptions, and conclusions. Both members of the team will receive the same grade.
Each report should be written by your consulting company to a group of investors (engineers and bankers) that would like to know the best way of manufacturing the part. Feel free to be creative with the choice of your company name and format of the title page. The paper should use 11 pt. Times Roman font with 1.5 spacing. Make sure that you have headings, subheading, page numbers, and good illustrations, graphs, photos, or anything else that adds to the report (all properly referenced!!).
Each report should include:Title PageIntroduction – with purpose, part description, plan, and necessary background informationMaterials considered (ferrous/non-ferrous)Processes considered (description of processes considered and why)Recommended Process (rationale for selection and description of process (beginning to end)Summary (one page telling reader what you were asked to do, what you did, and your selection)
Include summary just after title page or at end – whichever your company prefers.References (Numbered – NOT JUST WEB SITES – journals and books – use footnotes in text)
Because these reports are writing intensive, each report will be submitted twice, the first time it will be graded and returned. Your group will have a few days to rewrite/improve the report and resubmit. The final grade will be the average of the four grades (two grades on each of the two reports).
Reports Due (in-class) according to the following schedule (20% penalty per day late):
Casting Processes ReportFriday – February 25th - Report Due (1st time)Friday – March 4th - Report Due (2nd time)
Non-casting Processes ReportFriday – April 29th – Report Due (1st time)Friday – May 6th – Report Due (2nd time)
18
How to put your course material on the web
It is usually advantageous to provide course info/material on the web so that it is easily accessible by students. This is a good way to update assignments, offer downloadable or viewable files and lectures, and also prevent students from saying “I didn’t know”.
There are three main ways of doing this:
1. IT provides the professional software Blackboard to construct a website for any course that you teach. Go to http://blackboard.mst.edu and login using your standard username and password you use for all your network/internet applications (e.g., email). There are tutorials on using blackboard in the lower right of the homepage and a help button at the top, or you can go the MST Blackboard help page at http://edtech.mst.edu/servicesupport/blackboard. You can also call the IT helpdesk (x4357) to be guided to human assistance.
19
2. Alternatively, instructors can go to the Reference Desk of the MST library and request assistance in using the Electronic Course Reserves website to post your materials (http://web.mst.edu/~lib-circ/). By clicking on the Sample Class link, you can see what the template for typical material they will you post:
Students access class material by clicking on Reserves? in the upper right of the top bar at the library’s website at http://library.mst.edu, click on “Reserves” at the top, and then click on the “Electronic Course Reserves” link there.
3. Ask your department administrative assistant or computer support person (or your chair) if there is a standard way in your department to put course material on the web. You might also ask a colleague with a good teaching reputation if you could use his/her well-honed website files as templates for your course. As an example, the Physics Department’s course material site is at http://physics.mst.edu/currentcourses/undergrad.html. where you will see:
20
How to access your course information and roster from the Registrar http://registrar.mst.edu
● Verify with your department that they have properly informed the Registrar’s Office that you should have security clearance to access the class rosters and grade submission system through your standard login ID and password. They will also need to get you higher level access clearance if you are also an advisor to students.
21
You need to go through online training in using PeopleSoft to access student rosters
On the left-hand bar of Registrar website http://registrar.mst.edu
● Click on Joe’SS Info (to get to http://registrar.mst.edu/psinfo)● then (under Training) click on Faculty to arrive at http://registrar.mst.edu/psinfo/ps89facultytraining.html
● Go through both Downloading a Class Roster and Entering Grades. (Download and run these executable videos)
22
How to get your course info and class rosters:
1) Go to Registrar page http://registrar.mst.edu and click on Joe ‘SS (Joe Miner Self Service)
2) Login with your universal campus password to get Joe’SS:
3) Click on Self Service to get:
4) Click on Faculty Center to the courses assigned to you for this semester.
5) Click on desired item. In particular:a) Clicking on a link under in “Class” column yields class stats.b) Clicking on the three people figures to the left of the class column, gives down class roster.c) Click on “Show Photo” box to see student ID photosd) Clicking on the bluish square grid allows download of class roster
23
How to get academic calendars and schedules:
1) Go to Registrar http://registrar.mst.edu
2) Click on Calendars in left-hand panel to get to http://registrar.mst.edu/calendars/
3) Choose desired item, e.g., ● academic year’s general Academic Calendar (first/last class,
finals, holidays, etc.) ● particular semester’s detailed Reporting Schedule (e.g., when mid-
term and final course grades are due, drop dates for students)
24
How to get info about all classes offered this semester
1) Go to Registrar http://registrar.mst.edu 2) Click on Class Offerings in left-hand panel to get to
http://registrar.mst.edu/classofferings/3) Click on semester and choose desired item under Class Offerings
Current class offerings are available through Joe’SSPrintable Campus Class Offerings*Printable Evening Class Offerings*Printable Distance Education Class Offerings*
25
How to Add, Drop, and Change Students in Your Class
During the first few weeks of class, students may want to add your course. Ask your departmental administrative assistant/secretary what is the usual cap of the number of students, which generally based on room size. A few students will want to drop during this period. You can ask them why they are doing this, but should probably just accede to their wishes. Students cannot drop or be dropped during the last 3 weeks of class. You might want to chat with them before signing if they want to drop after a few weeks in the course.
Below you will find a typical add/drop scenario for a student taking introductory physics. The handwritten portion illustrates what you need to fill out or verify that the student has filled out. Please note that you will need to know your course section number (CLASS#) from Campus Course Offerings (current semester at http://registrar.mst.edu/classofferings). There are different ones for the different types (CMP#) of sections – lecture (LEC=1, e.g., 1A), recitation/seminar/discussion (RSD=2, e.g., 2A), and laboratory (LAB=3, e.g., 3A) sections – even in the same course. Note student will have to get his/her advisor’s signature to drop before student takes all copies of the form to the Registrar’s Office for processing.
26
Section Change OnlyA course may have many different lecture/recitation/lab sections, sometimes taught by different faculty. Students need instructors’ signatures on the Section Change Form below – which should be available from your departmental office. Entries are analogous to Add/Drop Form. (Consult with your departmental office if a student wants to do the lower Credit Hour-Grading Option Only, which does require their advisor’s signature.)
Instructor Drop of StudentsSometimes it is the best interests of the student if he/she is dropped or is faced with being dropped in a course because of excessive absences or missed assignments. You should describe clearly in your syllabus what your course policy is for missing class or assignments, and what if any situations will trigger dispensations or penalties. You cannot drop students for getting low grades However, some instructors find the threat of being dropped for low attendance to be a useful tool to prod students to be more attentive to their work. Use the Academic Alert system if they are in jeopardy of being dropped. One technique is to send them an email stating they have ALREADY met the criteria for being dropped and must see you within some specified number of days to avoid this action. You can put conditions on their being allowed to remain enrolled, e.g., no more missed assignments for whatever reason.
27
APPENDICES
Examples of Other Course Syllabuses
A good syllabus with clearly stated course policies can save you much hassle and grief
Microbiology (Biological Sciences 221)……… ………………………………………A02-A08
Engineering Physics I (Physics 23)………………………………………………….. A09-A17
Atomic Structure of Crystalline Solids (Ceramic Engineering 102)………………. A18-A20
Electronic Materials (Ceramic Engineering 416)…………………………………… A21-A23
Business Ethics (Philosophy 235) ……………………………………………………..A24-A32
A-1
Microbiology (BioSc221) Microbiology in Bioengineering
(BioSc325)Lecture Syllabus – W2003
Instructor.Dave Westenberg105A Schrenk Hall (Office), G-6 Schrenk Hall (Lab)Office Hours - MWF 9:00 - 10:00 or by appointment or just stop by my office if it's open.Office phone: 341-4798, Lab phone: 341-6586e-mail: [email protected]
Course Webpage - All material in this syllabus plus supplemental lecture material can be found at the following URL: http://www.mst.edu/~microbio/Bio221.html
Textbook. (The following book is required for all students)
Microbial Life. By Perry, Staley and Lory
Course Goals. (Adapted from the American Society for Microbiology Curriculum Recommendations)
Define and use microbiological terms.Describe the principles applied in culturing and characterizing microorganisms.Explain the role of microbes in the evolution of life on earth.Distinguish diverse microorganisms according to their physiological characteristic.Develop an awareness of the impact that microbes have on the biosphere and humans.Describe the role of microbiology in biotechnology.Learn to say "Microbes Rule"
If you have any comments or concerns regarding this course or the instructor (good or bad) please feel free to discuss them with me. If you are not satisfied with my response or prefer to speak with someone else, you may contact the Chair of the Biology Department, Dr. Ron Frank ([email protected], 341-4819) or the Dean of the College of Arts and Sciences, Dr. Paula Lutz ([email protected], 341-4131)
A-2
Examinations and Grading.
The lecture part of the course will be worth a total of 500 points. There will be 5 lecture exams of equal value (60 points each - 300 points total). (See the schedule for examination dates). The fifth exam will be during the final exam period and will not be comprehensive. There will be no make-up exams during the semester. If you miss an exam for a legitimate reason it may be possible to take a make-up exam during the final exam period. The make-up exam will be a comprehensive exam covering the material from throughout the course. There will be 10 quizzes/homework during the semester and your 8 best quizzes (80 points total) will apply to your course grade. The remaining 120 points will come from “participation”. Participation will include a "Microbe of the Week" report (60 points) (see below), daily assignments (40 points) and attendance (20 points). Four unexcused absences will result in forfeiture of all attendance points. Ten points will be subtracted for each additional unexcused absence.
"Microbe of the Week"
Each student will be responsible for choosing a "Microbe of the Week". This will be part of your class participation grade. Each student is asked to select a BACTERIUM and write a 1-2 page report describing that organism and its characteristic features. You are asked to be creative and select unusual or little known organisms. The "Microbes of the Week" will be dealt with in three parts. 1) "Stump the Chump" - On your assigned date come to class with the genus and species name of your organism of choice. If I cannot come up with 3 characteristics of your organism then you will have "Stumped the Chump" and will earn 5 bonus points. 2) Oral presentation (20 points) - Give a brief description of your organism to the class. This should include a physical description, description of what it does, where it is found, etc. Provide any interesting historical background about the organism or what it does, perhaps how the organism was named. Explain why you found that particular organism interesting. PowerPoint presentations are NOT necessary, but if you choose to use PowerPoint you must e-mail it to me or bring it by my office no later than during my office hours 3) Written report (40 points) A 1-2 page written report will be due at the time of your in-class presentation. Reference all sources, including web pages. The written report will be published on the course web page so I will need an electronic version of your report (e-mailing your report is preferred). Be creative. Tell a story about the organism. Write about how it was discovered, how it is used, who discovered it. There are a number of books available for reading more about interesting microbes. There is a series of books available on reserve in the library called "The Prokaryotes" which will provide detailed information about most known bacteria. Another important reference for bacteria is "Bergey's Manual" which is kept in the microbiology lab. I have also placed a number of microbiology textbooks in the lab and I have other books I can loan to students. There are a number of very good web sites on microbiology and links to microbiology web sites are available from the course web page. My favorite is the Microbe Zoo from Michigan State University.
A-3
Lecture Topics.
Lecture topics and their corresponding pages are presented below. You will be expected to have read the appropriate material prior to the coverage of each topic. All material in the book may not be covered in lecture but you will be responsible for having read all the material. Discussions about current topics in microbiology will be an important part of the course content. Extra credit points will be awarded for bringing newspaper and magazine articles to class. The articles must be microbiology related and come from the popular press (Time, Newsweek, USA Today, Post-Dispatch, RDN?) and not from scientific journals or popular scientific press (i.e. Scientific American and Discover). Two points will be awarded for each article up to a maximum of 10 points. Extra credit articles can only be turned in one/exam section (so don't wait to turn in five reports the week before finals☺. To receive credit, the article should be attached to a separate piece of paper with the source of the article, date published and a summary of the article including a description of how it relates to microbiology.
The following list of lecture topics is a guideline and is subject to change.
Date Topic Section in Microbial Life1/13 Introduction – Planet of the Microbes Chapter 11/15 History of microbiology Chapter 21/17 Conference - DJW no class1/20 MLK Holiday no classes1/22 Microbial structure - Microscopy Chapter 4 (61-80)1/24 Microbial structure - Membranes, Walls, Capsules Chapter 4 (81-98)1/27 Culturing microbes - Enrichment, Isolation Chapter 51/29 Microbial growth - Counting microbes Chapter 6 (127-138)1/31 Microbial growth - Environmental parameters Chapter 6 (138-144)2/3 Controlling Microbial Growth Chapter 72/5 Exam 12/7 Metabolism - Fermentation Chapter 8 (165-175)2/10 Metabolism - Respiration Chapter 8 (175-181)2/12 Metabolism - Photosynthesis Chapter 9 (175-181)2/14 Biosynthesis - From “fixed” carbon Chapter 10 (201-208)2/17 Biosynthesis - From CO2 Chapter 10 (208-212)2/19 Biosynthesis - Assimilation of other elements Chapter 10 (212-221)2/21 Assembly of Bacterial Cell Structures Chapter 112/24 Microbial Biodegradation Chapter 122/26 Exam 2 2/28 Microbial Genetics - Regulation of transcription Chapter 13 (261-272)3/3 Microbial Genetics - Mutations and Repair Chapter 13 (272-279)3/5 Viruses - Basic features, Bacteriophages Chapter 14 (283-299)3/7 Viruses - Animal and Plant Viruses Chapter 14 (299-307)3/10 Genetic Exchange - Extrachromosomal Elements Chapter 15 (311-320)3/12 Genetic Exchange - Mechanisms of Exchange Chapter 15 (320-328)3/14 St. Pat's no classes 3/17 Microbial Genomics - Recombinant DNA Chapter 16 (321-343)3/19 Microbial Genomics - Whole Genome Analysis Chapter 16 (343-353)3/21 Exam 3 3/24 Spring Break no classes
A-4
3/26 Spring Break no classes3/28 Spring Break no classes3/31 Prokaryotic Taxonomy - Sequence Analysis Tools Chapter 17 (359-376)4/2 Prokaryotic Taxonomy - Major Groups Chapter 17 (376-382)4/4 Phototrophs - Select Genera Chapter 214/7 Eukaryotic Microbes (Protozoa) Chapter 23 (525-543)4/9 Eukaryotic Microbes (Algae) Chapter 23 (543-548)4/11 Missouri ASM meeting no class 4/14 Eukaryotic Microbes (Fungi) Chapter 23 (548-555)4/16 Symbiotic Associations (Microbe-Plant) Chapter 25 (598-608)4/18 Symbiotic Associations (Microbe-Animal) Chapter 25 (608-616)4/21 Exam 44/23 Human-Microbe Interaction - Normal Flora Chapter 26 (619-628)4/25 Human-Microbe Interaction - Pathogenesis Chapter 26 (628-634)4/28 Immunology - Innate vs. Adaptive Immunity Chapter 27 (639-671)4/30 Immunology - Vaccine Chapter 27 (671-675)5/2 Microbial Diseases - Selected Examples Chapter 285/5 Epidemiology Chapter 305/7 Industrial Microbiology - Fermentations Chapter 315/9 Industrial Microbiology - Other products Chapter 315/14 Exam 5 10:30-12:30
A-5
Microbiology (BioSc221)
Lab Syllabus – W2003
Instructor.Dave Westenberg105A Schrenk Hall (Office), G-6 Schrenk Hall (Lab)Office Hours - MWF 9:00 - 10:00 or by appointmentOffice phone: 341-4798e-mail: [email protected]
Course Webpage - All material in this syllabus plus supplemental lecture material can be found at the following URL: http://www.mst.edu/~microbio/Bio221.html
Textbook. - Explorations in Microbiology by Hudson and Sherwood
Laboratory Procedures
Read and understand all the safety precautions on pages ix and x. Good aseptic technique is the key to success in the microbiology laboratory and the successful completion of each exercise depends on strict adherence to good aseptic technique. The Olympus microscopes used in our microbiology laboratory are high quality but are useless if not handled with proper care. Proper use of your assigned microscope is essential and failure to adhere to good laboratory practice will result in the loss of laboratory skill points.
Grading
The laboratory grade is worth a total of 300 points. There will be no make-up labs. If you miss more than 3 labs your lab grade will be dropped 30 points. Missing more than 5 labs will result in dismissal from the course. The lab grade will be broken down as follows:
50 points - Laboratory skills (conduct, microscope care, attendance)100 points - Results and reflections150 points - Lab reports for exercises 9 and 18 and an independent group project.
Laboratory Skills. Repeated abuse or mishandling of microscopes, unsafe lab practices, excessive absences, late reports will result in loss of all or a portion of these 30 points.
A-6
Results and reflections. At the end of each lab exercise you will find a RESULTS and REFLECTIONS section. These are to be completed for the laboratory exercises indicated with an *. R&Rs are due by 5pm one week after completion of the exercise. Each results and reflections section will be worth up to 10 points for a total of 100 points.
Lab reports. The remaining 150 points will be based on the submission of three laboratory reports. The reports will be in the form of a research manuscript and include the following sections: abstract/summary, introduction, results, discussion (results and discussion may be combined), references. Consider using the R&R questions at the end of the related exercises as a starting point. The stories at the beginning of the exercise are also helpful. A more detailed outline of what is expected in the laboratory reports is presented on a separate sheet. Each report is worth progressively more points (25, 50, 75 points).
Lab Schedule
1/14 Introduction to the microbiology lab, Writing Laboratory reports (Handout and Appendix B). Making infusions (for Exercise 2).
1/16 Exercise 1* - Culturing microbes on solid surfaces1/21 Exercises 2* (A, B, C), and 5 (demo) – Microscopy
Exercise 3 – Streaking plates for isolationContinue Exercise 1
1/23 Exercise 6* - Staining microbesComplete Exercises 1 and 3 (repeat Exercise 3 if necessary)
1/28 Exercise 8 – Growth Parameters1/30 Exercise 4* - Killing microbes
Complete Exercise 82/4 Exercise 20 - Growth measurements
Complete Exercise 42/6 Exercise 24* – Plasmid isolation
Complete Exercise 20, discuss plans for Exercise 92/11 Exercise 26 – Transformation, Exercise 9 – Microbe Safari2/13 Exercise 17 –Growing viruses
Complete Exercises 9 and 262/18 Exercise 22* - Bacterial sex
Complete Exercise 172/20 Complete Exercise 22, Begin Exercise 18- Identifying microbes2/21 Exercise 9 Lab Report Due2/25 Exercise 15 - Microbial metabolism
Continue Exercise 182/27 Exercise 11 - Observing protozoa
Complete Exercise 15, Continue Exercise 183/4 Exercise 31* – Humans as Habitats
Continue Exercise 183/6 Complete Exercise 18, Continue Exercise 313/11 Complete Exercise 31
Exercise 27* – Tower of Microbes (R&R due 4/25)3/13 St. Pat's - no lab3/18 Exercise 14 (A,B,C,D) – Special stains3/20 Field Trip, Wastewater treatment plant
A-7
3/25 Spring break - no lab3/27 Spring break - no lab4/1 Exercises 12 and 13 - Observing algae and fungi4/3 Continue Exercises 12 and 13, discuss projects for final lab report.4/4 Exercise 18 Lab Report Due4/8 Exercise 33* - Identifying pathogens, begin projects for final lab report
Complete Exercise 124/10 Complete Exercise 33
Continue final projects4/15 Exercise 29 (A) - Water microbiology
Continue final projects4/17 Complete Exercise 29, Field trip – PCRMC
Continue final projects.4/22 Exercise 37* - Antibiotic resistance
Continue final projects.4/24 Complete Exercise 37
Complete final projects.4/29 Microbes in food (handout) 5/1 Complete microbes in food, Field trip - St. James Winery5/2 Final lab report due.5/6 Lab clean-up5/8 Microlunch
Schedule for turning in R&R and Lab Reports
1/30 Exercise 11/30 Exercises 22/6 Exercise 62/13 Exercise 42/20 Exercise 242/21 Exercise 9 Lab Report2/27 Exercise 223/13 St. Pat's - no lab3/20 Exercise 313/25 Spring break - no lab3/27 Spring break - no lab4/4 Exercise 18 Lab Report4/17 Exercise 334/25 Exercise 275/1 Exercise 375/2 Final lab report
If you have any comments or concerns regarding this course or the instructor (good or bad) please feel free to discuss them with me. If you are not satisfied with my response or prefer to speak with someone else, you may contact the Chair of the Biology Department, Dr. Ron Frank ([email protected], 341-4819) or the Dean of the College of Arts and Sciences, Dr. Paula Lutz ([email protected], 341-4131)
A-8
Physics 23 Course Syllabus (Fall 2008)www.campus.mst.edu/physics/courses/23 Professor in Charge: Ronald J. Bieniek
Welcome to Engineering Physics I, offered to you by Missouri S&T Physics Department for your enrichment. We hope you will enjoy your time with us, for people can find pleasure in all kinds of experiences. The Physics 23 teaching staff considers this a mandatory “phun” course.
You will find below a summary of the goals and structure of Physics 23. You are expected to read this Syllabus carefully, and to understand its contents. All course handouts will be distributed in class and can also be found at www.campus.mst.edu/physics/courses/23/handouts.
Course goals for our student “clients”Engineering Physics has coordinated short-term goals that are designed to engender long-term
benefits for Missouri S&T students – who we hope will become future leaders in their professions, using the technical expertise required by twenty-first century civilization. The main goals are to: • Instill an understanding of the basic principles of mechanics (statics and dynamics) that is deep enough and accurate enough to analyze simple physical situations properly;• Develop and enhance technical skills that will lead, with assurance, to accurate numerical solutions of physical problems assigned in this course, encountered later in other technical courses, and faced in your future careers;• Nurture effective levels of self-discipline, motivation, and confidence that will help develop your technical potential to its fullest.
We want you to succeed and prosper in a multi-faceted life after Missouri S&T.
Phenomena that commonly hinder a student from achieving these goals• Insufficient development of good study skills in high school because he or she was too intelligent to be stretched by the actual expectations and requirements operating there;• Deleterious effects of past experiences in courses where simply “trying hard” received lots of points under the misguided philosophy that all answers have some validity;• Difficulties in pacing oneself, and leaving assignments or studying to the last moment;• Use of only cursory internal checks of individual understanding, within the context of group studying or reliance on others;• Over-extended in studies, extra-curricular activities, or social life.
We will try to minimize or even exorcize these hindrances using the structure of the course.
Some observations and aphorisms• You have the innate intelligence and technical insight to do well in this course;• Knowledge is Power – learn to wield it properly and with confidence;• Learning without thought is labor lost – thought without learning is perilous;• Nature operates in a well-prescribed mathematical way, regardless of what you feel it should do;• There is one, and only one, right answer to any physics problem assigned in this course – all other answers are wrong;• Others may guide you in the acquisition of knowledge and skill, but in the end you teach yourself as a privilege and a responsibility;• Learn from mistakes, both specific and general, as well as successes;• There is nothing wrong if you discover you’re ignorant about something important, but there is something wrong if you remain ignorant;• A person who stays on a particular path gets to where he or she is headed – make sure your destination is one you truly desire.
A-9
Major Components of CourseThe course is organized to help and encourage you to gain mastery of the material. The major
components that support this endeavor are:• Lecture (Tuesday & Thursday) reviews important concepts and ideas in the reading assignment that are commonly misunderstood, missed, or not fully appreciated upon first reading. You are expected to have read the entire week’s reading assignment before the Tuesday lecture. Homework-like problems will be solved to illustrate physical principles and problem-solving techniques. If you miss a lecture, you are expected to read it and its announcements at the course website.• Physics Learning Center (Tuesday & Thursday) is an open learning environment where you can solve problems as informal student groups, get help and insight in a relaxed setting, and prepare for your recitation section. You can come at any time during its hours of operation in rooms 129-130 of the Physics Building. You shouldn’t feel restricted to only those times that your recitation instructor is on duty. At least one physics instructor will be there to help you.• Recitation Section (Wednesday & Friday) gives you the opportunity to present your understanding of the material by showing how to solve the assigned problems (or one similar to them) on the chalk board. You can also check your own level of understanding of the material by examining the solution to other problems put on the board by your compatriots, and listening attentively to the instructor’s critique of them.
Sources of Course PointsYou have the opportunity to earn points in this course in a variety of ways:
• Hour Tests given at 5 p.m. on the Wednesdays listed in the Schedule of Classes. See course's website for location where the Test will be given for the recitation section you are in.• Final Exam given during Finals Week. See course's web site for Final Exam room.• Mini-Tests, one given during a lecture early in the course and one given with the Final Exam.• Homework Assignments collected in recitation section from assigned problems due that day. This will be done several times during the semester, without pre-announcement. Your lowest Homework (HW) score will be thrown out in the computation of your course grade. To get full credit, you must start a solution with an appropriate suitably labeled diagram, followed by an algebraic-numerical solution that begins with an equation that is printed on the Official Starting Equation sheet (except for purely mathematical problems). All steps must flow logically from the starting equation and the diagram.• Performance at Board during recitation sections in which your instructor calls on you to solve a homework problem (or one similar to it) on the chalkboard without your notes. Your Boardwork (BW) solution must satisfy the same conditions specified above for homework assignments. At the end of the course, your single lowest boardwork score will be thrown out before your other BW scores (including any remaining zeroes for missed chances) are averaged to obtain the BW contribution to your grade. There will be no excused absences from doing boardwork.• Reading-Assignment Quizzes, unannounced, on the reading material that you should have already read as indicated in the course Syllabus. These can be given during any recitation section. Your lowest Quiz (Qz) score will be thrown out in the computation of your course grade.• Laboratory Reports turned into your laboratory instructor. You are expected to complete all labs. Carefully read any instructions your lab instructor provides so you understand what you need to do. All lab scores will contribute to your course grade; none will be thrown out.
A-10
Points are available in the following manner:Highest 3 scores of {three Tests (Tests given on dates/times given in the Syllabus) & Final, each 180 points} = 540 (Final given on date/time given in the Syllabus)Basic Math MiniTest = 40 (given during Lecture 3)End-material MiniTest = 40 (given concurrently with the Final Exam)Reading Quizzes = 50 (given unannounced, prorated after one discarded)Homework = 60 (collected unannounced, prorated after one discarded)Boardwork = 120 (prorated after one score discarded)Laboratory = 150 (normalized as 1.5 times your average lab percentage)
Total Possible Points 1000
Absolute Grading ScaleGrades are given for a variety of reasons, two of which are:
• They allow you to judge your performance on national and international scales;• They are motivational tools that “encourage” you to develop your potential more fully.
If you need to understand the last one, just think about basketball coaches of successful teams or drill instructors in the volunteer army, who practice caring sternness with their “clients”. The teaching staff truly cares about your success, now and in the future.
Grades are earned on a 90%, 80%, ... scale. The grade cuts are (to four significant figures):A for 89.50% of total possible points ≥ 895 (Excellent performance)B for 79.50% of total possible points ≥ 795 (Very good performance)C for 69.50% of total possible points ≥ 695 (Good performance)D for 59.50% of total possible points ≥ 595 (Underperformance)F for less than 59.50% of possible pts < 595 (Re-examine academic attitudes & goals)
Some Important Course Rules• If you must participate in a conflicting major university or intercollegiate event (or scheduled class that offers NO makeups), you can take a Test at some other than the normal time and/or place on the scheduled Test Day if the event’s Faculty Sponsor is willing to insure Test security. You must get the event's Missouri S&T Faculty Sponsor to read and fill out the form found at www.campus.mst.edu/physics/courses/23/handouts/Sponsor.doc that commits the faculty sponsor to give the test elsewhere that day under specified test security arrangements. The sponsor must e-mail the completed form to Prof. Bieniek no later than 3 p.m. the Thursday before the test.• The Final Exam is everyone’s “Beyond-Your-Control Bad Day” Make-Up for one Test because the lowest score among your three regular Tests and your Final Exam will be dropped. There are NO other special make-ups in the course. This offers you redemption from a low Test score by studying hard for the Final Exam, or lets you skip the Final if you have worked hard to do well on all Tests. This accommodates students who under perform on or miss one Test for a variety of reasons truly beyond their control: hospitalization, illness, unusual mental stress, family emergency, etc. If you request and are issued a grade of Incomplete due to dire personal circumstances at the course's end, all your Tests and Exams will count in a prorated way, with none being dropped, in the determination of your course grade.• If you miss any assignment for any reason, a zero will be recorded for that assignment. However, the drop policies outlined above cover such “bad day” situations once for each type of assignment without stress or penalty to you. However, these are not offered to compensate for “low performance” days, which is not beyond your control.• If you have to miss a recitation section assignment, see course policy and procedures (including appeals) at www.campus.mst.edu/physics/courses/23/handouts/RSDabsenceProcedures.htm.
A-11
• All electronic communications will be through official Missouri S&T email to your registered Missouri S&T username. It is your responsibility to check this daily.• Requests for re-grades and spreadsheet corrections must be submitted no later than the two recitation sections after assignment scores are electronically posted at course website. A grader may sometimes miss or misread something you have written down correctly but takes off points. If this happens, you may compose a written statement on a separate sheet of paper explaining why what you wrote was correct. Attach the sheet to the front of the full assignment and submit it to your recitation instructor at the next recitation section after it returned in class. If you make a single mistake in what you have written, no change will be made in your score.• In extremely rare cases, you may appeal the effect of a course rule. Almost all situations are covered by the course policy of dropping lowest scores. However, if you believe an exception should be made regarding a particular assignment, you may fill out an Appeal Form within one week of the circumstances that causes your appeal or by the semester’s last recitation, whichever comes first (www.campus.mst.edu/physics/courses/23/handouts/AppealForm.pdf). The entire Physics 23 teaching staff will consider it. (This appeals policy does not apply to laboratories.) Lack of preparation, poor performance on two exams, oversleeping, etc. are not reasons for filling an appeal.• Academic dishonesty will not be tolerated. (see http://registrar.mst.edu/academicregs). • Do not engage in disruptive behavior. There are too many students in a room to allow disruptive behavior such as chatting, generating inappropriate noises or using tobacco products. (For possible consequences, see Student Code of Conduct at http://registrar.mst.edu/academicregs).• Students with excessive absences will be dropped. Some students lack the self-discipline to attend class and do assignments, whereby they earn course points. To help encourage successful actions, recitation instructors can drop any student from the course who has six (6) absences as determined by the number of missed assignments or tasks.• If you have a documented disability and anticipate needing accommodation in this course, you will need to request that the Disability Support Services staff send a letter to me early in the semester verifying your disability and specifying the accommodation you will need before we can arrange your accommodation (http://dss.mst.edu). • Cast of characters. The teaching staff associated with this course can be found at www.campus.mst.edu/physics/courses/23/handouts/Cast.htm. • Unresolved complaints about recitation or lab instructor. Occasionally, a student has a conflict or issue with a lab or recitation instructor. If you feel uncomfortable about something, it is often best to discuss it with the instructor directly. If you are uncomfortable with this or if situation continues, please feel free to discuss it with Prof. Bieniek. He will offer advice or act as a go-between.• Unresolved complaints about Prof. Bieniek. What? Whadda’ya mean? If you have a substantial criticism, please talk it over with him or any recitation instructors. We do listen and respond to student input. If you feel it is necessary, contact the Chair of the Physics Department.
Learning AssistanceThe senior members of the instructional staff have had much experience with teaching
engineering physics at Missouri S&T. The format of the course is a result of that experience, with additional elements introduced to improve its constructive impact.
There is nothing wrong with asking for help and assistance. In fact, it is foolish not to. Utilize the Physics Learning Center (www.campus.mst.edu/physics/plc) or work with your recitation instructor. If you desire additional or alternate learning assistance and consultation for this course and others (including free walk-in tutoring), go the web site of the Learning Enhancement Across Disciplines (LEAD) program at http://lead.mst.edu/assist. Use these resources!
We want to bring out the best in you. We do care.
A-12
Appendix: Accessing Physics 23 Course Material through a Web Browser1. Through the World Wide Web, you can electronically access lectures, handouts, prior tests, and
the record of your scores on assignments. Start up a Web access program like Internet Explorer or Netscape. In the URL location window, type in the Engineering Physics I homepage www.campus.mst.edu/physics/courses/23 and then press the Enter key.
2. Select the type of material you wish (Lectures, Handouts, etc.).3. Read the information at the top of the new screen. Most course material is directly viewable
through Adobe Acrobat Reader (5.0 +) because they are Portable Document Format (*.pdf). If you already have Acrobat Reader on your hard drive, then your web browser (e.g., Internet Explorer or Netscape) will usually open a *.pdf file automatically into it if you click on a file in that format. If you do not have Acrobat Reader on your computer yet, you can down load a free copy from Adobe by taking the following steps:a. Go to location www.adobe.com, and click on button [Get Acrobat Reader].b. Read the instructions on how to download. Be sure to identify the correct operating system
of your PC (Windows 95, Macintosh, etc.) in the selection box. When asked for a location to save the files, you can save them in any directory of your hard drive.
c. When all the files have downloaded (which takes 15-30 minutes depending upon your connection to the electronic superhighway), simply double-click on the file specified in the instructions. Then just follow the instructions on how to install the Reader program. You have to do this process once.
4. Click on the particular file you wish to view or download.5. If asked, click on [Save File] and specify the filename in which you wish to save it. Saving Paper When Printing Lectures1. The web-accessible versions of the lectures in PDF format are created in four-pages per sheet to
save paper when printing them out.
Viewing Written Material in Corel’s WordPerfect rather than PDF format1. Once the file is up in WordPerfect, it will be easiest to view its pages if you make the following
changes to the viewing screen. In the View pull-down menu, select Page2. You can go through the lecture using cursor controls. You may quicken this process by
simultaneously pressing the [ALT]-[Page Down] keys, causing the image to go conveniently to the top of the next page. You can go back to previous pages using [ALT]-[Page Up].
Viewing Your Record in Your Recitation Section’s Spreadsheet in Microsoft’s EXCEL1. After following the Grade links at the course website to your recitation sections’s spreadsheet,
look In Column A (Student Personal Identification Number), find the course PIN that was assigned to you. No other student knows this number, so keep it secret -- and keep a record of it. The row with that number gives all the scores that your instructor has recorded for you prior to the last update of the course spreadsheet. Verify that your scores entered for the reported assignments are correct. If they are not, bring all the assignments of that type (homework, quizzes, etc.) to your instructor so that your scores can be correctly entered.
A-13
Schedule of Physics 23 Assignments (Fall, 2008) – last updated 02/19/2008Online Schedule at www.campus.mst.edu/physics/courses/23/handouts/Schedule.htm
(course website: www.campus.mst.edu/physics/courses/23)
Prof. Ronald J. BieniekRoom 203 Physics Telephone: 341-4786 email: [email protected]
Textbook: University Physics (12th edition) by H.D. Young & R.A. FreedmanOnline textbook companion websites: ActivPhysics (AP) OnLine at http://www.aw.com/young11 Homework HW assignments are posted at course website at least one week before their indicated due date, with DQ=Discussion Question & EP=Exercise or Problem at end of specified chapter.
After a specific homework assignment has been posted on the web, any changes are in RED.
! 00 & 01) Lec (Lecture) - Tues, Aug 26" Introductory Reading: vii-x" Review Reading: Appendix B" Sec 1.1-1.6 (read/do "s BEFORE class)P Course OrientationP Parameters, Dimensions and Units- Basic math for introductory physics-Dimensional Analysis
! 01) Rec (Recitation Section) - Wed, Aug 27 (HWs due at START of recitation section)
" DQ 1: 1, 10; EP 1: 8, 23, 27 [but change “each academic year” to “each semester”]
" Special Homework for RSD 01
! 02) Lec - Thurs, Aug 28" Sec 1.7-1.9, review basic math (algebra, trig,
calculus) if necessary at http://braintrax.umr.edu" Slight Error at NASAP Scalars and Vectors-Unit vectors and vector components-Vector addition
! 02) Rec - Fri, Aug 29" DQ 1: 16; EP 1: 41, 50" Special Homework for RSD 02
! 03) Lec - Tues, Sep 2##########################################
" Basic Math Mini-Test (at start of lecture)##########################################
" Sec 2.1-2.6" AP (www.aw.com/young11) 1.2, 1.7, 1.11" Homework and Boardwork Procedures" Official Starting Equations" Modifications to Kinematics Expressions " Litany for Kinematics" Expert Analysis & Technique in a 1-D ProblemP Motion in One Dimension-Position, velocity and acceleration in 1-D-Freely rising and falling objects
! 03) Rec - Wed, Sep 3" EP 2: 9, 34, 44bcde, 92, 94
! 04) Lec - Thurs, Sep 4
" Sec 3.1-3.3, 3.5" AP 3.1, 3.4" Example of Expert Technique in a 2-D ProblemP Motion in Two (or more) Dimensions-Position, displacement, velocity, & acceleration-Components of motion in 2-D-Projectile motion
! 04) Rec - Fri, Sep 5" EP 3: 8, 10, 23, 63a, 70
! 05) Lec - Tues, Sep 9" Sec 4.1-4.4, 4.6, 5.1 (Example 5.3 only), 5.2
[Except Examples 5.10-5:12]" AP 2.3" Litany for Force ProblemsP Newton's First and Second Laws of Motion-Force, mass, and weight
! 05) Rec - Wed, Sep 10" EP 4: 6, 14, add 29, 56" EP 5: 24, 61
! 06) Lec - Thurs, Sep 11" Sec 4.5, 5.1, Examples 5.10-5.12 in sec 5.2P Newton's Third Law of Motion-Action-reaction pairs-Tilted coordinate systems
! 06) Rec - Fri, Sep 12" EP 4: 22, 57" EP 5: 14, 19, 86
A-14
! 07) Lec - Tues, Sep 16" Sec 5.3" AP 2.1.2, 2.6P Frictional and Resistive Forces-Relationship to normal force and velocity-Applications to physical situations
! 07) Rec - Wed, Sep 17" EP 5: 30, 41, 33" Special Homework for RSD 07
! 08) Lec - Thurs, Sep 18" Sec 3.4, 5.4P Circular Dynamics-Centripetal and tangential acceleration & forces-Force components || & perpendicular to velocity
! 08) Rec - Fri, Sep 19" EP 5: 50, 96a, 114, 117, 118
! 09) Lec - Tues, Sep 23" Review Assigned Reading: Chapters 2, 3, 4, 5P Problem Solving Review for Test
! 09) Rec - Wed, Sep 24" Test 1 Preparation HW
##########################################" Test 1 – 5:00 PM (Check Room Assignment)-Chapter 2: Motion in One Dimension-Chapter 3: Motion in 2 Dimensions -Chapter 4: Newton's Laws of Motion-Chapter 5: Applications of Force Laws
##########################################
! 10) Lec - Thurs, Sep 25" Litany for Work-KE Problems" Sec 1.10 (scalar product only), 6.1-6.4P Work of the Physics Kind-Vector dot product-Work done by a force-Work-KE theorem-Power
! 10) Rec - Fri, Sep 26" EP 6: 8, 38, 47, 57, 82
! 11) Lec - Tues, Sep 30" Sec 7.1-7.3" Litany for Energy ProblemsP Mechanical Energy-Conservative and non-conservative forces-Potential energy and mechanical energy-Conservation of mechanical energy
! 11) Rec - Wed, Oct 1" EP 7: 20, 27, 42, 65" Special Homework for RSD 11
! 12) Lec - Thurs, Oct 2" Sec 7.4-7.5P Energy Methods-Force Produced by Potential Energy-Graphical Analysis of 1-D motion
- Effect of other work on system- Nonconservative forces and internal energy- Conservation of total energy- Examples of energy transfer and dissipation
! 12) Rec - Fri, Oct 3" EP 7: 36, 37abc, 84, 86" Special Homework for RSD 12
! 13) Lec - Tues, Oct 7" Review Reading: 5.5" Sec 12.1-12.2, 12.4 (up to Eq 12.12)P Universal Gravitation-Universal gravitation and the gravitational field-Kepler=s Laws of planetary motion-Effects near compact objects (e.g., neutron stars)
! 13) Rec - Wed, Oct 8" EP 12: 9, 14, 29, 55
! 14) Lec - Thurs, Oct 9" Sec 12.3, 12.4 (after Eq. 12.12), 12.8P Gravitational Energy and Space Travel-Universal gravitational energy-Escape velocity and black holes-Minimum energy (Hohmann) transfer orbits
! 14) Rec - Fri, Oct 10" EP 12: 61" Special Homework for RSD 14
A-15
! 15) Lec - Tues, Oct 14" Sec 8.1-8.3" AP 6.1, 6.5" Litany for Momentum ProblemsP Linear Momentum, Explosions and Collisions- Impulse-Conservation of linear momentum
! 15) Rec - Wed, Oct 15" EP 8: 7, 22, 40, 65, 69
! 16) Lec - Thurs, Oct 16" Sec 8.4 (skim for ideas), 8.5-8.6" AP 6.2, 6.8P Linear Motion of Systems of Particles-Which Toolbox: Force, Energy, or Momentum?-Center of mass motion and rockets
! 16) Rec - Fri, Oct 17" EP 8: 75, 84" Special Homework for RSD 16
! 17) Lec - Tues, Oct 21" Review Assigned Reading: Chs 6, 7, 8, 12P Problem Solving Review for Test 2
! 17) Rec – Wed, Oct 22" Test 2 Preparation HW
###########################################" Test 2 – 5:00 PM (Check Room Assignment)-Chapter 6: Work and Kinetic Energy-Chapter 7: Mechanical Energy-Chapter 8: Linear Momentum-Chapter 12: Universal Gravitation
###########################################
! 18) Lec – Thurs, Oct 23" Sec 9.1-9.4 (skim proof of eq. 9-19), 10.3 (thru
Example 10.5)" AP 7.12P Rotational Motion and Energetics-Rotational kinematics-Moment of inertia & parallel axis theorem-Rotational energy and rolling motion
! 18) Rec – Fri, Oct 24" EP 9: 20, 54, 92" EP 10: 68, 75
! 19) Lec – Tues, Oct 28" Sec 1.10 (vector product only), 10.1-10.2, 10.3
(after Example 10.5), 10.5" AP 7.10P Angular Momentum and Torque-Rotating rigid objects
! 19) Rec – Wed, Oct 29" EP 10: 1, 64, 69" Special Homework for RSD 19
! 20) Lec – Thurs, Oct 30" Sec 10.6-10.7" AP 7.14P Conservation of Angular Momentum- Interacting rotating objects-collisions of projectiles with rotating objects
! 20) Rec – Fri, Oct 31" EP 10: 39, 47 (rebounds at 37o from original
direction) " Special Homework for RSD 20
! 21) Lec – Tues, Nov 4" Sec 11.1-11.3" AP 7.2, 7.5P Static Equilibrium of Rigid Structures-Analysis of equilibrium situations
! 21) Rec – Wed, Nov 5" EP 11: 10, 13b, 14, 96
! 22) Lec – Thurs, Nov 6" Sec 13.1-13.4" AP 9.2, 9.3P Simple Harmonic Motion-Kinematics, dynamics, energetics
! 22) Rec – Fri, Nov 7" EP 13: 2, 12, 22, 65, 68
! 23) Lec – Tues, Nov 11" Sec 9.5, 13.5-13.8" AP 9.12P General Oscillatory Motion-Simple and physical pendulums-Damped oscillations and resonance
! 23) Rec – Wed, Nov 12" EP 13: 47, 49, 53, 57, 87abcd
! 24) Lec – Thurs, Nov 13" Sec 14.1-14.3P Static Fluids-Pressure in a static fluid-Buoyancy and Archimedes= Principle
! 24) Rec – Fri, Nov 14" EP 14: 17, 30, 33, 57, 51
A-16
! 25) Lec – Tues, Nov 18" Review Assigned Reading: Chs 9, 10, 11, 13, 14P Problem Solving Review for Test 3
! 25) Rec - Wed, Nov 19" Test 3 Preparation HW
###########################################" Test 3 – 5:00 PM (Check Room Assignment)-Chapter 9: Rotational Motion-Chapter 10: Angular Momentum-Chapter 11: Static Equilibrium-Chapter 13: Oscillations
###########################################
! 26) Lec – Thurs, Nov 20" Sec 15.1-15.5, 16.8" AP 10.2P Wave Motion-Transverse and longitudinal waves-Mathematical description of traveling waves-Doppler effect
! 26) Rec – Fri, Nov 21" EP 15: 7, 8, 53" EP 16: 43, 71
********************************************Thanksgiving Vacation: Sun - Sun, Nov 23-30
********************************************
! 27) Lec – Tues, Dec 2" Sec 15.6-15.8, 16.5-16.7" AP 10.4, 10.7, 10.10P Interference Phenomena-Superposition- Interference in traveling & standing waves-Beat phenomena
! 27) Rec – Wed, Dec 3" EP 15: 39, 40" EP 16: 33, 36, 38
! 28) Lec – Thurs, Dec 4" Sec 17.1-17.3 (review), 17.5-17.7" AP 8.7P Heat Energy and Transport-Specific heat-Heat transfer
! 28) Rec – Fri, Dec 5" EP 17: 58, 60, 66, 70, 78
! 29) Lec – Tues, Dec 9 " Sec 18.1, 19.1-19.7 (need not understand
derivation of Eq. 19.17), 19.8" AP 8.6P Work in the First Law of Thermodynamics-Work by a gas-Energy transformation in thermal processes
! 29) Rec – Wed, Dec 10" EP 19: 6, 29, 35, 61
! 30) Lec – Thurs, Dec 11" Sec 20.1-20.3, 20.5, 20.6 (first two pages only) " AP 8.12" Effects of End-Material MiniTest & Final ExamP Thermodynamic Efficiency-Second Law of Thermodynamics-Engine efficiency
! 30) Rec – Fri, Dec 12" EP 20: none (!)" Special Homework for RSD 30" End Material MiniTest Preparation HW
! Dec 17 (Wed), 1:30-3:30 PM(Check Final Exam Room Assignment)
###########################################" END-MATERIAL MINITEST-Chapter 14 (selected): Static Fluids-Chapter 15: Waves-Chapter 16 (selected): Sound-Chapter 17-20: Thermodynamics
" FINAL EXAM-Chapters covered in the three regular tests
###########################################
A-17
Syllabus for CER 102: ATOMIC STRUCTURE OF CRYSTALLINE SOLIDSFALL 2004
Lecture:206 McNutt Hall 11:00 – 11:50 MWF
Late arrival of professor: In the event no prior notice is given, students are required to wait 15 minutes before departing.
Instructor:Robert W. SchwartzProfessor, Department of Ceramic EngineeringOffice: B49 McNutt HallPh. 573.341.6025Fax: 573.341.6934Email: [email protected]
Office Hours: 8:00 – 9:00 Monday and Wednesday and 1:00 – 3:00 Friday. You are also free to drop by my office at other times and come in if the door is open. I also welcome appointments. There will also be scheduled help/study sessions prior to each examination.
Attendance Policy: Please review the MST attendance and drop policy under Student Academic Regulations at http://registrar.mst.edu/academicregs/index.html. This policy applies to CER 102. Because there will be many in-class exercises and your participation is desired, you are encouraged to attend class.
Course Description: This course will introduce the student to the crystalline structure (long range atomic order) of ceramic materials. During the first part of the course, the periodic table will be explored with regard to trends in elemental properties that impact bonding type and the formation of crystalline solids. Then, atomic packing, coordination numbers, and the nomenclature used to describe crystallographic directions and lattice planes will be considered. Because of the relationship between materials properties and crystal structure, crystal symmetry and symmetry operators will be discussed. A focus of the course will be to correlate material behavior at the macroscopic level with the underlying arrangement of atomic and ionic species.
Educational Objective: At the conclusion of this course, the student will possess a general knowledge of the crystal chemistry of ceramics. The student will also be able to interpret/predict observed material behavior for properties such as density, thermal expansion, hardness, thermal conductivity, and electric response based on the atomic arrangement (crystal structure) of the constituent atoms. Specific instructional objectives with regard to the goals of the course will be given out for each course section. The student is encouraged to review these objectives when preparing for examinations.
Course Prerequisites: There are no formal prerequisites for this course, although completion of CHEM 1 and 2 will be helpful.
Textbook: Gregory S. Rohrer, Structure and Bonding in Crystalline Materials (Cambridge University Press, Cambridge United Kingdom, 2001). This is a suggested text; purchase of the class notes for the course is required.
Additional Texts: You may also find the following texts, which are on reserve in the library, helpful.
A-18
R. C. Evans, An Introduction to Crystal Chemistry (Cambridge University Press, Cambridge, 1964).
C. Klein and C. S. Hurlbut, Jr., Manual of Mineralogy (after James D. Dana; John Wiley & Sons, Inc., New York, 1977).
F. D. Bloss, Crystallography and Crystal Chemistry, An Introduction (Holt, Rinehard and Winstorn, Inc., New York, 1971).
C. W. Stillwell, Crystal Chemistry (McGraw-Hill, New York, 1938).
Grading Policy: Grading system: A: 90 – 100
B: 80 – 89C: 70 – 79 D: 60 – 69F: < 60
Grade Determination: The student’s grade for the course will be determined by three hourly examinations, a final examination, pop quizzes, homework assignments, and an attendance/participation grade.
Three Hourly examinations, 25% each
Final examination, 25%: The final examination will be comprehensive.
Tentative Dates:Examination # 1: September 22Examination # 2: October 25Examination # 3: November 19
No makeup examinations will be given. With an excused absence, the applicable section of the comprehensive final exam will be re-weighted accordingly for the missed exam. Hourly examinations will be graded in a timely fashion. Please review the graded exam for accuracy. If you feel an error has been made in grading your exam, a formal written appeal must be made within one week of the return of your exam. No appeals will be considered after this time. Your examination must be attached to the appeal letter. The lowest of the four exam grades will be dropped.
Homework Assignments, Pop Quizzes, and Attendance 25%Homework assignments must be handed at the beginning of the class period on the date due. For each day late, 25% of the value of the assignment will be deducted from the assignment grade. No homework assignments will be accepted if submitted more two school days after the due date. Solutions for homework assignments will be posted outside of B49 as soon as all homework assignments have been turned in, or after two school days, whichever comes first. You are encouraged to complete homework assignments by working in teams.
A few unannounced (and announced) quizzes may be given during the semester. Attendance will also be taken randomly during the semester. Quizzes and attendance/participation will not count more than 5% of the final grade. Tentative Lecture Schedule:
TextSection 1: A Detailed Look into the Periodic Table Ch. 1
Periodic trends in atomic properties
A-19
Bonding types and generalizations based on electronegativityPeriodicity and generalizations regarding crystal structureThermodynamics and crystals: the Born-Haber cycleLattice energies of solids
Section 2: Basic Structural Concepts Ch. 2Atomic packing The Bravais latticeThe unit cellLattice and basisMiller indices (naming directions and planes)Calculations of theoretical density
Section 3: Symmetry in Crystals Ch. 3Symmetry operatorsPoint groups and space groups
Section 4: Prototypical Crystal Structures and Material Properties Ch. 4Prototypical structures and atomic packingCase studies of property-atomic structure relationships
Density – Bi and BiF3
Thermal conductivity – effects of doping and structural complexityAnisotropy – diamond vs. graphiteReactivity: MgO, Al2O3 and MgAl2O4 (spinel); CaO vs. MgO; silicatesTemperature dependent behavior – centric vs. non-centric groupsDielectric Constant – BaTiO3
Piezoelectricity – Quartz Hardness – diamond, zirconia, and othersDefect formation – doped zirconiaCommon themes – structure – property relationships
A-20
Syllabus for Ceramic Engineering 416: ELECTRONIC MATERIALS
FALL 2001
Lecture:10:10 – 11:00 MWFLate arrival of professor: In the event no prior notice is given, students are required to wait 15 minutes prior to departing.
Instructor:Robert W. SchwartzAssociate Professor, School of Materials Science and EngineeringOffice: Olin Hall, Rm. 13Ph. 864.656.7880Fax: 864.656.1453 Office Hours: 3:00 – 4:00 pm, MTWT and by appointment
Course Description: This course will cover a range of topics dealing with electrical and magnetic materials. Materials discussed during this course will include conductors (metal, ceramic, and polymer), traditional insulators, low and high dielectric constant materials, piezoelectrics, pyroelectrics, ferroelectrics, and electrooptic materials, as well as magnetic ceramics. For each of these materials, the fundamental properties, processing, and applications of real world compositional systems will be discussed. A focus of the course will be to elucidate the relationships that exist between the observed performance of electronic and magnetic materials and the underlying physical properties such as crystal structure, crystallographic defects, grain boundary nature, domain structure, and microstructure that define material performance.
Educational Objective: At the conclusion of this course, the student will possess a working knowledge of the processing and properties of electrical and magnetic materials and will be able to demonstrate an understanding of the key structure–property relationships for these materials.
Course Prerequisites: There are no prerequisites for this course.
Text: A. J. Moulson and J. M. Herbert, Electroceramics (Chapman and Hall, London, 1990)
Attendance Policy: A maximum of three unexcused absences will be permitted. For each additional unexcused absence, one point will be deduced from the final grade.
Grading Policy: Grading system: A: 90 – 100
B: 80 – 89C: 70 – 79 D: 60 – 69F: < 60
Grade Determination:
The student’s grade for the course will be determined by two hourly examinations, a final examination, homework assignments, and attendance.
A-21
Two Hourly examinations, 25% eachExamination # 1: Sept. 24Examination # 2: Nov. 5
No makeup examinations for hourly exams will be given. With an excused absence, the applicable section of the comprehensive final exam will be re-weighted accordingly for the missed exam.
Hourly examinations will be graded in a timely fashion and solutions will be posted outside Olin Hall, Rm. 13. Please review the graded exam for accuracy. If you feel an error has been made in grading your exam, a formal written appeal documenting the reason for the appeal may be made within one week of the return of your exam. No appeals will be considered after this time.
Final examination, 30%: The final examination will be comprehensive.
Homework, 20%Homework exercises will be assigned during the course. Homework’s are due on the day assigned and for each business day late, 20% of the value will be deducted from the homework grade. No homework’s will be accepted if submitted more than one week after the due date. Solutions for homework assignments will be posted outside Olin 13.
Tentative Lecture Schedule:
Date Topic8/22 Introduction; Basic Definitions of Electronic Materials
8/24 – 9/5 ConductorsMaterials and conduction mechanismsCarriers and MobilityExtrinsic and Intrinsic conductionKroger-Vink NotationMetal, Polymer, and Ceramic conductorsHigh Temperature Superconductors
9/7 – 9/21 DielectricsPolarization MechanismsPolymeric DielectricsCeramic Dielectrics and Multilayer CapacitorsCeramic Capacitors – Tuning of Processing and PropertiesCeramic Capacitors – Aging EffectsCurie-Weiss ResponseThin Film Dielectrics – Processing and Applications
9/24 First Hourly Examination
9/26 – 10/1 Semiconductor Materials and DevicesTransistor StructureTransistor FabricationIntegrated Circuit FabricationPackaging
10/3 – 10/8 Electronic Materials TechnologySemiconductor Circuitry and Fabrication
A-22
New Thin Film Materials for Gate and DRAM ApplicationsProcess Integration Technologies
10/10 – 10/24 Magnetic MaterialsStructure – Property Aspects of Magnetic MaterialsMetallic MagnetsCeramic Magnets, including FerrimagnetsHard and Soft Magnetic Materials
10/26 – 11/2 Overview of Ferroelectric MaterialsDefinitions of Piezoelectric, Pyroelectric, and FerroelectricDomains – Definition and CharacteristicsDomains – Switching and Pinning Effects
11/5 Second Hourly Examination
11/7 – 11/16 PiezoelectricsMaterials and FabricationPolymer and Ceramic MaterialsUnimorph and Bimorph StructuresStress- Biased ActuatorsMicroelectromechanical Systems (MEMS)
11/19 – 11/28 PyroelectricsMaterials and Response ModesFabrication Technologies
11/30 – 12/7 Electro-Optic MaterialsBirefringence and RetardationPockels and Kerr Effects
A-23
Syllabus for Business Ethics, Philosophy 235, Fall 2007Basic Information
Time: 11:00-11:50 MWF, H-SS 104
Professor: Adam Potthast, [email protected]
Office: G-3 (first floor of H-SS, inside G-4)
Phone and Hours: 573.341.4868
Office Hours: 11-1 Tuesdays, 1-2:30 Wednesdays. and by appointment
Course Webpage: Blackboard
During the course, you should be sure to read your email everyday. You should also make sure you periodically check the course webpage. In addition to the hours listed above, I will also be happy to set up an appointment if you contact me by phone or email.
Course Description
Recent scandals such as those at Enron and Worldcom show us that even in business there’s a lot more at stake than the bottom line. Some sense of ethical behavior is needed as well. In this course, we’ll investigate some of the ethical issues facing businesses including acceptable risk, intellectual property, worker ’s rights, whistle-blowing, outsourcing, and ethical issues in marketing. We will explore the question, “How can I be a good person and a good businessperson?” as well as the dark side of business ethics made famous by Gordon Gecko in Wall Street when he proclaimed that “Greed is good.”
We will take on this task using philosophical methods. Far from being abstract and useless tools, philosophical methods are powerful, practical skills that–if you let them–can decrease the learning curve and sharpen your focus in physics, business, and any other pursuit to which you dedicate yourself.
Course Objectives
At the end of the course, you should be able to:
• Identify possible ethical problems in business contexts.
• Generate ideas for programs and practices to solve ethical problems.
• Understand several ethical issues facing businesses and business people in today’s world and as well as the context surrounding them.
• Critically assess ethical arguments relevant to such issues.
A-24
• Define leadership and begin to develop thoughts on ethical leadership.
Requirements
Prerequisites
One previous philosophy course, or consent of the instructor. Curiosity. Humility. Dedication.
Texts
There is one required text for this course. Most of the readings in the course will come from this text. Those readings marked with “BB” in the tentative schedule will be posted on Blackboard.
1. Case Studies in Business Ethics, edited by Al Gini
Assignments
a) Quizzes and Homework
For ten weeks of the course, there will be an in-class quiz. These will usually be at the end of Friday’s meeting. The quizzes will give you an idea of how well you are understanding the readings and course discussions as well as preparing you for the kinds of questions, in particular the multiple choice, you will experience on the midterm and final. Some weeks, instead of handing out a quiz, I will hand out a homework assignment to be completed over the weekend.
b) Course Project
The major project in this course will be to complete an Ethics Portfolio for a company you create. The project’s components will be due at various times during the semester (see the schedule for details) so that you can simply hand in revised versions of the components near the end of the course. A detailed handout will explain the components in more detail, but in short, they will be a description of the fictional company and what it does, a set of ethical problems you imagine the company could encounter, a set of program and practice solution suggestions to the problems, and an ethics code that describes how ethics will be part of the company’s operations.
c) Midterm
The midterm will be an examination to check your progress during the first half of the course. It will cover the reading as well as discussions in the course. I will give you three essay questions and a number of questions suitable for multiple choice questions at least a week before the exam. The actual exam will have one essay question and 25 multiple choice questions. The exam will be open note, but not open book, so take good
A-25
notes!. You may bring outlines of answers to the essay questions, but not written answers to the questions themselves..
d) Final
The final will be just like the midterm, except at the end of the course!
Assessment
There are 600 total points possible in this course. Assignments have the following points possible:
a) Participation: 50 points
b) Ethics Portfolio: 250 points
20 for Component 1: Company Description
75 for Component 2: Ethical Problems
30 for Component 3: Ethics Code
75 for Component 4: Ethical Solutions
50 for Completed Project
c) Midterm: 100 points
d) Final: 100 points
e) Quizzes and Homework: 100 points (10 each)
Tentative Schedule
This schedule is my best judgment about how the course will unfold. However, every semester presents its own challenges, and I reserve the privilege to alter the schedule.
Monday Wednesday Friday
Week 1 20 August 22 August 24 August IntroSyllabus and Introduction Parable of the Sadhu
24-29Intro to Ethics
Week 2 27 August 29 August 31 AugustIntro to Ethics Intro to Ethics Intro to Ethics
Quiz 1Week 3 3 September 5 September 7 September Ethical
Problems in Business
Labor Day, No Classes Ford Pinto222-229
Toy Wars62-65Quiz 2
A-26
Monday Wednesday Friday
Week 4 10 September 12 September 14 SeptemberEnron Week, The Smartest Guys in the Room
190-205Component 1 Due 10 September, Quiz 3 on 14 September
Week 5 17 September 19 September 21 SeptemberRacism at Work
126-130Sexual Harassment
172-177156-169Quiz 4
Week 6 24 September 26 September 28 SeptemberManagement and Moral
Mazes(Jackall)367-382
Jackall continued International BusinessShell and Chrysler277-279, 291-294
Quiz 5Week 7 1 October 3 October 5 October
Sweatshops279-291
Environment (BB)Component 2 Due
Week 8 8 October 10 October 12 OctoberEnvironment Continued Finish up environment
and ReviewMidterm Exam Mid-
SemesterWeek 9 15 October 17 October 19 October Ethical
Solutions in Business
Tylenol, 36-39Levi-Strauss, 294-298
Continued Environment105-111Quiz 6
Week 10
22 October 24 October 26 October
Environment89-99
Women, 146-156 Quiz 7Component 3 Due
Week 11
29 October 31 October 2 November
Ethical Solutions352-360
Firms of Endearment (BB) Firms of EndearmentQuiz 8
Week 12
5 November 7 November 9 November
Firms of Endearment Firms of Endearment Firms of EndearmentComponent 4 Due
Week 13
12 November 14 November 16 November
Wall StreetQuiz 9 on 14 November
Week 14
19 November 21 November 23 November Thanksgiving
Thanksgiving Break, No ClassesWeek 15
26 November 28 November 30 November Leadership and the
Ethics of Business
Leadership, 337-345 Projects DueWeek 16
3 December 5 December 7 December
Gini (BB) Gini ContinuedQuiz 10
Week 17
Final Exam, Tuesday, 11 December at 1:30pm
A-27
Policies
Plagiarism
I take plagiarism and other academic misconduct, such as cheating, with the utmost seriousness. I do not distinguish between minor incidents and major incidents of academic misconduct. Plagiarism is defined by the UMR Student Code of Conduct as:
← The term plagiarism includes, but is not limited to: (i) use by paraphrase or direct quotation of the published or unpublished work of another person without fully and properly crediting the author with footnotes, citations or bibliographical reference; (ii) unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; or (iii) unacknowledged use of original work/material that has been produced through collaboration with others without release in writing from collaborators.1.
If you are at all in doubt about whether something in an assignment constitutes plagiarism, email me or call the office. You will often have an answer in the next few hours. I am not picky about the format of references, but I do expect some form of reference. All such substantiated incidents will result in a failing grade in the entire course for all participants. This includes even the most minor quiz. You have been warned. Why such a harsh policy? Think about what the course is about. If you are academically dishonest, did you really learn what you were supposed to in an ethics course?
Quality
Assignments must be written on a college-level. I expect them to be almost immune to grammar AND usage mistakes. It is your responsibility, and it will be to your benefit, to learn to write such papers. There is a difference between speaking and writing, and I require papers that respect the rules of writing. See me if these rules are unclear. Assignments that do not meet this standard will be graded down accordingly or handed back for rewrite before the next class.
If you haven't shown your assignment to anyone, it is a draft, not a completed work, and will be graded accordingly. Grammar mistakes are a clear sign that you have not shown your paper to anyone. Spelling mistakes are intolerable in the age of word processing spell checkers and show sloppy work. In short, if Microsoft Word underlines it in red and it's not a technical term or a proper name, there really are no good excuses.
Full Disclosure
Unlike the previous two policies, this policy applies to me rather than you!
1 http://www.umsystem.edu/ums/departments/gc/rules/programs/200/010.shtml
A-28
You will always have the questions asked on one of my exams at least one week before the exam. It is my responsibility to make sure that the questions asked further your acquisition of the skills and knowledge covered in the course.
There is no need to guess at what grade you will get on a given assignment. If you bring me your draft and ask me what grade it would receive, I will tell you what grade I would give it at that point and how to revise it if you want a better grade.
Attendance
You are allowed four absences (4) with no penalty to your final grade in one of my Monday/Wednesday/Friday courses. You are allowed three absences (3) with no penalty to your final grade in one of my Tuesday/Thursday courses. Being tardy more than 20 minutes will count as an absence. After these allowed absences, each absence thereafter will result in a 10 point reduction in your final grade and, if I deem it necessary, a notice on the Academic Alert System. Note that having an excuse does not excuse you from having an absence. If you have five absences and a good excuse, your final grade will still suffer the reduction. I expect my students to be responsible adults who budget their time well. You should plan for at least one unexpected absence per semester. If you find that you have used your absences early on and necessary things come up later on, this usually indicates poor planning.
Legitimate reasons to miss class still count as absences and must be planned for accordingly. For instance, if you know that you must miss three class periods while traveling with a sports team, these three instances are all you would get in a Tuesday/Thursday course. If you take these three absences and miss three more classes because you didn't wake up in time, you are liable for all six absences and your final grade is lowered by 30 points (can't be higher than a B). If you have a great deal of classes you will miss legitimately, it is your responsibility to let me know ahead of time so we can make them up at other times.
During some semesters, I am able to offer opportunities to make up absences by going to talks and giving short reports. This will not always be possible, however, and you should not plan on having any such opportunities to make up absences.
Late Work
Late work is penalized 7.5% per day late. The weekend no longer counts as one day, thanks to the glory of email. Assuming you start out with an A+, the first day late makes the best possible grade an A, the fourth day a B, after a week a C+, and so on. No legitimate excuse is required to take advantage of this policy. If a subsequent assignment depends on your completion of the assignment, you risk taking a zero for that assignment if you wait too long. In extraordinary circumstances, this policy may be waived if and only if I am notified by the third day the work is missing and I deem the circumstances sufficiently extraordinary.
Emailing Work
Unless I specifically ask you to email me a type of assignment, I expect hard copies of all assignments. If you email me work in order to avoid accumulating late penalties, the emailed copy will suffice to stop the accumulation of late penalties, but I expect a hard copy at our next,
A-29
in-person meeting for me to mark up. If I do not receive this hard copy, you will likely not receive written comments or a written grade on the assignment.
Disability Support
If you have a documented disability and anticipate needing accommodations in this course, I strongly encourage you to meet with me early in the semester. You will need to request that the Disability Services staff send a letter to me verifying your disability and specifying the accommodation you will need before I can arrange your accommodation.
Grading Scale
In general, a letter grade on a paper translates directly into a percentage of points in my grade book. Of course, I reserve the right to fudge the percentage by a point or two upwards in special cases. The conversion table follows:
Letter Grade Percentage of Points EarnedA+ 98-100A 95
A - 92B+ 88B 85
B - 82C + 78C 75
C - 72D+ 68D 65
D - 62F Varies
I use the following table in determining final grades:
89.5% or more of points A79.5% - 89.4% B69.5% - 79.4% C59.5% - 69.4% D
59.8% or fewer points F
A-30
Grading Criteria
Philosophical papers are given four grades (often implicitly, sometimes I do not write four grades on the paper). Other assignments are assessed according to the criteria listed in the particular syllabus.
30% Quality of Summarization
30% Quality of Argumentation
10% Innovation
30% Clarity of Presentation
I interpret the individual letter grades as follows:
A
Excellent work. The work submitted contains well thought-out, exceptional original insight with an advanced level of depth in argumentation. Arguments would convince and intrigue someone who has done more reading than is covered in the course. Exposition is impeccably clear and well organized.
or
The work submitted is similar to the grade of B+, but also contains good, original insight. Arguments given would convince someone who has done more reading than what is simply covered in the course.
B
Above average work. The work submitted is above average for an American student. Work contains very few mistakes. Others' arguments are summarized well and the points are interpreted in the correct context. Arguments would convince someone who has done the reading for the course. Organization is clear and effective given the nature of the points.
or
The work submitted is slightly above average for a student at an American collegiate institution. Work is free from grammar or stylistic errors and displays knowledge of the reading. Work contains some insight into the material and any arguments would convince someone who has not done much reading on the topic. Arguments are summarized well, though some points are mistaken, or misinterpreted. Organization is sufficient. Also the grade for work that is very innovative, but not clearly presented.
C
A-31
Average work. The work submitted is average work for a student at an American collegiate institution. Work is free from most grammar and stylistic errors, displays some knowledge of the reading, but contains no more than surface-level insight into the material. If arguments are summarized, the summary is incomplete, mistaken, or unclear.
D
Below average work. The work submitted contains numerous errors and there is serious doubt that it is informed by reading the material covered in class.
F
Unacceptable work. The work submitted is not acceptable at the collegiate level, contains no understanding of the material, or contains multiple, serious mistakes in exposition. Half-hearted, careless work will fall into this category.
A-32