New Faculty Programs @
Freshman Faculty Manual 2008
written/compiled/edited/updated by:
Ronald Bieniek, Director
New 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-02
Lab syllabus…………………………………………………………….…………….A-06
Engineering Physics I (Physics 23 – www.campus.mst.edu/physics/courses/23)
Syllabus…………………….……..………………………………........................... A-09
Schedule…………………………………………………………………………… 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 Sites
1. 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
http://newfaculty.mst.edu
4
http://newfaculty.mst.edu/freshfac
5
http://helpdesk.mst.edu
6
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
http://lead.mst.edu/teachingresources
12
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 2005
10:00-11:00 AM. MWF in McNutt 204
Instructor:
Dr. Kent Peaslee
284 McNutt Hall
341-4714 (office), 364-3960 (home – up to 10 PM)
Email: kpeaslee@mst.edu
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)
(Optional Final will replace lowest test score)
Team design project
Homework and in-class participation projects
70 %
15 %
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
Quiz 2: Casting Processes
Quiz 3: Melting/Joining Process
Quiz 4: Forming Processes - Hot/Cold Working
Quiz 5: Powder Met - Machining Processes (+Opt. Final)
15
Wednesday, February 2
Monday, February 28
Wednesday, March 23
Wednesday, April 20
Wednesday, May 11 (4 PM)
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: kpeaslee@mst.edu [mailto:kpeaslee@mst.edu]
Sent: Monday, May 02, 2005 11:06 AM
To: YOUR NAME
Subject: 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 Processing
Winter 2005
COURSE OUTLINE FOR SEMESTER (Tentative)
FOUNDRY TOPICS - January 10 – January 31 (for Quiz 1)
Introduction to Materials Processing
Casting Terms/Definitions/Introduction
Solidification
Gases in Metals
Gating Design
Contraction During Solidification
Riser Design
1/10
1/12
1/14
1/19
1/21 - 1/24
1/26
1/28 – 1/31
MELTING / CASTING / MOLDS - February 4 - February 25 (for Quiz 2)
Patterns
Sand Molding/Properties
Coremaking Processes
Novel Casting Processes
Continuous Casting
2/4
2/7 - 2/11
2/14 - 2/16
2/18 - 2/21
2/23 - 2/25
JOINING/WELDING – March 2 – March 16 (for Quiz 3)
Melting of Metals
Joining of Metals - Introduction
Nature of an electrical arc
Consumable electrode arc welding processes
Non-consumable electrode Welding Processes
Novel Welding Processes
Brazing, Soldering, & Cutting Processes
3/2
3/4
3/7
3/9
3/11
3/14
3/16
FORMING PROCESSES – March 21 - April 18 - (for Quiz 4)
Metal Forming - Introduction
Hot Working
Cold Forming Processes
3/21
3/23 – 4/8
4/11 - 4/18
POWDER METALLURGY / MACHINING - April 22 - May 6 (for Quiz 5)
Introduction to Powder Metallurgy
Powder Making & Testing
Consolidation & Sintering
Secondary Operations
Applications & Novel Uses
Machining & Heat Treating
4/22
4/25
4/27
4/29
5/2
5/4 -5/6
17
Met 221 - Principles of Materials Processing
Winter 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 Page
Introduction – with purpose, part description, plan, and necessary background information
Materials 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 Report
Friday – February 25th - Report Due (1st time)
Friday – March 4th - Report Due (2nd time)
Non-casting Processes Report
Friday – 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 photos
d) 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 midterm and final course grades are due, drop dates for students)
●
24
How to get info about all classes offered this semester
1)
2)
3)
Go to Registrar http://registrar.mst.edu
Click on Class Offerings in left-hand panel to get to
http://registrar.mst.edu/classofferings/
Click on semester and choose desired item under Class Offerings
Joe’SS
Printable Campus Class Offerings*
Printable Evening Class Offerings*
Printable Distance Education Class Offerings*
Current class offerings are available through
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 Only
A 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 Students
Sometimes 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 Westenberg
105A 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: 341-6586
e-mail: djwesten@mst.edu
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
(rfrank@mst.edu, 341-4819) or the Dean of the College of Arts and Sciences, Dr. Paula Lutz
(plutz@mst.edu, 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 12 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
1/13
1/15
1/17
1/20
1/22
1/24
1/27
1/29
1/31
2/3
2/5
2/7
2/10
2/12
2/14
2/17
2/19
2/21
2/24
2/26
2/28
3/3
3/5
3/7
3/10
3/12
3/14
3/17
3/19
3/21
3/24
Topic
Introduction – Planet of the Microbes
History of microbiology
Conference - DJW
MLK Holiday
Microbial structure - Microscopy
Microbial structure - Membranes, Walls, Capsules
Culturing microbes - Enrichment, Isolation
Microbial growth - Counting microbes
Microbial growth - Environmental parameters
Controlling Microbial Growth
Exam 1
Metabolism - Fermentation
Metabolism - Respiration
Metabolism - Photosynthesis
Biosynthesis - From “fixed” carbon
Biosynthesis - From CO2
Biosynthesis - Assimilation of other elements
Assembly of Bacterial Cell Structures
Microbial Biodegradation
Exam 2
Microbial Genetics - Regulation of transcription
Microbial Genetics - Mutations and Repair
Viruses - Basic features, Bacteriophages
Viruses - Animal and Plant Viruses
Genetic Exchange - Extrachromosomal Elements
Genetic Exchange - Mechanisms of Exchange
St. Pat's
Microbial Genomics - Recombinant DNA
Microbial Genomics - Whole Genome Analysis
Exam 3
Spring Break
A-4
Section in Microbial Life
Chapter 1
Chapter 2
no class
no classes
Chapter 4 (61-80)
Chapter 4 (81-98)
Chapter 5
Chapter 6 (127-138)
Chapter 6 (138-144)
Chapter 7
Chapter 8 (165-175)
Chapter 8 (175-181)
Chapter 9 (175-181)
Chapter 10 (201-208)
Chapter 10 (208-212)
Chapter 10 (212-221)
Chapter 11
Chapter 12
Chapter 13 (261-272)
Chapter 13 (272-279)
Chapter 14 (283-299)
Chapter 14 (299-307)
Chapter 15 (311-320)
Chapter 15 (320-328)
no classes
Chapter 16 (321-343)
Chapter 16 (343-353)
no classes
3/26
3/28
3/31
4/2
4/4
4/7
4/9
4/11
4/14
4/16
4/18
4/21
4/23
4/25
4/28
4/30
5/2
5/5
5/7
5/9
5/14
Spring Break
Spring Break
Prokaryotic Taxonomy - Sequence Analysis Tools
Prokaryotic Taxonomy - Major Groups
Phototrophs - Select Genera
Eukaryotic Microbes (Protozoa)
Eukaryotic Microbes (Algae)
Missouri ASM meeting
Eukaryotic Microbes (Fungi)
Symbiotic Associations (Microbe-Plant)
Symbiotic Associations (Microbe-Animal)
Exam 4
Human-Microbe Interaction - Normal Flora
Human-Microbe Interaction - Pathogenesis
Immunology - Innate vs. Adaptive Immunity
Immunology - Vaccine
Microbial Diseases - Selected Examples
Epidemiology
Industrial Microbiology - Fermentations
Industrial Microbiology - Other products
Exam 5
A-5
no classes
no classes
Chapter 17 (359-376)
Chapter 17 (376-382)
Chapter 21
Chapter 23 (525-543)
Chapter 23 (543-548)
no class
Chapter 23 (548-555)
Chapter 25 (598-608)
Chapter 25 (608-616)
Chapter 26 (619-628)
Chapter 26 (628-634)
Chapter 27 (639-671)
Chapter 27 (671-675)
Chapter 28
Chapter 30
Chapter 31
Chapter 31
10:30-12:30
Microbiology (BioSc221)
Lab Syllabus – W2003
Instructor.
Dave Westenberg
105A Schrenk Hall (Office), G-6 Schrenk Hall (Lab)
Office Hours - MWF 9:00 - 10:00 or by appointment
Office phone: 341-4798
e-mail: djwesten@mst.edu
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
100 points
150 points
- Laboratory skills (conduct, microscope care, attendance)
- Results and reflections
- 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
1/16
1/21
1/23
1/28
1/30
2/4
2/6
2/11
2/13
2/18
2/20
2/21
2/25
2/27
3/4
3/6
3/11
3/13
3/18
3/20
Introduction to the microbiology lab, Writing Laboratory reports (Handout and Appendix
B). Making infusions (for Exercise 2).
Exercise 1* - Culturing microbes on solid surfaces
Exercises 2* (A, B, C), and 5 (demo) – Microscopy
Exercise 3 – Streaking plates for isolation
Continue Exercise 1
Exercise 6* - Staining microbes
Complete Exercises 1 and 3 (repeat Exercise 3 if necessary)
Exercise 8 – Growth Parameters
Exercise 4* - Killing microbes
Complete Exercise 8
Exercise 20 - Growth measurements
Complete Exercise 4
Exercise 24* – Plasmid isolation
Complete Exercise 20, discuss plans for Exercise 9
Exercise 26 – Transformation, Exercise 9 – Microbe Safari
Exercise 17 –Growing viruses
Complete Exercises 9 and 26
Exercise 22* - Bacterial sex
Complete Exercise 17
Complete Exercise 22, Begin Exercise 18- Identifying microbes
Exercise 9 Lab Report Due
Exercise 15 - Microbial metabolism
Continue Exercise 18
Exercise 11 - Observing protozoa
Complete Exercise 15, Continue Exercise 18
Exercise 31* – Humans as Habitats
Continue Exercise 18
Complete Exercise 18, Continue Exercise 31
Complete Exercise 31
Exercise 27* – Tower of Microbes (R&R due 4/25)
St. Pat's - no lab
Exercise 14 (A,B,C,D) – Special stains
Field Trip, Wastewater treatment plant
A-7
3/25
3/27
4/1
4/3
4/4
4/8
4/10
4/15
4/17
4/22
4/24
4/29
5/1
5/2
5/6
5/8
Spring break - no lab
Spring break - no lab
Exercises 12 and 13 - Observing algae and fungi
Continue Exercises 12 and 13, discuss projects for final lab report.
Exercise 18 Lab Report Due
Exercise 33* - Identifying pathogens, begin projects for final lab report
Complete Exercise 12
Complete Exercise 33
Continue final projects
Exercise 29 (A) - Water microbiology
Continue final projects
Complete Exercise 29, Field trip – PCRMC
Continue final projects.
Exercise 37* - Antibiotic resistance
Continue final projects.
Complete Exercise 37
Complete final projects.
Microbes in food (handout)
Complete microbes in food, Field trip - St. James Winery
Final lab report due.
Lab clean-up
Microlunch
Schedule for turning in R&R and Lab Reports
1/30
1/30
2/6
2/13
2/20
2/21
2/27
3/13
3/20
3/25
3/27
4/4
4/17
4/25
5/1
5/2
Exercise 1
Exercises 2
Exercise 6
Exercise 4
Exercise 24
Exercise 9 Lab Report
Exercise 22
St. Pat's - no lab
Exercise 31
Spring break - no lab
Spring break - no lab
Exercise 18 Lab Report
Exercise 33
Exercise 27
Exercise 37
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
(rfrank@mst.edu, 341-4819) or the Dean of the College of Arts and Sciences, Dr. Paula Lutz
(plutz@mst.edu, 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 Course
The 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. Homeworklike 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 Points
You 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 Scale
Grades 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
≥ 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 Assistance
The 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 Browser
1. 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 Lectures
1. 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 format
1. 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 Page
2. 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 EXCEL
1. 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 02/19/2008
Online Schedule at www.campus.mst.edu/physics/courses/23/handouts/Schedule.htm
(course website: www.campus.mst.edu/physics/courses/23)
Prof. Ronald J. Bieniek
Room 203 Physics
Telephone: 341-4786
email: bieniek@mst.edu
th
Textbook: University Physics (12 edition) by H.D. Young & R.A. Freedman
Online 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 Orientation
P 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
! 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 Problem
P 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
! 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 NASA
P Scalars and Vectors
- Unit vectors and vector components
- Vector addition
! 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 Problems
P Newton's First and Second Laws of Motion
- Force, mass, and weight
! 02) Rec - Fri, Aug 29
" DQ 1: 16; EP 1: 41, 50
" Special Homework for RSD 02
! 05) Rec - Wed, Sep 10
" EP 4: 6, 14, add 29, 56
" EP 5: 24, 61
! 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 Problem
P Motion in One Dimension
- Position, velocity and acceleration in 1-D
- Freely rising and falling objects
! 06) Lec - Thurs, Sep 11
" Sec 4.5, 5.1, Examples 5.10-5.12 in sec 5.2
P 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, 2.6
P 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, 5.4
P 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, 5
P 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), 6.1-6.4
P 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 Problems
P 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 7.4-7.5
P 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), 12.8
P 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
! 19) Rec – Wed, Oct 29
" EP 10: 1, 64, 69
" Special Homework for RSD 19
! 15) Lec - Tues, Oct 14
" Sec 8.1-8.3
" AP 6.1, 6.5
" Litany for Momentum Problems
P Linear Momentum, Explosions and Collisions
- Impulse
- Conservation of linear momentum
! 20) Lec – Thurs, Oct 30
" Sec 10.6-10.7
" AP 7.14
P Conservation of Angular Momentum
- Interacting rotating objects
- collisions of projectiles with rotating objects
! 15) Rec - Wed, Oct 15
" EP 8: 7, 22, 40, 65, 69
! 20) Rec – Fri, Oct 31
" EP 10: 39, 47 (rebounds at 37o from original
direction)
" Special Homework for RSD 20
! 16) Lec - Thurs, Oct 16
" Sec 8.4 (skim for ideas), 8.5-8.6
" AP 6.2, 6.8
P Linear Motion of Systems of Particles
- Which Toolbox: Force, Energy, or Momentum?
- Center of mass motion and rockets
! 21) Lec – Tues, Nov 4
" Sec 11.1-11.3
" AP 7.2, 7.5
P Static Equilibrium of Rigid Structures
- Analysis of equilibrium situations
! 16) Rec - Fri, Oct 17
" EP 8: 75, 84
" Special Homework for RSD 16
! 21) Rec – Wed, Nov 5
" EP 11: 10, 13b, 14, 96
! 17) Lec - Tues, Oct 21
" Review Assigned Reading: Chs 6, 7, 8, 12
P Problem Solving Review for Test 2
! 22) Lec – Thurs, Nov 6
" Sec 13.1-13.4
" AP 9.2, 9.3
P Simple Harmonic Motion
- Kinematics, dynamics, energetics
! 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
###########################################
! 22) Rec – Fri, Nov 7
" EP 13: 2, 12, 22, 65, 68
! 18) Lec – Thurs, Oct 23
" Sec 9.1-9.4 (skim proof of eq. 9-19), 10.3 (thru
Example 10.5)
" AP 7.12
P 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 7.10
P Angular Momentum and Torque
- Rotating rigid objects
! 23) Lec – Tues, Nov 11
" Sec 9.5, 13.5-13.8
" AP 9.12
P 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 14.1-14.3
P 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, 14
P 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 10.2
P 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, 10.10
P 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 8.7
P 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 8.6
P 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 Exam
P 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 SOLIDS
FALL 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. Schwartz
Professor, Department of Ceramic Engineering
Office: B49 McNutt Hall
Ph.
573.341.6025
Fax: 573.341.6934
Email: rwschwar@mst.edu
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.
A-18
Additional Texts:
You may also find the following texts, which are on reserve in the library,
helpful.
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 – 89
C: 70 – 79
D: 60 – 69
F: < 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 22
Examination # 2: October 25
Examination # 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:
A-19
Text
Ch. 1
Section 1:
A Detailed Look into the Periodic Table
Periodic trends in atomic properties
Bonding types and generalizations based on electronegativity
Periodicity and generalizations regarding crystal structure
Thermodynamics and crystals: the Born-Haber cycle
Lattice energies of solids
Section 2:
Basic Structural Concepts
Atomic packing
The Bravais lattice
The unit cell
Lattice and basis
Miller indices (naming directions and planes)
Calculations of theoretical density
Ch. 2
Section 3:
Symmetry in Crystals
Symmetry operators
Point groups and space groups
Ch. 3
Section 4:
Prototypical Crystal Structures and Material Properties
Ch. 4
Prototypical structures and atomic packing
Case studies of property-atomic structure relationships
Density – Bi and BiF3
Thermal conductivity – effects of doping and structural complexity
Anisotropy – diamond vs. graphite
Reactivity: MgO, Al2O3 and MgAl2O4 (spinel); CaO vs. MgO; silicates
Temperature dependent behavior – centric vs. non-centric groups
Dielectric Constant – BaTiO3
Piezoelectricity – Quartz
Hardness – diamond, zirconia, and others
Defect formation – doped zirconia
Common themes – structure – property relationships
A-20
Syllabus for Ceramic Engineering 416: ELECTRONIC MATERIALS
FALL 2001
Lecture:
10:10 – 11:00 MWF
Late arrival of professor: In the event no prior notice is given, students are required to wait 15
minutes prior to departing.
Instructor:
Robert W. Schwartz
Associate Professor, School of Materials Science and Engineering
Office: Olin Hall, Rm. 13
Ph. 864.656.7880
Fax: 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 – 89
C: 70 – 79
D: 60 – 69
F: < 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% each
Examination # 1: Sept. 24
Examination # 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
8/22
Topic
Introduction; Basic Definitions of Electronic Materials
8/24 – 9/5
Conductors
Materials and conduction mechanisms
Carriers and Mobility
Extrinsic and Intrinsic conduction
Kroger-Vink Notation
Metal, Polymer, and Ceramic conductors
High Temperature Superconductors
9/7 – 9/21
Dielectrics
Polarization Mechanisms
Polymeric Dielectrics
Ceramic Dielectrics and Multilayer Capacitors
Ceramic Capacitors – Tuning of Processing and Properties
Ceramic Capacitors – Aging Effects
Curie-Weiss Response
Thin Film Dielectrics – Processing and Applications
9/24
First Hourly Examination
9/26 – 10/1
Semiconductor Materials and Devices
Transistor Structure
Transistor Fabrication
Integrated Circuit Fabrication
Packaging
10/3 – 10/8
Electronic Materials Technology
A-22
Semiconductor Circuitry and Fabrication
New Thin Film Materials for Gate and DRAM Applications
Process Integration Technologies
10/10 – 10/24 Magnetic Materials
Structure – Property Aspects of Magnetic Materials
Metallic Magnets
Ceramic Magnets, including Ferrimagnets
Hard and Soft Magnetic Materials
10/26 – 11/2
Overview of Ferroelectric Materials
Definitions of Piezoelectric, Pyroelectric, and Ferroelectric
Domains – Definition and Characteristics
Domains – Switching and Pinning Effects
11/5
Second Hourly Examination
11/7 – 11/16
Piezoelectrics
Materials and Fabrication
Polymer and Ceramic Materials
Unimorph and Bimorph Structures
Stress- Biased Actuators
Microelectromechanical Systems (MEMS)
11/19 – 11/28 Pyroelectrics
Materials and Response Modes
Fabrication Technologies
11/30 – 12/7
Electro-Optic Materials
Birefringence and Retardation
Pockels and Kerr Effects
A-23
Syllabus for Business Ethics, Philosophy 235, Fall 2007
Basic Information
Time: 11:00-11:50 MWF, H-SS 104
Professor: Adam Potthast, potthast@umr.edu
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
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!
A-25
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
Syllabus and Introduction
24 August
Intro to Ethics
Week 2
27 August
Intro to Ethics
22 August
Parable of the Sadhu
24-29
29 August
Intro to Ethics
Week 3
3 September
Labor Day, No Classes
Week 4
10 September
Week 5
Week 6
17 September
Racism at Work
126-130
24 September
Management and Moral
Mazes
(Jackall)
367-382
19 September
Sexual Harassment
172-177
26 September
Jackall continued
21 September
156-169
Quiz 4
28 September
International Business
Shell and Chrysler
277-279, 291-294
Quiz 5
Week 7
1 October
3 October
5 October
5 September
Ford Pinto
222-229
31 August
Intro to Ethics
Quiz 1
7 September
Toy Wars
62-65
Quiz 2
12 September
14 September
Enron Week, The Smartest Guys in the Room
190-205
Component 1 Due 10 September, Quiz 3 on 14 September
A-26
Intro
Ethical
Problems
in Business
Monday
Wednesday
Sweatshops
279-291
Week 8
Week 9
Week
10
Week
11
Week
12
Week
13
Week
14
Friday
Environment (BB)
Component 2 Due
8 October
Environment Continued
10 October
Finish up environment
and Review
17 October
Continued
12 October
Midterm Exam
22 October
24 October
26 October
Environment
89-99
29 October
Women, 146-156
Quiz 7
Component 3 Due
2 November
Ethical Solutions
352-360
5 November
Firms of Endearment (BB)
Firms of Endearment
Firms of Endearment
12 November
14 November
Firms of Endearment
Component 4 Due
16 November
19 November
Wall Street
Quiz 9 on 14 November
21 November
23 November
Thanksgivin
g
30 November
Leadership
and the
Ethics of
Business
15 October
Tylenol, 36-39
Levi-Strauss, 294-298
31 October
7 November
19 October
Environment
105-111
Quiz 6
MidSemester
Ethical
Solutions
in Business
Firms of Endearment
Quiz 8
9 November
Thanksgiving Break, No Classes
Week
15
26 November
28 November
Leadership, 337-345
Week
16
Week
17
Projects Due
3 December
5 December
Gini (BB)
Gini Continued
Quiz 10
Final Exam, Tuesday, 11 December at 1:30pm
7 December
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:
A-27
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!
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
1
http://www.umsystem.edu/ums/departments/gc/rules/programs/200/010.shtml
A-28
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,
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.
A-29
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 Earned
A+
98-100
A
95
A-
92
B+
88
B
85
B-
82
C+
78
C
75
C-
72
D+
68
D
65
D-
62
F
Varies
I use the following table in determining final grades:
89.5% or more of points
A
79.5% - 89.4%
B
69.5% - 79.4%
C
59.5% - 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