This document provides the syllabus for a large lecture general chemistry course. It outlines logistical details such as class meeting times and location, instructor contact information, grading breakdown, and exam/quiz dates. Policies are specified regarding attendance, calculators, textbooks, homework, and the university honor code. Assistance resources like office hours, help sessions, and disability accommodations are also mentioned. The level of detail in the syllabus aims to clearly communicate expectations and requirements for the course.
The document provides information about SAT and ACT prep courses. Day one of the SAT prep course focuses on general test strategies and tips for the verbal and math sections, followed by practice. Day two involves taking full practice tests, self-scoring, and analyzing results. Sample SAT questions and strategies for answering different types of questions are also outlined. Information on test dates, costs, and scoring is provided for both the SAT and ACT.
The document provides information and strategies for the ACT assessment. It discusses that the ACT tests curriculum-based knowledge and higher-order thinking skills. It recommends taking rigorous core courses in English, math, science and social studies to prepare. The document then provides general test-taking strategies like bubbling in blocks of questions and using the letter-of-the-day strategy for guessing. It also offers specific math strategies like using a three-pass system to answer easier questions first before returning to harder ones.
This document appears to be a science teacher's syllabus that provides information about classroom policies, grading, assignments, safety rules, and goals setting. It includes details about classroom seating, supplies needed, homework policies, lab reports, tests and quizzes, grading scale, extra help times, academic dishonesty, and a goals setting exercise for students. Safety rules for both the classroom and laboratory are outlined.
This document provides an overview of a physical geography lab course. It outlines the following key points:
- The course covers topics related to physical geography including earth-sun relationships, weather, climate, landforms, and how these phenomena interact.
- Labs will investigate these topics using worksheets, maps, and other materials. Students must submit completed worksheets on Blackboard for grading.
- Assessment will include exams on Blackboard consisting of problems similar to the lab worksheets. Students must earn at least 60% to pass.
This document appears to be notes from an 8th grade Earth Science class. It includes the teacher's rules and expectations for student conduct, supplies needed for the class, homework and grading policies, lab safety rules, and a note about setting goals. The teacher will have students set goals and revisit them throughout the year.
I will take you through my journey of applying to graduate schools, what all areas to focus on while applying, what steps to take and how to categorize them.
This document provides information about a Physical Geography course taught by Professor Lisa Schmidt. The course will cover the basic elements of geography including climate, landforms, water, soils, plants and animals. It will examine the relationships between these elements and their global patterns of distribution. The course will use required textbooks and materials. Students will complete chapter quizzes, map quizzes, exams, and a presentation for grading. Professor Schmidt provides her contact information and office hours. The course schedule outlines topics to be covered each week.
This document outlines contact information and policies for Professor Alicia Bolton's English course. It provides her office hours, location, contact information, and expectations for communication. The document also lists required materials for the course and details assignments including essays, timed writings, homework, and exams. Grading is outlined and policies are presented for attendance, the classroom, and plagiarism. Students are responsible for understanding the syllabus and course requirements found on the online learning platform.
The document provides information about SAT and ACT prep courses. Day one of the SAT prep course focuses on general test strategies and tips for the verbal and math sections, followed by practice. Day two involves taking full practice tests, self-scoring, and analyzing results. Sample SAT questions and strategies for answering different types of questions are also outlined. Information on test dates, costs, and scoring is provided for both the SAT and ACT.
The document provides information and strategies for the ACT assessment. It discusses that the ACT tests curriculum-based knowledge and higher-order thinking skills. It recommends taking rigorous core courses in English, math, science and social studies to prepare. The document then provides general test-taking strategies like bubbling in blocks of questions and using the letter-of-the-day strategy for guessing. It also offers specific math strategies like using a three-pass system to answer easier questions first before returning to harder ones.
This document appears to be a science teacher's syllabus that provides information about classroom policies, grading, assignments, safety rules, and goals setting. It includes details about classroom seating, supplies needed, homework policies, lab reports, tests and quizzes, grading scale, extra help times, academic dishonesty, and a goals setting exercise for students. Safety rules for both the classroom and laboratory are outlined.
This document provides an overview of a physical geography lab course. It outlines the following key points:
- The course covers topics related to physical geography including earth-sun relationships, weather, climate, landforms, and how these phenomena interact.
- Labs will investigate these topics using worksheets, maps, and other materials. Students must submit completed worksheets on Blackboard for grading.
- Assessment will include exams on Blackboard consisting of problems similar to the lab worksheets. Students must earn at least 60% to pass.
This document appears to be notes from an 8th grade Earth Science class. It includes the teacher's rules and expectations for student conduct, supplies needed for the class, homework and grading policies, lab safety rules, and a note about setting goals. The teacher will have students set goals and revisit them throughout the year.
I will take you through my journey of applying to graduate schools, what all areas to focus on while applying, what steps to take and how to categorize them.
This document provides information about a Physical Geography course taught by Professor Lisa Schmidt. The course will cover the basic elements of geography including climate, landforms, water, soils, plants and animals. It will examine the relationships between these elements and their global patterns of distribution. The course will use required textbooks and materials. Students will complete chapter quizzes, map quizzes, exams, and a presentation for grading. Professor Schmidt provides her contact information and office hours. The course schedule outlines topics to be covered each week.
This document outlines contact information and policies for Professor Alicia Bolton's English course. It provides her office hours, location, contact information, and expectations for communication. The document also lists required materials for the course and details assignments including essays, timed writings, homework, and exams. Grading is outlined and policies are presented for attendance, the classroom, and plagiarism. Students are responsible for understanding the syllabus and course requirements found on the online learning platform.
APW: Review Days (+ answers to questions)Cassidy Baker
This document outlines a daily study plan for a history class, assigning 50 points for each day's work. The plan includes:
1. 20-40 multiple choice practice questions on a timed section of history.
2. Correcting the practice questions.
3. Reviewing test formats, materials, or commonly missed topics.
4. Studying individually or with partners using flashcards, textbook sections, or practice exams. Proof of study is required.
Study options include flashcards, textbook review, practice exams, short answers, essays, or timelines. An optional Kahoot review is included at the end of some days. The goal is to prepare students for an AP history test through
The document provides tips for writing effective responses on the AP Biology exam. It recommends:
1) Focusing each essay response on proving mastery of introductory biology concepts to the grader.
2) Organizing answers the same way the question is organized and labeling sections accordingly.
3) Supporting definitions and conclusions with examples to ensure all points are earned.
4) Answering the specific question asked without providing unnecessary extra information.
This document outlines classroom procedures for a grade and subject. It includes procedures for entering and exiting the classroom, starting and ending class, homework, and more. The goal is to establish an efficient and orderly classroom where learning can take place. Procedures will be taught, rehearsed, and reinforced to help students learn classroom routines.
The document provides training information for proctors administering the WASL (Washington Assessment of Student Learning) test to grades 3-8. It outlines new details for the shorter 2009 WASL test and accommodations for English language learners and special needs students. Proctors are instructed to review testing manuals, ensure secure test environments and materials, and provide allowed tools or accommodations as needed. The training emphasizes strict test security before, during and after test administration.
This document provides an overview of a physical geography course. It outlines the course objectives, required materials, grading scale, assignments including exams, quizzes, presentations and extra credit opportunities. The professor provides contact information and notes that the schedule and topics are tentative and may be subject to change. Students are expected to learn about the basic elements of geography including climate, landforms, water, soils and plants and animals and their global patterns of distribution.
This document provides an overview of a physical geography course. It outlines the course objectives, required materials, grading scale, assignments including exams, quizzes, presentations and extra credit opportunities. The professor provides contact information and notes that the schedule and topics are tentative and may be subject to change. Students are expected to learn about the basic elements of geography including climate, landforms, water, soils and plants and animals and their global patterns of distribution.
The document provides an overview of the differences between the SAT and ACT exams. It discusses the format, scoring, content, and style of questions for each test. The document suggests considering a student's time management skills, focus, logic/reasoning abilities, and interest in reading to determine which test may be a better fit. It recommends having students take practice tests of each to compare scores before deciding. Additional tips for preparation and options for test prep courses are also outlined.
Psych 311 syllabus rrr fall 2012 queens collegeJohn Smith
This document provides the syllabus for a course titled "Psych 311 Advanced Experimental Psychology (Learning)". The course will be taught by Professor Erich Grommet on Tuesdays and Thursdays from 11:25AM to 2:15PM in room E324 of the New Science Building. The syllabus outlines the required textbooks, assignments including exams, laboratory reports, and quizzes, grading breakdown, class schedule, policies on cheating and religious holidays, and contact information for the professor and teaching assistant.
This document provides an overview of a physical geography course, including its objectives, topics, assignments, grading, and policies. The course will introduce students to concepts in physical geography through examining Earth's spheres and landforms. Students will complete exams, quizzes on textbook chapters and world maps, and a research paper. The grading scale, late work policies, and resources like the writing center are also outlined.
This document is a syllabus for a General Chemistry II course that provides information about the course structure, grading policies, schedule, and expectations. It includes three key points:
1) The course covers topics in physical properties of solutions, chemical kinetics, nuclear chemistry, chemical equilibrium, acids and bases, and other topics, using a specified textbook. Exams and homework make up the majority of the grade.
2) Students are expected to read the textbook, complete online homework and quizzes, and attend lectures and recitation sections. Completing homework problems is important preparation for exams, as exam questions may be similar.
3) The course schedule outlines the pacing and timing of exams, assignments, and topics
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, earthquakes, volcanoes, glaciers, and landforms. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment to analyze physical environmental phenomena and their interrelationships. The course aims to help students understand various geographic concepts and processes. Completion of a concurrent physical geography course is a prerequisite.
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, earthquakes, volcanoes, glaciers, and landforms. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment. The goal is for students to understand physical environmental processes and interrelationships. The class meets on Mondays from 3:55-7:00 PM and is taught by Professor Lisa Schmidt.
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, landforms, and how these environmental phenomena interrelate. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment. The course aims to help students understand various physical geography concepts and processes. Completion of a physical geography course is a prerequisite. The class will be held on Wednesdays from 7-10:10pm and graded work must be submitted on Blackboard by assigned due dates.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
This document provides information about a statistics course offered at Saddleback College including the instructor's contact information, course description and materials, student learning outcomes, course structure and policies, grading breakdown, supplementary resources, academic honor code, tutoring services, and a tentative schedule. The course uses an introductory statistics textbook and covers topics such as descriptive statistics, probability, hypothesis testing, and data analysis using statistical software. Students will be evaluated based on exams, assignments, notes, and participation.
This document outlines the syllabus for a History of the 20th Century course at Hudson Valley Community College. The course will focus on totalitarian regimes of the 1930s and 1940s, World War II, post-war settlements, Third World development, and the intellectual response of the West to political and social turbulence. Students will demonstrate an understanding of 20th century history, major forces and ideas that shaped the century, and tensions between traditional and modern values. The syllabus details assignments including tests, an annotated bibliography, oral presentation, and final exam. Students are expected to attend class, participate respectfully, and adhere to academic integrity policies.
This document provides an overview of a physical geography lab course. The course will cover topics including earth-sun relationships, weather, climate, landforms, and how these phenomena interact. Students will complete 10 labs using maps, charts, and equipment to analyze these physical processes. Grades will be based on lab assignments and exams, with labs due on Blackboard by specified dates. The class policies outline expectations for attendance, late work, and cell phone use.
This document provides information about a Chemistry 1311 course taught by Professor Wendy Pell. It outlines the course details including the textbook, evaluation, attendance policy, and goals. Students are expected to complete online homework assignments, two in-class tests, labs, and a cumulative final exam. The document emphasizes completing all assignments, getting help early, and understanding the microscopic explanations and reactions behind macroscopic chemical phenomena.
This document provides information about an introductory American government course at UT Tyler, including contact information for the instructor, required course materials, grading policies, academic integrity policies, and important dates. The course will be conducted in 5 units, with one exam covering each unit's material. Students' grades will be based on reading quizzes, exercises, and exam scores. Late or make-up work will not be accepted.
This document provides information about the GVPT 170 Introduction to American Government course for Fall 2014. It outlines the course sections, dates, times, instructor, required texts, assignments including exams and a research paper, grading breakdown, expectations, and a detailed course schedule. The course will introduce students to the US system of government through lectures, readings, and discussion focusing on key institutions and analyzing how the government operates in practice.
This document is a syllabus for an English 102 course titled "Writing & Rhetoric II" at the University of Idaho. It outlines the course description, policies, schedule, and expectations. The course aims to help students improve their communication skills through reading, writing, speaking, and listening. Students will read and write extensively. Regular attendance is required and absences will reduce the student's grade. The course covers topics like parts of speech, sentence structure, logical arguments, and using evidence to support claims. It includes assigned readings, quizzes, tests, and writing assignments. The instructor expects students to take responsibility for their own learning and education.
This document provides information about a Personality Psychology course taught at Rutgers University in Fall 2014, including:
- Class details such as time, location, instructor, and teaching assistants contact information
- An overview of course objectives to describe and apply personality theories and research
- Expectations around academic integrity and attendance
- Assessments including exams, quizzes, assignments, and a writing assignment analyzing a character using personality theories
- Resources including a textbook, online platform, and instructor's teaching philosophy and communication preferences
APW: Review Days (+ answers to questions)Cassidy Baker
This document outlines a daily study plan for a history class, assigning 50 points for each day's work. The plan includes:
1. 20-40 multiple choice practice questions on a timed section of history.
2. Correcting the practice questions.
3. Reviewing test formats, materials, or commonly missed topics.
4. Studying individually or with partners using flashcards, textbook sections, or practice exams. Proof of study is required.
Study options include flashcards, textbook review, practice exams, short answers, essays, or timelines. An optional Kahoot review is included at the end of some days. The goal is to prepare students for an AP history test through
The document provides tips for writing effective responses on the AP Biology exam. It recommends:
1) Focusing each essay response on proving mastery of introductory biology concepts to the grader.
2) Organizing answers the same way the question is organized and labeling sections accordingly.
3) Supporting definitions and conclusions with examples to ensure all points are earned.
4) Answering the specific question asked without providing unnecessary extra information.
This document outlines classroom procedures for a grade and subject. It includes procedures for entering and exiting the classroom, starting and ending class, homework, and more. The goal is to establish an efficient and orderly classroom where learning can take place. Procedures will be taught, rehearsed, and reinforced to help students learn classroom routines.
The document provides training information for proctors administering the WASL (Washington Assessment of Student Learning) test to grades 3-8. It outlines new details for the shorter 2009 WASL test and accommodations for English language learners and special needs students. Proctors are instructed to review testing manuals, ensure secure test environments and materials, and provide allowed tools or accommodations as needed. The training emphasizes strict test security before, during and after test administration.
This document provides an overview of a physical geography course. It outlines the course objectives, required materials, grading scale, assignments including exams, quizzes, presentations and extra credit opportunities. The professor provides contact information and notes that the schedule and topics are tentative and may be subject to change. Students are expected to learn about the basic elements of geography including climate, landforms, water, soils and plants and animals and their global patterns of distribution.
This document provides an overview of a physical geography course. It outlines the course objectives, required materials, grading scale, assignments including exams, quizzes, presentations and extra credit opportunities. The professor provides contact information and notes that the schedule and topics are tentative and may be subject to change. Students are expected to learn about the basic elements of geography including climate, landforms, water, soils and plants and animals and their global patterns of distribution.
The document provides an overview of the differences between the SAT and ACT exams. It discusses the format, scoring, content, and style of questions for each test. The document suggests considering a student's time management skills, focus, logic/reasoning abilities, and interest in reading to determine which test may be a better fit. It recommends having students take practice tests of each to compare scores before deciding. Additional tips for preparation and options for test prep courses are also outlined.
Psych 311 syllabus rrr fall 2012 queens collegeJohn Smith
This document provides the syllabus for a course titled "Psych 311 Advanced Experimental Psychology (Learning)". The course will be taught by Professor Erich Grommet on Tuesdays and Thursdays from 11:25AM to 2:15PM in room E324 of the New Science Building. The syllabus outlines the required textbooks, assignments including exams, laboratory reports, and quizzes, grading breakdown, class schedule, policies on cheating and religious holidays, and contact information for the professor and teaching assistant.
This document provides an overview of a physical geography course, including its objectives, topics, assignments, grading, and policies. The course will introduce students to concepts in physical geography through examining Earth's spheres and landforms. Students will complete exams, quizzes on textbook chapters and world maps, and a research paper. The grading scale, late work policies, and resources like the writing center are also outlined.
This document is a syllabus for a General Chemistry II course that provides information about the course structure, grading policies, schedule, and expectations. It includes three key points:
1) The course covers topics in physical properties of solutions, chemical kinetics, nuclear chemistry, chemical equilibrium, acids and bases, and other topics, using a specified textbook. Exams and homework make up the majority of the grade.
2) Students are expected to read the textbook, complete online homework and quizzes, and attend lectures and recitation sections. Completing homework problems is important preparation for exams, as exam questions may be similar.
3) The course schedule outlines the pacing and timing of exams, assignments, and topics
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, earthquakes, volcanoes, glaciers, and landforms. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment to analyze physical environmental phenomena and their interrelationships. The course aims to help students understand various geographic concepts and processes. Completion of a concurrent physical geography course is a prerequisite.
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, earthquakes, volcanoes, glaciers, and landforms. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment. The goal is for students to understand physical environmental processes and interrelationships. The class meets on Mondays from 3:55-7:00 PM and is taught by Professor Lisa Schmidt.
This document provides an overview of a physical geography lab course. The course covers topics including earth-sun relationships, weather, climate, vegetation, soils, rocks, minerals, landforms, and how these environmental phenomena interrelate. Students will complete 10 labs and 2 exams using maps, charts, and lab equipment. The course aims to help students understand various physical geography concepts and processes. Completion of a physical geography course is a prerequisite. The class will be held on Wednesdays from 7-10:10pm and graded work must be submitted on Blackboard by assigned due dates.
Psych 231 psy of human motiv (queens college) fall 2012 syllabusJohn Smith
This document provides information for Psychology 231: Human Motivation course at Queens College in Fall 2012. It outlines the class times, location, instructor details, required textbook, course objectives to examine human motivation from biological, psychological and environmental perspectives. It describes exams, grading scale, attendance policy, academic integrity policy and tentative schedule. The course will use powerpoint lectures on blackboard and involve four exams, pop quizzes and class discussions on topics like evolution of motivation, addictions, stress and personality.
This document provides information about a statistics course offered at Saddleback College including the instructor's contact information, course description and materials, student learning outcomes, course structure and policies, grading breakdown, supplementary resources, academic honor code, tutoring services, and a tentative schedule. The course uses an introductory statistics textbook and covers topics such as descriptive statistics, probability, hypothesis testing, and data analysis using statistical software. Students will be evaluated based on exams, assignments, notes, and participation.
This document outlines the syllabus for a History of the 20th Century course at Hudson Valley Community College. The course will focus on totalitarian regimes of the 1930s and 1940s, World War II, post-war settlements, Third World development, and the intellectual response of the West to political and social turbulence. Students will demonstrate an understanding of 20th century history, major forces and ideas that shaped the century, and tensions between traditional and modern values. The syllabus details assignments including tests, an annotated bibliography, oral presentation, and final exam. Students are expected to attend class, participate respectfully, and adhere to academic integrity policies.
This document provides an overview of a physical geography lab course. The course will cover topics including earth-sun relationships, weather, climate, landforms, and how these phenomena interact. Students will complete 10 labs using maps, charts, and equipment to analyze these physical processes. Grades will be based on lab assignments and exams, with labs due on Blackboard by specified dates. The class policies outline expectations for attendance, late work, and cell phone use.
This document provides information about a Chemistry 1311 course taught by Professor Wendy Pell. It outlines the course details including the textbook, evaluation, attendance policy, and goals. Students are expected to complete online homework assignments, two in-class tests, labs, and a cumulative final exam. The document emphasizes completing all assignments, getting help early, and understanding the microscopic explanations and reactions behind macroscopic chemical phenomena.
This document provides information about an introductory American government course at UT Tyler, including contact information for the instructor, required course materials, grading policies, academic integrity policies, and important dates. The course will be conducted in 5 units, with one exam covering each unit's material. Students' grades will be based on reading quizzes, exercises, and exam scores. Late or make-up work will not be accepted.
This document provides information about the GVPT 170 Introduction to American Government course for Fall 2014. It outlines the course sections, dates, times, instructor, required texts, assignments including exams and a research paper, grading breakdown, expectations, and a detailed course schedule. The course will introduce students to the US system of government through lectures, readings, and discussion focusing on key institutions and analyzing how the government operates in practice.
This document is a syllabus for an English 102 course titled "Writing & Rhetoric II" at the University of Idaho. It outlines the course description, policies, schedule, and expectations. The course aims to help students improve their communication skills through reading, writing, speaking, and listening. Students will read and write extensively. Regular attendance is required and absences will reduce the student's grade. The course covers topics like parts of speech, sentence structure, logical arguments, and using evidence to support claims. It includes assigned readings, quizzes, tests, and writing assignments. The instructor expects students to take responsibility for their own learning and education.
This document provides information about a Personality Psychology course taught at Rutgers University in Fall 2014, including:
- Class details such as time, location, instructor, and teaching assistants contact information
- An overview of course objectives to describe and apply personality theories and research
- Expectations around academic integrity and attendance
- Assessments including exams, quizzes, assignments, and a writing assignment analyzing a character using personality theories
- Resources including a textbook, online platform, and instructor's teaching philosophy and communication preferences
Test Construction and Administering classroom examinations.pptxJUDYLANDYU
The document provides guidance on constructing classroom tests, including estimating question completion times, determining question types and numbers, constructing a table of specifications, administering the test, and analyzing results. Key recommendations include beginning with easier question types and moving to more complex, using a table of specifications to align questions with objectives, estimating completion times, and constructing an answer key before administering the test.
This document provides information about an introductory Texas politics course being taught at UT Tyler in fall 2012. It outlines the instructor's contact information, required course materials, course structure including 5 units and exams, grading policies, academic dishonesty policies, and important dates for the semester. Students will learn about Texas government and be expected to identify key officials and understand the budget and judicial processes by the end of the course.
This document outlines the course details for Math 253: Intermediate Algebra at Saddleback College for Spring 2016. The course is taught by Dr. Alison Shelton on Mondays and Wednesdays from 7:00-9:15 PM in room SM 309B. It is a 5-unit course requiring 5 hours of lecture and 10 hours of homework per week. Grades are based on exams (70%), assignments (15%), and a final exam (15%). Regular attendance is expected for the full class sessions.
This document is a syllabus for an English 102 course titled "Writing & Rhetoric II" at the University of Idaho. It outlines the course description, policies, assignments, grading breakdown, and schedule. The course aims to help students improve their communication skills through reading, writing, speaking and listening. Students will read and write extensively. The instructor expects students to work hard and be responsible for their own learning. Regular attendance is required and absences will reduce the final grade. Students will complete quizzes, tests, and writing assignments. The final grade is determined by quizzes, tests, writing assignments, attendance, and participation. The schedule provides an outline of topics and readings to be covered each week.
This document provides information about a university course on extreme weather. It outlines the instructor, meeting times, office hours, course description, learning objectives, required text, grading structure, exam dates, class policies, and topics to be covered. The course introduces concepts of atmospheric science and weather/climate and focuses on extreme events. Grades are based on 4 exams, 6 quizzes, attendance, and assignments. The instructor is available for help during office hours and encourages seeking assistance if struggling. 14 topics will be covered throughout the semester. Important dates include exam dates in September, October, November and the final in December.
This document provides information about an introductory American government course being offered at UT Tyler during Summer II 2012. It outlines the instructor's contact information, required materials, course structure consisting of 5 units and exams, grading policies, important dates, and university policies regarding academic dishonesty, disabilities, add/drop dates, and absences. Students will be evaluated based on reading quizzes, exercises, and exams with exams making up the majority of the final grade. Late work will not be accepted and exams can only be missed once.
This document provides an overview and syllabus for an international economics course taking place in the summer of 2015. It will be taught on Mondays through Thursdays from 8:35-9:55 AM by Professor Dilsat Dalkiran Ozel. The grading will be based on three exams, four homework assignments, and pop quizzes. The course will cover topics such as comparative advantage, tariffs, trade blocs, exchange rates, and macroeconomic policies in an open economy.
Similar to Engaging large classes with lecturing (20)
Engage students in lectures to keep them interested and focused while challenging them, and use your professional experience to develop mutual respect as you pass knowledge to students.
This document discusses using technology to connect learning outside the classroom. It suggests using augmented reality and mobile devices to take students outside on surveys and concept mapping activities to make environmental science and ELL teaching more relevant and engaging for students. The document also asks if the reader has any questions about startup ideas for getting students learning outside the classroom through demonstrating, communicating, and reporting activities.
This document discusses strategies for engaging students through classroom discussion. It provides examples of using discussion to both generate general principles from a case and apply principles to a case. The document also includes frameworks that could be used to structure discussions, such as models of performance, conflict management approaches, and determinants of performance. Tips are provided for starting classroom discussions, including soliciting initial input from students, using current events, assigning cases, showing videos, and being patient. The goal of the strategies presented is to increase student interest, accountability, and retention through applying concepts and considering different perspectives during class discussions.
Darius Miller is a professor of finance at Southern Methodist University. He discusses his job responsibilities in research, teaching, and service. He has received several teaching awards and has been recognized for his research publications. Miller describes his workspace which includes a standing desk, treadmill, and Mac computer. He discusses software and tools he relies on for teaching including a tablet, screen capture software, online homework problems, and video recording software. Miller provides tips for effective teaching such as carefully reviewing evaluations, preparing thoroughly for each lecture, demonstrating enthusiasm, and giving students respect.
Teaching for Learning: Evidence-Based Strategies Designed to Help Students Le...Dr. Adeline Tolliver
This document discusses evidence-based teaching strategies designed to help students learn. It begins by asserting that effective teaching requires content knowledge, designing learning experiences, and working with students. It then discusses designing instructional activities with clear learning goals and assessments. The document provides examples of different teaching strategies like lecture, discussion, games, peer teaching, and reflection. For each strategy, it summarizes relevant research supporting their instructional benefits, such as increasing student engagement and feedback. It emphasizes the importance of intentionally designing activities according to guiding principles, preparation, and process to maximize student learning.
The document provides a series of discussion prompts for in-class activities covering topics like religious studies, evil, cake, iPhones, and religious thought. The prompts encourage exploring these topics through methods like academic speed dating, discussions on sources of study, robots discussing scholars, and creative writing forms like limericks and haiku. The overall document suggests using surprising discussion techniques to engage undergraduate students in religious studies topics.
This document provides a simple guide for educators on how to use Swivl, an educational tool. It outlines the steps to prepare the Swivl device by charging it, choosing an adapter, connecting an audio cable, and syncing the Bluetooth. It then explains how to use the marker, including turning it on, starting and stopping recordings, advancing slides, and highlighting or capturing parts of a presentation. Finally, it mentions downloading the app and creating an account to prepare your device for use with Swivl.
The document provides an overview of cultural traits common among Gulf Arab students and discusses their implications for teaching. It summarizes findings from a survey of instructors on 38 cultural traits identified in a book on Arab culture. Traits highly observed include prioritizing family and friends, flexibility around rules, and negotiating requests. The document also outlines strategies for establishing relationships, giving criticism, and explaining policies to Gulf Arab students.
This document provides tips for advising international students. It cautions that advisors should not assume all students understand policies and procedures, should double check past grades, and should learn to say no firmly while remaining patient. Advisors are also advised to be aware that some students may seek certain answers and that everyone has special circumstances, so appointments may need extra time. Advisors should not bend rules or make exceptions.
This document provides an overview of the history of computers in education from the 1700s to the 1990s. It discusses how computers have evolved from early calculators used outside of academia to integrated tools used for instruction, administration, and vocational training in schools. It also outlines some of the major developments in computer technology over this period, such as the invention of the microprocessor in the 1970s, the creation of IBM PCs in the 1980s, and the rise of multimedia and CD-ROMs in schools during the 1990s. The document frames computers as a way to augment and increase human intellect and problem solving capabilities in an educational context.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Pride Month Slides 2024 David Douglas School District
Engaging large classes with lecturing
1. The Teaching Institute for Graduate Students
Saturday, February 20
Harold Simmons Hall - First Floor
8:30 am - 2:30 pm
Engaging Large Lecture Classes
Michael Lattman, Chemistry
#TI4GS
2. The Teaching Institute for Graduate Students
Saturday, February 20
Harold Simmons Hall - First Floor
8:30 am - 2:30 pm
Engaging Large Lecture Classes
Michael Lattman, Chemistry
#TI4GS
3. What do I mean by “dealing with”?
Syllabus issues for large classes
Attendance issues with large classes
Make up exams – how best to minimize this
Keeping up with the material — how to “encourage” students to do this
Contact outside lecture: office hours vs. group help sessions
Lecture demonstrations (to illustrate principles discussed)
How to be efficient at distributing and collecting exams
Minimizing cheating in large lecture classes
Grading all this stuff
Lecture room
Personal Preferences
#TI4GS
4. Chemistry 1303.001 General Chemistry Fall 2013
MWF 10:00 – 10:50 am Room 133 FS
General Information and Syllabus
Check the Announcements for this class on Blackboard often.
Instructor Professor Michael Lattman
Room 310 Fondren Science
Telephone: 214-768-2467
email: mlattman@smu.edu
Office Hours
Mon 11:00 am - 12:30 pm
Tues 10:00 am - 11:30 am
Help Session
Tues 5:00 – 6:00 pm
Room 158
The following are on Blackboard at the beginning of the semester
General Information
and Syllabus
Download this document (pdf) in the Syllabus section.
Schedule Download the course Calendar (pdf) in the Course Documents section
Homework Download 1303HWassignments2 (pdf) under Homework in the
Assignments section.
Chapter 1 notes Download Chapter 1 notes (pdf) in the Course Documents section
Student Information Sheet
Hard copies of these are distributed at the first class meeting. Fill them out, and hand
them back before leaving.
First Day Information and Checklist Sheet
Hard copies are distributed in class.
Withdrawal from Lecture REQUIRES Simultaneous Withdrawal from Lab
If a student is enrolled in both Chem 1303 (lecture) and Chem 1113 (lab) in the
same semester, a withdrawal from Chem 1303 REQUIRES simultaneous
withdrawal from Chem 1113.
Last day to drop course is Friday, November 8, 2013
Calculators (each student must have their own – no sharing during exams or quizzes)
Must have a simple, inexpensive scientific calculator (must do logarithms and
exponential notation). If it costs more than $10-15, it probably will not be allowed during
exams and quizzes. (Nothing higher than a TI-30.) Examples of acceptable calculators:
Casio fx-260solar or a TI 25x (<$10 at Target or Walmart). MAKE SURE THAT YOU
KNOW HOW TO USE THE CALCULATOR; DO NOT BUY A NEW CALCULATOR
AND USE IT FOR THE FIRST TIME ON A QUIZ OR EXAM.
#TI4GS
5. Textbook
! Chang and Goldsby, Chemistry, 11th
ed., McGraw-Hill: New York, 2013. Note that the
10th
edition is similar.
! Chapters 1 through 11 will be covered this semester
! The textbook should be viewed as the cornerstone of the course and should be used
extensively, not only as a source of practice problems, but also for additional and
alternate explanations of concepts covered in lecture.
! Do ALL assigned homework problems.
Grading Final course grade is determined as follows:
Three Exams
Quizzes
Final Exam (cumulative)
54%
18%
28%
Option: Replace lowest exam score with quiz average
if it results in a higher overall average. This option
does not apply to make-up exams (see below). This
option does not apply to the Final Exam.
Attendance
! Attendance will be taken periodically by passing a sign-in sheet around the classroom
and by the quizzes.
! It is quite unwise to assume you can keep up with this course by only reading the notes!
COME TO CLASS.
! If attendance drops off on Fridays, the quizzes will be moved from Wednesday to Friday.
Seating Chart
You are required to sit in your assigned seat for all exams and quizzes. This chart will be
posted on Course Documents section of Blackboard on September 3, 2013.
Exams (Seating Chart is in effect. Check Blackboard for this chart on September 3, 2013.)
Three Exams: Wednesday, Sept. 25; Wednesday, Oct. 30; Monday, Dec. 9
Final Exam: Wednesday, Dec. 18 11:30 am – 2:30 pm
YOU CANNOT TAKE THE FINAL EXAM AT ANY OTHER TIME ---- not during the
other General Chemistry Exams, not 3 hours late, not one day early, NOT AT ANY
OTHER TIME AT ALL! This is University Policy!
Quizzes (Seating Chart is in effect. Check Blackboard for this chart on September 3, 2013.)
! No Make-ups are given for quizzes.
! Ten regular quizzes will be given.
! You may skip any two quizzes for whatever reason you choose (illness, oversleeping,
weather, weddings, sports, court appearances, car trouble, whatever!). If you take 9 or 10
quizzes, only the best 8 will be counted in your final quiz average.
! The format of the quizzes is short. These are usually problems just like those in the
assigned homework and will be given in the first 15 minutes of class. Learn to work
rapidly. That means practicing the problems and truly knowing how to do them. No extra
time is given if you are late to class.
! Quiz dates are on the Calendar. All are on Wednesdays.
! It is wise not to miss a quiz on a whim. Several students in the past have missed two
quizzes before the final (10th
) quiz and, for completely legitimate reasons, had to miss the
final quiz. There are no make-ups for quizzes.
#TI4GS
6. Textbook
! Chang and Goldsby, Chemistry, 11th
ed., McGraw-Hill: New York, 2013. Note that the
10th
edition is similar.
! Chapters 1 through 11 will be covered this semester
! The textbook should be viewed as the cornerstone of the course and should be used
extensively, not only as a source of practice problems, but also for additional and
alternate explanations of concepts covered in lecture.
! Do ALL assigned homework problems.
Grading Final course grade is determined as follows:
Three Exams
Quizzes
Final Exam (cumulative)
54%
18%
28%
Option: Replace lowest exam score with quiz average
if it results in a higher overall average. This option
does not apply to make-up exams (see below). This
option does not apply to the Final Exam.
Attendance
! Attendance will be taken periodically by passing a sign-in sheet around the classroom
and by the quizzes.
! It is quite unwise to assume you can keep up with this course by only reading the notes!
COME TO CLASS.
! If attendance drops off on Fridays, the quizzes will be moved from Wednesday to Friday.
Seating Chart
You are required to sit in your assigned seat for all exams and quizzes. This chart will be
posted on Course Documents section of Blackboard on September 3, 2013.
Exams (Seating Chart is in effect. Check Blackboard for this chart on September 3, 2013.)
Three Exams: Wednesday, Sept. 25; Wednesday, Oct. 30; Monday, Dec. 9
Final Exam: Wednesday, Dec. 18 11:30 am – 2:30 pm
YOU CANNOT TAKE THE FINAL EXAM AT ANY OTHER TIME ---- not during the
other General Chemistry Exams, not 3 hours late, not one day early, NOT AT ANY
#TI4GS
7. SHOW ALL WORK
If these words appear on a section of an exam or quiz, it means that you must show a
clear, logical method, including units, for all quantities. In such cases, the right answer is
worth nothing unless your work is properly shown. Points will be deducted if either of
these is not clear (units and work).
Note%on%decimals:%%The%proper%way%to%write%“decimal%fractions”%is%to%put%a%zero%before%the%
decimal%point.%%This%emphasizes%the%decimal%and%avoids%critical%mistakes.%%Thus,%0.769%is%
correct,%while%.769%is%not.%%%Whether&one&is&reading&newsprint,&a&Blackberry&or&Iphone,&a&small&
computer&screen,&or&a&handwritten&lab&report,&a&tiny&decimal&point&can&be&easily&missed.&&Get&into&the&
habit&of&adding&the&zero&before&the&decimal&point&NOW.&&For&the&next&few&weeks,&I&will&only&correct&
this;&later&in&the&semester,&points&will&be&deducted.
Make-up Exams (No make-ups for quizzes.)
! In the interest of fairness, the only time make-up EXAMS will be given is in the case of a
documented illness or a death in the family.
! Documentation requires a written letter from the student and, in the case of illness, a note
from a doctor or the health center. This must include a phone number for verification.
! Make-up exams may be either written or oral and will be given on Tuesday, December
10, 2013.
! The results of a make-up exam will be counted in the calculation of your final grade. The
optional “quiz average substitution” does not apply to make-up exams.
Rules for Exams and Quizzes
! Only the specific type of calculator described above is allowed.
! NO cell phones, laptops, or other electronic devices at your desk.
! Sit in assigned seats according to Seating Chart; this chart may be changed periodically.
! No hats allowed. No caps (unless worn backwards) allowed.
! You may not leave class early on exam and quiz days unless you have permission from
the instructor.
SMU Honor Code Read the SMU Honor Code (especially the first four paragraphs) at
http://www.smu.edu/studentlife/PCL_05_HC.asp
In addition to the penalties given by the SMU Honor Council, the instructor will give a
ZERO for any work on which unauthorized assistance was received, and this is NOT a
grade that will be dropped or substituted. You will see the following pledge on each
quiz and exam.
On my honor, I have neither given nor received unauthorized aid on this exam.
Signed . Date .
#TI4GS
8. Assistance
! Do not be afraid to ask for help!
! Office hours Mon 11:00 am - 12:30 pm; Tuesday 10:00 am - 11:30 am
! If you need to see me beyond my office hours, please see me after class, send an email, or
phone me to set up an appointment. I will try to accommodate almost any schedule.
! Weekly HELP SESSIONS are held on Tuesdays 5:00 – 6:00 pm in Room 158.
! The class email list (SMU email addresses only) is used to send corrections to homework
answers, changes in office hours, and other announcements via email. Also, check
Announcements on Blackboard for this information.
! Disability Accommodations: Students needing academic accommodations for a
disability must first contact Disability Accommodations & Success Strategies (DASS) at
214-768-1470 or www.smu.edu/alec/dass.asp to verify the disability and to establish
eligibility for accommodations. They should then schedule an appointment with the
professor to make appropriate arrangements. (See University Policy No. 2.4.)
! Religious Observance: Religiously observant students wishing to be absent on holidays
that require missing class should notify their professors in writing at the beginning of the
semester, and should discuss with them, in advance, acceptable ways of making up any
work missed because of the absence. (See University Policy No. 1.9.)
! Excused Absences for University Extracurricular Activities: Students participating in
an officially sanctioned, scheduled University extracurricular activity will be given the
opportunity to make up class assignments or other graded assignments missed as a result
of their participation. It is the responsibility of the student to make arrangements with the
instructor prior to any missed scheduled examination or other missed assignment for
making up the work. (University Undergraduate Catalogue)
DON'T FALL BEHIND! ! !
General Chemistry requires disciplined study habits. This means keeping up with the
material on a day-by-day basis (a minimum of 12 - 15 hours of concentrated, quality
study time per week is probably about average). Work all of the assigned problems with
the objective of understanding the concept, not just getting the right answer.
The very best way to study is to WORK PROBLEMS! WORK PROBLEMS! WORK
PROBLEMS! WORK PROBLEMS! WORK PROBLEMS! WORK PROBLEMS!
Learning Outcomes
· The student will be able to demonstrate basic facility with the methods and approaches of
scientific inquiry and problem-solving in the areas covered by the material in Chapters 1 -
11 in the textbook. See&Calendar.
· At the end of the course the student will be able to explain how the concepts and findings
of chemistry shape our world.
Note: Last day to drop course is Friday, November 8, 2013
#TI4GS
9. August 2013 CHEM 1303.001 FALL 2013 MWF 10:00 – 10:50 am LATTMAN
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26
First class day
Chap 1
27 28
Chap 1,2
29 30
Chap 2
31
The chapter numbers shown in this calendar are intended to
give you an idea of what will be covered in lecture.
Specific coverage for exams and quizzes will be announced.
#TI4GS
10. September 2013 CHEM 1303.001 FALL 2013 MWF 10:00 – 10:50 am LATTMAN
Sun Mon Tue Wed Thu Fri Sat
1 2
Labor Day
No class
3
Help Session
5:00 pm
Rm 158
4
Quiz 1
Chap 2,3
5 6
Chap 3
7
8 9
Chap 3
10
Help Session
5:00 pm
Rm 158
11
Quiz 2
Chap 3
12 13
Chap 4
14
15 16
Chap 4
17
Help Session
5:00 pm
Rm 158
18
Quiz 3
Chap 4
19 20
Chap 4
21
22 23
Chap 4,5
24
Help Session
5:00 pm
Rm 158
25
Exam 1
26 27
Chap 5
28
29 30
Chap 5
#TI4GS
11. October 2013 CHEM 1303.001 FALL 2013 MWF 10:00 – 10:50 am LATTMAN
Sun Mon Tue Wed Thu Fri Sat
1
Help Session
5:00 pm
Rm 158
2
Quiz 4
Chap 5,6
3 4
Chap 6
5
6 7
Chap 6
8
Help Session
5:00 pm
Rm 158
9
Quiz 5
Chap 7
10 11
Chap 7
12
13 14
Fall Break
No class
15
Fall Break
No class
16
Chap 7
17 18
Chap 7
19
20 21
Chap 8
22
Help Session
5:00 pm
Rm 158
23
Quiz 6
Chap 8
24 25
Chap 8
26
27 28
Chap 9
29
Help Session
5:00 pm
Rm 158
30
Exam 2
31
#TI4GS
12. November 2013 CHEM 1303.001 FALL 2013 MWF 10:00 – 10:50 am LATTMAN
Sun Mon Tue Wed Thu Fri Sat
1
Chap 9
2
3 4
Chap 9
5
Help Session
5:00 pm
Rm 158
6
Quiz 7
Chap 9
7 8
Chap 9,10
LAST DAY TO
DROP
9
10 11
Chap 10
12
Help Session
5:00 pm
Rm 158
13
Quiz 8
Chap 10
14 15
Chap 10
16
17 18
Chap 10
19
Help Session
5:00 pm
Rm 158
20
Quiz 9
Chap 10
21 22
Chap 11
23
24 25
Chap 11
26 27
no class
28
Thanksgiving
29
no class
30
#TI4GS
13. December 2013 CHEM 1303.001 FALL 2013 MWF 10:00 – 10:50 am LATTMAN
Sun Mon Tue Wed Thu Fri Sat
1 2
Chap 11
3
Help Session
5:00 pm
Rm 158
4
Quiz 10
Chap 11
5 6
Review
7
8 9
Exam 3
Last class day
10 11 12 13 14
15 16 17 18
FINAL
EXAM
11:30 am –
2:30 pm
19 20 21
You MUST take the Final Exam at the time assigned for your class. This is
Wednesday, December 18, 11:30 am – 2:30 pm.
You may not take the Final Exam with the other sections.
THERE ARE NO EXCEPTIONS.
#TI4GS
19. What do I mean by “dealing with”?
Syllabus issues for large classes
Attendance issues with large classes
Make up exams – how best to minimize this
Keeping up with the material — how to “encourage” students to do this
Contact outside lecture: office hours vs. group help sessions
Lecture demonstrations (to illustrate principles discussed)
How to be efficient at distributing and collecting exams
Minimizing cheating in large lecture classes
Grading all this stuff
Lecture room
Personal Preferences
#TI4GS