Grades are earned based on the number of points accumulated by completing assignments and tests. Students must earn at least 60 points to pass this course. If students have trouble completing the assignments, or preparing for or taking tests, they should contact the instructor for advice.The instructor will assist students in selecting the appropriate mechanisms to help the students successfully earn credit for this course.

Late work is not accepted.

The readings discussions, in-class problems and presentation, quizzes, and the final exam are mandatory assignments and should not be missed. The in-class presentation and up to missed two quizzes can be made up; whereas, the other mandatory assignments cannot be made up. The points for missed readings discussions and in-class problems will be added to the next quiz. For example, if a readings discussion is missed during a particular quiz period, the next quiz will be worth 7.5 points instead of normal 5.5 points. This way, students have an opportunity to make up points for missed assignment.

The points for most of the optional assignments – the media topics, lecture reports, and fieldtrip reports - will substitute for quiz points. For example, if a student completes a media topic (0.5 points) and a fieldtrip report (3.0 points) during a particular quiz period, the next quiz will be worth 2.0 points instead of 5.5 points.

A research paper (11 points) will replace the two lowest quiz scores for the semester.

The readings discussions are exercises for reading comprehension, the verbalization of information, and peer teaching.

To receive credit (2.0 points) for these exercises, students will 1) read the assigned material, 2) write an answer to each of the questions, 3) bring their answers to class the day the assignment is due, and 4) participate in the group discussion. Readings discussions cannot be made up.

The questions for each readings discussion assignment are posted on the Readings Discussions page.

On the day the assignment is due (see syllabus) the instructor will divide the class into groups of three students, where each group member is assigned a task. The leader ensures that all of the questions are answered satisfactorily and that the group stays on task in order to complete the exercise in the time provided. The recorder writes the names of the group members on a sheet paper and, for each question, writes whether the group agreed or disagreed on an answer. The recorder’s sheet will help the instructor determine if certain reading discussion questions should be reviewed during lecture. The encourager ensures that all group members participate in the discussion. If a student is not participating, the encourager will ask the student about that student's responses to the reading discussion questions.

The recorder’s answer sheet is handed in at the end of the exercise.

Math problems are a mechanism designed to encourage students to routinely use math to understand how nature works.

Each week, students will answer a math problem in class that is related to a topic covered during a recent lecture. The questions will require students to demonstrate mathematical or graphical skills. Each question is worth 0.5 points. An example of each problem will be posted on the Math Problems page prior to the in-class exercise. To receive full credit for a problem, students must write the values for each problem, show the calculations, and write the appropriate units in the answer.

Class presentations are exercises for reading comprehension, the organization of information, oral skills, the presentation of information, and peer teaching.

Each student will give a short, 3-minute presentation to their class. Starting in February, one student will give a presentation each day, generally near the middle of the class period. The topic of a presentation will be assigned by the instructor and will cover a biological oceanography topic. The material for the presentations will come from the course text.

In the third week of the semester, the instructor will post a list of student names and the dates of their presentations. Two weeks before their presentation date, students should meet with the instructor to receive their assigned topic and determine if the instructor has any overheads that might be appropriate for their presentation.

To see the requirements of the class presentation, go to the Class Presentation page. The presentations are worth 3.0 pts.

By routinely attending class and participating in class discussions, students are honing critical thinking skills while speaking (using oral skills) and listening (using auditory skills) to other discussion participants.

Class participation consist of two parts: class attendance (4 pts) and participating in class discussions (4 pts). Students can earn four points for attending at least 15 weeks of class periods. In other words, students can miss one week of classes (three periods for the MWF classes and two periods for the TR classes) and still earn all of the points for attendance.

To earn the four points for participating in class discussions, each student must participate in a class discussion at least once every two weeks. The instructor will randomly ask students questions, but no more than one question per day per student.

Students also can earn four points by participating in class discussions at least once during each two-week quiz period. Students participate in class discussions by adding value to a discussion, e.g. asking pertinent questions about the topic under discussion or questions that expand the discussion, or answering questions posed by the instructor or other students. Students that do not voluntarily participate will be called on by the instructor.

Exam preparation requires students to practice (and learn new) study skills and to encourage students to link information from a variety of lectures and reading exercises. Written and short answer questions used in exams so that students become more proficient at writing and critical thinking.

Quizzes consist of one written question and 15 questions that are multiple choice, fill-in-the-blank, or short answer. The first seven multiple choice, fill-in-the-blank, or short answer questions are from the lecture notes and in-class math problems. The final eight multiple choice, fill-in-the-blank, or short answer questions are from the readings discussion assignments for that quiz period (Four questions from each readings discussion assignment). The topics for the multiple choice, fill-in-the-blank, and short answer questions, as well as the potential written questions, will be posted on the Exam Topics page approximately one week before each quiz. Each quiz is worth 5.5 points.

Makeup quizzes consist of two written questions and a math problem.

The first question is selected from the same list of potential quiz questions used for the quiz that was missed. The second written question comes from one the two readings discussions for the quiz that was missed. To prepare for the second written question, study both readings discussions for the missed quiz, and be prepared to write about any of the topics covered in either readings discussion. The math problem will be similar to one of the two math problems for the quiz that was missed. To see the list of potential written questions, the two readings discussions, and examples of the math problems, see the Exam Topics page.

Makeup quizzes are worth 5.5 points and must be made up within two weeks of the date of the missed quiz.

Media topics are optional exercises that encourage students to read local media for earth science articles and to relate classroom topics to local issues that affect their lives.

During each of the eight two-week quiz periods noted in the syllabus, students can select an article from a local newspaper or magazine about a subject that is related to a topic discussed in class.

To receive full credit for each media topic (0.5 points) students must 1) provide a brief summery of the article (one or two sentences) and 2) use at least five points (facts or processes) learned in class when illustrating a relationship between a classroom topic and the media article. A copy of the media article must be handed in along with the media topic. The due dates are listed in the syllabus. Media topics cannot be turned in late.

Lecture reports are optional exercises in listening comprehension, critical thinking, and writing.

Four times a semester students can attend a designated marine-related lecture and write a lecture report. Lecture reports cover what the student learned from the lecture. The report should be 1-2 pages long, double-space, have 1-1.5” margins, and use a 12-point font.

The dates and locations of the lectures will be announced in class and posted on the course Web site. The number of possible lectures varies from semester to semester.

A lecture report is graded on the how well the subjects learned from the lecture are described and organized. Grading is in increments of 0.5 points, up to a maximum of 2.5 points. The due dates are listed in the syllabus. Lecture reports cannot be turned in late.

Fieldtrip reports are optional exercises that enable students to observe natural and scientific processes and use critical thinking to write about what they learned on the fieldtrip.

Four times a semester students can participate in an oceanography fieldtrip and write a fieldtrip report. Fieldtrip reports cover what the student learned on the fieldtrip. The report should be 2-3 pages long, double-space, have 1-1.5” margins, and use a 12-point font.

The dates and locations of the fieldtrips will be announced in class and posted on the course Web site.

A fieldtrip report is graded on the how well the subjects learned on the fieldtrip are described and organized. Grading is in increments of 0.5 points, up to a maximum of 3.0 points. The due dates are listed in the syllabus. Fieldtrip reports cannot be turned in late.

The research paper is an exercise in literature searches, critical thinking, organization, and writing.

Once during the semester students can write a research paper. The topic and the sources for the research paper are provided by the instructor, on request. The paper should be 5-6 pages long (excluding the required title page and bibliography), be double-space, have 1-1.5” margins, and use a 12-point font.

A research paper is graded on content, organization, and clarity. Students will use MLA style rules. Grading is in increments of 0.5 points, up to a maximum of 11.0 points. The research paper cannot be turned in late.

A research paper will replace the two lowest quiz scores for the semester.

To successfully complete the course, students should attend class regularly, participate in class discussions, check the course Web site regularly for information, and satisfactorily complete the mandatory assignments and exams. If students need help, they should contact the instructor. Students are expected follow the Board of Regents’ policy of academic dishonesty as stated on p. 171 of the current LCC catalog.

Students should participate in classroom activities, pay attend during lecture, refrain from conversation that interferes with the learning of others, and respect the rights and dignity of fellow students. Discrimination based on gender, race, ethnic heritage, or sexual orientation will not be tolerated.

Upon successful completion of GG 103, a student will be able to

• discuss the formation of the Hawaiian Islands
• describe the evolution of the Hawaiian Islands
• describe the geomorphology of the Hawaiian Islands
• read and interpret maps