Read the syllabus completely and refer to it throughout the semester. If you have any questions about the syllabus, contact your instructor.
The syllabus is in accordion style with nine sections. To read the information inside each section, open the accordion by clicking on the arrow before the accordion title or use the tab and down arrow key if using the screen reader for accessibility.
| Course Title: | Synthetic Aperture Radar & Light Detection & Ranging Data Analysis |
|---|---|
| Course Number: | AVT 1122 |
| Credit Hours: | 2.0 |
| Lab Hours: | 2.0 |
| Prerequisite(s): | Other: Competency-Based Education (CBE) prerequisite training and approval to register |
| Course Description: | Introduces the foundations of synthetic aperture radar and light detection and ranging data analysis. Students will acquire knowledge of the characteristics of synthetic aperture radar and light detection and ranging sensors, data, and remote sensors applications applicable to civil unmanned aerial system operations. Emphasis is placed on data processing. One classroom, two lab hours per week. |
| Required Text: | The Phenomenology of Intelligence-focused Remote Sensing, Volume 1: Electro-optical Remote Sensing. Howard Evans, James Lange, James Schmitz. Riverside Research Company, 2014. |
| Instructor: | John Kramer |
|---|---|
| Department: | AVT |
| Sinclair Email: | john.kramer8715@sinclair.edu |
| Phone: | 937-287-0576 (text name before calling) |
| Office Location: | Fill in text here... |
| Office Hours (campus): | Fill in text here. you may choose to say "By appointment" |
| Office Hours (online): | Fill in text here. you may choose to say "By appointment" |
General Education Outcomes:
-
Critical Thinking/Problem Solving
- Computer Literacy
- Information Literacy
- Oral Communication
- Written Communication
Course Outcomes:
- Synthetic Aperture Radar Data Analytics: Analyze a variety of synthetic aperture radar data.
- Light Detection and Ranging Data Analytics: Analyze a variety of light detection and ranging data.
- SAR and LiDAR Data Analysis Products: Evaluate synthetic aperture radar and light detection and ranging data analysis products.
- Portfolio: Create a portfolio of synthetic aperture radar and light detection and ranging data analysis products.
You will work with your success coach to create a schedule to help keep you on track. There are no weekly deadlines in a FlexPace course, but you do have to make Satisfactory Progress. You can see the milestones in the table below and learn more about progress in the Grading Information section of the syllabus.
This course is structured into topics. Each module contains a list of the readings, activities, assignments, and assessments you will complete located at the top of the module opening page. After completing the Course Overview Survey, the first module will be available to you. In order for subsequent modules to open, you must achieve at least 80% on all graded assignments in each module. Your scores on these assignments trigger the release of additional content.
This course includes the following graded activities. Again, you must score 80% or higher on each graded activity.
- Pre-Assessments - You can take pre-assessments only one time. You must get 80% on the pre-assessment to receive credit for the unit/topic without going through all of the content. However, if you receive 80%, you can opt to complete the readings, activities, and assignments to improve your grade.
- Post-Assessments - You may take post-assessments 2 times but must score 80% or higher. If you do not reach 80% after your first attempt, it is highly recommended that you contact your instructor BEFORE your second attempt to receive suggestions on how to better prepare. If you do not reach 80% on your second attempt, contact your instructor or success coach for options.
- Required Assignments – This course contains required assignments. These are required of all students regardless of their Pre-Assessment score.
| MODULES | CHAPTERS | ACTIVITIES |
|---|---|---|
|
Unit 1
Note: This is the 25% milestone of the course. |
Chapter 2 (pgs. 11-26) Chapter 4 (pgs. 88-92) Chapter 5 (pgs. 134-135) Chapter 6 (pgs. 142-148) Chapter 8 (pgs. 182-185) Chapter 12 (pgs. 242-249) Chapter 22 (pgs. 474-477) |
Unit 1 Pre-Assessment (required) Practice Quiz | Electromagnetic Spectrum Review (if needed) Unit 1 Post-Assessment (if needed - must complete practice quizzes to open) |
|
Unit 2
Note: This is the 50% milestone of the course. |
Chapter 22 (pgs. 462-464) |
Unit 2 Pre-Assessment (required) Practice Quiz | SAR Sensing: UAS Applications (if needed) Assignment | Paper Abstract (required) Assignment | SAR Data Analysis Exercise (required) |
|
Unit 3
Note: This is the 75% milestone of the course. |
Chapter 3 (pgs. 53-58, 65-71) Chapter 5 (pgs. 127-135) Chapter 20 (pgs. 423-430)
|
Unit 3 Pre-Assessment (required) Practice Quiz | LiDAR Theory (if needed) Assignment | Course Paper Draft (required) Assignment | LiDAR Data Analysis Exercise (required) |
|
Unit 4
|
Assignment | Course Paper Final (required) Assignment | Paper Presentation (required) Final Exam (required) |
How are course materials, assessments, and outcomes all connected?
Visit the Course Alignment document. If you have questions, contact your instructor.
Where are the course materials coming from?
Unless otherwise cited, content in this course is from the Sinclair College Aviation Technology Department.
Unless otherwise cited, all icons are from the Sinclair College eLearning Division and all images are from the public domain.
In this FlexPace course, in order to have the higher of your Pre- or Post-Assessment scores be applied towards your final grade, the grade book is set to "Treat ungraded items as 0." This means you start with 0% in the grade book and it is up to you to build your grade as you work through each course assessment. Remember, you must pass each assessment with a score of 80% or higher.
If you have difficulties with any content or assignment, contact your instructor right away and arrange for additional help and coaching for what is causing you difficulty.
| ASSIGNMENT | Points |
|---|---|
|
Assessments/Exams
|
70 |
|
Data Analysis Exercises
|
30 |
|
Course Paper and Presentation
|
40 |
| Total Points | 140 |
| GRADING SCALE | POINTS |
|---|---|
|
A (90-100%)
|
126-140 |
|
B (80-89%)
|
112-125 |
|
C (70-79%)
|
Ineligible to take any more FlexPace courses |
|
D (60-69%)
|
Ineligible to take any more FlexPace courses |
|
F (below 60%)
|
Ineligible to take any more FlexPace courses |
Satisfactory Progress
Students must regularly make progress. FlexPace courses offer students the ability to progress through classes on a flexible schedule that can result in faster completion times. But this does not mean a student can simply stop working on their course for weeks at a time during the term. In FlexPace courses, students must pace themselves to finish by the end of the 16-week (or summer 12-week) term. What does this mean?
- You must complete at least one graded assignment within the first 7 days of your FlexPace course to establish attendance. (Important: Students who have not met this requirement by the stated Sinclair attendance reporting deadlines shall be reported as non-attending to the college.)
- You must regularly make progress in your course(s). Specifically:
- 50% of coursework must be submitted by the midpoint of the term.
- No more than 5 assignments may be submitted in the week prior to finals week.
- If applicable, the first attempt on the final exam and/or project must be submitted by Tuesday of finals week.
You can always accelerate beyond these guidelines and finish early at any time during the term. Please remember these are meant as the default pace that all students must keep if they choose not to accelerate.
Consequences for not meeting milestones include (but are not limited to) refusal of work submitted after a missed milestone, point reductions, a lower-than-expected final grade, and/or ineligibility for future FlexPace courses. Students who have not completed any graded work throughout the entire course shall receive a Z grade for the term.
Assessment Retake Guidelines
To pass the assignments, you must score 80% or higher. If you do not succeed with your first attempt, contact your instructor if a second attempt is not automatically opened to you. If you do not succeed on your 2nd attempt, contact your instructor or success coach for guidance and further instructions.
There is a FlexPace opt-out policy that allows students who are unable to obtain a grade of 80% or higher on all assignments to be able to still complete the course and receive a grade and course credit, if earned. Students who are eligible for and accept an opt-out will no longer be allowed multiple attempts to complete assignments; the first attempt will be the final grade.
How much time and work will this course take?
A FlexPace course takes as much time as a face-to-face course and may take more. While more flexible than classroom courses, FlexPace courses may require additional time reading lessons, as well as preparing for and completing assignments, tests, and quizzes. The estimated time commitment required outside of class in any college course is two to three times the number of credit hours. A FlexPace course may require a total of three to four times the number of credit hours.
Since most communication in a FlexPace course is completed via email, many of these courses require a significant amount of online communication and presence. Be sure to factor this into your schedule.
Participation
For the most part, the course is organized by unit or topic. Each one usually contains one or more graded assignments. FlexPace courses are self-paced courses; however, students are expected to make consistent progress throughout the term. Students who are absent from the course, or who do not turn in assignments, for a period of time will be contacted by the success coach. Students are expected to complete the course within the current semester term, regardless of what date they begin the course.
The Dos and Don'ts of Communication
As a general rule of thumb, you should plan on logging into the course at least three (3) days per week, and participating in activities. When you log in, make it a habit to:
- While you can send email messages from the eLearn email system to other students and faculty listed in your eLearn course address book, all email sent from eLearn will be delivered to users’ Outlook accounts (@sinclair.edu email address). This means to read or respond to email sent from eLearn, you must access your Outlook account.
- Check the course requirements and progress milestones to make sure you are on track.
- Contact your instructor if you are having difficulties with a concept in your course. Your instructor is available to help you with the course content. Instructor contact info is located at the top of the syllabus.
Student <—> Instructor/Student Communication
Remember that it's easy to misinterpret the meaning of a message when you can't see the person face-to-face. Consider these guidelines:
- Be sensitive and courteous to others when you communicate with them.
- Make your communications as clear as possible.
- Always be respectful of others’ opinions even when they differ from your own. Remember we all come to the course with diverse backgrounds, experiences, and perspectives.
- If you disagree with someone, express your differing opinion in a respectful way.
- Do not make personal or insulting remarks.
- Be open-minded and discerning. Strive to be a skeptic (a doubter) instead of a cynic (a disbeliever). Question yourself and others in order to find a solution or to search for the truth. We can learn from each other’s experiences and perspectives.
- Use cyberspace etiquette (netiquette); for guidelines, visit The Core Rules of Netiquette (excerpted from the book, Netiquette, by Virginia Shea).
If you have any questions or concerns about course communications, please contact your instructor.
Instructor —> Student Communication
It is your instructor's responsibility to communicate with you as you progress through the course. Expect the following guidelines to be practiced:
- Email Response Time: Your instructor will respond to your email questions typically within 24-48 hours from Monday - Friday, excluding weekends and holidays.
- Graded Assignments/Assessments: Your instructor will grade your assignments typically within three business days of submission.
- Assistance: If you are having difficulties with a concept in your course, contact your instructor for assistance. You can contact your instructor via email or telephone. Additionally, most instructors also have office hours.
Testing Information
This course requires one or more proctored tests using Respondus LockDown Browser and Monitor settings. Those assessments are marked in the Course Requirements section above.
You will/may be required to turn on your webcam for the duration of the test, show your student ID or other identification, and complete a scan of your surroundings before beginning the test. Please contact your instructor if you would prefer alternate proctoring options through the Sinclair Testing Center.
Other course policies I should know about?
The textbook for this course may be purchased by the student or checked out from the Sinclair College Library.
One of the most important roles of participants in the learning community is to be open to growing and to help others grow by naming any biases, oversights, or assumptions they observe. Students are encouraged to discuss any incidents of perceived bias or discrimination, conscious or otherwise, with the course instructor, the division chair, or with the office of the Chief Diversity Officer at SCC.
Sinclair Community College (SCC) is committed to providing equitable educational opportunities and a safe learning environment for all students, faculty, and staff. View the SCC Non-Discriminatory Practices policy.
A bias incident is any type of conduct, speech, or expression that demonstrates conscious or unconscious bias and targets individuals or groups that are part of a federally protected class (ie. race, ethnicity, national origin, sex, gender identity or expression, sexual orientation, religion, or disability). Bias-based behavior can also be identified as when someone treats another person differently or makes an offensive comment because of their membership in a protected group, such as race, ethnicity, gender, sexual orientation, religion, or disability.
What is Expected of All
“Do the best you can until you know better. Then, when you know better, do better.” Maya Angelou
The work to recognize our own human biases opens the door to engaging with others on a whole new level. This work can only be done with conscious purpose, including awareness of ourselves and others, self-reflection, a willingness to listen and learn with humility, authenticity, and compassion, and a determination to take action once we "know better.”
To be successful, this work must be done within a context of mutual care, respect, and trust, with an assumption of innocent ignorance (unconscious bias) on the part of others but with an emphasis on the real impact of the behavior or comment. Gentle but firm persistence in this effort will lead to lasting and effective change.
What about privacy and accessibility on websites?
You may come across many websites or web-based applications linked within this course. Many websites will have a policy or statement regarding privacy and/or accessibility. For example, Sinclair's website has them: Privacy Statement and Web Accessibility Policy Statement. eLearn, the Learning Management System that Sinclair uses for online courses is owned and maintained by D2L/Brightspace. The D2L website has a Privacy Statement and an Accessibility Compliance statement. If a website has such policies/statements, they are typically located as links on the bottom of the website's homepage. If not noticeably present, you might find them by searching within the website. If you have any concerns about such policies/statements (or lack thereof) on an external website/web-based app linked in this course, please contact your instructor.
What about the accessibility of content within the course?
Sinclair Community College (SCC) prioritizes accessibility of materials, content, and other components of our online, blended, and FlexPace courses by following federal law and other applicable statutes.
SCC respects these guidelines when creating web-based content, documents, images, audio, video, and other materials for online, blended, and FlexPace courses. Companies that provide educational content for use in SCC courses are also required to explain how their products or services meet accessibility standards.
When materials do not meet accessibility standards, SCC is sometimes able to edit or modify those products to improve accessibility. However, some materials are produced or regulated by local, state, or national agencies that grant professional certificates or accreditation. SCC cannot legally make changes to materials produced by these agencies, or the certification/accreditation will not be valid.
Due to specific regulations, some of the content in this course might not be accessible. Please see the Alternate Formats Available in eLearn Courses under Student eLearn News on your eLearn homepage to learn how to generate different formats for these materials. Also, please contact your course instructor ASAP, as they may be able to provide different formats as well. If you need accommodations for this course, contact Sinclair's Accessibility Services.
Sinclair Academic Policies:
Click the link below to view policies such as dropping a course, withdrawing from college, late registrations, change of schedule, administrative withdrawal, grades, student behavior guidelines, safety and security, and academic and other counseling. Understanding these policies is the responsibility of every student.
Sinclair College Policy Library
Here are some policies you may want to pay close attention to as a SinclairOnline student:
- Student Code of Conduct Handbook, which includes the Sinclair Academic Integrity Policy
- Financial Aid Policies, which include the Student Attendance policy
- Equal Opportunity/Non-Discrimination Policy, which applies to educational, work, and service environments at Sinclair. For more information on Diversity, Equity, and Inclusion at Sinclair, visit the Diversity Office website, which includes resources, events, workshops, and student organizations.
- An academic policy related to the Recording of Lectures and other Classroom Sessions.
- Student Religious Accommodation Policy: Ohio law requires each state institution of higher education to “adopt a policy that reasonably accommodates the sincerely held beliefs and practices of individual students with regard to all examinations or other academic requirements and absences for reasons of faith or religious or spiritual belief system.” Hence, a student shall be permitted to be absent for up to three (3) days each academic semester to take holidays for reasons of faith or religious or spiritual belief system. Instructors must provide students with alternative accommodations regarding examinations and other academic requirements missed due to an absence described under this Policy provided both of the following apply:
- The student’s sincerely held religious belief or practice severely affects the student's ability to take an examination or meet an academic requirement.
- Not later than fourteen (14) days after the first day of instruction in a particular course, the student provides the instructor with written notice of the specific dates for which the student requests alternative accommodations.
To view the full policy, please visit the Campus Ministry page or the Course Catalog. For more information about the Policy, students may contact the Associate Provost at 937-512-2522 or email Provost@sinclair.edu.