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SCI C101 ID8W2, Our Environment the Earth

Summer 2018

COURSE SYLLABUS 

 

Please read the following course syllabus carefully, especially the course dates, times and location. If you have any questions, please do not hesitate to communicate with the School of Professional Studies Program office, your academic advisor, or the instructor.

 

The School of Professional Studies degree-completion program is designed with the adult learner in mind. Adult learners approach learning with specific goals, want to be able to directly apply new learning to their work and personal lives, and tend to learn best when the coursework is problem-centered so that they are actively engaged in the learning process. In addition, adults bring rich and varied experience to the classroom, which becomes a valuable learning resource for other students.

 

The School of Professional Studies Program assumes joint responsibility in the learning process. The activities and assignments in the courses build on the shared experience of all learners in each class. This is why each student’s preparation, participation and interaction in class activities and discussions are critical to the success of each course. The accelerated format of each course requires a significant amount your time outside the classroom to prepare for and complete the course assignments. This varies between students and courses; however, students typically spend 9-14 hours per week on course material outside of class.

 

To participate in the School of Professional Studies Program, it is expected that you will do the following:

  1. Attend every class session. Be on time.
  2. Obtain the required course materials prior to the first class session. You should register for LaunchPad and download the eBook first (for this semeseter only it will be free).
  3. Complete the pre-lecture assignment prior to each class session and all subsequent assignments to the best of your ability.
  4. Participate in the class discussions and demonstrate respect and consideration to the instructor and other students when they express themselves in discussion.

 

If you cannot perform these four expectations, it is recommended that you drop the course. We look forward to your academic success in each course and the ultimate completion of your degree.

 

 

Course No. & Title:    SCI C101 ID8W2, Our Environment, the Earth

Semester and Term:     Summer 2018

Day and Dates:   Saturdays July 7 – August 25, 2018

Time:  9am – 12pm

Campus Location:     Mandeville Hall, Room 303, Bridgeport Campus

 

Course Description:

The scientific examination of our planet focusing on the interaction of astronomy, biology, chemistry, geology, and physics, in the formation, evolution, and dynamics of the Earth.

Prerequisite Courses: None

Course Code: LA, NS

 

 

Instructor & contact information:  Janice LaPlante, Ph.D.

Email:  jlaplant@bridgeport.edu

 

 

Required Textbook: 

Text: "Understanding Earth,” 7th Edition, Grotzinger and Jordan

ISBN 9781464138744

Free eBook can be downloaded through the LaunchPad module. 

 

Learning Outcomes:

Upon completion of this course the student should be able to:

  • Understand the principles and theories on which the science of geology

is based.

  • Understand how Earth’s continents, ocean basins, and atmosphere formed.
  • Understand some of the major geological processes which operate both at and below the surface of the Earth including such processes as plate tectonics, earthquakes, tsunamis, and volcanism.
  • Identify Earth’s most common minerals and rocks.
  • Understand the various systems that drive our atmospheric processes and generate our climate.
  • Understand the processes that create glaciers and the role that they play on Earth.
  • Understand how the original planet Earth evolved to form a structure capable of supporting life, and how the earliest living organisms evolved from the elements present on Earth. 

 

This course provides a scientific examination of our planet focusing on the interaction of astronomy, biology, chemistry, geology, and physics, in the formation, development, and dynamics of the Earth.

 

The Canvas online learning management system is fully integrated into the course. Students are expected to utilize Canvas extensively throughout this course.

 

Course Code: LA, NS

 

Instructor Contact Information

Dr. Jan LaPlante

Contact email: jlaplant@bridgeport.edu

 

No materials required for purchase prior to the start of class (this semester only)

Optional purchase of hard copy of the textbook: 

  • Text: "Understanding Earth,” 7th Edition, Grotzinger and Jordan

ISBN 9781464138744

To order textbooks, go to the bookstore website at http://bridgeport.textbooktech.com/. Select School of Professional Studies  Campus and login to the bookstore. Select the course and follow the instructions.

 

 Important course guidelines

  1. Each week students will complete an online pre-lecture assignment (Learning Curve), which is due the day of the class in which the chapter(s) will be discussed. (See explanation in Canvas).
  2. During the week following the class, students will participate in an online discussion, and take a quiz outside of class, each of which is due the following Saturday.  There will also be graded lab activities during the class period.
  3. Each quiz will be open-book and available all week, however, it may only be taken once. Late exams will not be accepted.
  4. Discussions and Lab assignments are due 1 week from the time they are assigned.  For these assignments, the window is open for two weeks so these can be turned in up to one week late as well.  They earn reduced credit (minus 25%) if they are late. After two weeks the window closes and these are no longer accepted.
  5. For the final assessment, students can choose one of two options: either take a final exam, or write a research paper, which will include a short informal presentation to the class during the final class period.  Whichever option you choose, it will be due the last day of class and cannot be submitted late. 
  6. Each week you will receive a participation grade.  To get 100/100, you must be on time, participate in class discussions and take part in all class activities.  You will lose 10 points for every 5 minutes you are late.  Missing a full class will result in a 0/100 for participation.
  7. Computer and cell phone use is not permitted during class (unless required for a game/activity).
  8. There is a Pre-course Assignment that is due on the first day of class. See Canvas for instructions.

Be sure to complete the Precourse Assignment prior to the first class.

 

Pre-course assignment:

  1. Log into Canvas. Go to the modules page. Find the Launchpad Assess Module at the top of the page. Register and download the eBook.
  2. Go to Module 1. Read Chapter 1. Then got to the Learning Curve: The Earth System. Read the instructions and get started.
  3. Read Chapter 2. Go to the Learning Curve: Plate Tectonics.  Complete that.
  4. Open the Google Earth Tutorial. Follow the instructions to Download Google Earth to your own computer. Open it up and try to get yourself oriented by practicing with the tools. For example, find your own home and insert a pushing to mark its location. Measure how far it is away from the UB campus using the measurement tool, etc.

 

Course Layout for Weekly Topics:

Module 1   First Week of the Course

Chapters 1 and 2  The Earth System and Plate Tectonics

Chapter 1

The Earth System

Knowledge Objectives

  • Understanding the meaning of the scientific method be able to use the scientific method to problem solve.
  • Understand the layered composition of the earth.
  • Understand the Earth as a system and a complex organization of various interrelated systems.

Other Skills/Applications/Attitudes

  • Appreciate the historical development of a major scientific theory.

 

Chapter 2

Plate Tectonics, The Unifying Theory

Knowledge Objectives

  • Know the basic components of plate tectonics and its history of development.
  • Know the geologic characteristics of the different plate boundaries.
  • Understand how the age of the seafloor is estimated and measured.

Other Skills/Applications/Attitudes

  • Describe how geologists reconstruct the assembly and breakup of continents.
  • Use a magnetic anomaly time scale and maps of the major ocean basin floors to determine the rate of seafloor spreading in the Pacific, North Atlantic and South Atlantic Oceans.

 

Module 2   Second Week of the Course

Chapter 3

Earth Materials Minerals and rocks

Knowledge Objectives

  • Know what defines a mineral.
  • Know the building blocks of matter and how they chemically bond.
  • Know how atoms combine to form the crystal structures of minerals.
  • Know some basic atomic structures for common rock-forming minerals.
  • Know the major rock-forming minerals and their physical properties.
  • Know that rocks are classified based on their mineral content and texture.
  • Know the three major types of rocks and how they are formed.
  • Understand how the rock cycle is linked to plate tectonics.

Other Skills/Applications/Attitudes

  • Explain how the physical properties of minerals are linked to a mineral’s atomic (crystal) structure and chemical bonds.
  • Identify common rock-forming minerals based on field and hand-specimen observations.
  • Use common characteristics of minerals to identify various minerals.
  • Use the rock cycle to describe relationships between different rock types.

 

Module 3   Third Week of the Course  

Chapter 12 Volcanoes 

Knowledge Objectives

  • Know what kinds of rock materials erupt from a volcano.
  • Know why volcanism occurs.
  • Know the three major lava types and how they relate to eruptive style and volcanic

landforms.

  • Know the global pattern of volcanic activity, and how it relates to plate tectonics.
  • Know how geologists monitor and predict volcanic activity.

Other Skills/Applications/Attitudes

  • Discuss important considerations for major volcanic landforms related to level of hazard dangers.

 

Module 4   Fourth Week of the Course

Chapter 13 Earthquakes

Knowledge Objectives

  • Know the factors that define an earthquake
  • Learn to recognize the three types of seismic waves and their basic characteristics.
  • Understand what is meant by earthquake magnitude and intensity
  • Know that most earthquakes are associated with tectonic plate boundaries.
  • Know that earthquake activity at each type of tectonic plate boundary has distinctive characteristics.
  • Learn what governs the type of faulting that occurs in an earthquake.

Other Skills/Applications/Attitudes

  • Evaluate the geologic circumstances that contribute to the destructiveness of earthquakes?
  • Given seismic data from three separate seismograms from different locations, determine the location of the epicenter of an earthquake

 

Module 5… Fifth Week of the Course

Chapter 15  The Climate system

Knowledge Objectives

  • Know that the primary source of water and gases on the Earth surface is volcanic gases, which outgases from the planet’s interior over geologic time.
  • Know that oxygen gas was and continues to be added to Earth’s atmosphere and oceans by photosynthetic organisms.
  • Understand how carbon dioxide and other trace atmospheric gases are transparent to sunlight, but absorb heat (IR radiation) which warms Earth’s surface environments, as in a greenhouse.
  • Know how cycles trace the flux of Earth’s elements like carbon from one reservoir to another.

Other Skills/Applications/Attitudes

  • Understand how human activities (pollution/CFCs/acid rain) and natural events (bolide impact) can significantly alter geochemical cycles and therefore impact Earth’s environmental conditions.
  • Appreciate and describe how life processes are an integral part of many of Earth’s geochemical cycles.
  • Understand and appreciate the significance of linkages between the carbon cycle, life processes, and climate change.
  • Gain an understanding of the processes involved that enabled Hurricanes Irene and Sandy to unleash some of their fury on our shores.

 

Module 6   Sixth Week of the Course

Chapter 21   Glaciers

Knowledge

  • Understand Ice as a Rock.
  • Understand how Glaciers form.
  • Understand how Glaciers move.
  • Understand Glacial Cycles and how they affect Climate Change.

Skills/Applications/Attitudes

  • Can explain the importance of glaciers to Earth's System.
  • Can explain how glaciers shape the landscape.
  • Can explain what the geologic record tells us about past ice ages.

 

Module 7 … Seventh Week of the Course

Chapter 11 Geobiology  

Knowledge

  • Understand what ecosystems are.
  • Understand how the earth morphed into a planet that could sustain life.
  • Learn about how the atoms and minerals present when the earth was formed were able to form the early building blocks of life.
  • Understand the connection between geology and life.

 

 

 

Module 8…Last Week of the Course

Submit Final Research Paper and give a 10-15 min Presentation

OR\ complete the Final Written Exam  (descriptions and rubrics are posted later in this syllabus)

 

Grading Weights  

Written Assignments

15%

Final Exam, Research Paper or Powerpoint Presentation

20%

 Labs, Classwork

15%

Participation

15%

Written Discussions

10%

Weekly Quizzes

25%

 

 Letter Grading Scale used for this course

 % of Points Earned

Letter Grade

 

% of Points Earned

Letter Grade

100-94

A

 

76-74

C

93-90

A-

 

73-70

C-

89-87

B+

 

69-67

D+

86-84

B

 

66-64

D

83-80

B-

 

63-60

D-

79-77

C+

 

Below 60

F

 

Grading Rubrics

 Weekly Assignments:

 Each week during the course you will utilize Canvas to submit written assignments, quizzes and discussions. During the course you will either take a final exam, perform an independent scientific research investigation and complete a science research paper, or create a research based  slide-show presentation that you will  present to the class during the 8th module. Use the grading rubrics provided in this syllabus to guide all of your work for this course. 

 Read each assigned chapter so that you can fully understand the material and participate in the class discussions. Evidence of your understanding is demonstrated through the quality of your discussions during class, your written responses to discussion questions posted in Canvas, and the scores you earn on weekly quizzes.

 

 Discussion Postings

Postings will be evaluated for effort, thoroughness, understanding of the assignment, spelling and grammar, and timeliness of posting.  Please review the grading rubric below for how postings will be evaluated.

 Expectations

Excellent

Fair

Poor

Contribution to the Classroom: Posting is insightful, thorough, and interesting.

 

 

 

 

 

 

 

Demonstrated Understanding of the Reading Assignment

Posting demonstrates a thorough understanding of the reading assignment and is substantiated by at least one example  from the textbook and/or website.

 

 

 

Grammar, Mechanics, Spelling, and Sentence Structure Posting is without  grammar or spelling errors.

2 posts are made.  One to state your opinion and research, the second to respond to a classmate’s post.

 

 

 

 

 

 

Research / Thesis Essay

Description: A Research/Thesis Essay is a writing assignment where you may either:

  1. research a specific topic to gain better insight and then express your interpretations and evaluations, or,
  2. make a persuasive argument or take a stand on an issue and then provide evidence to prove the validity of your points. 

It is important to make references to the facts presented in the materials even when expressing opinions.  You may use the course text in addition to other sources. The intent of the paper is for you to do research and then convey it in a clear and meaningful way with interpretations and insights. 

Essay Format is required

  • APA Style [refer to: http://owl.english.purdue.edu/owl/resource/560/01/]
  • Length: 1,500-1,700 words, 5-7 Pages (not including title or reference pages)
  • Typed using 1” Margins; Double-spaced; 12 point font.
  • Include: Your Name; Course Name; Instructor’s Name; Title; and Date.
  • Works Cited: Required
  • Use at least three (3) outside sources (books, articles, commentaries).\

 Your Introductory Paragraph

Introduce your topic and clearly make a strong thesis statement, which is what you plan to prove or explain in your essay.

Organizing Your Ideas

  • Thesis statement forms the basis of the essay
  • Decide on a few key ideas that express your thesis statement
  • Each of these key ideas can become their own paragraphs
  • Develop your ideas in each paragraph by using examples, giving details, and using quotes
  • The use of the first person “I” is not appropriate for a research essay.

 

Body of your Essay:

  • Present your ideas in a logical way with references to texts.

 

Concluding Paragraph:

  • Reiteration of your thesis statement and summary of your arguments or points.

 

GRADING RUBRIC RESEARCH / THESIS ESSAY

 

Expectations

Excellent

Fair

Poor

Introduction: An engaging introduction, states clearly the main topic and previews the structure of the essay.

 

 

 

Thesis Statement: Clearly and concisely states the essay’s purpose, which is engaging and thought-provoking.

 

 

 

Main Point / Body of the Essay: Well developed main points/topic sentences that relate directly to the thesis. Each paragraph has thoughtful supporting detail sentences that develop the main idea.

 

 

 

Organization: Logical and subtle sequencing of ideas through well-developed paragraphs. Transitions are effective and enhance the organization of the essay.

 

 

 

Conclusion: The conclusion is engaging and restates the thesis.

 

 

 

Style: Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words are well chosen.

 

 

 

Grammar & Mechanics: Punctuation, capitalization, spelling, paragraphing, spacing, indentation, and margining are proper. The ideas have been properly cited with a variety of citation techniques (quotation/ summary/ paraphrase).

 

 

 

Citation: All cited works, both text and visual, are done in correct format with no errors.

 

 

 

Bibliography: Done in the correct format with no errors. Includes more than 3 major references (e.g. journal articles, books, but no more than two internet sites).

 

 

 

 

 

Final Exam: If you choose this option, the requirements are as follows:

Use the study guide in Module 8 to prepare for the exam.

The exam will last 3 hours and will happen during the last week of the class. 

You will have the opportunity to take the exam twice.  There will be a PRACTICE exam that will be available for one 3 hour window at any time during the two weeks prior to the exam. The grade you earn when taking this practice exam will not count.  The second window during which you can take the actual exam will be during the module 8 class period.

You can take the practice exam if you like just to see whether or not you want to have this be your final assessment.  There is no penalty for this. 

You can use your textbook and any notes you have taken or prepared during the exam.

You cannot use your cell phone or laptop or any other electronic devices during the exam.

 

ACADEMIC POLICIES

 

Attendance Policy

Classroom attendance is an integral part of the academic experience; therefore, students are expected to attend all class sessions.  If an absence is unavoidable, the student, prior to class, should communicate with the instructor.  Arrangements should be made at that time for submission of any missed assignments. It is also expected that students arrive on time and not leave until the class is dismissed. Tardiness will result in a reduced grade for the course. If you cannot attend every class session you should consider dropping the course.

 

IMPORTANT:

  • Missing one class session will drop the final grade by one letter grade (for example if a student earns a grade of “B” in the course, the final grade would be a “C”).
  • Missing two or more class sessions will be cause for a failing grade.
  • Note: For 15-week courses; missing two class sessions will result in a letter grade drop and three or more will cause a failing grade.

Drop Procedures

To drop a course, you must complete and submit a Schedule Change Request Form. The form can be accessed at the IDEAL Course Schedule webpage: http://www.bridgeport.edu/academics/continuinged/ideal-academic-degree-programs-and-certificates/ideal-course-schedule/.

 

Please print and complete the form and fax the form to the IDEAL Office: 203-576-4537. Prior to dropping a course, the student should contact their IDEAL Academic Advisor to understand the implications to financial aid and/or degree plan progress.

 

Please review the drop fees and tuition refunds at the Academic Calendar; accessed at the IDEAL Course Schedule webpage (same link above).

 

Cell Phones

Cell phones must be turned off (or placed on “vibrate”) while in the classroom. A cell phone call is disruptive and disrespectful to the other students in the class.

 

Academic Dishonesty

The IDEAL program prohibits all forms of academic dishonesty.  Academic dishonesty is normally defined as, but not limited to, the following two categories:

 

Cheating – Using inappropriate sources of information in an assignment or on a test.  The following are examples of cheating taken from real student experiences:

 

Case #1:  A student is enrolled in an introductory psychology course. He has co-workers who have taken the same course. As the end of the course approaches, he wonders how he will find the time to get the research paper finished, and asks one of his co-workers for help.  His co-worker hands him a research paper that he submitted in a similar course.  The student makes minor modifications to the paper, and submits it under his own name.

 

Case #2:  A student enrolled in a humanities course is unsure about how to structure an essay. She is doing research on the World Wide Web, and comes across an essay written by a student from another university.  Using her computer mouse, she copies and pastes the essay into her word processor.  She goes to great lengths to re-word the paper in her own style, but essentially leaves the content and organization the same.

 

Plagiarism – Intentional as well as unintentional failure to acknowledge sources as well as the use of commercially available so-called “research papers” without full recognition of the source. Presenting as one’s own, the ideas, words, or products of another.  The following are examples of plagiarism taken from real student experiences:

 

Case #3:  A student is conducting research for a Civil War research paper.  He has reviewed work on the Internet. Finding helpful information, he has summarized his findings without citing his sources. He believes that minor paraphrasing is all that is necessary.

 

Case #4:  A student is writing a paper that requires her to address specific topics and problems in the assigned course textbook.  She takes the information directly from the textbook with slight modification, without giving any citation. She thinks that since it is the course textbook, she doesn’t have to use quotations or citations.

 

Academic dishonesty applies to all courses, assignments or exams completed by students and submitted as their own original work, whether in person or by electronic means.  The University does not tolerate cheating in any form. It is a serious breach of conduct with serious consequences. Instructors have the right to determine the appropriate penalty for academic dishonesty in their own courses; generally, however, such acts will result in a failing grade for the assignment and/or the course. The penalty for subsequent acts of academic dishonesty may include expulsion.

 

More information on how to recognize plagiarism can be found at this site: http://www.indiana.edu/~istd/plagiarism_test.html

 

Ethics Statement of Confidentiality

An integral component of an IDEAL course is student and faculty expression of personal experiences for the purpose of facilitating coursework.  Students enrolled in the program are expected to honor confidentiality as it pertains to student disclosure.  Shared information, comments, or opinions expressed by another student or the faculty member during the course of classroom discussion should never be used in a manner which is intended to humiliate, embarrass, harass, damage, or otherwise injure other students in their personal, public, or business lives.  In addition, confidentiality must be upheld by not disclosing any information that would identify any particular individual.

ACADEMIC RESOURCE CENTER

 

The Academic Resource Center is available for IDEAL students seeking help in their studies. The Center is staffed by writing professionals and peer tutors. More information can be found at: http://www.bridgeport.edu/pages/2209.asp  The Center is located on the 5th Floor of the Wahlstrom Library. Make an appointment or walk-in: Telephone: 203-576-4290. Online Tutoring is available at: www.etutoring.org. To use this free service you must have a UBNet account.

 

Obtaining a UBNet Account

Every registered student should obtain a UBNet Account. The account allows you to access MyUB; the portal for grades, library services, Canvas online learning system. Also, the account allows you access to computers in the Library and computer labs, and provides an email account in which the University sends out information. Go to: http://www.bridgeport.edu/ubnet - Click on “New UBNet Account” and follow the instructions.

 

The @bridgeport.edu email address is the official email the University uses to send information to you. You can have your bridgeport.edu email forwarded to any other private email account you use. Following the activation of your UBNet account (takes 24 hours), login at:

http://www.bridgeport.edu/email and click on “forwards” at the top of the page. Follow the directions to forward email messages to your other account.

 

Learning Management System (LMS) - Canvas

For all courses that use Canvas, you can access Canvas through the portal by using the myUB link.  Faculty post class documents on Canvas e.g. syllabus, power points, discussion questions, case studies, current event articles, papers, reports etc. (save some trees). All students have access, and can download and copy the documents. 

Canvas Tutorial For Students:    https://bridgeport.instructure.com/courses/985903

For assistance contact the UB Help Desk at 203-576-4606 or email helpdesk@bridgeport.edu  https://bridgeport.instructure.com/courses/829447/

 

 

Accessing Your Grades & Schedule Online

The WebAdvisor online information system allows students to search for available classes, check grades, view semester class schedule and verify your personal profile. Grades are generally posted 2-3 weeks following the end of a course. To access WebAdvisor, login in to MyUB and follow the WebAdvisor menu on the right. If you are carrying a financial balance, access to WebAdvisor will be restricted.

 

Using the Library

Access to the Digital Library is through MyUB. On the MyUB home, in the central column, click on “myEureka Digital Library.” Research tools available:

  • Search for books held at the library.
  • Search the online databases for your academic field; business, counseling, human services, psychology, etc.
  • Send questions to the Reference Librarian for assistance in research topics and searching strategy.

 

Using Computers

Open access computer labs are available at three locations:

 

Course Cancellations

Any emergency necessitating the canceling of courses will be announced by the University through the Emergency Notification Telephone Line, (203) 576-4159. Please call this number for information on course cancellations. Also, information will be posted under “Latest News” on the UB home page, (www.bridgeport.edu). Canceled classes will be made up either the week following the end of the course or in consultation between the instructor and the students as to day and time availability. Course cancellations are also announced on television and radio stations.

 

IMPORTANT CONTACT INFORMATION

 

Office

Telephone

Email

Bridgeport Campus Security

(203) 576-4911

ubsecurity@bridgeport.edu

Bursar

(203) 576-4692

bursar@bridgeport.edu

Cashier

(203) 576-4682

cashier@bridgeport.edu

Financial Aid

(203) 576-4568

sfs@bridgeport.edu

Registrar

(203) 576-4635

registrar@bridgeport.edu

Emergency Notification Phone

(203) 576-4159

 

IDEAL Office

(203) 576-4800

idealinfo@bridgeport.edu

 

 

CAMPUS CONTACT INFORMATION

 

Campus

Address

Telephone

Email

Bridgeport

126 Park Avenue

Bridgeport, CT 06604

(203) 576-4800

idealinfo@bridgeport.edu

Stamford

5 Riverbend Drive

Stamford, CT 06750

(203) 358-0700

ubstamford@bridgeport.edu

Waterbury

84 Progress Lane

Waterbury, CT 06705

(203) 573-8501

ubwaterbury@bridgeport.edu

 

Directions to IDEAL Campus locations

http://www.bridgeport.edu/pages/2260.asp

 

 

To fill out your financial aid report to the Federal Government, please go online to www.fafsa.ed.gov. The school code for the University of Bridgeport is 001416.

Federal Student Aid Information: 1-800-433-3243

 

 

Course Summary:

Date Details Due