Course Syllabus

Our Environment, the Earth Course Syllabus

Note:   This syllabus establishes rules and procedures for this course.  Your decision to remain enrolled in the class indicates that you agree to follow these rules.

Instructor

Name:  Joan van Geldern   

Phone:  203-243-9251

E-Mail: jvangeld@bridgeport.edu
“All emails are answered within 24 hours”

Availability/Office Hours

Course

Department:  Professional Studies

Course Name and Number: SCI C101 ID8W1, Our Environment, the Earth

Official Course Language: English

Time Zones: Eastern Time

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.

 

Course Prerequisite: none

Skill Prerequisite: none

Course and Module Objectives and Evaluation

Course-level Objectives

• Discuss the concepts and processes of physical geology, including plate tectonics, earthquakes, tsunamis, and volcanism.

• Examine the impact of geology on everyday life.

• Describe the formation of the Earth’s continents, ocean basins, and atmosphere.
• Identify earth’s most common minerals and rocks.
• Describe the various systems that influence atmospheric processes and generate climate.
• Understand the processes behind the formation and movement of glaciers as well as their importance to the Earth System.
• Gain a clear understanding of the impact of human activities on our environment as well a what we can do to help preserve our planet for the future.

 

 

Module-level Objectives

Module 1 The Earth System and Plate Tectonics

• 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.
• Appreciate the historical development of a major scientific theory.
• 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.
• 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   Volcanoes 

• 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
• Know the global pattern of volcanic activity, and how it relates to plate tectonics.
• Know how geologists monitor and predict volcanic activity.
• Discuss important considerations for major volcanic landforms related to level of hazard dangers.

 

Module 3    Earthquakes

• 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
• Learn what governs the type of faulting that occurs in an earthquake.
• 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 4   Earth Materials Minerals and rocks

• 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.
• 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
• Use common characteristics of minerals to identify various minerals.
• Use the rock cycle to describe relationships between different rock types.

 

Module 5   The Climate system

• 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.
• 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   Oceans and Glaciers

• Understand how waves and tides shape the shoreline.
• Know the major components of the continental margins and adjacent ocean floor.
• Know what causes ocean tides and what produces a storm surge.
• Know how beaches form and can change due to natural factors and human
• Understand how changes in sea level affect a coastline.
• Understand how the deep seafloor is formed.
• Given appropriate figures and maps and a list of locations (Hint: See Exercise 2 in the Student Study Guide, available in the Understanding Earth e-Book), identify each location as to whether it is an active or passive margin.
• Can explain how waves can advance even though the water molecules do not.
• Given unlabeled versions of Figure 20.3b, can correctly identify which represents a neap tide and which represents a spring tide.
• Can explain the formation of a hurricane.
• Can explain how a sand beach is in dynamic balance determined by sediment input, output, and longshore currents. For example, describe the impact of the construction of a groin.
• Can explain how a turbidity current works.
• Can explain the mechanisms that produce sediment in the ocean and why these processes are limited by ocean depth.
• Appreciates the ocean as a vital geobiological system.
• Understand Ice as a Rock.
• Understand how Glaciers form and move.
• Understand Glacial Cycles and how they affect Climate Change.
• Can explain the importance of glaciers to Earth's System.
• Can explain how glaciers shape the landscape and what they tell us about past ice ages.

 

Module 7  Research Project or Final Exam

• You need to choose one of the following two options for your final assessment.
• The requirements for each of these are given in module 7 of this course in canvas:
  
  • Complete a research paper.
  • Take a final exam.

 

 

Required Materials & Equipment

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

ISBN 9781464138744

UB has already purchased your textbook for this course; simply go to the UB bookstore and pick it up.

Time Requirement
7 week online course will require 19 - 20 hours of work each week. A 15 week course requires 8 - 9 hours of work each week. A 3-credit class has 135 clock hours to fulfill accreditation requirements.

To be successful it will require self-discipline and excellent time management skills. It is imperative that you understand the course schedule and stay on top of your work. If you start to fall behind please reach out to your instructor immediacy.  This course will incorporate a variety of learning activities which include; readings, online discussions, quizzes, writing assessments, projects, and exams.

Learning Activities

Overviews, readings and lectures
Each module will contain an overview introducing the topic that is associated with the readings and video lectures, and other multimedia activities.

Discussion & Writing Assignments

Each module will consists of discussion board questions and or essays. For your discussion questions you are required to make an initial post, which must be your own work and one substantive reply by the due dates noted in the course. Please review the grading rubric before you post, so you have an understanding of the requirements for grading. When responding to other students posts simply typing “I agree” will not earn any points. Please conduct yourself in a professional and respectful manner to your colleagues in the class. Mocking and/or disruptive/abusive postings will result first in a warning and/or in a loss of points for that assignment the first time, with access to the discussion area removed (and thus your ability to complete discussion based assignments) if it occurs again. Please review the Netiquette Expectations below for further clarifications.

All discussion postings must be grammatically correct with correct spelling to receive full credit (ex: no texting shorthand, all sentences capitalized). It is highly recommended that you use a grammar and spelling checker such as Grammarly. The Rubric for point breakdowns for the discussions is located in our Canvas course site. Plagiarism WILL NOT be tolerated – please see plagiarism policy below.

Each discussion is listed below in the course schedule. Each discussion will be posted at 6am on Monday and you will have until 11:59pm Wednesday to complete your initial posting. Responses to classmates are due by 11:59pm on Saturday. Once the discussion is closed, you will not be able to submit a response. Given there is ample time to complete the assignment, extensions will not be granted unless of a unseen circumstance that the instructor approves an exception.

Grading and feedback on each discussion will generally occur within 1 week of the final submission date. The grade received will be posted in Canvas, and you can click on the grade to receive the written feedback on the assignment.

Essay papers will be written using APA formatting and submitted through Canvas. Each essay will be reviewed by Turnitin to check for your essay for comparisons to other works such as formal publications, web materials and previous students work. It highly suggested that you check your essay using a grammar and spelling tool such as Grammarly. The essays will be graded based on the criteria of the rubric. It is suggested that you review the grading rubric before you begin to work your essay.

APA Resources
Purdue Online APA Writing Lab;
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

PERRLA (not a free resource, but highly recommended)
https://www.perrla.com/Default.aspx

Late Assignment and Exams- Generally, late assignments/make up exams will not be accepted without documentation of extraordinary circumstances (i.e., an approved reason for absence such as documented illness or death in the immediate family that has been preapproved by your instructor). 

Grades- Because of the need for confidentiality, course grades will not be given out by telephone, or e-mail. All course grades will be available online through Canvas. I will also always be happy to go through them with you during my office hours.

Learning Activities	Percentage
6 Quizzes	30%
7 Written Assignments	15%
6 Online Discussions	10%
6 Lab/Class Activities	10%
7 Participation Grades	15%
1 Final Project	20%
Total	100 %

 

 

Course grades will be assigned based on the following point values:

% 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

 

 

 

Course Schedule

Module	Title	Required Readings	Required Assignments
#1	The Earth System and Plate Tectonics	Read Chapters 1 and 2 in your textbook	Complete the Precourse Assignment Participate three times in module 1 online discussion Complete module 1 in-class lab activity Complete module 1 written assignment Take module 1 quiz through canvas
#2	Volcanic Activity	Read Chapter 12 in your textbook	Participate three times in module 2 online discussion Complete module 2 in-class lab activity Complete module 2 written assignment Take module 2 quiz through canvas
#3	Earthquakes	Read Chapters 13 in your textbook	Participate three times in module 3 online discussion Complete module 3 in-class lab activity Complete module 3 written assignment Take module 3 quiz through canvas
#4	Earth’s Materials; Minerals and Rocks	Read Chapters 3 and 4 in your textbook	Participate three times in module 4 online discussion Complete module 4 in-class lab activity Complete module 4 written assignment Take module 4 quiz through canvas
#5	The Climate System	Read Chapters 14 and 15 in your textbook	Participate three times in module 5 online discussion Complete module 5 in-class lab activity Complete module 5 written assignment Take module 5 quiz through canvas
#6	Oceans and Glaciers	Read Chapters 20 and 21 in your textbook	Participate three times in module 6 online discussion Complete module 6 in-class lab activity Complete module 6 written assignment Take module 6 quiz through canvas
#7	Presentation of Final Research Projects		Complete and present your final project

 

Policy Statements

Information Technology Services
https://its.bridgeport.edu/

24/7 Phone Support (855) 333-8248
Help desk ticket: https://ceai.my.salesforce.com/home/home.jsp?sdtd=1

 

Canvas
https://www.instructure.com/policies/privacy

Respondus
http://www.respondus.com/about/privacy.shtml

Turnitin
https://guides.turnitin.com/Privacy_and_Security

Zoom
https://zoom.us/privacy

Panopto
https://zoom.us/privacy

Communication Policy
Students must use their UN email address. It is important that your communications should always be professional and respectful. Email responses are returned within 24 hours. Some exceptions may include holidays or other reasonable circumstances.

Student Accessibility Services
The University of Bridgeport is committed to providing services to qualified students with disabilities so that they receive an equal educational opportunity. Refer to link below for specific information.
http://www.bridgeport.edu/life/student-accessibility

Academic Integrity Policy, Principles and Procedures
The University of Bridgeport is committed to fostering an environment of academic integrity, mutual respect and individual responsibility. A high standard of ethical conduct is expected of students in their academic activities. The University does not tolerate cheating in any form.  https://files.bridgeport.edu/public/StudentLife/KeytoUB/Key_to_UB.pdf

Plagiarism
Students are responsible for distinguishing clearly between their own facts, ideas, and conclusions and those of other sources. To use someone else’s words, opinions, or conclusions without giving them credit is plagiarism.  Discipline for acts of academic dishonesty (i.e., cheating or plagiarism) will be imposed in accordance with the procedures.   Refer to the Key to UB https://files.bridgeport.edu/public/StudentLife/KeytoUB/Key_to_UB.pdf

Withdrawal Policy
Please refer to the University’s website to review the refund and withdraw policy with drop dates that outline the amount of refund based on the week. Reach you to your academic advisor so they can direct you to the withdraw form. Failure to withdraw will result in a grade of “F” being assigned for the course. 
https://www.bridgeport.edu/financial-aid/tuition-fees/refund-withdrawal-policy

Intellectual Property
Common misconception that material on the Internet is free.  That is false.  All intellectual property laws apply. Students are expected to post only material that is theirs by right of creation. Proper credit must be given for any material used which the student does not personally create. This includes images. For example, professionally done photos belong to the photographer and not the subject who only buys copies.

Disclaimer Statement
The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

Equal Opportunity/Affirmative Action
University of Bridgeport in compliance with all applicable Federal and State laws and regulations does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, political affiliation, or status as a veteran in any of its policies, practices, or procedures. This includes but is not limited to admission, employment, financial aid, and educational services.

FERPA
FERPA requires that the University of Bridgeport, except in certain circumstances enumerated above, to obtain a student’s written consent prior to disclosing personally identifiable information from his/her educational records. However, the University may disclose appropriately designated “directory information” without written consent. For additional information please refer to the Key to UB – page 107.
https://files.bridgeport.edu/public/StudentLife/KeytoUB/Key_to_UB.pdf

E-tutoring Services
Online tutoring can be accessed at http://www.etutoring.org – Northeast e-Tutoring Consortium/University of Bridgeport.

 

UB Netiquette Policy

Here at UB we want to help you make good decisions not only in your online courses, but also when you post something on the internet or send an email. The rules listed below will help you communicate appropriately online throughout your academic career.

If you are unsure if something is acceptable for class, or feel that a post in class is inappropriate, contact your instructor.

1. Be respectful and consider if what you have typed is something you would stand up and say in the classroom. Do not belittle, harass, or discriminate against any students in class.
2. Maintain everyone’s privacy. Do not repost other people’s messages or emails and never post your password or personal information.
3. It is always possible that people other than your intended recipient may read your message. Once something is on the internet (or posted online) it is there forever, so think before you submit or send.
   
   
   
4. Online communication is communication without gestures, tones, or expressions, so choose your words carefully.
5. Understand the implications of your online surroundings. Some online formats are very formal, others may be less formal. Avoid using slang or emojis on Canvas.
6. Don’t SHOUT (use all capital letters), use excessive punctuation (e.g. I like that!!!!), or underline text (it will be confused with a link) when writing messages.
7. Re-read all communications and assignments for grammar, spelling, and content mistakes before you submitting them through Canvas.
8. Share knowledge, ask questions, and cite sources. Do not plagiarize or use copyrighted materials without permission. If someone reads your words, they will want to know if the ideas are fact or opinion.
9. Avoid inciting strong negative responses. Offending others, or writing things which have no purpose other than to provoke an angry response from others, will not be tolerated.
10. Respect everyone’s time. Avoid posting duplicate information and try to keep posts short and clear whenever possible. Stay on topic and keep personal discussions in private messages.
11. Give everyone the benefit of the doubt. We all make mistakes. Correcting a person’s publically (particularly their spelling) is not acceptable. If you feel someone has done something wrong, feel free to message them privately.