NSCI 101 sec. 1: Evolution of Earth Systems

Cascadia Community College – Spring 2009

Mondays and Wednesdays 11:00-1:05

Room CC1 351

Instructor: John VanLeer

Office: CC1 145

Phone: 425.352.8157

E-mail: jvanleer@cascadia.edu

Office hours: M & W 1:30-2:00, by email, or appt.

http://faculty.cascadia.edu/jvanleer/

Course Description: This course is a multidisciplinary exploration of Earth’s past, present and future. Students will examine theories that explain the origin of the universe, solar system and Earth and will gain insight on the process of generating and challenging scientific knowledge. The potential for human-induced change is also explored.

Course Overview: Evolution of Earth Systems is an introductory college level science course designed to introduce students to the interdisciplinary nature of the Earth Sciences, strengthen their knowledge of scientific methods and processes, and develop critical thinking skills necessary for understanding the nature of science. Students will voyage from the beginning of time and travel through the origins of galaxies, stars, and planetary systems. They will explore theories on the formation of the Earth, as well as the evolution of the land, atmosphere, oceans, and life. As they discover the function and nature of these features, they will further explore the interactions between them and behavior of the planet as a complex system. Finally, human influences on the Earth System will be explored.

Students should expect to immerse themselves in activities and inquiries which will allow them to gather scientific information directly related to the topics of study. They will read, write, and speak regularly. They will work individually and collaboratively. Students will become enlightened in all aspects of the environment in which they live. Students will develop a sense of pride in their new understanding and a feeling of community with all members of the class. That combination of intellectual pride and community will make Evolution of Earth Systems both an enjoyable and memorable component of a lifetime of learning.

Text and Materials (Required):

• The Earth System, by Kump, Casting and Crain
• Dire Predictions, by Mann and Kump
• A 3-ring notebook which will serve as a portfolio

containing notes, drawings, reflections, data, etc.

• Graph paper
• Calculator (no cell phone calculators)

Learning Outcomes: As you are probably already aware, all of Cascadia’s courses are designed with four governing outcomes: Learn Actively; Think Critically, Creatively, and Reflectively; Communicate with Clarity and Originality; and Interact in Diverse and Complex Environments. These outcomes are woven throughout Evolution of Earth Systems, and are offered in the following statements. Students will:

• understand how scientists gather evidence and develop theories. They will use this understanding to compare and contrast models used for understanding Earth processes active both in the past and present.
• apply those models to explain how human and non-human influence has historically and is currently changing the Earth and its systems.
• actively inquire as to the validity of these models and theories by gathering and analyzing scientific data obtained in the field and laboratory, and using satellite provided visualizations.
• work individually and collaboratively to critically evaluate and discuss all evidence and determine how it pertains to currently acceptable models and theories.
• extrapolate current understanding to develop new hypotheses.
• communicate their findings using oral, written, and graphic communication with the assistance of a variety of contemporary technological resources.

Classroom Dignity: A classroom must be a safe and comfortable place for students to learn. As a result, the instructor and the students must respect each other’s individual differences whether they be cultural, racial, sexual, intellectual, physical, or of any other type. The atmosphere of this class will be a warm and inviting one for everyone. No behavior that interferes with the learning of any person or persons will be tolerated at any level.

Assessments and Grading: Students will be assessed in a variety of ways. These will include reflection papers, scientific inquiries, a final project and presentation, quizzes, and mid-term and final exams. They are outlined below. Additional information will be made available in the future.

All assignments will be graded on a scale of 0 – 100%. However, they will be weighted individually for calculation of the final grade.

• Portfolio of Scientific Inquiries and Reflections (35%) Scientific inquiries are investigations, using scientific methodologies, of phenomena related to topics studied during the course. The inquiries vary in nature, as do the products which will be assessed. Products may include graphs, data sets, analyses of data, diagrams, maps, etc. Also, there will be three reflection papers assigned, each due at the end of the second, fourth, and sixth week, respectively. Reflection papers can examine a single topic in detail or several topics in a broader context. The goal is to think about what you’ve learned, consider how it fits into what you already know, and what it ultimately means to you. They should be written thoughtfully and use appropriate grammar and voice. They should be two (min.) to three pages in length and must be typed.

All products will be posted in your portfolio. They will be checked, in class, on the Tuesday of the third, fifth, and seventh weeks. They will be formally assessed near the end of the quarter.

• Quizzes (5%) : Quizzes will be brief, multiple choice assessments designed to give the student feedback on their knowledge attainment before the mid-term and final exams. There will be approximately three quizzes during the quarter, and each will be about 15 questions. They will be conducted online. No make-ups.

• Mid-term (20%) The mid-term examination will be multiple-choice and will be designed to test knowledge and conceptual understanding of material covered in the first half of the course. Prior arrangements must be made for alternative scheduling.

• Final exam (20%) The final examination will be multiple-choice and will be designed to test knowledge and conceptual understanding of material covered in the second half of the course. Prior arrangements must be made for alternative scheduling.

• Final project (20%) The nature of the final project will be decided as the quarter proceeds. It will reflect an in-depth topic related to the class and may involve writing, speaking, and the use of multi-media. The project will be graded through a combination of instructor and peer reviews.

Cascadia’s grading policy is detailed in the college catalog. This equates to a 100 point scale as follows:

100% - 96% = 4.0	83% = 2.8	71% = 1.6
95% - 94% = 3.9	82% = 2.7	70% = 1.5
93% = 3.8	81% = 2.6	69% - 68% = 1.4
92% = 3.7	80% = 2.5	67% - 66% = 1.3
91% = 3.6	79% = 2.4	65% = 1.2
90% = 3.5	78% = 2.3	64% = 1.1
89% = 3.4	77% = 2.2	63% = 1.0
88% = 3.3	76% = 2.1	62% = 0.9
87% = 3.2	75% = 2.0	61% = 0.8
86% = 3.1	74% = 1.9	60% = 0.7
85% = 3.0	73% = 1.8	<60% = 0
84% = 2.9	72% = 1.7

Special Circumstances: While 100% attendance is expected, it is not always possible. If you know in advance you will be missing a class, it is best to let the instructor know beforehand, as well as speak to a classmate who can get you a copy of notes, etc. If you miss a day during which an exam or presentation is scheduled, contact the instructor before the class or as soon as possible after the class begins. A simple e-mail or voicemail explaining the circumstances is acceptable. Failing to contact the instructor before the next scheduled class may result in receiving a zero for the missed activity.

Academic Honesty: Cascadia Community College’s Academic Honest policy can be found the college catalog and student handbook. It deals with plagiarism, cheating, and other violations of integrity. Read it. Please be aware that any infraction will be dealt with quickly and aggressively. At no time during this course will it be permissible to turn in a writing assignment that is identical to another student’s. All writing and most other work must be uniquely your own. Exceptions will be specifically expressed by the instructor.

Inclement Weather: In the event that extreme weather necessitates the closing of the college, information can be found at schoolreport.org. Cascadia’s main number will also provide a recorded message when the switchboard is closed.

Students with Disabilities: If you have or suspect you have a disability and need an accommodation please contact Disability Support Services please through the front office in Kodiak Corner at 352-8383 to make an appointment. Services and accommodations through DSS are not retroactive.

Schedule of Topics and Assignments:

Day	Date	Topic	Reading / Assessment
1	31 Mar	Introduction	Instructor Provided
2	1 Apr	Formation of the Universe	Instructor Provided
3	6 Apr	Stars and Galaxies	Instructor Provided
4	8 Apr	Our solar system	Chapter 10
5	13 Apr	Life and Oxygen	Chapter 11
6	15 Apr	Atmospheric Structure & Circulation	Chapter 3 (pp.44-46) / Quiz 1
7	20 Apr	Ozone depletion	Chapter 17 / Refl. 1
8	22 Apr	Atmospheric Circulation, part 1	Chapter 4
9	27 Apr	Atmospheric Circulation, part 2	Chapter 4 / Quiz 2
10	29 Apr	Ocean Dynamics	Chapter 5
11	4 May	Mid-Term Exam	None
12	6 May	El Niño Southern Oscillation, part 1	Chapter 15 (pp.306-316)
13	11 May	El Niño Southern Oscillation, part 2	Chapter 15 (pp.306-316)
14	13 May	The Solid Earth & Plate tectonics	Chapter 7
15	18 May	Carbon Cycle	Chapter 8 / Refl. 2
16	20 May	Global Change	Chapter 2 / Quiz 3
17	25 May	Memorial Day – No class	***
18	27 May	Greenhouse Effect	Chapter 3
19	1 June	Global Climate Change	Chapter 16
20	3 June	Global Climate Change	Chapter 16 / Portfolios due
21	8 June	Final Exam	None
22	10 June	Final Project	Final projects due

Note: This schedule is subject to change and additions. Only an overview is provided here.

An artistic panorama of Earth system visuals. Courtesy of NASA.