Syllabus earth science

Course Syllabus
College of Natural Sciences
GLG/150CA Version 1
Exploration of Earth Sciences

Course Description

This course focuses on the dynamic forces impacting Earth’s environment. It is a study of the major constructs in geology, oceanography, meteorology, and astronomy collectively called Earth science. A scientific approach will be used in orienting students to develop an understanding of the interconnectivity of each of these sciences.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

•University policies: You must be logged into the student website to view this document. •Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Merali, Z., & Skinner, B. J. (2009). Visualizing Earth science. Hoboken, NJ: Wiley.

Supplemental Resource

WileyPLUS®

All electronic materials are available on the student website.

Week One: Earth and Earth Materials
DetailsDuePoints
Objectives1.1Describe the layers of the Earth.
1.2Differentiate among types of rocks and minerals.
1.3Summarize what scientists have learned about the Earth from fossil records. ReadingRead Ch. 1 of Visualizing Earth Science.Before class ReadingRead Ch. 2 of Visualizing Earth Science.Before class ReadingRead Ch. 3 of Visualizing Earth Science.Before class ReadingReview Ch. 7 of Visualizing Earth Science.Before class ReadingRead this week’s Electronic Reserve Readings.Before class ParticipationParticipate in class discussion.During class3 Individual AssignmentQuiz on Week 1 readings

Must be present and take quizDuring class3
Nongraded Activities and Preparation
Earth Science Paper
(Preparation)Begin the Individual Assignment: Earth Science Paper, due in Week Five.Before class Nongraded Activities and Preparation
WileyPLUS®Explore WileyPLUS®—an interactive supplemental website designed to accompany the textbook¬—by clicking the link on the student website. WileyPLUS® provides additional resources—such as video clips, animations, interactive activities, and so on—to help clarify the concepts covered in this course.

Complete the following WileyPLUS® GeoDiscoveries®:

•Chapter 1

oEarth: Drag-Drop

•Chapter 2

oMinerals Drag-Drop
oDensity of Minerals
oSilicate Links
oIgneous Rocks and Silicates
oVirtual Rock Lab

Reflect on each of these in preparation for this week’s assignments.Before class Learning Team Instructions
Learning Team CharterResource: Learning Team Toolkit
Complete the Learning Team Charter.
Learning Team Instructions
Land Feature Paper and Presentation
(Preparation)Resources: Visualizing Earth Science, WileyPLUS® GeoDiscoveries®, Electronic Reserve Readings Begin collaborating with Learning Team members on the Land Feature Paper and Presentation due in Week Three.

Select a region in the United States, such as the Pacific Northwest, in which there is significant volcanic activity, earthquake activity, or both.

Attain faculty approval for your topic.
Individual
Earth and Earth Materials WorksheetResources: Earth and Earth Materials Worksheet; WileyPLUS® GeoDiscoveries® Complete the Earth and Earth Materials Worksheet, located on the student website. Use Ch. 1¬–3 of the text and WileyPLUS® GeoDiscoveries® as resources.

Week Two: Sculpturing Earth’s Surfaces
DetailsDuePoints
Objectives2.1Differentiate among types of soil.
2.2Describe the physical and chemical weathering processes that sculpt the Earth’s surface. ReadingsRead Ch. 4 of Visualizing Earth Science.Before class ReadingsRead Ch. 5 of Visualizing Earth Science.Before class ReadingsRead Ch. 6 of Visualizing Earth Science.Before class ReadingsReview animation and video clip resources available for these chapters.Before class ReadingsReview this week’s Electronic Reserve
Readings.Before class ParticipationParticipate in class discussion.During class3 Individual AssignmentQuiz on Week 2 readings

Must be present and take quizDuring class3
Learning Team AssignmentResource: Learning Team Toolkit
Complete the Learning Team Charter.

Nongraded Activities and Preparation
WileyPLUS®Complete the following WileyPLUS® GeoDiscoveries®:

•Chapter 4

oSoil Horizon 1
oSoil Horizon 2

Reflect on each of these in preparation for this week’s assignmentsBefore class Learning Team Instructions
Land Feature Paper and Presentation
(Preparation)Resources: WileyPLUS® GeoDiscoveries®
Continue collaborating with Learning Team members on the Land Feature Paper and Presentation due in Week Three. Discuss ideas for a poster or diagram based on one of the WileyPLUS® GeoDiscoveries® labs assigned in Week Three.Before class Individual

Types of Soil MatrixResources: Types of Soil Matrix; WileyPLUS® GeoDiscoveries® Complete the Types of Soil Matrix, located on the student website. Use the text, this week’s WileyPLUS® GeoDiscoveries®, and this week’s Electronic Reserve Readings as resources.

Individual
Sculpting Earth’s Surface PresentationResources: WileyPLUS® GeoDiscoveries® Create a 5- to 7-slide Microsoft® PowerPoint® presentation with presenter notes. The presentation must include the following:

•A description of a land feature anywhere on Earth that has been sculpted by
physical and chemical weathering processes •A description of the particular processes that changed your chosen land feature over time •Images of your chosen feature and descriptions of the current rock formations, sediment, and climate of the region

Present the Sculpting Earth’s Surface Presentation.

•For Local Campus students, these are oral presentations accompanied by Microsoft® PowerPoint® presentations. •For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with speaker notes.

Week Three: Internal Forces
DetailsDuePoints
Objectives3.1Explain the effects of plate tectonic motion on climate, geography, and distribution of organisms. 3.2Identify the factors that influence the location and intensity of earthquakes and volcanoes. 3.3Identify the characteristics of mountains, rivers, oceans, and deserts. ReadingsRead Ch. 7 of Visualizing Earth Science.Before class ReadingsRead Ch. 8 of Visualizing Earth Science.Before class ReadingsRead Ch. 9 of Visualizing Earth Science.Before class ReadingsReview animation and video clip resources available for these chapters. Before class ReadingsReview this week’s Electronic Reserve Readings.Before class ParticipationParticipate in class discussion.During class3 Individual AssignmentQuiz on Week 3 readings

Must be present and take quizDuring class3
Nongraded Activities and Preparation
WileyPLUS®Complete the following WileyPLUS® GeoDiscoveries®:

•Chapter 7

oDivergent Plates
oPlate Boundaries
oPlate Margins drag-drop
oEarthquakes and Margins drag-drop

•Chapter 8

oEarthquake Video
oHow Many Earthquakes Happen Every Year
oTsunami
oUnderstanding Faults

•Chapter 9

oVolcanoes Video
oBowens Reaction Series
oVolcano drag-drop

Reflect on each of these in preparation for this week’s assignments.Before class Individual
Effects of the Motion of Tectonic Plates ChartResources: Effects of the Motion of Tectonic Plates Chart; WileyPLUS® GeoDiscoveries® Complete the Effects of the Motion of Tectonic Plates Chart, located on the student website. Use Ch. 7–9 of the text, this week’s WileyPLUS® GeoDiscoveries®, and this week’s Electronic Reserve Readings as resources.

Learning Team
Land Feature Paper and PresentationResources: WileyPLUS® GeoDiscoveries®

Prepare a 700- to 1,050-word paper in which you describe how the region your team selected in Week One was formed according to the theory of plate tectonics. Include the following:

•Explain the theory of plate tectonics.

•Identify factors that influence the location and intensity of earthquakes and volcanoes for the region you have chosen.

•Describe the main movement within the plate tectonics theory that shaped
the form and composition of your selected region. Include regional features such as mountains, rivers, lakes, oceans, and deserts.

•Discuss the various geological events that occurred in your selected region. •Describe the various types of rocks that these geological events formed.

•Examine the relationship between the characteristics of these rocks and the geological events.

•Discuss the importance and economic value of these rocks in your selected region.

Cite at least two other sources in addition to your text.

Format your paper consistent with APA guidelines.

Prepare a 15- to 20-minute presentation accompanied by 10 to 15 Microsoft® PowerPoint® slides that illustrate your Plate Tectonics Paper.

•For Local Campus students, these are oral presentations accompanied by Microsoft® PowerPoint® presentations. •For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with speaker notes.

Week Four: Earth’s Dynamic Ocean and Atmosphere
DetailsDuePoints
Objectives4.1Explain the role of the Sun and the oceans in weather, climate, and the water cycle. 4.2Analyze the causes and effects of air movements and ocean currents. 4.3Compare the characteristics of bodies of water.

ReadingRead Ch. 12 of Visualizing Earth Science.Before class ReadingRead Ch. 13 of Visualizing Earth Science.Before class ReadingRead Ch. 14 of Visualizing Earth Science.Before class ReadingRead Ch. 15 of Visualizing Earth Science.Before class ReadingReview animation and video clip
resources available for these chapters. Before class ReadingReview this week’s Electronic Reserve Readings.Before class ParticipationParticipate in class discussion.During class3 Individual AssignmentQuiz on Week 4 readings

Must be present and take quizDuring class3
Nongraded Activities and Preparation WileyPLUS®Complete the following WileyPLUS® GeoDiscoveries®:

•Chapter 7

oDivergent Plates

•Chapter 12

oOcean Floor drag-drop
oMountain Peaks to Ocean Floor
oOcean Currents drag-drop
oEl Nino
oOcean Currents

•Chapter 13

oTides

•Chapter 14

oThunderstorms

•Chapter 15

oAtmospheric Pressure
oAir Cell drag-drop
oGlobal air Circulation and Hadley Cells
oCoriolis Effect 1
oCoriolis Effect 2

Reflect on each of these in preparation for this week’s assignments.Before class Learning Team Instructions
Final Learning Team Paper
(Preparation)Resources: WileyPLUS® GeoDiscoveries®
Begin reviewing the Week Five WileyPLUS® GeoDiscoveries® for the Final Learning Team Paper due in Week Five.Before class Learning Team Assignment
Carbon footprint presentationPrepare a 10 to 15 minute presentation accompanied by 8 to 10 Microsoft® PowerPoint® slides that illustrate a selected team member’s carbon footprint. A carbon footprint is used to describe the impact a person has with respect to the increase of carbon dioxide in the atmosphere as a result of daily activities.

•These are oral presentations accompanied by the Microsoft® PowerPoint® presentation. •What are the sources responsible for the increase of carbon dioxide in the atmosphere as a result of daily activities? •What measures might you take to help reduce your carbon footprint?

Individual
Earth’s Dynamic Ocean and Atmosphere WorksheetResources: Earth’s Dynamic Ocean and Atmosphere Worksheet; WileyPLUS® GeoDiscoveries® Complete the Earth’s Dynamic Ocean and Atmosphere Worksheet, located on the student website. Use Ch. 12–15 of the text, this week’s WileyPLUS® GeoDiscoveries®, and this week’s Electronic Reserve Readings as resources.

Week Five: Earth and the Universe
DetailsDuePoints
Objectives5.1Explain time zones in terms of longitude and the rotation of Earth. 5.2Describe the early evolution of Earth and its atmosphere. 5.3Describe the formation and motion of the Sun, Moon, planets, and other bodies in the universe. ReadingRead Ch. 17 of Visualizing Earth Science.Before class ReadingReview Ch. 14 of Visualizing Earth Science.Before class ReadingReview animation and video clip resources available for these chapters.Before class ReadingReview this week’s
Electronic Reserve Readings.Before class ParticipationParticipate in class discussion.During class3 Individual AssignmentQuiz on Week 5 readings

Must be present and take quizDuring class3
Nongraded Activities and Preparation
WileyPLUS®Complete the following WileyPLUS® GeoDiscoveries®:

•Chapter 17

oAngle of the Sun in the Sky
oFlyby of the Solar System
oNebular Theory
oSolar System drag-drop
oFormation of the Moon

Reflect on each of these in preparation for this week’s assignments. Before class Individual
Time Zone AssignmentResource: The National Institute of Standards and Technology website

Read the article “World Time Scales” on the National Institute of Standards and Technology website ).

Write a short 350-word summary that explains time zones in terms of longitude and the rotation of Earth. Explain how time zones work and why they are used.

Format your paper consistent with APA guidelines.

Individual
Earth Science Paper (BSLS students will complete this assignment)Schedule an observation visit from the list of qualified field experience locations for the purpose of making an observation. Write a 700- to 1,050- word paper focusing on the following:

•What content is being taught? Look for specific concepts and skills. •How does the content relate to the content in GLG/150CA? What concepts and skills are similar and different? •What tools and methods does the teacher use to teach the content? •What is the teacher’s interaction with the students?

•What is the classroom arrangement and set-up?
•What observations did you make regarding diversity in the classroom? •How does the observation benefit my growth and development as a teacher?

Format your paper consistent with APA guidelines.

*This assignment requires a field experience. Remember to document your experience on your Field Experience Record.

Individual
Earth Science Paper (non-BSLS students will complete this assignment)Resources: WileyPLUS® GeoDiscoveries® Read the following scenario:

The New York Museum is holding a competition for college students. You and four other University of Phoenix students have just been selected as one of the universities selected to enter in the Museum Exhibit Competition.

The competition winners will have the opportunity to develop a world-class science exhibit for the general public. The exhibit should include the early evolution of Earth and its atmosphere. As well as the formation of the Sun, Moon, planets, and other bodies in the universe.

Each team in the competition should create a presentation that outlines a potential Museum Exhibit. In order to appeal to a broad audience, your presentation will include the scientific and societal benefits of studying earth’s evolution and the formation of planets.

Create a 15- to 20 – slide PowerPoint® presentation with detailed presenter
notes for the Museum Director and the other Department Managers. You may use the slide headings below to organize your presentation. Be sure to address the following points:

•Introduction. Provide an overview of the presentation and state that your proposed exhibit will focus on the early evolution of the Earth and its atmosphere, and the formation of the Sun, Moon, planets and other bodies in the universe.

•Benefits of the Exhibit. Explain what benefits visitors will gain from an exhibit that focuses on earth’s evolution and the Universe. Identify two ways in which museum visitors can relate to the universe. •Earth’s Evolution. Describe the origin of the universe and early evolution of the Earth and its atmosphere.

•Earth’s Motion. Describe the theories of Copernicus’, Kepler’s, Galileo’s, and Newton’s discoveries as they relate to the motion of Earth, the Sun, the Moon, planets and other bodies in the universe. What has science gained by studying earth’s evolution and earth’s motion? How has this benefited society?

•Earth’s Time Zones. Explain time zones in terms of longitude and the rotation of Earth. Explain how time zones work and why they are used. Hint: This is an excellent place to include a map.

•The Moon. List the moon’s surface features. In the notes section, describe the moon’s surface and include the following terms craters, highlands, seas, weathering and erosion.

•Earth-Moon System. List the ways in which the moon impacts the Earth. In the notes section, describe the phases of the moon and lunar eclipses. Use the following terms: new, crescent, gibbous, first quarter, third quarter, and full. (Objective 5.3)

•The Sun. Describe the structure, activity, and life span of the sun. Use
the terms sunspots, prominences and solar flares.

•Formation of other Planets. List the main planets in the universe. In the notes section, explain how these planets were formed and describe their composition. Describe the similarities between earth and other planets in our universe.

•Stars. Explain the formation and life cycle of a star. How do scientists measure the distance to the nearest starts? What are some of the constellations in the universe? How have these constellations inspired humans throughout history?

•Other Members in the Solar System. List the other members in the solar system, including asteroids, comets, meteoroids, and dwarf plants. In the notes section, describe each of these entities and explain what role they play in the universe.

•Future Exploration. Describe some possibilities for future research and exploration of the universe.

•Summary: Conclude with the presentation’s major points while emphasizing the benefits of having an exhibit on Earth and the Universe at the Field Museum.

Be sure to include the following in your presentation:

•Graphics such as photos, diagrams, or graphs
•Brief points in the slides with detailed explanations in the notes section. •Two references in APA format. References may include articles from popular science magazines found in the library. You may use any of the weekly ERRs for your references. Be sure to include citations for photos taken from the internet.

Note. There will not be an oral presentation component to this presentation.

Learning Team
Final Learning Team PaperResources: WileyPLUS® GeoDiscoveries®

Write a 1,050 to -1,400-word paper that describes the evolution of Earth, the Sun, the Moon, planets and other bodies in the universe in terms of formation and motion. Include the following:

•Formation

oDescribe the early evolution of the Earth and its atmosphere. Describe the formation of the bodies involved and the role of motion in their formation, current state, or both. Include a description of any other bodies directly involved with their formation or motion (i.e. asteroids, comets, and planets).

•Motion

oInclude a basic description of Copernicus’, Kepler’s, Galileo’s, and Newton’s discoveries as they relate to the motion of Earth, the Sun, the Moon, planets and other bodies in the universe.

Cite at least two other sources from the University Library or elsewhere in addition to your text and the WileyPLUS® GeoDiscoveries®.

Format your paper consistent with APA guidelines.