Course Syllabus

INTRODUCTION TO EARTH SCIENCE SYLLABUS
Cerritos College Earth Science Department

Instructor: Daniel DeKraker
Class: Monday and Wednesday 12:30 p.m. - 3:20 p.m., PST 137 
Office: Physical Science and Technology (PST) 139      
Office Hours: Monday and Wednesday 8:30 a.m. - 9:30 a.m., Thursday 10:00 a.m. - 11:00 a.m.
Phone: 562-860-2451 ext. 2668
Email: ddekraker@cerritos.edu

Course Description: Welcome to an introductory course in earth science.  In this course you will be learn about the materials that comprise the solid earth, atmosphere, hydrosphere, and the processes that shape these physical realms. We will also take a look outside our planet at the objects within our solar system. This is a lecture/lab combo course, in which you can earn 4 units of credit that is transferable to CSUs and UCs. It is recommended that you have ENGL 100 clearance and have passed MATH 40, as you will be required to do college level writing and to solve basic algebraic and geometric problems.  Succeeding in this class by earning a C grade or higher will require your undivided attention throughout each 3 hour class session. It will require critical thinking and note-taking during the lecture and laboratory presentations, instructor demonstrations, laboratory exercises, and group activities. In addition, you should expect to spend another 10 hours studying the lecture and laboratory material outside of class each week. 

Student Learning Outcomes (SLOs)

1. Demonstrate an understanding of the role of gravity and density in the formation of galaxies and solar systems
2. Differentiate between the constructive and destructive forces that shape Earth's topography and discuss the internal and external processes that drive these forces
3. Demonstrate an understanding of how streams, groundwater, glaciers, and ocean currents act to weather, erode, and deposit earth materials
4. Synthesize the atmospheric processes that heat and cool the atmosphere, drive wind, generate clouds and precipitation, and cause storms
5. In laboratory, apply the scientific method
6. In laboratory, use physical properties to identify minerals and rocks
7. In laboratory, describe the relative movement of Earth's tectonic plates at each of the three types of plate boundaries and the type of crust involved, provide an example of a specific landform created near each type of boundary, and locate on a map where each boundary could be found on Earth
8. In laboratory, describe the Earth–Sun relationship and its influence on Earth's seasons

Required Materials 

• Online textbook Earth Science (Open Educational Resource) in the TalonNet Module section.  
• Composition book. This scientific notebook will be your laboratory, lecture and field journal.
• A pack of Scantron test answer sheets (882-E), pen, pencil, and calculator (cell phone and other communication devices are unacceptable). 

TalonNet

The course website has the tabs on the left containing the following information.  The Syllabus has the information about the course that you are currently reading.  In the Modules section of the website you will find the Earth Science (OER) textbook.  Each module is listed by chapters and in each chapter there are links to investigate and videos to watch.  The Files tab has laboratory exercises, handouts and information for this course.  Prior to laboratory, you need to read all information pertaining to the lab and complete the pre-laboratory questions.  The Gradebook will allow you to see current grades for assignments, labs, quizzes, and exams.

Assessment

• Exams:There will be 4 exams in the semester. Each exam will be worth 100 points and 25% of the exam will be devoted to laboratory materials and skills. Students should daily review both their scientific notebooks and laboratory exercises to best prepare for exams.  You will need a pencil, calculator and a scantron for each exam. I expect you to have these when you arrive to class. If you do not, you will lose 5 points.   
• Laboratory Exercises:The laboratory exercises are to be completed and turned in before students leave the lab.  Each Laboratory is worth 5-10 points.  The laboratories exercises are to be read and have pre-lab questions completed prior to class. The rock lab and the cloud lab will have identification quizzes the day after the completion of the lab. Reflection and review activities related to the laboratory will be added to the Scientific Notebook.
• Scientific Notebooks: All course information and reflections, and journaling will be added to the scientific notebook.  You will put the following in the scientific notebook:  1) lec/lab assignments 2) notes on presented material (both lecture and laboratory) 3) laboratory conclusions/extensions, and 4) outdoor field notes for projects.  In the resource folder (in the TalonNet website) you should read the Guidelines for Scientific Notebooks. Laboratory notebooks will be turned in at each exam to be graded.
  • Lec/Lab Assignments: There will be occasional assignments given in class.  These assessments will not be on the syllabus and they will be announced verbally to the students. These assignments could involve current events in Earth science or review lecture/laboratory material.
  • Laboratory conclusions and extensions: You will draw conclusions related to the lab in journal entries.
  • Project field observations: You will write down observation about the moon and create a project from your data.

The MINIMUM number of points possible for the semester

4 Exams @ 100 points = 400 points

Scientific Notebook = 100 points

Assignments = 30 points

Laboratory Exercises = 150 points

Quizzes = 20 Points

Projects = 50 points

Total = 750  points

Grades are assigned as follows:
85-100% = A      75-84% = B      60-74% = C      50-59% = D      49% and below = F

 **Your grades are always available to you on TalonNet.  I will not discuss grades before or after class, you should come to my office to discuss grades.

THERE WILL BE NO EXTRA CREDIT GIVEN IN THIS CLASS.  IF YOU DO ALL OF YOUR WORK AND HAND IT IN ON TIME, YOU WILL NOT NEED EXTRA CREDIT.

 

Tentative Schedule

Week	Date	Topic	Reading
1	Jan. 9	Earth System Science  Lab. The Metric System	Ch. 1
	Jan. 11	Scientific Inquiry, Latitude/Longitude  Lab. Introduction to Topographic Maps
2	Jan. 16	Martin Luther King Jr.’s Holiday
	Jan. 18	Origins, Dark Matter	Ch. 2
3	Jan. 23	Galaxies, Stars  Lab. Introduction to the Solar System
	Jan. 25	Planets, Gravity
4	Jan. 30	Moon, Ellipses, Satellites  Lab. The Surfaces Features of Planets and Moons	Ch. 3
	Feb. 1	Earth's motions, Earth's surface features, Rocks  Lab. Introduction to Rocks	Ch. 4
5	Feb. 6	Rock Identification Quiz   Geologic time  Lab. Earth’s History
	Feb. 9	Exam I (Chapters 1-4, Laboratory Exercises, and In-class Activities)
6	Feb. 13	Moon Project Due   Earth's interior, Seismic waves	Ch. 5
	Feb. 15	Continental drift, Sea floor spreading  Lab. Plate Tectonics
7	Feb. 20	Washington’s Birthday Holiday
	Feb. 22	Plate boundaries, Geologic surface features
8	Feb. 27	Stresses, Faults, Folds  Lab. Faults and Folds	Ch. 6
	Mar. 1	Earthquakes, Earthquake Predictions  Lab. Earthquakes
9	Mar. 6	Volcanoes, Magma, Mass Wasting  Lab. Volcanoes	Ch. 7
	Mar. 8	Mechanical and Chemical Weathering  Lab. Basin and Range Topography
		Spring Break
10	Mar. 20	Exam II (Chapters 5-7, Laboratory Exercises, and In-class Activities)
	Mar. 22	Surface Erosion  Lab. Hydrosphere
11	Mar. 27	Surface Deposition  Lab. Glaciers	Ch. 8
	Mar. 29	Water Resources
12	Apr. 3	Rivers, Wetlands, Groundwater  Lab. Streams	Ch. 9
	Apr. 5	Continental Margins, Oceanic Layers
13	Apr. 10	Waves, Tides, Currents  Lab. Waves and Tides	Ch. 10
	Apr. 12	Coasts and Beaches  Lab. Coasts
14	Apr. 17	Ocean organisms, Ocean ecosystems
	Apr. 19	Exam III
15	Apr. 24	Layers of the Atmosphere  Lab. Introduction to the Atmosphere	Ch. 11
	Apr. 26	Heat, Wind, Circulation
16	May 1	Clouds, Fog, Precipitation  Lab. Clouds	Ch. 12
	May 3	Cloud Identification Quiz   Air masses, Fronts, Storms  Lab. Interpreting Weather Maps
17	May 8	Controls of Climate, Oceans	Ch. 13
	May 10	Climate zones, Biomes  Lab. Climate and Climographs
18	May 17	Final Exam	Review

 

 

Student Responsibilities

• Read: I encourage you to read the text BEFORE you come to class so you can familiarize yourself with the topics that we will be covering. 
• Laboratory Safety: You are responsible for cleaning up any spills during laboratory and completely cleaning your space after laboratory exercises. Handle glassware and other equipment with care.  Notify the instructor immediately of any broken glassware or equipment. 
• Laboratory Equipment: Microscopes need to be properly handled and stored. The Vernier Labquests and sensors need to be properly handled and put back into their containers.  Students are responsible for any broken or lost materials. 
• Classroom Conduct: Come to class willing to connect and be attentive to the instructor, other students and the material.  Disruptive side conversations and texting under the table is disrespectful and takes away from everyone's learning experience. NO make-up labs will be offered and students will not be allowed to return and finish a laboratory exercise.
• Attendance: Regular class attendance is paramount to your success in this class. Please attend class regularly and on time. Being late is disruptive to the entire class, especially on exam days. If you miss class, you may NOT make-up the lab.
• Food/Drink: There is absolutely NO food or drink allowed in the new laboratory classroom.  Please help keep the new room in perfect condition!
• Cell Phones: Turn off all cell phones. I do not want to see cell phones in class at any time this includes before class, during class, or at break time or even if you are using it as a calculator.
• Add/Drop: It is your responsibility to know the add/drop deadlines. Do not rely on me to drop you from the class.  If you do not drop the class, you may receive an ‘F’ for the semester. These dates are printed in the schedule, posted online and found on the TalonNet calendar. DO NOT RELY ON ME TO DROP YOU. 
• Come see me: If you are having trouble with the material in this class I encourage you to come and talk to me as soon as possible. Do not wait until the end of the semester.

Attendance Policy

• Attendance will be taken after 1 hour on the first day of the term. Students not in attendance (either wait listed or enrolled) will be dropped as a no-show.
• During the first two weeks of the term (or as long as there are wait-listed students) any single absence by an enrolled student will be considered as excessive and the student will be dropped from the course.
• After the initial two weeks of the term students will be dropped for excessive absences after they have five unexcused absences. An absence is excused if you have notified me ahead of time AND I have excused you.
• You may make up a Exam ONLY if you inform me of the absence ahead of time via email or phone message. If your excused absence prevents you from turning in an assignment on its due date then you must turn in the work at the beginning of the next class you attend.
• If you arrive late (after I take attendance), or you leave early, or you are using your cell phone during class I will deduct 5 points each time from your final grade.  Be on time and be respectful of the instructor and other students in the class.

The Habits of Mind:   iFalcon

• Focus on the work to be done.
• Advance your skills and education by always improving.
• Link Up with other like-minded students, faculty, and campus services to help you along your educational path.
• Comprehend your course material instead of just memorizing it.
• Organize your life to reach your goals.
• Try New Ideas to accelerate your learning and improve your skills. Be curious, seek out new perspectives and skills, and transfer concepts to new contexts in order to solve problems. 

Disabled Student Programs and Services

• If you have a documented disability and with to discuss academic accommodations, please contact me as soon as possible
• If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Disabled Student Programs and Services at (562) 860-2451 ext. 2335, as early as possible in the term.
• Students with disabilities are encouraged to contact the instructor during office hours to discuss their disability related accommodations. Use of Disabled Student Programs and Services (DSPS) services including testing accommodations, requires prior authorization by DSPS and compliance with approved procedures.
• It is the college’s policy to provide, on an individual basis, reasonable accommodations to student who have disabilities that may affect their ability to participate in course activities or meet course requirements. Students with disabilities are encouraged to contact their instructor to discuss their individual needs for accommodations.  

Academic Dishonesty: Academic Dishonesty is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of academic dishonesty would include, but not be limited to the following:

• Copying, either in part or in whole, from another’s test or examination;Discussion of answers or ideas relating to the answers, on examination or test when the instructor prohibits such discussion;
• Obtaining copies of an exam without the permission of the instructor;
• Using notes, “Cheat sheets,” or otherwise utilizing information or devices not considered appropriate under the prescribed test conditions;
• Altering a grade or interfering with the grading procedures in any course;
• Allowing someone other than the officially enrolled student to represent the same;
• Plagiarism, which is defined as the act of taking the ideas, words or specific substantive material of another and offering them as one’s own without giving credit to the source.

The faculty member may take options to the extent that the faculty member considers the cheating or plagiarism to manifest the student’s lack of scholarship or to reflect on the student’s lack of academic performance in the course. One or more of the following actions are available to the faculty member who suspects a student has been cheating or plagiarizing:

• Review-no action.
• An oral reprimand with emphasis on counseling toward prevention of further occurrences.
• A requirement that work be repeated.
• A reduction of the grade earned on the specific work in question, including the possibility of no credit for the work.
• A reduction of the course grade as a result of item 4 above, including the possibility of a failing grade for the course.
• Referral to the Office of Judicial Affairs for further administrative action, such as suspension or expulsion.

Earth Science Department Writing Standards: The Earth Science Department faculty recognizes that having fundamental writing skills is critical to success at Cerritos College and beyond. We acknowledge that these skills transcend traditional English composition classes impacting nearly the College’s entire curriculum, including the sciences and math. Accordingly, the Earth Science Department faculty believes it is our professional responsibility to do all that we can to insure that students leave Cerritos College having demonstrated a mastery of basic writing skills. To that end this document outlines the writing expectations for all students taking coursework from the faculty of the Earth Science Department. The faculty of the Earth Science Department also agrees that in order for a student to receive a grade of “C”, or better (on any one writing assignment) the student’s writing must meet or exceed the criteria noted below as they may apply to the assigned writing.

Standards

Section A: brief writing work including in-class essays and short-answer exam questions.

• Write clear, logically organized sentences having correct spelling, grammar and use of punctuation 
• Organize sentences into well-constructed paragraphs.   

Section B: longer writing work including research, and discussion papers and essays.

• Write clear, logically organized sentences having correct spelling, grammar and use of punctuation. 
• Organize sentences into well-constructed paragraphs. 
• Include a well thought out thesis, or claim, statement that establishes the central theme of the writing.
• Develop supporting evidence in logically organized successive paragraphs that focus on proving the central theme or thesis.