PHY 1010, Earth Science - Waldorf University

1 PHY 1010 , Earth Science 1 Course Description Study of the scientific principles that influence our planet, its rocks, mountains, atmosphere, and oceans. Course Textbook Lutgens, F. K., Tarbuck, E. J., & Tasa, D. (2014). Foundations of Earth Science (7th ed.). Pearson. #/books/9780133558913 Students may receive a custom edition of the course textbook. Bequette, F. (1997, March). Large dams. UNESCO Courier, 44+. Environmental Protection Agency. (2010). Ozone Science : The facts behind the phaseout. Retrieved from NASA Goddard. (2008, October 24). In the zone [Video file]. Retrieved from National Aeronautics and Space Administration. (2015a). What is a planet? Retrieved from: National Aeronautics and Space Administration. (2015b). Stars. Retrieved from National Aeronautics and Space Administration. (2015c). Solar system exploration. Retrieved from: National Aeronautics and Space Administration.

2 ( ). Parallax. Retrieved from National Oceanic and Atmospheric Administration. (2010a). Global weather. Retrieved from: National Oceanic and Atmospheric Administration. (2010b). JetStream online school for weather. Retrieved from: National Oceanic and Atmospheric Administration. (2015). Global warming. Retrieved from National Severe Storms Laboratory. ( ) Severe weather 101: Thunderstorm basics. Retrieved from National Severe Storms Laboratory. ( ) Severe weather 101:Tornado basics. Retrieved from Sections of San Andreas Fault in San Francisco area are locked up. (2014, October 22). Space Daily. United States Geological Survey. (1997). Other volcanic structures. Retrieved from United States Geological Survey. (1999). "Hot spots": Mantle thermal plumes. Retrieved from #anchor19316266 PHY 1010 , Earth Science Course Syllabus PHY 1010 , Earth Science 2 United States Geological Survey.

3 (1999). The nature of volcanoes. Retrieved from United States Geological Survey. (2001a). Relative time scale. Retrieved from United States Geological Survey. (2001b). Radiometric time scale. Retrieved from United States Geological Survey. (2010). Types of volcano hazards. Retrieved from United States Geological Survey. (2011). Principal types of volcanoes. Retrieved from United States Geological Survey. (2014). Earthquakes with 1,000 or more deaths 1900-2014. Retrieved from What are technology and engineering? (2009). The Ohio Journal of Science , 109(2), 40. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Describe the scientific method to include how scientific theories evolve. 2. Differentiate levels of matter that compose the Earth s continental crust. 3. Identify processes that shape the Earth s landscapes to include their role in the rock cycle.

4 4. Summarize the movement of water through the hydrologic cycle. 5. Demonstrate how earthquakes and volcanoes are driven by various geological forces. 6. Explain the principles and techniques used by geologists to construct the geologic time scale. 7. Compare the geography, composition, circulation, and temporal cycles of the oceans. 8. Relate how radiation and atmospheric processes control weather and climate. 9. Develop a time-line for solar system evolution. 10. Demonstrate how stars are classified. Academic Integrity Honesty and integrity are taken very seriously at Waldorf University . All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy. Credits Upon completion of this course, the students will earn three (3) hours of college credit.

5 Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook and/or outside resources. PHY 1010 , Earth Science 3 5. Suggested Reading: Suggested Readings are listed in Units II, V, and VIII. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. Chapter presentations are provided in Units I-III and V-VIII as Suggested Reading to aid students in their course of study 6.

6 Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units II and III to aid students in their course of study. 7. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Course Policies listed in the Course Menu bar. 8. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of multiple-choice and/or matching, ordering, and written-response questions. 9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units IV, VII, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below. 10. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

7 11. Student Break Room: This communication forum allows for casual conversation with your classmates. Unit Assignments Unit IV Assignment Choose from ONE of these four virtual field trips to view and respond to the accompanying questions in the worksheet. Once completed save the worksheet with your last name and student number as the file name and submit to Blackboard for grading. 1. Click here for The Sedimentary Rocks of Capitol Reef National Park. Click here for the accompanying worksheet. 2. Click here for Sheep Mountain Anticline. Click here for the accompanying worksheet. 3. Click here for The San Andreas Fault. Click here for the accompanying worksheet. 4. Click here for Crater. Click here for the accompanying worksheet. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Web Assignment Hurricanes Web Assignment Access the National Oceanic and Atmospheric Administration (NOAA) Create-A-Cane site here, or copy and paste this address into your browser Follow the instructions below to answer the questions.

8 Use this interactive game to create a "perfect storm." Go through and adjust the atmospheric conditions to produce a powerful hurricane. If you get the conditions perfect, you will get a score of 80 and the simulation will prompt you to answer a few questions. If you go on to answer the questions correctly, you can boost your score to 100. It may take you several attempts to get your perfect storm and you do not need to report your score. Use the help buttons to understand how each factor contributes to the formation of the storm. Once you are satisfied with your score, answer the questions below. Copy and paste the questions into a word document. Once you have answered all the questions, save the document using your last name and student ID as the file name and upload to Blackboard for grading. 1. What types of winds were required in each level of the atmosphere? Describe the wind speed and direction at each level.

9 2. Why is it critical that all levels blow in the same direction to form a tropical storm? What happens when you have lower winds blowing a different direction than upper winds? 3. It seems intuitive that stronger winds would be better for forming a hurricane. Why is this not the case? PHY 1010 , Earth Science 4 4. What was the ideal latitude range for the formation of the tropical storm? Why? 5. Given that tropical storms/hurricanes require high moisture and temperatures, why can t tropical storms form at the equator (0 degrees latitude), where temperatures and moisture are generally very high? 6. What moisture level was required for each of the atmospheric layers? 7. Why is moisture critical to form a hurricane? 8. How did the sea temperature affect your score? Why? 9. Which of the above factors seem to make the biggest difference in your score and why? 10. Explain why hurricanes dissipate so quickly once they make landfall.

10 Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Assignment Parallax angle and Hertzsprung-Russell diagrams. Download the Unit VIII assignment worksheet by clicking here and follow the instructions to complete it. Once completed, save the worksheet with your last name and student number and upload to Blackboard for grading. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Submitting Course Papers/Projects Once you have completed your papers/projects, submit your completed papers/projects by uploading through the Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record will automatically be updated to indicate you have submitted your papers/projects and the assignment will be provided to your professor for grading.