Unit VIII Assignment

ES 1010, Earth Science 1

Course Description Study of the scientific principles that influence our planet, its rocks, mountains, atmosphere, and oceans.

Course Textbook/Course Material(s) Lutgens, F. K., & Tarbuck, E. J. (2014). Foundations of Earth science (7th ed.). Upper Saddle River, NJ: Pearson. Bequette, F. (1997, March). Large dams. UNESCO Courier, 44+. Environmental Protection Agency. (2010). Ozone science: The facts behind the phaseout. Retrieved from

http://www.epa.gov/ozone/science/sc_fact.html NASA Goddard. (2008, October 24). In the zone [Video file]. Retrieved from https://youtu.be/lB1FADETAyg National Aeronautics and Space Administration. (2015a). What is a planet? Retrieved from

https://solarsystem.nasa.gov/planets/whatisaplanet.cfm National Aeronautics and Space Administration. (2015b). Stars. Retrieved from

http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ National Aeronautics and Space Administration. (2015c). Solar system exploration. Retrieved from

http://solarsystem.nasa.gov/planets/ National Aeronautics and Space Administration. (2014). The method of parallax. Retrieved from

http://imagine.gsfc.nasa.gov/features/yba/HTCas-size/parallax3.html National Oceanic and Atmospheric Administration. (2010a). Global weather. Retrieved from

http://www.srh.noaa.gov/jetstream/global/global_intro.htm National Oceanic and Atmospheric Administration. (2010b). JetStream—online school for weather. Retrieved from

http://www.srh.noaa.gov/srh/jetstream/synoptic/synoptic_intro.htm National Oceanic and Atmospheric Administration. (2015). Global warming. Retrieved from

http://www.ncdc.noaa.gov/monitoring-references/faq/global-warming.php National Severe Storms Laboratory. (n.d.-a) Severe weather 101: Thunderstorm basics. Retrieved from

http://www.nssl.noaa.gov/education/svrwx101/thunderstorms/ National Severe Storms Laboratory. (n.d.-b) Severe weather 101:Tornado basics. Retrieved from

http://www.nssl.noaa.gov/education/svrwx101/tornadoes/ 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

http://pubs.usgs.gov/gip/volc/structures.html United States Geological Survey. (1999). "Hot spots": Mantle thermal plumes. Retrieved from

http://pubs.usgs.gov/gip/dynamic/hotspots.html#anchor19316266

ES 1010, Earth Science Course Syllabus

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United States Geological Survey. (1999). The nature of volcanoes. Retrieved from http://pubs.usgs.gov/gip/volc/nature.html

United States Geological Survey. (2001a). Relative time scale. Retrieved from

http://pubs.usgs.gov/gip/geotime/relative.html United States Geological Survey. (2001b). Radiometric time scale. Retrieved from

http://pubs.usgs.gov/gip/geotime/radiometric.html United States Geological Survey. (2010). Types of volcano hazards. Retrieved from

http://volcanoes.usgs.gov/hazards/index.php United States Geological Survey. (2011). Principal types of volcanoes. Retrieved from

http://pubs.usgs.gov/gip/volc/types.html United States Geological Survey. (2014). Earthquakes with 1,000 or more deaths 1900-2014. Retrieved from

http://earthquake.usgs.gov/earthquakes/world/world_deaths.php 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. 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.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

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. 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. 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 part of all CSU term courses. More information and specifications can be found in the Student Resources link 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.

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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.

11. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard. The CSU Online Library offers several reference services. E-mail ([email protected]) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page. Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments Unit IV Assignment View The San Andreas Fault virtual field trip and respond to the accompanying questions located in Blackboard. Once all questions have been answered, click the "Submit" button. The "Save" and "Submit" buttons are located at the bottom of the assignment. Click here for The San Andreas Fault field trip. To view your Unit IV Assignment Grading Rubric, click here. 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 http://www.nhc.noaa.gov/outreach/games/canelab.htm. Follow the instructions below to answer the questions. 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.

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?

4. What was the ideal latitude range for the formation of the tropical storm? Why?

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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.

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.

APA Guidelines The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.” Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

ES 1010, Earth Science 5

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Unit Assessments (8 @ 8%) = 64% Unit IV Assignment = 7% Unit VII Web Assignment = 6% Unit VIII Assignment = 7% Total = 100%

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

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ES 1010, Earth Science Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Introduction to Earth Science, Earth Materials

Review:  Unit Study Guide

Read:

 Introduction: Introduction to Earth Science  Chapter 1: Matter and Minerals  Chapter 2: Rocks: Materials of the Solid Earth  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit II Sculpturing Earth’s Surface

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 3: Landscapes Fashioned by Water  Chapter 4: Glacial and Arid Landscapes  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

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ES 1010, Earth Science Course Schedule

Unit III Plate Tectonics and the Restless Earth

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 5: Plate Tectonics: A Scientific Revolution Unfolds  Chapter 6: Restless Earth: Earthquakes, Geologic Structures, and Mountain Building  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit IV Igneous Activity and Geologic Time

Review:  Unit Study Guide

Read:

 Chapter 7: Volcanoes and Other Igneous Activity  Chapter 8: Geologic Time  Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

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ES 1010, Earth Science Course Schedule

Unit V Oceans

Review:  Unit Study Guide

Read:

 Chapter 9: Oceans: The Last Frontier  Chapter 10: The Restless Ocean  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit VI Earth’s Atmosphere

Review:  Unit Study Guide

Read:

 Chapter 11: Heating the Atmosphere  Chapter 12: Moisture, Clouds, and Precipitation  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

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ES 1010, Earth Science Course Schedule

Unit VII The Atmosphere in Motion and Weather Patterns

Review:  Unit Study Guide

Read:

 Chapter 13: The Atmosphere in Motion  Chapter 14: Weather Patterns and Severe Weather  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Web Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

Unit VIII The Solar System and Stars

Review:  Unit Study Guide

Read:

 Chapter 15: The Nature of the Solar System  Chapter 16: Beyond Our Solar System  Appendix D: Stellar Properties  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals: