Portland Community College | Portland, Oregon

The purpose of this course is to gain knowledge and appreciation of Earth's Systems

Field Based Learning Statement 

Earth and space sciences are based on observations, measurements and samples collected in the field. Field-based learning is recommended by numerous professional Geology organizations, including the American Geological Institute and the National Association of Geoscience Teachers. Field-based learning improves both metacognition and spatial/visualization abilities while helping to transfer basic concepts to long-term memory by engaging multiple senses at the same time. Spatial thinking is critical to success in STEM (Science, Technology, Engineering, and Math) disciplines. Field work may include:

• Developing skills in site characterization
• Application of key terms and concepts
• Measurement and data collection
• Interpretation of data and observations, and fitting them to a larger context

Field work may be physically challenging and may require overland travel on foot or other means to field sites, carrying equipment and supplies, and making measurements in unusual or awkward positions for a length of time.  Field work may include inherent risks (uneven terrain, variable weather, insects, environmental irritants, travel stress, etc.). Field work can be adapted to individual abilities.

Regarding the teaching of basic scientific principles (such as geologic time and the theory of evolution), the Portland Community College Geology/General Studies Subject Area Committee  stands by the following statements about what is science. 

• Science is a fundamentally non-dogmatic and self-correcting investigatory process.  A scientific theory is neither a guess, dogma, nor myth.  The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation. 
• “Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy.  This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004). 
• Geology/General Science instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us.  Instructors will not teach that “creation science” is anything other than pseudoscience.  
• Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.

Upon successful completion of the course students should be able to:

1. Describe the work of earth scientists and how earth scientists contribute to solving societal challenges associated with earth hazards, earth resources, and global climate change. 
2. Use accepted scientific models to describe Earth’s major cycles within and connecting the atmosphere, biosphere, exosphere, geosphere, hydrosphere, and anthroposphere (sphere of human influence).
3. Apply critical thinking and the scientific method to investigate accepted theories in earth and space science and distinguish between science and pseudoscience in the popular press.
4. Employ scientific skills and reasoning to collect, read, and present data in written and graphical form from field and laboratory settings and draw scientifically valid conclusions. 

Students who successfully complete this course should be able to:

1. Appreciate the contributions of the earth science fields; including hydrology, seismology, volcanology, paleontology, astronomy, oceanography, meteorology, soil science, and glaciology, to our evolving understanding of global change and sustainability while placing the development of the field of earth science into historical and cultural context.
2. Become an Earth science literate citizen.

An Earth-science-literate citizen:
- understands the fundamental concepts of Earth’s many systems
- knows how to find and assess scientifically credible information about Earth
- communicates about Earth science in a meaningful way
- is able to make informed and responsible decisions regarding Earth and its resources
(Supporting concepts can be found at Earth Science Literacy Initiative).

The material in this course will be presented in a lecture/discussion format accompanied by laboratory exercises. Other educationally sound methods may be employed such as guest lectures, field trips, research papers, presentations and small group work. 

At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The methods will include a General Educations Signature Assignment and laboratory write ups, and will also include one or more of the following assessment tools: examinations, quizzes, homework assignments, research papers, small group problem solving of questions arising from application of course concepts and concerns to actual experience, oral presentations, or maintenance of a personal work journal.  

Topics to be covered include: Weeks are merely suggestions, instructors can teach topics in whatever order works best for them.

• Introduction to Earth Systems (Week 1)
  • What earth scientists do and their role in society
  • Introduction to scientific method and skills.
  • Introduction to geologic and astronomic time from the big bang to present.
• Interconnection of the spheres (Week 2)
  • Introduce the spheres
  • Biogeochemical cycles (carbon, nitrogen)
  • Evolution of life
• Geosphere (Week 3-4)
  • Theory of Plate Tectonics and associated hazards
  • The rock cycle
  • Natural resources and human impact
  • Soil development and erosion
• Hydrosphere (Week 6-7)
  • Hydrologic cycle and the human impact
  • Relative abundance and significance of different water sources on earth
  • Global ocean circulation patterns
  • Flooding and human influenced disasters
• Atmosphere (Week 8-9)
  • Weather and weather hazards
  • Global cycles and circulation patterns
  • Historical climate change
  • Human influenced climate change
• Exosphere (Week 10)
  • Understanding our solar system, historical evolution and societal significance.
  • Comparative geology between planets with a focus on Mars 
  • Exoplanets 

Skills 

• Data
  • accurately collect and measure data
  • explain qualitative versus quantitative observations
  • explain the difference between observation and interpretation
  • identify point data versus range data
  • identify accuracy and precision of data  
  • read and presenting data in graphs, tables, and contour maps
  • identify trendlines and correlations from graphs
  • use spreadsheets and graphing programs
  • use the metric system 
• Calculations
  • convert units
  • determine appropriate significant figures
  • set up and solving equations from written statements
  • Calculate rates and gradients
  • Calculate averages
  • Calculate ratios and percentages
• Maps
  • orientate using a map
  • read latitude and longitude on maps
  • measure distances with graphical or ratio scale 
  • use contoured data
  • calculate slopes and gradients from maps
• Field and Laboratory Work and Tools
  • set up experiments
  • scale experiments
  • identify assumptions
  • use laboratory equipment and tools safely and properly
• Using models
  • define and identify proxies
  • identify model assumptions
  • identify model limitations 
  • extrapolate to real world scales
  • use the past to predict the future

Lab assignments should incorporate the principles of transparent assignment design and use student-facing language to clearly state the purpose, task, and success criteria of the lab.  Each lab should include the following components/sections and/or meet the following criteria:

1. Statement of Purpose: Why are students doing this lab? How does the lab fit with and support the class learning goals and why is this lab relevant to student’s lives and communities?

2. Learning Objective(s) : Clearly state the main objective of the lab. 

3. Skills: Existing skill students will need to complete the lab and new skills that the students will develop by completing the lab.

4. Knowledge: Existing knowledge students will need to complete the lab and new knowledge the students will learn by completing the lab.

5. Materials and Equipment: List of materials and equipment needed to complete the lab.

6. Tasks (procedures): What the students have to do to successfully complete the lab, including measurements, calculations, and questions to be answered.

7. Self Reflection: Students have an opportunity to reflect on their learning process and/or construct meaning for themselves.

8. Success Criteria: What standards will be used to evaluate student work; can be a rubric or narrative description.

9. Point Distribution: grading points associated with each section or questions should be clearly specified.

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