university of southern maine, environmental …...edition). this is the book used in eng 100 college...

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University of Southern Maine Department of Environmental Science & Policy

Fundamentals of Environmental Science

CRN 69937 ESP 101K Fundamentals of Environmental Science Fall 2017 3 credits version: 8/23/17

Instructor: Dr. Robert M. Sanford Office: 106A Bailey, Telephone: 780-5756, E-mail: [email protected] Office hours: M/W 9:30-11, T/Th 11:00 -12:00 PM, and per arrangement. I keep my door open and am in my office for more than these posted hours. You are welcome to stop by. Undergraduate Learning Assistants (LAs): Emma Dennison ([email protected]) Matt Duff ([email protected]) and Kayla Crow ([email protected]). The LAs will post office hours, study groups, & related.

Lectures: T/TH 9:30--10:45, Room 10 (auditorium) Bailey Hall, Gorham campus.

Prerequisites and corequisites: Math and writing proficiencies must be met before taking this course. Students normally take one of the ESP 102 laboratory sections concurrent with this course.

Texts: 1. Withgott & Laposata, 2018. Environment: The Science behind the Stories (6th ed.)Pearson, Boston.

2. Wagner & Sanford, 2010. Environmental Science: Active Learning Laboratories andApplied Problem Sets (2nd ed.). Wiley & Sons, NY. (This book also used for ESP 102. Itis possible to share copies.)

Suggested reference and writing guide: Hacker & Sommers, A Writer’s Reference, Bedford/St. Martin’s: Boston (8th Edition). This is the book used in ENG 100 College Writing.

Introduction: Fundamentally, environmental science is about understanding and solving problems. This course provides a multi- and interdisciplinary survey of environmental concepts, issues, and controversies. It serves as a core science course for “general education” and as the introductory course to majors in the Department of Environmental Science & Policy

Many people enroll in this course because they wish to acquire a better understanding of common environmental issues that we all face at local, regional, and global levels. If you are majoring in business, you should find value in learning about the I = PxAxT. model, life cycle analysis (LCA), or the hidden costs of manufacturing and in so doing,

Copyright 2018 Robert M. Sanford

mailto:[email protected]



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consider ways to realize better productivity with minimal impact. If you are majoring in communications, you will see that many issues can be resolved through a better informed citizenry and that clearly defining issues, risks, and actions is key to protecting ecosystem services and access to natural resources for future generations. If you are an artist, you will find a wealth of material from which to render works that tap into human emotion and stimulate contemplation about deep ecology. If you are majoring in any science, technology, engineering, or math you will see solutions that can be studied through modeling and experimentation. If you plan to study medicine, then environmental science will provide a broad background allowing you to make links between health issues and environmental issues such as pollution, air quality, water quality, or recent increases in zoonotic diseases that are correlated with climate change. Of course we are all concerned citizens and in that regard this class should give you basic knowledge to speak with authority on environmental issues in your community, the nation, and the world. As you may realize, Environmental Science supports an integrated approach to basic environmental literacy and sustainability. Indeed, reigning throughout this course is the common theme of sustainability where we consider the overlap between ecological, economic, and societal impacts in all human endeavors. I hope that over the semester you will find this course to be engaging and that you will actively participate in course discussions and exercises – your perspective matters. This is a Learning Assistant class in which it is assumed that students come to class having done the readings. Class activities are used as active learning tools in which the course topics are applied to reinforce learning and retention. Course objectives: 1. Articulate the boundaries of science, explain how science differs in content and methodology, and describe the interdisciplinary nature of environmental science. 2. Use basic mathematics and science language and tools to describe environmental variables and conditions. This includes concepts such as environmental ethic, deep ecology, risk, tragedy of the commons, precautionary principle, conditions vs problems, systems thinking, overpopulation, and sustainability. 3. Use quantitative reasoning skills in identifying, reading, and analyzing environmental problems, and in selecting appropriate strategies to solve those problems. This includes creating and testing hypotheses.


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4. Describe the interface between scientific knowledge and social/cultural factors in addressing environmental problems. As part of this interface, demonstrate an understanding of the achievements and limitations of science. Ancillary course objectives: A1. Assemble a personal portfolio of your best work documenting a semester of environmental science inquiry and learning. A2. Design a project that provides an environmental service or benefit to the public. Lecture Schedule1 HW refers to the date that an assigned Problem Set (from Wagner & Sanford book) is due. Note the formal homework assignment due dates. Chapter readings are from lecture text. These readings are to be completed prior to class on the corresponding date in the outline.

ESP 101 Outline

Date Week 1 Topic Assignments due today

Aug 29 Course organization & purpose.

Understanding environmental

problems and causes

Read lecture textbook Chapter 1 In-class: Draw an ecosystem

Environmental Science knowledge/action Bingo

Aug 31 Environmental science and Scientific

method. Science fundamentals,

physical systems

Chapter 2

Week 2

Sept 5 Evolution, biodiversity and

population ecology Chapter 3

1HW: Do Problem Set #1 Sci. Method I (p

153-156 in lab book)

Sept 7 Species interactions and community

ecology Chapter 4

Week 3

Sept 12 Invasive species 2HW: Do Problem Set #2 Sci. Method II (p

157-162 in lab book)

The Cane Toads: An Unnatural History

Sept 14 Ecosystem Ecology Chapter 5

Week 4

Sept 19 Ecosystem Ecology Chapter 5

3HW: P.S. #3 Quant. of Environmental

Problems (just parts I & II)

Sept 21 Ethics, Economics, Sustainable

development

Chapter 6

Describe three ideas for a civics project

1

Lecture schedule is subject to change, depending on the needs of the class, weather, and the Whims of Fate.


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Week 5

Sept 26 Environmental Policy: Making

decisions

Chapter 7

4HW: P.S. #8 Ecological Footprints

Sept 28 Human Population Chapter 8

Week 6

Oct 3 Soil, Agriculture and farming Chapter 9

Oct 5 Biodiversity and classification EXAM I

Week 7

Oct 10 No class October break

Oct 12 Biotechnology and food future Chapter 10

5HW: P.S. #7 Recognizing Human Impacts

Week 8

Oct 17 Biodiversity and Conservation Chapter 11

Oct 19 Forests and Protected Areas Chapter 12

Week 9

Oct 24 Urban Environment Chapter 13

Visit http://www.biomimicryinstitute.org/

Oct 26 Civic project Civic project 2-minute presentations

Bring portfolio to class

Week 10

Oct 31 Environmental Health &

Toxicology

Chapter 14

Nov 2 Freshwater Systems Chapter 15

6HW: P.S. #10 Water Qual. Cons

Week 11

Nov 7 Marine & Coastal Systems Chapter 16

Nov 9 Atmospheric Science, Air

Quality, and Pollution Control

Chapter 17

Week 12

Nov 14 Global Climate Change Chapter 18

Nov 16 Fossil Fuels and Energy

Conservation

Chapter 19

Civics Project due

Week 13

Nov 21 Conventional Energy Alternatives Chapter 20

EXAM II

Nov 23 No Class Thanksgiving

Week 14

Nov 28 New Renewable Energy Chapter 21

Nov 30 Managing our Waste Chapter 22

Visit this web site:

http://www.storyofstuff.com/

Week 15


http://www.biomimicryinstitute.org/

http://www.storyofstuff.com/

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Dec 5 Minerals and Mining Chapter 23

Minerals in the classroom worksheet

Dec 7 Worldviews, sustainability Chapter 24

Final

Dec 12

Tuesday

10:45-

12:45

10 Bailey EXAM III

Portfolio due

Overall Course Grading: A major form of evaluation for this course is a portfolio to show the learning done as a result of the class. (Portfolios are common in the work world, not just in academia.) Students create an applied (environmental civics) project. The exams will use fairly standard multiple choice (possibly also short answer, true/false, and similar formats) to test knowledge of materials covered or addressed in the course, with emphasis on the textbook. Students are responsible for the information contained in the assigned chapters whether or not we discuss them in class and in the lectures/activities. If you have questions or concerns about your academic performance at any time throughout the semester, please do not hesitate to contact me.

Evaluation percentage overall grade Portfolio 30 Civics project 10

3 Exams 10, 10, & 15 6 Homework problem sets 10 Participation 15

100%

Integrity and civics: In accordance with USM policy (and basic decency), students are expected to do their own work and not appropriate or plagiarize the works of others. Failure to properly cite sources is considered plagiarism, which can lead to an F in the assignment or course. Courtesy and proper behavior is expected in and outside of the classroom at all times. Be sure to turn off your cell phone, unless you need it on vibrate because of a family situation, and please keep your cell phone in your bag or pocket during class and lab. Laptop computers (and related hand-held electronic items) can be useful tools in learning. However, their misuse (emailing, Facebook, Four Square, etc.) during class time becomes a barrier to learning to the user and fellow students and is highly distracting and disrespectful to the instructor. Therefore, the handheld electronic use policy for this is class is simple: (1) emailing, video watching, or other non-authorized, directly class related activities are not permitted; (2) use of electronic devises for enhanced course learning shall be by permission of the instructor. Texting, tweeting, twerking, or other personal communication with electronic devices during class time is


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prohibited. Exceptions to this due to the need to accommodate a disability must be arranged through the Disability Services Center (https://usm.maine.edu/dsc). If a potential emergency necessitates access to a personal communication device see the instructor before class.

Attendance, participation, and related: Attendance at class meetings is expected. Attendance and attitude are considered in assigning a grade for participation. Students should not arrive late to class, but if you do arrive late it is better to come in quietly rather than to skip class. This course is based on the premise that students do the assigned readings before class and therefore class activities focus on and enhance the topical subjects rather than just being lectures on the assigned chapters. If there is a problem, use discretion and contact me—for example, I understand and agree driving in blizzard conditions is not a good idea. Regardless, students are responsible for all course material--homework, activities, tests, and readings--even if they have an excused absence. In addition to the instructor, Interactions with the Learning Assistants, Blackboard, and other students in this course all contribute toward the Participation grade. On-line Support and Blackboard: A Blackboard site has been established online for this course. This course uses Blackboard for announcements, grades, discussions and other course support activities. All students enrolled in courses at USM receive an email address that enables access to Blackboard. Please see the Computer Center for information on access and use of Blackboard. The following link presents a quick guide for students new to Blackboard: http://www.learn.maine.edu/crs/bb5_guide.html Use the site to share information with each other about developing your portfolios, preparing your projects, and other things related to the course. I will monitor the site to see who visits it and I will count this as part of participation in the course. Homework Problem Sets: There are homework assignments in addition to in-class activities and other assignments. Unless announced otherwise, homework assignments will be due in class (hardcopy) or as a Word document on Blackboard on the date indicated on the outline. Use proper citations and references as per the textbook and the lab/homework book. Wikipedia is not an acceptable reference. Homework must be typed except for calculations. Graphs and tables should be computer-generated—do not hand-draw them. Emailing a homework problem set does not count as turning it in (this avoids software compatibility & other problems. Late homework will not be accepted for grading but it can still be done for your portfolio. Please be sure to complete all pages of the assigned homework. Show all work, including calculations, not just the final answers—if the work is not shown it may not score above 50%. Use scientific notation and label all units. Homework is graded on a scale of 1 to 10.


http://www.learn.maine.edu/crs/bb5_guide.html

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Portfolio: The student will create a portfolio in a three-ring binder to document learning in the course (an e-version is also acceptable). I have a rubric I will share with you. The portfolio requires:

Memorandum of introduction that addresses the learning objectives and how you have chosen examples of your work that show how you have met the objectives,

Index (table of contents),

Dividers or numbered pages,

Best examples of your learning through your corrected exams, homework, and other assignments.

Reactions and evaluations of your notes, exams, homework & other items

Items included from outside the class. A portfolio that just gives back work and other materials previously handed out is not acceptable and will not pass. The portfolio is your presentation of the learning you have done--summarize this in a cover memo to me in the front of the portfolio. You can bring your portfolio whenever you want and show it to me or the Learning Assistants. A portfolio that is gradually worked on throughout the semester usually does much better than one done at the last minute. Project in Environmental Civics: You create a project that shows the application of environmental science to solving problems. This project will document an inquiry chosen by the student that, through learning and application, leads to a specific product or service provided by the student. Your project must incorporate a subject area (chapter in the main text) by addressing a topic/aspect relevant to the public (or segment of the public) here in Maine (or your hometown). You may work with one other person who chose the same chapter/subject. You will write a two-page report (double-spaced, 12-point Arial or Times New Roman (or similar) font, with standard margins per Hacker) in which you summarize and comment on the chapter/topic and identify what you will be doing for your civics project. The report will be in Word and submitted to the Learning Assistant. Some projects from previous classes: create and distribute a poster on how to understand spraying of mosquitoes, conduct a public meeting on urban sprawl, develop and teach a middle school class lesson on biodiversity, work with your elected representative to introduce an energy efficiency bill, proposal to bring water jugs to Zimbabwe, research project for public input on ozone problems in Portland, develop a recycling program for an elementary school, write a brochure for an organization to distribute on mercury and loons. The project must be used for some kind of public good—this isn’t to create something just for the instructor—it must be seen or experienced by a segment of the public. And it should be meaningful to you.


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Exams: This course uses two in-class exams and one during finals week, each is a multiple-choice based on the assigned text chapters. You may have one 8 ½ x 11” note sheet in front of you when you take the exam. If you are not great at taking and exams, you may appreciate using the note sheet and knowing that collectively the tests are less than half of the overall course grade—a fairly unusual circumstance for a General Education entry science course, but one that research suggests is justified by the portfolio and hands-on approach. As a general rule I do not give make-up exams. There will be no acceptable alternatives to missing an exam without prior approval or, at my discretion, evidence of a medical emergency that prevented receiving prior approval. Letter Grade Criteria: I will sum up your performance as a percentage of 100 and use the following guide in determining grades: A: Excellent. Work is documented in the portfolio in an impressive manner. The student has clearly learned and obtained an excellent level of proficiency in critical thinking and application of introductory environmental science principles. Aggregate 90 to 100% performance on exams and other evaluative instruments—even if the student has not actually earned quiz grades of 90% or above, it is clear from the documentation in the portfolio that the student has learned from the readings, discussions, quizzes & other materials and has an A level of competence as a result. Quality writing, research, and analytical skills and superior documentation are evident. Extra work has been done in the portfolio, showing the student has thought about and learned from the material. No significant errors or flaws. The student has demonstrated an excellent grasp of fundamental environmental science concepts and issues. A-: This is essentially a high B with an average of 87-89%. B+: Very Good work, with an average of 85 to 86%. B: Good work and a good portfolio. 80 to 84% on evaluative instruments. Good writing, research, analytical skills. Portfolio is complete, with extras in it, has reactions & corrections to tests, assignments, & is well-organized. Work shows good development of ideas and thorough support of analyses. Student has a significant understanding of fundamental environmental science issues and concepts. B-: Acceptable work, average of 77-79%. C+: Acceptable work, Average of 75-76% C: Acceptable or Average. Portfolio is complete, and is decently organized, with all requested components including a few things from outside the classroom/homework experience. Corrected tests & homework in the portfolio. 70 to 74% on evaluative criteria. Acceptable college-level writing and analytical skills. Demonstrates reasonable organization and clarity. The student has demonstrated a basic understanding of the fundamentals of environmental science. C-: Marginal work. Portfolio is missing minor things and does not clearly document student learning. 68- 69% aggregate average performance on exams and other evaluations, based on a scale of 1 to 100. Unacceptable for credit in ESP minor.


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D: Marginal work. Skimpy portfolio. Average of 65-67%. Meets minimal requirements to not fail the course. Record of poor attendance (missed more than three classes without acceptable excuses). Unacceptable for credit in the major. F: I hope we don’t need to deal with this—there is little reason for it.

ADA: We are committed to providing course adaptations or accommodations as needed. Since we all learn in different ways, please do not hesitate to let me know your needs. I will do my best to accommodate. If you need course adaptations because of a disability, please contact the USM Disability Service Center, 242 Luther Bonney, Email: [email protected], Phone: (207) 780-4706 https://usm.maine.edu/dsc. If you have already received a faculty accommodation letter from the Disability Services Center, please provide me with that information as soon as possible and we will make a private appointment to review your accommodations.



https://usm.maine.edu/dsc

university of southern maine, environmental …...edition). this is the book used in eng 100 college...

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