I.  Title:  An Introduction to Science I, The Earth System

II.  Catalog Description:
      An inquiry-based and multidisciplinary course that introduces concepts in biology, chemistry, geosciences, and physics.  The course content is compatible with the National Science Education Standards and is organized as a series of investigative, realistic projects unified under a single theme.  The lecture and laboratory are integrated.  Content focuses on stellar evolution, the earth/moon system/ the heat machine/ and atmospheric, biological, and chemical evolution.

III.  Purpose:
       The purpose of the course is to introduce you to physical and biological environments in which we live by studying interdisciplinary topics in biology, chemistry, geosciences, and physics.  You will learn to engage in mature, independent thought and to express that thought effectively in oral and written communication; to understand critical scientific methodologies used to discover knowledge and ascertain its validity; to analyze and evaluate scientific data to reach logical conclusions;  to understand the role and applications of technology and science in the solutions of problems of a changing world; and to understand the importance of scientific knowledge in making responsible decisions in the modern world.

IV.  Course Objectives:
       The objectives of the course are to provide you with an

1. understanding of the fundamental laws and components of nature and defined physical quantities through the active study of science as an inquiry-based process in which questions are asked, current knowledge is reviewed, testable hypotheses are stated, data are collected and critically analyzed, conclusions are drawn, and discussion with peers is conducted;
2. understanding of science as an interdisciplinary endeavor in which scientists in a variety of disciplines collectively investigate questions regarding natural and human-made phenomena;
3. understanding of the universal nature of science in terms of a) the inter-relationships among the components of the universe and the biosphere, b) scientific research and global sharing of scientific knowledge and ideas, and c) collaboration among scientists and the public to solve global problems

• Origin of the Universe
• Origin of OUr Solar System
• Planetary Differentiation/ Atmosphere Formation/ Meteorological Processes
• Geologic Times Spans/ Stratigraphic Laws
• Origin of Life
• Characteristics of Life
• Energy Acquisition and Utilization
• Physical Properties of Liquids
• Water and LIfe
• Matter and Energy
• Applied Geology
• Energy and the Earth System
• Reproduction and Heredity
• Biological Evolution
• Ecosystems

1. This is a multi-disciplinary course designed to promote scientific literacy and understanding through active learning.  SCI 101 limits the use of instructor-centered activities, such as lecture, to that necessary for explanatory or introductory material and concentrates on student-centered activities.  This is a thematic course based on the unifying concept of "The Earth System".  The topics are developed and explored through a variety of techniques including:  observation, experimentation, modeling (computer simulation and actual scale construction), mathematical relationships, authentic applications, review of current literature, case studies, and field study.  A collaborative approach is utilized in all projects and group discussions.
2. SCI 101 also promotes writing, reading, and critical thinking ability by helping the student develop an investigative approach to asking questions and synthesizing answers about the physical environment.  All projects require a written report.  In the report the problem or question is identified, hypotheses are stated, data are recorded and graphed, then analyzed.  The results are described and conclusions are generated.  Current applicable scientific articles are also read, discussed, and critiqued for validity and utility to society.
3. Computer technology is utilized in many of the projects not only as an analysis tool but also in a word-processing/presentation/publishing format.  All project reports are to be word-processed on computer.  The computer simulation software Genetics Construction Kit by BioQUEST, will be used for genetics investigations; EcoBeaker for ecology simulations, etc.  Exercises using the WWW will also be integrated into the course for access to current scientific topics of interest.

VIII. Resources:
        Laboratory:  Moderately equipped with enough equipment so that all students in each section do the same experiment.  The Science Resource Center is available to all students.
           Your peers:  Your classmates are one of the most valuable resources available to you in this course.  Throughout the course you will engage in Collaborative Learning.  A collaborative format was chosen because that is how scientists and other professionals actually work and because collaboration can contribute significantly to your learning process.  You have probably heard the phrase "Two minds are better than one."  That phrase is generally true because of the unique knowledge and experiences each person possesses.  Each person in your group will have their own perspective on the work being conducted and can.  As a collaborative group, the number of ideas, questions, and solutions that arise will exceed that possible from any one person alone.    In a variety of professions including science, business, education, and communication,  teamwork is often critical to success.  Your accomplishments in this course will be dependent upon your team as a whole and the individual contributions of each of your team members.
        Throughout the course, it is essential that you share ideas with your peers to improve your work and to improve  your understanding of scientific concepts and scientific inquiry.  A group effort is more productive  than an individual one if everyone positively depends on each other and has a personal responsibility and commitment to achieve the group's goal.  You must make every effort to interact with with other so that your team functions as effectively as possible.

IX.  Grading Procedures:
       Student performance will be assessed in the following areas:

• Ability to understand and design scientific experiments, collect and analyze data, and draw justifiable conclusions
• Ability to communicate scientific information orally and in writing
• Ability to engage in critical thinking
• Ability to comprehend and critically evaluate scientific literature
• Knowledge and application of basic concepts in the sciences
• Knowledge and application of quantitative analyses

Your contribution to class work will also be evaluated on the basis of your attendance, puctuality, cooperation, and participation in small-group and whole class activities.  Sincere attempts to answer questions, understanding or mastering of concepts, completion of tasks, and evidence of personal committment to learning will all be considered in the evaluation process.

        Grades for all components of the course will be assigned as follows:

90 - 100        A     (Excellent, unusual ability)
80 - 89          B     (Very good, ability is above average)
70 - 79          C     (Average, basic understanding of concepts and their application)
60-69            D     (Below average, lacking in skills or knowledge)
< 60              E     (Insufficient knowledge/ability demonstrated to earn credit for the course)

Scoring Rubrics will be used to assess written work  when appropriate.

X.  Attendance Policy:
      You are expected to attend all scheduled class sessions.  Attendance at scheduled exam times is mandatory.

XI.  Academic Honesty Policy:
       Cheating, plagiarism (submitting another person's material as one's own , or doing work for another person which will receive academic credit) are all impermissible  This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an assignment, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were your own work.  If substantial evidence exists for a violation of this policy, you will receive a grade of 'E' for the course and a written explanation of your violation will be included in your advisor's file.  Any dishonest conduct associated with your performance in the course is a violation of the academic honesty policy.  Disciplinary action may be taken beyond the academic discipline that I administer in the course itself.

XII.  Text and References:

Required Text:  Trefil, J. and Robert M. Hazen.  1998.  The Sciences: An Integrated Approach., 2nd ed., John Wiley & Sons, New York.

Recommended Texts:  Any introductory college texts for biology, physics, geoscience, and chemistry.  Texts sold at the bookstore for the Introductory courses (199 series) are appropriate.

Useful Web Sites:

• Collaborative learning:  http://www.wcer.wisc.edu/nise/cl1
• StudyWeb (a study and research resource with links to a large variety of subject areas, online calculator, dictionary, encyclopedia, thesaurus, conversion calculator, etc.):  http://studyweb.com
• A biology web site for elementary and middle school students and teachers:  http://www.botany.utoronto.ca/BioTeach
• Why files ( a useful resource for science students - discussion, information, images, etc.):  http://whyfiles.news.wisc.edu
• Explorit! Science Center (hands-on science center for all ages):  http://www.dcn.davis.ca.us/GO/EXPLORIT
• Entomological Society of America "kids" page:  http://www.entsoc.org/educate.htm
• Society for Neuroscience educational links:  http://www.sfn.org/links.html especially "Neuroscience Laboratory and Classroom Activities":  http://lshome.utsa.edu/Academic%20Programs/Neurobiology/nlca/NLCA.htm
• University of California Museum of Paleontology and its companion site, "Learning from the Fossil Record (has classroom activities rated according to content standards and grade level, discusses the importance of paleontology to science and society):  http://www.ucmp.berkeley.edu and http://www.ucmp.berkeley.edu/fosrec
• NASA's Internet site, Structure and Evolution of the Universe: http://univers.gsfc.nasa.gov.  The site also has links to NASA's cosmology-related educational resources, including one for young people called StarChild.
• Cosmos in a Computer, a great resource for understanding and visualizing the birth of the cosmos:  http://www.uiuc.edu/Cyberia/Cosmos/CosmosCompHome.html
• A biology web site with resources for teachers:  http://www.indiana.edu/~ensiweb
• The PBS website with many activities and resources for teachers of the  sciences and other areas of study, organized by grade level: http://www.pbs.org/teacherssource/

     *Exercises for optional laboratory reports
     **Exercises with required laboratory reports