GEOL 306: Oceans and Atmospheres
Winter 2001
Room & Time:
BI-105, Wednesday, 1600-2050
Instructor:
W. Britt Leatham
Office:
BI-108, Tel. 909.880.5322
email: bleatham@csusb.edu
Grading:
|
Atmospheric dynamics portfolio (includes lab stuff) |
35% |
|
Oceanographic dynamics portfolio (includes lab
stuff) |
35% |
|
Active Participation |
10% |
|
In Depth Project |
20% |
Scoring Criteria for grade determination include
:
|
1) Scientific content |
2) Scientific Accuracy |
3) Creativity & Innovation |
4) Presentation |
5) Completion |
Each criterion will be ranked with the rubric:
| 4 = excellent, unusual effort, and memorable |
3 = noteworthy, above average |
2 = acceptable, but not noteworthy |
1 = definitely needs work |
0 = nothing to evaluate |
Required Texts:
- Ahrens, C. Donald. 2000. Essentials of Meteorology: An Invitation to the Atmosphere.
Includes Blue Skies CD-ROM. 3rd Edition. Brooks/Cole Publishing, Wadsworth
Group, Thompson Learning, Pacific Grove, CA.
- Any introductory oceanography textbook (post 1990)--by approval of
the instructor. A good one is the text available in the CSUSB
bookstore.
- P. Sean Smith and Brent A. Ford. 1994. Project Earth Science: Physical Oceanography.
National Science Teachers Association (NSTA) description: Immerse your students in Earth’s most abundant resource--water. Embark on a
voyage of discovery as you steer your students through activities designed to teach them about currents,
waves, and tides. From an understanding of the properties that make water unique, your
students will get a global view of the marine environment, including the impact of human activities on the oceans.
An EdPress Award winner. 224 pp.
- P. Sean Smith and Brent A. Ford.
1999. Project Earth Science: Meteorology. National Science Teachers
Association (NSTA) description: Project Earth Science: Meteorology brings the atmosphere into your classroom. With nineteen hands-on integrated activities, 10 supplemental readings, and a thorough resources guide,
Meteorology is an ideal tool for middle and junior high school science teachers.
Learn how to read weather maps and forecast. Model the water cycle on a tabletop. And use real data to track Hurricane Andrew as it
moves over ocean and land. Other activities explain why the equator heats so much more quickly than the poles and why dust is needed
for cloud formation. Readings describe how fronts redistribute heat through the atmosphere and how water's unique properties are critical
for weather's operation. The inner workings of severe storms are detailed, as are the causes and consequences of air pollution, ozone
depletion, acid rain, and the greenhouse effect.
Project Earth Science materials are teacher-written, classroom tested, and designed for small budgets. Activities are ready-to-use, with
data collection and analysis charts built in. Accompanying each activity is a detailed teacher's guide with full explanations of underlying
processes, together with guides for time management, preparation, and further study. Interdisciplinary connections link the science in
each experiment to broader cultural themes. The forecast for learning is bright! Even if you can't control the weather, you can now explain it by using Project Earth Science: Meteorology. Integrated activities cover the origin and composition of the atmosphere as well as the variables that influence weather and affect the movement of air masses. From studying the hydrologic cycle to reading weather maps and tracking hurricanes, your students will become skilled weather watchers.
All currently enrolled Geol 306 students MUST subscribe to
the geol_306 list server. If you attended the first day of class, you are already
subscribed. The list server is essentially an electronic means of
communicating with other students in the class. The list server is a
convenient mechanism to share web sites, information, and other materials with
the class, to
ask for help, and to make pertinent announcements for the class and others who
are subscribed. Other high school and middle school teachers who have
participated in Geol 306 are also subscribed, and have found that announcements
made to the list server have been very informative. review some of the work presented during the special
events. Please feel free to communicate with other members of your group
and the class using this medium. Just remember that ALL who subscribe will get
your message.
If you are not subscribed, and/or wish to change
or add another email address, send an email message to "majordomo@csusb.edu" with
"subscribe geol_306" in the body of the message. Subscriptions and
posts to the list may be sent to the moderator for approval, if you have
questions. For a list of other helpful commands, send a message to
"majordomo@csusb.edu" with the word "help" as the body of
the message.
Course
Topics:
During the quarter, we will
perform experiments, make models and tools, analyze satellite and other imagery
in order to gain a basic understanding of the topics listed below. The
topics listed below can be considered basic, and each should be addressed in
your portfolios as well.
| Oceanographic
Dynamics: |
 Variation in oceanic composition
|
Oceanic stratification
|
Oceanic genesis and evolution
|
Features of the seafloor:
- topography
- composition
- plate tectonics
|
Characteristics of:
- waves
- tides
- currents
- sea-ice
|
Evaluation of:
- El Niño and La Niña
- sea-level change
- impending mass extinction in the worlds oceans
- species contamination of oceanic biospheres
|
Suggested Guidelines for Portfolios:
- Obtain
a couple of suitable three-ring binders for your portfolios. A portfolio is
essentially a portable case for carrying loose papers.
Each portfolio should be a cumulative summation and record of your experiences this quarter in both oceans and atmospheres. Use
dividers to organize your portfolio--make a section for each of the
major subjects listed above, your laboratory materials and handouts, a section
for your notes, etc. Each portfolio should have a
table of contents.
- Include an overall analysis/summary
of your portfolio and experiences in this class--minimum of two pages.
- Include a one-two page analysis for EACH topic listed above.
You should include diagrams, charts, and sketches as necessary in order to
fully and adequately evaluate each of the topics. Please reference the
source(s) of your information.
- Include a one-page
glossary/vocabulary page of scientifically significant words you uncovered in
your analysis for each question. You may substitute an appropriate,
definition-based word puzzle for your glossary page.
- Analyses may be neatly
handwritten or printed.
- Include at least three self-authored questions related to the each
analysis on a separate page.
Try to ask "How..." or "Why..." or "Do..." questions that relate, compare, and contrast--avoid questions of regurgitative definition (e.g. "what"). Examples of some questions that are acceptable include: "Why do tides vary from one tide to the next?" "How is sea level affected by plate tectonics?" "Why do
volcanic tephra eruptions change the albedo?" "How can hurricane paths be predicted with any accuracy?"
"How fast is global warming occurring?" "How do climatologists model ancient greenhouse and icehouse conditions?"
- Find and include a minimum of six current events from popular media (news, magazine, etc.)
related to any of the major topics listed above.. Each current event should be accompanied by a
short (paragraph minimum-length) analysis of
the significance of the event and its relationship to the discussion
topic. Only events that are reported in the media between 01/01/01 and
03/19/00 can be used for this assignment. You may also use the internet media
services!
Important Dates
- Southern California Marine Institute Research Cruise--TBA
- Portfolios are due WEDNESDAY, March 14th.
- In Depth Project presentations--Wednesday, March 14th and March 21st @ 4:00 pm
