| Jeanne Kalvar 005 Penny Hall 831-1819 |
Jim Black 005 Penny Hall 831-1819 |
Scott Hippensteel 005 Penny Hall 831-1819 |
Section 10 ... 10:10 - 12:05 Section 12 ... 2:30 - 4:25 Section 13 ... 4:40 - 6:35 Section 14 ... 7:00 - 9:00 |
Section 15 ... 8:00 - 9:55 Section 16 ... 10:10 - 12:05 Section 17 ... 2:30 - 4:35 Section 18 ... 4:40 - 6:35 Section 19 ... 7:00 - 9:00 |
Section 20 ... 8:00 - 9:55 Section 21 ... 10:10 - 12:05 |
Earth Science
(7th edition) by Tarbuck and Lutgens
Investigations into Physical Geology
by Jim Mazzullo
Course Manual for Geology 113 - Earth Science
by Michael Smith and John Madsen
3 - 1 hour exams worth 100 points each (2 in class, 1 during finals week)
1 Portfolio project containing three scientific explanations and four integrated Internet (World Wide Web) assignments worth 100 points
10 Laboratory exercises worth 10 points each for a total of 100 points
Exams will cover information presented in lecture, and concepts and questions outlined in the course manual. The textbook provides detail necessary to support your understanding and should be read. The format for the exams will be roughly 50% multiple choice, matching, and true-false, and 50% short answer and essay. If you are unable to attend an exam, you must make arrangements with Dr. Smith prior to the exam - there will be no exceptions.
Open lab sessions (when you can come into the lab to study material or to receive help) will be held every Friday, 1:30 -3:30 PM in Room 004 Penny Hall, or at other times by making an appointment with one of the T.A.'s.
Academic dishonesty will not be tolerated and those engaging in it will be prosecuted. See the Academic Honesty & Dishonesty pamphlet published by the Dean of Students Office for further information.
Course letter grades will be assigned as follows:|
> 449 449-436 435-421 420-401 400-386 385-371 370-351 350-336 335-321 320-301 300-286 < 286 |
100-90 89.8-87.2 87-84.2 84-80.2 80-77.2 77-74.2 74-70.2 70-67.2 67-64.2 64-60.2 60-57.2 57-0 |
A A- B+ B B- C+ C C- D+ D D- F |
| Dates | Textbook reading | Topics addressed |
| Feb 5-9 | Chapter 1 | Minerals, Rocks |
| Feb. 12-16 | Chapters 1 and 7 | Igneous activity, Rocks |
| Feb. 19-23 | Chapter 2 | Weathering, Soil, and Mass Wasting |
| Feb. 26-Mar. 1 | Chapter 3 | Running Water and Ground Water |
| Mar. 4-8 | Chapter 4 | Glaciers, Deserts, and Wind |
| Mar. 11-15 | Chapter 5 | First Hour Exam, Earthquakes and Earth's Interior |
| Mar. 18-22 | Chapters 6 | Plate tectonics |
| Mar. 25-29 | ||
| Apr. 1-5 | Chapter 8 | Mountain Building |
| Apr. 8-12 | Chapter 10 | Oceans: structure and composition |
| Apr. 15-19 | Chapter 11 | Oceanic circulation |
| Apr. 22-26 | Chapters 12 & 13 | Second Hour exam, Atmosphere: structure and composition |
| Apr. 29-May 3 | Chapters 14 & 15 | Atmospheric circulation |
| May 6-10 | Chapter 16 | Human Impact on the Atmosphere |
| May 13-15 | Chapter 9 | Geologic Time & Earth History |
| May 24 | Final Exam | |
Exam #1 - Monday, March 11
Exam #2 - Monday, April 22
Exam #3 - Friday, May 24, 1:00PM-3:00 PM
| Date | Reading | Topics addressed |
| Feb. 5-9 | Labs will not meet | |
| Feb. 12-16 | Mazzullo Ch. 1 | Mineral Identification (10 points) Identifying common minerals through simple tests and observations. |
| Feb. 19-23 | Mazzullo Ch. 2, 3, 4 | Rock Identification (10 points) Identifying common rocks through simple tests and observations. |
| Feb. 26-Mar. 1 | Mazzullo Ch. 7 | Geologic maps (10 points) Searching for evidence of past volcanism in the Newark, Delaware area. |
| Mar. 4-8 | Mazzullo Ch. 5, 10 | Topographic maps: rivers Assessing the impact of a flood on the City of Wilmington, Delaware. Note: Togographic map labs are graded together for 10 points total. |
| Mar. 11-15 | Mazzullo Ch. 14 | Topographic maps: coastlines Assessing the impact of a tidal surge on Rehoboth Beach, Delaware. Note: Togographic map labs are graded together for 10 points total. |
| Mar. 18-22 | Mazzullo Ch. 9 | Plate tectonics - Part 1 (10 points) Examine the global distribution of tectonic plates and boundaries. |
| Mar. 25-29 | SPRING BREAK | |
| Apr. 1-5 | Mazzullo Ch. 6 | Plate tectonics - Part 2 (10 points) Interpret patterns of earthquakes and volcanoes relative to Delaware. |
| Apr. 8-12 | Oceanography 1 (10 points) Examine the physical characteristics of the Ocean floor. |
|
| Apr. 15-19 | Oceanography 2 (10 points) Investigating the influences on surface versus deep oceanic circulation |
|
| Apr. 22-26 | Meteorlogy 1 (10 points) Introduction to weather forecasting and the cause of severe weather |
|
| Apr. 29-May 3 | Meteorology 2 (10 points) Developing practical knowledge of weather forecasting and severe weather | |
| May 6-10 | Portfolio presentations | |
Most students who take Geology 113 - Earth Science are Elementary Teacher Education majors at the University of Delaware. Precollege science education has undergone major reform in the last ten years, producing excellent models for effective K-12 science teaching. However, since very few of these new methods have made their way into university science courses, preservice teachers often enter their science methods courses without having experienced science the way they are expected to teach science. Additionally, the traditional approach in college science courses often fails to help preservice teachers to understand scientific concepts, discuss scientific ideas, appreciate science, or understand the nature of science. Even students who earn exceptional grades in college science courses show some of these characteristics. This course attempts to break away from some of the traditional aspects of introductory college science courses and provide preservice teachers with a rich, useful experience with science. The course is designed to help future teachers learn science the way they will be expected to teach science to young children. For example, the following attributes of Geology 113 are consistent with the goals and expectations for science teachers outlined in the National Science Education Standards (1996):
This revised approach to Geology 113 is likely to be challenging. You may have to re-examine the way you think about and study science, and develop new ways of learning. You will also have to assume some responsibilities as a member of a group and figure out how to work as a team. However, we feel that this richer, more meaningful experiences with science will better inform your understanding of science and your professional practice as a teacher of sciences when you enter the classroom.
This course revision was supported by funds made available by the Eisenhower Title II Program. We also wish to thank Dr. Nancy Brickhouse (COE) and Dr. Harry Shipman (CAS) for the support they provided.
Michael J. Smith & John A. Madsen