EAR 203, 2013
Syracuse University Department of Earth Sciences
EAR 203 - EARTH SYSTEM SCIENCE
SYLLABUS
Class Meeting Times: A-Day, Block 4
Instructor: Ms. Ziegler
Contact Info: bziegler@lakeland.k12.nj.us
Office & Hours: Room 212, Wednesday (after school)
Daniel Curewitz, Ph.D. – SU Faculty Liaison (dcurewit@syr.edu)
Gregory D. Hoke, Ph.D. – SU Faculty Liaison (gdhoke@syr.edu)
William Newell – SUPA Administrator (bnewell@supa.syr.edu)
Course Description
Earth System Science (EAR 203) illustrates the interconnectedness of biologic, hydrologic, atmospheric, and
geologic processes in shaping our planet. This approach reflects a more integrated view toward the study of
Earth. In today’s world, with increasing global population, the threat of global warming, and a growing demand
for raw materials and energy, a basic understanding of the Earth system is more important than ever.
The Earth consists of interconnected and synergistic series of feedbacks, processes, and geological mechanisms
that operate across a wide array of scales in vastly different environments. The interplay between these
components determines the shape of the continents, the location of key resources, the behavior of the climate and
weather, the availability of fresh water and arable land, and just about everything else that our culture and society
require to operate. Biological, chemical, physical and geological/cosmological systems are all controlling factors
in the behavior of our planet over short and long time scales, and over atomic to planetary spatial scales.
Understanding this integrated “system of systems” is key to understanding both basic academic, curiosity-driven
questions, and to understanding our sources of energy, where our waste goes, and where our resources come from.
This class is designed to give you a solid grounding in understanding the Earth from a systems perspective.
Rather than focusing on specific sub-disciplines and detail, the class will focus on providing a basis for
understanding mechanisms, feedbacks, and larger scale cycling of energy and material throughout the Earth’s
various spheres: Atmosphere, Biosphere, Geosphere and Hydrosphere.
Introduction and Learning Goals
Students taking this course will learn how the basic elements of the Earth interact through various linkages and
feedbacks that operate over timescales from a few years to millions of years. The major goal of this course is to
supply students with the basic, yet comprehensive, view of the Earth system necessary for evaluating information
and making decisions about relevant environmental, geological, resource, and related issues.
Objectives
Students will:
1. Gain an understanding of:
a. Global change over different time scales
b. Systems approach to understanding the Earth
c. Global energy balance and Earth’s greenhouse
d. Atmosphere circulation
e. Oceanic circulation
f. Continental landforms
g. Nutrient cycling
h. The origin of Earth and life
i. Long-term climate regulation
j. Global change over the last 2.5 billion years
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EAR 203, 2013
2.
3.
4.
5.
6.
7.
8.
9.
10.
Gain a deep understanding of the scientific method
a. Develop pertinent questions
b. Gather relevant data (or find it from reliable sources)
c. Construct interpretations
d. Formulate strategies for the development and testing of hypotheses
Apply mathematical and scientific knowledge and skills to solve:
a. qualitative,
b. quantitative,
c. spatial, and
d. analytic problems;
Apply basic arithmetic, algebra, and geometry to earth science concepts;
Use basic statistical concepts to draw both inferences and conclusions from data;
Identify implications and consequences of drawn conclusions;
Measure, compare, order, scale, locate, and code (meaning encode, describe, or communicate)
data accurately;
Do scientific research and report and display the results of this research;
Understand these issues in terms of the modern political and social context; and
Learn to think critically in order to solve problems.
Prerequisite Skills
Earth System Science (EAR 203) is recommended for students who wish to pursue a major or minor program in
environmental or earth science, whether from the physical, biological, or engineering perspective. It is also
appropriate for students with a strong science background who plan to major in a non-science discipline and seek
a course that will fulfill general education requirements. While it is desirable, no prior Earth Science
course/instruction is required. A general, basic understanding of math and algebra, including an understanding of
decimals, exponents, logarithms, quadratics, and algebraic equations, is essential to success in this course
(calculus is not required). You should not be taking remedial algebra concurrently with this course. Basic
understanding of physical, chemical, and biological processes and principles are likewise highly desirable, but not
absolutely required.
In-Class Materials
The material covered in class is illustrative rather than exhaustive. You should read the material in the text
assigned before the class. In class, alternate ways of understanding the material will often be presented. The
examinations, however, will cover both the assigned text and in-class materials (whether or not they are
specifically covered in class).
Textbook - Kump, L.R., Kastings, J.F., & Crane, R.G. (2009). The Earth System, (3rd Ed). New York:
Pearson. (ISBN-13: 978-0-321-59779-3; ISBN-10: 0-321-59779-3)
Class Requirements
1. Each EAR 203 student will obtain a 2-3” three-ring binder with dividers. The binder will contain a
reference, a chapter, and a laboratory section. Reference materials (papers, handouts, notes, etc.) will go
in the reference section. All class handouts, assignments, homework, and worksheets will go in the
chapter section. The laboratory section will contain all laboratory reports. This syllabus should be the
first item in the binder. The student is responsible for indexing the binder by chapter and assignment.
Binders will be checked at least once each semester for a homework grade. Keep all material in the
binder for the entire year. These binders will provide a basis for evaluation, specifically in terms of
granting SU academic credit.
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EAR 203, 2013
2. Students will bring textbook, paper, pencil, and binders to class every day. Disciplinary action will be
taken for those who repeatedly come to class unprepared.
3. Cell phones and all electronic communication devices are to be turned OFF during class time. Computers
may be used for note-taking and in-class investigations . . . NO Facebook, NO games, NO twitter.
4. Daily assignments will be collected periodically – keep all assignments in the binder ready to turn in.
5. Assignments are due on the date specified. The only exceptions are if the student is ill, unable to attend
school, or prior approval has been given by the instructor.
6. Students absent due to school activities must notify the instructor at least 24 hours in advance or the
absence will be counted as a regular absence.
7. Students who are absent due to planned activities (ball games, club meetings, band concerts, etc.)
will see that their assignments are turned in on the required date. The student shall turn in
homework and get the next day’s assignments in person the same day as the absence. Failure to do
as instructed will result in an automatic zero. CHECK WITH YOUR INSTRUCTOR BEFORE
MISSING ANY CLASS PERIOD!
8. All tests will be announced several days in advance. Every effort should be made to be present on test
days as well as every other day. Makeup tests and other work will be made up on the student’s own time
and will be of a different format and will only be provided if the student has an excused absence.
9. Copying on tests, homework, or laboratory reports will result in zeroes for both the person copying and
the one who allows it -- do your own work!
Make-up
Major makeup assignments (test, quizzes, and laboratory experiments) must be completed within one week of the
absence. Makeup work must be done by appointment. Shorter assignments (homework, practice sheets, and class
work) must be completed within two (2) days of return to school.
In case of extended illness (more than five (5) days), makeup work will be scheduled on an individual basis with
the instructor and must be completed within two (2) weeks of returning to school. Scheduling makeup work is the
student’s responsibility. Upon returning to school, the student must on his/her own time see his/her instructor to
obtain assignments.
Academic Integrity
Syracuse University sets high standards for academic integrity. Those standards are supported and
enforced by your instructor, SU faculty and Project Advance administrators. The presumptive sanction
for a first offense is course failure (SU grade of F), accompanied by the transcript notation “Violation of
the Academic Integrity Policy.” Students should review the Office of Academic Integrity online
resource “Twenty Questions and Answers About the Syracuse University Academic Integrity Policy”
and confer with your instructor(s) about course-specific citation methods, permitted collaboration (if
any), and rules for examinations. The Policy also governs the veracity of signatures on attendance sheets
and other verification of participation in class activities. Additional guidance for students can be found
in the Office of Academic Integrity resource: ‘What does academic integrity mean?’ Your high school
may also impose additional penalties for any violations consistent with your high school's policies.
Related Links:
The Academic Integrity Policy: http://academicintegrity.syr.edu/academic-integrity-policy/
20 Questions & Answers about Academic Integrity Policy: http://academicintegrity.syr.edu/faculty-resources/
What does academic integrity mean?: http://academicintegrity.syr.edu/what-does-academic-integrity-mean/
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EAR 203, 2013
Turnitin:
This class will be using Turnitin, a plagiarism prevention system. The ease of using the Internet has
made it very easy for students to “cut and paste” material into papers that they are writing without
proper citation. I will submit all/some/ papers that you write in this class to Turnitin, a service that
identifies “matched text.” I will then interpret the originality report, based on your writing capability and
writing style. In this class, you will also be given the opportunity to submit your own papers to Turnitin
to check that all sources you have used are properly acknowledged and cited. Note that all submitted
papers will be included as source documents in the Turnitin.com reference database, solely for the
purpose of detecting plagiarism of such papers.
Disability-Related Accommodations
All IEP and 504 plans will be in place for EAR 203. Please keep your instructor up to date on any
accommodations to which you are entitled.
Determination of Grades
Each student will receive 2 grades, 1 for Syracuse University and 1 for Lakeland Regional High School (LRHS).
SUPA (SU) final semester class grades for EAR 203 (4 credits) will be assigned based upon the
following:
Hourly Tests/Examinations
Labs, Classwork, Homework, Quizzes
Midterm Exam
Final Project
50 %
30 %
10 %
10 %
100 %
Hourly Exams/Tests: Three hourly exams will be given (one exam every 3 chapters for the first 9 chapters).
Exams will consist of multiple-choice, vocabulary, and free-response questions including diagram labeling and/or
completion, short answer, essay, and critical thinking questions. Tests are generally 25-50 questions long,
depending on content and subject material. Free-response questions will be assessed using the following
guidelines:
Answer Quality
Correct
Minor errors
Proper approach, significant errors
Wrong approach, some parts correct
Tried something…
Tried nothing
-
5 point scale
5
4
3
2
1
0
10-point scale
10
8-9
5-7
3-4
1-2
0
Labs: Labs will consist of either “hands on” demonstrations of basic geological and Earth System principles using
scientific methods and easily available material, or using available data sets obtained via the internet to access
data, conduct analysis, and present findings – these will be compared to similar and ongoing work in similar
professional scientific fields (climate change, meteorology, etc.) Attendance is mandatory and will make up 10%
of your lab grade. The remaining 90% of your grade will be determined based on lab work, lab reports and lab
quizzes.
Classwork, Homework, Quizzes: Grades for these components will be based on the individual assignments.
Classwork and homework may consist of critical reading, discussion, worksheets, or other short-term
assignments. Quizzes will consist of some combination of multiple-choice, vocabulary, diagram labeling and/or
completion, short answer, essay, and critical thinking questions. There will be one quiz for each chapter. Each
quiz will be 15-30 questions long, depending on content and subject matter.
Midterm and Final Project: These assessments are worth 20% of your final grade.
The Midterm Exam is scheduled for: The week of 27 January 2014, during class
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EAR 203, 2013
Final Project Presentations are scheduled for: The last week of May & the first 2 weeks of June (2014)
The final project will be the students own choice and will consist of a research project pertaining
to the topics we study in this course. Students will be expected to research the topic in peerreview journals, to either carry out original research or to collect pre-existing data, analyze the
data, draw their own conclusions and present their results to the class. Topic may included, but
are not limited to: long-term climate change, human effects on climate, loss of biodiversity, mass
extinctions, global warming impacts, mitigation of global warming, ozone depletion, human
threats to biodiversity, impact of life on the evolution of the atmosphere, effects of plate tectonics
on evolution, glaciation past and future, impacts of ocean circulation change on climate.
Grading Scale:
The grading scale for Syracuse University will be the standard college scale:
Course Average
Letter Grade
93-100
A
90-92
A-
87-89
B+
83-86
B
80-82
B-
77-79
C+
73-76
C
70-72
C-
60-69
D
0-59
F
The grading scale for LRHS will be the standard scale as indicated in your student handbook.
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EAR 203, 2013
Earth System Science, EAR 203
Project Advance, Syracuse University
Course Syllabus
First section of student syllabus
Chapter 1 – Global Change: An Introduction to Systems
9/4, 9/6, 9/10, 9/12, 9/16: In-class assignments and lecture
9/6: Read Chapter 1
9/10: Chapter 1 Review Questions & Critical Thinking Problems due
9/10: Lab 1 – Scientific Method, Systems Science Exploration
9/16: Quiz – Chapter 1
Chapter 2 – Daisyworld: An Introduction to Systems
9/16, 9/18, 9/23, 9/25, 9/27: In-class assignments and lecture
9/16: Read Chapter 2
9/20: No School – Teacher Professional Development
9/23: Chapter 2 Review Questions & Critical Thinking Problems due
9/23: Lab 2 – Daisyworld
9/27: Quiz – Chapter 2
Chapter 3 – Global Energy Balance: The Greenhouse Effect
9/27, 10/1, 10/3, 10/7, 10/9: In-class assignments and lecture
9/27: Read Chapter 3
10/3: Chapter 3 Review Questions & Critical Thinking Problems due
10/3: Lab 3 – Solar energy, Thermochromic Painted globe + hairdryer/heat lamp
Online demonstration of seasons and Milankovitch cycles (orbital forcing)
Albedo (rock vs ice), heat capacity, latent heat
10/9: Quiz – Chapter 3
10/11: TEST # 1 – CHAPTERS 1-3
10/14: No School – Columbus Day
Chapter 4 – The Atmospheric Circulation System
10/16, 10/18, 10/22, 10/24, 10/28: In-class assignments and lecture
10/16: Read Chapter 4
10/18: Chapter 4 Review Questions & Critical Thinking Problems due
10/22: Lab 4 – Hot and cold density-driven circulation, Coriolis force
10/28: Quiz Chapter 4
Chapter 5 – The Circulation of the Oceans
10/28, 10/30, 11/1, 11/5, 11/11: In-class assignments and lecture
10/28: Read Chapter 5
11/1: Chapter 5 Review Questions & Critical Thinking Problems due
11/1: Lab 5 – Ekman flow, Ekman circulation, ocean gyres
Sidetrack to ocean garbage patch (online exploration?)
11/7: No School – Teacher Convention
11/8: No School – Teacher Convention
11/11: Quiz – Chapter 5
Chapter 6 – The Cryosphere
11/11, 11/13, 11/15, 11/19, 11/21: In-class assignments and lecture
11/11: Read Chapter 6
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EAR 203, 2013
11/15: Chapter 6 Review Questions & Critical Thinking Problems due
11/15: Lab 6 – Glacier flow (oobleck?), Ice formation and behavior, Glacial landforms
Aerial photographs, Online exploration
11/21: Quiz – Chapter 6
11/25: TEST #2 – CHAPTERS 4-6
11/27: Catch-up Day
11/28: No School – Thanksgiving Recess
11/29: No School – Thanksgiving Recess
Chapter 7 – Circulation of the Solid Earth: Plate Tectonics
12/3, 12/5, 12/9, 12/11, 12/13: In-class assignments and lecture
12/3: Read Chapter 7
12/9: Chapter 7 Review Questions & Critical Thinking Problems due
12/9: Lab 7 – Viscosity exploration, peanut butter and crackers, Rheology using silly putty
12/13: Quiz – Chapter 7
Chapter 8 – Recycling of the Elements: Carbon and Nutrient Cycles
12/13, 12/17, 12/19, 1/2, 1/6: In-class assignments and lecture
12/13: Read Chapter 8
12/17: Chapter 8 Review Questions & Critical Thinking Problems due
12/17: Lab 8 – Longer term local experiment with online data, or soil, or water or …?
Webquest activity--Running project beginning
12/23/13 – 1/1/14: No School – Winter Recess
1/6: Quiz – Chapter 8
Chapter 9. Focus on the Biota: Metabolism, Ecosystems, and Biodiversity
1/6, 1/8, 1/10, 1/14, 1/16: In-class assignments and lecture
1/6: Read Chapter 9
1/10: Chapter 9 Review Questions & Critical Thinking Problems due
1/10: Lab 9 – Web based activity, research project, terrarium?
Microcosms – soil samples, test tube, egg, water parafilm
Bacterial growth
Ant farms, terraria, other longer term projects?
Local surveys?
1/16: Quiz – Chapter 9
1/21: TEST # 3– CHAPTERS 7-9
1/23: MIDTERM REVIEW
Week of 27 January 2014: MIDTERM
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EAR 203, 2013
Earth System Science, EAR 203
Project Advance, Syracuse University
Course Syllabus
Second section of student syllabus
Chapters 10-19 consist of higher level, more integrative investigations of the Earth System. As such, and
given the structure of the course as taught at SU, the latter half of the text is intended as a means to begin
to prompt students to explore the more detailed aspects of the relationships and processes learned in the
first half of the course. This second half of this detailed syllabus is intended as more of a guide or a
“menu” from which to take material, ideas, and to prompt avenues of investigation, rather than as
a strict lesson plan. It also may serve as material used to augment or accompany the earlier
material, should the course structure and time allotment permit.
Chapter 10 – Origin of Earth and of Life
2/4, 2/6, 2/10, 2/12: In-class assignments and lecture
2/4: Read Chapter 10
2/10: Chapter 10 Review Questions & Critical Thinking Problems due
2/10: Lab 10 – Density/polarity differentiation with wax and water and other stuff
Miscibility, earth layering, and material behavior
Online videos of “tectonics” with wax and water.
2/12: Quiz – Chapter 10
2/14: No School – Teacher Professional Development
2/17: No School – President’s Day Recess
2/18: No School – President’s Day Recess
Chapter 11 – Effect of Life on the Atmosphere: The Rise of Oxygen and Ozone AND
Chapter 17 – Ozone Depletion
2/19, 2/21, 2/25, 2/27, 3/3, 3/5: In-class assignments and lecture
2/25: Read Chapters 11 & 17
2/25: Chapters 11 & 17 Review Questions & Critical Thinking Problems due
2/27: Lab 11 – Graphing, Measuring gas concentrations, Plotting values
Online data sets
Comparing Anaerobic and Aerobic bacteria in the present day
Banded Iron Formation, Snowball earth, Iceball, Slushball
Geologic evidence for changes in atmosphere/ocean chemistry
Ozone depletion impact on modern earth
3/5: Quiz – Chapters 11 & 17
Chapter 12 – Long-Term Climate Regulation
3/5, 3/7, 3/11, 3/13, 3/17: In-class assignments and lecture
3/5: Read Chapter 12
3/11: Chapter 12 Review Questions & Critical Thinking Problems due
3/11: Lab 12 – CO2 variation over 100k years
http://www.esrl.noaa.gov/gmd/ccgg/trends/history.html
CO2 variation over millions of years
(Sedimentary rock record)
3/17: Quiz – Chapter 12
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EAR 203, 2013
Chapter 13 – Biodiversity through Earth History AND
Chapter 18 – Human Threats to Biodiversity
3/17, 3/19, 3/21, 3/25, 3/27, 3/31: In-class assignments and lecture
3/17: Read Chapters 13 & 18
3/21: Chapters 13 & 18 Review Questions & Critical Thinking Problems due
3/25: Lab 12 – Habitable Planet exercise ecology and demographic and disease lab
http://www.learner.org/courses/envsci/interactives/index.php
3/31: Quiz – Chapters 13 & 18
Chapter 14 – Pleistocene Glaciations
3/31, 4/2, 4/4, 4/8, 4/10: In-class assignments and lecture
3/31: Read Chapter 14
4/4: Chapter 14 Review Questions & Critical Thinking Problems due
4/4: Lab 14 – Glacial extent using maps and tracing paper
Mapping moraine, rock types, landforms and glacial stages
4/10: Quiz – Chapter 14
Chapter 15 – Global Warming, Part 1: Recent and Future Climate
4/10, 4/14, 4/16, 4/29, 5/1: In-class assignments and lecture
4/10: Read Chapter 15
4/16: Chapter 15 Review Questions & Critical Thinking Problems due
4/16: Lab 15 - Habitable planet carbon lab, Inconvenient Truth
Debate, research pro/con arguments and supporting data
4/18: No School – Good Friday
4/21-4/25: No School – Spring Recess
5/1: Quiz – Chapter 15
Chapter 16 – Global Warming, Part 2: Impacts, Adaptation, and Mitigation
5/1, 5/5, 5/7, 5/9, 5/13: In-class assignments and lecture
5/1: Read Chapter 16
5/7: Chapter 16 Review Questions & Critical Thinking Problems due
5/7: Lab 16 – Online research into alternative energy on large scales
Sea level rise mitigation
Other ways to slow or prevent or reverse climate impact
Habitable planet energy lab
5/13: Quiz – Chapter 16
Chapter 19 – Climate Stability on Earth and Earthlike Planets
5/13, 5/15, 5/19, 5/21, 5/23: In-class assignments and lecture
5/13: Read Chapter 19
5/19: Chapter 19 Review Questions & Critical Thinking Problems due
5/21: Lab 17 – Runaway Greenhouse Effect
5/23: Quiz – Chapter 19
5/26: No School – Memorial Day
Final Project Presentations
5/28, 5/30, 6/3, 6/5, 6/9, 6/11, 6/13
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EAR 203, 2013
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EAR 203, 2013
Syracuse University Department of Earth Sciences
EAR 203 - EARTH SYSTEM SCIENCE
Student Contract
Student Name: ________________________________________________
(Please Print)
Mother/Guardian’s Name: ________________________________________
(Please Print)
Father/Guardian’s Name: ________________________________________
(Please Print)
Address: ____________________________________________________________________________________
Home Phone Number: ______________________________________________
Student’s Cell Number : _____________________________________________
Student’s Email Address: ____________________________________________
Mother/Guardian’s Work Number: _____________________________________
Mother/Guardian’s Cell Number: _______________________________________
Mother/Guardian’s Email Address: ______________________________________
Father/Guardian’s Cell Number: _________________________________________
Father/Guardian’s Work Number: ________________________________________
Father/Guardian’s Email Address: ________________________________________
We __________________________________________________________ have read and understand the
requirements, rules, and procedures for SUPA Earth System Science and the determination of grades for the
courses. We understand and agree to abide by these rules and procedures.
_______________________________
Student Signature
_______________________________
Parent or Guardian Signature
_______________________________
Date
_______________________________
Date
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