St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Tony Hansen
Phone: 308-2009
Email: arhansen@stcloudstate.edu
2.
Requesting Unit: EAS
3.
Department, Course Number, Title: EAS 104 Introduction to Atmospheric Science
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
+EAS 104. Introduction to Atmospheric Science
Introductory study of the earth's weather. Topics include atmospheric composition, earth's energy budget,
atmospheric motions, clouds and precipitation, climate change, measurement of weather data and interpretation of
weather maps. Lab. 3 Cr. F, S, SUM.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
EAS 104 is a primarily a general education lab science course. It also fulfills a requirement in the
Aviation program while simultaneously satisfying a general education requirement for Aviation majors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None. Existing course.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
NA
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
EAS 104 explores a spectrum of principles from physics as they apply to earth's atmosphere. Principles
of electromagnetic radiation, energy balance, heterogeneous mixtures of gases, phase changes, force
balance and equilibrium are developed and applied to observable weather phenomena including middle
latitude cyclones, thunderstorms and tornadoes, and hurricanes. This material is augmented by
applications of the coursework to the daily weather through an ongoing forecast assignment. In addition,
these same physical principles are further applied to the earth's changing climate and the scientific
uncertainies associated with current theories.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
SLO 1: Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
1.
Students will apply basic radiation principles to investigate the effect of variable surface properties
including albedo on daytime and nighttime surface air temperature.
2.
Students will investigate the dependence of surface wind speed and direction on the pattern of surface
pressure by applying force balance relationships.
3.
Students will demonstrate knowledge of polar front theory by performing surface frontal analysis of
surface weather data.
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SLO 2: Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
1.
Students will collect virtual measurements of atmospheric temperature profiles in the boundary layer to
investigate the development of inversions and mixed layers over different surface types.
2.
Students will perform modeling experiments on the role of adiabatic ascent and descent over topography
on the downstream air properties and on upstream precipitation.
3.
Students will apply meteorological principles to predict the next day’s weather using current observations
of weather data.
SLO 3: Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
1.
Students will test alternative theories for the cause of earth’s seasons.
2.
Students will test the hypothesis that relative humidity is independent of ambient air temperature.
3.
Students will test polar front theory by verifying forecast weather changes based on this theory.
SLO 4: Demonstrate awareness of the interdependent relationships of basic science, applied science,
mathematics, and technology.
1.
Students will investigate the cause of seasons on earth through the use of a computer-based mathematical
one-dimensional model of the earth’s energy budget.
2.
Students will identify predictability limits based on chaos theory.
SLO 6: Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
1.
Students will demonstrate understanding of the impact of meteorological phenomena like severe weather,
hurricanes and tornadoes on people and communities.
2.
Students will demonstrate understanding of the role of anthropogenic emissions on the earth’s energy
budget and uncertainties associated with it.
3.
Students will demonstrate recognition of the role of politics and popular culture on the public’s perception
of climate change issues.
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
Course includes:
Laboratory
Lab-like experience
The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
EAS 104 uses an active learning paradigm in which the laboratory exercises are integrated into the course
and performed immediately after relevant background material has been covered. In addition,
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"Simulation Experiments" are also used in which computer programs and "applets" are used by students
to explore basic physical principles applied to the atmosphere.
17.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Course Outline
% time
I. Origin and Composition of the Atmosphere 2
II. Scientific Fundamentals
A. Solar and Terrestrial Radiation
10
B. Temperature
5
C. Water in the Atmosphere
5
D. Stability and Cloud Development
5
E. Condensation and Precipitation
2.5
F. Atmospheric Optics
2.5
III. Weather Systems
A. Force Balances and the Wind
8
B. Air Masses and Fronts
3
C. Middle Latitude Cyclones
8
D. Atmospheric Predictability and
3
Weather Forecasting
E. Thunderstorms and Tornadoes
5
F. Tropical Meteorology and Hurricanes
5
IV. Earth's Changing Climate
A. The Climate System
8
B. Climate Change including
8
Anthropogenic Impacts
V. Weather Forecasting
A. Daily weather discussion and
20
continuing forecast assignment
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SLO #
1, 2, 3, 4
2
3
2
1
1
1
4
6
6
2, 3
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: EAS
Course or Course(s): EAS 104
Tony Hansen
Department or Unit Chair Signature
2-10-10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date