HARFORD COMMUNITY COLLEGE
ENV 112 – Environmental Science Lab
Course Information
EFFECTIVE DATE
Fall 2013
DATE SUBMITTED
April 2013
COURSE NUMBER
ENV 112
COURSE TITLE
Environmental Science Laboratory
PREREQUISITE(S)/CO-REQUISITES
Co-Requisite or Pre-Requisite: ENV 111
DIVISION
STEM
BUDGET ORG
NUMBER
1146
SUBJECT
Environmental Science
INITIATOR
Tamalene J. Imbierowicz
DIVISION LEADER
Deborah Wrobel
NUMBER OF CREDITS
1
TOTAL INSTRUCTIONAL HOURS
30 hours laboratory
RECOMMENDED CLASS SIZE
24
START-UP COST
$2400
COURSE FEE
$20
Course Description
ENV 112 – Environmental Science Laboratory (1 credits)
This is an introductory laboratory course in environmental science. The course provides hands-on
learning using experimentation, field exercises, science technology, and computer activities to
demonstrate how humans impact the environment. Co-requisite or pre-requisite: ENV 111. This
course meets for a total of 30 laboratory hours. Course fee.
Student Learning Objectives Linked to Relevant Academic Outcomes
Upon satisfactory completion of this course, the student will be able to:
1. Employ technology and the scientific method to collect, analyze, and interpret environmental
data through the correct use of field techniques, computers, and laboratory equipment.
(Academic outcomes supported by this objective: Science and Technology, Critical
Thinking; Computational Skills; Information Literacy)
2. Demonstrate an ability to interact and work effectively with other students to complete
laboratory activities and laboratory reports.
(Academic outcomes supported by this objective: Communication, Interpersonal Skills)
3. Demonstrate the use of the scientific method and critical analysis in examining contemporary
environmental issues.
(Academic outcomes supported by this objective: Science and Technology, Critical
Thinking, Communication, Information Literacy)
4. Demonstrate how physical and biological environmental factors affect human ecological
interactions.
(Academic outcomes supported by this objective: Science and Technology, Critical
Thinking, Communication)
5. Identify renewable and non-renewable resources and explore the effects of human use on
these resources.
(Academic outcomes supported by this objective: Science and Technology, Critical
Thinking, Communication)
6. Evaluate how our current environmental problems are related to population growth, overuse
of natural resources, and the current relationship between humans and sustainability.
(Academic outcomes supported by this objective: Science and Technology, Critical
Thinking, Culture and Society)
7. Identify and locate appropriate types of information for review, evaluate the information, and
use the information effectively, ethically, and legally.
(Academic outcomes supported by this learning objective: Information Literacy, Critical
Thinking, Science and Technology)
Course Outline
I.
INTRODUCTION TO SCIENTIFIC PROCESS
A. Laboratory Safety
B. Scientific Process
C. Experimental Design
II.
BIOLOGICAL ENVIRONMENT
A. Community Structure
B. Biogeochemical Cycles
C. Biodiversity and Biomes
III.
NON-RENEWABLE RESOURCES
A. Fossil Fuels
B. Human Impact
IV.
RENEWABLE RESOURCES
A. Renewable Energy Sources
B. Technology
V.
POLLUTION
A. Air
B. Water
C. Land
D. Noise
VI.
CLIMATE CHANGE
A. Global Climate Patterns
B. Climate Models
VII.
HUMAN POPULATIONS
A. Population Growth
B. Human Impacts
VIII.
SUSTAINABILITY
A. Environmental Sustainability
B. Ecological Footprint
C. Green Infrastructure and Sustainable Design
Instructional Method(s)
To achieve student learning objectives, instruction includes: laboratory experiments, case studies, field
studies, computer simulations, demonstrations, discussions, and field trips.
Assessment Method(s)
Laboratory assignments and activities, laboratory reports, application exercises, class discussion,
quizzes and exams.
Textual Material(s)
Title:
Author or Editor:
Publisher:
Date
ENV 112: Environmental Science Laboratory Manual
HCC custom
McGraw Hill Publishers
2013
GENERAL EDUCATION JUSTIFICATION FORM
The initiator completes this section only if requesting general education status for this course. If
a modification is for an existing general education course, the initiator must also complete the
General Education Justification form. (See the Curriculum Manual for the guidelines and
worksheet (Appendices C and D)used by the Curriculum Work Group for evaluating general
education proposals.)
1. General Education Guidelines
A. To be considered for the general education distribution, each course must emphasize breadth
rather than depth and, in most cases, be an introductory course to a discipline. Explain in a few
sentences how the proposed course meets these guidelines.
The course introduces students to the basic principles of environmental science, an
interdisciplinary subject that encompasses knowledge in geography, biology, chemistry,
physics, earth science, economics, and social science. Students will be instructed in and
implement basic skills in laboratory research methods to enhance their knowledge and
understanding of environmental science. The course is a co-requisite for an existing GS course,
ENV 111.
B. General Education courses shall reflect current scholarship in the discipline and provide
reference to theoretical frameworks and methods of inquiry appropriate to academic disciplines.
(Courses that are theoretical may include applications, but all applications courses shall include
theoretical components.) Explain in a few sentences how the proposed course meets these
guidelines.
The course utilizes an inquiry-based approach to design and implement laboratory experiments.
Students will utilize scientific reasoning and critical analysis to investigate contemporary
environmental issues impacting humans and their environment. They will follow the scientific
method to develop a hypothesis, analyze data, compare results and draw conclusions from their
experimental data. The course emphasizes how increasing world population results in higher
demand and impact on natural resources.
C. Public institutions of higher education should incorporate knowledge and skills involving the
use of quantitative data, effective writing, information retrieval, and information literacy where
possible in the General Education core. If appropriate, explain in a few sentences how the
proposed course meets these guidelines.
Students will use quantitative skills to collect and interpret experimental data, compare results,
and draw conclusions. Effective writing skills are developed through written laboratory reports,
quiz questions, and exam essay questions. Information retrieval and literacy skills are developed
by retrieving, evaluating, and using recent scientific discoveries to evaluate contemporary issues
impacting humans and the environment.
2. General Education Category
This course fits into the checked general education category:
(GB) Behavioral/Social Science
(GE) English Composition
(GH) Arts/Humanities
(GI) Interdisciplinary and Emerging Issues
(GL) Biological and Physical Laboratory Science
(GM) Mathematics
(GS) Biological and Physical Science
3. Relation Of Course To General Education Goals
As justified by the accompanying explanation on how the course fulfills the goal and the specific
related activity, this course satisfies the following General Education goals [identify relevant
goal(s) and provide Academic Outcomes(s) and specific activity(ies)/assessments]:
General Education Category: GL
General Education Goals:
General Education Goals
2
3
5
Course Name and Number:
ENV 112 Environmental Science Laboratory
List the Student Learning Objectives that align to each General Education Goal; the Academic
Outcomes and the Specific Activity(ies) /assessments:
1. Student Learning Objective: Employ technology and the scientific
X
X
method to collect, analyze, and interpret environmental data through the
correct use of field techniques, computers, and laboratory equipment.
Academic Outcome(s): Science and Technology, Critical Thinking,
Computational Skills, Information Literacy
Specific activity/assessment: Graded activities and lab reports based on
a rubric
2. Student Learning Objective: Demonstrate an ability to interact and
X
work effectively with other students to complete laboratory activities
and laboratory reports.
Academic Outcomes: Communication, Interpersonal Skills
3.
4.
5.
6.
7.
Specific activity/assessment: Lab reports based on a rubric, exercises to
establish experimental design
Student Learning Objective: Demonstrate the use of the scientific
method and critical analysis in examining contemporary environmental
issues.
Academic Outcomes: Science and Technology, Critical Thinking,
Communication, Information Literacy)
Specific activity/assessment: Lab reports and exercises based on a
rubric, quizzes
Student Learning Objective: Demonstrate how physical and
biological environmental factors affect human ecological interactions.
Academic Outcomes: Science & Technology; Critical Thinking,
Communication
Specific activity/assessment: Lab reports and exercises based on a
rubric, quizzes
Student Learning Objective: Identify renewable and non-renewable
resources and explore the effects of human use on these resources.
Academic Outcomes: Science & Technology; Critical Thinking,
Communication
Specific activity/assessment: Exercises and assignments based on a
rubric, quizzes
Student Learning Objective: Evaluate how our current environmental
problems are related to population growth, overuse of natural resources,
and the current relationship between humans and sustainability.
Academic Outcomes: Science and Technology, Critical Thinking,
Culture and Society
Specific activity/assessment: Lab report, exercises and assignments
based on a rubric, quizzes
Student Learning Objective: Identify and locate appropriate types of
information for review, evaluate the information, and use the
information effectively, ethically, and legally
Academic Outcomes: Information Literacy, Critical Thinking, Science
& Technology
Specific activity/assessment: Lab reports based on rubric, discussion
and research on current issues in the news
X
X
X
X
X
X
X