This syllabus is divided into several sections. You can read it sequentially by scrolling down the length of the document or by clicking on any of the links below to “jump” to a specific section.
Description
This course is designed as a general-education investigation of the importance of water to the existence of life on Earth, and the qualities of water that lead to its unusual but critical properties. The first part of the course will provide a basic scientific background for understanding water movement, occurrence, and behavior, through a series of interactive activities. The second part of the course will draw upon this scientific framework to understand the relationships between water and human activities. Among other diverse topics, we will examine the role of water in climate regulation, the impact of water on human populations and activities, the benefits and drawbacks of modern water management strategies related to irrigation and dams, and policy issues regarding water quality and availability. A sense of the human history of water use and the impacts of natural cycles will be conveyed through the online materials, in-class activities, and assigned readings and associated discussions. Although we will focus on case studies from the American West, we will extend this to include global issues of water scarcity and potential conflict, for example in India, China, and the fertile crescent.
Prerequisites: None
Course Objectives
When you successfully complete this course, you will be prepared to:
- Effectively describe the two-way relationship between water resources and human society: how water availability and quality affect economic opportunities and human well-being and how human activity affects water resources.
- Knowledgeably explain the distribution and dynamics of water at the surface and in the subsurface of the Earth and how the distribution and characteristics are expected to change over the next 50 years.
- Identify appropriate data collection practices for a variety of hydrologic data, synthesize and analyze data from multiple sources, and interpret the results.
- Develop strategies and best practices to decrease water stress and increase water quality
- Thoughtfully evaluate information and policy statements regarding the current and future predicted state of water resources and communicate their evaluations in terms that can be understood by the general public.
Expectations
On average, most students spend eight to ten hours per week working on course assignments. Your workload may be more or less depending on your study habits.
We have worked hard to make this the most effective and convenient educational experience possible. The Internet may still be a novel learning environment for you, but in one sense it is no different from a traditional college class: how much and how well you learn is ultimately up to you. You will succeed if you are diligent about keeping up with the class schedule and if you take advantage of opportunities to communicate with us as well as with your fellow students.
Specific learning objectives for each lesson and project are detailed within each lesson.
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The course relies heavily on readings provided online through our course website, and from the assigned textbook, “The Big Thirst”, by Charles Fishman. The reading assignments for each module are listed in the course schedule below. Additional citations for further reading are also provided in each module.
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Assignments
This course will rely on a variety of methods to assess and evaluate student learning, including:
- Labs - selected activities from the online course will be completed in class
- Discussions - some in-class activities will take the form of discussions in response to assigned readings
- Capstone activity - will be introduced at the end of the first unit (Module 2)
- Exams - One midterm exam, given in the lab period midterm week (following Unit 2)
Due dates for all assignments are posted in the syllabus below or online course management system (e.g., Canvas). Please make sure you are aware of the weekly deadlines.
Grading (Penn State University Park and Harrisburg Sections)
Breakdown of each assignment's value as a percentage of total course grade
| Assignment |
Percent of Grade |
| Formative Assessments in Web Modules |
20% |
| Lab Activities (may include Summative or Formative Assessments from web modules, or in-class Discussions) |
50% |
| Midterm Exam (covers Units 1&2) |
10% |
| Capstone Activity |
20% |
Your scores for all assignments will be kept current in the Course Management System.
Letter Grade and Corresponding Percentages
| Letter Grade |
Percentages |
| A |
93 - 100 % |
| A- |
90 - 92.9 % |
| B+ |
87 - 89.9 % |
| B |
83 - 86.9 % |
| B- |
80 - 82.9% |
| C+ |
77 - 79.9 % |
| C |
70 - 76.9 % |
| D |
60 - 69.9 % |
| F |
< 60 % |
| X |
Unsatisfactory (student did not participate)
|
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Earth 111 Course Schedule
Printable Schedule
Below you will find a summary of the primary learning activities for this course and the associated time frames. This course is sixteen weeks in length, with an orientation week preceding the official start of the course. There are 12 weeks of material each involving a lab meeting. Most Modules are one week long, but some cover two weeks.
Weekly Schedule: Modules open on Friday, assignments are due as in the table below:
Week 1: Course Orientation
| Dates |
|
| Topics |
|
| Readings |
|
| Assignments |
- Perform tasks outlined in course orientation to become familiar with the course and the course environment
- Post a self-introduction to the course Discussion Forum
- Complete the Initial Course Surveys
- Begin your Water Journal for Module 1
|
Week 9: Midterm
| Dates |
|
| Topics |
|
| Readings |
|
| Assignments |
- Midterm in regular class meeting
|
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