The Early College
Lansing Community College
Integrated Science
HTEC 063
Jeannine Stanaway, Science Instructor
Fall Semester, 2011
Email address:
Office Hours: 8:00 to 8:50 and 3:10 to 4:00 daily, Room 102 Mackinaw Building, Lansing Community College
Class Room: 102 Mackinaw Building, LCC Main Campus
About the course:
The Early College Science class is designed to provide a basic understanding of scientific methodology and the applications of scientific concepts to the real world. The focus of this course is to introduce students to a scientific framework of thinking and analysis of data and information using scientific methodology. To accomplish these goals, students will conduct investigations, gather and interpret data, generate conclusions based on laboratory experiences, research and extended data collection. Science content will be presented in an inquiry-based manner, where students are practicing scientific skills and applying scientific investigative techniques to gain content knowledge. Additionally, students will find patterns in science content through multiple experiences, then generate science-based explanations of phenomena. This process may include investigative science, research and collaborative problem-solving.
The content of this course will include the application of scientific methods (including experimentation, investigations, research and data gathering and analysis), concepts in physics and chemistry, a study of Earth’s cycles and spheres and an examination of concepts in the Earth’s hydrosphere, atmosphere/weather and the geosphere. Although the primary focus of the course is Earth Science, conceptual understanding of principles in physics and chemistry is essential for building conceptual understanding in geology. Therefore, TEC Science course will include this content and relate these concepts in the Earth Science component of the course.
Typically, science classes are taught as “school science”. This science course will be taught as “scientist’s science”. Students will keep experimental data and observations and, using this student-collected data, formulate conceptual understanding of science principles and ideas. The application of science process skills in experimentation and investigations will develop the framework for scientific literacy in the discipline of science. Research will be a component of the course, both as an avenue to gain conceptual understanding and to determine the degree of that understanding. Using this approach to learn science, students should develop scientific reasoning skills necessary to problem-solve, apply scientific processes to real world situations and investigations and develop a scientific perspective.
TEC Science Instructional Materials:
TEC Science course requires a course pack that contains experiments, investigations, BIG IDEAs pages, weather collection tables and other materials designed for the curriculum. Additional materials necessary for the class include a composition book/lab notebook, a 3-ring binder with lined paper, a black ink pen and pencils.
Additionally, students will be using a variety of laboratory equipment to complete investigations. A TI In-spire calculator will be available for use in class. Lansing Community College computers will be used for research based activities.
The intended outcomes of the class:
As a result of participating and engaging in labs, discussions, research and other classroom activities, it is anticipated that students will gain the abilities to:
§ Use and apply scientific reasoning and problem-solving skills
§ Gain scientific literacy, ways of thinking and habits of mind
§ Apply scientific process skills to everyday life
§ Become evidence-based thinkers and problem-solvers
§ Pursue scientific endeavors with the skills practiced in class – employing scientific investigation skills, authentically using science process skills, formulating questions related to science concepts, generating collaborative ideas related to content, researching techniques, connecting concepts across content “boundaries”, integrating concepts and gaining a sense of wonder.
§ Apply fundamental physical science concepts to “everyday life” situations
§ Build a community of learners around the exploration of science
Course expectations - Students are expected to:
§ be on time and prepared for class
§ actively participate during class and in all activities
§ focus on classroom activities – no cell phone use or off-task internet activity
§ share ideas related to investigations, research topics and learning of content
§ be respectful of others’ learning and the instructional practices being employed
§ observe the rules of lab-related activities, always maintaining safety as a priority
§ adequately prepare for every class session, self-assessing individual learning needs and meeting these with additional study and preparation
§ collaboratively work in groups, bearing the responsibilities of collaborative work and learning
§ submit only original work and maintain academic integrity
Student Academic Integrity: The nature of higher education requires that students adhere to accepted standards of academic integrity. Violations of academic integrity are defined as cheating and plagiarism. Cheating is intentionally using or attempting to use unauthorized materials, information, notes, study aides or other devices or materials in an academic exercise. Plagiarism is intentionally, knowingly, or carelessly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source).
It is the responsibility of TEC student to be aware and knowledgeable of behaviors that constitute academic dishonesty. Violations of academic integrity will be addressed in TEC science course and the Strategic Initiatives Division.
Classroom conduct:
All students are expected to conduct themselves in a manner conducive to a positive learning environment. The qualities associated with a positive learning environment in science will be co-constructed in each TEC science class and shared with the remaining sections of The Early College science sections. These will be posted as a reminder of the shared vision of a positive learning environment in science.
Much of the required course work will encourage group interactions and collaborative thinking to complete assignments. This implies that as a team, the work is accomplished; it does not mean that sections of the work are distributed to team members and “reassembled” as a whole assignment. Learning research indicates that collaborative learning benefits the learning of all participants. It is expected that collaborative work involve every student in a shared manner. Working together to gain understanding is encouraged. Learning content to a level of deep understanding is a very important goal, often obtained through collegial discussion and sharing of ideas.
Classroom behavior that interferes with the instructional process will not be tolerated. This includes, but is not limited to, cell phone use, texting, disruptive behavior in class or unsafe actions in the science lab or classroom. The consequences for these behaviors are addressed in the LCC catalog under Administrative Withdrawal as well as in TEC Student Handbook.
Laboratory safety:
Two classrooms will be used for the TEC Science course– Room 102 in the Mackinaw Building and the Chemistry lab, Room 405, in the Arts and Sciences building. Our use of the Chemistry lab on Friday requires special attention to safety issues. Room 405 A&S is considered a red lab. This designation sets standards for use. Following is a list of red lab rules that will strictly adhered to:
No food or drink is allowed in the lab under any conditions. The reason for this is that the chemicals used in this lab may be harmful or dangerous to your health and safety if ingested and the instrumentation in the lab can be destroyed by liquids. There will be NO exceptions to this lab rule.
When in a red lab, closed-toed shoes must be worn. It is imperative to protect feet from chemical spills, or other accidents. Additionally, long pants are encouraged to protect your skin from chemical spills or other potentially dangerous conditions. Students will not be allowed in the chemistry lab with inappropriate attire. On lab days, wear appropriate clothing for the laboratory environment. Your participation depends on this.
Off task behavior will not be tolerated in the Science lab or classroom. Safety issues associated with “horse play”, practical jokes, inattention to details in experimentation or during investigations are not beneficial to the learning environment.
Methods of Instruction:
Instruction will include the following classroom practices – scientific investigations based on inquiry, data collection and interpretation, research, lectures, developing ExperienceàPatternsàExplanation tables, classroom activities, field experiences, protocol development and experimentation, lab notebook entries, problem-solving and reading for understanding. Additional instructional practices may be employed to supplement learning, clarify concepts or extend student understanding of content.
Methods of Assessment:
Authentic assessment of science content understanding will be accomplished in many ways including (but not limited to) the following: presentations, course assignments, lab notebook entries and summations of learning, lab reports and participation in classroom activities. Completion of BIG IDEAS sheets and course projects will also be used to determine student learning of content.
Student learning will also be evaluated with quizzes, tests and weather related application of content with each unit. Pre and Post writing will additionally be used to assess student learning.
Other and additional assessments may be used to indicate student learning throughout the course.
Following is a list of the units to be covered during Fall Semester 2011. Each unit will require specific assignments that will be assessed. This list of possible graded assignments and assessments is provided as a guide. Assignments and assessments may be added when determined necessary to strengthen learning or deleted when it is determined that other methods of assessment or student work would better suit the educational needs of students.
Unit / Possible Graded Assignments and AssessmentsScience Is? / Lab notebook entries, Developing a measurable scientific experiment, Writing – Science in Everyday Life, Density lab data/interpretation/ conclusions, completed BIG IDEAS sheet
Physics / Completed Physics BIG IDEAS sheet, Lab notebook entries including collected data, data interpretation, conclusions and answered questions, Writing – Motion observations, Light Portfolio, Physics assessment related to weather data
Chemistry / Elemental Design analysis, Lab notebook entries, Phase change diagram, Chemistry assessment related to weather data
Cycles and Spheres / Cycles and Spheres research and presentation, Cycles analysis
Minerals and Rocks / Completed BIG IDEAS sheet, Minerals identification specimen test, Rocks classification lab, Rock identification lab test, field trip – mineral and rock identification
MI Geology / Completed ExperiencesàPatternsàExplanations tables (team and individual), model building (basin and cross sections), well data project and peer evaluation on team work
Geologic Time / Test over geologic time scale, cross-sectional interpretations, Assessment on absolute and relative time dating techniques.
Weather / Data checks, graphs and analysis of data represented on the graph, presentation of weather data patterns, weather assessment
Methods of Evaluating Student Achievement and Progress:
Method / Department RangeLab Activities / 10% to 20%
Lab Notebook Entries / 10% to 20%
Projects/Assignments/Participation / 20% to 30%
Presentations / 10% to 20%
EàPàE Tables / 10% to 20%
Assessments / 20% to 30%
Course Assignment Policies: Please keep all returned graded assignments, assessments and lab notebook rubric sheets and evaluations. I will record the grade, but in case there is a request to change the recorded grade of an assignment, you will need evidence to justify your request.
Note:
Please be aware that every attempt will be made to provide these evaluations as a minimum. There may be other opportunities for credit available. Attendance and participation are crucial to learning. Since this course is centered on learning, a subjective grade, based on attendance and participation, is reserved for the discretion of the instructor.
Because the lab-related work in this course is scheduled in a science laboratory to meet safety requirements, no lab make-ups will be given for lab work missed. It is imperative that you are in class for all lab assignments and experiences!
Deadline for submission of assignments is determined by the instructor and announced in class. Late assignments will not be accepted unless extenuating circumstances exist. These situations must be addressed with the instructor.
Make-up exams, assignments, projects and other required course work must be completed prior to the return of the scored assignment.
Grading Scale and Descriptions: This course will abide by recommended guidelines for student grades
Percentage / Scale / Description91-100% / 4.0 / Outstanding, exemplary work. Uses and integrates readings, classroom discussions and assignments to inform learning. Meets all the requirements of the assignment, is deeply thoughtful, and provides many details and examples to support the arguments made. Work has minimal errors in grammar, punctuation, and spelling.
86-90% / 3.5 / High quality work. Uses many readings, classroom discussions and assignments to inform work completed. Meets all the requirements of the assignment, is thoughtful and provides some details and examples to support writing. Very few errors in grammar, punctuation, spelling.
81-85% / 3.0 / Good quality work, performing at expected level. Uses some readings, classroom discussions and assignments to meet learning expectations. Meets all requirements of assignments, shows an attempt to engage with purposes of assignment, provides details and examples to support work. Few errors in grammar, spelling, punctuation.
76-80% / 2.5 / Work below expected level of quality. Does not include appropriate references to relevant readings, class discussions. Does not meet all requirements of assignments. Limited attempt to engage with purposes of assignment, few details and examples to support writing. Many errors in grammar, spelling and punctuation.
71-75% / 2.0 / Significantly below expected level of quality. Many errors in grammar, spelling and punctuation. Shows little evidence of having read course readings, little use of classroom discussions to synthesize learning. Meets few of the assignment’s requirements. Shallow attempt to engage with purposes of assignment, no details or examples to support written ideas.
66-70% / 1.5 / Work is dramatically below expectation levels, being incomplete or inaccurate. Little attempt is made to synthesize readings and class materials. Required course assignments are poorly presented..
60-65% / 1.0 / Work does not meet expectations. Attendance in class is inadequate for learning content. Little to no attempt has been made to learn course-related material.
0-59% / 0.0 / Course requirements not met.
Course Policies:
Cell Phones and Electronics:
Science learning is complicated. Your experiences in TEC Science class will involve complex content, deep thinking and analysis of data, conversation with colleagues and thoughtful connections to prior learning. Intellectual interruptions distract focus and concentration. For these reasons, there will be NO cell phone use during class. Cell phone use includes taking calls, checking for messages, texting, checking calendars or internet surfing.