Environmental Science: Chemical Perspectives
Course Number: ESR 172
Transcript Title: Environ Science:Chem Perspect
Created: September 1, 2012
Updated: December 19, 2014
Total Credits: 4
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 30
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Approved delivery mode:
Develops an understanding of environmental topics that are primarily chemical in nature. Includes air pollution, global warming, toxicology, risk assessment, water pollution, and hazardous waste. The associated laboratories will illustrate these topics. Prerequisite: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.
A student will be able to collaboratively and independently:
- Express graphically, orally or in writing form, basic elements of chemistry in the environment.
- Identify and express interactions of humans and the environment.
- Utilize field and laboratory methods/technologies to measure and describe environmental factors.
- Demonstrate an understanding environmental chemistry and human effects upon it.
Alignment with Institutional Core Learning Outcomes
|1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)|
|2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)|
|3. Apply the knowledge, skills and abilities to enter and succeed in a defined profession or advanced academic program. (Professional Competence)|
|4. Appreciate cultural diversity and constructively address issues that arise out of cultural differences in the workplace and community. (Cultural Awareness)|
|5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)|
Outcome Assessment Strategies
- Essay, short and multiple choice exams.
- Write-ups of field and laboratory experiences.
- Research paper on environmental topic.
- Journal: self-assessment and exploration of topics.
- Oral presentations with accompanying Visual/graphical representations.
- Concept Maps
Course Content (Themes, Concepts, Issues and Skills)
Concepts and Themes
- Energy flow and matter transformations
- Human mediated environmental change (ozone depletion, global climate change, acid rain)
- Fundamentals of periodic table
- Chemical pollution of atmospheric, hydrologic, and biologic systems
Process Skills (Competency skills)
- Relate scientific concepts to local and regional issues.
- Understand the sources of scientific uncertainty.
- Locate and access information from non-governmental organizations and governmental agencies.
- Think critically.
- Collaborate with peers - Work effectively in groups.
- Present conclusions with scientific rigor.
Columbia Gorge Community College Science Department stands by the following statement about regarding science instruction:
Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. "Creation science", "Intelligent design" or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).
The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.
Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.