Lead is a common environmental contaminant and a poison. For centuries, it was used in paints, pipes, toys, and gasoline. In this class, you’ll learn about lead, the element. We’ll consider where it’s mined, how it’s refined, what it’s used for, and how it was promoted by advertising. You will learn how to measure lead levels in the environment and what it does to people and their bodies. We’ll help you to do field sampling in your own community. You will send your samples to UVM for analysis, learn how to reduce and interpret the data, and finish the course by preparing an environmental analysis in an on-line portfolio format.
Dates: June 15 - July 10, 2020; On-line classes, June 17 to July 1; Project preparation, July 2-10. First 11 days consist of daily video lession, a short reading, an office hour for assistance and questions, some 1 to 2 hour "virtual" lab sessions and an assignment (lab report, quiz, or problem set). After two weeks, you will work in teams of two to create web-based porfolios.
Lead in the Environment (GEOLOGY 095 OL2) (online classes, June 17 to July 1; project preparation, July 2-10) Summer 2020 (CRN 61923) Paul Bierman, firstname.lastname@example.org Nico Perdrial, email@example.com Lead is a common environmental contaminant and a poison. For centuries, it was used in paints, pipes, toys, and gasoline. In this class, you’ll learn about lead, the element. We’ll consider where it’s mined, how it’s refined, what it’s used for, and how it was promoted by advertising. You will learn how to measure lead levels in the environment and what it does to people and their bodies. We’ll help you to do field sampling in your own community. You will send your samples to UVM for analysis, learn how to reduce and interpret the data, and finish the course by preparing an environmental analysis (science students) or a curriculum plan (teachers) in an on-line portfolio format. Learning Goals 1. Understand the behavior, toxicity, and environmental distribution of the element lead 2. Understand how to sample for, make analyses of, and compile environmental data related to lead 3. Be able to work on your own and with a peer to interpret and present new data about lead concentration in the environment, setting those new data in the context of what is already know or work with a peer to design curricular materials for teaching about lead in the classroom (for teachers or teachers in training). Logistics This is a fully on-line course with both synchronous and asynchronous education; the course involves fieldwork around and in your home. We expect you to have a stable internet connection and computer capable of working on the web. For the first 11 days, there will be a daily video lesson to watch (20-40 minutes), a reading to do (an hour or less), an office hour for assistance and questions, some 1 to 2 hour “virtual” lab sessions and an assignment (lab report, quiz, or problem set). At the end of two weeks, you will work in teams of two to create web-based portfolios that are designed for public consumption and present both new data and what you have learned in an accurate, accessible fashion. We will edit and grade your draft portfolios and you will then be expected to make revisions before final submission. The class with conclude with a public presentation of your work in a flash talk to the whole class. The class videos will be posted on YouTube. The quizzes will be on Blackboard. Readings will be open access on the web. Office hours will be on Microsoft Teams. Portfolios will be created in Google Sites.
This is a class about learning and finding out just how much fun and how interesting science can be. This is also a class about applying science to make a difference in today’s world. We have several simple and straightforward expectations of you as a student in this class: 1. We expect you to respect your classmates and faculty at all times when they voice opinions that may differ from yours. This is a class that may raise emotions. Please respect your peers' feelings. If you cannot conduct yourself respectfully, you will be asked to leave the class. 2. We expect full attendance; it’s the only way you can learn the material. 3. We expect you to participate in the class by asking questions on-line and in chats, doing assigned readings, and completing assignments. 4. We expect complete academic honesty. We expect that you will neither give nor receive information on the quizzes and that you will properly cite information in your portfolio. Violations of this trust and our community will be handled in strictest way possible. Cheating will not be tolerated. We follow UVM’s academic integrity policy. Please read it at: https://www.uvm.edu/sites/default/files/UVM-Policies/policies/acadintegrity.pdf We also have high expectations of ourselves as faculty. We will come to class prepared every time with the most interesting and informative slides, videos, and demonstrations we can muster. We will treat every student with respect, and we will do our best to maintain a fair and balanced learning environment in the classroom so that everyone’s opinion is valued. The syllabus will apply in the same way to everyone in the class. Ours is an inclusive classroom We are committed to the creation of a virtual classroom where everyone will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed. All students are welcome in GEOL095 regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, Veteran status, citizenship status, nationality and other diverse identities that we each bring to class. The success of our inclusive classroom relies on the participation, support, and understanding of you and your peers. We encourage you to speak up and share your views, but also understand that you are doing so in a learning environment in which we all are expected to engage respectfully and with regard to the dignity of all others. Any student who has difficulty affording groceries or who lacks a safe and stable place to live and believes this may affect their performance in the course is urged to contact any of us who are teaching for help. If you have any questions or concerns do not hesitate to raise them with us. We are here to help you learn!
Evaluation (Grades) 50% daily assignments 20% final portfolio draft 30% final portfolio
Online (View Campus Map)
Note: These dates may change before registration begins.
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