Course Syllabus

GEO 1020 Dinosaurs and Other Life of the Past

Course Description

This course is an introduction to the history of life on Earth. Students will explore the connections between Earth's geologic and evolutionary histories through basic principles of geology, paleontology, biology, and ecology. The study of prehistoric life will be used as a model for the workings of the Scientific Method.

Justification

Dinosaurs and Other Life of the Past (GEO 1020) is intended to introduce non-science majors to the scientific method and basic principles of the earth and life sciences through the popular topics of dinosaurs and fossils. The course will educate students about the geologic and evolutionary processes that operate on the earth now and in the past to help them understand how life on Earth (including humans) both changes and responds to changes in climate and other geologic conditions (connections that are particularly relevant today).

This course fulfills the criteria for the Snow College Physical Science GE requirement and is designed to tranfer to other USHE institutions (most of which offer a class with the same course number) to fulfill their Physical Science GE requirements.

General Education Outcomes

1. A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. After completing this course, the student will be able to demonstrate a fundamental knowledge of how the natural world works. This knowledge will include how rocks and fossils form, the history of life on earth, and the factors that have influenced the evolutionary history of life. Students will also be able to demonstrate an understanding of how human culture and society have impacted the history of research into ancient life. Students will demonstrate this knowledge on exams, homeworks, or a final project.
2. A student who completes the GE curriculum can read and research effectively within disciplines. Students will read the textbook and answer questions based on this reading. Students will be expected to access and think critically about journal articles and websites throughout the semester. Students are taught how to determine the credibility of scientific information as it relates to how physical scientists think and form judgments about the world. Students also complete readings related to this topic. Students will independently research a topic of their choice for a final project in order to practice these skills. A student's ability to assess credibility will be evaluated by homework and the final project.
3. A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students will draw from principles of geology, paleontology, biology and ecology to learn about prehistoric life, processes and events that have affected life in the past, and how these processes are relevant to current changes to natural systems. This will be accomplished through two major methods:
   
   1) Case studies involving research into specific fossil organisms and how multiple scientific disciplines are used to interpret the complex realities of their behavior, evolution, extinction, etc.
   
   2) Applying knowledge of the past (gleaned from various disciplines) to present issues. For example, past extinctions due to climate change, extinction linked to modern climate change, the impact to human society, and potential solutions.
   
   In addition to understanding the science of the issues, students will learn about the history, politics, and sociology that impact scientific research into and solutions for these issues. Students will demonstrate this knowledge on homework and exams.
4. A student who completes the GE curriculum can reason analytically, critically, and creatively. The main focus of this class is scientific reasoning. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. Students are taught the methods of science in general and specifically related to course topics. Case studies such as how we determine the lifestyle and evolution of specific organisms and topics such as the impact of colonialism on paleontological research visit the issue of reasoning both analytically and critically. Students are expected to apply critical thinking and scientific reasoning on exams as opposed to a simple recall of facts. Students will evaluate internet sources for bias and scientific merit A student's ability to apply scientific reasoning will be evaluated using homework, class discussions, exams, and essays.

General Education Knowledge Area Outcomes

1. The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how geologists and paleontologists think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays. The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how geologists and paleontologists think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays.
2. Demonstrate understanding of forces in the physical world. Students will understand the sources of energy that drive the earth's natural systems. They will understand the forces that move lithospheric plates and the results of the processes. They will understand how the forces that drive geologic processes in turn impact the evolution and history of life on earth. Students will demonstrate their understanding of these forces on quizzes, exams, final exams, or projects.
3. Discuss the flow of matter and energy through systems (in large and small scales). Students will learn how the earth’s internal heat drives processes like plate tectonics and the rock cycle. They will also understand how matter and energy move through the hydrologic cycle and the carbon cycle as well and through biological systems. Students will understand how living organisms are impacted by and impact these systems. Students will discuss the flow of matter and energy on quizzes, exams, or essays.
4. Develop evidence-based arguments regarding the effect of human activity on the Earth. Students will be asked to explain the human contribution to the evolution and extinction of species and compare these human causes to natural causes that have driven evolution and extinction in the geologic past. A student's ability to develop evidence-based arguments regarding the effect of human activity will be evaluated using homework, quizzes, exams, or essays.
5. Describe how the Physical Sciences have shaped and been shaped by historical, ethical, and social contexts. This will be accomplished through the study of controversies in the history of the science of paleontology and other relevant fields such as the development of the theory of evolution, the Bone Wars, work of scientists from marginalized social groups, the impact of colonialism on paleontology, etc. A student's ability to describe how paleontology has shaped or has been shaped by historical, ethical, and social contexts will be evaluated using homework, essays, and exams.

Course Content

This course introduces students to fundamental concepts in geology, paleontology, biology, and ecology and explores their application to the study of prehistoric life. Particular emphasis will be placed on using the study of ancient life to illustrate the nature of scientific inquiry and reasoning. The pioneering work and struggles of paleontologists from marginalized groups (e.g., Mary Anning), the role of colonialism in paleontology, and other ethical dilemmas in the field will be highlighted where appropriate to bring these issues (present in many scientific fields) to students' attention.

Topics discussed in the course may include some or all of the following:

- The Nature of Scientific Inquiry
- History of Geology, Paleontology, and the Theory of Evolutionary
- Geologic Time and Earth's Geologic History
- Plate Tectonics
- Stratigraphy and Depositional Environments
- The Origins of Life
- Evolution
- Fossilization
- Extinction
- Paleozoic Life
- Mesozoic Life
- Cenozoic Life
- Cladistics
- The Climate System