Module “Q&A” Assignment Instructions — Online ENVS 100      Please print these instructions to use each week.  This 2‐part weekly assignment is worth a significant portion of your course grade.    Remember, we don’t have any quizzes or exams!   Instead, this assignment ensures us both that you are learning the material well.     GOALS:  •  Reading comprehension — To deeply understand the information in each module’s readings  •  Synthesis — To synthesize information found in multiple sources  •  Critical thinking — To see where you need clarification on concepts, and learn to write good questions  •  Research — To find reputable sources and research answers to questions  •  Contextualizing — To put “book learning” about science into the context of society and daily life  •  Discussion — To interact with your classmates about course concepts  •  Writing — To practice writing clear, understandable prose with good grammar and spelling     To do this assignment, you must first read and study all of the module’s assigned readings. (This will help eliminate  simple questions that are easily answered in the readings.)  Then, you will post your work to the specified Canvas discussion board, in the message box of a discussion board  post. (I won’t be able to read fancy formatting or attachments; they don’t “compile” well in Canvas.)  Your grade will be based on completing the following activities and posting them correctly before the deadlines. I’ll  be looking for substantive content, and a clear, professional style. Yes, spelling and grammar do count!  Part A is due by end of day Wednesday (by 11:59pm).  Part B is due by that Friday night (board locks at 11:59 pm).      Part A – Synthesis and Questions:    After reading all of the module’s assigned material, submit the following information in ONE COMBINED POST to  the discussion board called “Q&A #__”. The subject line should be brief and should clearly state: (a) YOUR FULL  NAME and (b) PART A.   Example: If your name is Sophie Daniels, your Part A post’s subject line would be “Sophie Daniels’ Part A”    1)  Synthesis of the Module’s Readings    Summarize and synthesize the module’s readings. This should be a coherent, comprehensive synthesis of  information from all of the assigned sources, plus related readings of your choosing. Please include the  following information; expand the list if you want:    • What are the main concepts? (highlights for an interested friend or family member)    • What new terminology did you learn? (discuss a few key terms)    • Which figures and diagrams are particularly useful? (sketch/describe)    • How does this connect with information from earlier in the quarter?    • What is the most interesting thing you learned?    • What is the most important thing you learned?     Helpful Hint: Use this as an opportunity to create comprehensive “reference sheets” of information! All  course assignments are open‐book, so it will be handy to have th.

1. Module “Q&A” Assignment Instructions — Online ENVS 100
Please print these instructions to use each week.
This 2‐part weekly assignment is worth a significant portion of
your course grade.
Remember, we don’t have any quizzes or exams!
Instead, this assignment ensures us both that you are learning th
e material well.
GOALS:
• Reading comprehension —
To deeply understand the information in each module’s reading
s
• Synthesis —
To synthesize information found in multiple sources
• Critical thinking —
To see where you need clarification on concepts, and learn to w
rite good questions
• Research —
To find reputable sources and research answers to questions
• Contextualizing —
To put “book learning” about science into the context of societ
y and daily life
• Discussion —
To interact with your classmates about course concepts
• Writing —
To practice writing clear, understandable prose with good gram

2. mar and spelling
To do this assignment, you must first read and study all of the
module’s assigned readings. (This will help eliminate
simple questions that are easily answered in the readings.)
Then, you will post your work to the specified Canvas discussio
n board, in the message box of a discussion board
post. (I won’t be able to read fancy formatting or attachments; t
hey don’t “compile” well in Canvas.)
Your grade will be based on completing the following activities
and posting them correctly before the deadlines. I’ll
be looking for substantive content, and a clear, professional styl
e. Yes, spelling and grammar do count!
Part A is due by end of day Wednesday (by 11:59pm).
Part B is due by that Friday night (board locks at 11:59 pm).
Part A – Synthesis and Questions:
After reading all of the module’s assigned material, submit the f
ollowing information in ONE COMBINED POST to
the discussion board called “Q&A #__”. The subject line should
be brief and should clearly state: (a) YOUR FULL
NAME and (b) PART A.
Example: If your name is Sophie Daniels, your Part A post’s su

3. bject line would be “Sophie Daniels’ Part A”
1) Synthesis of the Module’s Readings
Summarize and synthesize the module’s readings. This should b
e a coherent, comprehensive synthesis of
information from all of the assigned sources, plus related readin
gs of your choosing. Please include the
following information; expand the list if you want:
•
What are the main concepts? (highlights for an interested friend
or family member)
•
What new terminology did you learn? (discuss a few key terms)
•
Which figures and diagrams are particularly useful? (sketch/des
cribe)
•
How does this connect with information from earlier in the quar
ter?
• What is the most interesting thing you learned?
• What is the most important thing you learned?

4. Helpful Hint: Use this as an opportunity to create comprehensiv
e “reference sheets” of information! All
course assignments are open‐book, so it will be handy to have t
hese with you when you work on other
assignments.
2) Four or More Questions
In the same post, write a numbered list of at least 4 substantive
(“meaty”) questions you have, based on the
module’s readings. Your questions should be generated from rea
ding multiple sources (not just one).
These questions may concern specific facts or concepts, they ma
y be questions about how multiple concepts
relate to each other, and occasionally they may be related to cul
tural, ethical, social, and/or political questions
that arise from the reading. We’ll use these questions to generat
e discussion in Part B.
They should be real questions that occurred to you, which are p
otentially answerable by some research by one
of your classmates in Part B. (That is, they should NOT be alon
g the lines of “How can people think that it’s okay
to ____?”)

5. Start each question with a question number. Each question need
s to be in a separate paragraph (separated by
line breaks).
Helpful Hint: Remember, the answers to your questions should
NOT be directly found in the module’s
readings; instead they should add further insight into the topic.
However, if you are “stuck” on a
particular concept, you may post a question about it, by saying (
for example), “This is my understanding of
mantle convection: [a few sentences of summary]. What is uncle
ar to me is: [pose question].” In Part B,
your classmate would then try to clarify and expand on the conc
ept of mantle convection, after additional
research from credible sources. Alternatively, you are welcome
to post individual questions about concepts
to the MAIN discussion board, so you can get an answer before
other assignments are due.
Don’t make us wonder where your sections (synthesis, most‐inte
resting/most relevant, questions) begin and
end: Separate them with line breaks. Remember to make a numb
ered list of your questions.
Helpful Hint: The best Part A posts have been 600+ words, not i
ncluding the questions. A bare minimum
length for a “C” grade on the summary/synthesis section would
be about 400 words.

6. Part B – One Researched Answer:
Read your classmates’ summaries and questions and then select
ONE classmate’s Part A question to respond to.
Submit the following information in ONE COMBINED POST to
the “Q&A #___” discussion board. Reply directly to
your classmate’s original post (thereby creating a threaded disc
ussion). Do not alter the subject line except to add at
the end: (a) YOUR NAME and (b) ANSWER to Q#____.
Example: If you are Janice Wood, and you are answering one of
classmate Michael Baxter’s questions, your
Part B subject line would be “RE: Michael Baxter’s Part A –
Janice Wood’s ANSWER to Q#4”
1) Answer One Question
Read your classmates’ questions, and provide a researched answ
er to ONE of the 4+ questions posed in ONE
classmate’s Part A. Most of these will be factual questions, and
some may require also providing your educated
opinion. In any case, I expect you to do in‐depth research before
replying, and cite all of your sources!
Your answer should be substantial* and cannot answer a questio
n someone else has already addressed. (You
may, however, supply clarification if your research disagrees wi
th someone else’s answer.) You also cannot
answer your own question. Do yourself a favor and pick a subst
antive question to answer, or greatly expand on
or combine “minimalist” questions.

7. * By “substantial”, I mean that your Part B answer should be at
least 1/2 page (typed, single‐spaced,
8.5”x11” equivalent; at least 300 words), not including the requi
red references list — Probably longer!
Provide your answer by replying directly to the posted questions
(thereby creating a threaded discussion).
In the text box of your post, start your answer with the original
question number and the original question
itself, in its own paragraph (for example, “Question #3: ‘I’ve re
ad that California might fall into the Pacific
Ocean. Is this true?’”) These do not count toward the minimum
answer length. It’s the only way I can see what
you are writing about when I grade your Part B.
2) Cite All of Your Research Sources
No citations = No credit! Be sure that your sources seem to be r
eputable. Use 3 or more GOOD** sources per
answer. Each URL must be complete, must start with http:// , an
d must be in its own paragraph.
** By “good”, I mean reputable sources that are NOT wikis, enc
yclopedias, dictionaries, facts‐on‐file,
eHows, etc. You may use such sources as starting points for you
r research, but they are NOT acceptable as

8. “actual sources” and thus will not count toward your 3+ “good s
ources” (nor will our assigned readings,
which I will assume everyone has read). Therefore, if you use th
em, you will end up with a references list
that contains more than 3 sources. Also be careful about “.com”
websites; check them out to see whether or
not they are reliable/credible/“GOOD”. Actually, that also holds
true for “.org” and “.edu” sites (for
example, a high school student’s webpage would not be as credi
ble as a college professor’s; LiveStrong is
not a science source). Also check to see whether information yo
u find is old enough to be out of date.
I hope to see lots of good discussion generated by these Q&As.
Interacting multiple times with the readings —
and with your classmates —
increases your chances to learn the material fully, find relevanc
e in it, see other
people’s perspectives, and feel part of a group endeavor! :-) On
ce someone has officially posted a Part B, you
are all welcome to discuss any post, so long as the discussion re
mains polite and professional.
Notes and Hints:
•
Reserve the Part A question that you wish to answer for Part B.
— To ensure that there is no duplication of
responses in Part B, please “RESERVE” it as soon as you decid
e you want to answer it. To reserve a Part A post’s
question: Reply‐threaded to the post, changing the subject line t

9. o include “Q#___ RESERVED by [your name]”
at the end. This also helps ensure that you don’t get “scooped”.
First come, first served!
Example: If you are Janice Wood, and you plan to answer one o
f Michael Baxter’s questions, your
reservation subject line would be “RE: Michael Baxter’s Part A
– Q#3 RESERVED by Janice Wood”
• If you didn’t do Part A, can you do Part B? —
Yes. If you didn’t do Part A of this assignment, please contribu
te
to your classmates’ options for Part B by posting at least the 4+
questions by Friday noon. Then you may
reserve a classmate’s Part A question and do Part B for credit. “
Something is better than nothing.”
• If you did do Part A, can you skip Part B? —
Yes, though your grade will of course be impacted. I will grade
your Part A, to check that you have read, thought about, and syn
thesized the week’s readings.
• Um, where did my post go? —
Always check that each post went where you intended it to go (
to the right
discussion board, and that you threaded it to the right classmate
’s original post). Re‐post correctly if necessary.
• Wow, that’s interesting! —

10. Examine the comments posted by your classmates. Some of the
discussions
generated may provide good ideas for journal questions or for f
urther research.
As a courtesy:
•
If you see that someone else has selected a classmate’s question
that you’ve already officially reserved, please
tell them (nicely), so they can choose another question.
• Do not reserve a classmate’s Part A question —
and do not post your Part B —
until you have at least posted 4+
questions.
•
Un‐reserve the classmate’s Part A question if you change your
mind about it and/or if it turns out that you will
not be doing Part B for some reason.
•
Reserve a classmate’s Part A question before you start researchi
ng it.
Checklist for Q&A Assignment — Online ENVS 100
For Part A:

11. Preparation:
I have read the module’s assigned readings (see Syllabus and Th
eme Readings)
Content:
My Part A covers all of the module’s assigned readings
My Part A is written well (content, word choices, grammar, spel
ling, no plagiarism)
My Part A contains all of the required sections:
Summary & Synthesis (concepts,
terminology, figures/diagrams)
Connections Most‐interesting,
most‐important
4 or more good
questions
My Part A is long enough to fully cover the material (ideally >6
00 words, plus the questions)
My Part A questions are good (substantive, not simply answerab
le in the assigned readings, potentially
answerable via a classmate’s research)
Format:
My Part A post has the correct subject line (“My Name’s Part A
”)
My Part A post’s body is text in the Message Box (not an attach

12. ment)
My Part A paragraphs are separated by blank lines
My Part A questions are in a numbered list, with each question i
n its own paragraph
Posting:
I posted my Part A on time (date‐stamped by Wednesday 11:59
pm, the week the readings are due)
I posted my Part A to the correct week’s Q&A discussion board
(“Q&A #__”)
I checked that my Part A posted properly and is readable
For Part B:
Preparation:
I have selected an unreserved Part A question to research for my
Part B
I have threaded a “Q(#) Reserved” message to the classmate’s P
art A
My “Reservation” has the right subject line (“RE: Classmate’s
Name’s Part A – Q#___ RESERVED by My Name”)
My “Reservation” posted properly and is readable
If I did not post Part A on time but want to do Part B, I posted 4
+ questions (by Friday noon)
Content:
My Part B addresses the question that was asked

13. My Part B is written well (content, word choices, grammar, spel
ling, no plagiarism)
My Part B contains all of the required sections:
Classmate’s numbered question My answer
At least 3 good references
My Part B answer is substantive and long enough (>300 words,
plus the question and references)
My Part B references are good (strong and reputable; not wikis,
encyclopedias, dictionaries, commercial, old, etc)
Format:
My Part B post has the correct subject line (“RE: Classmate’s N
ame’s Part A – My Name’s ANSWER to Q#1”)
My Part B post’s body is text in the Message Box (not an attach
ment)
My Part B post starts with the numbered question in its own par
agraph
My Part B references are in a numbered list, with each source in
its own paragraph
My Part B website URLs are complete and begin with http://
Posting:
I posted my Part B on time (date‐stamped before Friday 11:59 p
m; the board LOCKS AT 11:59 pm Friday)
I threaded my Part B correctly (threaded to my “Question #___
Reserved” message)

14. I checked that my Part B posted properly and is readable
Open Course Library ENVS&100 Learning Activities
READINGS FOR Module VI: The Atmosphere: Air, Weather
and Climate
Week 1 of Module VI: Atmosphere, Weather, & Air Pollution
Before you do the usual readings:
1. Take National Geographic’s Pollution Quiz:
http://environment.nationalgeographic.com/environment/global-
warming/pollution-quiz/
2. Tour the EPA’s Indoor Air Quality House (IAQ):
http://www.epa.gov/iaq/IAQhouse_working.html
3. Read about the EPA’s Air Quality Index (AQI):
https://www3.epa.gov/airnow/aqi_brochure_02_14.pdf
4. Read 3 sections of the ALA’s State of the Air 2014 Report:
http://www.stateoftheair.org/2014/assets/ALA-SOTA-2014-
Full.pdf
a. The State of the Air 2014 (pp. 5-11); b. Health Effects of
Ozone & Particle Pollution (pp. 29-37); c. Washington State
Table (pp. 166-167)
➢ Key Findings: http://www.stateoftheair.org/2014/key-
findings
➢ You can use the Report Card to see what “grade” your local
air has earned: http://www.stateoftheair.org (enter your ZIP
code)
➢ You can download a State of the Air app here:
http://www.lung.org/healthy-air/outdoor/state-of-the-
air/app.html

15. The Habitable Planet Textbook
http://www.learner.org/courses/envsci/
• Unit 2 : Atmosphere
The atmosphere is a critical system that helps to regulate Earth's
climate and distribute heat around the globe. In this unit,
discover the fundamental processes that
cause atmospheric circulation and create climate zones and
weather patterns, and learn how carbon cycling between
atmosphere, land, and ocean reservoirs helps
to regulate Earth's climate.
1. Introduction
2. The Structure of the Atmosphere
3. Radiative Balance and the Natural
Greenhouse Effect
4. Major Greenhouse Gases
5. Vertical Motion in the Atmosphere
6. Atmospheric Circulation Patterns
7. Climate, Weather, and Storms
8. The Global Carbon Cycle
9. Feedbacks in the Atmosphere
10. Further Reading
• Unit 11 : Atmospheric Pollution
Many forms of atmospheric pollution affect human health and
the environment at levels from local to global. These
contaminants are emitted from diverse
sources, and some of them react together to form new
compounds in the air. Industrialized nations have made
important progress toward controlling some
pollutants in recent decades, but air quality is much worse in
many developing countries, and global circulation patterns can

16. transport some types of pollution
rapidly around the world. In this unit, discover the basic
chemistry of atmospheric pollution and learn which human
activities have the greatest impacts on air
quality.
1. Introduction
2. Chemicals in Motion
3. Primary Air Pollutants
4. Secondary Air Pollutants
5. Aerosols
6. Smog
7. Acid Deposition
8. Mercury Deposition
9. Controlling Air Pollution
10. Stratospheric Ozone
11. Air Pollution, Greenhouse Gases, and Climate Change
12. Major Laws and Treaties
13. Further Reading
Supplemental
• Environmental Science: A Self-Teaching Guide, by Barbara
W. Murck – Ch.14: Air Pollution
• Earth Science CK12 Flexbook (http://www.ck12.org and
linked in Canvas)
o Ch.15: Earth’s Atmosphere (The Atmosphere; Atmospheric
Layers; Energy in the Atmosphere; Air Movement)
o Ch.16: Weather (Weather and Atmospheric Water; Changing
Weather; Storms; Weather Forecasting)
o Ch.22: Human Actions and the Atmosphere (Air Pollution;
Effects of Air Pollution; Reducing Air Pollution)
• Our Ocean Planet: Oceanography in the 21st Century

17. (http://oceanworld.tamu.edu/resources/oceanography-
book/contents.htm)
o El Nino and the Role of the Ocean in Weather
1. El Niño and Tropical Heat
2. Equatorial Currents
3. Observing the Tropical Pacific
4. Forecasting El Nino
5. El Nino Teleconnections
6. El Nino Policy Issues
7. Ocean's Influence on North
American Drought
• Environmental Science in the 21st Century
(http://oceanworld.tamu.edu/resources/environment-
book/contents.html)
o Air Pollution and Ozone Depletion
1. Atmospheric Structure and Pollution Sources
2. Atmospheric Pollutants
3. Stratospheric Ozone and the Ozone Hole
4. Acid Rain and Acidic Deposition
5. Case Study: Texas Air Quality
• Air Pollution resources -
http://www.niehs.nih.gov/health/topics/agents/air-
pollution/index.cfm
• Indoor Air Pollution - http://indoorair.lbl.gov
• Indoor Air Pollution Resources -
http://sis.nlm.nih.gov/enviro/indoorairpollution.html
• Outdoor Air Pollution Resources -
http://sis.nlm.nih.gov/enviro/outdoorairpollution.html
• Air Pollution Causes, Facts, and

18. Solution
s - http://www.nrdc.org/air/
• Air Pollution Facts, Effects,