Chapter 5 discusses climate change

Considers the science and management practices associated with modern air quality control systems. Emphasis is placed on the regulatory and technological management practices employed in achieving air quality goals and health protection concerns.

Course Textbook

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Phalen, R. F., & Phalen, R. N. (2013). Introduction to air pollution science: A public health perspective. Burlington, MA: Jones & Bartlett Learning.

Business: Growing pains; the rise of big solar. (2010, Apr 17). The Economist, 395, 69-70. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasout hern.edu/docview/223975188?accountid=33337

Wiant, Chris J. “Beyond command and control.” Journal of Environmental Health, vol. 60, no. 2, 1997, p. 41+. Academic
OneFile,
https://libraryresources.columbiasouthern.edu/login?url=http://go.galegroup.com.libraryresources.columbiasouther n.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA20119619&asid=cb5b6bf11c63f1eeaa3 f0a62875357db

Wind energy’s promise and bottlenecks, part 1. (2009). Business and the Environment, 20(2), 1-3. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasout hern.edu/docview/220297866?accountid=33337

Wind energy’s promise and bottlenecks, conclusion. (2009). Business and the Environment, 20(3), 1-3. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasout hern.edu/docview/220287396?accountid=33337

Zehner, O. (2012). Nuclear power’s unsettled future. The Futurist, 46(2), 17-21. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasout hern.edu/docview/922948757?accountid=33337

The articles below are provided as PDFs in the units for which they are required reading:

Characterizing the range of children’s pollutant exposure during school bus commutes (Contract number 00-322). (2003). Air Resources Board. Retrieved from http://www.arb.ca.gov/research/schoolbus/summary.pdf

U.S. Environmental Protection Agency. (1995). Guidance for risk characterization. Retrieved from https://www.epa.gov/sites/production/files/2015-11/documents/guidance-risk-characterization-feb1995.pdf

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Provide a comprehensive overview of air quality problems with particular emphasis on the ambient environment.
2. Describe atmospheric dispersion, transport and deposition characteristics for pollutants.
3. Demonstrate the effects of air pollutants on human health and the environment.
4. Discuss various techniques for air quality monitoring and emissions assessments.
5. Describe regulatory principles/requirements for the control of ambient air pollution.
6. Define and analyze principles and technology used to control emissions from mobile and stationary sources.
7. Distinguish air quality concerns in the indoor environment.
8. Explain and illustrate noise as an air quality concern.

Credits

Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Some units also contain articles, which are provided as PDFs or can be found in the CSU Online Library (see study guide for details).
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Student Resources link listed in the Course Menu bar.
6. Unit Quizzes: This course contains two Unit Quizzes, one to be completed at the ends of Units III and IV. Quizzes are used to give students quick feedback on their understanding of the unit material and are composed of multiple-choice questions.
7. Unit Assessments: This course contains six Unit Assessments, one to be completed at the ends of Units I, II, and V-VIII. Assessments are composed of multiple-choice questions, matching, hot spot, and/or short essay questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III and IV. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with the Unit III and IV Assignments. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases, journals, e-books, and research guides. These resources are always accessible and can be reached through the library webpage. To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone (1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information. Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments

Unit III Research Paper

Chapter 5 discusses climate change as well as “Climate-Gate” (see page 136 in the textbook). Although there is a consensus among climate scientists that anthropogenic greenhouse gas emissions are contributing to global warming, an incident such as “Climate-Gate” indicates that there are those who are skeptical of the data and of the claim that humans are the main cause of global warming.

For this assignment, write a paper that analyzes the climate change debate. Your paper should concentrate on the position of the Intergovernmental Panel on Climate Change (IPCC) on global warming, the position of climate change skeptics, and finally your own position on the question of the effects of anthropogenic greenhouse gas emissions on the Earth’s climate.

Be sure that you are using credible sources for your paper. The CSU Online Library is a good place to start! You must include at least three sources, not including your textbook.

Your paper should be in APA format and be five to eight pages in length (not including the title page, abstract, and references page).

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Unit IV Research Paper

For this assignment, you will write a five- to eight-page paper on the pros and cons of an energy source that you believe has the most potential for widespread use as an alternative to fossil fuels for electricity generation.

Some suggestions include:

• Nuclear power
• Solar power
• Wind energy
• Geothermal energy

You are not limited to the above choices. There are other alternative and/or renewable fuels (hydropower, biomass, etc.). If your research leads you to an energy source not listed here, you may discuss that source in your paper.

The discussion should cover the following:

1. General discussion of your chosen energy source (how does it work?)
2. Pros and cons of its use and challenges that must be overcome
3. Economic considerations
4. Discussion of why the source(s) is the most reasonable alternative for widespread use

Your paper should be in APA format and be five to eight pages in length (not including the title page, abstract, and references page). You must use at least two sources, not including your textbook.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a nonpublic nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.
BEM 3501 Air Quality