geol 101 - physical geology syllabus spring...
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Geol 101 - Physical Geology Syllabus Spring 2012 Cerritos College Earth Science Department Instructor: Mr. Tor Björn Lacy, Cerritos College Earth Science Instructor Class Times: Mon/Weds, 9:30-12:30; 12:30-3:30 PM, PST-143 Email: [email protected] Web address: http://e-courses.cerritos.edu/tlacy/ Phone: (562) 860-2451 x2662 PST-142 Office Hours: Mon. 4:30-5:30 PM; Weds. 3:30-4:30 PM; Tues/Thurs. 5:30-6:00 PM
Welcome to Physical Geology. This is a lecture/lab combo course, in which you can earn 4 units of credit that is transferable to CSUs and UCs. Consequently, you will should be prepared to do the work load for college-level science class AND a college-level science lab class. ENGL 52 is a prerequisite and it is recommended that you have passed MATH 40 – You WILL be expected to solve some simple algebraic and geometric problems. If mathematics is a problem for you, it will be your responsibility to seek help outside of the classroom, either by utilizing office hours or the Math Learning Center (MLC). For some of you, this will be a very challenging course. Succeeding in this class will require your attention throughout every 2.5 – 3 hours class session and taking complete notes on all material presented during lecture, including, board notes, illustrations, and verbal elaboration by the instructor or students. In addition, you are expected to spend about 10 hours studying outside the classroom each week. Studying should include reviewing notes and laboratory material, completing worksheets, pre-lab exercises, and chapter review questions, and completing the assigned reading BEFORE the class session in which it’s covered, so you are prepared to participate in classroom discussions. This is a rigorous course, which will require critical thinking and concentration. While I truly believe that any student enrolled in this class can earn a passing grade, the reality is that many students are not mentally and/or emotionally prepared for the academic rigor of a college-level science course. However, Cerritos College has instituted the iFalcon – Habits of Mind program to help students achieve their academic goals.
The Habits of Mind Focus on the work to be done. Advance your skills and education by always improving. Link Up with other like-minded students, faculty, and campus services to help you along your educational path. Comprehend your course material instead of just memorizing it. Organize your life to reach your goals. Try New Ideas to accelerate your learning and improve your skills. Be curious, seek out new perspectives and skills, and transfer concepts to new contexts in order to solve problems.
Student Learning Outcomes (SLOs) Minerals and Rocks
SLO for Igeous Rocks and Minerals: Be able to utilize the physical properties of minerals and rocks to make accurate identifications.
aSLO for rocks: be able to differentiate among igneous, sedimentary, and metamorphic rocks in hand sample and describe the processes and possible environment of formation for each.
SLO for Igneous Rocks: Demonstrate knowledge of magma formation, explain magmatic differentiation (including crystal settling and the formation of secondary magmas), and relate magma composition to its appropriate plate tectonic setting.
Plate tectonics SLO for Plate Tectonics: Describe the relative movement of Earth’s tectonic plates at each of the 3 types of plate
boundaries and the type of crust involved, provide examples of landforms created near each type of boundary, and locate on a map where each boundary could be found on Earth; recognize the connection between plate tectonic processes and constructive geologic processes, such as mountain building, volcanic activity, and magma generation; and describe how plate tectonics is both a constructive and destructive force.
Volcanoes SLO for Volcanoes: Compare and contrast among the 3 types of volcanoes, including the plate
boundary/intraplate setting for each, the eruption style of each, the rock produced, the physical characteristics, and site a real world example of each.
SLO for Volcanoes: Describe how volcanic activity is a constructive process. Weathering, Mass Wasting, and Erosion
SLO for Weathering: Describe the difference between mechanical and chemical weathering and explain how agents of each destroy Earth’s crust.
Mass Wasting SLO: Visually identify different forms of mass wasting and correlate different triggers with real-life mass wasting events.
Erosion SLO: Describe how different agents of erosion shape Earth’s crust and create landforms. SLO for Streams, Groundwater, and Glaciers: Identify erosional and depositional landform features in
photographic images and on topographic maps, and make geologic interpretations using this data. Streams
SLO for Streams: Differentiate among the 3 types of stream channels based on the unique characteristics of each, such as erosional/depositional landforms, sediment carried, ”age”, etc.
Glaciers SLO for Glaciers: Define the budget of a glacier and discuss the causes of short and long-term glacial cycles.
Earthquakes SLO for Earthquakes: Describe how earthquakes are generated and discuss the relationshiop between
earthquakes and plate boundaries; Use seismographic records in order to locate the epicenter of an eathquake. Mountain Building
SLO for Mountain Building: Discuss the geologic processes that form each of the 4 types of mountains and describe the tectonic history of specific mountain range
Constructive vs. Destructive Forces SLO for Constructive vs. Destructive Forces: Differentiate between the constructive and destructive forces that
shape Earth’s topography, and discuss the internal and external processes that drive these forces. Topographic Maps
SLO for topographic maps: Use topographic maps to locate landmarks, interpret topographic and geologic features, calculate gradient, and identify erosional and depositional landforms.
Recognizing geologic features in the field SLO for Vasquez Rocks/Devils Punchbowl Field Trip: Students will categorize rocks as igneous, sedimentary,
or metamorphic, name specific rock type observed (i.e. sandstone), recognize deformation of strata and name structure resulting from deformation, identify and draw sedimentary structure, locate positions on a topographic map, accurately measure strike and dip.
Classroom Conduct
1. Cell phones/IPods/etc. will remain off while in class. Your “lap texting” is obvious, disrespectful, and will result in you being asked to leave class for the day.
2. Arrive on time and ready to work. Arriving late could cause you to miss quiz/exam material, and homework review. 3. Use the bathroom before class begins. Unless you have a genuine medical condition, do not get up during class; it interrupts
the professor and distracts other students. Plan to sit through the full class or until a break is provided. And if you do have a medical condition, make arrangements with your professor in advance.
4. Plan to miss no classes during the semester--every absence is a problem. For every class missed, expect your grade to drop because you’ve missed important class material.
5. Scheduling medical appointments, job interviews, family errands, or other activities during class time is not acceptable. If you are serious about academic success, your priority is being present for every class.
6. Avoid side conversations in class. Your whispering is obvious to everyone and disrespectful. 7. Review the class syllabus and the course schedule weekly. Understand all class requirements and expectations. 8. Talk with me. Ask questions during class or after class. Utilize office hours. 9. Dropping the class is your responsibility. If you forget to drop the class formally, you will receive an F grade. 10. Cheating will result in a failing class grade (refer to page 131 and 132 of the 2012 Spring Class Schedule)
Required Materials
Tarbuck, E.J., and Lutgens, F.K, 2008, Textbook: Physical Geology – An Introduction to Physical Geology, 10th edition.
Lab manual – GEOS: Physical Geology Laboratory Activities (only available in Cerritos Campus Bookstore)
A pack of Scantron test answer sheets (882-E), pen, pencil, and calculator (cell phone and other communication devices are unacceptable).
Recommended Materials
Calculator Colored pencils Hammond World Atlas Sturdy walking/hiking shoes
Clip board Sunglasses Hat Water bottles
Attendance
Attendance will be taken after 1 hour on the first day of the term. Students not in attendance (either wait listed or enrolled) will be dropped as a no-show.
During the first two weeks of the term (or as long as there are wait-listed students) any single absence by an enrolled student will be considered as excessive and the student will be dropped from the course.
After the initial two weeks of the term students will be dropped for excessive absences after they have five unexcused absences. An absence is excused if you have notified me ahead of time AND I have excused you.
You may make up a quiz, test, or lab ONLY if you inform me of the absence ahead of time via email or phone message. If your excused absence prevents you from turning in an assignment on its due date then you must turn in the work at the beginning of the next class you attend.
Reading In order to succeed in this class, reading should be considered an ongoing homework assignment. Completing reading assignments will prepare you for lectures, labs, and exams. It is assumed that you possess the textbook, Physical Geology: An Introduction to Physical Geology, and that you will bring this book with you to class each day. This textbook is also available on reserve in the Cerritos College Library. The sections of each chapter that are most valuable for this class on are posted on my website. The reading of these pages should be completed BEFORE the class session that will be covering that topic. Lecture, lab, and reading will generally follow the tentative schedule below. Date Topic Reading Chapter Lab Assignment 1/9 Class Intro/Study Skills 1 & 12 (optional) Metric Measurements/Locating Geog Landmarks 1/11 Intro to Geology & Earth’s structure 1/16 Holiday 1/18 Earth’s structure/Plate Tectonics and Constructive Forces 2 GEOS lab 1/plate tectonics worksheet (from web) 1/23 Plate Tectonics Graham Cracker Lab 1/25 Plate Tectonics 1/28 FIELD TRIP 1 Natural History Museum Guide 1/30 Minerals 3 LACY Labs 2 & 3 2/1 Minerals 2/6 Exam 1 2/8 Igneous Rocks 4 LACY Lab 4 2/13 Igneous Rocks 2/15 Topographic Map Reading GEOS Lab GEOS Lab 5 2/20 Holiday 2/22 Volcanoes 5 LACY Lab 20 (from web) 2/27 Volcano Presentation Outlines; Volcanoes GEOS Lab 11 2/29 Volcano Presentations 2/25 FIELD TRIP 2 TBD 3/5 Weathering and Destructive Forces 6
3/7 Mass Wasting 15 GEOS Lab 7 3/12 Exam 2 3/14 Streams 16 LACY Exercise 22; GEOS Lab 8 3/19 Streams 3/21 Groundwater 17 LACY Lab 3 3/24 FIELD TRIP 3 3/26 Sedimentary Rocks/Minerals 7 LACY Lab 7 3/28 Sedimentary Rocks 4/2 Spring Break 4/4 Spring Break 4/9 Glaciers 18 GEOS Lab 10; Lacy Lab 19 4/11 Exam 3
4/16 Crustal Deformation (Mountain Building) 10 (14?) GEOS Labs 3 & 6 4/18 Crustal Deformation 4/23 Metamorphic Rocks/Minerals LACY 8 Labs 3 & 8
4/25 Metamorphic Rocks 4/30 Geologic Time 9 GEOS labs 2 & 6 5/2 Geologic Time 5/7 Earthquakes 11 LACY Lab 16; GEOS Lab 12 5/14 Exam 4 (exact date and TBA) 5/16 Exam 4 (exact date and TBA)
Notes Through Power Point and the chalkboard I will provide you with an outline of key ideas for each class. I will verbally expand on these ideas during the lecture. You should elaborate on this outline according to verbal explanations by the instructor or your classmates. You are expected to further expand your notes as you read the textbook. In other words, you may be tested on material that I did not literally write down during lecture and/or that part of the assigned reading.
Quizzes Quizzes on reading, vocabulary, and key concepts will be given either in class or online throughout the semester. You may not make up the quiz (unless cleared with me beforehand).
Exams Four exams will be given, each worth approximately 15% of your grade. Exams will be based on lecture, lab, and assigned reading. Exams will not be curved, but will include extra credit questions. These extra questions represent your only opportunity for extra credit in this class. You may not make up any exams (unless cleared with me beforehand). If you arrive late, you will not be given extra time to complete the exam. Exams will typically be “previewed” one week beforehand. Your “study guide” will be: unit objectives that I post at the beginning of each new PowerPoint presentation, the vocabulary words and chapter review questions listed on my website, and your assigned reading. If you would like additional help focusing on what you need to know for the exam, please see me during office hours or email me with specific questions. Exams are not curved and are scored according to the criteria under “grading”.
Volcano Presentation Student will choose one volcano to research then present their findings to the class in the form of PowerPoint or other multimedia presentation. Details of this project will be discussed in class. The presentation date is February 27 and will count for 5% of your grade and will presented on Late presentations will not be accepted.
Laboratory Activities/Worksheets Labs will typically follow the lecture each day. As discussed above, pre-reading the lab exercise beforehand will help prepare you for the labs and is expected. Laboratory activities are designed to prepare for you exams, as each exam will include a “practical” section where you will be tested on what you learned during labs. You are expected to complete each lab with 100% comprehension. Your lab manuals will be submitted periodically for grading. Lab assignments provided to you by your instructor, “LACY labs” and/or other worksheets will be collected at the beginning of the class session after which they were assigned, unless specified otherwise. If you miss a lab due to an excused absence, you have one week from the class you missed, to make up the lab. In addition to reading assignments, you are expected to complete laboratory and worksheet assignments. Worksheets will be assigned inconsistently throughout the semester when reinforcement of lecture and lab curriculum seems necessary. It is imperative that you complete these assignments with 100% comprehension as quizzes and exams will be designed to assess your degree of understanding of homework and lab work. Laboratory exercises will be combined with worksheet assignment to account for approximately 20% of your overall grade. Worksheets and laboratory exercised are grading according to the following criteria: The grading protocol for labs/worksheets is as follows: = Accurate and complete - = Incomplete and/or significant errors and/or pre-lab work incomplete 0 = Not done/very incomplete/many errors If you are having difficulty with the laboratory exercises it is up to you to ask questions and seek help from your tablemates or the instructor. Expect your tablemates to be switched up as the semester progresses.
Field Trips Three field trips are scheduled for three Saturdays throughout the semester. If you miss a field trip, you will be missing information that will be needed to answer a question(s) on the following exam and/or quiz. There are no “make up” field trips.
Grading Note: the points and percentages given are approximations and may vary slightly Total points Total % Lab assignments, worksheets, quizzes 75 ~ 15% Volcano Presentation 25 ~ 5% Exams (4): 100 points each 400 ~ 80% Total Points/Percentage possible 500 100%
Academic Dishonesty (from Cerritos College Class Schedule) Academic Dishonesty is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of academic dishonesty would include, but not be limited to the following: • Copying, either in part or in whole, from another’s test or examination; • Discussion of answers or ideas relating to the answers, on examination or test when the instructor prohibits such
discussion; • Obtaining copies of an exam without the permission of the instructor; • Using notes, “Cheat sheets,” or otherwise utilizing information or devices not considered appropriate under the
prescribed test conditions; • Altering a grade or interfering with the grading procedures in any course; • Allowing someone other than the officially enrolled student to represent the same; • Plagiarism, which is defined as the act of taking the ideas, words or specific substantive material of another and
offering them as one’s own without giving credit to the source. The faculty member may take options to the extent that the faculty member considers the cheating or plagiarism to manifest the student’s lack of scholarship or to reflect on the student’s lack of academic performance in the course. One or more of the following actions are available to the faculty member who suspects a student has been cheating or plagiarizing: 1. Review-no action. 2. An oral reprimand with emphasis on counseling toward prevention of further occurrences. 3. A requirement that work be repeated. 4. A reduction of the grade earned on the specific work in question, including the possibility of no credit for the work. 5. A reduction of the course grade as a result of item 4 above, including the possibility of a failing grade for the course. 6. Referral to the Office of Judicial Affairs for further administrative action, such as suspension or expulsion.
A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% - 69% F = < 60%