SEMESTER AT SEA COURSE SYLLABUS

Transcription

1 SEMESTER AT SEA COURSE SYLLABUS Short Term Voyage - May 2012 Discipline: Geology EVSC : Geology of Central America: Setting, Resources, and Hazards Division: Lower Division Faculty Name: Catherine Skokan Pre-requisites: None, but an introductory course in earth science would be useful. COURSE DESCRIPTION This course will use an interdisciplinary approach to studying the unique geologic setting of Central America. This natural bridge between North and South America is influenced by the movement of five tectonic plates which results in extensive earthquake and volcanic activity. As the population increases, additional natural hazards such as hurricanes, droughts, floods, and landslides become more critical. As the region develops economically, the importance of mineral and energy resources, as well as water resources, grows. Development must balance economic needs, safety, and preservation of nature. In this course, we will address the topics of plate tectonics, natural disasters, mineral and energy resources, water resources, and land forms. We will stress the intersection of people and geology. Field experiences to geologic sites will augment the class discussions. COURSE OBJECTIVES 1. Students will be able to describe the tectonic setting of, and plate motion related to, Central America, Ecuador, and Peru and the consequences of this environment. 2. Students will be able to compile a list of resources for the Central America region and explain their origins. 3. Students will be able to describe the hazards associated with natural events, especially in the region of Central America. 4. Students will be able to compare the intersection of people and geology for the various countries of the voyage. REQUIRED TEXTBOOKS None. We will rely on electronic materials and the Geology of Central America reserve book. AUTHOR: TITLE: PUBLISHER: ISBN #: DATE/EDITION: 1

2 COST: TOPICAL OUTLINE OF COURSE 1. Introduction to class a. class requirements and overview b. development of field procedures and trips 1. identifying landforms 2. keeping a field notebook c. mapping our earth on the surface d. subsurface mapping (geophysical techniques) e. EXERCISE: Identifying land forms from topographic maps of our ports of Central and South America 2. Mineral Resources a. Industrial minerals b. Metallic minerals c. Mining law and practices in Central and South America (Ecuador and Peru) d. EXERCISE: Map of minerals potential for each country visited 3. Plate Tectonic Picture of Central America, Ecuador and Peru a. Overview of plate tectonics b. Relationships between the Caribbean, Cocos, Nazca, South American, and North American plates and Central and South America (Ecuador and Peru) c. Geophysical Evidence d. EXERCISE: Velocity and direction of plate movement; triple junctions; prepare for Peru port visit 4. Earthquakes a. Types along plate boundaries b. Historic seismicity and important events of the area c. Hazards reduction d. Debrief Peru visit e. EXERCISE: Statistical analysis of earthquake frequency in Central and South America 5. Volcanoes a. Plate boundaries, hot spots b. Igneous petrology c. Specific volcanoes of Central and South America d. Hazards reduction e. Galapagos Island formation and hot spot f. Prepare for visit to Ecuador g. EXERCISE: Classroom group reports on specific volcanoes or volcanic provinces in Central and South America 6. Energy Resources a. Petroleum Geology b. Geothermal Resources c. Coal and Peat d. Hydroelectric power 2

3 e. Debrief visit to Ecuador f. EXERCISE: Pie chart construction of present energy usage/country 7. Water resources a. Aquifer types b. Water quality c. Water availability economic outlook d. Case histories Honduras e. Prepare for visit to Panama 8. Geomorphology and hazards from development a. Physiographic provinces b. Flooding and landslides c. Karst landscapes d. Coasts and coral reefs e. Debrief visit to Panama and prepare for Costa Rica visit 9. Geology-Related Tourism for Sustainable Development a. Ecotourism b. Health Tourism c. Presentation of project on a topic of geology approved by professor d. Debrief from Costa Rica visit 10. Science fact and science fiction a. Chicxulub crater b. Bermuda triangle c. Presentation of project on a topic of geology approved by professor d. Preparation for geology of Belize FIELD ASSIGNMENTS (Twenty percent of the contact hours for each course is provided by field work.) Students will engage in an in-port field experiences (FDP) and make independent geologic observations in ALL ports. We will develop an observational protocol during the first day of class. The required in-port experience is a tour a coastal region near our port and of two museums in Lima, Peru: the Gold Museum and the Andres del Castillo Museum. Here students will observe the interaction of people and geology. They will examine the riches which brought the Spanish to this part of the world as well as mining techniques and the geology of the region. Finally, they will learn about the history of the mining industry in Peru. During this visit, we will be joined by faculty and students from the Pontifical Catholic University of Peru. Two OPTIONAL field experiences will also be offered. The first is a visit to an operating copper mine in Peru. The Condestable Mine is a modern facility about two hours outside of Lima. For this unique opportunity, we will again be joined by people from the Pontifical Catholic University of Peru. The next field experience will be an OPTIONAL trip to a volcano, Irazu, in Costa Rica. We will be joined by a geologist from OVISCORI-UNA, an institute which conducts interdisciplinary investigations in seismology and volcanology, with a mission to prevent related natural disasters. Again the interaction of people and geology will be emphasized. Along with the discussions of hazards, the students will observe the advantages of a volcano including tourism and rich soil for farming. For the required FDP, the students will submit a field report and must be prepared to discuss the trip during class. In addition, students are expected to make observations, particularly of the intersection of people and geology, at each port. They will submit a memo after each port 3

4 and participate in classroom discussions about that port. Assessment of these activities will comprise 20% of the grade for the course. The 20% is distributed as: 5% for the FDP field report for Lima, Peru 10% for the port memos (including the OPTIONAL field trips) 5% for participation in class discussion of field experiences. Note: there will be additional class discussions outside of the field experiences as well. METHODS OF EVALUATION Field experiences (see explanation above): 20% Final cumulative exam: 20% Class participation: 20% Note: Class participation is defined, for this class, as actively adding to the discussion of either an FDP, a reading assignment, or a homework/exercise assignment Homework and exercises: 20% Oral and written project reports: 20% RESERVE LIBRARY LIST AUTHOR: Jochen Bundschuh and Guillermo Alvarado (Editors) TITLE: Central America: Geology, Resources, and Hazards (2 volumes) PUBLISHER: Taylor and Francis Publishing ISBN #: DATE/EDITION: 2007 COST: $ ELECTRONIC COURSE MATERIALS AUTHOR: Alvarez, L. W., Alverez, W., Asaro, F. and Michel, H. V. ARTICLE/CHAPTER TITLE: Extraterrestrial cause for the Cretaceous-Tertiary extinction JOURNAL/BOOK TITLE: Science VOLUME: 208 DATE: PAGES: ADDITIONAL RESOURCES Electronic materials with additional readings will be supplied to the students by the instructor. 4

5 Videos for the class: Extreme Lands of the Americas Andes: The Dragon s Back (Questar Nature on PBS) Galapagos: The Islands that Changed the World (BBC video) From Instructional Videos USA Geology Series When the Earth Moves Let s Explore a Cave Underground Water Waves, Coastlines, and Beaches Geology of the Belize Barrier Reef 5