3.32 Geology: The Science of Our World 2 hours lecture, 2 hours laboratory; 3 credits

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1 3.32 Geology: The Science of Our World 2 hours lecture, 2 hours laboratory; 3 credits Study of five fundamental themes that underlie geology and their implications for important issues in modern life: Earth as a dynamic planet, Earth materials, geologic time, geology and the human environment, and the scientific method as applied to geology. (Not open to students who are enrolled in, or who have completed, Geology 1 or 2.2, or who have completed Core Studies 8.2.) Prerequisites: None Common General Education Goals Addressed by Scientific Inquiry To acquire the tools required to understand and respect the natural universe (Goals 5, 18, 27). 2. To develop the ability to think critically and creatively, to reason logically, to reason quantitatively, and to express one s thoughts orally and in writing with clarity and precision (Goals 9, 10, 11, 12, 13, 15, 16, 21). 3. To understand what knowledge is and how it is acquired by the use of differing methods in different disciplines (Goals 2, 7, 17). 4. To produce informed and responsible citizens (Goals 8, 32). 5. To establish a foundation for life-long learning and the potential for leadership (Goals 29, 30). Objectives of Scientific Inquiry Students will be able to describe the dynamic processes of Earth (Goal 5) 2. Students will be able to determine the ages of geological materials and events (Goal 5) 3. Students will be able to define/describe/classify earth materials in ways relevant to stated purposes (Goal 5) 4. Students will be able to read and interpret data from maps. (Goal 5) 5. Students will be able to differentiate between facts, hypotheses and theories. (Goal 18) 6. Students will be able to recognize that hypothesis formation and testing is part of their everyday lives. (Goal 27) 7. Students will learn how to draw reasonable conclusions based upon an incomplete data set. (Goal 9) 8. Students will be able to analyze, explain, produce, and respond to arguments (Goal 9)

2 9. Students will be able to formulate research questions in a particular discipline. (Goal 17) 10. Students will be able to develop their own opinions on the practices of democracy (Goal 32). 11. Students will be able to demonstrate personal responsibility and forthrightness in principal and action. (Goal 30) Outcomes of Scientific Inquiry Students will describe the dynamic processes of Earth through writing, class discussion, and lab assignments 2. Students will determine the ages of geological materials and events through problems and lab assignments 3. Students will define/describe/classify earth materials in lab assignments that involve minerals, rocks, fossils and/or soils. 4. Students will interpret data from maps through writing and lab assignments. 5. Students will differentiate between facts, hypotheses and theories in a given case study. 6. Students will form hypotheses and determine ways to test them with respect to geological issues that effect the NYC urban environment 7. Students will determine, and justify, a course of action related to an openended geological problem. (Objectives 7 and 8) 8. Students will suggest avenue s of further research with respect to an openended geological problem. 9. Students will work in groups and produce conclusions with group consensus. 10. Students will complete assignments within the designated time. 11. Students will identify cases of plagiarism. Methods of Assessment 1. Students are asked to describe the ways in which Earth changes over time. 2. Students are asked to determine the relative ages of geological units and events based upon geological maps or cross-sections 3. Students are asked to describe, interpret and classify samples of minerals, rocks, fossils and/or soils. 4. Students are asked to determine landform, elevation, and direction information from contour maps. 5. Students are asked to differentiate between facts, hypotheses and theories in a given case study. 6. Students are asked to form hypotheses regarding geological processes (e,g,, flooding potential of a given neighborhood), and determine ways to test them.

3 7. Students are asked to determine, and justify, a course of action related to an open-ended geological problem (e,g., a policy response to the threat of global warming) 8. Students are asked to suggest avenues of further research with respect to an open-ended geological problem such as the impacts of global warming. 9. Students are asked to work in groups in labs. 10. Students are required to complete assignments within the designated time. 11. Students are asked to identify cases of plagiarism in a series of examples of writing Example Outline #1: Prof. Seidemann Week Lecture Topic Lab Topic 1 Introduction to Geology 2 Minerals, Rocks, and Weathering 3 Earth Spheres and Cycles 4 The Scientific Method in Geology 5 Geologic Time 6 Earthquakes Minerals Rock Identification and Classification Interpreting Geological History from Rocks 7 Earth s Interior and Origin Midterm Lab Exam 8 Midterm Exam 9 Volcanism and Rock Deformation 10 Continental Structure, Mountains 11 Continental Drift 12 Plate Tectonics 13 Geologic Processes and Evolution 14 Groundwater, Water Pollution, and Waste Disposal Introduction to Contour Maps Application of Contour Maps Case Study: Pollutant Tracing Lab Exam

4 Method of Evaluation: Midterm Lecture Exam 25% Final Lecture Exam 40% Midterm Lab Exam 10% Final Lab Exam 25% Recommended Course Text: Tarbuck and Lutgens, Essentials of Geology, Prentice-Hall

5 Example Outline #2: Prof. Powell Week Lecture Topic Lab Topic 1 The Urban Geologist 2 Severe Weather: Thunderstorms, Hurricanes and Nor Easters 3 Hurricane Katrina and New Orleans 4 Severe Weather and NYC 5 Earthquakes 6 Earthquakes and NYC Introduction to Contour Maps Rock Identification and Classification Introduction to Geological Maps 7 Midterm Exam Midterm Lab Exam 8 Fossil Fuels 9 Alternative Energy 10 Energy and NYC 11 Climate Change Over Geological Time 12 The Natural Factors that Control Climate Change 13 Greenhouse Gases and Global Warming Interpreting Geological History from Maps Interpreting Geological History from Rocks Case Study: Geological Processes on Coney Island Beaches 14 Climate Change and NYC Lab Exam Method of Evaluation: Midterm Lecture Exam 10% Media Journal 25% Final Lecture Exam 30% Midterm Lab Exam 10% Final Lab Exam 25% Required Course Text: New York Times Recommended Course Text: Tarbuck and Lutgens, Essentials of Geology, Prentice-Hall

6 Example Outline #3: Prof. Leveson (Fully Online Course) Wk Topics and Events 1 Introduction. Materials of the earth. Minerals. Physical properties of minerals. Rocks. Description and origin of rocks. Genetic classification of rocks. 2 Using physical and chemical properties of minerals to identify mineral unknowns. 3 Maps: direction; scale, elevation. 4 Contours: introduction; labeling contours; choosing a contour interval; the rule of Vs ; depression contours; relief; gradient; constructing topographic profiles; vertical exaggeration. 5 Describing topography; describing the landforms of the NYC region; the geography of the NYC region. 6 Bedrock and surficial geology; making geologic maps; geologic cross sections; the bedrock and surficial geology of NYC and adjacent areas. 7 Landforms: processes that create landforms; the meaning of origin of a landform ; defining a scientific method of problem solving. Applicability of the method. Midterm Exam: Weeks 1 through 4. 8 Landforms, continued: the hypotheses of differential erosion, deposition and deformation: assembling a data base and testing the hypotheses. 9 Landforms, continued: the hypotheses of deposition and deformation: assembling a data base and testing the hypotheses. 10 Landforms, continued: evaluating and comparing hypotheses. Hypotheses and theories. The Glacial Theory and the landforms of NYC. 11 Geologic time: relative, absolute. Geologic history: a way to test hypotheses of origin. 12 Climate change and the future of NY: global warming and sea level elevation predictions; hurricanes and storm surges; flood frequency curves; comparing NASA- Goddard and Army Corps of Engineers forecasts. Midterm Exam: Weeks 5 through Climate change and the future of NY, continued: the Kyoto Protocol; the Greenhouse Effect; the hypothesis of anthropogenic global warming; comparing and evaluating the positions of eight governmental and advocacy organizations. 14 Climate change and the future of NY, continued: drawing conclusions about future flood hazards and their mitigation in the NYC area. Method of Evaluation: Midterm Exam 1 20% Midterm Exam 2 30% Final Exam 35% Assignments 15%

7 Required Course Text:

Students must be able to read and write at the college level. Students must have math skills at the DSPM 0850 level or higher.

Students must be able to read and write at the college level. Students must have math skills at the DSPM 0850 level or higher. PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS GEOL 1310 CONCEPTS OF EARTH SCIENCE Class Hours: 2.0 Credit Hours: 3.0 Laboratory Hours: 3.0 Date Revised: Spring 03 Catalog Course Description: