Application: General Education Requirements-Natural Science (GER-NS) and Lab Science with grade of 1.5 or better.

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1 GEOL& 103 HISTORICAL GEOLOGY PIERCE COLLEGE PUYALLUP COURSE SYLLABUS Winter Quarter, 2018 Item 7059 Section WA View of the Colorado River from Dead Horse State Park, Utah. INSTRUCTOR INFORMATION Instructor Title Office Phone Hours Professor Tom Bush (click for brief biography) Professor and Department Coordinator, Earth and Space Sciences LSC 110, Brouillet Library/Science Building, Pierce College Puyallup Please use the Canvas Conversations system. Replies: Monday-Thursday within 24 hours, Friday-Sunday by Monday evening. M 1:00-3:00 p.m. F 9:00 a.m.-12:00 noon Other times are available by appointment. Meetings! or field trips may occasionally preclude office hours. I will let you know in advance. COURSE INFORMATION Title Number Item # Section Credits Quarter/Yr Start End Class Lab Historical Geology GEOL& WA 5 college quarter credits Winter, 2017 Wednesday, January 3, 2018 Monday, March 19, 2018 MTWTh 11:00-11:50 A.M., LSC 108, Pierce College Puyallup T 1:00-2:50 P.M., LSC 108, Pierce College Puyallup Please do NOT ask for accommodations if you make travel plans that conflict with the quarter s schedule. Application: General Education Requirements-Natural Science (GER-NS) and Lab Science with grade of 1.5 or better. Course Description: A study of the development and interactions of the Earth s crust, life, oceans, and atmosphere through geologic time in order to provide perspective on present-day global environmental concerns. Includes studies of the formation and break-up of supercontinents, building and destruction of mountain ranges, global climate change and ice ages, the development of life through time, dinosaur and other mass extinctions, meteor impact effects, and fossils. Appropriate for non-science and science majors. Field trip required. Lab included. 1

2 Course Prerequisites: There are no prerequisites for this course. With dedication and diligence, it is possible for the student with no prior background in this field to excel in this course. Your success in this course is entirely up to you. By fully engaging yourself as an active learner, and with thorough preparation, you should not only achieve your academic goals but also develop a greater appreciation of your surroundings. I ask you to commit to your success by attending class; being prepared; asking for help when needed; and engaging actively in discussions, assignments, and projects with me and with your fellow students, both in and out of class. I hope you find this course enlightening and enjoyable. Geology rocks! General Course Outline a. Introduction to Historical Geology. b. Minerals and Rocks. c. Depositional Environments and Stratigraphy. d. Geologic Time. e. Fossils and Evolution. f. History of the Universe, Solar System, and Planets. g. Geologic and Biological History of the Precambrian, Paleozoic, Mesozoic, and Cenozoic Eras. Course Outcomes What you should know and be able to do upon satisfactory completion of this course 1. Describe the basic relationships between the solid earth, water, atmosphere, and life of the earth through geologic time. 2. Apply the scientific method and relate basic scientific concepts to geologic processes (e.g. plate tectonics or other examples). 3. Identify common rock-forming and ore minerals. 4. Explain the rock cycle and identify important igneous, sedimentary, and metamorphic rocks. 5. Describe sedimentary structures, depositional environments, and stratigraphic relationships. 6. Apply the methods of relative and absolute dating of rocks and geologic events; reproduce the eras and periods of the geologic time scale. 7. Relate physical and biological processes to the origin and distribution of marine sediments. 8. Describe the formation of fossils; discuss their use in correlation and determining sedimentary environments. 9. Explain the mechanisms of biological evolution and supporting evidence. 10. Describe plate tectonic processes and explain the physical evidence that supports plate tectonic theory. 11. Discuss the formation of the universe, solar system, and planets, and discuss the supporting evidence. 12. Explain the relationship between the development of the lithosphere, atmosphere, and oceans in the Archean Eon.. 2

3 13. Explain the origin and development of life in the Archean Eon. 14. Relate the major geologic events of the Proterozoic Eon to plate tectonics and the development of life. 15. Relate the development of life in the Proterozoic Eon to changes in the atmosphere and oceans. 16. Discuss the relationship between tectonic events and sedimentation in the Paleozoic Era in North America; discuss changes in world plate configurations. 17. Explain the development of life in the Paleozoic Era, including the acquisition of hard parts and the adaptations of animals and plants to life on land. 18. Relate major world and North American geologic events of the Mesozoic Era to the break-up of Pangaea. 19. Describe the rediversification of life in the Mesozoic Era following the Permian mass extinction; evaluate the current theories for Cretaceous mass extinction. 20. Summarize the major geologic and climate events of North America and the world in the Tertiary Period. 21. Describe glaciation and other important geologic events of North America and the world in the Quaternary Period; relate glacial ages to world climate changes. 22. Describe the rediversification of life in the Cenozoic Era following the Cretaceous mass extinction, and relate this to the separation of land masses. 23. Relate human lineages to primate classification; discuss the possible role of climate change in Australopithecus and Homo evolution. 24. Discuss the role of modern humans in today s world with respect to climate change, environmental degradation, and biodiversity. Textbook and Other Materials Wicander and Monroe, 2016, Historical Geology, 8 th Edition (required), available: # At the Pierce College Bookstore for purchase or rental; # Through various on-line booksellers as hard copy or ebook; # From the publisher, Cengage Learning, as an ebook; # Chapters 1-3 are available on the course Canvas Web site in Module 1 in B&W PDF format for your convenience. Weekly Lab Exercises are available on the course Canvas Web site (required). Other Required Materials: # #2 pencils for labs; # Calculator with basic functions (cell phone is okay); # Set of colored pencils with 4 colors (for color drawings in lecture notes). Pierce College Core Abilities It is the goal of Pierce College to prepare students to live and work in a dynamically changing world by emphasizing whole-student development and hands-on learning. Through experiences both in and out of the classroom, you ll be given the opportunity to broaden your horizons and be challenged in ways that encourage the development of the abilities vital to succeeding in life. These core abilities include: 3

4 Information Competency: Seeks, finds, evaluates and uses information to engage in lifelong learning. Critical, Creative and Reflective Thinking: A critical, creative, and reflective thinker will question, search for answers and meaning, evaluate ideas and information, and develop beliefs that lead to action. Responsibility: The ability to respond by examining the relationship between self, community, and environments, evaluating potential impacts and consequences of actions, and making choices and contributions based on that examination and evaluation. Effective Communication: The effective exchange of messages in a variety of contexts using multiple methods. Multiculturalism: Valuing open-mindedness, inclusion, multicultural perspectives and multiple ways of knowing, thinking and being. POLICIES AND ETHICS Classroom Policies 1. Use of cell phones or other communication devices during class, lab, or field trip times may result in expulsion for the day. 2. Please do NOT bring food to class, as eating during class can be a distraction. Beverages are acceptable, but please recycle or dispose of containers appropriately, and clean up after yourself if you spill. 3. Neither food nor beverages are permitted during lab sessions. 4. Please raise your hand if you wish to respond to a question in class, ask a question, or make a comment, and wait to be called upon. Please do NOT speak out during class unless called upon. 5. Attendance is NOT a direct part of your grade. However, responding to my in-class questions when called upon IS, and you must be present to be awarded your participation points when called upon. Absences also mean that you loose the opportunity for learning beyond what is provided by the textbook. Absences from labs or field trips mean that you loose the points for those activities and they may not be made up. 6. Punctuality for class and lab is a fundamental element of professional behavior. I consider tardiness a rude and unnecessary classroom disruption. So is leaving early or getting up during class for any but the most extreme of reasons. Additionally, if you arrive late, you are not eligible for participation points that day (see Assessment of Student Learning below). 7. You are expected to conduct yourself at all times in this class (lectures, labs, field trips) in a manner that is respectful of all and conducive to the learning process in a multicultural educational environment. 8. If you need require any disability accommodations, please contact the Access and Disability Services (ADS) office in ADM 115 or at

5 Grading Policies 1. Your final course grade is determined from the grading scale below using your total course percentage. 2. A grade of 1.5 (C-) or better is required for this course to count as GER-NS or GTE. 3. With a grade of 1.0 (D) to 1.4 (D+), this course applies GE only. 4. Quizzes must be taken according to the schedule provided, which may be modified by the instructor to fit the lecture schedule needs of the course. Quizzes MAY NOT be taken early or late if you are unable to take them as scheduled. 5. Late assignments are generally NOT ACCEPTED (unless under extreme circumstances, and you contact me about your situation on or before the due date). 6. For any assignment submitted on-line, breakdown of your computer or loss of Internet connection is NOT an allowable excuse for late submittal. 7. Your first and last names must appear on all work submitted on paper, and all multi-page work must be stapled with one staple in the upper-left corner to be accepted for grading. 8. Extra credit opportunities are generally not a part of this course, unless otherwise stated elsewhere in this syllabus or announced in class. Academic Integrity Academic dishonesty acts (as outlined in the Pierce College Student Code of Conduct) will result in at least a failing grade for the assignment or exam, or possibly a failing grade for the course, depending on the nature and severity of the act. Communication with Instructor Please consider all s with me to be of a professional business nature, and therefore you should use proper English, grammar, spelling, and punctuation. s not meeting professional business standards may be returned for rewriting before a reply is given. 5

6 COURSE MODULES, LEARNING ASSESSMENTS AND GRADING Course Modules-Major Topical Sections Modules Description Textbook Chapters Module 1 Foundations Assessments: Chapter quizzes, time scale quizzes, labs, daily questions. Module 2 Historical Geology Assessments: Pangaea Post time scale projects, labs, daily questions, and final exam. This section introduces the student to the science of geology, including the topics of minerals and rocks and how they are used in historical geology, plate tectonics, geologic time and dating, stratigraphy (the study of layered rocks, the most important record of Earth s history), sedimentary rocks as historical records, and biological evolution as a foundation for studying the history of life on Earth. This section is the meat of the course in which we take a detailed look at the geologic history of Earth and its life starting 4.6 billion years ago and progressing to the present day. In addition to learning about the amazing series of geologic and biologic events that have led to the modern world, we will emphasize how knowledge of Earth s history gives us perspective on modern-day environmental issues. Chapter 1: The Dynamic and Evolving Earth Chapter 2: Minerals and Rocks Chapter 3: Plate Tectonics Chapter 4: Geologic Time Chapter 5: Rocks, Fossils, and Time Chapter 6: Sedimentary Rocks Chapter 7: Evolution Chapter 8: The Archean Eon Chapter 9: The Proterozoic Eon Chapter 10: Early Paleozoic Earth History Chapter 11: Late Paleozoic Earth History Chapter 12: Paleozoic Life: Invertebrates Chapter 13: Paleozoic Life: Vertebrates & Plants Chapter 14: Mesozoic Earth History Chapter 15: Life of the Mesozoic Chapter 16: Cenozoic Earth History: Paleogene and Neogene Chapter 17: Cenozoic Earth History: Pleistocene and Holocene Chapter 18: Life of the Cenozoic Chapter 19: Primates and Humans 6

7 Assessment of Student Learning Assessments Description Percentage QUIZZES Chapter quizzes, syllabus quiz, and time-scale quizzes from the FOUNDATIONS portion of the course (447 points total): 20% o 1 quiz over the course syllabus (40 points); o 7 on-line chapter quizzes covering textbook chapters 1-7 (variable points each, 351 points total) o 4 in-class geologic time scale quizzes (variable points each, 56 points total) o Other miscellaneous assignments may be added. LABS Lab Exercises (100 points total): 30% o 10 weekly lab exercises (10 points each); o Miscellaneous labs may be added for extra credit. DAILY QUESTIONS Daily questions about textbook readings or other closelyrelated material (~100 points): 20% o In-class written responses to questions; o On-line written responses to questions; o Direct participation in class discussions. TIME SCALE 4 Time Scale Projects (Pangaea Posts) outlining the major 15% PROJECTS events of geologic time (20 points each, 80 points total) FINAL EXAM Two-part comprehensive final exam covering all of the Earth s history (70 points). Includes essays and fill-in-the-blank questions. 15% TOTAL 100% To calculate your grade: for each assessment category, divide the total points earned by the total points possible and multiply by the percentage for that category. Add the resulting numbers for all assessment categories to determine the total grade percentage, then determine course grade from the grading scale below. Grading Scale Your final course grade is determined from the grading scale below using your total course percentage as determined above. A 96%=4.0 94%=3.9 A- 93%=3.8 92%=3.7 91%=3.6 90%=3.5 B+ 89%=3.4 88%=3.3 87%=3.2 B 86%=3.1 85%=3.0 84%=2.9 B- 83%=2.8 82%=2.7 81%=2.6 80%=2.5 C+ 79%=2.4 78%=2.3 77%=2.2 C 76%=2.1 75%=2.0 74%=1.9 C- 73%=1.8 72%=1.7 71%=1.6 70%=1.5 These grades are passing grades applicable towards Core Requirement- Natural Science or Core Electives of Associates Degrees. means equal to or greater than. < means less than. D+ 69%=1.4 68%=1.3 67%=1.2 D 66%=1.1 60%=1.0 These grades are passing grades applicable only towards General Electives. F <60%=0.0 This grade is a failing grade no credit towards degrees. 7

8 OTHER IMPORTANT INFORMATION Emergency Procedures Imminent threat to persons and property: call 911 and then Campus Safety at Active shooter procedures: run, hide, fight. 1) Evacuate the area if at all possible to do so safely. 2) If safe evacuation is not possible, take cover out of sight. 3) If confronted by the aggressor, attack as a group using whatever is available to neutralize the aggressor. Evacuation (intermittent horns and strobes): gather all personal belongings and leave the building using the nearest available safe exit. Be prepared to be outside for one hour and stay a minimum of 200 feet from any building or structure. So long as it is safe to do so, students are expected to stay on campus and return to class after evacuations that last less than 15 minutes. Do not attempt to re-enter the building until instructed by an Evacuation Director (identified by orange vests) or by three horn blasts or bell rings. Please notify the nearest Campus Safety Officer or Evacuation Director of any one left in the building or in need of assistance. Inclement Weather and College Closures Occasionally weather or emergencies impede or prohibits our ability to gather for regularly scheduled meetings. In the event of inclement weather, please consult the Campus Safety Continuity of Operations (COOP) webpage at In addition to receiving notification from the Pierce College Emergency Notification System you can also receive text and updates from the Public Schools Emergency Communications System. Go to for details. Listen to local TV and radio news for up-to-date information about closures and delays. Also, look online at or or call (253) Fort Steilacoom or (253) Puyallup for a recorded message. Please use judgment when deciding whether to attempt to get to campus during inclement weather your personal safety is the most important issue in such events. The Writing Center The Writing Center is a free service open to all people. They help students who are working on particular assignments or who want a quiet place to write, read or study. Their trained writing tutors are available to help with all types of writing projects and assignments. Writing tutors can assist in all phases of a project, from helping students generate ideas to helping with final edits. The Writing Center is located at CTR 170. Access and Disability Services (ADS) Your experience in this class is important to me, and it is the policy and practice of Pierce College to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disability, please seek a meeting with the Access and Disability Services (ADS) manager to discuss and address them. If you have already established accommodations with the ADS manager, please 8

9 bring your approved accommodations (green sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you and the ADS manager, and I am available to help facilitate them in this class. If you have not yet established services through ADS, but have a temporary or permanent disability that requires accommodations (this can include but not be limited to: mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact ADS at or ADM