Download GEOL 171A, B, X Course Outline - MJC

Modesto Junior College
GEOL 171A, B, X Course Outline
Effective Date: 05/05/2008
Printed On: 3/27/2007 9:18:02 AM
I. COURSE OVERVIEW
The following information is what will appear in the MJC 2008-2009 Catalog.
GEOL 171A, B, X - Geology Field Studies
0.5, 1, 2 Unit(s)
Advisories: Before enrolling in this course, students are strongly advised to
satisfactorily complete previous or concurrent enrollment in a geology or earth
science course.
Introduction to basic geological concepts through field trips to areas of geologic
significance. Emphasis will be on the materials and structures that compose a
landscape, and the history and evolution of the areas visited.
May be completed up to 4 times. Field trips are required. A-F and CR/NC.
Applicable to the Associate Degree. Transfer to CSU and UC.
II. LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes
this course should be able to achieve the goals specified in section III: Desired
Learning.
1. COURSE CONTENT
A. REQUIRED
Locations of Geology Field Studies field trips change from semester to
semester, so while structure and overall objectives remain the same, the
content changes each time.
A. Typical content at all outcrops and localities
1. Identification of rock, fossil and mineral specimens found
in the area
2. Analysis of geological processes currently occurring at
the site using techniques and tools of field geologists
3. Identification and assessment of natural resources and
hazards present in the region under study
4. Interpretation of geologic history based on field
relationships
B. Examples of specific subjects and localities may include, but are
not limited, to the following:
1. Plate tectonics: Mojave Desert and San Andreas Fault
(California), Basin and Range Province (Nevada).
2. Volcanism: Sierra Nevada and Owens Valley
(California), Crater Lake (Oregon), Mauna Loa
(Hawai’i).
3. Faulting: San Andreas Fault (California), Death Valley
National Park (California)
4. Proterozoic and Paleozoic stratigraphy and depositional
environments: Death Valley National Park (California),
Mojave Scenic Area (California), White Mountains
(California)
5. Cenozoic stratigraphy and depositional environments:
Rainbow Basin and Calico Mountains (California), Death
Valley National Park (California)
6. Erosional processes: Sequoia, Kings Canyon, and
Yosemite National Parks, Death Valley National Park
7. Energy resources: Bakersfield Oil Development
(California), Altamont Pass and Tehachapi Wind Farms
8. Fossilization and Evolution of Life: Rainbow Basin and
Calico Mountains (California), Death Valley National
Park (California)
9. Geologic and Environmental Hazards: San Andreas Fault
(California), Devil's Slide (California Coast), volcanic
hazards (Mt. Shasta, CA)
2. ENROLLMENT RESTRICTIONS
1. Advisories:
Before enrolling in this course, students are strongly advised to
satisfactorily complete previous or concurrent enrollment in a geology
or earth science course.
3. HOURS OF INSTRUCTION PER TERM
Prorated Hours and Units - 0.5 Unit Course
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
8.75
0.5
0.5
Total Units Earned:
Prorated Hours and Units - 1 Unit Course
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
17.5
1
1
Total Units Earned:
Prorated Hours and Units - 2 Unit Course
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
35
Total Units Earned:
2
2
4. TYPICAL METHODS OF INSTRUCTION
Instructors of this course might conduct the course using the following
methods:
Face-to-face education 1. Lecture instruction in a classroom setting (pre-and post-trip), in the field (at
outcrops), and during transportation between stops (by radio).
2. Group discussion of geologic principles revealed during exercises at outcrops, and
during evening hours.
3. Group assignments requiring analysis of a geologic hazard or problem in a given
area, modeling solutions, and assessing the quality of proposed solutions.
4. Problem solving exercises requiring specimen identification and analysis of
geologic relationships in rock outcrops, and development of a geologic history of
the region.
5. TYPICAL ASSIGNMENTS
A. Quality: Assignments require the appropriate level of critical thinking
1. Students will approach an exposure of rocks, identify the minerals and
rocks present, determine the sequence in which the rocks formed, and
synthesize a geologic history of the immediate area, based on their
observations.
2. Students will assess the probability of slope failure based on identification
of the rocks in an outcrop, their shear strength, and local climate conditions.
3. Students will analyze the positive and negative impacts of creating a flood
control structure designed to protect a resort in a desert wash environment.
4. Faced with evidence of a wave-cut feature in a desert environment,
students will model one or more hypotheses that can explain the presence of
this feature in a waterless locale.
B. Quantity: Hours spent on assignments in addition to hours of instruction
(lecture hours)
A. Lecture/ Discussion – minimum of 17.5 hours for the 1-unit
option, prorated for others
1. pre-field trip presentation of background content
2. instructor presentations during the fieldtrip
3. instructor-directed activities prior to or during field trip.
4. student presentations during the trip
5. overnight trips may include additional opportunities of
direct instruction and student involvement, including
evening lectures, work-time on assignments, discussion
sessions, and student presentations
B. Student work – minimum of 35 hours for the 1-unit option,
prorated for others
1. pre-trip reading assignment
2. web-based pre-trip research
3. preparation of student presentations
4. completion of instructor generated question/discussion
packet
5. completion of trip journal
6. preparation for final examination
6. TEXTS AND OTHER READINGS
A.Required Texts: Roadside Geology of Northern and Central California, 1st
Edition, Alt, David D. and Hyndman, Donald W.;, 2000
Comments: Texts vary with trip locations. Roadside guides are not typically
updated as often as college textbooks, so resources often are older than five
years.
Geology of Death Valley National Park, 2nd Edition, M.B. Miller, and L.A.
Wright, 2004
Geology of the Pacific Northwest, 2nd Edition, W.N. Orr and E.L. Orr, 2006
B. Other reading material: Instructor-generated syllabi
III. DESIRED LEARNING
A. COURSE GOAL
As a result of satisfactory completion of this course, the student should
be prepared to:
identify, in the field, rock, fossil, and mineral specimens, landforms and
geologic structures, and to determine the nature and probability of geological
hazards based on observed field associations. The student will be able to
model the geologic history of a region, based on field observations of rock
and structure relationships
B. STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve
the overall course goal.
REQUIRED LEARNING GOALS
Upon satisfactory completion of this course, the student will be able to:
1. identify and distinguish different types of rocks and structures (faults
and folds) by the context in which they appear in the field.
2. assess and predict potential geological hazards (volcanic eruptions,
landslides, earthquakes) by observing the conditions that lead to those
hazards in the field
3. evaluate and assess competing hypotheses concerning the origin of
features such as faults, folds, strata, fossils, minerals and rocks
4. develop a geologic history of the region under study which accounts
for the rocks and structures identified and evaluated, and which
relates to the geologic processes observed operating in the present
day.
RECOMMENDED LEARNING GOALS
Upon satisfactory completion of this course (when the related
recommended content is covered), the student will be able to:
IV. METHODS OF MEASURING STUDENT PROGRESS
A. FORMATIVE ASSESSMENT:
A. Student-generated reports on specific localities visited on the field trip
B. Written and oral quizzes during the field trip
C. Group discussion of specific problems and analysis of rock exposures
B. SUMMATIVE ASSESSMENT:
A. Submission of field journals after the field trip
B. Submission of assigned worksheets after field trip
C. Final examination