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Course Title: GeoScience
Date Adopted: August 20, 1997
Department: Science
Pre-Requisite: C or better in Biology
or permission of instructor
Length of Course: Two semesters
UC/CSU Requirement: Yes
Semester Units/Credits: 5/10
Fulfills H/S Grad. Credit As: Required
Grade level: 10
Course Number: 12546
I.
Course Description
GeoScience 1 examines the disciplines within geology and oceanography, including major
concepts of seismology, volcanology, hydrology, paleontology, mineralogy, and petrology.
By examining the composition, structure, processes, and dynamics of these systems,
students gain a clearer understanding of their planet.
GeoScience 1 is a college-preparatory course fulfilling the laboratory science
requirement for admission to the University of California.
II.
Rationale
An understanding of Earth systems is a practical pursuit. The informed citizen must
recognize the causes and implications of natural hazards such as earthquake fault zones,
volcanic regions, and flood zones. Knowledge of the mechanisms behind such hazards
allows the citizen to plan and make educated decisions affecting their economic and
personal well-being. By exploring our planet, we also gain a clearer understanding of the
capabilities of our technological society and of the natural resources that sustain it.
GeoScience - Date Adopted: August 20, 1997
1
Ill.
Goals, Objectives, and Performance Indicators
1.0 GOAL: Students shall explore the historical development of the geological sciences
and understand the geologic time scale.
1.1 Obj: Discuss the scientists who contributed to our present understanding of
geological sciences.
1.1.1:
The student will identify reasons for seeking geologic
knowledge.
1.1.2:
The student will research and report about the scientists
who forwarded stratigraphic and tectonic theory (Steno,
Lyell, Hutton, Smith, Wegener, Gutenberg, Richter.)
1.1.3:
Students will compare historical developments in geologic
theory to the political and cultural events simultaneously
occurring in selected countries.
1.2 Obj: Use the fossil and rock records to demonstrate knowledge of the geologic
time scale.
1.2.1:
The student will name the geologic eras, periods, and
epochs as used in North America.
1.2.2:
The student will graphically demonstrate understanding of
the relationships between rock units and their relative
ages.
1.2.3:
The student will research and design an accurate geologic
time scale.
1.2.4:
Students will demonstrate understanding of the role index
fossils play in developing rock relationships.
1.2.5:
Students will use correct nomenclature to label the units
within an idealized geologic column.
1.2.6:
Students will build a geologic column representing a rock
and fossil record by the use of correlation techniques.
1.2.7:
The student will discuss the differences between relative
and absolute radiometric dating.
1.2.8:
The student will apply the optimal radio-dating technique
given a substance and its environment.
1.2.9:
The student will predict the absolute age of a rock given
radioactive decay data.
GeoScience - Date Adopted: August 20, 1997
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2.0 GOAL: Students will gain an understanding of the basic concepts of measurement and
mass, and matter.
2.1
2.2
Obj: Students will develop an understanding of the system of measurement.
2.1.1:
Given the prefixes of the metric system of measurement and
their relationship to each other, students will make
mathematical conversions in length, volume, and mass within
the metric system of measurement.
2.1.2:
Given the conversions between the metric system of
measurement and the English system of measurement,
students will make mathematical conversions between the
two systems.
2.1.3:
Given the relationship between scientific notation,
exponential notation, and significant figures, students will
express their mathematical results using proper form.
2.1.4:
Given appropriate laboratory equipment and glassware,
students will identify each of the items by name and function.
2.1.5:
Given appropriate instruction and directions for laboratory
safety and proper equipment usage, students will conduct
laboratory experimentation and data gathering in a safe and
prudent manner.
Obj: Students will develop knowledge of the basic nature of matter.
2.2.1:
Given the definition of homogenous and heterogeneous,
students will differentiate between pure substances and
mixtures.
2.2.2:
Given the definition of matter, students will differentiate
between atoms, molecules, compounds, and mixtures.
2.2.3:
Given specific properties of elements or compounds, students
will identify the properties as physical or chemical.
2.2.4:
Given the equation for density (D=mN), students will
recognize the relationship between mass and volume.
3.0 GOAL: Students will develop knowledge of the basic concepts of the structure of the
atom and the Atomic Theory of Matter.
3.1
Obj: Students will develop knowledge of the evidence for the Atomic Theory
of Matter.
3.1.1:
Students will state the Law of Constant Proportions, Multiple
Proportions, and Conservation of Mass and indicate how
they are related to the Atomic Theory of Matter.
3.1.2:
Given the results of Aristotle, Democritus, Dalton, Thomson,
Millikan, Rutherford, and Chadwick, students will relate each
scientists contribution to the Atomic Theory of Matter.
GeoScience - Date Adopted: August 20, 1997
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3.2
3.3
Obj: Students will develop knowledge of the basic atomic structure of the
atom.
3.2.1:
Given the Periodic Table of Elements, students will identify
each element by symbol and name and identify each
element's atomic mass and atomic number.
3.2.2:
Given the Periodic Table of Elements, students will write the
atomic notation of any element.
3.2.3:
Given the Periodic Table of Elements, students will identify the
number of subatomic particles (protons, neutrons, electrons)
of any element.
Obj: Students will develop knowledge of the periodic relationships inherent
in the organization of the Periodic Table of the Elements.
3.3.1:
Given a Periodic Table of Elements, students will identify the
main periods, sub periods, and families of the table.
3.3.2:
Given a Periodic Table of Elements, students will identify the
valence electron of each family and the elements in each
family and express the correct electron configuration for each
element.
4.0 GOAL: Students can identify the variable composition of minerals and rocks.
4.1 Obj: Discuss the characteristics of minerals and how they are identified.
4.1.1:
Students will name and discuss the physical and chemical
characteristics of various minerals. (hardness, luster, specific gravity,
cleavage and fracture, streak, magnetism, acidity.)
4.1.2:
Students will identify and apply the common mineral testing
techniques to a variety of samples (hardness, luster, specific gravity,
cleavage and fracture, streak, magnetism, acidity.)
Students will predict the names of unknown mineral samples by
performing tests.
4.1.3:
4.2
4.1.4:
Students will identify minerals as naturally occurring, inorganic, solid
elements or compounds, with a definite chemical composition and
orderly atomic geometry.
4.1.5:
Students will identify the main mineral subgroups by name, their
chemical nature, composition, and abundance within the Earth's
crust.
Obj: Demonstrate the rock cycle sequences and how they relate to rock
formation.
4.2.1:
Students identify rocks as being composed of constituent
minerals and mineral groups.
4.2.2:
Students develop rock classification schemes according to a
rock's physical appearance.
GeoScience - Date Adopted: August 20, 1997
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4.2.3:
Students classify rocks according to their type: sedimentary,
igneous, and metamorphic.
4.2.4:
Students analyze the surface and subsurface conditions necessary
to the formation of all three rock types.
4.2.5:
Students identify unknown rock samples according to rock type and
formational processes.
4.2.6:
Students predict a rocks potential transformation as it encounters
the environmental variables present within the rock cycle.
5.0 GOAL: Students will understand that the processes of weathering, erosion, and
deposition continuously reshape the surface of the Earth.
5.1
Obj: Students will develop an appreciation for the time periods over which
surface processes take place.
5.1.1: Students will describe the time spans over which surface processes
take place as ranging from seconds to billions of years.
5.1.2: Students will cite examples of chemical and mechanical
weathering, and of the effects of weathering on objects over
time.
5.1.3: Students will describe the processes necessary for soil formation, the
general names of soil groups, and their geographic locations
worldwide.
5.1.4: Students will identify depositional landforms and provide explanations
for the formational processes responsible.
5.1.5: Students will describe the threefold gradation process:
weathering, erosion, and deposition.
5.2
Obj: Students will develop a knowledge of the recycled nature of surface
materials.
5.2.1: Students will identify the rock cycle as the model explaining the
transformation of rocks from one rock type into another.
5.2.2: Students will identify the stages of the rock cycle responsible for the
formation of a given rock sample.
5.2.3: Students will speculate on the type of parent rock when given a rock
sample from a known location.
5.3
Obj: Students will gain an understanding of the agents of erosion and
the concept of base level.
5.3.1:
5.3.2:
Students will discuss the difference between the processes of
erosion and weathering and deposition.
Students will understand the agents of erosion and their relationship
to climate.
GeoScience - Date Adopted: August 20, 1997
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5.4
5.3.3
Students will discuss the concept of base level and its
applications to erosional processes.
5.3.4:
Students will apply the correct erosional agent operating
in a given environment and climate.
Obj: Students will develop an understanding of the landforms shaped
through depositional processes.
5.4.1:
Students will identify landforms associated with wind
(aeolian) processes.
5.4.2:
Students will identify landforms associated with glacial
processes.
5.4.3:
Students will identify Iandforms associated with hydrologic
(running water and groundwater) processes.
5.4.4:
Students will identify landforms associated with
the processes of mass movement.
5.4.5:
Students will explain the depositional possibilities of an
environment when given a geographic location.
6.0 GOAL: Students will understand the water cycle and the water needs of California and
the Antelope Valley.
6.1
6.2
6.3
Obj: Students will gain a knowledge of California's water resources
and water transportation systems.
6.1.1:
Students will identify and diagram the major storage
facilities and water delivery systems in California.
6.1.2:
Students will explain the relationships between where
California's water is delivered and where the population
centers are.
Obj: Students will develop a knowledge of the water cycle and its
transportation and storage components.
6.2.1:
Students will identify water as being stored on the surface of
the Earth and in subsurface locations.
6.2.2:
Students will identify the relative quantity of water stored as
ice, in lakes and streams, in living organisms, in the
atmosphere, and in subsurface reservoirs.
6.2.3:
Students will describe the chemical and physical
mechanisms initiating the transfer of water from one location
to another on the Earth's surface.
Obj: Students will gain an understanding of subsurface water migration
and storage.
6.3.1:
Students will identify the sources of groundwater as
meteoric, connate, or juvenile.
GeoScience - Date Adopted: August 20, 1997
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6.3.2:
Students will investigate the processes and factors affecting
infiltration.
6.3.3:
Students will identify and discuss permeability and porosity
as they relate to rock particle size.
6.3.4:
Students will diagram an idealized water table and the
associated features of the saturated zone.
6.3.5:
Students will discuss the relationship between hydrostatic
pressure and water wells, springs, and geysers.
6.3.6:
6.4
Students will apply Darcy's Equation to calculate the rate
of water movement in a situation.
Obj: Students will develop an understanding of water consumption and
delivery in the Antelope Valley.
6.4.1:
Students will identify a sub-surface cross-sectional
diagram as relating to the Antelope Valley.
6.4.2:
Students will discuss the reasons for the importation
of water in the Antelope Valley.
6.4.3:
Students will predict the future quantity of water needed
in the Antelope Valley given current growth rates.
7.0 GOAL: Students will understand that Plate Tectonics is a theory that explains how
internal forces and energy cause continual changes within the Earth and
on its surface.
7.1
Obj: Students will understand the development of the Plate
Tectonics theory.
7.1.1:
Students will explain the sub-concepts involved in plate
tectonics theory: sea-floor spreading, magnetic anomalies,
continental drift.
7.1.2:
Students will identify the structures, zones, and layers within
the Earth and their relation to crustal plates.
7.1.3:
Students will identify the named plates of the Earth's crust
and their locations.
7.1.4:
Students will reconstruct the positions of the crustal plates in
various geologic periods, and infer the future position of
such plates given rates of movements and directions.
7.1.5:
Students will discuss plate boundary interactions:
subduction, constructive collisions, mid-ocean ridging,
transform faulting.
7.1.6:
Students will graphically compare plate boundary
interactions with global volcanic zones, earthquake
epicenters, and mid-ocean ridges.
GeoScience - Date Adopted: August 20, 1997
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7.2
Obj: Students will determine the viability of plate tectonics theory.
7.2.1
Students will analyze evidence supporting and contradicting
plate tectonics theory.
8.0 GOAL: Students will gain an understanding of the mechanisms responsible for
faulting, folding, and mountain building in the United States and globally.
8.1
8.2
Obj: Students will identify the world’s major mountain ranges.
8.1.1:
Students will locate on maps the locations of major
mountain ranges and their proximity to modern plate
boundaries.
8.1.2:
Students will locate the world’s major fault zones on a map,
and their proximity to mountain ranges.
8.1.3:
Students will discuss orogenic belt formation.
Obj: Students will understand the processes of faulted and folded
regions.
8.2.1:
Students will compare and contrast the surface features
associated with folded and faulted terrain.
8.2.2:
Students will examine and explain mechanisms
responsible for faulting and folding.
9.0 GOAL: Students will understand the mechanisms responsible for volcano formation and
the processes occurring during eruptive phases.
9.1
Obj: Students will gain an understanding of the structure of a volcano.
9.1.1:
Students will identify the three types of volcanic cones:
composite, cinder, and shield.
9.1.2:
Students will contrast the shape and appearance of each
volcanic cone with the chemical composition of the lava.
Students will discuss features of each type of volcano
and how the features were formed.
9.1.3
9.2
Obj: Students will understand the types of eruptions and the types of volcanic
products produced.
9.2.1:
Students will identify the types of volcanic activity as related
to magma temperature, gases and solids present, viscosity
of magma, and magma chemistry.
9.2.2:
Students will identify a variety of volcanic products:
domes, tuffs, mudflows, lahars, and lavas.
9.2.3:
Students will examine selected case histories of eruptions
(Tamboro, Pelee, Paricutin, Vesuvius, Stromboli, Hawaii,
Crater Lake, Long Valley, St. Helens) and discuss their
impact on local culture and/or landscape.
GeoScience – Date Adopted: August, 20, 1997
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9.2.4:
Students will speculate on the impacts of an eruption of the
Long Valley region on the Antelope Valley.
10.0 GOAL: The student will explore and acquire knowledge about the behavior of
waves and wave motion.
10.1
Obj: Students will illustrate the characteristics of transverse and
longitudinal waves.
10.1.1:
The student will generate longitudinal waves by swinging
a coiled spring.
10.1.2:
The student will draw a diagram of a transverse wave
traveling from one medium to another.
10.1.3:
The student will quantitatively state the relationship between
the frequency of a wave and the period of a wave.
11.0 GOAL: Students will gain an understanding of earthquakes and their implications to
society.
11.1
11.2
Obj: Students will develop their understanding of how earthquakes are
generated.
11.1.1:
Students will discuss the calculation of accumulated stress in
crustal plates.
11.1.2:
Students will calculate the velocity of P and S waves given
seismograms and recording station time and distance data.
11.1.3:
Students will explain the major fault types (strike-slip,
normal-reverse, thrust) and the relative motions of the
ground nearby.
Obj: Students will examine the calculation of earthquake strength.
11.2.1:
Students will discuss the Mercalli Scale, the Richter Scale,
and the modified Richter Scale, and their relative efficacy in
determining useful information.
11.2.2:
Students will explain the relationships between historic
earthquakes magnitudes and damage.
11.2.3:
Students will apply damage parameters (rock type,
building codes and construction methods, time of day,
duration and strength of quake) to predict the effects of a
hypothetical earthquake.
11.2.4:
Students will examine and analyze prediction research
in the United States and Asia.
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12.0 GOAL: Students will gain an understanding of geologic and topographic
mapping skills.
12.1
12.2
12.3
Obj: Students will understand basic map terminology.
12.1.1:
Students will define longitude, latitude,
meridian, equator, township, range, contour lines, scale,
and legend.
12.1.2:
Students will identify a location on a topographic map by
the use of longitude, latitude, township, and range.
12.1.3:
Students will calculate distances and elevations on a map
using the scale and interpreting contour lines.
Obj: Students will acquire map interpretation skills.
12.2.1:
Students will create a cross-sectional profile from a
standard topographic map.
12.2.2:
Students will plan a route utilizing the least
possible grade over a mountainous terrain
illustrated on a topographic map.
12.2.3:
Students will create a topographic map of the Antelope
Valley.
Obj: Students will understand information on a geologic map.
12.3.1:
Students will identify rock units and ages from a California
Geologic map.
12.3.2:
Students will create a geologic map of the campus region.
13.0 GOAL: Students will understand the various techniques and applications of
remote sensing and satellite data acquisition.
13.1
Obj: Students will gain an understanding of basic terminology applicable to
image interpretation.
13.1.1
Students will define resolution and scale.
13.1.2:
Students will interpret the local time and season an
infrared satellite image was produced.
13.1.3:
Students will calculate the diameter of local objects
from aerial photographs and satellite images of the
Antelope Valley.
13.1.4:
Students will interpret and report on the printed
numerical codes corresponding to the time and date a
satellite image was produced.
GeoScience – Date Adopted: August, 20, 1997
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13.2
Obj: Students will explore the various uses of satellite images and remote
sensing technology within the geological sciences.
13.2.1:
Students will view high and low altitude aerial photographs
and identify specific landforms.
13.2.2:
Students will view infrared satellite images and identify
active volcanic regions.
13.2.3:
Students will view false color satellite images of the San
Andreas Fault zone and identify its characteristic surface
features.
14.0 GOAL: Students will gain an understanding of the chemical and physical
processes related to the Earth's oceans.
14.1
14.2
14.3
Obj: Students will gain knowledge of the landforms associated
with the ocean basins and margins.
14.1.1:
Students will identify ocean basin and margins features
such as continental shelf, slope, rise, abyssal plain,
oceanic rises, seamounts and guyots, and atolls.
14.1.2:
Students will identify island arcs and trenches and discuss
their relation to crustal plate boundaries.
Obj: Students will gain an understanding of the chemistry of the Earth's
oceans.
14.2.1:
Students will analyze the theories of the origin of oceanic
water.
14.2.2:
Students will discuss the variable chemical composition and
thermal characteristics of ocean water through geologic time.
14.2.3:
Students will predict the future characteristics of ocean
water given the continuation of current influential
processes.
Obj: Students will understand the forces influencing ocean water
circulation and tidal dynamics.
14.3.1:
Students will compare and contrast the factors affecting
surface and deep water circulation.
14.3.2:
Students will identify the causes and types of ocean
waves.
14.3.3:
Students will discuss the forces influencing ocean tides
and their effects on coastal geology.
GeoScience – Date Adopted: August, 20, 1997
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15.0 GOAL: Students will understand the role natural disasters have played in the development of
cultures and societies.
15.1
Obj: Students will appreciate the impact of historical natural disasters upon
civilizations and communities.
15.1.1:
Students will read or view and analyze documentation of
historically significant earthquakes, volcanic eruptions,
mass movements, tsunamis, and floods.
15.1.2:
Students will predict modern locations at risk of natural
disaster.
15.1.3:
Students will discuss mitigation of natural disasters
applicable to the Antelope Valley.
GeoScience – Date Adopted: August, 20, 1997
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UNITS OF STUDY
1. Historical Geology and Geologic Time
2. Matter and Measurement
3. Atoms, Molecules, and the Periodic Table of Elements 4
4. Minerals and Rocks
5. Weathering, Erosion, and Deposition
6. Groundwater and Water Resources
7. Geomorphology and Landforms
8. Plate Tectonics
9. Volcanism
10. Faulting, Folding, and Mountain Building
11. Seismology
12. Field Geology and Mapping
13. Remote Sensing and Satellite Image Interpretation
14. Physical Oceanography
15. Natural Disasters
GENERAL INFORMATION
GeoScience 1 will require students to participate in labs at least 40% of the time. Labs will offer a
variety of skill acquisition and mastery, including: map and image interpretation and construction,
quantitative and qualitative analysis of solutions, solids, and mineral hand samples, and model
construction and design.
Substantial time will be required researching information in the campus library and computer labs.
Students will develop aPA-style research documents. Confidence in data acquisition techniques is
suggested.
Student work will be evaluated within the following percentage guidelines:
Labs 40% Tests 30%
Projects
20%
Participation 10%
GeoScience 1 requires a science lab facility with running water, electrical outlets, and laboratory
tables.
Instructional Materials:
Lab book, textbook, supplementary essays, computer lab internet browser and geology-related
websites, maps, images, photographs, lab materials, videotapes, and CDs.
GeoScience 1 will utilize existing biology, chemistry, and physics supplies. Additional
materials are outlined below.
1. Maps, geologic and topographic
2. Map-making supplies (paper, art supplies)
3. Satellite images and aerial photographs (also as CD format) 4. Image
processing software (NIH Image, MultiSpec, Geo3d) 5. Rock and Mineral
hand samples 6. Hand lenses
7. Stream Table
8. Sieves
9. Misc. models and demonstration materials
Textbook and Lab book
GeoScience – Date Adopted: August, 20, 1997
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Lab Manual for Physical Geology , AGI-National Geology Teachers Association Essentials of
Geology , Lutgens and Tarbuck, Macmillan Publishing
Supplemental Text Readings
The Control of Nature, Assembling California, Basin and Ranae , John McPhee Everett Ruess, a
Vagabond for Beauty, W.L. Rusho
The Exploration of the Colorado River and Its Canyons, J.W. Powell The World
Before the Deluge, R. Figuier
The St. Francis Dam Disaster Revisited, Historical Society of Southern California
Course Development Advisors:
Dr. Bonnie Brunkhorst
Professor of Geology and Science Education
California State University San Bernardino
Past President National Science Teachers Association
Joseph Monaco
Earth Science Teacher
Redlands High School
President
California Earth Science Teachers Assoc.
Dr. James Meheagan
Geology Department Chair
California State University San Bernardino
California Earth Science Academy
Dr. Greg Wheeler
Professor of Geology
California State University Sacramento
Curriculum Committee
National Association of Geology Teachers
Ms. Wendy Van Norden
Teacher, Geology (UC a-f)
Harvard-Westlake School
N. Hollywood, CA
Ms. Debbie Bereki
Teacher, Geology (UC a-f)
Fillmore High School
Fillmore, CA
GeoScience – Date Adopted: August, 20, 1997
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