Mon Dec 1 12:38:26 2008
| Effective Term: |
New:
1109 - Fall 2010 Old: 1089 - Fall 2008 |
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| Department: |
New:
11130 - Geology & Geophysics Old: 11130 - IT Geology & Geophysics Admin |
| Proposal Changes: |
New:
New CLE requirement proposal Old: <no text provided> |
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Faculty Sponsor E-mail Address: |
New:
kirkby@umn.edu Old: |
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Requirement this course fulfills: |
New:
PHYS
- PHYS Physical Sciences
Old: ENVT - ENVT Environment Theme |
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Other requirement this course fulfills: |
New:
ENV
- ENV The Environment
Old: PHYS SCI/L - PHYS SCI/L Physical Science with Laboratory Core |
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Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
New: Relevance of GEO 1001 course to Student Learning Outcomes: o Have mastered a body of knowledge and a mode of inquiry o Can identify, define, and solve problems o Have acquired skills for effective citizenship and life-long learning. GEO 1001 is designed to help students master a body of knowledge about how their world works and become familiar with modes of scientific inquiry that provide a different, more complete, perspective of the world they live in. The course is explicitly designed to help students acquire the skills and background knowledge necessary to be more effective citizens of a global community that faces some very serious environmental issues. GEO 1001 as a course to satisfy CLE requirements as a Physical Science with Lab and the Environmental theme. GEO 1001 is ideally suited to fulfill both the Physical Science with Lab and Environment theme requirements, as the course is designed to provide students a better understanding of their world and explore the complex interactions between human society and natural systems. Coincidentally, the GEO 1001 program has just completed what turned out to be a five-year revision of the program specifically geared towards making the course more effective in communicating these concepts. This revision, funded by the Department of Education’s Fund to Improve Post-Secondary Education (FIPSE), was designed to transform the course into an effective ‘concluding earth science course’. The vast majority of students taking GEO 1001 have no intention of continuing on in geology, and for many this course will be the last science class of their academic careers. Consequently, the course is explicitly designed to be a concluding earth science class, one focused on the concepts and skills students need to become better-informed citizens of a global community that faces serious environmental challenges. A crucial goal is to increase students’ ability to use course material in their personal lives and while making social and political decisions. Background Information: Eight sections of GEO 1001 every year, combined with up to 13 different lab options, provides students with a flexible, dependable option to fulfill their physical science and environmental theme requirements. Students face no prerequisites beyond the University’s entrance requirements and GEO 1001 is offered on a regular schedule with all lecture sections being taught by the department’s regular faculty or Dr. Kent Kirkby, a non-tenure track assistant professor who was specifically hired to teach this course. Kirkby has taught at the University for over fourteen years and his teaching evaluations are posted at: http://www.geo.umn.edu/people/profs/kirkby/eval.html Physical Science with Lab GEO 1001 remains a physical science course, simply one specifically geared towards students completing their Liberal Education requirements rather than one designed to prepare new geology majors. The perspective is important though, as the course deals less with the content necessary to become geologists than with the knowledge and skills necessary to become more effective citizens. This includes fostering scientific literacy by both communicating a body of knowledge and providing students familiarity with different modes of scientific inquiry. The course seeks to communicate not only what we know about the world we live in, but also how we know it and what we do not yet know. Laboratory modules are hands-on investigations of nature of physical earth materials, interpretations of past events and processes encoded in earth’s surface features and the rock record, using the same data, methods and reasoning that geologists use in the field. Approaches include mathematical and quantitative analyses to describe and explore phenomena, as well as qualitative assessment of their properties. Many modules include summative essays that require students to compile concepts and data to construct a coherent explanation or interpretation of phenomena. Out of class activities expand the laboratory program beyond its basic two hours per week. By 2010, thanks to a National Science Foundation grant, students will also complete additional laboratory investigations at the Science Museum of Minnesota, using the museum’s interactive displays as part of the GEO 1001 laboratory program. While all laboratory modules use scientific modes of inquiry, several lab and lecture topics go beyond this to explicitly explore the historical evolution of scientific ideas and the social nature of scientific inquiry, rather than simply present our current understanding. Old: <no text provided> |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
New: Environmental Theme A significant amount of the course content revolves around the interactions between geological processes, human society and the biosphere. The scope of geological time and the course’s global scale provide a unique perspective from which to explore this deeply integrated system. Throughout the course, the class examines the role of plate tectonics and surface processes in the development of present biotic communities and the ongoing evolution of human societies. In turn, examinations of river management projects, coastal development, ozone-depletion and human-induced climate change allow the class to explore human impacts on natural systems. This dual approach provides students with a strong appreciation of their role in a tightly integrated world and a knowledge base with which they can make more informed decisions about the interaction of human activities and natural systems. Environmental change, both natural and human induced, is a theme woven throughout the course. We try to provide students with a general sense of the Earth’s nature: how it works, how it has evolved, and how human activity affects it and is affected by it. In doing this, the course specifically looks at how scientists arrive at their understanding of earth processes and climate systems, what this information actually means, and what are the limitations of our understanding. Historical examples of how societies have reacted to geological events and climate change in the past are used as a catalyst to understanding the consequences and costs of future decisions. As this environmental approach is atypical of traditional science courses, lists of lab and lecture topics are provided to show how environmental and societal themes are woven throughout GEO 1001. Integration of Environment Theme into Lab Program (common to all GEO 1001 sections): ‘Viewing the Earth from a Geological Perspective’, is an introduction to the lab program. It combines real scientific data sets with innovative visualization technologies to facilitate students’ recognition of the earth’s volatile nature and help them interpret present and past earth processes from details of earth surface topography and seismic data. Students use landscape features to interpret a region’s past volcanic, glacial and fluvial history, as well as make predictions of its future evolution. Another segment uses color anaglyph maps and aerial photography to explore the evolution of river processes over time and the historical impact of river processes on the Upper Midwest’s human history. A third segment uses Fledermaus visualization technology to combine the spatial distribution of earthquake events with landscape topography, so students can distinguish active plate boundaries from passive margins and confirm predictions, based on present topography, with seismic data. The goal of the lab is to help students realize the dynamic nature of their world and that this dynamism is not only responsible for the Earth’s present surface, but also plays a role in human use of that surface and its resources. In addition, the lab discussion explicitly details the structure of the lab program and rationale behind its design, to help students become learners that are more reflective. ‘A Restless Planet: Plate Tectonics & the Earth’s Surface’, takes a more global approach to exploring the role of plate tectonic processes in the formation of the present Earth surface. Building on the first lab’s activities, students use anaglyph maps, animations and computer visualizations to recognize and explore the role of plate tectonic processes in shaping the Earth’s present surface. In the lab students are asked to describe the differences they see in the Earth’s surface features that help them determine what plate tectonic processes are presently active. They then combine the topographic data with interactive visualizations of the spatial distribution of seismic events to expand their comprehension of plate tectonic processes. Finally, students are asked to make predictions of future changes in the Earth’s surface and integrate plate tectonic processes with the organic production of marine plankton shells into higher order explanations of how the present seafloor surface came to be. Presently this is the only lab that has does not explicitly focus on the interactions between geologic processes and society, but by 2010 the lab will include new materials that explore the influence of plate tectonic processes on past and present societies. These will range from the East Africa Rift Valley fossil record of early hominids, through the world’s earliest parliament (Iceland’s Althing) to the 2004 Boxing Day tsunami. ‘Recording the Earth’s Seismic Activity’, spans a three-week period during which students plot every significant earthquake (magnitude 4 or greater on the Richter scale), while simultaneously monitoring how many of these events were reported by general news services. Its goal is to make students realize that the Earth is far more active than they previously thought, and recognize that earthquakes are not random events, but occur in patterns that can be reasonably interpreted and predicted in terms of plate tectonic processes. It also allows them to understand the various factors that determine media coverage of earth processes and how this filter can affect societal perspectives. ‘Earthquakes’ explores the processes behind seismic activity and students use earthquake data to plot the location of seismic events in our continent’s interior. The chosen location allows the lab to tie into the famous 1811-1812 series of powerful earthquakes in the New Madrid area, a geologic setting similar to the Twin Cities area, emphasizing that North American earthquake risk is not limited to Californian communities. ‘Minerals: Gifts of the Earth’ reinvents the traditional mineral identification lab to emphasize the many roles minerals play in human society. Although students learn to identify minerals in the lab, mineral identification takes a secondary place to exploring how minerals are used in human society and how mineral properties affect their use. A website created specifically for this lab highlights the many uses of minerals throughout our society and the implications of mineral use, including environmental hazards. ‘Igneous Rocks: Gifts of Fire’ applies a similar approach to the study of igneous rocks, integrating the properties of different igneous rocks with their varied uses in human society from ancient tools and sculpture to modern abrasives and railroad ballast. Students not only explore the traditional aspects of igneous rock interpretation, but also tie the rock properties to their commercial uses. The lab also explicitly relates differences in magma properties to volcanic risks and concludes with two case studies of Upper Midwest igneous complexes, guiding students to the recognition and interpretation of ancient divergent and convergent plate boundaries. ‘Sedimentary Rocks: Gifts of Water & Air’ continues the pattern of the previous two labs, weaving traditional aspects of sedimentary and metamorphic rock identification and interpretation with the rocks’ many uses in modern and past societies. Upper Midwest case studies of sedimentary and metamorphic rocks suites allow students to explore the origin of areas familiar to them, drawing comparisons with times in which the region sat on the equator, was covered by tropical seas, or was deformed in a massive mountain building event. Locations chosen were specifically selected to highlight the interactions of geology with human society. An exploration of the Boom Site ties into the mid 19th century logging industry and the first Euro-American settlement in Minnesota Territory, while Pipestone is used to highlight the unique role these metamorphosed rocks played in Indian societies and trade routes. In ‘Campus Tour: The Geology of the East Bank’s Bluffs & Buildings’ lab groups use a web site, http://www.geo.umn.edu/courses/1001/campus/pages/, to explore background information on the building stones showcases across campus, developing and planning a presentation on some specific rock types. Their goal is to provide classmates with the information they will need to interpret the geologic history behind an unknown rock type. The lab forces students to critically examine the information embedded in a rock’s composition and texture, as well as providing students with a greater appreciation of society’s use of geologic materials in buildings. The last three laboratory modules are case studies of Upper Midwest geology that place a particularly strong emphasis on historic interactions between geological processes and human societies. ‘The Upper Midwest’s Glacial Legacy’ explores the region’s glacial legacy using anaglyph maps, sediment samples and regional pollen records to illustrate the many impacts of glacial systems on the present landscape, ecosystems and human history. Students examine how 18th and 19th century Ojibwe, Dakota and Euro-American societies differed in their use of these resources and how these different uses and perspectives inevitably led to cultural conflict. The case studies presented in these last three labs are not intended to show ‘right’ or ‘wrong’ approaches to natural resource management. Rather, they are examples of how societies used the same resource base in very different ways and the subsequent implications of those uses. The goal is to drive home the realization that every choice of how we use the Earth will have predictable consequences. ‘A River Through Time: ‘Managing’ the Upper Mississippi River’ examines river processes by exploring the historic efforts of the Army Corps of Engineers to manipulate those processes to ‘manage’ the river and create a deeper, more continuous channel for navigation and commerce. The goals of the lab were not only to teach students how rivers flow, but also to explore the critical importance of river systems on human society and the extent to which we have historically attempted to control or manage river systems. As an example of the difference in cultural perspectives, students were specifically asked to consider the ecology and resources of the integrated river system known to the 18th century Dakota people and see how these were viewed and eventually affected by 19th and 20th century Euro-American efforts to manage that river system for commerce. Students also examine the ecological costs, how efforts to improve the river for navigation led to the loss of wetland habitat and decline in associated ecological systems. ‘In the Wake of a Waterfall: The Geology Behind the Founding of Minneapolis & St. Paul’ explores how the origin and retreat of Saint Anthony Falls led to the founding of Minneapolis and St. Paul, as well as the first commercial development of hydroelectric power. Lab activities combine rock samples with physical models and radiocarbon dating to explore the geology behind the waterfall’s origin and subsequent evolution, as well as how different cultures have viewed and used the same geologic resources. The lab also specifically explores the evolution of a scientific idea, guiding students through the history, testing and revision of ideas concerning the timing of the waterfall’s retreat as new data and techniques emerged over a century of study. Integration of Environment Theme into Lecture Program The complex interaction between humans and their environment is a dominant theme woven throughout the course. Although there is not a uniform lecture syllabus for all GEO 1101 lectures, all sections emphasize the interaction of geological processes and human society and explore roles of humans as historic agents of environmental change. Class topics range from volcanic and seismic geohazards through human impacts on coastal and fluvial systems, to a discussion of climate systems and climate change that highlights the scientific, social and ethical aspects of this crucial environmental issue. The following examples detail some of the ways in which these themes are developed in the most common GEO 1101 lecture syllabus. Course & Earth Introduction The course begins with a case study using the Oracle of Delphi as an example of the complex interactions between biophysical processes and human society. The geological and social backgrounds of the Oracle are combined with recent research on the role of microbial organisms in the generation of the organic gases responsible for the Oracle’s hallucinogenic trances. A leap in time and geography pulls in the Iron Range of northern Minnesota, the geologic story behind these deposits and the critical role they played in human society during World War II. Plate Tectonics & Earth Systems Wegener’s story of Continental Drift and the evolution of this idea into modern plate tectonics allows the class to examine modes of scientific inquiry occur, as well as the social nature of scientific investigation. Throughout the course, the class examines the role of plate tectonics in the development of past and present ecosystems, not just its impacts on the physical planet. We explore the biosphere’s response to long-term changes in sea level, atmosphere and ocean circulation patterns that resulted from plate tectonic processes, as well as the influence of these processes on the ongoing evolution of human society. Old: <no text provided> |
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Provisional Syllabus: |
Please
provide a provisional syllabus for new courses and courses in which
changes in content and/or description and/or credits are proposed that
include the following information: course goals and description;
format/structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be
covered; scope and nature of assigned readings (texts, authors,
frequency, amount per week); required course assignments; nature of any
student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: GEO 1001 (a.k.a. GEO 1101) Earth and Its Environments Spring Semester - 2008, 6:30 – 9:00 T, Science Classroom Building 325 LECTURER: Kent Kirkby, 103 Pillsbury Hall, 624-1392 (voice mail), e-mail: kirkby@umn.edu OFFICE HOURS: Call or email to set up a time (anytime!) GEO 1001/1101 and Liberal Education A goal of liberal education is to provide students with a broad understanding of their world and familiarity with different ways of knowing. As important, liberal education should strive to cultivate social responsibility and emphasize the importance of ethics and values. Consequently the knowledge and skills acquired must be transferable to students’ lives and society. GEO 1001/1101 is ideally suited to these goals as its primary topic is the world we live in, an all encompassing subject that integrates parts of every science discipline with the social implications of human activities, including economic and political influences. Physical sciences, like geology, constitute a distinct component of human knowledge, with their own ways of knowing or learning. Although these ways are common to all physical sciences, geology provides a unique perspective for their application because the size and complexity of earth systems, combined with the immense time scales over which many geological processes occur, makes it difficult to use some traditional methods of scientific experimentation and verification. Geology requires a more global, holistic understanding of earth systems and the ability to understand the behavior of complex, interdependent systems, an ideal perspective from which to approach environmental issues. Geologic processes and human activities are so intimately interwoven that it is impossible to fully understand one without considering the other. Some of the most crucial issues confronting our society fall within the environmental realm, such as water and resource use, river or coastline management, pollution, ozone depletion and global climate change. Although it is necessary to understand the geology behind these issues, viable solutions must also consider ethical, economic and political factors. Responsible stewardship of our environment requires costs and benefits of different approaches to be weighed across our whole society and over a long term time frame. The course’s overall goal is to provide you with a better understanding of the many interactions between human society and the environment so you can make informed decisions concerning your own place in a global community, one that faces some very complex environmental challenges. Course Description Geology is the study of the Earth and its life. This is the world you live in and whether you’re aware of them or not, geological processes have played an integral role in shaping our society and will affect your entire life. GEO 1001 is an introduction to physical geology, including the Earth's materials, dynamic processes, and evolution. However, the Earth is a relatively closed system. Earth’s physical and biological systems are intimately linked - human civilization being the most recent example. Human cultures are based on Earth resources and processes. Geological factors have played a pivotal role in our past and will largely determine our future. In turn, the human impact on Earth Systems is nearly unprecedented. In a relatively short period of time, humans have become one of the most potent geological forces. As human population and consumption continue to increase, it is critical that our society gains a better basic understanding of geological processes, in order to better manage our own future. Course Web Site Most of the course materials (syllabus, lecture outlines, handouts, etc.) will be posted at: http://www.geo.umn.edu/courses/1001/ Course Resources Contact me whenever you need help. I have limited formal office hours, since past experience suggests they are of little use to a student body with diverse schedules. So just email or phone me to arrange a meeting time. If I do not reply within 48 hours, send a reminder! Course Materials Lecture Text: Geology, by Stan Chernicoff and Donna Whitney – 4th Edition Copies are available at the University Bookstore in Coffman Memorial Union, and at the Student Book Store on the corner of 15th and University. Lab Manual: (GEO 1001 students only) Available only at the University Bookstore in Coffman Memorial Union in the same area as the lecture texts. You must pick up the lab manual before the first lab. Labs do NOT meet until Monday, Jan. 28! Lec Outlines: Optional copies of lecture overheads with space for writing notes. These are NOT full lecture notes but essentially extended lecture outlines. These have been highly recommended by past students. They will be posted on the web site before class. Grade Distribution Grades will be based on a class curve or university scale - whichever provides the more generous distribution of grades. The University uses intermediate grades (A-, B+, etc.). If you take the course on an S-N basis, University rule require that a 'S' must be equivalent to a 'C-' or better. Note that this means the bar is slightly higher for S/N students to pass the course than A/F students, so if you are worried about passing, A/F may be the better choice. Course Grades Grades will be based on labs, biweekly (every other week) quizzes and a comprehensive final quiz. Quizzes will be short (25 minute) closed-book exams that cover material from lecture and text. Although group work is encouraged for preparing for the quizzes, the quizzes themselves must be completed individually as independent work. Breakdown of course grade: GEO 1001: GEO 1101: Biweekly and Final quizzes 65% Biweekly and Final quizzes 100% Lab Component 35% Last Biweekly & Final quizzes will take place on Tuesday, May 13, at 6:30 p.m. Note: The quizzes will be a combination of multiple choice and short answer questions. Only the best 5 of 7 scores will count towards your course grade. The comprehensive final quiz is mandatory and CANNOT be dropped, but is only weighted the same as each of the biweekly quizzes. The comprehensive final quiz, along with the last biweekly quiz, will be given during the final exam period. Please do not skip the first two quizzes - this almost always comes back to haunt people! COURSE GOALS My apologies to the class rock hounds, but lectures will focus on processes and human interaction rather than minerals and rocks. As the course goals include providing students with a better understanding of Earth Systems and their interaction with human society, an emphasis will be placed on 'understanding' geological processes. Consequently the quizzes will try to emphasize the use and interpretation of geological knowledge, rather than its simple recitation. You will have to know the meaning of some terms in order to do this, but relatively few questions will focus on the definition of terms or rote memorization. Scholastic Conduct & Integrity With the sole exception of the GEO 1001 in-class laboratory assignments, all assignments in GEO 1001 (such as lecture quizzes, lab quizzes or any extra-credit assignments) are expected to be completed individually. Scholastic misconduct is broadly defined as "any act that violates the right of another student in academic work or that involves misrepresentation of your own work. Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student's work." If you are uncertain as to what the University considers inappropriate behavior, please refer to the Regents’ Policy on Student Conduct found at: http://www1.umn.edu/regents/policies/academic/StudentConduct.html Council on Liberal Education (CLE) Requirements: Geo 1001 satisfies CLE requirements for both the physical science with lab core requirement and the environment theme, while GEO 1101 only counts towards the environment theme. Physical Science with Lab (GEO 1001 only): GEO 1001 is a physical science course, specifically geared towards students completing their Liberal Education requirement. As such, the course tries to highlight the knowledge and skills necessary to become effective citizens. This includes fostering scientific literacy by both communicating a body of knowledge about the Earth and providing students familiarity with different modes of scientific inquiry. The course seeks to communicate not only what we know about the world we live in, but also how we know it and what we do not yet know. Laboratory modules are hands-on investigations of nature of physical earth materials, interpretations of past events and processes encoded in earth’s surface features and the rock record, using the same data, methods and reasoning that geologists use in the field. Approaches include mathematical and quantitative analyses to describe and explore phenomena, as well as qualitative assessment of their properties. While all laboratory modules use scientific modes of inquiry, several lab and lecture topics go beyond this to explicitly explore the historical evolution of scientific ideas and the social nature of scientific inquiry, rather than simply present our current understanding. One of the course’s advantages is that, simply by living in the world, you already have an incredible amount of personal knowledge about the Earth. GEO 1001 is a wonderful opportunity to examine that knowledge, to gain new insights and skills in order to test and refine your ideas of how the Earth works, and to emerge with a better understanding of the Earth’s dynamic nature and its environments. Environment Theme (GEO 1001 and GEO 1101): We live in a world that is an astonishingly complex integration of physical, biological and social systems. A significant amount of the course content revolves around the interactions between geological processes, human society and the biosphere. The scope of geological time and the course’s global scale provide a unique perspective from which to explore this deeply integrated system. Throughout the course, the class examines the role of plate tectonics and surface processes in the development of present biotic communities and the ongoing evolution of human societies. In turn, examinations of river management projects, coastal development, ozone-depletion and human-induced climate change allow the class to explore human impacts on natural systems. This dual approach provides students with a strong appreciation of their role in a tightly integrated world and a knowledge base with which they can make more informed decisions about the interaction of human activities and natural systems. Environmental change, both natural and human induced, is a theme woven throughout the course. We try to provide students with a general sense of the Earth’s nature: how it works, how it has evolved, and how human activity affects it and is affected by it. In doing this, the course specifically looks at how scientists arrive at their understanding of earth processes and climate systems, what this information actually means, and what are the limitations of our understanding. Historical examples of how societies have reacted to geological events and climate change in the past are used as a catalyst to understanding the consequences and costs of future decisions. Lab Sections Refer to the lab description for details on pre-labs, labs and take-home assignments! This will be available in the lab sections and on the course web site. Labs start on Monday, January 28! Be sure to pick up your lab manual BEFORE attending your first lab section. You need to read the first lab and prepare for the first Pre-lab BEFORE going to class! Course Policies/Etiquette • Any reasonable accommodation will be provided for students with physical, sensory, learning and psychiatric disabilities. Please contact me for assistance as early as possible. • If English is not your primary language and you would like to have additional time in which to take the quizzes, let me know. Anyone who needs additional time for the quizzes will be extended the same courtesy. • Attendance is not mandatory (although it helps!). If you have to arrive late or leave early, please try to avoid disrupting other students. • Please turn all cell phones off before coming to class. A ringing phone is almost impossible for others to ignore. Of course, medical conditions can override this request. Suggestions • Ask questions! Do not be intimidated by the class size. If you have a question, a dozen other folks are probably wondering the same thing and they will appreciate you asking. I have made some wonderful blunders in classes so do not hesitate to raise questions. FOR GEO 1001 STUDENTS: • Don't dismiss the lab portion of the course, nor rely on it for your grade. Because lab assignments are completed as group work, lab grades tend to fall within a very narrow range. Provided that you complete the lab portion of the course, your lecture quiz scores tend to have a greater impact on your overall course grade. Historically, the average lab grades fall between 30% and 31%, so earning a perfect score in the lab (35%) can raise your course grade from a ‘B’ to a ‘B+’, or from an ‘A-‘ to an ‘A’, but it will not raise your course grade by a full letter grade. On the other hand, skipping labs can significantly lower your grade. University policy prohibits sexual harassment as defined in the December 1998 policy statement, available at the Office of Equal Opportunity and Affirmative Action. Questions or concerns about sexual harassment should be directed to this office, located in 419 Morrill Hall. GEO 1001/1101 Lecture 003/103 – Spring, 2008 LECTURE SCHEDULE DATES TTh - 9:45-11 a.m. Quizzes JAN. 22 Course & Earth Introduction 29 Earth’s Structure & Setting Continental Drift Chapters 1, 11 & 12 FEB. 5 Plate Tectonics & Earth Systems Chapters 1, 11 & 12 12 Rock Deformation & A Seismic View of the Earth Chapters 9, 10 & 11 QUIZ 19 Earthquakes & Human Society Chapters 9, 10 & 11 26 Earth Materials and Volcanoes Chapters 2, 3 & 4 QUIZ MAR. 4 Volcanoes & Human Society Chapter 4 11 A Case Study: Mesozoic Earth & Life Lecture Notes QUIZ SPRING BREAK 25 A Case Study: Mesozoic Earth & Life Lecture Notes APR. 1 Ocean Systems, Coastal Processes & Human Society Chapter 19 QUIZ 8 Ocean Systems, Coastal Processes & Human Society Chapter 19 15 River Systems and Human Society Chapter 14 QUIZ 22 River Systems and Human Society Chapter 14 29 Ice Ages Chapter 17 QUIZ MAY 6 Climate Change & Human History Lecture Notes 13 Last Biweekly Quiz & Final QUIZ & FINAL Weekly review sheets will contain details of reading assignments. QUIZ – quizzes will last 30 minutes FINAL – comprehensive and can NOT be dropped, but only weighted same as other quizzes GEO 1001 - Spring 2008 Lab Schedule Note that labs do NOT begin until Monday, January 28 For the last third of the semester, the order in which you complete Labs A, B & C will vary by lab section, and your lab section will change rooms for two of these labs. M T W Th F LAB Activities Pre-Lab Activity January 21 22 23 24 25 Labs do not Meet 28 29 30 31 1 Viewing the Earth from a Geologic Perspective 16 2 February 4 5 6 7 8 A Restless Planet: Plate Tectonics & the Earth’s Surface 18 4 11 12 13 14 15 Earthquakes 16 4 18 19 20 21 22 Minerals: Gifts of the Earth 16 4 25 26 27 28 29 Igneous Rocks: Gifts of Fire 16 4 Recording the Earth’s Seismic Activity Essay due at start of Igneous Lab / 20 points March 3 4 5 6 7 Sedimentary Rocks: Gifts of Water & Air 16 4 10 11 12 13 14 Midterm Lab Quiz 40 17 18 19 20 21 SPRING BREAK 24 25 26 27 28 Campus Tour Presentations 20 31 1 2 3 4 April 7 8 9 10 11 The Upper Midwest’s Glacial Legacy – Lab A A River Through Time – Lab B In the Wake of a Waterfall – Lab C 16 each 4 each 14 15 16 17 18 21 22 23 24 25 28 29 30 1 2 Final Lab Quiz 40 May 5 6 7 8 9 Labs do not Meet Lab activities sum to 300 points & equal 35% of your overall course grade. Old: <no text provided> |