FAYETTEVILLE STATE UNIVERSITY

II. COURSE DESCRIPTION:

An introductory course in physical geology concerned principally with the composition of the earth’s crust and the processes that act to change its upper surface.

The primary objective of this course is to acquaint the student with the Earth on which we live by concentrating upon the dynamic processes which are at work to shape it. The course will explore rocks and minerals which form the Earth's crust; the weathering, mass wasting, and agents of erosion which level the Earth's surface; and the tectonic forces which actively buildup the surface. This is a non-laboratory science course (although several hands-on laboratory exercises will be assigned during the course) requiring little mathematics and no pre-requisite science, although basic knowledge of chemical symbols and reactions will be helpful. All other concepts derived from other sciences will be taught as needed in the course.

III. TEXT:

Spencer, E. W. Earth Science: Understanding Environmental Systems. Boston, MA: McGraw-Hill. 2003.

IV. INSTRUCTIONAL OBJECTIVES:

In view of the scope and sequence of this course, the instructional objectives shall be as follows:

Students shall be able to:

1. Draw inferences from simple observations based upon direct experience with Earth materials.

2. Classify selected Earth materials according to their composition, physical properties, and origin.

3. Discuss the relationships among the following: atom, isotope, ion, molecule, element, compound, mineral, and rock.

4. Interpret changes in rocks and minerals in relation to environmental changes.

5. Trace a particle of matter through a hypothetical rock cycle and determine the different paths it may take.

6. Infer the presence of change in the Earth's crust and the processes that, to the student's senses, seem not to be changing.

7. Predict some earth changes and explain the basis for the predictions that have been made.

8. Examine and account for the possible sources of energy that are required to keep the Earth a changing planet.

9. Trace the energy transfer from the Sun to the Earth and from one earth process to another.

10. Compare and contrast the erosional effects of water, ice, and wind on the Earth's surface.

11. Discuss the role and relative importance of erosional agents.

12. Describe and analyze the deposition processes that take place in alluvial plains, lakes, near shore in the oceans, on the continental shelf and slope, and in the deep ocean basins.

13. Describe crustal unrest within continents and ocean basins, and locate belts of mobility and explain the significance of their spatial relationships.

14. Explain possible relationships among volcanic chains, deep-sea trenches, and earthquake activity and the evolution of mountains.

15. Show specifically how seismic data are used to determine the Earth's overall internal structure.

16. Present evidence regarding knowledge of the ages of the various portions of geologic time.

17. Reconstruct a reasonable sequence of events (a geologic history) from geologic cross-sections of a real or fictitious area.

18. Present evidence that life has been abundant, diverse, and widespread on Earth for at least one billion years.

19. Use the principles of uniformity of process, superposition, and fossil correlation to interpret rocks, regardless of their age.

20. Describe the influence of the rock cycle (uplift, folding, faulting, volcanism, etc.) and the water cycle (weather, climate) on the landscape from evidence on photographs and topographic maps.

V. COURSE COMPETENCIES:

This course will provide a means by which students may attain the competencies of acquiring content and having opportunities to investigate concepts which are deemed appropriate for teacher licensure as specified by the NC Department of Public Instruction.

MIDDLE GRADES

EARTH SCIENCE

20.       Study earth materials (minerals, rocks, soil), their structure, properties, formation,

        and uses in the contest of the rock cycle.

21.       Use the theory of plate tectonics to explain earthquakes, mountain building,

        volcanism, and paleogeography.

22.       Model events in the evolution of Earth over time.

24.       Examine oceanic and shoreline processes.

27.       Explore how landscapes are formed through the processes of weathering,

        erosion, and mass wasting on the Earth and similar processes on other planets.

28.       Gather information from various types of maps (topographic, geological, soil,

        aerial photos, satellite, meteorologic, oceanographic) in problem-solving

        situations.

SECONDARY SCIENCES

BIOLOGY

1.1 Investigate the differences between living and non-living things and scientific theories

for the origin of life on Earth.

1.7 Examine the evidence and mechanisms for organic evolution, including the origins and development of humans.

EARTH SCIENCE

1.1 Investigate earth materials (minerals, rocks, soils) and their structure, properties,

uses, and formation processes in the context of the rock cycle.

1.2 Use the theory of plate tectonics and construction activities to explain earthquakes,

mountain building, volcanism, and geography, both past and present.

1.4 Examine models and events in the evolution of Earth over time.

1.5 Examine oceanic and shoreline processes.

1.7 Investigate ways that the systems of the Earth interact in the environment.

1.8 Explore how landscapes are formed through the processes of weathering, erosion, and mass wasting. Explain and discuss similar occurrences on other planets.

1.9 Interpret and apply information from various types of maps (topographic, geological, soil, aerial photo, satellite imagery, meteorologic, oceanographic) in problem-solving situations.

VI. EVALUATION CRITERIA:

Grades:

Final grades will be determined by a composite of grades earned on the final examination, portfolio/journal, the open-ended questions/problems, and class participation. These items will be weighted in the following manner:

Portfolio/Internet Activities - 30%

Project Paper - 30%

Examinations - 30%

Participation - 10%

The final grade that a student earns reflects the quality of work that has been exhibited and the proficiency level at which each instructional objective and competency has been met. Letter grades are used by the University to express the above values to outside agencies. Therefore, the letter grade assigned to each student will be based upon the following numerical equivalencies:

A = 92 - 100

B = 83 - 91

C = 73 - 82

D = 64 - 72

F = Below 64

VII. COURSE OUTLINE AND READING ASSIGNMENTS:

Aug 17 Class Administrative Concerns

Introduction to Geology pp. 3 - 12

Aug 19 Earth Materials pp. 15 - 29

Aug 24 Biogeochemical Cycles pp. 29 - 33

Aug 26 Minerals and Their Properties pp. 35 - 41

Aug 31 The Rock Cycle and Rock Types pp. 41 - 55

Sep 2 Core-Mantle System pp. 57 - 67

Sep 7 The Lithosphere and Asthenosphere pp. 67 - 77

Sep 9 Time and Change pp. 79 - 96

Sep 14 Pivotal Events pp. 96 - 101

Sep 16 Plate Tectonics pp. 105 - 125

Sep 21 Plate Tectonics (Continued)

Sep 23 Earthquakes pp. 127 - 147

Sep 28 Earthquakes (Continued)

Sep 30 Volcanism pp. 149 - 171

Oct 5 Mid-Term Examination

Oct 7 Marine Environments pp. 175 - 195

Oct 11 and 12 Fall Break

Oct 14 Ocean Dynamics pp. 197 - 217

Oct 19 Coastal Environments pp. 219 - 239

Oct 21 The Atmosphere pp. 241 - 257

Oct 26 Weather and Weather Systems pp. 259 - 277

Oct 28 Climates pp. 279 - 297

Nov 2 Land Environments pp. 299 - 317

Nov 4 Weathering and Soil Development pp. 319 - 335

Nov 9 Mass Wasting pp. 337 - 351

Nov 11 Wind Erosion and Deposition pp. 353 - 365

Nov 16 Stream Formation pp. 367 - 376

Nov 18 Stream Influences and Consequences pp. 376 - 391

Nov 23 Groundwater pp. 393 - 413

Nov 24 through 27 Thanksgiving Break

Nov 30 Erosion and Deposition by Ice pp. 415 - 433

Dec 7 Final Examination (12:30 p.m. - 02:20 p.m.)

VIII. COURSE REQUIREMENTS:

Assignments:

Progress will be assessed in three different ways. First, the student will submit a portfolio/journal for evaluation. This portfolio will contain examples of the work the student has been and completed during the semester. These will be collected for evaluation at least twice during this term.

The following items are expected to be included in each portfolio each time it is submitted for evaluation.

1. Copies of written reports related to hands-on exercises and assignments given during the class. The expected format for these reports will be found at the end of this syllabus as Appendix A. Work completed in this section will not receive full value if they do not conform to the outline presented.

2. The Written Assignments which will be found in the Internet Activities and Assignments which will be provided to you on a computer floppy disk.

3. Entries that are classified under the headings of “Dialog-Style Note Taking,” “Reading Responses,” and “Geology Scrapbook.” Specific information concerning these entries will be found as Appendix B at the end of this syllabus.

4. The inclusion of additional items that you wish to present for the purpose of being evaluated which indicate the quality of work you are doing at the time the portfolio is reviewed.

It is recommended that you select a loose leaf binder as your portfolio cover, however, any means that you choose which presents your work in an organized arrangement will be acceptable. Alternatives to an actual notebook are to present your portfolio on a floppy disk or as a web page. The instructor will provide assistance if you choose this format for you portfolio. Whichever format you select your work should be organized well enough that the instructor does not have to search for the above listed inclusions when making reviews.

A second means of evaluation will be through research and paper on open-ended topics. These papers may be submitted either in printed format or by electronic presentations such as through a web page or Hyper Studio stack. This research and subsequent paper will provide the instructor with insight into the student's ability to construct important understandings from the concepts discussed in class and explored outside of class.

RUBRIC:

The following five levels will be used to assess your grade on all written assignments. Level 4 will be used to assign a letter grade of "A" to your work. Level 3 will net a letter grade of "B", and so on.

Level 4: All aspects of the assignment have been fully addressed with supporting evidence. The student has fully demonstrated that he/she has a new and/or deeper insight into the concepts covered during the time previous to the assignment. The student's under-standings are further supported through the thoroughness and completeness of the assigned work. The product is without errors and has few omissions of material.

Level 3: The assignment addresses more than seventy-five percent of the subject with supporting evidence. With no significant exceptions, the student has demonstrated that he/she has a new and/or deeper insight into the concepts covered during the time previous to the assignment. The student's understandings are further supported through the importance the student has given to completing the assigned task. The product has few errors and/or omissions.

Level 2: The assignment addresses the subject with some supporting evidence, but the assignment is less than seventy-five percent but more than fifty percent complete in coverage. The student correctly used the principle concepts taught prior to the assignment, but lesser concepts were omitted or inappropriately applied. The completeness of the assigned task reflects a lower level of expertise. There are substantial errors.

Level 1: The assignment addresses the subject, but with little supporting evidence. The assignment is less that fifty percent completed. The student has not used the principle concepts correctly or appropriately in any work presented. The lack of completeness of the assigned task reflects a lack of focus or interest to the course. There are substantial errors.

Level 0: The assignment product does not meet even the minimum assignment requirements. The product does not address the subject. The product is inappropriate.

The third means of evaluating student progress will be through a more conventional technique - exams. Two exams will be given during the semester. The first will be at mid-term, and the second will be the final exam. An average of the two will determine the numbers used in this portion.

Because of the change in venue related to instructional style, a fourth means of evaluation will be based upon the student’s participation in the activities assigned during the class. This participation will be in the form of discussions in small groups, the class as a whole, and in completing specific course assignments in a timely manner. It should also be understood that the key to participation is being present in class. Excessive tardiness and absences will lower the participation accordingly.

Attendance:

Class attendance is expected. Absences should be limited to those which are unavoidable. In such cases, the student is responsible for informing the instructor in advance when he/she must miss a class. In cases of unforeseen emergency, please contact the instructor as soon as possible.

The student's responsibilities, then, include being present (except in cases of illness or dire emergency), being thoroughly prepared for each class (spend a minimum of one hour outside of class reading and studying for every hour spent in class), and being an active participant in class.

Punctuality:

It is the student's responsibility to be in the classroom at the time the class is scheduled to begin. If the student is not present at that point an absence will have been recorded on the role sheet. It is the student's responsibility to see that the instructor has changed the absence entered on the role sheet to a tardy.

Completion of Assignments:

It is the student's responsibility to complete all work assigned and to turn in these assignments to the instructor at the scheduled time. No work will be accepted beyond the due date.

IX. TEACHING STRATEGIES:

The major instructional format that will be used in this course will be directed toward gaining the student’s active participation. Lecturing will be kept to a minimum. Instead, hands-on activities, small-group and large group discussions will take the place of the traditional lecture. The instructor will pose many questions, but will rarely provide a direct answer. Students are expected to pose their own questions for group discussion. There will always be some form of positive feedback to indicate that the ideas presented by the student are worthy of further exploration because they are reasonable solutions to questions asked. Many assignments in class will carry over to become homework assignments. There will also be assignments which will require the use of the computers available to the student on campus.

X. REFERENCES:

The textbook is the primary reference for this course. However, information necessary for a clearer understanding of the concepts presented may be missing from the textbook. Therefore, the student is encouraged to research each topic on his own with references available in the Chestnutt Library of FSU, the Cumberland County Library system, or the instructor's office.