Course Syllabus
Course: GEO 1110
Division: Natural Science and Math
Department: Geology
Title: Physical Geology
Semester Approved: Fall 2021
Five-Year Review Semester: Summer 2026
End Semester: Summer 2027
Catalog Description: This course is an introduction to physical geology. It includes an introduction to the materials and composition of the earth and the physical processes, both internal and external, that shape the earth. A field trip may be required.
General Education Requirements: Physical Science (PS)
Semesters Offered: Fall
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Prerequisites: MATH 1010 or equivalent, ACT math score 23 or higher (or equivalent), or appropriate placement test score.
Corequisites: GEO 1115
Justification: This course is designed as an introductory class for geology majors and other science majors. This course is required of all geology majors and is prerequisite for all other courses in geology. It is also recommended for other programs such as Botany, Natural Resources, Civil and Mining engineering. This course satisfies general education for physical science at Snow College and is a common course number at other public colleges in Utah. For the natural sciences, science is the systematic inquiry into natural phenomena organizing and condensing those observations into testable models and hypotheses, theories or laws. The success and credibility of science is anchored in the willingness of scientists to: 1) expose their ideas and results to independent testing and replication by other scientists which requires the complete and open exchange of data, procedures, and materials; 2) abandon or modify accepted conclusions when confronted with more complete or reliable experimental evidence. Adherence to these principles provides a mechanism for self-correction that is the foundation of the credibility of science. (Adapted from a statement by the Panel on Public Affairs of the American Physical Society which was endorsed by the Executive Board of the American Association of Physics Teachers in 1999.) While properties of matter and energy in the physical sciences are common to life science, the emergent properties resulting from the complexities of life require additional study to amplify and clarify the scientific mechanisms of nature.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. After completing this course, the student will demonstrate a fundamental knowledge of how the natural world works. They will apply this approach throughout the semester in topics including plate tectonics, climate change, forecasting geologic hazards, dating rocks, how landscapes form, how to interpret rocks. Class discussions and case studies will reinforce and compare this approach to other forms of reasoning. Students will also demonstrate an understanding of how human interactions both affect and are affected by the natural world. Students will demonstrate this knowledge on exams, homework, and essays.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Students will read textbooks and additional readings then answer questions based on these readings. Students will be expected to access and think critically about journal articles and websites throughout the semester. Students will demonstrate this knowledge on homework and exams.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students will learn about issues affecting humans such as geologic hazards (earthquakes, flooding, landslides, volcanic eruptions), climate change, and issues related to human control of complex natural systems such as rivers. In addition to understanding the science of the issues, students will learn about the history, politics, sociology, economics that affect outcomes and solutions. Students will demonstrate this knowledge on homework and exams.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. The main theme of this class is scientific reasoning. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. Students are taught the methods of science in general and specifically related to course topics. Case studies such as earthquake prediction and topics such as climate change center visit the issue of reasoning both analytically and critically. Students are expected to apply critical thinking and scientific reasoning on exams as opposed to a simple recall of facts. Students will evaluate internet sources for bias and scientific merit A student's ability to apply scientific reasoning will be evaluated using homework, class discussions, exams, and essays.
General Education Knowledge Area Outcomes:
1: The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how geologists think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays.
The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how geologists think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays.
2: Demonstrate understanding of forces in the physical world. Students will understand the sources of energy that drive the earth's natural systems. They will understand the forces that move lithospheric plates and the results of the processes. They will understand the forces controlling the erosion of landforms. Students will demonstrate their understanding of these forces on quizzes, exams, final exams, or projects.
3: Discuss the flow of matter and energy through systems (in large and small scales). Students will learn how the earth’s internal heat drives processes like plate tectonics and the rock cycle, They will understand how matter and energy move through the hydrologic cycle, the carbon cycle as well. Students will discuss the flow of matter and energy on quizzes, exams, or essays.
4: Develop evidence-based arguments regarding the effect of human activity on the Earth. Students will be asked to explain the human contribution to many processes/issues such as the effects of damming rivers, flood control, climate change, landslides. A student's ability to develop evidence-based arguments regarding the effect of human activity will be evaluated using homework, quizzes, exams, or essays.
5: Describe how the Physical Sciences have shaped and been shaped by historical, ethical, and social contexts. This will be accomplished through the study of controversies in the history of the science of geology such as the historical development of plate tectonic theory, dating rocks, flood control. A student's ability to describe how geology has shaped or has been shaped by historical, ethical, and social contexts will be evaluated using homework, essays, and exams.
Content:
The course will focus on the earth's materials, its internal and external processes. Students are invited to connect with the natural world and relate the culture and history of a place to the geologic processes that shape it. Landscapes will be explored as a means of identity. Works of marginalized scientists will be examined as a means to show students with diverse learning styles and backgrounds that geology is an inclusive field. Below is a list of topics covered in the course through reading assignments, handouts, lectures and homework, peer-to-peer instruction, and discussion. Any topic not so covered remains the responsibility of the student to explore.
• Overview of the Solar System
• Basic Chemistry
• Mineralogy
• Igneous Rocks
• Extrusive and Intrusive Igneous Activity
• Weathering
• Soils
• Sedimentary Rocks
• Sedimentary Environments
• Metamorphic Rocks
• Erosion by Mass Wasting
• Erosion by Running Water
• Groundwater
• Erosion by Glaciers
• Erosion by Wind; Arid Landscapes
• Erosion by Waves; Tides
• Rock Deformation
• Earthquakes
• Internal Composition and Structure of the Earth
• Isostacy and Magnetism
• The Ocean Floor
• Plate Tectonics
• Mountain Building
• Economic Geology
• Geochronology
Key Performance Indicators:
Student learning outcomes will be evaluated using the following methods:
Quizzes 10 to 15%
Homework, projects, and class participation 10 to 15%
Two to four exam 40 to 55%
Field Trip 0 to 15%
Comprehensive Final Exam 20 to 30%
Representative Text and/or Supplies:
Edward J. Tarbuck and Frederick Lutgens, The Earth: An Introduction to Physical Geology, current edition, Prentice Hall.
Pedagogy Statement:
Instructors will use lecture, demonstrations, discussions, and group work to engage and encourage learning. Instructors will work to become aware of the negative or oppressive experiences of marginalized students. They will demonstrate caring through attitude, expectations, and behavior. They will make an effort to learn students' names, and learn about their backgrounds and social identities, and include their unique perspectives. Instructors will provide constructive feedback. They will foster opportunities for group work and peer-to-peer interaction.
Instructional Mediums:
Lecture
Maximum Class Size: 30
Optimum Class Size: 24
