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GG 101 Introduction to Geology: The study of Earth, man's natural physical environment, landscape, rocks and minerals, rivers and oceans, volcanoes, earthquakes, plate tectonics and other internal processes; the effects of man's actions on Planet Earth. Fulfills a natural science core requirement in the physical science area. Optional lab is GG 101L

TEXTBOOKS and REFERENCES

Physical Geology : Earth Revealed, by McGeary & Plummer

Libraries also have books of many kinds on geology if you should want further information. Ask the librarian for help in locating the geology section. Additional references are listed at the end of this syllabus. A listing of online links can be found here.

INTRODUCTION

Geology is the study of the materials, processes, history, and features of planet Earth. This course is designed to help you understand your planet and the processes which are responsible for its evolution. It is an active and dynamic planet where change is the natural state of affairs. Changes on the surface and in the interior are nearly imperceptible on the human time scale. But slow geologic processes produce significant results over long spans of geologic time. Understanding this concept of geologic time, geologists apply a few basic methods to understand the processes and unravel the history of this ever-changing Earth.

Except for energy from the sun and a smattering of space debris our home planet is self-contained. All of the materials we need for life and civilization come from raw materials found right here on Earth. All of the atoms which are here now have been here since the birth of the planet more than four and one-half billion years ago.

Isn't is natural that we should be curious about our planet? It is the only planet we can examine directly and the only one most of us are ever likely to visit. Haven't you wondered why there are mountains and valleys, rivers and oceans? Why do earthquakes happen? Why do oil and minerals occur in some places and not in others? Why is there sand on a beach and where does it come from? Where do rocks come from and why are there so many different kinds? Geologists try to find answers to these and other questions by modeling Earth and its processes. Earth is made of atoms which combine in different ways to form chemicals. It is shaped and influenced by chemical, physical, and biological processes. In fact, it is made mostly from of a handful of different chemicals and shaped by only a few basic processes. These processes are the same and follow the same laws as elsewhere in the Universe. When you visit Kilauea volcano, fly across the continent, walk on the beach, or drive across the Koolaus you are seeing the results of processes which have been occurring on Earth since the beginning of time. Although subject to the same physical laws, Earth is a different kind of place than anywhere else that we know about in the Universe because of its unique composition and location. A few simple rules, a little common sense, and a very basic understanding are all that is needed to understand how it works and allow us to see the planet from the geologists perspective.

Studying Earth is not easy because of its size. Any one of us can see only a small fraction of Earth surface in a lifetime, and none of us will ever see deep into the interior. Yet in just two hundred years of systematic study an astounding amount of information has been gained about the materials, processes, and relationships on the surface and deep within Earth. We should be curious about our home planet. By understanding how our planet works we not only satisfy our curiosity, but we also increase our awareness of its fragility and the importance of careful stewardship of its systems and resources.

GOALS & OBJECTIVES

Goals

Overall goals for each student to achieve by taking this course:

1. Appreciate the meaning and dimensions of geologic time and the effects of slow rates of change.

2. View Earth as a planet as an integrated system of physical, chemical, and biological processes attempting to attain dynamic equilibrium.

3. Appreciate the unity of materials and processes among the earth, planets, and stars.

4. Appreciate the uniqueness and fragility of Earth as a planet, and as an environment.

5. Use analytical reasoning and develop pictorial intuition.

6. Understand the methods and insights by which knowledge of Earth has grown.

Objectives

After completing this course each student should be able to:

1. Describe the major postulates of geological studies.

2. Describe the chemical composition and atomic/molecular structure of matter, minerals, and rocks.

3. Explain the rock cycle and its relevance to understanding geological processes and materials.

4. Describe the origin, nature, variety, composition, and textures of igneous processes and products.

5. Describe the materials and processes of weathering, erosion, and soil formation.

6. Describe the processes, products, features, and environments of sedimentation and sedimentary rocks.

7. Describe the basic chemical and physical processes of metamorphism on major rock types and their resultant products.

8. Describe the dynamics and equilibrium of streams and groundwater, and the landforms they create.

9. Describe the processes and effects of the action of gravity, water, waves, wind, and ice on the development and evolution of the landscape.

10. Describe the features of earthquakes and associated waves.

11. Describe Earth's interior structure and the ways which are used to investigate it.

12. Describe the main features of the ocean floor and their relation to geologic processes.

13. Relate various geologic processes to the global plate tectonics model.

14. Describe how continents grow and evolve over geologic time through the processes of mountain building and rifting.

15. Demonstrate understanding of the vastness of geologic time and the methods of determining the ages of geologic events and evidence for evolution of life throughout Earth's history.

16. Describe the nature of our problems and attitudes concerning geologic hazards and resources.

Objectives for each chapter are here.

METHOD OF INSTRUCTION

The instruction will consist of several components which may vary from semester to semester. Included are instructor presentations, question and answer sessions, videos, student presentations, quizzes, and exams. These are detailed below. The syllabus for each semester will be distribute to the class at the beginning of the term with specifics for that term.

Instructor Presentations

The instructor will present foundation material and elaborate on concepts which need more coverage than given otherwise.

Videos

Certain episodes of the PBS series, "Earth Revealed" may be shown in class followed by a class discussion.

Student Work

Each of the areas below describe activities that the student may be required to complete.

Questions

Each student may be expected to submit answers to questions from the end of chapters in the text. Typically these will number between 25 and 40 question for the semester.

Quizzes

There may be short, in-class quizzes with no advance notice given. There will be no make ups and no minimum number of quizzes are required to complete the class. Missing quizzes if any will not accumulate points toward the total.

Exams

There will be three in-class exams. All three must be taken to complete the course.

Presentations

Each student may be required to select oral in-class presentations on assigned topics. A list of topics is here. Each will be no longer than ten minutes. Typically a minimum of two presentations is required to complete the class. There will be no make-ups. Absentees will be assigned new topics, meaning that if the student is absent on the night of a scheduled presentation a new topic a new date for the presentation must be chosen.

Field Trip

Each student must submit one field trip report on a self-chosen, self-conducted visit to a geological site. See the section on the field trip later in the syllabus.

General Remarks

Geology is a visual science, so this course relies heavily upon illustrations and diagrams in the classroom. But beware, you cannot expect to do well in this course simply by looking at pictures. You must also think, analyze, and synthesize to see how the materials of Earth are shaped by internal and external processes..

College courses require a significant amount of independent study, away from the classroom : listening, looking, reading and thinking about what you have heard, seen, and read. There is much more to learning than simply knowing a collection of facts and there is also far too much information for anyone to master it all. Thus, an important aspect of the college experience is for each student to acquire the ability for self directed learning and synthesis. This includes knowing some facts, but also the ability to process information from a variety of sources, extract the essentials, and synthesize what you have learned with your own experiences and goals. To master this course material you will need to make connections and see relationships, and to analyze information, as well as to know the facts and the vocabulary. This is why a combination of activities is required. Falling behind is a sure way to lose interest and do poorly on the exams.

Although there is no one way of learning which works best for everyone the combination of video, text, and classroom discussion provides the opportunity for each student to take the initiative for his or her learning.

You may wish to take notes in class If you do, be aware that taking notes is a skill. Taking good notes requires thinking about the what you hear and see in the context of the lesson objectives as you listen and watch. Do not try to write down everything that is said or projected on the screen in class. Look at how the material is organized and how it relates to the current topic and previous topics. If you read the relevant chapter before coming to class you will know what topics to focus on.

Formula For Success

Here is what a student needs to do to be successful in this course:

• Think about how the course material relates to the real world. Observe what you learn in the world around you.

• Attend each class with enthusiasm and with the expectation of learning something new.

• Read the text slowly and carefully, focusing on new words. Pay special attention to the figures and diagrams.

• Spend quality study time outside of class reading, reasoning, and analyzing, and answering questions from the text and study guide. You will get no more out of this (or any) course than you put into it. If you expend no more than the minimum effort, you can expect no more than an average grade.

• Answer the questions at the end of the text chapters.

• Explain to a friend or relative what you have learned and discuss it with them.

• Study until the material is understood, not memorized.

EVALUATION

Course grades will be determined from total points earned. Typically each of the component activities are weighted:

Exams will be administered in class according to the schedule handed out in the first week of class. The exams will require you to know some facts, but you will also need to make inferences from those facts and understand processes and relationships.

Each student is responsible for initiating and completing the field report which counts for 20% of the course grade. Grade cutoffs are as follows:

SELF-GUIDED FIELD TRIP

The required field trip and report are designed to allow you to experience geology in its natural setting and to apply what you have learned in this course to the real world. You will choose some geological feature or area to which you have access, visit and observe its geology, and report on it. It is not a library research project. The report will describe the geologic feature you have chosen: its size, shape, location, rocks, features, origin, etc.. The report can be in any format. You can write (technically, prosaically or poetically), use film, videotape, or drawings. The requirements are that you actually observe the feature you are writing about, that the report incorporates the course material, and that you demonstrate what you have learned. It should be interesting and well written or otherwise presented. Some sample features and types of questions to consider are listed at the end of this section. A typical report is three or four pages of text, although you may do more if you like.

The report will be graded on the quality of your observation, the quality of your presentation, and how well you incorporate what you have learned into the report. It is not necessary that your interpretations be "correct". You are not expected to attain the full skills of a professional geologist. If you should give an interpretation that is obviously inconsistent with basic geology it certainly will be reflected in the report grade. (For example if you say that Diamond Head formed three hundred million years ago from metamorphic rocks it is obvious that you have not been paying attention and are unclear on the concept.) The report should be brief but to the point, it should incorporate what you have learned, and it should be detailed enough to convince us that you were actually there.

This is not a library report. You may consult references for background information, but if you do you must list them in a bibliography. You may discuss the references in your report. For example: Do you agree with the interpretation in the reference? Can you see in the field those characteristics which are described in the reference? Can you visualize how this feature was formed by some combination of processes over time? You may consult with the instructor about the project if like, by phone, by fax, in person, or by mail.

References

There are a limited number of good references for Hawaiian geology. Most libraries and bookstores have copies. Your textbook can also be useful in characterizing geologic features.

Volcanoes in the Sea : The Geology of Hawaii, by Macdonald, Abbott, and Peterson. University of Hawaii Press

Geology of the State of Hawaii, by Stearns

Road Guide to Points of Geologic Interest in the Hawaiian Islands, by Stearns (out of print but available in libraries)

Roadside Geology of Hawaii. Mountain Press. (published 1996. Just available in bookstores)

Anatomy of an Island, by Macdonald and Kyselka. Bishop Museum Press (also out of print but available in libraries)

Volcanic Features of Hawaii, by NASA

Field Trip Suggestions

As you complete this course you will find that you see familiar features in a different light. You will also see things you hadn't noticed before and you will begin to be aware of processes and how they operate. You will begin to wonder how this hill or that rock formed.

We expect that you will incorporate these new perspectives and insights in your report.

If you have trouble deciding on a topic, think about your favorite outdoor place. Or a hill that you saw as a child, a place you played, a place you went with your parents, a place you take your children.

Your report does not need to be a "professional" report. You need to demonstrate that you actually viewed or visited the place (as opposed to reading about it in the library), that you have applied something of what you have learned, and that you have put a reasonable amount of time and effort into presenting the report.

The instructor will assist you in choosing or limiting a topic, or with interpretations of the geology. But you must ask for help!

When you visit a place, the beach for example, look around as you walk. Look for rocks, look at the sand, watch the waves. Before you go, locate some information. Find the chapter in the text and look at the topics (use the index). Go to the library and locate books on beaches. Use the internet to search for the locale or feature of interest. You may find many resources online. Use a search engine such as Google to find references to your topic.The University of Hawaii library has many sources in various scientific journals which would be helpful.

The following common features are suggestions for field trips on Oahu. They are suggestions only. You may choose one of these topics or a topic of your own. Use the questions below as guidelines for the kind of questions you might ask.

You do not have to study things that already have names, although there are descriptions of many such named features in the references above.. You can find geology in your backyard or in the neighborhood park.

1. Diamond Head.

What is it made of?
Are the rocks like other rocks on Oahu?
What evidence is there that there has been significant erosion.
On Diamond Head road at the bottom of the hill between Waikiki and the lighthouse there are layers of sand underlying the Diamond Head tuff. How would you describe the structure of the sand? Why is the sand below the tuff?

2. Hanauma Bay/Koko Head/Koko Crater.

What kind of features are these? How were they formed?
Why is Koko crater much taller on one side than the other.
Look at Koko Crater from the lookout just off the road between Hawaii Kai and Hanauma Bay, and again from Sandy Beach, just past Halona Blowhole.
Why is Hanauma Bay open to the sea? What is the origin of the flat bench near sea level which surrounds the bay?
What are the green crystals in the sand on the north end of the beach?
What are the white specks in the volcanic layers and where did they come from?

3. Beach Survey. Visit a beach or beaches in your area.

Spend a morning or afternoon watching the waves.

Which direction do they come from?
Do they break parallel to the shore?
Take a small stick with you, put it in the water near shore and watch its motion.
Sample the sand at various locations along the beach, both up and down the beach and back from the shoreline.
What is it made of?
Are the sand grains the same size and composition everywhere on the beach?
Is there a pattern to the differences?

Visit the same beach several times throughout the course.

Do the waves always come from the same direction?
Are they always the same size?
Is the time between the waves always the same?

Look for a feature such as a large rock to use as a reference.

Is the sand always in the same place and always the same thickness?
Is the rock always the same height and width, and the same distance from the water.

If you are involved in the course and paying attention to the planet, you should have no trouble finding a geologic feature to visit. In fact, you will probably have a harder time deciding which one of several is best to choose. Try looking in the references listed above to see if the feature you have in mind has already been described. If it has you might use the published material as a point of departure. If it hasn't then you may want to choose another topic. If you feel adventurous, then use the published material as a model to see how geologic features are described before heading out to see geology in action.

Grab your hiking shoes and go discover some geology!

Last update 03/08/04 by RCB