Assignments Linked to Course Learning Objectives
The course learning objectives include college-wide core abilities and geology learning outcomes which are specific to introduction to physical geology.
|
Table of Assignments Linked to College Core Abilities and Course Learning Outcomes
Geology 101: Introduction to Physical Geology
Ralph Dawes, Faculty Designer
|
|||
|
Assignment Categories (and Abbreviations): Weekly Discussion (WD); Quiz Question Discussion (QQ); In-Class Group Activity (IC); Lab Preview (LP); Lab (Lb); Field Project to Collect Rocks and Determine Their Age (RKAGES); Geology and People Project (GEOPEOPLE).
(See descriptions of assignments in Appendix 1.) |
|||
|
Wenatchee Valley College Core Abilities abbreviations (see full explanation in Appendix 2):
COM communicate, INF find information, CRT think critically, ACT act responsibly, DIV seek diverse viewpoints, VAL examine and express yours and others’ values |
|||
|
Geology 101 Course Outcome Abbreviations (see full explanation in Appendix 3):
SCI be a scientist, DYN conceive the earth as ever-changing, SYS describe earth systems and analyze their interactions, RCK observe, describe, classify, map and narrate the origin of geologic materials, TIM put geologic events in order and determine the age of geologic materials, MAP analyze, portray, and measure spatial relations on maps and diagrams, NUM make measurements and observations,, make calculations, and create graphs to analyze and interpret properties and behavior of the Earth, HAZ analyze, explain, and prepare for earth hazards |
|||
|
Assign-
ment |
Synopsis
|
Course
Learning Outcomes |
College Core Abilities
|
|
WD1
|
Welcome, introduce yourself; get to know each other and instructor.
|
SCI
|
COM, DIV
|
|
WD2
|
Plate tectonics.
|
DYN, MAP, TIM, NUM, HAZ
|
COM, INF, CRT
|
|
WD3
|
Minerals.
|
ROCK, SCI, HAZ
|
COM, INF, COM, CRT
|
|
WD4
|
Volcanoes.
|
ROCK, DYN, MAP, HAZ
|
COM, INF, CRT
|
|
WD5
|
Sedimentary process.
|
DYN, RCK, TIM
|
COM, INF, CRT
|
|
WD6
|
Geologic time.
|
TIM, SCI, MAP, DYN, NUM
|
COM, INF, CRT
|
|
WD7
|
Actual structures.
|
MAP, DYN, HAZ, SCI
|
COM, INF, CRT
|
|
WD8
|
Earthquake.
|
DYN, HAZ, MAP, NUM
|
COM, INF, CRT
|
|
WD9
|
Stream flood.
|
DYN, HAZ, MAP, SYS
|
COM, INF, CRT
|
|
WD10
|
Ice age evidence.
|
DYN, TIM, SYS
|
COM, INF, CRT
|
|
QQ1
|
Intro, solar system, early earth, geotime, rock cycle.
|
SCI, DYN, SYS, RCK, TIM, MAP, HAZ, ENV
|
COM, INF, CRT
|
|
QQ2
|
Plate tectonics: plates, plate motions, plate boundaries, earthquake and volcano correlations.
|
DYN, MAP, HAZ, TIM
|
COM, INF, CRT
|
|
QQ3
|
Minerals, from protons, neutrons and electrons to crystals.
|
RCK, SCI
|
COM, INF, CRT
|
|
QQ4
|
Molten rock, intrusions, volcanoes, and igneous rocks.
|
RCK, DYN, SCI, HAZ
|
COM, INF, CRT
|
|
QQ5
|
Sedimentary processes & sedimentary rocks; metamorphism & metamorphic rocks.
|
RCK, DYN, SCI, TIM, SYS
|
COM, INF, CRT
|
|
QQ6
|
Geologic time.
|
TIM, MAP, SCI, DYN
|
COM, INF, CRT
|
|
QQ7
|
Geologic structures, mountain building, continent building.
|
DYN, MAP, TIM
|
COM, INF, CRT
|
|
QQ8
|
Earthquakes: what, how, where, where active faults are, earthquakes of the past, earthquake preparedness.
|
DYN, HAZ, MAP
|
COM, INF, CRT
|
|
QQ9
|
Streams and floods.
|
DYN, HAZ, SYS, MAP
|
COM, INF, CRT
|
|
QQ10
|
Glaciers and ice ages.
|
DYN, TIM, MAP, ENV
|
COM, INF, CRT
|
|
IC1
|
Intro, solar system, early earth, geotime, rock cycle.
|
SCI, DYN, SYS, RCK, TIM, MAP, HAZ,
|
INF, CRT, COM, ACT, DIV
|
|
IC2
|
Plate tectonics: plates, plate motions, plate boundaries, earthquake and volcano correlations.
|
DYN, MAP, TIM, NUM, HAZ
|
INF, CRT, COM, ACT, DIV
|
|
IC3
|
Minerals, from protons, neutrons and electrons to crystals.
|
RCK, SCI
|
INF, CRT, COM, ACT, DIV
|
|
IC4
|
Molten rock, intrusions, volcanoes, and igneous rocks.
|
RCK, DYN, SCI, HAZ
|
INF, CRT, COM, ACT, DIV
|
|
IC5
|
Sedimentary processes & sedimentary rocks; metamorphism & metamorphic rocks.
|
RCK, DYN, SCI, TIM, SYS
|
INF, CRT, COM, ACT, DIV
|
|
IC6
|
Geologic time.
|
TIM, MAP, SCI, DYN,NUM
|
INF, CRT, COM, ACT, DIV
|
|
IC7
|
Geologic structures, mountain building, continent building.
|
DYN, MAP, TIM
|
INF, CRT, COM, ACT, DIV
|
|
IC8
|
Earthquakes: what, how, where, where active faults are, earthquakes of the past, earthquake preparedness.
|
DYN, HAZ, MAP, NUM
|
INF, CRT, COM, ACT, DIV
|
|
IC9
|
Streams and floods.
|
DYN, HAZ, SYS, MAP, NUM
|
INF, CRT, COM, ACT, DIV
|
|
IC10
|
Glaciers and ice ages.
|
DYN, TIM, MAP, ENV, NUM
|
INF, CRT, COM, ACT, DIV
|
|
LP1, Lb1
|
Rock cycle.
|
SCI, DYN, SYS, RCK
|
ACT, COM, INF, CRT
|
|
LP2, Lb2
|
Plate tectonics.
|
SCI, DYN, TIM, MAP, NUM
|
ACT, COM, INF, CRT
|
|
LP3, Lb3
|
Minerals.
|
SCI, RCK
|
ACT, COM, INF, CRT,
|
|
LP4, Lb4
|
Igneous rocks.
|
SCI, RCK, DYN, HAZ
|
INF, CRT, COM, ACT
|
|
LP5, Lb5
|
Sedimentary & metamorphic rocks.
|
SCI, RCK, DYN, SYS
|
INF, CRT, COM, ACT
|
|
LP6, Lb6
|
Geologic time.
|
SCI, TIM, MAP, NUM, DYN
|
INF, CRT, ACT, COM
|
|
LP7, Lb7
|
Geologic structures and geologic maps.
|
SCI, MAP, TIM, DYN, HAZ
|
INF, CRT, ACT, COM
|
|
LP8, Lb8
|
Topographic maps.
|
SCI, MAP, SYS, HAZ
|
INF, CRT, ACT, COM
|
|
LP9, Lb9
|
Streams and floods.
|
SCI, DYN, SYS, MAP, NUM, HAZ
|
INF, CRT, ACT, COM
|
|
LP10, Lb10
|
Glaciers and ice ages.
|
SCI, DYN, SYS, MAP, NUM, TIM
|
INF, CRT, VAL, ACT, COM
|
|
RKAGES
|
Collect rocks from field sites, record and map locations of sites, compile and illustrate a report about it. For the rocks, determine their properties, classify them, and interpret their geologic origin and geologic age.
|
SCI, RCK, MAP, TIM
|
INF, CRT, ACT, COM
|
|
GEO
PEOPLE |
Contact a student or person in another region or another country and communicate regarding their geological setting and some effects of geology on their economy, country, history, or culture.
|
SCI, DYN, HAZ
|
INF, ACT, DIV, VAL
|
Appendix 1: Description of Assignments
Weekly Online Discussions. (WD)
In the online discussions, you and the rest of the class will address thought-provoking questions and brainstorm solutions. This takes place in the online discussion forum that is part of each module. See the online discussion forum instructions for more information, including the netiquette guidelines.
In the online discussions, you and the rest of the class will address thought-provoking questions and brainstorm solutions. This takes place in the online discussion forum that is part of each module. See the online discussion forum instructions for more information, including the netiquette guidelines.
In the Angel online classroom, your weekly work is under Lessons, in the folder for the current week. Each week there is an assigned discussion topic, which requires your participation online. Each discussion is worth a total of 5 points and is an important aspect of your learning. Because the online discussion is so important, each two weeks with no discussion participation lowers a student’s course grade from what it otherwise would have been. (A lower step in grade would be, for example, a B- instead of a B, or a C+ instead of a B-).
For full credit, making the most of this group discussion opportunity each week, here is what you do:
- Make your first substantial response to the discussion question by the fourth day of the week (Thursday).
- Post at least one substantial response to another student's posting by the sixth day of the week. Although compliments and encouragement are fine, this requires more than "good job." If you want to compliment another student, specify exactly what caught your attention in his or her message, and what you got from it.
- Contribute to the discussion more than once each week.
To earn the full 5 points and maximize your learning, you need to actively participate in the discussion by posting several substantive messages that address the topic at hand and include the sources of information that you used to support your comments. Cite your source(s) of information.
The weekly discussions will vary in the type of research you will need to do to participate in them, and will be guided by the instructor in different ways, to meet a range of learning objectives that may change from week to week. The online discussions will provide you with experiences that will enhance your ability to collaborate, communicate scientifically, gather information skillfully, think critically, and behave ethically.
Quiz Question Discussions (QQ)
Between each pre-quiz and post-quiz, there is an online discussion forum about the quiz questions. Each student is assigned one question from the quiz.
Between each pre-quiz and post-quiz, there is an online discussion forum about the quiz questions. Each student is assigned one question from the quiz.
The quiz question discussion is worth three points. In each weekly quiz question discussion, it is up to you to study your assigned question and post to the rest of the class:
- What your choice is for the best answer to the question
- Most importantly, your explanation, in terms of geologic or scientific reason, as to why that answer makes the best sense.
- Citations of any sources of information you used
Some questions may go to more than one student. The forum aids your learning by giving you an opportunity to consider and discuss all the best answer choices and, more importantly, the reasons they are chosen as best answers.
The quiz question discussions will help you meet the learning outcomes of working collaboratively, thinking critically, behaving responsibly as part of a learning team and as one who cites your information sources, and using technology to gather and communicate information.
In-Class Activities (IC)
You will perform learning activities in class while working in pairs or groups of students. In these activities you will try out concepts you have read about to solve geological problems. Many of these activities culminate in oral reports to the rest of the class. Some learning activities involve drawing, diagramming, or coloring. The in-class learning activities involve a wide variety of learning styles, ways of communicating, types of research or information gathering, reporting of results, and working in pairs or teams with other people. In total, the in-class activities will contribute to all the course outcomes.
You will perform learning activities in class while working in pairs or groups of students. In these activities you will try out concepts you have read about to solve geological problems. Many of these activities culminate in oral reports to the rest of the class. Some learning activities involve drawing, diagramming, or coloring. The in-class learning activities involve a wide variety of learning styles, ways of communicating, types of research or information gathering, reporting of results, and working in pairs or teams with other people. In total, the in-class activities will contribute to all the course outcomes.
Lab Preview Quizzes (LP)
Prior to each lab, you will read about the theories you will be investigating and the methods you will use. In the lab preview quiz, you will answer a few questions that test your knowledge of the upcoming lab, based on what is in the lab preview.
Prior to each lab, you will read about the theories you will be investigating and the methods you will use. In the lab preview quiz, you will answer a few questions that test your knowledge of the upcoming lab, based on what is in the lab preview.
Labs (Lb)
Be on time for the laboratory exercises as you will have to work efficiently to complete your experiments, observations, measurements, calculations, maps, diagrams, or other data gathering during the time allowed. Then you will have until the following Tuesday, just before class starts, to complete writing up the rest of your lab, in which you interpret and explain, in geological and critically thought-out terms, the meaning of your experiments, observations, measurements, calculations, maps, diagrams, or other data collection you conducted for the lab. At the end of each lab period, be sure to put the equipment and materials you used in the lab away neatly, and clean up the places where you worked.
Be on time for the laboratory exercises as you will have to work efficiently to complete your experiments, observations, measurements, calculations, maps, diagrams, or other data gathering during the time allowed. Then you will have until the following Tuesday, just before class starts, to complete writing up the rest of your lab, in which you interpret and explain, in geological and critically thought-out terms, the meaning of your experiments, observations, measurements, calculations, maps, diagrams, or other data collection you conducted for the lab. At the end of each lab period, be sure to put the equipment and materials you used in the lab away neatly, and clean up the places where you worked.
The laboratory exercises will take your learning to a higher level where you actively perform geological science. In the labs, you will practice behaving, thinking, collaborating, and communicating scientifically. You will develop new abilities to observe, use appropriate terminology to express your meanings precisely, and make notes that record information clearly enough for your methods to be reconstructed and your results to be checked later, and to construct your lab report after the lab period is over. In conducting and completing your labs, you will be practicing the scientific method and sharpening your ability to think critically, and will practice collaborating with others.
Rocks and Ages Project (RKAGES)
For your rocks and relative ages report you will plan and safely investigate one or more geologic sites with exposure of bedrock to achieve the goal of collecting at least one igneous rock, one sedimentary rock, and one metamorphic rock. You will record and show on a map as precisely as you can the locations you collected rocks from, name, describe, and explain the origin of the rocks (including naming the minerals in the rocks and the textures and compositions of the rocks), and research and report the probably ages of the rocks in terms of the geologic timescale and in terms of absolute ages.
For your rocks and relative ages report you will plan and safely investigate one or more geologic sites with exposure of bedrock to achieve the goal of collecting at least one igneous rock, one sedimentary rock, and one metamorphic rock. You will record and show on a map as precisely as you can the locations you collected rocks from, name, describe, and explain the origin of the rocks (including naming the minerals in the rocks and the textures and compositions of the rocks), and research and report the probably ages of the rocks in terms of the geologic timescale and in terms of absolute ages.
This field-based exercise will teach you how to recognize rocks in the Earth, how to collect rocks, how to use the skills you developed in lab to work with the rocks that you collect yourself, how to record your collection site in a way that allows future researchers to visit exactly the same spot, and how to fit each rock into the geological history of the area.
Geology and People Project (GEOPEOPLE)
For the Geology and People Project, you will contact and correspond with one or more people of another place and/or culture, and present, in written and/or oral reports or correspondence, examples of how geology determines and influences trade and commerce, environment and ecology, cultures and identity, creative expression, imagery and the arts, science and technology, and language and communication -- for your own region and culture, and for the other part of of the world and other culture represented and reported on by the person you corresponded with about these topics. Your instructor will make arrangements for classes in other regions that your class will be in contact with, on a person-by-person basis.
For the Geology and People Project, you will contact and correspond with one or more people of another place and/or culture, and present, in written and/or oral reports or correspondence, examples of how geology determines and influences trade and commerce, environment and ecology, cultures and identity, creative expression, imagery and the arts, science and technology, and language and communication -- for your own region and culture, and for the other part of of the world and other culture represented and reported on by the person you corresponded with about these topics. Your instructor will make arrangements for classes in other regions that your class will be in contact with, on a person-by-person basis.
In the Geology and People project, you will communicate with one or more people of another place and/or culture to exchange information with them on geology in their area, their lives, their economies, their cultures, and be able to present, in written and/or oral reports, examples of how geology determines and influences some of the following: trade and commerce, environment and ecology, culture and identity, creative expression, imagery and the arts, science and technology, and language and communication -- for your own region and culture, and for the other part of of the world and other culture represented and reported on by the person you correspond with about these topics.
Appendix 2: College Core Learning Abilities (for Wenatchee Valley College)
It is required by Wenatchee Valley College that all transfer courses meet several of the six college-wide core abilities, which are as follows (quoted from Wenatchee Valley College).
(1) Communicate (COM): “You will communicate skillfully in diverse ways and in diverse situations.”
(2) Find information (INF): “You will locate, use and analyze information and technology resources.”
(3) Think critically (CRT): “You will think critically (analyze, synthesize, evaluate and apply, problem solve, reason qualitatively and quantitatively).”
(4) Act responsibly (ACT): “You will act responsibly as an individual and as a member of a team or group.”
(5) Seek diverse viewpoints (DIV): “You will seek knowledge, information and diverse viewpoints.”
(6) Self-examine and express your values (VAL): “You will clarify and apply a personal set of values/ethics.”
Appendix 3: Course Learning Outcomes (for this class, Introduction to Physical Geology)
Upon completing this course, you will be able to…
1. Scientific behavior (SCI). Think, behave, and communicate scientifically, and collaborate with others learning science and conducting research.
2. Dynamic nature of Earth (DYN). Gather, show, and explain evidence of the earth as a dynamic, ever-changing planet. This includes the rock cycle, plate tectonics, and exchange of matter and energy among Earth systems.
3. Earth systems (SYS). Identify and describe earth systems, explain their chemical compositions and energy exchanges, and analyze their interactions and feedback effects on each other.
4. Rocks and minerals (ROCK). Observe, describe, classify, map and narrate the origin of geologic materials. This includes minerals, rocks, and the unseen, deeper layers of earth’s interior, and may include fossils.
5. Geologic time (TIME). Put geologic events in order and determine the age of geologic materials.
6. Maps (MAP). Interpret spatial and quantitative information with maps and diagrams.
7. Numbers and graphs (NUM). Make appropriate measurements, numbers, calculations and graphs to test hypotheses and account for the behavior and properties of Earth.
8. Earth hazards (HAZ). Analyze, explain, locate, and prepare for earth hazards.