ࡱ> NjMk bjbjZ Z 7:8cb8cb@HP P 8<T<74(a7c7c7c7c7c7c7$:<777y y y a7y a7y y I567Dv6M77076z=z=06z=6y 77_7z=P B : GROSSMONT COLLEGE COURSE OUTLINE OF RECORD Curriculum Committee Approval: 04/26/2022 GCCCD Governing Board Approval: 06/14/2022 GEOLOGY 110 PLANET EARTH Course Number Course Title Semester Units GEOL 110 Planet Earth 3 Semester Hours 3 hours lecture: 48-54 hours 96-108 outside-of-class hours 144-162 total hours Course Prerequisites None Corequisite None Recommended Preparation None Catalog description This introductory physical science course investigates the composition of the earth and the geologic processes by which it formed. Emphasis is placed on the earth's unifyingtheory - "plate tectonics" and the associated activities of volcanism, earthquakes, and mountain building. Topics will include crystals, minerals and rocks, theirdistribution within the planet, and the evolution of theearthacrossdeep time. The sculpturing of the surface of the planet by wind, waves, streams, glaciers, and landslides will also be considered. Course Objectives The student will: Analyze the most common elements in the Earths crust and how they chemically bond to form the major rock-forming minerals. Assess the Earths gross chemical and physical structure and the sources of energy that cause change within the Earth. Compare and contrast the origin of the three rock families and learn the physical characteristics of each. Distinguish the major geologic process(es) responsible for creating a given landscape, name the common features of that landscape, and assess the geologic hazards in such a region. Relate the immensity of geologic time to the origin and development of planet Earths geologic organization and biological communities. Evaluate the evidence for continental drift and seafloor spreading, and discuss current ideas on the motion and interaction of lithospheric plates. Examine how geologists approach the problem of finding new natural resources; and of predicting, and limiting human loss from earthquakes, floods, landslides, volcanic activity, and accelerated erosion. Instructional Facilities Standard classroom. Special furnishings should include: Screen. VCR/DVD player, document camera and computer connected to data projector. Water faucet and sink. World globe. World map: geography and physiography. Physiographic map of North America. Geologic map of North America. Physiographic maps of each major ocean. Selection of minerals, rocks, fossils, current films, slides. Selection of minerals, rocks, fossils, current films, slides. Periodic table of the elements. Special Materials Required of Student None Course Content The scientific method and uniformitarianism. Earth materials: common elements, minerals, and rocks. Origin and characteristics of the three rock families: igneous, sedimentary, and metamorphic. Soil formation and mass movement (landsliding). Landscape formation and features: river processes, glaciation, winds and deserts, waves and shorelines, groundwater and its effects. Earthquakes and the Earths interior. Global tectonics/plate activity. Origin and evolution of ocean basins, continents and mountains. Geologic time. Using geology to explore and develop water, mineral, and energy resources. Method of Instruction Lecture, including demonstrations and class participation. Hands-on assessment of rocks, minerals, and geologic models. Methods of Evaluating Student Performance Exams combining written and objective questions. Quizzes Homework assignments In-class activities and/or research projects and/or computer-based assignments may also be used (e.g., using Google Earth to help delineating major Fault Zones (relative to urban areas) on a California Road map) Outside Class Assignments May be assigned for primary evaluation or extra credit. Field observation of geologic phenomena (e.g., using road-cuts around the ڰAPP Perimeter Road to observe the rounding typical of river-transported rock, illustrating the data used to infer the campus is built upon an Eocene-age River Delta) Independent homework and research projects (e.g., sampling and comparing the sedimentary units around ڰAPP in terms of shrink-swell clays, and thus the potential for enhanced slope-failure) Instructional slides, handouts and audio/video presentations. Auxiliary use of study groups. Representative Texts Representative text(s): 1) Lutgens, Fredrick K.; Tarbuck, Edward J. and Tasa, Dennis; Essentials of Geology. NY, NY: Pearson, 2018. 2) Carlson, Diane H.; Plummer, Charles C. and Hammersley, Lisa; Physical Geology. Mcgraw Hill. NY, NY: 2016. 3) Tarbuck, Edward J.; Lutgens, Frederick K.; Earth: An Introduction to Physical Geology. NY, NY: Person, 2020. Supplementary texts. Handouts and workbooks as assigned by instructor. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Explain the rock cycle and how it relates to the composition, texture, classification, and formative processes of geologic materials Recognize the structural and textural relationships of a rock record, apply deductive reasoning, and formulate a scientifically valid interpretation of its history Recognize and interpret the cause and effect relationship between observed geologic features and their formative geologic processes Explain the development of geologic hazards and resources and evaluate the interaction between humans and the geologic environment     GEOL 110 Planet Earth Page  PAGE 2 of  NUMPAGES 2 *+,UV  ѽzzpzppbpUphvhuOJQJ^Jhuhu>*OJQJ^JhuOJQJ^Jh8hP2>*OJQJ^Jh8haiCJ^Jh8hP2CJ^J huhuCJOJQJ^JaJhuCJOJQJ^JaJ'hu0JB*CJOJQJ^JaJphhP2OJQJ^JhuhP2>*CJ^Jhuhu>*CJ^Jh8hP2OJQJ^J+,VL M g h z @ d & F @ d hN Bgdu hh^hgdu  Hdzdgdu & F  Hdzdgdudd$9D[$\$a$gdud $da$gdu  5 8 K L M a f g h t u y z { / 0 N O ǹ欹斣欹vvv欹l_huhOJQJ^JhOJQJ^JhFOJQJ^Jh8haiOJQJ^Jh8hP2^Jh8hn3XOJQJ^Jh8hn3X^Jh8hP2OJQJ^Jh8hP2>*OJQJ^Jh8huOJQJ^J#hWhu6CJOJQJ^JaJhuOJQJ^Jhu6CJOJQJ^JaJ$h t z { i M ! & F @ d & F @ d & F  & F @  & F @  h@ hd^hd hgdn3XdgduLhHI "} 6789µ̝wmww_RhuhAQOJQJ^JhuhP2>*OJQJ^JhuOJQJ^Jh8hP2>*OJQJ^Jh8huOJQJ^Jhu>*OJQJ^JhP2>*OJQJ^JhhOJQJ^Jh8hOJQJ^JhP2OJQJ^Jh8h[8OJQJ^Jh8h,OJQJ^Jh8hP2OJQJ^JhuhP2OJQJ^JAI!I~ & F 8@ >d`>gd[8 & F @ dgd & F 8@ dgd[8 & F 8@ d & F @ dgdn3X & F @ d^` #P"1} & F *@ `'L^`L & F @  & F @  @  & F 8@ >d`>gd,  7hp[ux} & F h@  & F h@  h@ h^h & F @ gdu & F @ gdP2 & F @ gdP2 @  & F @  & F @ 9=\fg$XY[twx̿ٱٿٿ٤{m`SFhuhn3XOJQJ^JhuhDDOJQJ^JhuhOJQJ^Jh8hP2>*OJQJ^Jhuhu>*OJQJ^Jhuhu>*OJQJ^Jh8hP2OJQJ^Jh]hP2OJQJ^JhuhP2>*OJQJ^Jhuh]OJQJ^JhuhOJQJ^JhuhP2OJQJ^JhuhAQOJQJ^Jhuh[8OJQJ^JpPfy\S hgdn3X Td*$^`gdu Td*$gdu @ ^gdu & F @ ^gdn3X 8^8`gd_o 88^8`gd_o & F 8^gdn3X & F @  %/ABWXYnops79F˾󱤖|dL.huhB*OJQJfHphq .huhFB*OJQJfHphq huh-yOJQJ^JhuhFOJQJ^Jhuhp>6OJQJ^Jhuhp>OJQJ^Jhuhn3XOJQJ^JhuhN$OJQJ^Jhuh_oOJQJ^JhuhP26OJQJ^Jhuh[8OJQJ^JhuhP2OJQJ^JFGIMOPu>?@ACDFGIJζvh[NA9595959hl}jhl}Uh8hP2OJQJ^Jh8hn3XOJQJ^Jh8h8OJQJ^Jhuh8>*OJQJ^Jh8h8>*OJQJ^Jhk>*OJQJ^JhuhP2OJQJ^JhuhkOJQJ^JhuhFOJQJ^J.huhFB*OJQJfHphq .huhB*OJQJfHphq huhJ&OJQJ^Jhuh^9OJQJ^J7>?@BCEFHIKLbc$a$gdu$a$gdugdu @  & F^gduJLMUabchiopqrvwh8hP2OJQJ^J'jhuhuOJQJU\^J*#huOJQJ\^JmHnHu*huhuOJQJ\^J$jhuhuOJQJU\^JhuhuOJQJ^JhuhuOJQJ^Jh8huOJQJ^Jhl}5 01:pu/ =!"#$% s002 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH @`@ NormalOJQJ_HmH sH tH J@J  Heading 1$$@&a$>*CJOJQJD@D  Heading 2$@&>*CJOJQJZ@Z  Heading 3!$ h@ h@&^h >*OJQJDA`D Default Paragraph FontViV  Table Normal :V 44 la (k (No List B' B FComment ReferenceCJaJ44 F Comment TextB/B FComment Text CharOJQJ@j@ FComment Subject5\N/1N FComment Subject Char5OJQJ\H@BH F Balloon TextCJOJQJ^JaJN/QN FBalloon Text CharCJOJQJ^JaJLobL u paragraphdd[$\$CJOJQJaJ2oq2 u normaltextrun4@4 u0Header  H$6/6 u0 Header CharOJQJ4 @4 u0Footer  H$6/6 u0 Footer CharOJQJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< Q: ##GGGJ 9FJh (/16BDJ!8@0(  B S  ?48@BCEFHIKLccmu@BCEFHIKLcc333*+LMffssyyIH    " " # " 1 } 6 6 7 8 G \ f g h Y[ttuwXX9NQcu>>??@TUaachrv*+LffssyyH   " " 6 6 7 8 G \ f g YttwXo9GOOcu>>?? 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