ࡱ> dgca 6bjbj FiAbAb.> > 85:5<5<5<5<5<5<5$g7:`5`5u5:5:51*3`[pj2&55052::0*3*3:>3`5`55:> B :  GROSSMONT COLLEGE Official Course Outline GEOLOGY 150 FIELD STUDY OF THE NATURAL HISTORY OF THE GREATER SAN DIEGO REGION 1. Course Number Course Title Semester Units Semester Hours GEOL150 Field Study of the 3 2 hours lecture Natural History of the 3 hours laboratory Greater San Diego Region 2. Course Prerequisites A C grade or higher or PASS in Biology 110 or 120; or Geography 120 or 121 or 140; or Geology 110 or 111; or Oceanography 112; or equivalent. 3. Catalog Description An exciting, team-taught, interdisciplinary, field-based study of the natural environment of the San Diego region, including related parts of Imperial, Riverside, and Orange Counties. Sites visited best illustrate (1) the regions physical environment (including tectonics, geologic history, geomorphology, hydrology, meteorology, climatology, and soils), (2) the evolutionary response to environmental variation (focusing on coastal sage scrub, chaparral, and desert ecosystems), and (3) the interaction of humans with the natural environment. Emphasis on field measurement includes use of GPS, compass, clinometer, maps, the current Jepson plant taxonomy, etc. Four weekends in spring semester only. Overnight campouts required. Students with credit in Geology 150 will not be able to enroll in Biology 150 or Geography 150, or Oceanography 150. 4. Course Objectives The student will: Utilize an interdisciplinary, systems-based approach to examine the San Diego Region, focusing on its natural attributes and how they have affected, and are affected by, human interaction. Observe in situ, identify in situ, and, where appropriate, analyze in situ the geologic processes, structures, and type locales most responsible for, and most illuminating of, the geologic history and production of the Greater San Diego Region. These include, but are not limited to: The transform plate boundary that dominates the Greater Southern California Conurbation as expressed by the San Andreas System of Faults; The Mesozoic-age subduction zone responsible for emplacement of the Peninsular Range Batholith (PRB); The age and petrologic relationships expressed spatially across the western vs. eastern PRB; The Eocene-age transgressive/regressive sedimentary rock units and stream-delta deposits that underlie the city of San Diego, Santee, ڰAPP, etc.; The isolated occurrence of Miocene-age volcanism signaling the opening of the L.A. Basin; The Late-Cenozoic opening of the Salton Sink Spreading Zone as recorded in the complex sedimentary record exposed at Split Mountain, and, producing todays geothermal activity; The recent Ice-Age climate changes, sea-level changes, and ecosystem changes recorded in the sedimentary and fossil record of the Borrego Badlands, and as expressed topographically by the marine terraces upon which urban San Diego is built; The relationship of San Diegos long sandy northern beach system to weathering of rocks of the PRB, then subsequent transport by area streams, longshore transport by wave energy, and eventual termination at La Jolla Shores due to the Rose Canyon Fault Zone. Identify (1) minerals, (2) rock types, (3) facies across zoned plutons, and (4) sediment change across gradational systems; do so using hand lenses, ternary diagrams, and application of the Bowens Reaction Series; Measure the trend of fold axes and strike-and-dip of strata using compasses and clinometers; describe and sketch outcrops; and accurately record and plot field data (such as strike-and-dip) onto topographic base maps; GEOLOGY 150 FIELD STUDY OF THE NATURAL HISTORY OF THE GREATER SAN DIEGO REGION page 2 4. Course Objectives (continued) Explain the modern Salton Sea in terms of (1) the agricultural development of the Imperial Valley, (2) its unique water chemistry as controlled by numerous variables, and (3) the relationship of its size, chemistry, and ecosystem viability in the context of the water wars that have produced the current water transfer agreement between Imperial Valley and San Diego. Relate wave sets observed at coastal sites to real-time swell model forecast/nowcast maps. Utilize appropriate field tools and techniques to determine latitude/longitude, and to measure the atmospheric state variables, water salinity, slope azimuth, etc.; emphasis on field measurement includes use of GPS, compass, clinometer, topographic and geologic maps, hand lenses, the current Jepson plant taxonomy, salinity refractometers, thermal infrared sensors, barometers, psychrometers, anemometers, and current weather maps (surface and 500 mb). Correctly interpret real-time surface and upper-level weather maps, so as to explain current atmospheric state as measured or observed in the field (sky condition, including cloud types and/or precipitation, temperature, wind direction and speed, dew point, and relative humidity). Recognize synoptic and mesoscale weather patterns, both as observed in the field and as expressed on real-time upper-level weather maps, and common to the Greater San Diego Region. Recognize the visible features of the subtropical dynamic high, and, identify its almost-constant dominance as a major factor producing the Mediterranean climate of much of California. Recognize flora and fauna in the context of regionally significant plant families and plant communities; identify specific individuals at the genus/species level using the most-current Jepson taxonomy in order to recognize evolutionary relationships across ecosystems; recognize the special adaptations imposed by Mediterranean (Cs), Semi-Desert (BS), and Desert (BW) climates. Contrast transmontane vs. desert ecosystems, and the influence of soil, slope azimuth, microclimates, and average annual precipitation on plant diversity and adaptations; specifically, collect transect data in coastal sage scrub, oak savanna, mixed chaparral, manzanita-dominated chaparral, juniper-pinyon, cactus scrub, and desert playa ecosystems. Recognize, compare-and-contrast, and explain the distribution of all native species of the genus Quercus (the Oaks) across the Greater San Diego Region; do so in the context of natural selection imposed by microclimate variation, or by pollen-scattering via known wind patterns, etc.; explain spot vs. swarm hybridization as exists locally within the white oaks vs. within the black oaks; Relate tectonics to topography and thus to explaining patterns of human migration and land use. Utilize critical thinking skills and mathematical analysis (where applicable) to synthesize information learned in the class and communicate that information in a coherent, final summary that includes a timeline and description of the major geologic events and structures shaping the region, the relationship and influence of climate variation on species diversity and ecosystem distribution, the use of synoptic-scale weather maps to explain on-the-ground change in atmospheric state, and the interaction of humans with the natural landscape. 5. Instructional Facilities a. 12-passenger rental vans for four, two-day field trips. b. State Park Service campgrounds. c. Rock and mineral collections, geologic and topographic maps, and scientific equipment and instrumentation as provided by the Earth Science Department. 6. Special Materials Required of Student a. Maps, pamphlets and basic supplies purchased from the bookstore or Mission Trails Regional Park. b. Food and camping gear. c. Appropriate dress (as dictated by weather). 7. Course Content Orientation session, including background on regional setting, field logistics, and introductory training in the use of tools such as GPS, compass, clinometer, the current Jepson plant taxonomy, psychrometers, and current weather maps (surface and 500 mb). GEOLOGY 150 FIELD STUDY OF THE NATURAL HISTORY OF THE GREATER SAN DIEGO REGION page 3 7. Course Content (continued) Identification of plants and recognition of adaptive strategies of transmontane and Sonoran Desert vegetation, in particular, variations in structure, function, and spacing as related to changes in elevation, drainage, soil profile, and sun exposure; tour of Anza-Borrego Visitor Center; study of Native American and European pioneer travel routes and settlement sites in the East County. General geography and geology of the San Diego region and Peninsular Ranges with emphasis on geologic history, rock types, topography, and climate zones. Historic and modern land uses of the Imperial Trough and their effects on flash flood potential, overuse of fossil groundwater, destruction of indigenous plants and animal species, and the threats posed by introduced non-native flora and fauna. Geology of the Peninsular Batholith, including the gold mining districts of Julian, Elsinore Fault Zone, and the spreading ridge and transform fault tectonics of the Salton Trough; creation of the artificial Salton Sea, its ecology, hyper-salinity, and prospects as an agricultural and urban waste sump; on-site review of irrigation, canals, and railroad history of eastern San Diego and Imperial Counties and their influence on current water and economic politics of Southern California. Structure and displacement of the San Andreas plate boundary in Painted Canyon, its effects on East County and Imperial Valley seismic activity, volcanism, and geothermal activity. Crystalline/sedimentary stratigraphy and coastal sage communities of San Diegos marine terraces, as exhibited at San Onofre and Torrey Pines; analysis of shoreline faulting of the Rose Canyon Fault and resultant shaping of La Jolla; measurement of velocity and discharge of San Diego County streams and the impact of urbanization on those watersheds. Wave refraction, longshore transport, and littoral cells that form county beaches, peninsulas, and costal landforms; the role of dam construction, land use planning, and beachfront housing in beach erosion and coastal retreat. 8. Method of Instruction a. Lecture in the classroom, vans and field. b. Field observation and measurement of geographic and geologic phenomena of east/west and north/south transects through Southern California. c. Hand sample analysis (rocks, soil, plants, water). d. Map reading, use of compass, and Global Positioning Satellite technology. e. Laboratory exercises. 9. Methods of Evaluating Student Performance a. A final exam requiring extensive use of field notes, field equipment (e.g., GPS), and acquired field techniques. The final exam will require students to correlate and synthesize the geographic, geologic, and biologic interactions and phenomena examined in situ on the trips. b. Pre-trip and post-trip homework; quizzes conducted in the field. c. Grading of field notes, data collection, and data analysis submitted in an organized 3-ring binder 10. Outside Class Assignments a. Four weekend field trips of two days each. b. Use of scientific equipment and instruments to measure and record field data. c. Independent study of reserve reading materials in the LRC. d. Take home exercises and weekend theme readings. 11. Texts a. Required Text(s): (1) None. b. Supplementary texts and workbooks: (1) Lutgens, Fredrick K.; Tarbuck, Edward J. and Tasa, Dennis; Essentials of Geology. Upper Saddle River, NJ: Prentice-Hall, Inc., 2012. GEOLOGY 150 FIELD STUDY OF THE NATURAL HISTORY OF THE GREATER SAN DIEGO REGION page 4 (2) Flowering Plants of Mission Trails Regional Park. Pamphlet available for purchase at Mission Trails Regional Park. (3) Road Map of San Diego County. AAA (4) UC Berkeleys Calphoto website for California native plants, linked to the Jepson Manual. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Identify key geologic features in San Diego County and nearby areas, interpret their origin, and arrange them in geologic time. Date approved by the Governing Board: May 21, 2013   ,/6:;c   6 < P S T sfYhQrh%OJQJ^JhQrhOJQJ^JhQrh2AOJQJ^JhQrhiMOJQJ^JhQrhOJQJ^JhQrh+OJQJhOJQJhQrhNTOOJQJhQrhWOJQJ hQrh hQrh2AhRK hQrh)GwhhQrh2A>*OJQJhQr>*OJQJhQrh2AOJQJ"-./ 7 8 Q R  @pDd*$^`D @pd*$  `$d*$  `x$d*$! 'd*$ d*$ d*$ P V l m >[m & F *>d*$^`>gdQr & F *d*$gdQu **d*$^*gdQu & F *d*$gdZx *d*$ )1$gd )1$^gd @pd*$  $ a  , 6 ; P U V Z k 󳦛yncXMMhQrhibOJQJhQrh@"OJQJhQrhOJQJhQrhsdVOJQJhQrh OJQJhQrhZxOJQJhQrh2A>*OJQJhQrh2AOJQJhQrh2AOJQJ^JhQrh+OJQJ^JhQrhWOJQJ^JhOJQJ^JhQrh%6OJQJ^JhQrh6OJQJ^JhQrhOJQJ^J *+1<=>FMOX_1YZ[\_wxɾzߛoddhQrh#OJQJhQrhpcOJQJhQrhOJQJhQrhIOJQJhQrh2AOJQJhQrh8OJQJhQrh86OJQJhQrh=`6OJQJhQrh=`OJQJhQrhQuOJQJhQrhOJQJhQrhsdVOJQJhQrhZxOJQJhQrhibOJQJ$x;LMNOs(2CIKLMPgl*/CVWXYcԝ|||hQrh OJQJhQrh$QOJQJhQrhqeOJQJhQrhpcOJQJhQrhibOJQJhQrh- OJQJhQrhoOJQJhQrh=`OJQJhQrhsdVOJQJhQrh#OJQJhQrhQuOJQJhQrhOJQJ,NLXIK#p *d*$gdQr **d*$^*gdQr & F 0*d*$gdQr & F *>d*$^`>gdW & F *>d*$^`>gd[ & F *>d*$^`>gdQr c?GHIJM .IJKTaɾꇨ|qf[hQrh2AOJQJhQrhbwOJQJhQrhpcOJQJhQrhoOJQJhQrhOJQJhQrhQuOJQJhQrhibOJQJhQrh#OJQJhQrh=`OJQJhQrhsdVOJQJhWh[OJQJhQrhsOJQJhQrh$QOJQJhQrhqeOJQJhQrhIOJQJ!abfp "#$-Q^_do~  Rɾɨɳxh>*OJQJhRK>*OJQJhW>*OJQJhQr>*OJQJhQrhQr>*OJQJhQrh OJQJhQrh[OJQJhQrhQuOJQJhQrhUgQOJQJhQrh|@OJQJhQrh2AOJQJhQrh$QOJQJhQrh OJQJ-Z[|}I*p Z!z# & F 0*d*$gdQr 0*d*$^*gdQr @pd*$gdQr *|)d*$gdmF6RYZ[^o{|},0=CDJSwںxxxmxmbmmmmmmhQrh>OJQJhQrhmOJQJhQrh'D8OJQJhQrhmOJQJhQrh*$OJQJhQrhpcOJQJhQrh OJQJhQrhibOJQJhQrhQuOJQJhQr>*OJQJhQrhQr>*OJQJhQrhQrOJQJhmF6hRKOJQJhQrOJQJhmF6OJQJ&HI{AB Mmz'()*bnɾ߳ߦɎԃԃhQrh#OJQJhQrh$QOJQJhQrh8OJQJ^JhQrhY OJQJ^JhQrh*$OJQJhQrhqeOJQJhQrhOJQJhQrhY OJQJhQrh2AOJQJhQrhQuOJQJhQrh#UOJQJ3!A\uAa+=Xhvx5>nɾɳԳԳԝԳɇ|ɇԇ|||hQrhOJQJhQrh.LOJQJhQrhPH:OJQJhQrh6OJQJhQrhiMOJQJhQrhawOJQJhQrh=`OJQJhQrh2AOJQJhQrh3*OJQJhQrhQuOJQJhQrh#UOJQJhQrh#OJQJ-nop{ ) > C | ! !Y!Z!y#z#####$$$$$$$#%t%%ԲԧumuuhWOJQJhQrhlOJQJhQrh2A>*OJQJhQrhg7LOJQJ^JhQrhQuOJQJ\^JhQrh2AOJQJhQrhOJQJhQrh YE6OJQJhQrh YEOJQJhQrhPH:OJQJhQrhlOJQJhQrh3*OJQJhQrh^OJQJ*z#{#####$$$$$%?%o% *@p*d*$^*`gdQr @pd*$gdu *@p*d*$^*`gdQr *@ppd*$^`pgdQr @pd*$ o%p%%%&&&&&'s[[ 0h|)*d*$^*`gdmF6 @p|)d*$gdmF6 h*@p*d*$^*gdQr & F h*@p*d*$^*gdQr @pd*$ @pd*$gdu h@p*d*$^*` %%&&&&&&&&&&&&&'''(((-2-.//////0/:/q000011%1(1ȿѴȬwݬ݃wlalhQrhnaOJQJhQrho)OJQJhQrh2A>*OJQJhQrhlOJQJhmF6h aOJQJhcVOJQJhQrhQrOJQJhmF6OJQJhmF6hmF6OJQJh>*OJQJhQr>*OJQJhQrhQr>*OJQJhQrh aOJQJhQrh aOJQJ^JhQrh2AOJQJ&''(!)*,,...//B/r 0*d*$^gdmF6 0d*$gd a h@pd*$ @pd*$ & F 0**d*$^*gdmF6 & F *@p*d*$^*gdmF6 0h*d*$^*`gdmF6 B//0S0l0m0000T111`2a22 @pd*$gdu 0*hZd*$^h`ZgdmF6 h@pd*$ @pd*$ *d*$^gdmF6 **d*$^*`gdmF6(1-1S1Y1o1s1w1111111111R2^2_2a2b2f22v3{33344R4S4U4V4]4a4b444ӽӱӱȦӏ~rirhRK>*OJQJhQrhmF6>*OJQJh>*OJQJhmF6OJQJhQrh8OJQJhQrhU>*OJQJhQrhUOJQJhQrh2A>*OJQJhQrhmF6OJQJhQrh-OJQJhQrh2AOJQJhQrhna6OJQJhQrho)OJQJhQrhnaOJQJ%2223>3q3r3|3}3333S4rr *8p8d$*$^8`gdu *pd$*$gdu @pd$*$ h@pd$*$ @pd*$ 0**d*$^*`gdmF6 0hd*$^h S4V444)5R55555|_ZgdfH Td*$^`gdfH h*8p8d$*$^8`gdu h*8p8d$*$^8`gdu h*pd$*$^`gdu h@p)d*$gdmF6 h8p8d$*$^8` 44444405L5R5g5o5555556666666666666666÷÷ì}sogoaoaoao} h.;CJjh.;Uh.;jh.;CJUhQrhQuOJQJhQrhfHOJQJhQrhfHOJQJ^JhQrhfH>*OJQJhQrh2AOJQJhQrhO/>*OJQJhQrhO/OJQJhQrh8>*OJQJhQrh8OJQJhuOJQJhmF6OJQJhmF6hmF6OJQJ5(6666666666666666666d @pd$*$gdfH hpd*$gdfH @pd*$gdfH*^*gduh`hgdfHD....()()))()00P18$:pQrBP/ =!"#$%88 Dp"s2 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 D`D Normal1$OJQJ_HmH sH tH DA D Default Paragraph FontViV  Table Normal :V 44 la (k (No List 8+8  Endnote TextCJ>* > Endnote ReferenceH*::  Footnote TextCJ@& !@ Footnote ReferenceH*NN TOC 1) $ 0*$]^`0JJ TOC 2% $ 0*$]^`0JJ TOC 3% $ p0*$]^p`0JJ TOC 4% $ @ 0*$]^@ `0JJ TOC 5% $ 0*$]^`0BB TOC 6 $0*$^`0:: TOC 70*$^`0BB TOC 8 $0*$^`0BB TOC 9 $ 0*$^`0N N Index 1% $ `*$]^``N N Index 2% $ 0*$]^`0>.>  TOA Heading *$ $.". CaptionCJ:/: _Equation CaptionLB@L Body Text! d*$ >*OJQJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< .h  xcaRn%(146 !#$&'(),/2 z#o%'B/2S456"%*+-.0138@0(  B S  ?v | ;B  'GTEQ,%2%b,c,g-o-...........Zy"$((U)X)f*m*..33333333:;,:;  YZV,],a,b,.. &&paL>#: `HE3K.y@xP4OO5uQ~(JPZj.b^xn ^`OJQJo( 8^8`OJQJo(^`OJQJ^Jo(o  p^ `OJQJo(  @ ^ `OJQJo( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(*^*`o(. ^`hH. L^`LhH.  ^ `hH. j^j`hH. :L^:`LhH.  ^ `hH. ^`hH. L^`LhH.hh^h`.^`.88^8`)^`()^`()pp^p`()  ^ `.@ @ ^@ `.  ^ `.*^*`o(. ^`hH. L^`LhH.  ^ `hH. j^j`hH. :L^:`LhH.  ^ `hH. ^`hH. L^`LhH.h 8^8`hH)h ^`hH.h  L^ `LhH.h  ^ `hH.h x^x`hH.h HL^H`LhH.h ^`hH.h ^`hH.h L^`LhH. ^`>*^Jo(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.*^*`o(.h ^`hH) L^`LhH.  ^ `hH. j^j`hH. :L^:`LhH.  ^ `hH. ^`hH. L^`LhH.h 8^8`hH.h ^`hH.h  L^ `LhH.h  ^ `hH.h x^x`hH.h HL^H`LhH.h ^`hH.h ^`hH.h L^`LhH.*^*`o(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH. #O5uQ&paHE3JPZjK.y@^xxP 4        JI                 JI        hzts.;pc8Waw Y  A=` QuQrtT@"*$3*y}+,>26'8ʱ:/<v ?|@A2A0D YEfHRKLL.Lg7LiMLONTO$QUgQ!VcVsdVnl( %s..@b,b,b,b,.@UnknownG.[x Times New Roman5Symbol3. .Cx Arial71 Courier?= .Cx Courier New;WingdingsA$BCambria Math"9)';{G8 G'U'U)P4.. 2Q)PHP?LO2!xx Y !A Course Outline Template [blank]GCCCDBarbara Prilaman0         Oh+'0 ( H T ` lx$A Course Outline Template [blank]GCCCD Normal.dotmBarbara Prilaman6Microsoft Office Word@^в@Pa@@ @b' ՜.+,0  hp  GCCCDU. "A Course Outline Template [blank] Title  !"#$%&'()*+,-./012346789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXYZ\]^_`abefiRoot Entry F3ah@1Table5:WordDocument FiSummaryInformation(SDocumentSummaryInformation8[MsoDataStoreV`[0Y5TB4X0A5FMA==2V`[Item PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q