College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: GEOL 1
2. Course Title: Physical Geology with Lab
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course: Physical
Geology
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, attach a completed Course Inactivation Form found on the Curriculum Website.)
4.
If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
The changes reflect an update to include detailed descriptions of lecture and lab content to show consistency with
the criteria of the California Course Identification Numbering System.
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s): Full-time science faculty
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current)
information and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields
blank.
FEATURES
OLD
NEW
Physical Geology
Physical Geology with Lab
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
An introductory study of physical
geology including earth processes,
materials, and changes in these
materials through geologic time.
Students will study minerals and
rocks in the lab and the field, and will
explore principles of mineral and
rock formation, landform
development, plate tectonics,
volcanism, folding and faulting, and
related topics.
An introductory study of physical geology with an
emphasis on geologic principles and processes. The
course explores the internal structure, processes,
and origin of the Earth, and the processes of water,
wind, gravity, and plate tectonics that contribute to
the formation of the Earth's surface. The laboratory
component focuses on the identification of rocks
and minerals, the reading and interpretation of
topographic and geologic maps, and field studies.
Students will explore principles of mineral and rock
formation, landform development, plate tectonics,
volcanism, folding and faulting, and related topics.
Grading Standard
Grade-Pass/No Pass Option
Letter Grade Only
Course Title
TOPS/CIPS Code
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 1 of 8
Recommended Preparation
Engl 350
Engl 150
Select
Select
Maximum Class Size
Repeatability—
Maximum Enrollments
Expanded Course Content, Learning Activities, and
Assessment Tasks sections to provide a more
detailed description of the course content.
Other
1. DATE: 3/20/14
2. DIVISION: Math, Science, and Engineering
3. [CB01] COURSE ID AND NUMBER: Geol 1
4. [CB02] COURSE TITLE: Physical Geology with Lab
(Course title appears in Catalog and schedule of classes.)
5. SHORT TITLE: Physical Geology with Lab
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
6. [CB03] LOCAL ID (TOPS): 191400 Taxonomy of Program Codes
7. NATIONAL ID (CIP): 40.0601 Classification of Instructional Program Codes
8. DISCIPLINE(S): Earth Science Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2014
10. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
TOTAL UNITS:
LECTURE UNITS:
LAB UNITS:
4.0
4.0
3.0
1.0
TOTAL HOURS:
[CB07]
[CB06]
min. units
max. units
108
108
min. units
max. units
LECTURE HOURS:
LAB HOURS:
54
54
11. MAXIMUM CLASS SIZE: 24
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Grade-Pass/No Pass Option
Yes
If yes, how many total enrollments? Select
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections. To receive Honors credit for this
course, a student must successfully complete a research project that is in addition to the regular assigned course
work. The project must consist of data collection (and/or a review of geologic literature), analysis, and a written
report. The research represents an analysis of a topic pertinent to the course.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what kinds
of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
An introductory study of physical geology with an emphasis on geologic principles and processes. The course explores
the internal structure, processes, and origin of the Earth, and the processes of water, wind, gravity, and plate
tectonics that contribute to the formation of the Earth's surface. The laboratory component focuses on the
identification of rocks and minerals, the reading and interpretation of topographic and geologic maps, and field
studies. Students will explore principles of mineral and rock formation, landform development, plate tectonics,
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 2 of 8
volcanism, folding and faulting, and related topics.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.): Field Trips are
required for this course. The college does not provide transportation.
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): English 150
Rationale for Recommended Preparation: Students must be able to meet college-level reading and writing standards
to successfully complete the course. Being able to read and write at, or near, a college level is necessary for students
to understand assigned texts, follow detailed written instructions, and present findings in writing on exams and in
laboratory assignments.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify, describe,
analyze, construct, compare, compose, display, report, select, etc.) . For a more complete list of outcome verbs please see
Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Describe how the scientific method is used to understand natural phenomena.
2. Describe the basic elements of plate tectonic theory, including how internal processes help shape the Earth.
3. Apply classification systems to organize and identify igneous, sedimentary, and metamorphic rock specimens and
mineral specimens, and demonstrate how these classification systems are used to understand Earth processes.
4. Apply geologic principles to describe how earth materials and landscapes change over time, including description
of how interaction of Earth systems result in geologic change.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
Lecture Concepts:
1. Scientific method of inquiry and analysis - application and examples.
2. The fundamental concepts, principles, and interactions of Earth’s systems.
3. Plate tectonics, and plate tectonics as a key to understanding formation of Earth's resources.
4. The relationship of internal and external (endogenic and exogenic) processes to form and shape the Earth. Earth's
interior as determined through seismic wave analysis.
5. Mineral formation and the basis of mineral classification. Role of mineral identification in understanding Earth
processes.
6. The rock cycle and associated processes.
7. Formation of igneous rocks; Bowen's reaction series and magmatic differentiation.
8. Volcanism, volcanic rocks, and volcanic features.
9. Weathering and the formation of sedimentary rocks; depositional environments.
10. Metamorphism and metamorphic environments.
11. Rock deformation and geologic structures, and association with earthquakes.
12. Geologic time: principles of relative and numeric time.
13. Surficial processes: water, wind, ice, gravity.
14. Mass wasting processes and features.
15. River and coastal systems, processes, and land forms.
16. Glacial processes and landforms.
Laboratory Concepts
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 3 of 8
1. Plate Tectonic theory as a means of understanding the origin of magma, earthquakes, geologic landforms and
changes over geologic time.
2. The role of mineral indentification and evaluation in understanding Earth processes
3. The role of igneous, sedimentary, and metamorphic rock identification and evaluation in understanding Earth
processes.
4. The nature of geologic environments; how they are formed, changed, and eroded through time.
5. Use of geologic events to determine relative age. Use of isotopic change to determine numeric age.
6. Use of topographic and geologic maps to portray and interpret geologic environments, and answer questions
about geologic processes.
7. Interpretation of topographic maps and the construction of profiles to understand land forms and change over
time.
8. Interpretation of geologic maps and cross sections to determine geologic environments and structures, and
changes in environment and structure over time.
9. The use of landforms and associated maps to determine surficial geologic processes associated with rivers,
coastlines, mass wasting, deserts, and glaciation.
10. The importance of being able to communicate complex course concepts through writing and diagrams.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Differences between scientific and non-scientific explanations.
2. Acceptance of geologic time.
3. The role of geologic time in issues of geologic processes and resource formation.
4. The nature of scientific uncertainty.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Analytical investigation. Evidence and hypothesis testing as the basis of scientific inquiry.
2. Geological Actualism - past geological actions adhere to established physical and chemical principles. Change is
often slow and incremental, but catastrophic events also occur.
3. Deep time and Earth change.
4. Deformation, igneous activity, metamophism, and sedimentary deposits as evidence of mountain building.
5. Technological developments as the catalyst of scientific understanding.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Read and understand assignments.
2. Observe, describe and classify rock and mineral specimens.
3. Describe the elements of a topographic map. This includes the ability to describe topographic map locations using
latitude and longitude, an ability to interpret topographic contours and to construct a topographic profile.
4. Describe the elements of a geologic map. This includes the ability to relate map symbols to type and age of
formation, and to intepret map geologic map symbols (strike and dip, anticlines and synclines).
5. Compile well-organized, readable, comprehensive notes that can be used for future analysis.
6. Compile geologic data and interpretations into an organized report.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
Representative Lecture Activities:
1. Engaging in outside of class homework assigned in preparation for lecture and exams.
2. Engaging in online quizzes (outside of class) assigned in preparation of lecture.
3. Listening to instructor presentations on geologic principles and phenomena.
4. Participating in lecture activities where students demonstrate conceptual understanding.
5. Reading outside of class, inlcuding descriptions of geologic settings and completing homework assignments
regarding written opinions of geologic history and future geologic change.
6. Participating in test preparation and study sessions.
Representative Laboratory Learning Activities:
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 4 of 8
1. Making determinations of plate tectonic features and relationships including determining plate boundaries, plate
rates, and predicting geologic features and occurences.
2. Identifing mineral and rock properties, and associated tests. These exercises include questions of both
identification and process.
3. Studying rock and mineral properties outside of class by using lab manuals and online presentations.
4. Determining relative time sequences and numeric age dates.
5. Determining locations, vertical profiles, and landforms using topographic maps.
6. Using structural models to evaluate folding and faulting.
7. Determining and evaluating geologic structural, stratigraphic, and age relationships using geologic maps.
8. Using geologic and topographic maps, and photographs to interpret geomorphic features (e.g., mass wasting,
rivers, glacial) and processes.
9. Providing short written descriptions of rocks and minerals from lab or the field.
10. Collecting and analyzing data, and compiling this information into clear, well-organized reports.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. In-class activities, quizzes, and homework assignments that demonstrate an understanding of content and
analytical techniques.
2. Project which requires a written report that demonstrates an ability to analyze scientific information.
3. In-class exams which require short answers, essays, and multiple choice responses.
4. Laboratory mineral and rock Identification (and associated processes) tests.
5. Topographic and geologic map lab tests.
6. In-lab and in-field activities that demonstrate student understanding of earth processes and the formation of
earth materials.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1. In-class activities that allow students to self-assess their understanding of the material.
2. At least one in-lab examination that requires students to demonstrate their ability to use classification principles
to identify common rocks and minerals.
3. At least one in-lab examination or project that requires students to demonstrate their understanding of
topographic and geologic maps.
4. At least one assignment that requires students to demonstrate their ability to organize data, analyze data, and
defend an opinion based on logical scientific reasoning.
5. At least two assessment activities (such as exams) that require students to demonstrate their understanding of
earth science concepts.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Marshak Title
Essentials of Geology (4th Edition)
Author Reynolds, Johnson, Kelly, Morin, Carter Title
Author Tarbuck, Lutgens, Tasa Title
Author Busch
ed.
Title
Date
2013
Exploring Geology (3rd Edition)
Date
2012
Earth: An Introduction to Physical Geology (11th Edition)
AGI & NAGT Laboratory Manual in Physical Geology (Prentice-Hall)
Date
Date
2013
2011
Other Appropriate Readings: Bazard, Physical Geology with Lab, Lab Manual, 2014; Renner, Physical Geology with
Lab, Lab Manual, 2014.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s) SCIEX.LA.A.AA, SCI.LA.A.AA, MS.AS
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 5 of 8
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s) MS.CA
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
[CB24] Is the course Stand Alone?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4.
[CB08] Basic Skills: NBS Not Basic Skills
5.
[CB10] Work Experience: NWE Not Coop Work Experience
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
7.
[CB23] Course eligible Economic Workforce Development funding : No
Yes
Yes
(If TOPS code has an asterisk it is indicative that the course is vocational.)
8.
[CB11] Purpose: Y Credit Course Course Classification Status
9.
Accounting Method: W Weekly Census
10. [CB13] Disability Status: N Not a Special Class
11. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1.
[CB05] Current Transferability Status: A Transferable to both UC and CSU
2.
[CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course GEOL 109 , Campus HSU 2. Course GEOL 10/10L, Campus CSU-Sac
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course GEL 50/50L, Campus UC-Davis
2. Course GEO 001, Campus UC - Riverside
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 6 of 8
lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION Check at least one box below):
Not currently approved
CR
CR GE Category: A - Natural Science
CSU
CSU GE Category: B1- Physical Science
IGETC
IGETC Category: 5A - Physical Science
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
_X__ Approved as CR GE by Curriculum Committee: _3.28.14_
(DATE)
Review to maintain CR GE Status
____ Not Approved
New GE Proposal
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all general
education courses.
 Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category. Course activities and projects require written answers. Course discussions and group work require
verbal communication. Activities and projects require visual communication through the use of maps and
other displays of information and concepts. The course requires students to read and listen with
comprehension, and the course content requires students to analyze concepts using graphical and
mathematical communication.
 Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Students in this science class learn the importance of hypothesis testing, they are required to distinguish
between data and interpretations related to geologic concepts, and they routinely interpret data as it supports
scientific concepts.
 Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Students learn about the interconnectedness of the Earth’s environmental systems and they are exposed to
global issues related to resource formation and availability and climate change. Students learn about the
historical development of humanity’s understanding of Earth science.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or specialized—and
the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality. This course covers the foundational
concepts of geology and provides an introductory overview of geologic principles. This introductory course provides a
broad survey of science concepts including aspects of astronomy, atmospheric science, chemistry, and physics. These
concepts are used to explore the Earth processes and the relationship of these processes to formation of Earth
materials and landforms.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Natural Science
Social Science
Humanities
Curriculum Proposal: 09.14.12 rev
Academic Senate Approved: 09.21.12
Page 7 of 8
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
No proposal
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
No proposal
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as Above
Submitted By: David Bazard and Mark Renner
Division Chair/Director: Tracey Thomas
Approved by Curriculum Committee: No
Academic Senate Approval Date: 04.04.14
Curriculum Proposal: 09.14.12 rev
Academic Senate Approved: 09.21.12
Tel. Ext.
4224
Review Date: 03-21-14
Date: 20 March, 2014
CURRICULUM COMMITTEE USE ONLY
Yes
Date: 03.28.14
Board of Trustees Approval Date: 05.06.14
Page 8 of 8