College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: GEOL 2
2. Course Title: Historical 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:
Historical 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
Course Title
OLD
NEW
Historical Geology
Historical Geology with Lab
An introduction to the geologic history of
Earth, including past positions of tectonic
plates, changes in the composition and
structure of Earth’s crust and the
development of environments and
organisms. The course explores the
geologic time scale, extinction events, and
correlation of rock and time units, and
introduces students to fundamental
geologic concepts including plate tectonics
and rock and fossil identification.
An introduction to the geologic history of
Earth, including past positions of tectonic
plates, changes in the composition and
structure of Earth’s crust and the
development of environments and
organisms. Concepts of age dating,
sedimentary analysis and the analysis of
sedimentary rocks and the fossils they
contain are used to understand
environmental and evolutionary changes
throughout Earth's history. The laboratory
component includes the study of rocks,
fossils, geologic maps, and paleogeography
to interpret ancient environments, tectonic
settings, and geologic history. Age dating,
the geologic time scale, extinction events,
sedimentary environments, and correlation
of rock and time units are also explored in
the laboratory as a means of understanding
the 4.6 billion years of Earth history.
TOPS/CIPS Code
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 1 of 9
Grading Standard
Grade-Pass/No Pass Option
Letter Grade Only
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
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 2
4. [CB02] COURSE TITLE: Historical Geology with Lab
(Course title appears in Catalog and schedule of classes.)
5. SHORT TITLE: Historical Geology with Lab
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
6. [CB03] LOCAL ID (TOPS): 1914.00 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
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Grade-Pass/No Pass Option
Yes
If yes, how many total enrollments? Select
Page 2 of 9
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 introduction to the geologic history of Earth, including past positions of tectonic plates, changes in the
composition and structure of Earth’s crust and the development of environments and organisms. Concepts of age
dating, sedimentary analysis and the analysis of sedimentary rocks and the fossils they contain are used to
understand environmental and evolutionary changes throughout Earth's history. The laboratory component includes
the study of rocks, fossils, geologic maps, and paleogeography to intepret ancient environments, tectonic settings,
and geologic history. Age dating, the geologic time scale, extinction events, sedimentary environments, and
correlation of rock and time units are also explored in the laboratory as a means of understanding the 4.6 billion
years of Earth history.
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. Apply rock and fossil classification systems to organize and identify key indicators of Earth's evolution and history,
as well as the major evolutionary stages and extinctions present in the fossil record.
3. Describe the fundamental components, energy transfer, and landforms involved in plate tectonics. Use these
principles to describe the supercontinent cycle.
4. Explain the basis of the geologic time scale and recount the milestone events in Earth history.
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 Content:
1. Scientific method of inquiry and analysis - application and examples.
2. Historic development of Earth Science concepts and principles.
3. Nebular theory and Earth formation.
4. Plate tectonics and the supercontinent cycle.
5. Earth materials (minerals and rock types) and changes throughout geologic time.
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 3 of 9
6. The geologic time scale, including the concepts of relative and numeric dating, dating methods, and the concept of
deep time.
7. Sedimentary rock record: structures, depositional environments, transgressive-regressive sequences, correlation.
8. Paleoclimates and climate change throughout geologic time.
9. Evolution, natural selection, speciation, major phyla classifications, and extinctions.
10. The process of fossilization and determining fossil ecology.
11. Earth and life history of geologic time intervals: Archean and Proterozoic Eons, Paleozoic, Mesozoic, and Cenozoic
Eras
Laboratory Content:
1. Explain and apply knowledge of tectonic processes to interpret geologic settings and changes through time.
2. Identification of rocks and minerals, with an emphasis of sedimentary rock types and structures.
3. Relative age dating and unconformities.
4. Radiometric age dating (numeric ages).
5. Paleontology: classification of organisms (major phyla), fossils, fossilization and identification of representative
samples.
6. Interpretation of geologic maps.
7. Construction of cross sections and stratigraphic columns, stratigraphy and correlation.
8. Precambrian provinces, geologic maps, rocks, and analysis of emerging fossils.
9. Paleozoic orogenies, sedimentary sequences, geologic maps, and fossils.
10. Mesozoic ogogenies, sedimentary sequences, geologic maps, and fossils.
11. Cenozoic orogenies, sedmentary sequences, geologic maps, and fossils.
12. Case studies -(e.g. Grand Canyon sequence, Laramide orogeny, Pleistocene glaciation).
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. Controversies related to the concept of evolution and natural selection.
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. Evolutionary change.
5. Life forms and sedimentation as evidence of environment, climate, and sea level.
6. Deformation, igneous activity, metamophism, and sedimentary deposits as evidence of mountain building.
7. 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 fossil specimens.
3. Describe the elements of topographic maps. This includes the 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 geologic map symbols (e.g., strike and dip, anticlines and synclines).
5. Construct facies maps, construct a stratigraphic column and correlate rock and time units.
6. Memorize classification and time sequences.
7. Compile well-organized, readable, comprehensive notes that can be used for future analysis.
8. Compile geologic data and interpretations into an organized report.
9. Record detailed field and laboratory observations.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 4 of 9
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. Participating in lecture and lab activities designed to learn historical geology principles and to organize and learn
sequences of Earth events and features.
6. Memoizing the geologic time scale and the ordering of geologic events.
7. Reading descriptions of geologic settings and providing both verbal and written opinions of geologic history and
future geologic change.
8. Participating in test preparation and study sessions.
Representative Laboratory Exercises:
1. Participating in laboratory exercises related to plate tectonic relationships, mineral and rock identification, fossil
identification, and topographic and geologic map interpretation.
2. Participating in laboratory exercises that require making determinations related to geologic time and rates, and
recurrence of geologic phenomena.
3. Ordering geologic events based on both relative and numeric time indicators.
4. Constructing facies maps, stratigraphic columns, and correlating rock and time units.
5. Providing short written descriptions of rocks and fossils from lab or the field.
6. 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. Rock and Fossil Identification (and associated processes) tests - lab exams.
5. Topographic and geologic map tests related to geologic change through time.
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 fossils.
3. At least one examination or project that requires students to demonstrate their understanding of the geologic
time scale.
4. At least one assignment that requires students to demonstrate their ability to a interpret geologic maps,
construct a stratigraphic column, 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
historical geology concepts.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Levin Title
Author
The Earth Through Time (10th ed)
Wicandor and Monroe
Author Levin
and Smith
Title
Title
Date
Historical Geology
2013
Date
2012
Laboratory Studies in Earth History
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Date
2012
Page 5 of 9
Author Gore Title
Historical Geology Lab Manual
Date
2014
Other Appropriate Readings: Bazard, Historical Geology with Lab, Lab Exercises, 2014; Montogomery, The Rocks Don't
Lie: A Geologist Investigates Noah's Flood, 2013.
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)
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)
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 110 and 112-Earth History and Earth History Lab, Campus CSU Northridge
Historical Geology, Campus CSU-San Bernardino
UC as general elective credit
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
2. Course GEOL 250 -
Page 6 of 9
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
, Campus
2. Course
, Campus
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
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 SIO 12 - History of Earth, Campus UC-San Diego
Campus UC - Santa Barbara
2. Course Earth 3 - Principles of Historical Geology,
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
_X___ Approved as CR GE by Curriculum Committee: _03.28.14_ _
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
____ Not Approved
(DATE)
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
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 7 of 9
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 Earth's geologic history. This introductory course
provides a broad survey of science concepts including aspects of astronomy, atmospheric science, chemistry, physics,
and biology. These concepts are used to explore the origin and evolution of Earth's landforms, geosphere,
atmosphere, biosphere and hydrosphere.
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
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
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
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
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
Curriculum Proposal: 09.14.12 rev
Academic Senate Approved: 09.21.12
Page 8 of 9
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
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
Same as Above
Tel. Ext.
4224
Review Date: 03-21-2014
Date: 20 March, 2014
CURRICULUM COMMITTEE USE ONLY
Yes
Date: 03.28.14
Board of Trustees Approval Date: 05.06.14
Page 9 of 9