PIKES PEAK COMMUNITY COLLEGE
COURSE SYLLABUS
PHYSICAL GEOGRAPHY - LANDFORMS, GEO 111
FALL 2008
Section I: COURSE IDENTIFICATION
Course Title: Physical Geography - Landforms
Course Description: GEO 111 introduces the principles of landforms as a major aspect of our natural
environment. The course incorporates an integrated process of lecture, discussion, and laboratory
assignments. Hands-on laboratory and field experience are required.
General Course Objectives: For course competencies go to the following website,
http://www.cccs.edu/cccns/ccnsindex.html, click on Colorado Community College Common Courses, and follow
the links to GEO111. The requirements in this course meet or exceed the critical thinking and math
competencies established by the Colorado Commission on Higher Education for guaranteed transfer, general
education courses in physical and life sciences. This course qualifies as a science elective in the PPCC
associate degree program, and may transfer to some schools as a science.
Course ID: GEO 111
Credit Hours/Contact Hours: 4 credits/75 contact hours
Meeting times: The hybrid section of GEO 111 meets on Fridays from 1:00 to 3:00 p.m. and requires a
minimum of three hours per week working online.
Faculty Information:
Ms. Donna Arkowski
Instructor Contact Information: Rampart Range Room W-209E. Phone: 719 502-3351. Email:
donna.arkowski@ppcc.edu. Office Hours: Monday thru Thursday, 1:00-4:00 p.m.
Division Office: Health, Environmental, Natural & Physical Sciences, Room W209, 502-3340
Course Materials - Required: Textbook: Physical Geography, Tom L. McKnight and Darrel Hess, 9e.
Labs: Lab exercises/information will be posted in the BlackboardVista (BbV) shell and will be accompanied by
field trips on three occasions.
SECTION II: COURSE GOALS, STUDENT OUTCOMES, COURSE OUTLINE
Competencies View:
A.
Examine the field of physical geography, specific to landforms, and the relationships between
geomorphology, underlying earth structures, and human interface.
B.
Evaluate the primary systems involved in the study of the geomorphology of earth – the environmental
spheres, soil development, landform processes, internal/external processes, erosion, weathering, mass
wasting, fluvial processes, arid environments, glaciation, and coastal processes.
C.
Assess and evaluate the geologic evidence supporting theories related to geomorphology.
D.
Learn how current and past environmental shifts have affected the health of the earth and the natural
rhythms of landform evolution.
E.
Apply knowledge gained to a comprehensive understanding of physical geography and appreciation of
the natural systems.
Specific Course Outcomes:
A.
Students will gain an in-depth knowledge of physical geography, specific to landforms, by learning the
science of geomorphology and the structures, processes, and interference mechanisms that produce
the resulting landscapes. These concepts will be learned through lecture, lab exercises, chapter
quizzes, and structured discussion forums.
B.
The scientific method will be incorporated in lab experiments as students complete procedures to
illustrate the study of geomorphic science. Repeatability in labs will demonstrate this process.
C.
By studying scientific work, students will learn how observation, experimentation, and theory have
contributed to the current understanding of the evolution of landforms and the driving forces within
earth’s systems. Chapter quizzes and lab exercises will enhance this learning.
D.
Scientific articles will be presented to students as the basis for structured discussion forums, during
which the students will be asked to critically evaluate the articles’ content. They will also be expected to
offer arguments against the articles’ contents, and the provision of alternate ideas. In addition to
discussion forums, students will produce a paper that examines a specific scientific system.
E.
The study of maps is integral to physical geography-landforms, and students will be required to be able
to define maps and their essentials, to analyze map content, to transfer map information to other forms
such as graphs, tables, and written documents, and to produce maps when given specific data. Lab
exercises will expand on this learning.
F.
In order to better understand some scientific principles, students will take part in field trips and hands-on
lab exercises where they will demonstrate their ability to recognize geomorphologic concepts in the field.
These skills will include identification of rock types, rock formations, geologic profiles, weathering and
mass wasting principles, climate influence on erosion and vegetation, fluvial processes that include
erosion, deposition, flood hazards, and measuring stream discharge.
Course Outline:
A. A Global Perspective
1. Introducing Physical Geography
2. Earth in the Universe
3. Mapping the Earth
B.
Hydrosphere and Biosphere
1. Hydrologic Cycle, Earth’s Water
2. Soil Formation, Components, Chemistry, and Classification
C. Introduction to Landforms
1. The Structure and Composition of the Earth
2. Minerals and Rocks, the Rock Cycle
D. Internal Processes
1. Plate Tectonics and Continental Drift
2. Volcanism and Resulting Landforms
3. Surface Expression of Subsurface Structures
E. Shaping the Surface of the Earth
1. Erosion: Weathering and Mass Wasting
2. Fluvial Processes: Stream Systems, Flooding
3. Solution Processes and Karst Topography
4. Topography of Arid lands
5. Wind as A Geomorphic Agent
6. Glacial Modification of Earth’s Surface
7. Coastal Processes: Aggradational and Degradational Landforms
Specific Laboratory Outcomes:
1.
Students will be exposed to a large body of physical geography-landforms information in a lab setting
where they will learn to use the scientific method of observation, hypotheses, experimentation and
analysis of results.
2.
Students will learn the importance of careful measurements, precision, and repeatability as they
measure stream discharge, as they calculate flood hazards, and as they synthesize data for accurate
map representations.
3.
Through microscopic examination of sand and soil samples, and testing for magnetism and angle of
repose, students will be able to predict behavior of land areas for purposes of building, recreation, and
infrastructure uses.
4.
Students will learn more precisely where earthquake, volcanic, hurricane, and tsunami hazards exist
through map exercises and data study, and evaluate programs in place for handling natural disaster.
5.
Through lab exercises and field trips, students will gain an appreciation for the natural world that
surrounds them and better understand the forces in play.
SECTION III: EVALUATION PROCEDURES
Attendance: Attendance in this class is mandatory, and points may be lost by excessive absence or tardiness.
Classroom Etiquette: Students are not allowed to disturb the learning environment of others. Students should
arrive on time. Late arrivals disrupt the class and interfere with other students’ ability to concentrate and learn.
Excessive talking during lecture is not allowed and may result in withdrawal from the class. Please leave cell
phones and pagers at home, or ensure that they are turned off before entering the classroom. Use of cell
phones and/or texting will not be permitted during class. Sleeping and eating during class, doing
homework or reading assignments for another course, or repeatedly getting up and leaving the class will not be
allowed as this communicates indifference towards this subject, your classmates, and their commitment to this
class.
The system for calculating your grade is given below.
GRADING
Email Assignment
Netiquette Assignment
Syllabus Quiz
Attend/Participation
Chapter Homework
Lab Assignments
Bibliography
Exams
Discussion Forums
Total Points Possible
5 points
10 points
20 points
25 points
240 points
200 points
50 points
200 points
150 points
900 points
810 to 900 points = A
720 to 809 points = B
630 to 719 points = C
540 to 629 points = D
<540 points
= F
SECTION IV: TENTATIVE COURSE SCHEDULE:
The schedule below governs the required reading assignments in your text, the chapter assignments to be
completed, and due dates for labs and when exams will be scheduled. Further on in this Syllabus, you will be
informed of the points available for various assignments, how they are to be completed, and points you will lose
if your work is submitted late. Be sure to go to the end of this file for details on how assignments must be
completed.
For purposes of conducting this hybrid class, the course weeks will begin on Mondays and conclude at midnight
on the following Sunday. So if the schedule indicates that an assignment is due during Week 3, for example, it
th
must be received by me no later than midnight of September 7 . Homework assignments and labs will lose
5 points per day if late.
Class Schedule: Note: Schedule Subject to Change – check often with your instructor.
WEEK
TOPIC
CHAPTER
LAB WORK
1 Course orientation; online instructions; introduction to the field of physical
1 Lab 1: Maps
Goal: Learn and apply
geography; instruction in the scientific method; the geographic grid
systems. Goals: Students will learn how to use the BlackboardVista
the geographic grid
online venue; will learn how to use the scientific method; learn the basics
system by answering
of physical geography-landforms and the processes involved; begin
questions, solving map
studying the geographic grid systems and map reading and interpretation.
problems, and
Assessment: Students will complete an internet quiz on online
completing map
netiquette, be able to answer questions in lab practicals and in the
drawings.
chapter quiz.
2
3
4
5
Environmental spheres; the solar system; earth-sun relations; the
seasons and global time; earth’s portrayal in maps; the nature of maps
and their essentials.
Goals: Students will learn the structure, use, and variations of maps;
scale, essentials and projections of maps; isolines in maps; and how to
mathematically convert map scale to ground truth measurements.
Assessment: Students will be able to answer questions and solve
problems in lab practicals; will answer questions in the chapter quiz.
Online quiz covering chapter 1.
Global positioning systems, remote sensing, and geographic information
systems and their roles in cartography and earth sciences.
Goals: Students will learn the function and orbital locations of GPS units;
the function of remote sensing units and their connection to the
electromagnetic spectrum; geographic information systems criteria and
use.
Assessment: Students will answer questions and solve problems in lab
practicals; will answer questions in the chapter quiz.
Online quiz covering chapter 2.
The hydrosphere; hydrologic cycle; oceans – tides and currents; the
cryosphere; surface waters; underground water.
Goals: Students will learn the locations and constituencies of earth’s
water systems and stresses on these systems due to climate change and
human use, and the impacts.
Assessment: Students will answer questions and solve problems in lab
practicals; will answer questions in the chapter quiz; and will critically
analyze global situations in a discussion forum and suggest corrective
actions.
Online quiz covering chapter 9.
Online threaded discussion forum (1) on the loss of the Aral Sea due
to human interference.
1,
2
Soils; soil and regolith connection; soil-forming factors; soil components,
properties, and chemistry; soil profiles; pedogenic regimes; soil
classifications and their global distribution.
Goals: Students will learn the importance of soil as a supporter of life
systems on earth, the loss of topsoil and soil fertility, and the human
component in these factors.
Assessment: Students will answer questions and solve problems in lab
practicals; will answer questions in the chapter quiz; and will critically
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2
9
Lab 1 (cont): Goal:
Apply the grid system,
earth’s seasons, and
map and data skills, by
solving map problems,
completing map
drawings, and
interpreting and
converting map data.
Lab 1 (cont):
Goal: Recognize
connection between
remote sensed data and
map building; interpret
and apply topographic
map data.
Lab 2: Hydrosphere
Goal: Measure and
analyze water use
patterns; assess pollution
of oceans and impacts;
use web data to report
precipitation at selected
sites, converting snow to
liquid; graph precipitation
and stream discharge to
analyze historical trends;
calculate expected tidal
ranges based on sunmoon-earth drawings.
Field trip - Colorado
Springs Mesa Road
water plant
Lab 3: Soils
Goal: Identify soil types
and correct percentages
on a USDA soil triangle;
analyze global situations in a discussion forum and suggest corrective
actions.
Online quiz covering chapter 12.
Online threaded discussion forum (2) on desertification dynamics
around the globe.
6
7
8
9
10
Introduction to Landforms; earth’s structure and composition; minerals,
rocks, and the rock cycle; landforms and geomorphology; the importance
of underlying structures, process, slope, and drainage in topography
development; internal and external geomorphic processes; geologic time
and scale.
Goals: Students will learn the components of the rock cycle and
identification of minerals and rocks, and the importance of underlying
structures and geomorphic controls.
Assessment: Students will answer questions and solve problems in lab
practicals; will answer questions in the chapter quiz; will critically analyze
the mining and use of minerals and rocks in a discussion forum.
Online quiz covering chapter 13.
Online threaded discussion forum (3) on the mining of earth’s
minerals and rocks.
Internal Processes; crustal movement; volcanic and quake activity; plate
boundary mechanisms and movement.
Goals: Students will learn the principles of internal processes and
movement that determines surface features, as well as the mechanisms
that may precipitate activity.
Assessment: Students will answer questions, identify plate boundaries
and movements, sketch faults, folds, anticlines, synclines, and analyze
erosional layers and deposition.
Online quiz covering chapter 14.
Online threaded discussion forum (4) analyzing and recommending
hazardous waste disposal methods.
Midterm Exam covering chapters 1, 2, 9, 12, 13, and 14, and Labs 1
through 4.
Erosion, weathering, and mass wasting
Goals: Students will learn the variations of external processes,
weathering and mass wasting; the resultant landform shapes due to
these processes; observe and identify erosional processes on field trip;
identify geologic column constituents in Garden of the Gods; study and
explain the importance of parent material and climate on denudation
activities.
Assessments: Students will answer questions in the chapter quiz and
lab practicals; will identify geologic ages of rock formations in Garden of
the Gods, faulting, and folding.
Online quiz covering chapter 15.
Online threaded discussion forum (5) analyzing citizen
preparedness plans in volcanic regions and devise different plans.
Fluvial processes, drainage patterns, stream order and structural
relationships
Goals: Students will learn to associate specific landforms with drainage
patterns; learn the concept of stream order and the underlying earth
structures that control patterns; be able to identify flood hazards based on
historical stream behavior and build up around the stream.
Assessments: Students will answer questions on chapter quiz and in lab
practicals, and attend the Fountain Creek field trip.
12
13
13
14
15
16
analyze selected state
soils; produce a map of
North America depicting
soil and biome regimes;
identify soil types based
on degree of weathering
and short descriptions.
Lab 4: Landforms and
the Rock Cycle
Goal: Understand the
processes involved in the
rock cycle and the rock
types that result.
Construct a model of the
cycle; correctly place
rock types in the cycle;
explain the geologic and
fossil history of the
Grand Canyon; analyze
the rock structure of
Colorado
Lab 5: Plate Tectonics,
Faults and Tsunamis
Goals: Students will
work with plate boundary
maps to identify plate
names, types, and
direction of movement.
Using world maps, they
will correlate specific
plates with land masses
nearby. The destructive
power of tsunamis will be
illustrated.
Field Trip – Garden of
the Gods
Lab 6: Garden of the
Gods Structure
Goals: Through field trip
to Garden and lab
exercises, exhibit
understanding of
erosional processes, the
deposition of
sedimentary rocks and
their movement through
erosion and uplift;
correctly age the rock
formations, and explain
faulting and folding.
Field Trip – Study flood
hazards of Fountain
Creek in Manitou
Springs
Goals: Students will
measure stream
discharge using Q=A*V,
the float method for
Online quiz on chapter 16.
Online threaded discussion forum (6) assessing hazards of living
landslide areas and actions to control development.
11
Fluvial processes, stream dynamics on landform shaping, stream
rejuvenation, and erosional forces.
Goals: Students will learn of different stream configurations (slope and
velocity) and their impact on surrounding landforms; study headward
erosion leading to stream capture; learn the different mechanisms for
stream erosion and resulting landforms.
Assessments: Students will answer questions on chapter quiz and in lab
practicals.
16
17
12
Solution processes and karst topography
Goals: Learn of the many solution and hydrothermal processes occurring
beneath earth’s surface and resulting landforms and activities, including
geysers, fumaroles, hot springs, karst topography and caves.
Assessments: Students will answer questions on chapter quiz and in lab
practicals, and assess karst hazards.
Online quiz on chapter 17.
Online threaded discussion forum (7) assessing hazards of living in
karst areas and discussion of potential remedies.
17
13
Arid Lands, environmental attributes of deserts, fluvial and Aeolian
processes, building of dunes, major landforms in basin and range and
mesa and scarp terrain.
Goals: Students will learn the variations of deserts, and characteristics;
fluvial and Aeolian erosional processes will be studied; learn the
distinctive landforms in arid regions and their formation history.
Assessments: Students will answer questions on chapter quiz and lab
practicals, and assess dynamics of desertification.
Online quiz on chapter 18.
Online threaded discussion forum (8) identifying causes,
consequences, and potential solutions for desertification.
18
14
Glacial modification of terrain.
Goals: Students will be able to describe the influence of glaciations on
the landscape; analyze the impact of the Pleistocene Epoch; describe
glacier formation and movement, and explain erosional and depositional
actions of glaciers; distinguish between continental and alpine glaciers
and their resulting landforms.
Assessments: Students will answer questions in chapter quiz and lab
19
measuring velocity, and
stream area calculation.
By hiking the Fountain
Creek through Manitou
Springs, and using data
in tables, maps and
graphs, students will
assess the flood hazard
of this city.
Lab 7: Fluvial processes
Goals: Students will
produce a map of major
watersheds in the US
and identify headwater
regions of rivers;
sketches will be made of
drainage patterns and
correlated with
landforms.
Lab 7: Karst topography
Goals: Students will
analyze karst hazard
map, calculate contour
interval, and assess
potential use of area for
building. Scatter
diagrams will be
constructed to produce a
slope that can identify
which type of data is
more useful for
estimating mean flood
data for a site.
Lab 8: Arid lands
Goals: Study the dunebuilding and movement
process in Great Sand
Dunes National Park
through maps and park
website material. Study
sand samples from the
park for size, magnetic
properties, and angle of
repose measurements.
Using Hjulstrom’s
Diagram, predict
movement of sand
particles based on
particle size in relation to
wind speeds.
Lab 9: Glaciers
Goals: Using a virtual
field trip of alpine glaciers
in North America, identify
features associated with
glaciers both on
topographic maps and in
15
16
practicals and assess global warming and climate change impacts on the
cryosphere of earth.
Online quiz on chapter 19.
Online threaded discussion forum (9) studying global warming,
climate change, the loss of ice and snow, and potential impact on
human environments.
Coastal processes and resulting terrain
Goals: Students will learn the processes that shape coastal terrain
through erosion, deposition, and transportation; explain wave and wave
motion; distinguish between coastal landforms that are erosional or
depositional; explain the life cycle of coral reefs; study the impact of
human intervention in coastal processes.
Assessments: Students will answer questions in chapter quiz, in lab
practicals, and explore future of the human race on earth.
Online quiz on chapter 20.
Online threaded discussion forum (10) looking at the year 2050 with
the reading of several articles on the subject, and requiring students
to analyze content of the articles and make their own predictions for
the future.
Assessment: The annotated bibliography research paper is due this
week.
Final Exam covering chapters 15 through 20, and labs 5 through 10.
photos. Calculate
contour intervals of
glaciers and bedrock,
and identify landforms
created by glaciers.
20
Lab 10: Field Journal
Goals: In a virtual field
trip, study ecosystem
variations; record
observations on
environmental data and
provide sketches of
vegetation and glacial
landforms in a field
journal for specific sites
ranging from 9,700 feet
to 12,000 feet elevation
in the Indian Peaks
region of Colorado;
analyze the relation
between elevation,
climate, and vegetation,
and construct a graph
plotting the relation.