Geomorphology
Karen Gran
University of Minnesota Duluth
a University with graduate programs, primarily masters programs
.Summary
This is an undergraduate geomorphology course, designed to introduce students to landforms and the processes that form and shape them.
Course URL:
Subject: Geoscience:Geology:Geomorphology
Resource Type: Course Information:Goals/Syllabi
Grade Level: College Upper (15-16)
Course Type: Upper Level:Geomorphology/Surface Processes
Course Size:
15-30
Course Context:
This is a lower-level elective course, designed for students who have had introductory physical geology. Students include a mix of majors from environmental studies, environmental science, teaching in the life sciences, teaching in the earth sciences, and geological sciences. The course has a required 2-hour lab each week plus one outside field trip.
Course Goals:
By the end of the course, students should be able to...
- Interpret landscape features from topographic maps, air photos, satellite imagery, and field observations.
- Link landscape features to the major processes by which they formed.
- Apply skills to determine the processes responsible for forming our local landscape.
- Map out geomorphic terrains from a DEM
- Describe a soil column and be able to explain how water movement and landscape position affects soil development.
- Survey a river cross-section.
- Identify active floodplain in field, calculate discharge of different frequencies, and relate flood frequency to risk
- Be able to explain the relationship between river velocity and the erosion, deposition, and transport of sediment.
- Make measurements of slope and identify slope materials (including stratigraphy),
- Read signs in the landscape indicating downslope movement of material
- Evaluate the role of climate and erosion on tectonics and mountain building
- Calculate slope in the field and off of a map and link slope to sediment transport and slope stability
- Determine where glaciers erode vs. deposit and the effects this has on the landscape
- Explain the geomorphic history of the Duluth-Superior area.
- Recognize local geomorphic hazard zones, how they impact humans, and why certain activities should be restricted there
- Be able to explain the role humans have on geomorphic systems.
- Read a scientific paper and discuss the results.
- Conduct an independent research project and present the results.
- Interpret landscape features from topographic maps, air photos, satellite imagery, and field observations.
- Link landscape features to the major processes by which they formed.
- Apply skills to determine the processes responsible for forming our local landscape.
- Map out geomorphic terrains from a DEM
- Describe a soil column and be able to explain how water movement and landscape position affects soil development.
- Survey a river cross-section.
- Identify active floodplain in field, calculate discharge of different frequencies, and relate flood frequency to risk
- Be able to explain the relationship between river velocity and the erosion, deposition, and transport of sediment.
- Make measurements of slope and identify slope materials (including stratigraphy),
- Read signs in the landscape indicating downslope movement of material
- Evaluate the role of climate and erosion on tectonics and mountain building
- Calculate slope in the field and off of a map and link slope to sediment transport and slope stability
- Determine where glaciers erode vs. deposit and the effects this has on the landscape
- Explain the geomorphic history of the Duluth-Superior area.
- Recognize local geomorphic hazard zones, how they impact humans, and why certain activities should be restricted there
- Be able to explain the role humans have on geomorphic systems.
- Read a scientific paper and discuss the results.
- Conduct an independent research project and present the results.
How course activities and course structure help students achieve these goals:
Students took two exams covering course content. They had weekly lab write-ups that dealt with specific field and lab skills and analyses. They also had a group research project that they wrote up and presented to the class.
Skills Goals
Working in groups.
How course activities and course structure help students achieve these goals:
Attitudinal Goals
not provided
Assessment
Syllabus:
Syllabus (Microsoft Word 63kB Apr30 08)
[file 'Other Materials']
