Geology 100 - Introduction to Geology
In your department, do majors and non-majors take separate introductory courses? no
If students take a "non-majors" course, and then decide to become a major, do they have to go back and take an additional introductory course? no
1. Can define and can apply the basic tenets of systems theory to physical geology;
2. Can recall the most basic minerals and explain their relationship to rocks;
3. Can describe the main rocks and explain their formation and relationship to plate tectonics;
4. Can recall and explain the basic structure of the earth;
5. Can recall and explain basic geophysical principles of seismic waves, magnetism, gravity and isostasy;
6. Can describe, explain and use principles of relative and absolute age dating;
7. Can describe and explain major plate boundaries and their associated physical features;
8. Can describe and explain earthquakes and their relation to landforms and tectonics;
9. Can describe and explain geologic structure, associated landforms and relation to tectonics and rocks;
10. Can describe and explain formation and destruction of plates and continents;
11. Can describe and explain role of water on earth;
12. Can describe and explain weathering and the formation of sediment;
13. Can describe and explain basic surface processes such as mass movement, running water and glaciers and their relationship to landforms.
B. Skills: On completion of this course, students will demonstrate that they:
1. Can read, summarize and interpret the appropriate texts;
2. Can communicate ideas orally;
3. Can interpret maps, diagrams and graphs pertaining to physical geology;
4. Can interpret photographic and other images pertaining to physical geology.
1. Take four exams that are a mixture of written and objective questions.
2. Answer daily warm-up questions that prepare them for lecture, class discussion, and lecture exam questions.
3. Take short daily quizzes designed to make them review their notes from the previous lecture period.
4. Participate in class discussion and questioning.
I also spend a little time analyzing some of what comes back in the warm-ups. Though most of my grading on these is purposefully perfunctory, even a light once over provides some idea of their understanding on important points.
The quizzes tell me something about (a) how well they understood items from the last class or (b) whether they looked at their notes before class (not quite a s useful to me, I'm afraid).
D2L, the courseware we use, tracks how often they access the site and what parts they use. This tells me something about which resources they find most useful.
And, of course, I'm attentive in class to what ideas they are having trouble with and which they do not. The back and forth I have during the normal lecture and the interaction we have when discuss the warm-up questions gives me some idea of the level of understanding and how well my presentation and the book are working.
References and Notes:
I also assign readings from Fundamentals of Physical Geography by Pidwirny are online at http://www.physicalgeography.net/fundamentals/contents.html. I used this with other books when I wanted to talk about systems some more.