Stratigraphy & Sedimentation
Students will be able to link grain data and sedimentary processes.
Students will be able to link sedimentary processes and depositional forms.
Students should be able to identify large-scale depositional systems in the context of environments and global changes (i.e., transgressions or regressions).
Students will be able to identify and name major categories of sedimentary rocks.
Students will be able to connect different methods/techniques for studying stratigraphy and geologic time.
Students will be able to create a stratigraphic cross-section from borehole data descriptions.
Students will be able to use Google Earth to find specific types of depositional environments.
Students will be able to process and describe sediment samples.
Students will be able to design and implement an experiment (specifically one on evaporite basins).
On the exams and quizzes, I had some simple MC and short answer questions to for lower-level learning goals, like terminology familiarity and rock or setting identification.
Exams and labs also had long-answer questions that asked the students to synthesize their learning for more complex learning goals, particularly related to process and formation.
At the beginning of the course, I gave a pre-assessment to gauge their prior knowledge. This way I was able to guide the course in a way that better fit the students (i.e., all students had at least one chemistry class but only one had calculus and physics).
References and Notes:
Principles of Sedimentology and Stratigraphy, Boogs
As this was my first time teaching the course, I opted to use what has historically been used. It was more used as a reference than a source of regular reading.
For the evaporite experiment, we used
Lowenstein, T.K. and Hardie, L.A., 1985, Criteria for the recognition of salt-pan evaporites: Sedimentology, v. 32, p. 627-644.
SERC Activities used for the labs include
SERC Materials used for pre-assessment