Oregon Field Geology SCI 675 (West) and 676 (East) and 575 (Central)
- To instruct inservice and preservice teachers about the interpretation of readily observable geologic features of Oregon.
- To develop topographic and geologic map interpretation skills and learn of techniques useful to the construction of such maps.
- To increase awareness of scales in time and space of geologic change and its consequences for human activity.
- To improve skills for perceiving physical patterns in regional geologic phenomena in order to attempt to correlate geologic events from one location with another.
- To learn the significance of fossil bearing strata in the John Day River valley.
- To acquire knowledge of problem-defining and problem-solving processes used in field geology adaptable to science teaching.
- To learn current thinking about the geologic history of Oregon.
- To practice fundamental geological reasoning and visualization skills associated with mapping.
- To learn the geology of Oregon especially as it has developed near a series of subduction zones.
1. The "Daily Column" – To help build an overview of the Geologic History of Oregon, students will work with a partner to create a stratigraphic column showing the relationships between the rocks encountered each day.
2. From the data collected as the "Daily Column," the class working together will construct a cross section of rock types, landforms, and structures experienced as they crossed the state. Each pair of students selectes one segment of the transect to complete.
3. "Wild Rock Collection". Students are to collect three rocks bearing some relationship to each other during the course of their trip. Students will present their rocks to the group at the Friday lunchtime stop explaining:
a. Properties of the rock4. The Final Exam – A written paper due Monday August 23.
b. Origin of the rock
c. How the 3 rocks are related (variety at a location, types of volcanic processes, fossil bearing strata, temporal sequence, or whatever other relationship ties the collection of 3 samples together into a geological interpretation). The rock collection is graded based on the accuracy of the rock descriptions and the level of understanding displayed during the description of the relationships.
Describe at least two sites or localities visited on our trip. Offer geologic interpretations for how they are related in time or place.
The purpose of the final exam is to give you the opportunity to reason through a geologic question from observation to interpretation. As we travel across the state, you will want to keep this assignment in mind so that you can get information from the outcrops studied. The written paper will consist of five parts:a. Define the locations. This should include where they are and a geologic description of what you saw there.
b. Frame the problem. What have you observed that makes you think there is some connection between the two sites?
c. Interpretation. Offer a hypothesis that addresses the problem.
d. Alternative Interpretation. Multiple working hypotheses are an important tool of the geologist. Provide a plausible alternative explanation.
e. Apply Geologic Knowledge. Relate to the regional geologic story and explain the geologic story using accurate terminology.
5. Daily work. Each day will include a variety of activities and geologic stops. Students are expected to keep a notebook, complete activities, puzzle out problems, and contribute to discussions daily.
References and Notes:
McClaughry, Jason et al., 2009. Field trip guide to the Oligocene Crooked River Caldera: Central Oregon's Supervolcano, Crook, Deschutes, and Jefferson Counties Oregon. 69 (1), 25-44.
Manchester, Steven. 1995. Yes, we had bananas. Oregon Geology. 57 (2), 41-43.
Clague, J., Yorath, C., Franklin, R., and Turner, B. 2006. At Risk: Earthquakes and Tsunamis on the West Coast, Tricouni Press, Vancouver, B. C., 200 pp (for WEST section)