FALL 1999
This information effective for Fall 1999.
Check with instructor the first day of class for any changes.
Course Content: An introduction to physical geology with an emphasis on California's minerals, rocks, volcanoes, glaciers, mountains, faults, and earthquakes. Includes two in-class field trips and one optional off-campus field trips to study the caves, rocks and landforms of the UCSC campus and the Monterey Bay area. (General Education code IN). ES5L (lab) is optional, see below.
Discussion - 1 hr.
Instructor: Ken Cameron, EMS building, Rm. C458., ext. 9-2795, rocks@cats.ucsc.edu
Class time: TTh 12-1:45, Classroom Unit 1.
Discussion sections: (Tentative times) W 3:30-4:30, W5-6, Th 9-10, Th 10:30-11:30.
Text Book: "California Geology" by Deborah Harden.
Course Work: Quizzes in discussion sections, two mid-terms, and a final exam
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Introduction and California's Geological Provinces |
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Minerals, Caves |
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Igneous Rocks |
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California's Young Volcanoes |
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Sedimentary Rocks and Geological Time |
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California's Deserts / California Through Geologic
Time |
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The Sierra Nevada: Gold, Glaciers |
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The Sierra Nevada: Yosemite |
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Field Trip: San Andreas Fault and Pinnacles National Monument |
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** Campus Field: Upper Quarry and View of the Coast
Ranges ** |
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Earthquakes, Faults and Seismic Safety |
1 credit, 3 hours/week.
T 6-9 p.m., W 8:30-11:30, W 12-3.
Laboratory sequence illustrating topics covered in ES5, and will include examples of rocks and minerals from California and topographic and geologic maps of the state.
Week 1: Mineral identification (ID)
Week 2: Mineral and Igneous Rock ID
Week 3: Sedimentary and Metamorphic Rock ID
Week 4: Rock and Mineral Quiz
Week 5: Topographic Maps
Week 6: Structural Geology and Geologic Map Exercise I
Week 7: Structural Geology and Geologic Maps Exercise II
Week 8: Structural Geology and Geologic Maps Exercise III
Week 9: In class field trip
Week 10: Structural Geology Quiz
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Week 1 |
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Week 2 |
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Week 3 |
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Weeks 4, 5 |
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Week 6 |
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Week 7 |
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Week 8 |
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Weeks 9,10 |
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Week 11 |
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Earth Sciences 106
Reading List
GLOBE Program Teacher's Guide (1997 version; provided free from
GLOBE), dichotomous key (for purchase, ~$3), occasional supplemental
articles available from the instructor.
The primary reading for the course will be the GLOBE Teachers Guide.
Sections of the Guide are assigned for reading in preparation for
class activities (see Assignments sheet).
Students will be evaluated based on:
35% 1) Active preparation for and participation in hands-on
lab and field exercises and classroom discussions, including some
contributions of data for evaluation of analytical variability and
participation in "Activity assignments" (see Assignments sheet).
37_% 2) Three short, written assignments with a scientific
focus. At the 9/28 class meeting students will select or be assigned
GLOBE protocols (items a and b) to assess. Assignments a and b will
be due approximately one week after the specific protocol is covered
in class. Instructor will approve student- selected articles for for
Assignment c by Nov. 9, and the assignment will be due the following
week.
12_% a) 1-2 page analysis of a specific protocol and its
pitfalls and challenges. These papers will be shared with the class
for future use in K-12 classroom work. Due: see Assignments
&emdash; Written assignment.
12_% b) 1-2 page analysis of analytical error and variability
for a specific protocol. Due: see Assignments &emdash; Written
assignment.
12_% c) 1-2 page assessment of popular media coverage of a
scientific topic relevant to this course. Due: Nov. 16.
12_% 3) A team-presented lesson on some aspect of seasons, the
electromagnetic spectrum, or an instructor-approved topic relevant to
the course. The presentation should be appropriate for a selected
level of K-12 students and demonstrate a college level understanding
of the material by the presenters. Due: Final week of
class.
15% 4) A portfolio of materials for lessons on the local
environment and/or a review of selected existing resources for K-12
student field studies. These should be tailored to the level of
students and kinds of teaching most useful to you. Due: December
2.
****The primary goal of the course is for students to become familiar
with and confident using the GLOBE protocols. This confidence should
accompany increasing knowledge about the nature of scientific
measurement, environmental monitoring, and global change. The short
written assignments and the team lesson are intended to help clarify
thinking about scientific measurement and environmental science. The
portfolio is intended to provide the opportunity to connect course
material to K-12 science teaching. All assignments are flexible,
based on individual needs and interests, however, all changes must be
discussed with the instructor and approved in advance of the due
date.
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Sept. 23 |
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Sept. 28 |
Skim Teachers Guide |
1) Bring a map showing your school site |
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Sept. 30 |
GPS, Introduction and Protocols |
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Oct. 5 |
Atmosphere, Introduction and Protocols |
Bring soil sample from home or school |
GPS protocol analysis (selected individuals) |
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Oct. 7 |
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Oct. 12 |
Soils, Introduction and Protocols |
Identify possible site for school weather station |
Atmosphere protocol analysis (selected individuals) |
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Oct. 14 |
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Oct. 19 |
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Make clinometer |
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Oct. 21 |
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Oct. 26 |
Land cover/biology, Introduction and Protocols |
Make densiometer |
Soils protocol analysis (selected individuals) |
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Oct. 28 |
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Oct. 30* |
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Nov. 2 |
Seasons, Introduction and Learning Activities |
Bring leaves from two trees identified using the
dichotomous key |
Land cover protocol analysis (selected individuals) |
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Nov. 4 |
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Nov. 9 |
View Data Entry sheets for investigations
(appendices) |
Bring article for media analysis for approval |
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Nov. 11 |
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Nov. 16 |
Hydrology, Introduction and Protocols |
Inventory your school’s computing resources for
GLOBE activities |
Media analysis (everyone) |
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Nov.18 |
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Nov.20* |
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Nov. 23 |
TBA |
Identify a possible site for hydrology sample
collection |
Hydrology protocol analysis (selected individuals) |
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Nov. 25 &emdash; holiday |
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Nov. 30 |
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Team presentations |
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Dec. 2 |
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Team presentations |
Portfolio, in lieu of exam |
Instructor: Gary A Glatzmaier
Professor of Earth Sciences
Earth and Marine Sciences Building, Room A102
459-5504, glatz@es.ucsc.edu
Check http://www.igpp.lanl.gov/Geodynamo.html
for a summary of the instructor's most recent 3D computer
modeling simulations of the generation of the geomagnetic field
via convection and rotation in the Earth's fluid outer core.
Lectures: Tuesdays and Thursdays, 8:00-9:45am
Earth and Marine Sciences Building, Room D250
Course description:
This is the study of fluid flow and magnetic fields for electrically
conducting fluids flowing at non-relativistic speeds, i.e., for
problems for which the magnetohydrodynamic approximation of Maxwell's
equations is valid. After a review of the fundamental equations governing
this subject, the course focuses on convection and magnetic field
generation in rotating spherical bodies, like the interiors of planets
and stars. In particular, the geodynamo and the solar dynamo are studied.
The assigned computer modeling project will provide the students a hands-on
experience of developing a computer program for modeling a simple
magnetoconvection problem and analyzing the results.
This course is designed for graduate students but available for
qualified undergraduates with permission of instructor.
Recommended: Eart 172, Phys 5C or 6C, and Compsci 60N
Student Evaluation: computer modeling project and written report,
class participation
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