GY 130 INTRODUCTORY GEOLOGY

Overview

I.	Three Philosophical Considerations

A.

Head and Heart Traditional science classes tend to be information-filled in a manner that perpetuates the myths of scientific objectivity and neutrality. Nonetheless, science is a social phenomenon with roots deeply imbedded in Western culture. We will begin the class by examining the perspectives present in traditional science. Feminist critiques of science are particularly helpful in discovering alternative perspectives. Their suggestion that empathy with the earth rather than scientific separation of the observer from nature should provide deeper understanding of earth processes is an attitude I wish to explore further. This class is about science, about using your head to ask questions and seek solutions; but it is also about connecting to the earth with heart.

B.

Connection Geology classes in decade past could teach rocks and minerals, geomorphic processes, deformation and plate tectonics without ever pondering the liberal arts questions about the place of Homo Sapiens in natural cycles. Other classes in geology departments might mention our dependence on mineral and energy resources, typically without clarifying political-social-economic issues (e.g., role of the First World in creating Third World environmental disasters). I believe that an introductory geology course, especially in a liberal arts setting, should attempt to answer questions about the place of humans in earth systems. Thus, we will address anthropomorphic perspectives, impact on biochemical cycles, issues in volcano, earthquake, and flood “management” and so on. For example, other classes might start with atomic chemistry, bonding, physical properties of minerals and ultimately reach volcanism. I intend to start with the observed occurrences and work questions back to understand connections amongst silicate chemistry, human habitation and volcano prediction. Each of the final block projects has space for you as students to combine descriptions of standard geology with connections to human roles.

C.

Time and Earth Systems Science The single idea which geology has produced which has had the greatest impact on our understanding may well be that of “deep time.” Thus, the first week of the course will consider the legend of James Hutton’s discovery of time and Stephen Gould’s debunking of the myth. Field trips through one of the most complete records of earth history in any city in the world will allow you to begin thinking about this concept. The course syllabus reflects the importance of time. The syllabus is constructed around time scales as suggested by a NASA report on Earth Systems Science. We will consider events that occur on a short scale of minutes-to-years, then decades-to-centuries, then hundred-thousand-to-million years, then million-to-billion years. Yet these distinctions are arbitrary as daily events (e.g., volcanic gassing) interact with plate tectonics and evolution on the billion-year scale and with climate change on the decade scale and so on. This scheme has no linear progression and no hierarchy. It moves beyond spatial classifications to establish systems connections in time. A circle has no point more important than another. We could start anywhere; I happen to like volcanoes and earthquakes! Throughout the class, keep trying to weave the strands amongst these time cycles. The paradigm of Gaia suggests that the emergent property of these cycles is much more than the ‘sum of the parts’ (Grandfather clock-style) would suggest. I hope this approach will allow us to understand humans as part of the natural world without becoming anthropocentric.

II.	A.	The Text There is no text that follows this course as I have created it. We will use a standard text to fill in information as we need it. Lecture/discussion material in class will be your best chance to make the connections I expect.
	B.	Lectures In most cases, I have added material to make the course work. Thus, I could lecture for hours on most of this. Adding heart does not imply losing one’s head. You will be exposed to the information found in other introductory geology classes and in addition need to consider what it is we really want to know. Some topics I will lecture in standard form to present material as linearly and coherently as I can. In other cases, it may prove more useful to ask groups of students to ponder a particular set of questions and present their ideas to the class for discussion, with minimal input from me. I am still struggling with how to work this best and would appreciate feedback and ideas as the class develops. Keep a focus on the key concepts we want to remember a decade from now!
	C.	Tests Because of the flexible nature of the class, there will be no written, timed exams (though there is a timed laboratory identification test). Instead, I am requesting two short papers and a home-turf project in the first block and two geologic maps and a final paper/project in the second block (along with daily labs, field quizzes, etc.). The quality of your participation both in class and one-on-one with me will be very important in final grade considerations.

III.	Grading
	Assignment		Date Due	Value
	Hazard paper		9 a.m., April 12	15
	Environmental paper		9 a.m., April 19	15
	Home turf poster		9 a.m., April 21	15
	Loveland map		6 a.m., May 3	5
	Lab exam		April 30	10
	Major map		3 p.m., May 17	10
	Final project		Noon, May 19	20
	Participation		Daily	10
	Laboratory exercises, field quizzes, problem set are marked √, +, - and used only on borderline grades. Late projects will lose a letter grade, in keeping with my belief that you all have sufficient notice to schedule your time well. If you need more time, start earlier!
	A.	Short papers are limited to three pages, should be complete and concise, should avoid editorial errors (spelling, grammar…). The hazard paper should describe one earthquake or volcanic event – including geologic setting (plate tectonics, rock types …), the occurrence itself, measurements made and their meaning, impact on life and humans, and so on. Different people will emphasize different aspects, but I expect you to do sufficient outside reading and questioning to write a good summary. The environmental paper should focus on an issue in which human intervention in a natural process has impacted the process (floods, mining, soils, pollution, ozone, acid rain…).
	B.	The Home-Turf Poster asks you to investigate the geology and environment of your home-region and prepare a poster-board presentation for display. Good posters usually have a one-to-two page written summary keyed to numerous graphs, pictures, or tables supporting any claims. You will each get one minute to orally summarize your learning, then we will all walk around and examine, question, etc. these posters. Do not plan on leaving the classroom before noon!
	C.	The Final Paper/Project is your culminating (for now) demonstration of understanding. Consider carefully projects that involve your going out and making measurements, talking with people, and otherwise getting involved. Standard library papers may be appropriate for some topics. You must have your topic approved by me before the end of the first week of the second block. Plan this carefully if you wish to do well.
IV.	Equipment
	A.	Text by Laing – takes Earth Systems approach and has nifty ‘food for thought’ essays.
	B.	Lab manual by Hamblin and Howard – well organized and presented tables, pictures, and maps. You need this for most labs and may want to bring it along in the field.
	C.	10x hand lens – crucial for distinguishing minerals in rocks.
	D.	Field notebook – this class has a large field component to illustrate lecture principles. Those of you who make good sketches, take good notes and reorganize your notes after each trip will benefit greatly.
	E.	Hammer – useful for removing weathered surfaces to see the actual rock, for a rudder if you slip on a hill, for late-afternoon patriarchal destruction; recommended, not required – we have a dozen or so departmental hammers you can sign out.
	F.	Field Trips – are the crux of this course. We will spend nine full single days in the field (returning about 5 p.m.) and one five-day camping trip out. Note the departure times carefully and arrive early for the bus. For day trips, be sure your lunch has been handled; bring rain gear, water bottles (fill them!), notebook and so on.