GY150 ENVIRONMENTAL GEOLOGY
A Systems Approach to Unify Mind-Body-Spirit in Science
Tentative Syllabus - Block 1
Jeff Noblett - x6516
WEEK ONE: SYSTEMS THINKING
Read
M Sept 6 Introductions, The Earth System in Space and Time Ch. 1
Tu Sept 7 Subsystems: Lithosphere, Hydrosphere Ch. 2, 3
PM: Group Work on Systems Poster
W Sept 8 Subsystems: Atmosphere; the El Nino Link Ch. 16. 17
PM: Group Work on Systems Poster (0pening sections)
Th Sept 9 Poster Presentations
PM: Individual Work on System Analysis
F Sept 10 FIELD TRIP (8:00 AM)
Overview of environmental issues in Colorado Springs,
Life Zones ...
PAPER: System Analysis of a ‘Simple’ Environment
(Due Monday 9:00 AM)
(Letter-grade penalty for late papers)
WEEK TWO: ENVIRONMENTAL PHILOSOPHY;
NATURAL HAZARDS WITH SOCIAL CONSEQUENCES
M Sept 13 Philosophies of Science Articles in
Feminist Critiques of Science Reading
PM: Meditation Techniques Packet
(Boettcher Basement)
Tu Sept 14 Deep Ecology and Ecofeminism Readings
Non-violence in Environmental Movements cont’d
PM: Aikido and Reiki - Energy Techniques
(Boettcher Basement)
W Sept 15 Water: Surface and Ground; Floods Ch. 6
PM: Stream Lab
Th Sept 16 Volcanoes: Occurrence, Prediction and Human Impact Ch. 5
PM: Silicate Minerals and Rocks
F Sept 17 Earthquakes: Occurrence, Prediction and Human Impact Ch. 4
PAPER: Natural Hazard
(Due Monday 9:00 AM)
(Letter-grade penalty for late papers)
WEEK THREE: GLOBAL CONNECTIONS
M Sept 20 & FIELD TRIP (9:00)
Tu Sept 21 Garden of the Gods Faulting
(Report due Wed. 9:00 AM)
W Sept 22 Weathering and Soil Formation Ch. 11
Characterizing Soils
PM: FIELD TRIP: Bear Creek Soils
Th Sept 23 International Perspectives: Ch. 15
1) Pollution and Recovery in Japan (Noblett)
2) Large Group Presentations - TBA
(e.g. Three Gorges Dam, China; African drought/soils)
F Sept 24 Anthropomorphic Impacts:
Class Presentations (4?) of Global Impacts
(e.g. Global Warming/ C-cycle, Acid Rain, Ozone ...)
(Journals Due 9:00 AM)
FINAL WEEK
M Sept 27 Mineral and Energy Resources, Footprints Ch. 12, 13, 14;
Packet Reading
Tu Sept 28 Gaia as Paradigm Packet Reading
Project Overview
W Sept 29 FINAL PROJECT: DUE BY NOON
COURSE OVERVIEW
In this class, I will be asking you to bring not only your minds but also your bodies and spirits to the examination of environmental geology. I have long disliked the Cartesian dichotomy-separating mind from body; nature from civilization ... Thus, I have tried to construct a class, which will engage all these aspects (and more?) of your being in considering our environment.
This approach also implies that we must ask why we ask the questions we do about the Earth and examine what we consider satisfactory answers. Thus, we will begin by examining several philosophies of science, starting with systems analysis and then feminist critiques of science, deep ecology and eco-feminism as ideas which are postulating alternative paradigms to the 'norm' (in the West's dominant culture).
We will then turn to the two key aspects of modern environmental geology. First is the focus on natural processes - earthquakes, volcanoes, floods, soil development and so on. What are they and how do they help us to understand the place of humans in the natural world. Second, are the anthropomorphic impacts, particularly Twentieth Century, of our interaction with our world (e.g. deforestation, greenhouse, ozone, acid rain, soil destruction, pollution and so on).
The theme running through this examination is the role of non-violence in the human-nature dialectic. How does a better understanding of who we are and how we move, lead to a better understanding of non-violent (not non-conflictual) relationship to our surroundings?
To this end, I have prepared several projects which I hope will provide you insight into who you are, open alternative pathways of action and allow you to develop a framework for addressing your place in the natural world. From that, the issues of environmental geology are yours!
COURSE ASSIGNMENTS AND GRADING
% of grade
1. Participation
20%
First and foremost I expect your full participation in all lectures, labs, practices, etc. I do not want excuses for inability to participate in these activities - I want your presence (and I know we all have other 'lives', but for your ~ $2500 you better watch priorities, eh?). This includes class presentations.
2. Journal 10%
I am asking you to keep a roughly daily written (drawn?) record of reactions, thoughts, feelings to class discussions and exercises, particularly any questions I pose. The journal can take many forms, but must be legible and include some sort of concluding section. (DUE: Friday, Sept. 24, 9:00 am).
3. 2 Short Papers (20% each) 40%
Write two short (maximum 3-pages, 8-1/2 x 11, double-spaced, 250 words per page ...) papers. First will be an analysis of a simple system you select from the environment. Be sure to define its boundaries, material and energy input, throughput and output, connections to other systems ... reflecting our discussions in the first week. (DUE: Monday Sept. 13, 9:00 am, letter-grade penalty for lateness, 1/2-letter grade penalty for typos, grammatical errors, punctuation, logistics ... ). Organization, lucidity, good referencing are all critical. USE THE WRITING CENTER. The second paper (same conditions) will summarize a natural hazard (not human-induced) and its impact on people (DUE: Monday Sept. 20, 9:00 am).
4. Final Project 30%
Your final project can take one of several forms. It must address an issue in environmental geology and clearly delineate your position alongside accurate scientific information. These projects may be worked on in pairs (such projects must reflect the pairing by doing more than a single student would).
You may choose to do a library paper on a topic we touched on or one we didn't which I approve as appropriate. Such a paper must be specific to a location. Do not do rain forest destruction, but destruction of the Amazon is acceptable; do not do impact of dams, but the impact of the Glen Canyon dam on the Colorado River is great. You might choose to examine a local problem in the field and collect your own data (pollution, soil ...). Rather than an in-class exam, I am asking you to pick a topic of interest to yourself, within the constraints of my class, and go as far with it as you can (DUE: Wednesday Sept. 29, by noon - penalty for being late ...). Length of project is not nearly as important as quality!
GRADING
|
Participation |
20 |
|
Journal |
10 |
|
Paper - Position |
20 |
|
Paper - Natural Hazard |
20 |
|
Final Project |
30 |
|
|
100 |