Geology of California

Geology 6, Section 1

Monday/Wednesday

1330-1445

Class location: Duncan Hall 208

Geology Department office: DH 321

Geology Department phone: 408 924-5050 Fax: 408-924-5053

                        Class website: http://geosun.sjsu.edu/   

Ø       Click: class web pages

Ø       Click: Geology 6, P. Jefferis

Required text: California Geology, Deborah Harden- 2^nd edition

Purpose: Purpose: This course is designed to help the student understand geologic features of California through lecture, slides, exams, and one field trip. This exposure should allow students to understand California through a geologic viewpoint. Understanding should help students make informed personal and political decisions concerning geologic hazards such as landslides, flooding, earthquakes, and volcanoes or environmental issues such as water management and mineral resources.

Objective: Geology 6 addresses the student learning objectives for GE Guidelines under Area B1. The objectives are:

q       To use methods of science and knowledge derived from current scientific inquiry in life or physical science to question existing explanations

q       To demonstrate ways in which science influences and is influenced by complex societies, including political and moral issues

q       to recognize methods of science, in which quantitative, analytical reasoning techniques are used

Course content and objectives assume the student has limited scientific background. At the end of the course, the student should have:

1.       an understanding of basic geologic concepts and vocabulary;

2.       the knowledge to located, geologically identify, and distinguish the geologic provinces of California ;

3.       an understanding of the geologic evolution of California through time; and

4.       a better understanding of geologic hazards in California .

5.       an understanding of the impact geology has on California ’s history, society, and culture

Evaluation:

Grades are based on cumulative percentages of all graded assignments. Letter grades are assigned to roughly correlate with the following percentages (No extra credit):

Exams cover the material presented through lectures, reading, movies and class activities. The format will be multiple choice, short answer, essay, drawing diagrams and recognizing features on maps. There are no make-up exams without contact with instructor prior to the exam hour and proof of absence (emergency room slip, police report etc.).

Class exercises are available on the website using the exercise icon and should be printed before topic is covered in class. Working in groups is suggested but understanding of the material is most important. Therefore, I strongly suggest not copying other student’s work. Sixteen years of experience indicates that those who complete the exercises without a full understanding of material tend to earn low grades on the exams.  Exercises are due at the beginning of the class period on the due date. No late papers will be accepted.

National Park oral reports and essay are due October 10^th.  The park name and group will be assigned September 11^th. Assigned partners will complete this project. The project involves presenting information that covers the assigned questions to other students in the class using visual aids such as an organized poster or power point on individual computers.  In addition, one essay is required from each group. Work together to insure the project is up to the highest standards as both students will receive the same grade for the oral report and the essay. The observing students will evaluate the presenting students using a standardized scoring sheet. Students are responsible for knowing their assigned park and partner.

Term Paper (due November 20^th)

Requirements:

·         5 pages, double spaced, typed

·         at least two illustrations, graphs or charts, cited within in text

·         at least three references, one must be other than an internet source

·         citation of  information using any standard format

·         electronic submission to turnitin.com for analysis of plagiarized portion (account number to be distributed)

Suggestions: I will be most impressed by (and likely to grade highly) a paper in which you apply

material covered in the course to some aspect of your life or surroundings, or otherwise

demonstrates independent thought or activity.

1.       Avoid re-producing information from the G106 class information or book. Feel free to use a fact or two here and there, but don't repeat paragraphs or pages of class information.

2.       Papers consisting of many long passages in quotation marks are very ineffective, and will

earn you a very low grade.

3.       Avoid "book-report" papers that simply summarize and restate the main points of reference materials, e.g., summarizing literature from an earthquake.

Formatting

Research paper should be printed on a computer printer or a typewriter using the following standard format:

            Do not use a folder or plastic cover.

            Do use a cover sheet with topic, your name, date and course.

            Double space entire manuscript, and leave a 1 inch margin on all sides of the page.

            Use a 12 point, preferably Helvetica or Times.

Number pages and staple the paper in the upper left corner.

Unstapled papers will not be accepted.

Originality:

This paper must be an original for this course, e.g., it cannot have been previously submitted in another course

Citations:

All sources (including interviews) should be fully referenced, either footnotes or a reference list keyed to internal citations (Smith, 1995, p 34). Consult a style manual for the appropriate format, procedures. You must use internal citations, footnotes for: 1) direct quotes (shown in quotation marks), 2) ideas, sentences or paragraphs from other sources, even if rewritten. Material covered in lecture can be considered common knowledge, so you do not need a citation.

When citing a Web source, try to include all of the following:

            Specific author or source (e.g. Mary Smith, USGS or NASA)

Date information was posted on the Web (look for this site was last updated on, title of text, image, etc.)

Complete URL (e.g. http//marysmith, usgs.gov)

Date accessed by you.

Suggested topics:

q       Water- detailed history of an area’s water project:

o        Los Angeles ; Colorado River ;

o        California Aqueducts;

o        Yolo Bypass or any other flood control project

o        farming and water;

o        specific examples of problems and solutions-saltwater intrusion, land subsidence;

o        water use in a specific area- water sources;

o        levees-state of, history

q       Minerals and energy sources:

o        Examples of and significance of mineral resources in California ; choose one or two and go into detail (avoid summary of all)

o        Detailed explanation of energy sources and importance

o        Offshore drilling: history and future

q       Earthquakes:

o        Legislation: history, specific examples, reasoning for legislation, results

o        Insurance: history, current status

o        Is my local municipality or county prepared for the results of a large earthquake?

o        How is my local municipality or county preparing for a large earthquake in the Bay Area?

o        The earthquake hazards expected in my neighborhood: why, what types and where?

o        Are the structures in my neighborhood expected to be earthquake resistant in case of an earthquake? Why or why not?

o        What are the expected earthquake hazards and mitigation measures planned at your workplace?

o        Structural design of recent or ongoing construction in your municipality or county

o        Structural design of major construction in downtown areas (office buildings, banks, etc)

q       Volcanoes:

o         Mammoth Area: history, ramifications of predictions, future

o         Lassen: hazards and risks; mitigation

o         Shasta: hazards and risks: mitigation

q       Environmental Issues

o         Environmental racism: pick a specific location the cause, economics of the area or group(s) of people affected, details and any solution

o         Any environmental issue in an area: problem, cause, how the geology exasperates the issue, specific solution

In addition to a hard copy an electronic copy must be sent in to turnitin.com for evaluation. This service highlights copied text from internet sources. The instructor is able to evaluate the highlighted areas. For example, sources always are highlighted.

To submit a paper to turnit.com:

Go to the home page:

www.turnitin.com

Follow the directions:

Click: create an new user profile on the homepage.

Ø       Follow the on-screen instructions. The system suggests using the wizard to enroll in your class. If you choose this, the next steps can be bypassed and you can skip to the “submitting a paper” section.

Ø       Instructions are found on the home page of turnitin.com is an icon below the Log In location.

o        Click: training materials

o        Click: student user guide for detailed instructions

Go to turnitin.com and follow instructions. You may submit a paper only one time from the registered email address.

Class name: Geology 6

Class ID: 1538570

Password: california (case sensitive)

Field trips:

Saturday, October 14^th (10%): Marin Headlands. Bus departs San Jose State University at 0800 and returns around 1530. The trip begins at an overlook along Highway 280 in San Carlos , continues to the Marin Headlands National Seashore, Marin County . Topics covered: Summary of class: landforms associated with the San Andreas Fault; accreted terranes; Bay Area general geology and environmental issues of the San Francisco Bay . No private vehicles are allowed.

If you are enrolled in another geology class and plan on attending that class’ required field trip, you may use the field trip for credit in this class. A two-page summary of the trip with at least one reference from the book must be submitted by May 9^th for credit.

Contact instructor well before departure date if there is a scheduling problem.

Policy on academic dishonesty: cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at SJSU includes but is not limited to; copying, in part or in whole, from another’s test; submitting work previously graded in another course or submitting work simultaneously presented in two courses. Plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit). The policy on academic integrity can be found at: http://www2.sjsu.edu/senate/S04-12.pdf

Using 5 words in a row or more is considered plagiarism. Any submitted papers that contain this many words copied without quotations and the proper citation will cause the author to fail the class (graduating or not graduating this semester). This will be treated as a very serious ethical matter and the student’s name will be submitted to the office of Judicial Affairs

Drop policy:  It is the policy of the University and this Department that dropping a course is permissible only for serious and compelling reasons. Unsatisfactory performance in course work is not a serious and compelling reason in itself for requesting permission to drop.

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal: http://info.sjsu.edu/static/catalog/policies.html

AMERICANS WITH DISABILITIES ACT COMPLIANCE. “If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with The Disability Resource Center (924-600, located in ADM 110) as soon as possible. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability.”

Contact me if you plan to use Disabled Student Services, or have a particular testing need.

Note: According to University policy F69-24, “Students should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to insure maximum benefit for all members of the class. Attendance per se shall not be used as a criterion for grading.” After 16 years of teaching as San Jose State University, experience indicates that those students who attend class, keep-up with the reading and have enough understanding of the material to ask questions and/or participate during class earn the best grades.

San Jose State University policy states that classroom behavior and expectations are based on personal integrity and respect. Disruption due to late arrivals, early departures, talking with another student during class time or regular interruptions of the class flow will not be tolerated. Questions, participation with discussions and constructive comments are encouraged.

http://www2.sjsu.edu/senate/s90-5.htm

No extra credit  

Grading Rubric for all Written Work

All written assignments will be graded according to the rubric described below.

Content Criteria

Grade

A, A-                 Student objectives are stated. Answers the objectives with superior examples or evidence; unusual insights, creative and original analysis, reasoning and explanation: superior mastery of content, including logical flow of ideas.

B+, B                Student objectives are stated. Good solid response that uses excellent supporting evidence or examples; excellent reasoning and explanations with a mastery of content with a logical flow of ideas.

C, C-                 Student objective is not clear. Good, solid response that meets minimum requirement of the assignment. Reasoning and explanations are adequate. Not enough depth.

D                      No student objective. Response is unclear and does not address the question; response fails to support assertions with data or examples; major flaws in reasoning; explanations are unclear; displays inadequate understanding of content.

F                      Response is missing or not submitted, or does not address the question.

Writing Criteria

Grade

A, A-                 Demonstrates superior correctness and sense of personal style. Logical flow of information is evident throughout writing. Interesting. Grammar and spelling are perfect.

B+, B                Very effective organization of paragraphs and paper: interesting, varied sentences; good grammar (usage, punctuation, spelling); does not read like a first draft or book report.

B-, C+               Reasonably effective organization of paragraphs, numerous errors in grammar or spelling, reads like a first draft or book report.

C, C-                 Structurally disorganized; paragraphs lack topic sentences or are not developed effectively; awkward sentence structure; poor grammar or spelling.

D                      Similar to above, but even more difficult to read.

Geology Department office: DH 321

Geology Department phone: 408 924-5050 Fax: 408-924-5053

                        Class website: http://geosun.sjsu.edu/   

Ø       Click: class web pages

Ø       Click: Geology 6, P. Jefferis

Required text: California Geology, Deborah Harden- 2^nd edition

Purpose: Purpose: This course is designed to help the student understand geologic features of California through lecture, slides, exams, and one field trip. This exposure should allow students to understand California through a geologic viewpoint. Understanding should help students make informed personal and political decisions concerning geologic hazards such as landslides, flooding, earthquakes, and volcanoes or environmental issues such as water management and mineral resources.

Objective: Geology 6 addresses the student learning objectives for GE Guidelines under Area B1. The objectives are:

q       To use methods of science and knowledge derived from current scientific inquiry in life or physical science to question existing explanations

q       To demonstrate ways in which science influences and is influenced by complex societies, including political and moral issues

q       to recognize methods of science, in which quantitative, analytical reasoning techniques are used

Course content and objectives assume the student has limited scientific background. At the end of the course, the student should have:

1.       an understanding of basic geologic concepts and vocabulary;

2.       the knowledge to located, geologically identify, and distinguish the geologic provinces of California ;

3.       an understanding of the geologic evolution of California through time; and

4.       a better understanding of geologic hazards in California .

5.       an understanding of the impact geology has on California ’s history, society, and culture

Evaluation:

Grades are based on cumulative percentages of all graded assignments. Letter grades are assigned to roughly correlate with the following percentages (No extra credit):

Exams cover the material presented through lectures, reading, movies and class activities. The format will be multiple choice, short answer, essay, drawing diagrams and recognizing features on maps. There are no make-up exams without contact with instructor prior to the exam hour and proof of absence (emergency room slip, police report etc.).

Class exercises are available on the website using the exercise icon and should be printed before topic is covered in class. Working in groups is suggested but understanding of the material is most important. Therefore, I strongly suggest not copying other student’s work. Sixteen years of experience indicates that those who complete the exercises without a full understanding of material tend to earn low grades on the exams.  Exercises are due at the beginning of the class period on the due date. No late papers will be accepted.

National Park oral reports and essay are due March 2^nd.  The park name and group will be assigned February 7^th. Assigned partners will complete this project. The project involves presenting information that covers the assigned questions to other students in the class using visual aids such as an organized poster or power point on individual computers.  In addition, one essay is required from each group. Work together to insure the project is up to the highest standards as both students will receive the same grade for the oral report and the essay. The observing students will evaluate the presenting students using a standardized scoring sheet. Students are responsible for knowing their assigned park and partner.

Term Paper (due April 27^th):

Requirements:

·         5 pages, double spaced, typed

·         at least two illustrations, graphs or charts, cited within in text

·         at least three references, one must be other than an internet source

·         citation of  information using any standard format

·         electronic submission to turnitin.com for analysis of plagiarized portion (account number to be distributed)

Suggestions: I will be most impressed by (and likely to grade highly) a paper in which you apply

material covered in the course to some aspect of your life or surroundings, or otherwise

demonstrates independent thought or activity.

1.       Avoid re-producing information from the G106 class information or book. Feel free to use a fact or two here and there, but don't repeat paragraphs or pages of class information.

2.       Papers consisting of many long passages in quotation marks are very ineffective, and will

earn you a very low grade.

3.       Avoid "book-report" papers that simply summarize and restate the main points of reference materials, e.g., summarizing literature from an earthquake.

Formatting

Research paper should be printed on a computer printer or a typewriter using the following standard format:

            Do not use a folder or plastic cover.

            Do use a cover sheet with topic, your name, date and course.

            Double space entire manuscript, and leave a 1 inch margin on all sides of the page.

            Use a 12 point, preferably Helvetica or Times.

Number pages and staple the paper in the upper left corner.

Unstapled papers will not be accepted.

Originality:

 This paper must be an original for this course, e.g., it cannot have been previously submitted in another course

 Citations:

 All sources (including interviews) should be fully referenced, either footnotes or a reference list keyed to internal citations (Smith, 1995, p 34). Consult a style manual for the appropriate format, procedures. You must use internal citations, footnotes for: 1) direct quotes (shown in quotation marks), 2) ideas, sentences or paragraphs from other sources, even if rewritten. Material covered in lecture can be considered common knowledge, so you do not need a citation.

When citing a Web source, try to include all of the following:

            Specific author or source (e.g. Mary Smith, USGS or NASA)

Date information was posted on the Web (look for this site was last updated on, title of text, image, etc.)

Complete URL (e.g. http//marysmith, usgs.gov)

Date accessed by you.

Suggested topics:

q       Water- detailed history of an area’s water project:

o        Los Angeles ; Colorado River ;

o        California Aqueducts;

o        Yolo Bypass or any other flood control project

o        farming and water;

o        specific examples of problems and solutions-saltwater intrusion, land subsidence;

o        water use in a specific area- water sources;

o        levees-state of, history

q       Minerals and energy sources:

o        Examples of and significance of mineral resources in California ; choose one or two and go into detail (avoid summary of all)

o        Detailed explanation of energy sources and importance

o        Offshore drilling: history and future

q       Earthquakes:

o        Legislation: history, specific examples, reasoning for legislation, results

o        Insurance: history, current status

o        Is my local municipality or county prepared for the results of a large earthquake?

o        How is my local municipality or county preparing for a large earthquake in the Bay Area?

o        The earthquake hazards expected in my neighborhood: why, what types and where?

o        Are the structures in my neighborhood expected to be earthquake resistant in case of an earthquake? Why or why not?

o        What are the expected earthquake hazards and mitigation measures planned at your workplace?

o        Structural design of recent or ongoing construction in your municipality or county

o        Structural design of major construction in downtown areas (office buildings, banks, etc)

 q       Volcanoes:

o         Mammoth Area: history, ramifications of predictions, future

o         Lassen: hazards and risks; mitigation

o         Shasta: hazards and risks: mitigation

q       Environmental Issues

o         Environmental racism: pick a specific location the cause, economics of the area or group(s) of people affected, details and any solution

o         Any environmental issue in an area: problem, cause, how the geology exasperates the issue, specific solutions

 In addition to a hard copy an electronic copy must be sent in to turnitin.com for evaluation. This service highlights copied text from internet sources. The instructor is able to evaluate the highlighted areas. For example, sources always are highlighted.

To submit a paper to turnit.com:

Go to the home page:

www.turnitin.com

Follow the directions:

Click: create an new user profile on the homepage.

Ø       Follow the on-screen instructions. The system suggests using the wizard to enroll in your class. If you choose this, the next steps can be bypassed and you can skip to the “submitting a paper” section.

Ø       Instructions are found on the home page of turnitin.com is an icon below the Log In location.

o        Click: training materials

o        Click: student user guide for detailed instructions

Go to turnitin.com and follow instructions. You may submit a paper only one time from the registered email address.

Class name: Geology 6

Class ID: 1433130

Password: floods

Field trips:

Saturday, February 18^th ( 5%): Alum Rock Park , San Jose . Meet at the Penetencia Road entrance at 8 AM. Van with 8 spaces will depart SJSU at 0730 AM. Parking is limited. Field trip ends at 1130 AM, at the park. Topics covered are: streams; sediments; weathering processes; mass movement; springs; sedimentary and volcanic rock.

Saturday, May 6^th (10%): Marin Headlands. Bus departs San Jose State University at 0800 and returns around 1530. The trip begins at an overlook along Highway 280 in San Carlos , continues to the Marin Headlands National Seashore, Marin County . Topics covered: Summary of class: landforms associated with the San Andreas Fault; accreted terranes; Bay Area general geology and environmental issues of the San Francisco Bay . No private vehicles are allowed.

If you are enrolled in another geology class and plan on attending that class’ required field trip, you may use the field trip for credit in this class. A two-page summary of the trip with at least one reference from the book must be submitted by May 9^th for credit.

 1330 Club: To insure prompt arrival to class, a question is asked at 1330 each day. Responses are written on cards picked-up before being seated.  Instructor will collect card before class begins to record the student's name. Credit is given for correct or incorrect answers.

Contact instructor well before departure date if there is a scheduling problem.

Policy on academic dishonesty: cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at SJSU includes but is not limited to; copying, in part or in whole, from another’s test; submitting work previously graded in another course or submitting work simultaneously presented in two courses. Plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit). A student who acts against the University’s policy will receive an F for the course and their name will be submitted to the Vice President for student affairs. http://www2.sjsu.edu/senate/S04-12.pdf

Drop policy:  It is the policy of the University and this Department that dropping a course is permissible only for serious and compelling reasons. Unsatisfactory performance in course work is not a serious and compelling reason in itself for requesting permission to drop.

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal: http://info.sjsu.edu/static/catalog/policies.html

Contact me if you plan to use Disabled Student Services, or have a particular testing need.

Note: According to University policy F69-24, “Students should attend all meetings of their classes, not only because they are responsible for material discussed therein, but because active participation is frequently essential to insure maximum benefit for all members of the class. Attendance per se shall not be used as a criterion for grading.” After 16 years of teaching as San Jose State University, experience indicates that those students who attend class, keep-up with the reading and have enough understanding of the material to ask questions and/or participate during class earn the best grades.

San Jose State University policy states that classroom behavior and expectations are based on personal integrity and respect. Disruption due to late arrivals, early departures, talking with another student during class time or regular interruptions of the class flow will not be tolerated. Questions, participation with discussions and constructive comments are encouraged.

http://www2.sjsu.edu/senate/s90-5.htm

Grading Rubric for all Written Work

All written assignments will be graded according to the rubric described below.

Content Criteria (50% of grade)

 Grade

A, A-                 Student objectives are stated. Answers the objectives with superior examples or evidence; unusual insights, creative and original analysis, reasoning and explanation: superior mastery of content, including logical flow of ideas.

 B+, B                Student objectives are stated. Good solid response that uses excellent supporting evidence or examples; excellent reasoning and explanations with a mastery of content with a logical flow of ideas.

 C, C-                 Student objective is not clear. Good, solid response that meets minimum requirement of the assignment. Reasoning and explanations are adequate. Not enough depth.

 D                      No student objective. Response is unclear and does not address the question; response fails to support assertions with data or examples; major flaws in reasoning; explanations are unclear; displays inadequate understanding of content.

 F                      Response is missing or not submitted, or does not address the question.

Writing Criteria (50% of grade)

Grade

A, A-                 Demonstrates superior correctness and sense of personal style. Logical flow of information is evident throughout writing. Interesting. Grammar and spelling are perfect.

B+, B                Very effective organization of paragraphs and paper: interesting, varied sentences; good grammar (usage, punctuation, spelling); does not read like a first draft or book report.

B-, C+               Reasonably effective organization of paragraphs, numerous errors in grammar or spelling, reads like a first draft or book report.

C, C-                 Structurally disorganized; paragraphs lack topic sentences or are not developed effectively; awkward sentence structure; poor grammar or spelling.

D                      Similar to above, but even more difficult to read.

This page was last modified by P. Jefferis on 08/25/06 . She is a lecturer in the Department of Geology at San Jose State University