FYS 134 - Geology in the Field - 2008Geology in the Field is an introductory course
for students with little or no knowledge of geology. It is based on
the
principle that one can learn more about the earth by looking at it and
talking about it than by listening to lectures about it. Most class meetings
will be outdoors
at geologically interesting locations in the Connecticut River Region
("Pioneer Valley") of Massachusetts.
While
in the field we will look closely at landforms, outcrops, rocks, minerals,
sand, and mud for clues to their origin and history. We will describe
and interpret these features for ourselves (in field notes), for one
another (in class discussions), and for the world (in field reports).
The main
goal of the class is to learn about geology, but a close second goal
is to develop skills of argument based on field data that we have gathered.
How do geologists know what happened on earth millions of years ago?
What is their evidence? Can we believe them?
Each week we will travel to one or more places in the field where geology can be studied. Activities will include looking closely at the rocks exposed, documenting our observations in writing and in sketches and photos, sampling the rocks physically, checking the location with a global positioning system (GPS) receiver, marking the location and geologic contacts on topographic maps, and presenting observations and interpretations to others in the class. Some of this will be done in assigned groups of two to four that will change weekly. There will be no formal lectures. I will choose localities that I think are particularly interesting or helpful. While there, I will point out geologic features that I think are important. I will ask lots of questions. I will answer many of your questions with questions. My goal is to get you to evaluate the data, to make your own interpretations of it, and to decide how certain the data and interpretations may be. We will also meet for one hour in the lab on most Monday evenings. During this time we will do some things that cannot be done in the field. These will include computer work (learning to incorporate images into your text), library work (learning to use GeoRef and other resources), rock work (cutting rock samples for thin sections; looking at thin sections with petrographic microscopes), movies (there are no active volcanoes nearby), occasional oral presentations of your field reports (good practice), and writing improvement activities (this is a WI course). Field Reports This is a writing intensive course and there will be regular writing assignments. There is a tentative list of assignments, but it is subject to change. These will consist mostly of "field reports" describing and interpreting what you saw in the field. A specific assignment will be given during each class session. Field reports should be clearly written, concise, and convey to the reader an accurate description of what can be observed in the field. Field reports should include interpretations that are based on the data gathered and both the connection and the distinction between observation and interpretation should be clear. In scientific writing, clarity is much more important than poetry. Field reports should include labeled sketches or photographs of the rocks as appropriate. Normally, a field report will be one to two pages of text in length, however there are no length requirements or restrictions. When possible, a digital camera will be available in the field to photograph outcrops, etc., and the photos will be posted on the Internet the next day. Submit your field report electronically using Moodle. The final product should be a Microsoft Word document. Please name the file Your_Name_3.doc, where the number is the field report. Comments will be written on the report electronically and the report will be returned to you by email. If one of the computer gods does not smile on you, or if you prefer to work with hard copies, you may place a printed copy of your field report under my office door (SR-122). Field reports will normally be due at 11:59 pm on the Monday following the field work, but watch the assignment schedule. On some occasions, your assignment may be to read and comment on the field reports of others in the class to help you take a more objective look at field report writing and to provide you with additional feedback on your work. Final Paper There are no exams in this class. However, a final paper is required on the geologic history of the Connecticut Valley area. This paper should be a synthesis of your observations and should be based on the evidence you gather. You will be able to use text and photos from your weekly field reports, but they need to be reworded as appropriate to make a coherent paper -- you can't simply paste them together. A typical final paper will be about ten pages of text in length, but there are no length requirements or restrictions. Make it the length you need to write a clear and complete geologic history. You many use (citing the author as appropriate) the work and ideas of others, but the final paper should be rich with evidence observations and photos that you gathered in the field. I will ask you to submit a draft of the final paper for discussion and comment. Grades Up to 20 points will be awarded for each field report as follows:
Late field reports
will be graded, but 4 points will be deducted for each day
late. The final grade will be
based on the accumulated field report points (60%), class participation
-- this is a seminar (10%), and the final paper (30%). An excellent textbook (Understanding Earth) by Frank Press and Ray Siever) is available at the bookstore (~$100 used, like most science texts). I will suggest weekly readings from Understanding Earth on the Moodle page after our day in the field. There are also good supplementary materials on the Understanding Earth web page. However, there are other good introductory texts on geology in the Smith Science Library and in geology classrooms. You can find comparable readings in those books. You should read as much as you can to help you understand what you are seeing. Others have studied the geology of Massachusetts. Find some of these reports and read them critically. For your final paper, you should put your work into a regional context based on published articles and books. GeoRef, a search engine for geology, is available on the Internet from any Smith Computer (or elsewhere using your Groupwise login. There are also many good Internet resources, some of which are identified on the Moodle and Field www pages. Comfort in the Field Because our classroom is outdoors and because
Smith is located in New England, please come to class prepared
to spend
the class
periods outside
in whatever weather nature provides. We will work happily on warm sunny
days in colorful fall foliage. We will also work (less happily)
in the
rain and cold that inevitably come with the approach of winter. Each
person's physical comfort is their own responsibility. Raincoats
or rain suits,
umbrellas, good footgear, many warm layers of clothing, hats, gloves,
electric socks....bring whatever you need to be comfortable.
This is really
important because uncomfortable students are not good observers and
learners. You won't get your money's worth from this course if
you do not
dress
in a way that will keep you warm and dry. You may be wise to invest
in expanding your outdoor wardrobe. Think of the cost as a lab
fee. There will be a required weekend field trip to Cape Cod on November 01-02. We will leave early Saturday morning and return by dinner on Sunday. I'll do my best to arrange good weather, but bring all your layers anyway. I intend for this course to be a good learning experience and a lot
of fun. Please help me to make it that way. Give me lots of feedback.
There
is plenty of room to modify the course plan. I can be found in SR-122
(x3953) at many hours of the day or night. Please do not hesitate to
find,
call, or e-mail me with your questions. My official office hours are
Tu 3-5, F 9-11, but I am often in my office and will be glad to
talk with you anytime. |