Schedule of discussion topics is tentative. Each topic will be discussed in the order listed, although I reserve the right to change that order. Hence, attendance in class is mandatory. Depending on class participation, certain topics may require more or less time to discuss adequately, which may alter the proposed schedule. We may also modify the schedule later in the session by deleting and combining some of the topics, or adding to them.

2 midterm examinations.....................................................25%
1 final examination.............................................................15%
Group Presentations..........................................................20%
Laboratory Grade.............................................................20%
Assignments and Journal....................................................20%
Total...............................................................................100%

Extra Credit is available for extra work (CLICK HERE)

Enrollment in a laboratory section of GEOL 101 is mandatory for receiving credit for the course.

Examinations will consist of a battery of thought-provoking multiple choice questions and will be computer-graded. You must provide your own NCS scantron (blue, about 8.5 " by 11") form. Those forms are available in the Coyote Bookstore. Midterm exams will include 50-70 multiple choice questions. Each midterm exam is a self-contained entity and will include only material discussed in lecture an covered in the text or in assigned studies since the previous exam. Lecture exams will NOT include laboratory studies or materials, unless we have studied them in the "lecture" portion of the course. The final examination will consist of 100-120 multiple choice questions, about 50% of which will be comprehensive.

Required Text: Understanding Earth: Second Edition. 1997. Frank Press and Raymond Siever. WH Freeman and Company, NY.

There are two scheduled group presentations. Students, in groups of three to four, will develop a display on pertinent geologic topics for display and evaluation. Those presentations should be stand-alone and self-explanatory. Remember, these are displays, and should market your ideas, as each display will be evaluated by class members. The average score for each group will be compiled, together with an intragroup evaluation, for grade determination. Click here for evaluation criteria.

Class Journal and Assignment Binder:

• In an 8.5 x 11 notebook, write at least a one to two page essay answering a question of your own design about the material discussed in class that day or from supporting readings in the text. Your journal must include at least 20 entries (one/class meeting). Use the resources of class discussions, lectures, labs, readings, internet, or library to answer your questions. You will find that this participation will help you to understand the class material better because you are making it personal rather than relying on the text or me. Consistent effort on the journal will also help you realize what you do and do not know, help you study for exams in an organized way, and help alleviate the effects of last minute "cram".
• Please include your assignments in the binder. All journals are due the last day we meet (Thursday, March 18^th).
• Try to ask "How..." or "Why..." or "Do..." questions that relate, compare, and contrast--avoid questions of regurgitative definition (e.g. "what"). Examples of some questions that are acceptable include: "Does plate tectonics exist on other planets?" "How is sea level affected by plate tectonics?" "Why are many volcanic eruptions preceded by earthquakes?" "How does a geologist use the principle of uniformitarianism?" "Why did the dinosaurs become extinct?" "How do we calibrate the Geological Time Scale?" "How do glaciers modify mountain ranges?" The analysis for each question should be a minimum of two pages in length. Analyses may be neatly handwritten or printed, and should include handdrawn charts, graphs, or drawings as appropriate.
• I would also suggest using the following questions as you review your materials to prepare your journal entries:

1. What was I supposed to learn today?
2. What were the troublesome words and concepts?
3. Was the material well supported?
4. Determine how this information can be applied to either my life or to others.

Principles applied to this course:

1) Parrots can repeat phrases. Become conversant with the scientific "lingo" and be able to relate concepts to one another. Understand, analyze, and relate what you learn. Think like a geologist: question what you see, hear, and observe. True understanding can only be gained through analytical thinking. You will be tested on your understanding of the topics, not your ability to regurgitate facts and theories. You are not a parrot.

2) Textbooks and other reference resources provide views and perspectives of their authors and give a "second opinion" to what you hear in class. Use information from the lectures, text and internet to synthesize a personal concept of discussion materials.

3) This is an introductory course, and as such, I expect only the general education background of a high school graduate, and a willingness to learn. You enrolled in the University, it is not mandated by society.

3) Learning requires effort, and effort will be rewarded. About half of your grade is determined by homework, labwork, and projects. Extra effort in the form of extra credit assignments (as announced) will be rewarded.

4) I am a constructionist, and allow you to build your own grade from scratch. In this course, you do not loose points, you can only gain them. You are not entitled to a good grade, unless you earn it. It requires satisfactory completion of projects and performance on examinations.

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