...[pic] Course Syllabus GLG/101 Geology with Lab Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Michael Gutierrez gofiguretravel@email.phoenix.edu (University of Phoenix) gofiguretravel@q.com (Personal) 602-301-2633 (mountain) Facilitator Availability I am available from 10 a.m.-10 p.m. Mountain Time on most days, but I attempt to reserve Saturday for my family. On Sundays, I tend to be online in the late evening only. If these times are not convenient for you,...
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...[pic] Axia College Course Design Guide SCI/245 Version 5 Physical Geology Start Date: 9/24/2012 End Date: 11/25/2012 Course Materials Murck, B. W., Skinner, B. J., & Mackenzie, D. (2008). Visualizing geology. Hoboken, NJ: John Wiley & Sons. Axia College’s Writing Style Handbook, available online at https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf All electronic materials are available on your student Web site. Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright © 2009, 2008, 2007 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Facilitator...
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... | | |College of Natural Sciences | | |SCI/245 Version 6 | | |Geology | Copyright © 2011, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course gives an overview of physical geology by introducing concepts such as plate tectonics and geologic time. Students gain familiarity with the processes that shape the earth's surface and recognize the relevance of studying geology. Topics include the rock cycle, weathering, formation of geological features, and preservation of geological resources. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend...
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...are such powerful agents of natural disaster, they not only re-shape the biotic factors of a region, but they also re-shape the abiotic factors of its impacted area. Nepal is a small country located north of India and south of China. Its topography ranges from lowlands in the south, and hilly and mountainous regions in the north. The climate is just as varied and ranges from tropical to alpine (Bradford). Its size is relatively similar to Arkansas, about 56,827 square miles (Bradford). According to Bradford “the elevation in Nepal ranges from Mount Everest, the highest point on Earth, at 29,029 feet (8,848 meters) above sea level, to only 230 feet (70 m) above sea level in Kanchan Kalan”. This country has a very diverse, and mosaic landscape. Even though it is the size of Arkansas, Nepal’s population reaches around 30,986,975 people. On the 25th of April 2015,...
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...Exam series | Sect A Plate Tec(7 marks) | Sect APlate tec(8 marks) | Sect A Plate tec(10 marks) | | Sect CPlate tec essay (40 marks) | June 2010 | Study fig 1 a photo …recent earthquake. Using fig 1 only, comment on the evidence that suggest that an earthquake has recently taken place | Describe how seismic waves and earthquakes can be measured | With reference to two seismic events you have studied from contrasting areas of the world, compare the ways in which earthquakes and their impacts have been managed | | “The hazards presented by volcanic and seismic events have the greatest impact on the world’s poorest people” To what extent do you agree with this view? | Jan 2011 | Study fig 1, a map showing tectonic features in the Philippines. Comment on the degree to which the area of the Philippines might be subject to tectonic hazards | Outline the formation of hot spots and explain their relationship to plate movement | With reference to 2 volcanic events that you have studied from contrasting areas of the world, compare the nature of the volcanic hazard and its impact | | “Volcanic and seismic events are major pieces of evidence towards proving that plate tectonics theory is valid”. Discuss the extent to which you agree with this statement. | June 2011 | Study fig 1 which is an image of the sea bed of the N Atlantic Ocean … Comment on the extent to which the features shown support the theory of plate tectonics. | Describe the characteristics of, and explain the formation...
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...After looking at how these canyons have evolved over millions of years, we can easily see how these formations became to be such spectacular sights. Works Cited BH. How old is the grand canyon. Science. 2007; 318: 1039. Lee JP, Kelley SA, Pederson JL, Karlstrom KE, Ehlers TA. New thermochronometric constraints on the tertiary landscape evolution of the central and eastern grand canyon Arizona. Geological Society of America: Bulletin. 2013; 9(2): 216-228. Moores, EM, Vahl FM. The art of geology. Geological Society of America: Abstracts with Program. 1988: 31, 114. Pelletier, JD. Numerical modeling of the late cenozoic geomorphic evolution of grand canyon, arizona. Geological Society of America: Bulletin. 2010; 595-608. Thouret JC, Worner G, Gunnell Y, Singer B, Zhang X, Souriot T. Geochronologic and stratigraphic constraints on canyone incision and Miocene uplift of the central andes in peru. Earth and Planetary...
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...ES8005 – Chapter 1 A system is any portion of the universe that can be isolated for the purpose of observing & measuring changes A system must have a boundary that sets it apart from its surroundings 3 basic types of systems 1. Isolated system * Boundary prevents the system from exchanging BOTH matter & energy with its surroundings. * Both matter and energy within the system are fixed & finite because none can enter and none can leave the system. * Imaginary – impossible for any real boundary to be so perfectly insulated that energy can neither enter or escape. 2. Closed system * Boundary permits the exchange of energy, but not matter within its surroundings * Matter within the system is finite but energy is exchangeable in and out of the system 3. Open system * Boundary permits exchange of both energy and matter * Ie. Island. * Open systems are more difficult to study because they have more potential for uncontrolled variation Box model * A model is a representation of something. * A box model can show the essential features of a system. i. The process by which matter enters & leaves the system and the rates at which they do so ii. The process which matter moves among the various parts of the system internally & the rates at which this happens iii. The amount of matter (or energy) in the system at a given time and its distribution within the system * The amount of matter...
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...Study Guide: Midterm Exam Concentrate your studies in the following areas. Questions for the Midterm Exam will come principally from this material. Lutgens and Tarbuck Textbook: Minerals (Chapter 1) * Know the definition of a mineral. a solid inorganic substance of natural occurrence * Know the basic definition of a rock. the solid mineral material forming part of the surface of the earth and other similar planets, exposed on the surface or underlying the soil or oceans * Know how atoms of the same element are related. Atoms of the same element must have the same number of protons which is the atomic number. What do they have in common? They all have protons * Know definitions for the following terms: valence electrons, an electron of an atom, located in the outermost shell (valence shell) of the atom, that can be transferred to or shared with another atom. An electron in one of the outer shells of an atom that can participate in forming chemical bonds with other atoms nucleus, the central and most important part of an object, movement, or group, forming the basis for its activity and growth. atom, the basic unit of a chemical element element, ion, and chemical compound. * Know the difference between ionic and covalent bonds. Ionic compounds contain a metal cation bonded to a nonmetal anion. This means that the first element in the compound's name and formula is to the left of the zig-zag line on the periodic table above. Covalent compounds contain NO...
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...Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape Specification: GCSE Geography Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape |Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources | |The Drainage Basin: A |Students should be able to: | | | |Component of the Water Cycle | | | | | |demonstrate knowledge and understanding of|The two websites listed here give clear animations of the hydrological cycle |www.epa.gov/ogwdw/kids/flash/ flashwatercycle.html | | |the components of the drainage basin cycle|which students can watch and discuss. |www.sweetwater.org/education/ watercycle.swf | | |and their interrelationships: | | ...
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...Mesozoic = Very Cold * End of Ceonzoic = climate oscillations from very cold to very ward Importance of Studying Climate Change A.) Effect on sea level- * If current glaciers were to melt, that water would drain into oceans and cause sea levels to rise (result in flooding) Alternatively if glaciers were to become much larger, water from oceans gets transferred to ice on leand and reduces sea level B.) Large Change in Climate- * If significant global warming occurs, some areas will become much drier (others wetter) causing deserts and also possibly worse severe weather and greater disease. If glaciers advance over large areas, it will force some people to migrate C.) Glaciers’ effect on landscapes/floods- * formed great lakes, flattens landscapes in other areas, rich soil of Midwest due to deposition of glacial debris. Can cause catastrophic floods. D.) Predict Future Climate- * Understand geologic past to help predict future (Inverse uniformitarianism) * Gas by abundance * Nitrogen, Oxygen, Argon, Carbon Dioxide, Others * All objects emit e-m radiation, nature of which depends on their temperature. With > temperature, object emits > amount of radiation (> intensity) with shorter wavelength. Sun (surface temperature = 6,000°C) emits much of its energy as visible light. Earth is much cooler and emits much less radiation (lower intensity), ~ entirely as longer wavelength infrared radiation *...
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...Sierra College Standing more than 10,000 feet (3,000 m) above the surrounding terrain, Mt. Shasta is the largest volcano in northern California and symbolizes the dynamic geologic processes that have shaped a spectacular landscape. 63829_02_insidecover.qxd 11/25/08 12:53 AM Page ii ESSENTIAL QUESTIONS TO ASK Northern California.1 Introduction Ⅲ What are northern California’s physiographic provinces? Ⅲ What is the Farallon subduction zone? al Ⅲ What two types of plate boundaries exist in northern California today? th Ⅲ What are terranes, how do they originate, and why are they important in northern California? Northern California.2 The Sierra Nevada: California’s Geologic alifornia’s Ge Backbone Ⅲ What is the Sierra Nevada batholith? rra batholi Ⅲ What kinds of rocks surround the Sierra Nevada batholith? ra Ⅲ When and how was the modern Sierra Nevada uplifted? e Ⅲ What types of gold deposits occur in the Sierra Nevada? e? Ⅲ What is the Mother Lode? Northern California.3 The Klamath M Mountains t ath an Ne evada Ⅲ In what ways are the Klamath Mountains and the Sierra Nevada similar? ds ro o ath M Ⅲ What kinds of rocks comprise the ophiolites in the Klamath Mountains and what tectonic events do they signify? ineral occu th ntai Ⅲ What mineral resources occur in the Klamath Mountains? Northern California.4 The Gr Ca rnia e Great Valley fa s th i he Valle Ⅲ What factors have led to the formation of fertile...
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...Glossary Abrasion – waves erode coastline by throwing pebbles against cliff faces Adventure holidays – more active with more risk, off the beaten track, in more unusual destinations Ageing population – increasing percentage of old people (aged 65 and over) Agri-business – type of farming that is run as a big business (no longer a way of life) Aid – money, goods and expertise given by one country to another, either free or at low cost Anticyclone – area of high pressure Appropriate technology – level in terms of size and complexity that makes it suitable for local people to use Arch – rocky opening through a headland formed by wave erosion Arête – sharp-edged two-sided ridge on the top of a mountain Bar – ridge of sand or shingle across the entrance to a bay or river mouth Beach – sloping area of sand and shingle between the high and low water marks Biodiversity – level of plant and animal variety in an ecosystem Birth rate – number of live births per 1000 population per year Boulder clay/till – all materials deposited by ice, usually clay containing sharp-edged boulders of many sizes Brown earth – uniform brown-coloured soil that forms under deciduous woodland Brownfield site – area of previously built-up land that is available to be built on again Carbon credits – each one gives the buyer the right to emit 1 tonne of carbon into the atmosphere Carbon footprint – emissions of carbon dioxide left behind by burning fossil fuels Carbon trading – companies...
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...Article 4: Plate tectonic • Article 5: Solar radiation III. Theory2: THE GREENHOUSE EFFECT 7 • Article1: Carbon Dioxide • Article2: Methane • Article Ni trous Oxide • Article Ozone • Article4: Synthetic Chemicals • Article 5: Aerosols IV. Theory3: EFFECTS OF GLOBAL WARMING 13 • Article 1: Weather • Article 2: Ice Sheets and Glaciers • Article 3: Sea Level • Article 4: Agriculture • Article 5: Plants and Animals V. Theory4: The impact of global warming on humanity 22 • Article 1: Extreme storm affects health and infrastructure • Article 2: Heat wave increase death and illness • Article 3: Water and food supplies threatened • Article 4: Drinkable water become increasingly contaminated • Article 5: Large numbers of environmental refugee VI. Theory5: EFFORTS TO CONTROL GLOBAL WARMING 23 • Article 1: Carbone Capture • Article 2: Energie Sources • Article 3: koyoto • Article 4: Programs in the United States • Article 5: Montreal protocol CONCLUSION 27 Bibliography 28 Abstract: Throughout its long history, earth has warmed and cooled time, and again. Climate has changed when the plant received more or less sunlight due to stubble shifts in its orbit, as the atmosphere or surface changed or when the sun energy varied. However, in the past century, another force started to influence earth climate: humanity. How can we be...
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...in the core subjects, California began to redefine the state’s role in public education. For the first time, the knowledge and skills that students needed to acquire were explicitly stated for the most part by grade level, although science standards at the high school level were organized by discipline. The standards are rigorous. Students who master this content are on a par with those in the best educational systems in other states and nations. The content is attainable by all students, given sufficient time, except for those few who have severe disabilities. We continue to regard the standards as firm but not unyielding; they will be modified in future years to reflect new research and scholarship. Standards describe what to teach, not how to teach it. Standards-based education maintains California’s tradition of respect for local control of schools. To help students achieve at high levels, local...
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...substance that is solid and inorganic representable by a chemical formula, usually abiogenic, and has an ordered atomic structure. It is different from a rock, which can be an aggregate of minerals or non-minerals and does not have a specific chemical composition. The exact definition of a mineral is under debate, especially with respect to the requirement a valid species be abiogenic, and to a lesser extent with regard to it having an ordered atomic structure. * Know the basic definition of a rock. * In geology, rock is a naturally occurring solid aggregate of one or more minerals or mineraloids. For example, the common rock granite is a combination of the quartz, feldspar and biotite minerals. The Earth's outer solid layer, the lithosphere, is made of rock. * Know how atoms of the same element are related. What do they have in common? All atoms of the same element have the same number of protons in the nucleus and consequently have the same atomic number. All atoms of the same neutral element have the same number of electrons as well. Atoms of an element usually have the same number of neutrons as protons. Atoms of the same element that have a different number of neutrons are called isotopes. Isotopes have the same atomic number but different atomic masses. Atoms of an element share that element's chemical and physical properties, such as boiling point, melting point and stability. * Know definitions for the following terms: valence electrons, nucleus, atom,...
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