Course Syllabus
Course: GEOG 1000
Division: Natural Science and MathDepartment: Geology
Title: Physical Geography
Semester Approved: Spring 2021
Five-Year Review Semester: Fall 2025
End Semester: Fall 2026
Catalog Description: This course is an introduction to geographic analysis of the processes that operate in the earth s atmosphere (such as weather, winds, ocean currents, climate, and vegetation) and on the earth s surface (such as rivers, glaciers, wind, waves). This course is designed for non-majors and majors. A field trip may be required.
General Education Requirements: Physical Science (PS)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Justification: This course is a general education (Physical Science) class at Snow College. It is similar to other GEOG 1000 at USHE. This course also fulfills the Physical Geography requirements for Geography majors and other related fields such as Natural Resource majors.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. After completing this course, the student will demonstrate a fundamental knowledge of how the natural world works. This knowledge will include seasons, how the atmosphere works, air pollution, weather, climate, plate tectonics, how landscapes form, how mountains form. Students will also demonstrate an understanding of how human interactions both affect and are affected by the natural world. Students will demonstrate this knowledge on exams, homework, or a final exam or final project.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Students will read textbooks and additional readings then answer questions based on these readings. Students will be expected to access and think critically about journal articles and websites throughout the semester. Students will research geographical information on a region of their choice. Students will demonstrate this knowledge on homework and exams or a final project.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students will learn about issues affecting humans such as climate change, soil degradation, air pollution, natural hazards such as flooding, hurricanes, volcanic eruptions, earthquakes. In addition to understanding the science of the issues, students will learn about the history, politics, sociology, economics that affect outcomes and solutions. Students will demonstrate this knowledge on homework and exams or a final project.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. The main focus of this class is scientific reasoning. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. Students are taught the methods of science in general and specifically related to course topics. Readings, class exercises, and lectures on topics such as air pollution and climate change visit this issue. Students are expected to apply critical thinking and scientific reasoning on exams as opposed to a simple recall of facts. Students will evaluate internet sources for bias and scientific merit. Critical thinking exercises are included in sections on climate change and other current issues. A student's ability to apply scientific reasoning will be evaluated using homework, class discussions, exams, and essays.
General Education Knowledge Area Outcomes:
1: The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how physical geographers think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays. The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science. and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, consensus, etc. The course will also compare how physical geographers think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays.
2: Demonstrate understanding of forces in the physical world. Students will understand the sources of energy that drive the earth's processes – sun, gravity, internal energy. They will learn the forces that control air movement and storms in the atmosphere. They will understand the forces that move lithospheric plates and the results of the processes. They will understand the forces controlling the erosion of landforms. Students will demonstrate their understanding of these forces on quizzes, exams, final exams, or projects.
3: Discuss the flow of matter and energy through systems (in large and small scales). Students will learn how the sun's energy drives atmospheric processes, how heat energy is redistributed in the earth's atmosphere and oceans (including latent heat transfer), the Rock Cycle, the Hydrologic Cycle, the Carbon Cycle. Students will discuss the flow of matter and energy on quizzes, exams, or essays.
4: Develop evidence-based arguments regarding the effect of human activity on the Earth. Students will be asked to explain the human contribution to many processes/issues such as ozone depletion, climate change, air quality, flooding, landslides. A student's ability to develop evidence-based arguments regarding the effect of human activity will be evaluated using homework, quizzes, exams, or essays.
5: Describe how the Physical Sciences have shaped and been shaped by historical, ethical, and social contexts. This will be accomplished through the study of controversies in the history of the science of geography/meteorology/geology such as the fight over ozone depletion and the historical development of plate tectonic theory. A student's ability to describe how the Physical Geography has shaped or has been shaped by historical, ethical, and social contexts will be evaluated using homework, essays, and exams.
Content:
The geography of weather, weather-related hazards, climate, soils, landforms, and hazards related to tectonics and gradational processes invite students to connect the science of geography to their lives and the lives of others. They will connect the culture, history, and economics of a place to the natural factors that affect life throughout the world. Landscapes and climate will be explored as a means of identity. Works of marginalized scientists will be examined and discussed. Below is a list of topics covered in the course through reading assignments, handouts, lectures and homework, peer-to-peer instruction, and discussion. Any topic not so covered remains the responsibility of the student to explore.
Physical Geography: An Overview
Earth/Sun Relationships, Seasons, Time Zones, Etc.
The Composition and Physics of the Atmosphere
Atmospheric Heat Budget
Atmospheric Moisture, Humidity, Clouds, Fog, Dew
General Atmospheric Circulation
Air Masses and Fronts
Storms and Precipitation
Climates
Soil
Biomes
The earth's Crust, Rocks and the Rock Cycle
Plate Tectonics
Crustal Deformation and Related Landforms
Igneous Activity and Related Landforms
Weathering and Mass Wasting
Fluvial Processes and Landforms
Glacial Processes and Landforms
Arid Landscapes and Wind
Coastal landforms and Waves, Tides
Environmental Topics such as air pollution, soil erosion, flood control
Key Performance Indicators:
Student learning outcomes will be evaluated using the following methods:
Quizzes 0 to 20%
Homework 15 to 25%
Section Exams (3 to 5) 40 to 50%
Comprehensive Final Exam 0 to 30%
Final Project 0 to 30%
Field trip (virtual or live) 5 to 10%
Representative Text and/or Supplies:
"McKnight's Physical Geography - A Landscape Appreciation" Hess and Tasa current edition.
Pedagogy Statement:
Instructors will use lecture, demonstrations, and discussions, and group-work to engage and encourage learning. Instructors will work to become aware of the negative or oppressive experiences of marginalized students. They will demonstrate caring through attitude, expectations, and behavior. They will learn students' names, and learn about their backgrounds and social identities, and include their unique perspectives. Instructors will provide constructive feedback. They will foster opportunities for group work and peer-to-peer interaction.
Instructional Mediums:
Lecture
IVC
Online
Hybrid
Maximum Class Size: 30
Optimum Class Size: 24