GL 106 - Environmental Geoscience

1. Discuss the relationship between human population growth, geologic resources, and natural hazards
2. Apply scientific principles learned in this course to assess the risk of geologic and environmental hazards facing the human population (GELO 7)
3. Discuss various mitigation methods for geologic and environmental hazards and predict outcomes
4. Describe the theory of plate tectonics and use scientific data to identify phenomenon and geographic features associated with the three types of plate boundaries (GELO 3)
5. Analyze data from maps to identify the processes that shape the Earth’s surface, including the impact of weathering, erosion, and mass wasting.
6. Explain the nature, occurrence, and vulnerability of Earth resources, including water, mineral resources, and fossil fuels
7. Identify the major climate controls and investigate the impact and mitigation of climate change 

A. General geologic principles

B. Rocks and minerals

C. Human population growth and its impact on the planet

D. Introduction to topographic maps

II. Theory of Plate Tectonics: earthquakes and volcanoes

A. Case study: (example) 2011 Tōhoku earthquake and tsunami

B. History of the Theory of Plate Tectonics: the Theories of Continental Drift and Seafloor Spreading

C. Plate Tectonics: The theory and supporting data

D. Earthquakes

1. Mechanisms and seismic waves

2. Hazards

3. Forecasting and Mitigation

E. Volcanoes

1. Types

2. Hazards

3. Prediction and Mitigation

III. The hydrologic cycle: Water as a resource and a hazard

A. Case study: (example) 2005 Hurricane Katrina

B. The hydrologic cycle: surface and groundwater resources

C. Surface water and groundwater problems

1. Hazards: flooding, sinkholes, and subsidence

2. Contamination

3. Groundwater Mining

4. Solving water problems

IV. All about dirt: Soil: Resources and problems & Mass Movement

A. Soil

1. Case Study: (example) The Great Dust Bowl

2. Weathering: forming soil

3. Soils problems:

a. Erosion

b. Contamination

c. Preservation methods

B. Mass Movement

1. Case study: (example) 2014 Oso mudslide, Washington

2. Controls on slope stability

3. Types of mass wasting

4. Impact of mass wasting and mitigation methods

V. Climate change: Human and natural controls

A. Case study: (example) The Paleocene-Eocene Thermal Maximum

B. Major global controls

C. Snowball Earth and the Ice Ages

D. Greenhouse Planet

E. Human intervention

VI. Mineral and energy resources: Limits and impacts

A. Case study: (example) Peak Oil and Peak Gas

B. Fossil fuels:

1. Formation and abundance

C. Mineral resources:

1. Types, formation and abundance

D. Renewable energy

Class Discussion: 25-15%

Group Work: 25-15%
Mandatory Course Components:
Students should be able to conduct an online literature seach (using reputable sites like USGS.gov or NOAA.gov) of a specific real-world geologic problem and use the information to suggest possible solutions to the problem.
Equivalent Courses:
None

1. Essential judgment skills include the ability to identify, assess, and comprehend situations for the purpose of problem solving and coming to appropriate conclusions and/or course of actions.  Specifically, students must be able to:

• Apply mathematical concepts to solve problems
• Discern relevant and irrelevant information when solving problems
• Express knowledge of the appropriate level of geology in written and/or  verbal formats
• Draw conclusions based on knowledge and experimental results

2. Essential physical/neurological functions include the ability to use the senses of sight, hearing, touch, and smell. Students must meet expectations necessary to safely perform tasks required to study geology, which include the need for manual dexterity and the ability to use sight and hearing. Specifically, students must be able to:

• Manipulate samples and testing tools to identify minerals, rocks, and other earth materials
• Write in a notebook during the course of a classroom demonstration or activity
• Observe and measure physical properties of materials (color, shape, volume, size, etc.) during classroom exercises
• Observe details and patterns on various types of maps (topographic, geologic, etc.)

• Read and /or hear classroom directions that involve either experimental procedures or safety concerns

• Inform the course instructor of any allergies (chemical, latex etc.) that may lead to an allergic reaction

3. Essential communication skills include the ability to communicate effectively with fellow students, faculty, and all members of the Physical Sciences department. Specifically, students must be able to:

• Understand written and verbal direction when completing tasks and assignments associated with the science courses
• Understand written and verbal directions when following all Departmental safety rules and procedures
• Communicate any issues that involve health or safety in a classroom environment
• Use information technology skills consistent with effective communication.

4. Essential emotional coping skills include the ability to demonstrate the mental health necessary to safely engage in the practice of scientific discovery.  Specifically, students must be able to:

• Engage in multitasking without becoming overly stressed
• Practice safe classroom procedures and be mindful of the safety of others

5. Essential intellectual/conceptual skills include the ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of geology. Specifically, students must be able to:

• Select appropriate methods to solve mathematical problems
• Use a calculator to complete calculations
• Use a computer to generate graphs and reports
• Use equipment to make measurements  
• Analyze graphical data and/ or concepts
• Express an understanding of the concepts learned in geology in written form or verbally

6. Other essential behavioral attributes include the ability to engage in activities consistent with safe practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the Physical Sciences Department and as a developing professional in the field of geology consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of Physical Sciences.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of (field of study) and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the (field of study) office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.