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Course Outline COURSE OUTLINE OXNARD COLLEGE I. Course Identification and Justification: A. Proposed course id: GEOG R101 Banner title: Elements of Physical Geography Full title: Elements of Physical Geography Previous course id: GEOG R101 Banner title: Elements of Physical Geography Full title: Elements of Physical Geography B. Reason(s) course is offered: This course is included in the Geography major program at four-year universities. It fulfills a general education requirement in Physical Sciences for the Associate Degree, CSU GE-Breadth, and IGETC. This course is one of the core courses in the AA-T in Geography. C. Reason(s) for current outline revision: Course Modification II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00 B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous: 2. Corequisites Current: Previous: 3. Advisories: Current: Previous: 4. Limitations on Enrollment: Current: Previous: D. Catalog description: Current: This course is an introduction to physical geography as a spatial study which investigates the “human/environment” interaction process incorporating the elements of the atmosphere, lithosphere, hydrosphere, and biosphere. Global environmental issues will also be reviewed. Previous, if different: E. Fees: Current: $ None Previous, if different: $ F. Field trips: Current: Will be required: [ ] May be required: [X] Will not be required: [ ] Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ] G. Repeatability: Current: A - Not designed as repeatable Previous: H. Credit basis: Current: Letter graded only [x] Pass/no pass [ ] Student option [ ] Previous, if different: Letter graded only [ ] Pass/no pass [ ] Student option [X] I. Credit by exam: Current: Petitions may be granted: [ ] Petitions will not be granted: [X] Previous, if different: Petitions may be granted: [ ] Petitions will not be granted: [ ] III. Course Objectives: Upon successful completion of this course, the student should be able to: A. Demonstrate an understanding of the four major physical components of the natural environment: atmosphere, lithosphere, hydrosphere, and biosphere. B. Analyze and interpret the global distribution of climate types following the Koppen climate classification system, including the general location, characteristics and controls of each major climate type. C. Utilize the methods of scientific investigation in analyzing spatial relationships of physical landscapes and how they relate to human environments. D. Recognize that all landforms are the result of the interaction of internal tectonic forces and external geomorphic processes. E. Describe and explain world distribution patterns of principal environmental components including air temperature, air pressure, wind, precipitation, climate, soil, vegetation, animals and landforms. F. Identify the characteristics and distribution of ecosystems. G. Utilize maps to illustrate how environmental hazards such as earthquakes and hurricanes can alter landscapes. H. Describe and explain El Nino and how it affects the weather patterns and marine ecosystems off the California coast. I. Calculate the adiabatic rate of cooling in examples of air lifting processes in the atmosphere. IV. Course Content: Topics to be covered include, but are not limited to: A. Planet Earth in Space 1. The geographic grid 2. Earth’s rotation and revolution 3. Earth/Sun relationship B. Earth’s Energy Balance 1. Composition and structure of atmosphere 2. Heat flows into atmosphere and on Earth’s surface C. Air Pressure and the Cause of Winds 1. Vertical and horizontal pressure differences 2. Forces that affect the velocity of winds: pressure gradient force, friction 3. Force that affects the direction of winds: Coriolis Force D. Circulation of Winds in the Atmosphere 1. Regional and local winds systems: sea breeze/land breeze cycle, mountain/valley breeze cycle, Santa Ana’s 2. Global scale of air pressure and wind belts: Doldrums, Subtropical High Pressure, Trade Winds, Westerlies 3. Monsoon process E. Global Pattern of Moisture and Precipitation 1. Measurement of humidity in the atmosphere 2. Measurement of adiabatic process 3. Forms of precipitation 4. Observation of cloud types 5. Characteristics of atmospheric instability and stability 6. Behavior of air masses 7. Violent thunderstorm characteristics 8. Weather conditions for tornadoes, hurricanes F. Koppen Global Climate System: Analysis of Climate Controls and Geographical Distribution of Climates G. Structure and Composition of Lithosphere 1. Rock cycle: igneous, sedimentary, metamorphic 2. Earth’s structure: composition and internal energy 3. Plate tectonics and continental drift 4. Orogenesis H. Lithosphere 1. Tectonic processes: folding, faulting, volcanism 2. Denudational processes: weathering, mass wasting, running water, wind, waves, moving ice 3. Desert landscape 4. Marine processes and coastline landforms 5. Landforms shaped by fluvial processes I. Formation of Soils 1. Composition 2. Texture 3. Structure 4. Soil profile 5. Soil classification J. Biogeography and the Water Cycle K. Global Themes Dealing with Human Impact on the Physical Environment 1. Global warming 2. Hole in the ozone layer 3. Deforestation of rain forest ecosystem 4. Desertification process 5. Fire ecology L. Impact of Environmental Hazards on the Physical Landscape 1. Tornadoes 2. Hurricanes 3. El Nino 4. Earthquakes 5. Volcanism 6. Mass Wasting V. Lab Content: VI. Methods of Instruction: Methods may include, but are not limited to: A. Hands-on demonstration and illustration of the rock cycle. Students are given samples of the three rock types: to identify the characteristics of igneous, sedimentary and metamorphic rocks. B. In-class discussion on how humans through their activities have contributed to increasing greenhouse gases and enhancing global warming. C. In-class problem solving where students work together on word problems, such as how to calculate the adiabatic rate of cooling in the atmosphere. D. Class lecture and discussion on how geographers interpret the landmass denudation processes that produce arid landscapes. E. In-class viewing of PowerPoint resources to recognize how volcanism shapes the physical landscape. F. Instructor-led panel discussion on the advantages and disadvantages of implementing a "prescribed burn" program for the Southern California landscape. VII. Methods of Evaluation and Assignments: A. Methods of evaluation for degree-applicable courses: Essays [X] Problem-solving assignments (Examples: Math-like problems, diagnosis & repair) [ ] Physical skills demonstrations (Examples: Performing arts, equipment operation) [ ] For any course, if "Essays" above is not checked, explain why. B. Typical graded assignments (methods of evaluation): 1. Students will generate maps of North America and the world identifying topographic features that indicate plate tectonic processes including major plate boundaries and landforms associated with crustal plate movement, earthquake activity, and volcanism. Students will be graded on accuracy of locating tectonic features on a map. 2. A critical essay assignment asks the students to discuss what is causing the disappearance of the American Gulf Coast and what measures could be taken to restore the wetlands in the Mississippi delta. Students will be assessed on their research techniques and writing organizational skills. 3. In-class exams will cover various topics reviewed in class such as the types of weathering processes that shape the physical landscape. The tests will incorporate multiple choice, short answer and essay question format. 4. Students participate in small groups to select and present an analysis of the various types of severe weather, their causes and potential consequences to human activities. Students will be evaluated on content material presented during class discussion. 5. Students will construct six climagraphs that exhibit the monthly average temperature and precipitation data from selected geographical locations and summarize the climate controls that contribute to each climate type. Students will be graded on correctly identifying the climate types for each city graphed. C. Typical outside of classroom assignments: 1. Reading a. Students may be assigned reading of selected articles on physical environment topics using such journals/periodicals as: Discovery, Scientific American, National Geographic and Nature. b. Students may be assigned a review of the Earth-atmosphere energy budget: to be able to sketch and summarize the elements that make up this solar energy driven system in preparation for a quiz. 2. Writing a. Essay assignment such as describing the local scale wind system. Explain how the development of the sea breeze over the Oxnard Plain affects local temperatures and provides an ocean air circulation for the Oxnard area. b. A take home essay assignment in partial fulfillment for the final exam such as to discuss the advantages of implementing a “prescribed burn” program and what impact it would have on the chaparral plant community in Southern California. 3. Other a. Review web sources such as: http://www.epa.gov/climatechange/emissions/ind_calculator.html in order to calculate their “carbon footprint” or evaluate how their lifestyle contributes personally to the increase of
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