Meyer Narrative Geology B10 Physical Geology Fall 2015
- Demonstrate a knowledge of and recognize the processes that explain natural phenomena.
a. Understand the rock cycle and describe various geologic environments that form igneous, sedimentary and metamorphic rocks
Several questions were posed to the students that apply to this SLO. One example was: “Develop a geological "life history" of a sedimentary rock. Begin with molten, felsic composition rock and end with the sedimentary rock being collected by a future geology student. Be as complete as possible.”
A good answer would include the rock coming to the surface (either through uplift or lava/volcanic eruption); cooling of the rock; weathering; transport/erosion; lithify (cementation/compaction/etc.). Each piece was a 0.5 point for a total of 3 points and a point was awarded for trying and for a full sentence. On the exam, the average score was 2.83 out of 5. This means the students averaged a 57%. Several students didn’t try to answer the question. Several left off a step or two. Because the average was so low, the students were allowed another chance to answer this question. This time, each part was worth 1 point, with the cooling and surface part of the question combined (a half a point each). The second time around, the students averaged 4.03 points out of 5 for an 81 %.
b. Understand basic geologic processes that shape the earth’s surface
Most of the questions posed to the students fall under this SLO. Some questions were easier than others.
c. Understand the theory of plate tectonics and how various tectonic plate interactions produce geologic environments and their associated rock types (igneous, sedimentary and metamorphic)
The essay question was posed: In the theory of Plate Tectonics, what are the three (3) types of plate boundaries and what kind of earthquakes (size and depth) and volcanoes (type or kind of lava) would you expect at each? For a correct answer, a student need to explain that with a divergent boundary, the volcano is made of mafic (basaltic, dark, less viscous) lava, is a shield or fissure. The earthquakes are shallow and small in magnitude. They are less destructive. With a convergent boundary, the volcanoes are composite, explosive with felsic or intermediate (less dense, more viscous) lavas and possess deep, possibly large, destructive earthquakes. A transform boundary has shallow but possibly large earthquakes. No mention of volcanoes was needed. Cinder cone volcanoes are acceptable for convergent and divergent boundaries. If the student attempted an answer, s/he earned half a point and if s/he used a sentence, another half point was earned. The average score on this question was a 55% (2.75 points). It appears most students didn’t answer all parts of the question or missed part of the answer.
- Apply methodologies of science when approaching a problem
a. Understand and apply the various steps in the scientific method that lead to the “accuracy” of geologic processes explained in lecture and the textbook
When asked to define relative dating in a multiple choice question, 92% of students answered correctly. When asked to match the definition of some of Steno’s relative dating laws, the results were mixed. Fifty-nine percent of students could identify cross-cutting relationships, but 77% could identify the Law of Superposition. When asked to identify which choice was used to change Continental Drift to Plate Tectonics, 45% of the students answered correctly. This may be due to the fact that the students didn’t read the question thoroughly. For the last question that related to the scientific method, a multiple choice question was posed about the definition of a scientific theory. Sixty-eight percent of students could correctly select the correct definition. Last year, 91% of students could define relative dating; 67% of students could identify cross-cutting relationships; 46% could identify the Law of Superposition. On the Continental Drift to Plate Tectonics question, 58% of the students answered correctly last year, and 64% of students could correctly select the correct definition as related to scientific theory.
b.Understand the differences between the concept of uniformatarianism and catastrophism and how these concepts relate to origin and age of the earth.
An essay question was posed was almost word for word from this SLO: Test 2, Essay Question: My sister was telling me that geology is based on two ideas uniformitarianism and catastrophism. Explain these 2 ideas to me, and how do they relate to the age of the earth and the formation of rocks?
A good, correct answer would allude to Uniformitarianism is the present is the key to the past, which means that our earth would have to be very old. Catastrophism is the idea that all rocks come from catastrophes, suggesting that the earth must be only about 6,000 years old (or relatively new). Each piece (definition and age relation) was worth a point for a total of 4 points. The students also earned a half a point for an attempt and a 0.5 point for a full sentence. If s/he switched the definition and the age, the student still earned half credit.
The students averaged about 44% (2.19 points) on this question. Most missed the multiple parts of the question. They could answer one part of the question, but not all.
- Apply logical quantitative and qualitative reasoning in solving problems or analyzing argument
a. Understand the development of the geologic time scale and problems associated with the time scale when applied to 4.6 billion years of earth history.
This SLO was posed as an in class question near the end of the semester, weeks after it had been discussed in class. Most answers fell under six categories: the shear amount of information to remember(17%); the time of the processes (2%); inaccuracy or difficulty pinpointing a date (36%); human comprehension of the scale (6%); gaps or changes in the record (23%); and, finally, incorrect answers or omissions (17%). Of the answers, the gaps or changes to the records and difficulty in pinpointing dates or accuracy are probably the best answers. Together, these categories made up 58% of the answers.
b. Understand man’s place in earth’s geologic history and how man has impacted the earth’s spheres.
Students seemed to do very well on this SLO. When asked about geologists being able to predict exactly where and when an earthquake would occur, 91% of the students understood that geologists can’t do that. Last year, 88% of students could answer this question correctly. Ninety-two percent of the students also recognized the fact that with the withdrawal fluids, subsidence of the ground does happen vs. 86 % from last year. Last year, eighty-nine percent of students comprehended that floods can be caused people and that man does try to prevent them, but this year, 88% understood that. Finally, most (88%) could define desertification. Last year, 92% of students could define desertification.
Summary: The students had a hard time with most of the parts of SLO #1. SLO #2 showed mixed results. For SLO#3, students didn’t easily understand the problems with the time scale, but did understand how people have impacted the earth around them.