Portland Community College | Portland, Oregon

Geology: Oregon Coast (G160) is a one-term course that explores the geologic history of the Oregon Coast and the relationships between geology and the plants and animals of the Oregon Coast. Students will go on a three-day field trip to the Oregon Coast to get hands-on experience of concepts covered in the lecture portion of the class.

Students are expected to be able to read and comprehend college-level science texts and perform basic mathematical operations in order to successfully complete this course.

Earth and space sciences are based on observations, measurements and samples collected in the field. Field-based learning is recommended by numerous professional Geology organizations, including the American Geological Institute and the National Association of Geoscience Teachers. Field-based learning improves both metacognition and spatial/visualization abilities while helping to transfer basic concepts to long-term memory by engaging multiple senses at the same time. Spatial thinking is critical to success in STEM (Science, Technology, Engineering, and Math) disciplines. Field work may include:

• Developing skills in site characterization
• Application of key terms and concepts
• Measurement and data collection
• Interpretation of data and observations, and fitting them to a larger context

Field work may be physically challenging and may require overland travel on foot or other means to field sites, carrying equipment and supplies, and making measurements in unusual or awkward positions for a length of time.  Field work may include inherent risks (uneven terrain, variable weather, insects, environmental irritants, travel stress, etc.). Field work can be adapted to individual abilities.

Regarding the teaching of basic scientific principles (such as geologic time and the theory of evolution), the Portland Community College Geology/General Science Subject Area Committee stands by the following statements about what is science.
 

•  Science is a fundamentally non-dogmatic and self-correcting investigatory process. A scientific theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.
• “Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004).
• Geology/General Science instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us. Instructors will not teach that “creation science” is anything other than pseudoscience.
• Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.

After completion of this course, students will:
A. Apply an understanding of basic ecological principles to the plant and animal species living on the Oregon Coast to appreciate the complexity of factors that influence the "web of life" and our place within it.
B. Apply a basic knowledge of geological processes that formed this region to the impact this geology has on the biological organisms found here
C. Use scientific field research equipment
D. Communicate effectively orally and in writing
E. Successfully apply basic geological concepts in future coursework.

The material in this course will be presented in a classroom lecture/discussion format with an accompanying field trip. Other educationally sound methods may be employed such as research papers, presentations, and small group work.

At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The methods may include one or more of the following tools: examinations, quizzes, homework assignments, research papers, group projects, oral presentations, or maintenance of a personal field journal.

1. Collaborate with peer - work effectively in groups.
2. Analyze soil or water samples using field laboratory kits
3. Describe the geologic history of the Oregon Coast
4. Describe the rock units that form the bedrock of the Oregon Coast
5. Define the following terms: graywacke, blueschist, turbidite, pillow lava, estuary
6. Describe the relationship between different dune environments and the plants found in those environments
7. Discuss human impact on the Oregon Coast
8. Measure strikes and dips of folded rock layers
9. Discuss the formation of marine terraces and sea stacks
10. Define the following terms: anticline, syncline, symmetric and asymmetric folds