G 202 : Earth Surface Processes
Introduces physical geology which deals with mass wasting, streams, glaciers, deserts, beaches, groundwater, and use of topographic maps. Includes a weekly lab.
Physical Geology G202 is intended for both geology majors and non-majors, and is the second term of a year of beginning college geology. Physical Geology is concerned with earth materials and geologic processes acting on the earth. G202 deals mainly with surficial geologic processes. This course can be used to partly fulfill graduation requirements for the Associate Degree, and has been approved for block transfer. The text and materials have been chosen by the faculty and the emphasis of the course will be the viewpoint of the author(s). This includes the concepts of geologic time and the evolution of the Earth.
Equivalent placement test scores also accepted. MTH 95 or MTH98 accepted.
Upon completion of the course students should be able to:
- Use an understanding of landform characterization and classification to infer the geologic processes which formed specific landforms.
- Analyze how earth materials, uplift, subsidence, erosion, transport, deposition, climate, biological activity, and time interact to create landscapes.
- Access earth science information from a variety of sources, evaluate the quality of this information, and compare this information with current models of earth surface processes, identifying areas of congruence and discrepancy.
- Make field and laboratory-based observations and measurements of landforms and/or surface processes, use scientific reasoning to interpret these observations and measurements, and compare the results with current models of earth surface processes identifying areas of congruence and discrepancy.
- Use scientifically valid modes of inquiry, individually and collaboratively, to critically evaluate the hazards and risks posed by flooding, slope processes and coastal erosion both to themselves and society as a whole, evaluate the efficacy of possible ethically robust responses to these hazards and risks, and effectively communicate the results of this analysis to their peers.
- Assess the contributions of physical geology to our evolving understanding of global change and sustainability while placing the development of physical geology in its historical and cultural context.
This course fulfills the following GE requirements: Science, Math, Computer Science/ASOT-B, Science, Math, Computer Science/AAS, Science, Math, Computer Science/AGS, Science, Math, Computer Science/AS, Science, Math, Computer Science/AAOT.
Regarding the teaching of basic geologic principles (such as geologic time and the theory of evolution), the Portland Community College Geology Department 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 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.