Geography 140-009 online CALIFORNIA STATE UNIVERSITY, LONG BEACH Introduction to Physical Geography Spring 2002

Instructor Information:

Instructor: Dr. C.M. Rodrigue

E-mail Address: rodrigue@csulb.edu

Home Page: http://www.csulb.edu/~rodrigue

Telephones: (526) 985-4895 or -4977

Office: LA4 105

Mailbox: LA4 106

Office Hours: T and W 5-5:50 p.m. and by appointment

Course Description:

Systematic study of the physical environment with an emphasis on human-environmental interaction and perceptions of environmental hazards and resources. (CAN GEOG 2).

Course Objectives:

• Develop understanding of the scientific method
• Acquire the geographer's world view: an ability to analyze spatial data, a sensitivity to the human-environment interaction, a tendency to integrate information on a regional basis, and a focus on Planet Earth as the home of humanity
• Become familiar with the natural systems and physical forces shaping the landscapes of the earth
• Become fluent in the terminology and classifications used in physical geography
• Learn about major theories dominating physical geography at this time
• Become aware of the fragility of some of the Earth's landscapes and ecosytems in the face of human alterations
• Appreciate the vulnerability of human society to extreme natural events
• Acquire hands-on skills in using geographic tools of use in analyzing the physical landscape, such as map interpretation, remote sensing, and spatial anaylsis
• Develop familiarity with Internet resources relevant to physical geography

Required Course Materials:

• Text: Briggs, Smithson, Addison, and Atkinson, Fundamentals of the Physical Environment, 2nd ed.
• An e-mail account (a CSULB account is free to you) and access to the Internet (whether from home or on campus). AOL, by the way, does not support the modern browsers with their ability to let you click on mail links and send messages that way: You will have extra trouble if you try to use AOL for this class.

Grading:

Your grade is based on a scheduled quiz, three individually-tailored pop quizzes, several labs, two brief reports, three exams, and a final. The exams (including the final) and the reports each count for twelve percent of your overall grade, and so does the overall collection of labs. The quizzes count for another four percent each. The final is not comprehensive. Each report will be about three pages (double-spaced) in length, very carefully edited (your writing mechanics will be assessed). One report will be a précis of your choice of chapters 24-28 in Briggs et al.. The second report will be a summary of an approved article from a research journal in the discipline, which relates the research in the article to basic concepts introduced in class. The individual pop quizzes will substitute for ordinary attendance at lectures in this online class. At three random points in the semester, I'll e-mail you a set of questions and have you answer them online in an e-mail essay or outline for the benefit of your peers. In each case, you'll have two days to respond (which is long enough for you to do a good job but short enough to be overwhelming if you haven't been keeping up with the lectures and readings). The idea is to have you help your colleagues by summarizing and reïnforcing the high points of that week's lecture and readings (and yourself by making sure you're staying up with things). These random pop quizzes will be graded for overall content, sophistication, and helpfulness, but will not be graded for writing mechanics due to their informal nature.

Makeups are possible in the event of a documented unexpected emergency in a student's life or through prior arrangement with the instructor when the student has advance knowledge of a conflict in schedule, including work-related and religious obligations and observances. Makeups under these two circumstances will not be penalized. All other makeup requests are subject to denial or serious penalty.

I grade on a curve, such that the course GPA is about 2.00. Usually, about 40-50 percent of the students receive the "C" grade, with about 10 percent earning the "A" (or "F" grades). I modify this distribution, depending on the quality of a class' performance, compared to previous sections of this course I've taught.

Attendance:

This class is nearly completely online. We will be meeting online, through the web and via e-mail. It is critical that you follow the class with a good deal of personal self-discipline: You are trading initiative and independent work for the convenience of online coursework. You need to check your e-mail nearly daily and read the lectures through carefully at least once a week (and it will probably be necessary for you to read them twice at each such sitting, to make sure you remember the material and to note things you don't understand and may want to ask your colleagues or me about). In addition to the routine online meetings of the class, we will get together five times throughout the semester for exams and such. It is, obviously, absolutely critical that you manifest for these rare meetings or make other prior arrangements with the instructor! Please turn in hard copy of your reports and labs to the department office in LA4-106 sometime during the weeks they're due. In special circumstances and by prior approval, I may accept some of these assignments by e-mail.

Tentative Course Outline:

Introduction (Briggs et al. Ch. 1-2, 4)

The science of geography

Definition of geography

The scientific method

Earth in space

Evolution of the solar system

Size and shape of the planet

Representation of the earth

The geographic grid

Quiz

Earth-Sun relationships

The ocean planet

Composition and structure of the oceans

Ocean circulation

Tides and waves

Exam 1

Atmosphere (Briggs et al. Ch. 5-11)

Composition and structure
Earth's energy balance
Elements of weather

Temperature

Pressure

Moisture

Storms

Global and local climate patterns

Climate classification systems

Microclimates

Climate change

Natural secular changes in Earth's recent past

Human-induced changes

Evidence and consequences

Report 1
Exam 2

Biosphere (Briggs et al. Ch. 20-23, 18-19)

Ecosystems and environments

Energy flows and trophic webs

Material cycling

Evolution

Mechanisms of evolution

Speciation

Evidence and biogeography

Life classification

Genetic classification

Structural classification

Global vegetation patterns
Diversity, stability, and resilience in ecosystems

Definitions

Some diverse, stable ecosystems are not resilient to human-induced changes

Consequences of the loss of biodiversity

Soils

Soil properties

Pedogenesis

Soil as a living medium

Topsoil loss

Exam 3
Report 2

Lithosphere (Briggs et al. Ch. 3, 12-17)

Earth structure and composition

Elements, minerals, and rocks

Planetary structure

The rock cycle

Tectonic processes

Plate tectonics

Divergence, subduction, and shearing (and earthquakes)

Elastic and plastic deformation and failure

Folding and faulting

Vulcanism

Gradational processes

Weathering and mass wasting

Fluvial processes

Glacial processes

Æolian processes

Coastal processes

Final

Some Advice about the Online Format of this Course

This particular section is a nearly completely online course. All lectures are presented on the web as detailed outlines of the material. Students can "attend" the lectures any time they want to during the course of each week. It is critical that you spend at least three hours reading and going over the lecture notes each and every week: These are the three hours you would have spent in class listening to me deliver them (not counting the drive and parking and then reviewing the class notes). It is tempting just to scan the notes, which you can probably do in about an hour, because most people read faster than they can take notes. If you try this, you will quickly find the material is overwhelming, and you won't have any idea what you read. It is vital that you read the notes very carefully, highlighting the central concepts, and go back over them again for the full three hours or so each week.

When you get a pop quiz e-mail from me, I'll have you write up a synopsis of that week's lecture and readings and upload it to the class listserver. Each week, I'll review these synopses and note whether your summary was done, whether it demonstrates that you skimmed the lecture, whether it demonstrates that you read it and thought about the material, or whether your summary is so brilliant and so helpful to others that it deserves special recognition. A 0 means you failed to respond to the pop quiz; a 1 means you did respond but too poorly to help your colleagues; a 2 is a competent summary; a 3 is a summary that is better than competent; and the rare 4 means your summary was so brilliant that it was exceptionally helpful to your peers in mastering the material. You should carefully read your peers' comments, too, because each person will come away from the "lectures" and readings with different ideas: Often others were really paying attention to things that just didn't register on your radar and vice-versa (you might have noticed this effect when you and a friend go to a movie and discuss it afterward, and you get to wondering if you even saw the same movie!).

It is also extremely important to keep up with the reading. The textbook is a British book that I think does an especially good job relating Earth processes to basic physical principles. The problem is that many Americans find British textbooks a little offputting. Besides liking their overall approach, I was pleased to note that this is far and away the cheapest textbook available: $37 (its nearest competitors are between $70 and $110!). So, be sure to stay on top of the reading, because you REALLY do not want to try to cram this British stuff in just before the tests. I suggest you read each chapter carefully once, highlighting the key definitions, laws, and processes (and make use of the glossary in the back to re-inforce your learning). If you don't go overboard on the highlighting, then you can just go over the important pieces the nights before the tests and trigger your recall of what you read earlier. I am especially impressed by students who post e-mail synopses of the readings as well as the lectures, particularly if you try to relate the two.

As an online instructor, I have a lot of experience with this, and I want to share with you some mixed feelings about the online format. Some students love it and just shine in this format, while others find it really pretty frustrating and lonesome work.

The people who best like online classes are usually really, really organized and self-disciplined about using their time (these are often students who work full-time and have family obligations that make going to campus rough on them: you folks have had to learn time-management the hard way). Students who really dislike online classes seem to be people who pick up a lot of cues about what's important from the instructor's voice inflection and body language: That's not possible here, so be aware that this may put extra work on you actively to figure out what's important on your own.

Also, sitting in your home or in a student lab glued to a computer all by yourself can be kind of lonely and alienating, which makes your mind wander and raises your frustration level. Be aware of this and actively try to construct community in the class, between you and me and among you and your peers. Use the e-mail. Feel free to ask questions of the list, of me, and of other individuals. Maybe arrange with a few peers to study in person together or to come see me as a group during office hours (a lot of research has found that college students who do some of their studying in groups do better than lone wolves). Another possible point of frustration is that, when you e-mail me or anyone else for help, there will almost certainly be a lag in the response: We're not logged-in ALL the time (though it certainly feels like it sometimes). So, be aware of this and make allowances: I shall check my e-mail each working day and get back to you in 24 hours.

On the other hand, this can really be fun, too. We'll make use of all sorts of interesting information from NASA, FEMA, the US Geological Survey, the National Oceanographic and Atmospheric Administration, the California Division of Mines and Geology, and some of it is really pretty gee-whiz. Online conversations can give rise to a lot of friendships, too, maybe even more so than face-to-face conversations while rushing from class to class.

Above all, physical geography is a really interesting and important subject. It illuminates key global environmental problems and helps create awareness that humans now have so much power and impact on planetary systems that we must begin learning responsibility for the whole planet and its other residents.