GEOG 1013W

INTRODUCTION TO PHYSICAL GEOGRAPHY:

EARTH SCIENCE
Fall 2009, Web-based

Instructor: Bruce Martin, Ph.D.

Office: Off campus
Phone: 403-381-8122 (before 8 ET or 10 MT ... you are 2 hours earlier than I am)
E-mail: [email protected]
Office Hours: email anytime
Website Address: www.rossway.net\geog1013.htm

Commuter Hotline: 416-226-6620 ext. 2187

Class cancellations due to inclement weather or illness will be announced/posted on the
commuter hotline. This should not be necessary as this course is taught by distance
education.

Mailboxes: Every student is responsible for information communicated through the

student mailboxes. A mailbox directory is posted beside the mailboxes.

I. Course Description:
This course is an introduction to geomorphology, the scientific study of the landscape and
landscape formation processes. In the course, students will be introduced to the physical
structure of the earth, earth materials, the nature and formation of major landform features
on the earth’s surface, and the processes that continue to shape the landscape such as rivers,
oceans, glaciers, winds, earthquakes, volcanoes, and tsunamis.

This course will provide students with a basic foundation for further courses in physical
geography. The course will also be very beneficial for students interested in other
disciplines which consider the natural environment (such as agriculture, ecology or
engineering), or fields which deal with human/environment interaction (such as education,
social sciences, history, anthropology or architecture). Geography 1013 is complementary
to Geography 1023 (Weather, Climate, and Ecosystems). Neither course has any
prerequisites.
 II. Course Objectives:
A. Global Outcome

By completing a series of reading assignments and course labs, participating in

weekly online discussions, achieving passing grades on a mid-term examination and
either a final examination or final project, students will demonstrate:
o a basic understanding of the physical processes and dynamics that have shaped,
and continue to influence the landscape;
o an enhanced appreciation of the complex interaction of processes and systems
active in the natural environment;
o an awareness and ability to apply the basic techniques and skills used in
geography and natural sciences; and
o a basic understanding of Christian perspectives on the natural sciences.

B. Enabling Outcomes

By completing a series of eight labs, students will apply core concepts in

geomorphology and basic geographical techniques skills in practical exercises in
real world locations.

By completing a series of weekly reading assignments, analyzing the information
presented both in readings and in online presentations, and participating in weekly
online collaborative discussions, contributing at least three relevant and readable
notes per week, students will demonstrate the ability to examine, interpret and apply
course concepts, and to justify opinions and interpretations within a Christian
context.

By achieving passing grades on a mid-term examination, or a mid-term and a final
examination, students will demonstrate both comprehension of core concepts, and
the ability to apply these to unique, real-world situations.

Alternative to the final exam. By developing and presenting a final project in lieu of
the final exam, students will develop a creative approach to the application of the
methods of geomorphology, illustrating the ability to comprehend and apply subject
concepts, formulate and support unique ideas incorporating a range of data and
analysis methods, and to present this in an engaging format.

III. Required Texts:

R.W. Christopherson and M-L Byrne. Geosystems. Second Canadian Edition. Toronto:
Prentice Hall,
2009. ISBN: 978-0-13-515456-4 or Alternate Version, below*

(Note: this is also the text for GEOG 1023 second term. If you take GEOG 1023, you will
not have to buy another text in January!) There is an excellent web-site that supports
the text.
*Alternate Version:
Christopherson & Byrne (2009), Geosystems: An Introduction to Physical Geography,
Second Canadian Edition, CourseSmart eTextbook, 2/E (Electronic Book) (ISBN-10:
013814804X | ISBN-13: 9780138148041). CourseSmart is a new choice for students
looking to save money. As an alternative to purchasing the print textbook, students can
purchase an electronic version of the same content and save up to 50% off the suggested
list price of the print text. With a CourseSmart etextbook, students can search the text,
make notes online, print out reading assignments that incorporate lecture notes, and
bookmark important passages for later review. For more information, or to purchase
access to the CourseSmart eTextbook, visit www.coursesmart.com.

For the Labs, two topographic maps are essential. These are available for your reference in
the University College Library (or they are also available in map libraries at most
colleges/universities). If you do not have access to the campus library, you will need to
purchase a copy of two National Topographic System of Canada maps, scale 1:50 000:
83/C3 -- Columbia Icefield
21/H16 -- Amherst
These are available from private distributors: http://maps.nrcan.gc.ca/distribution_e.php

Online notes are posted on the website. A schedule of readings is in the Course Calendar.

IV. Course Evaluation

This course is a Distance Education course. Most students respond very positively – they
can work on their own time and in their own way. But it does require a different approach
to learning! You will have the privilege (or challenge, depending how you look at it!) to be
more self-directed in your learning! There are several implications of which you need to be
aware as you commit to the course:

Practical Implications:

The workload for this course is equivalent to any other 3 credit hour class offered
on campus – approximately 2 hours of reading (textbook) and study for each 1 hour
of lecture (online notes).

You will be expected to be diligent in reading the course notes and text as these will
be the chief sources of information.

Internet access is absolutely essential as a source of information (the lectures are all
online), to chat with the instructor about course content and assignments, to chat
with other students, and to access other websites with information relevant to the
course.

You will need to complete assignments absolutely on time in order that they may be
forwarded to the instructor.

If you are on campus, you are encouraged to organize a “Study Group” which will
meet weekly, in order to work on labs and help one another understand difficult
concepts.
Personal Implications:

You will need to be self-directed and self-motivated to complete the course
requirements.

You will need to be disciplined to complete the assignments on time.

The Study Groups will only be as helpful and productive as you choose to make
them. Study Groups can be one of the most effective – and enjoyable – methods of
learning.

You will not need to spend as much time in class as a traditional course … but more
time in personal study.

You may be able to complete the requirements for the course (except for the
exams), early!

You will have the opportunity to direct your own learning times and styles.

You will learn some invaluable skills and discipline in time management and self-
directed learning.

Assignments and Grading

1. Reading Assignments (5%) There will be regular reading assignments from the course
notes and text, as indicated in the calendar. You will be asked, as part of every lab, to
indicate whether you have or have not done the readings. Because this will be the chief
source of information in the course, reading is essential.

2. Labs (20%) Laboratory exercises are required and will be evaluated. Labs are on the
website All the materials you require for labs – topographic maps, etc. – are available in
the Library. Ask one of the librarians if you require assistance. You are encouraged to
work on your labs in partners of in groups. Often it is helpful to interact with other students
- great! However you must hand in your own lab! (Remember, your partner[s] may not be
correct, anyway!).

Each lab has its due date clearly indicated on it. This information is also on the course
calendar. Labs must be submitted to the Office on or before the due date provided on each
lab. The Office will mail them to me. I will mark them and return them, usually within 10-
14 days. Late labs will not be accepted.

3. Mid-term examination (30%) – October 28, time and place TBA - check with the office

The mid term exam will be based on lecture material and readings covered in the first half
of the term. It will be based on:

Labs 1-4 (you will not have Lab 4 back yet, but know how to do the exercises)

Chapters 1, 11-13 of Geosystems

4. Participation in a moderated discussion group (15%). Complete on a weekly basis.

Over the term you will be expected to join in an online discussion with your classmates.
You are expected to contribute at least three relevant and readable notes per week,
demonstrating the ability to examine, interpret and apply course concepts, and to justify
opinions and interpretations within a Christian context. Specifically for the Discussion
Group component, grading will be as follows:

0-49% - You have made one or no acceptable (relevant and readable) contributions.
This is a default grade for non-participation.

50-59% - You have made at least two acceptable (relevant and readable)
contributions. This is equivalent to showing up for a tutorial and answering
providing basic answers to questions that are posed directly and personally.

60-69% - You have made at least three acceptable (relevant, readable, clear and
concise) contributions which make direct reference to either the reading materials or
contributions of your classmates.

70-79% - Your contributions help further the discussion. They provide new,
relevant information or perspectives. They address the questions raised by others
and/or they pose thought-provoking questions for the group.

80-100% - Your contributions provide a "netweaving" effect by integrating the
ideas, concepts, issues, and problems raised through out the discussion and the
course as a whole.

5. Final examination (30%) – time and place TBA - check with the office

You have an option in the second half of the course. You may either choose to write the
final examination or to complete the final assignment (please note the due date). The choice
is yours!

The final exam will be held during exam week, Wednesday, December 10 – Wednesday,
December 17 (including Saturday), as scheduled by the Registrar. Please consult the most
recent edition of the College Final Examination Schedule to confirm this date and time.
Please note that instructors are not at liberty to reschedule final examinations.

The final exam will be based on lecture and lab material and readings covered from the
mid-term exam until the end of the term. The final exam will cover:
• Labs 5-8
• Chapters 12-17 of Geosystems
• Theological Issues

6. Final Assignment (30%) Proposal due November 13. Project due December 9

You have an option in the second half of the course. You may either choose to write the
final examination or to complete the final assignment (please note the due date). The choice
is yours!

This project may take the form of a research paper (formatted according to the Tyndale
University College Essay Writing Guide or a more creative presentation - original artwork,
drama, music, etc. In either case the topic chosen must relate to the subject matter of the
course and must demonstrate research beyond the material presented in class.

References MUST include at least eight (8) published materials such as books, articles, or
websites by recognized authors (credible websites might include government, university, or
professional association websites). Whatever format your project takes, references must be
provided, according to the Tyndale University College Essay Writing Guide.

A brief written proposal must be submitted to the office (or by email to the instructor) by
November 13, indicating:

your preferred topic,

a proposed outline of your project, and

ideas for resources

The assignment is due December 9 (late submissions will NOT BE ACCEPTED because
there will not be an opportunity to get them graded in time for the mark deadline!). If you
miss the due date, you MUST write the FINAL EXAM! Note that your project must be
“mail”-able or email-able to Lethbridge! You (NOT the Office) are responsible to email or
mail it – have it in the mail, postmarked by the appropriate time, supplied by the Canada
Post for regular delivery standards. ( See http://www.canadapost.ca My address: 1116 -
17A Street South, Lethbridge, AB T1K 1Z6)

Evaluation is based on the completion of the following assignments:

Reading Assignments 5%
Labs 20%
Mid Term Examination 30%
Discussion Group 15%
Final Exam or Final Project 30%

TOTAL GRADE 100%

Students will receive grades on work completed throughout the term. These grades will be
weighted according to the relative weight of each assignment, converted to a percentage,
and then converted to the alpha letter grading system at the end of term according to the
following breakdown (quoted from the Academic Calendar):

A, B: Excellent, Good. These grades are earned only when evidence indicates that the
student has consistently maintained above average progress in the subject. Sufficient
evidence may involve such qualities as creativity, originality, thoroughness, responsibility
and consistency.
C: Satisfactory. This grade means that the student has fulfilled the requirements of the
subject to the satisfaction of the instructor. These requirements include the understanding
of subject matter, adequacy and promptness in the preparation of assignments and
participation in the work of the class.
D: Poor. This grade indicates that the accuracy and content of work submitted meets only
the minimal standards of the professor. Performance is considered inadequate for
graduation.
F: Failing. Work submitted is inadequate. Attitude, performance and attendance are
considered insufficient for a passing grade.

Specific letter grades are assigned a numerical (percentage) value based upon the
percentage grade achieved in each of the assignments listed above:

General Guidelines for the Submission of Written Work

1. Students should consult the current Academic Calendar for Academic Polices on
Academic Honesty, Gender Inclusive Language in Written Assignments, Late Papers and
Extensions, Return of Assignments, and Grading System. The Academic Calendar is posted
on www.tyndale.ca/registrar. Hard copy is available in the Admissions Office.

2. All written assignments (labs and papers) are to be submitted to the Academic Office,
with the instructor’s name clearly on the first page, and the due date. No late papers or
assignments will be accepted. In addition, no term work can be accepted after the last day
of class. Please note that students are required to retain a copy of all assignments (hard
copy or electronic version).

3. Final Assignments (if you choose that option) should be typed and formatted according
to the Tyndale University College Essay Writing Guide

4. Regarding Academic Honesty and Integrity, the Tyndale Academic Calendar declares
that: "Integrity in all academic work is required from all students. Academic fraud is a
serious matter with serious consequences. Knowingly aiding or abetting anyone in a
breach of academic integrity shall in itself be considered misconduct and result in a written
reprimand and possible expulsion from Tyndale University College.” Please see the
complete Academic Policies and Procedures in the current Academic Calendar. Students
will be accountable for these policies.

5. Students are responsible to keep a backup print copy of all assignments.

V. Course Outline
Please see Course Calendar on the course website.

VI. Selected Bibliography

There are many general texts that deal with geomorphology. Among the best are

Bloom, A.L. Geomorphology. Upper Saddle River, NJ: Prentice Hall, 1998.
Grotzinger, J., T.H. Jordan, F. Press and R. Siever. Understanding Earth. Fifth edition.
New York: Freeman, 2007.
Summerfield, M. Global Geomorphology. Toronto: Pearson, 1996.
Tarbuck, E.J. and F.K. Lutgens. Earth Science. Twelth Edition. Upper Saddle River, NJ:
Prentice Hall, 2009.
Trenhaile, A.S. Geomorphology: A Canadian Perspective. Toronto: Oxford University
Press, 2006.

On specific geomorphic processes and landforms:

Bertola, G. Glacier Science and Environmental Change. New York: Wiley, 2006.
Bird, E. Coastal Geomorphology: An Introduction. Second Edition. Toronto: John Wiley
and Sons, 2008.
Bolt, B.A. Earthquakes. Fifth edition. New York: Freeman, 2004.
Burbank, D. and R. Anderson. Tectonic Geomorphology. New York: Wiley, 2000.
Decker, R. and B. Decker. Volcanoes. Fourth Edition. New York: Freeman, 2006.
Hambrey, M. Glaciers. London: Cambridge University Press, 2004.
Martini, I.P., M.E. Brookfield and S. Sadura. Principles of Glacial Geomorphology and
Geology. New York: Pearson, 2001.
Parson, A.J. and A.D. Abrahams. Geomorphology of Desert Environments. New York:
Springer, 2008.
Ro, C. Fundamentals of Fluvial Geomorphology. London: Routledge, 2005.

On science and faith issues:

Hutchingson, J.F. Religion and the Natural Sciences: The Range of Engagement. Toronto:
Harcourt Brace, 1993.
McGrath, A.E. “Has Science Eliminated God? Richard Dawkins and the Meaning of Life.”
Science and Christian Belief 17 (2005), 115-35.
McGrath, A.E. The Order of Things: Explorations in Scientific Theology. London: T&T
Clark, 2006.
McGrath, A.E. The Science of God: An Introduction to Scientific Theology. London:
T&T Clark, 2004.
Polkinghorne, J. One World: The Interaction of Science and Theology. Princeton, NJ:
Princeton University Press, 1986.
Polkinghorne, J. Quarks, Chaos, and Christianity. New York: Crossroad, 1994.
Polkinghorne, J. Science and Providence: God’s Interaction with the World. Boston: New
Science Library, 1989.
Ross, H. Creation and Time. Colorado Springs: NavPress, 1994.
Ross, H. A Matter of Days. Colorado Springs: NavPress, 2004.

On Christianity and Environmental Concern:

Badke, W.B. Project Earth: Preserving the World God Created. Portland: Multnomah,
1993.
Bouma-Prediger, S. For the beauty of the Earth: A Christian Vision for Creation Care.
Grand Rapids: Baker, 2001.
Harris, P. Under the Bright Wings. London: Hodder & Stoughton, 1993.
Kirk, J.E. and D.R. Kirk. Cherish the Earth: The Environment and Scripture. Scottsdale,
PA: Herald, 1993.
Livingstone, D.N., C.B. DeWitt and L. Wilkinson. “Eco-myths: Don't believe everything
you hear about the church and the environmental crisis.” Christianity Today, June
27, 2001.
Martin, B. “Lord of Lark and Lightning: Reassessing Celtic Christianity's Environmental
Ethic.” The Journal of Religion and Society, July 2004.
Martin, B. “We Live in God’s Art Gallery.” A Rocha Canada News 2, January 2000. pp.1-
2.
Northcott, M.S. The Environment and Christian Ethics. London: Cambridge University
Press, 1996.
Silvius, J.E. “Bald Eagles and Babies: The case for compassionate conservationism.”
Christianity Today, June 27, 2001.
Snyder, H.A. “Why We Love The Earth: Our belief in a Creator, not crisis scenarios, drives
our environmental concerns.” Christianity Today, May 15, 1995.
Tillett, S. Caring for Creation. London: Bible Reading Fellowship, 2005.
Wilkinson, D. The Message of Creation. Grand Rapids: IVP, 2002.
Wilkinson, L. and M. Wilkinson. Caring for Creation in your own Backyard. Vancouver,
BC: Regent College, 1998.