DES 0002 - Technical Drafting II
http://catalog.sierracollege.edu/course-outlines/des-0002/
Catalog Description DESCRIPTION IS HERE: Units Lecture-Discussion Laboratory By Arrangement Contact Hours Outside of Class Hours Course Student Learning Outcomes Course Content Outline Course Objectives Course Objectives Methods of Evaluation Reading Assignments Writing, Problem Solving or Performance Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Other materials and-or supplies required of students that contribute to the cost of the course.
SPAN 0002 - Elementary Spanish - Level II
http://catalog.sierracollege.edu/course-outlines/span-0002/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of SPAN 1 or two years of high school Spanish with grade(s) of "C" or better Hours: 90 lecture Description: Second of two semesters of Elementary Spanish. Provides further practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. (C-ID SPAN 110) (CSU, UC) Units 5 Lecture-Discussion 90 Laboratory By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary Spanish spoken in simple past tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. Recognize and explain what is read in simple past tense from any elementary reading passage. Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. CULTURAL CONTENTS 1. Spanish in the U.S. and in the world including its geography and its influence on current and past civilization, culture, educational systems, cuisine, music and arts 2. Social and cultural information necessary to understand important differences between Spanish, Latin-American, and American practices and to be sensitive to cultural differences in social interactions B. CULTURALLY APPROPRIATE VOCABULARY WORDS that apply to topics such as: Holidays and celebrations, hobbies and leisure, health and stress, food, travel, domestic chores, the environment and emotions C. PHONETICS: PRONUNCIATION Refinement of Spanish speech sounds and patterns, including rules of written accent marks D. GRAMMATICAL STRUCTURES: 1. Formal and informal commands 2. The preterit and the imperfect and their differences 3. "Hace…que" to express how long something has been happening or how long ago something happened 4. Comparisons and superlatives 5. Double object pronouns 6. Relative pronouns 7. The different uses of "se" including reciprocal actions and unplanned occurrences 8. Introduction to the Subjunctive 9. Past participles 10. Adverbs Course Objectives Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Spanish-speaking world; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the intermediate high level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages) CULTURAL CONTENTS: 1. Continued study of the location and cultures of the Spanish-speaking countries around the world as well as those of the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and discuss in written or oral expressions about given topics such as food, travel, leisure time, holidays, health, domestic chores, and emotions. PHONETIC DEVELOPMENT: 1. Continue to compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed in the present and past tenses. STRUCTURE DEVELOPMENT: 1. Compare and contrast grammatical structures in Spanish and English. 2. Influence friends and others by utilizing informal and formal commands. 3. Prepare and extend invitations. 4. Ask for and give directions. 5. Narrate and describe past real-life events from several perspectives using the preterit and imperfect. 6. Compare and contrast nuances of everyday life in the Hispanic world with those of the English-speaking U.S by applying grammar rules of comparisons and of superlatives to express extremes. 7. Talk about health issues, including accidents and stressful events, using culturally and linguistically appropriate inflections. 8. Use the subjunctive to influence others by understanding cultural aspects when using commands. 9. Express some personal attitudes towards events using the subjunctive. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations Reading Assignments 1. Students will complete several pre-reading activities before reading the Lifestyles section of a Spanish-language newspaper. Then they will be asked to scan the announcements for a wedding, a baptism, a funeral, and a quiceñera (15th birthday celebration of young women). After scanning the articles, they will complete a quick True/False basic comprehension activity. Finally, they will be encouraged to read the articles again more deeply before answering the following questions in complete sentences. 1. ¿Quién murió el 28 de junio? 2. ¿Dónde tuvo lugar el funeral? 3. ¿Dónde fue la fiesta de bautismo de José María? 4. ¿Qué hicieron los recién casados y sus invitados después de la ceremonia? 5. ¿Quién estuvo a cargo de la música en la fiesta de quince años de Ana Ester? 2. To begin students' exposure to literature of the Spanish-speaking world, the students will be given El viaje, a short story by the Uruguayan author Cristina Peri Rossi. First, they will do several pre-reading activities, then they will read the one-page story and answer the following short answer comprehension questions: 1. La persona que narra el cuento, ¿es hombre o mujer? 2. El regalo, la felicidad, ¿fue fácil o difícil de conseguir? 3. ¿Dónde compró la persona la felicidad, en la calle o en una tienda? 4. Según la persona que la dio, ¿esta felicidad es de mejor o de peor calidad que la que tenía de joven? 5. Según ella, ¿hay mucho o poco riesgo (risk) de perder la felicidad? 6. ¿Por qué no puede abrir la caja la narradora? 7. Al final, ¿qué hace la narradora con la felicidad? The students could also be asked to write a reaction to the short story, or they could answer a series of analysis questions. Writing, Problem Solving or Performance 1. Instructions would be in Spanish – Try to remember a typical summer in your childhood. Write a paragraph of eight to ten sentences about what you used to do in your free time, how much time you spent with your grandparents, whom you used to play with, what chores you were responsible for, etc... 2. Instructions would be in Spanish – Read the email from your friend Tomás where he explains all the problems he is dealing with, then respond to him in eight to ten sentences with recommendations for how he should take care of himself and solve his problems. Remember to include the command forms as well as the subjunctive mood for any recommendations or reactions you have. Other (Term projects, research papers, portfolios, etc.) Students are asked to select a famous Hispanic person (artist, politician, athlete, etc...), living or dead, for a 3-5-minute oral presentation for the class. The students may have visuals, but their information must be expressed orally. They must also have a follow-up comprehension activity for their classmates. When designing their oral presentation, they are asked to keep the following questions in mind while including any additional facts or demonstrations related to their famous person. 1. ¿Quién es? 2. ¿De dónde es? 3. ¿Cómo era su niñez? 4. ¿Por qué es una persona famosa? 5. ¿Qué influencia tiene (o tenía) en su época Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
FREN 0002 - Elementary French - Level II
http://catalog.sierracollege.edu/course-outlines/fren-0002/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of FREN 1 or two years of high school French with grade(s) of "C" or better Hours: 72 lecture Description: Continuation of FREN 1 with greater emphasis on speaking and writing. Explores culture, historical figures, and events of the areas where French is spoken. (CSU, UC) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary French spoken in simple past tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. Recognize and explain what is read in simple past tense from any elementary reading passage. Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline I. Use demonstrative adjectives in sentences. II. Express the past using passé composé with avoir and être in affirmative and negative sentences. III. Recognize and conjugate regular and irregular "re" ending verbs in present and past tenses. IV. Substitute direct and indirect objects with direct and indirect object pronouns. V. Form adverbs from adjective and use in sentences. VI. Use the impératif to formulate affirmative and negative commands. VII. Narrate past activities and descriptions using the imparfait. VIII. Recognize and use passٞé composé and imparfait in the same sentence. IX. Compare and contrast "savoir" and "connaître". X. Narrate in the recent past using "venir" de. XI. Differentiate between and conjugate "vouloir, pouvoir and devoir" in present and past tenses. XII. Compare adjectives and adverbs using comparatives and superlatives, including irregular comparative and superlative forms. XIII. Use double object pronouns (direct and indirect) in the same sentence in the present and past tenses. XIV. Discuss daily routine using reflexive verbs in the present and past tenses. XV. Replace prepositional phrases by "y" and partitive articles by "en"- individually and in the same sentence. XVI. French Pronunciation rules regarding the following sounds such as: ti, sti, ssi, s, ss, semi-vowels, mute e, stress and rhythm, ch, qu, ph, th and gn. XVII. Writing compositions in French on topics such as: parties, travels, lodging, food and health. XVIII. Watch video clips related to the lessons and answer comprehension questions. XIX. Present short dialogues in French. CULTURE: Aspects of French and Francophone cultures, both in and outside of Europe: I. "Le Carnaval" and other festivals in the Francophone world such as July 14th and Christmas Markets. II. Fashion in the French speaking world. III. The French speaking world: Algeria, Morocco, Tunisia, French Antilles, French Polynesia, Paris, Île-de-France, Normandie, Bretagne et les Hauts de France, les Pays de la Loire et Centre-Val-de-Loire, and la Nouvelle Aquitaine. IV. Tahiti. V. Le Musée d’Orsay. VI. Vacationing. VII. The Alps. VIII. Lodgings in France. IX. Le Château Frontenac. X. Types of architectures in French-speaking countries. XI. Le Vieux Carré. XII. Le Guide Michelin. XII. French cheeses. XIV. Food from New Orleans. XV. Meals in France. XVI. Couscous. XVII. Food-related customs in French-speaking countries. XVIII. Pharmacies. XIX. L’Occitane en Provence. XX. Social Security in France. XXI. Marie Curie. XXII. French-speaking medical pioneers. XXIII. Present a dish from a French speaking region/country using visuals and write a summary of the research emphasizing cultural observations. Course Objectives Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Express words, phrases and expressions to discuss thematic areas such as social activities, traveling and vacations, fashion, lodging, food and health. 2. Identify and employ regular and irregular verbs ending in 're'. 3. Describe the past by using passé composé with être and avoir. 4. Give commands using the impératif. 5. Express past actions using the imparfait. 6. Narrate events in the recent past using "venir de". 7. Compare adjectives and nouns using comparatives and superlatives. 8. Express one's routine by conjugating reflexive verbs in the present, passé composé and imparfait forms. 9. Discuss real-life situations like booking a trip, renting an apartment, shopping for food and clothes, and visiting the doctor. 10. Use direct, indirect, "y" and "en" pronouns individually and together in sentences. 11. Recognize common vocabulary and grammatical constructions to understand spoken and written French at an elementary level. 12. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, fashion and social life. 13. Identify French regions on a map of France. 14. Watch and discuss authentic French video clips. 15. Analyze elementary- level readings to identify main ideas, summarize content, and evaluate the validity of statements made about the material. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Skill Demonstrations Reading Assignments 1. Assign reading on French cheeses. Recall vocabulary, principles of grammar and cognates to understand the gist of the text. In groups, students will categorize the cheeses and discuss the data related to cheese consumption in France. Students will answer the following questions in groups: 1. Combien de types de fromage sont produits en France? 2. Quels laits sont utilisés pour faire le fromage en France? 3. À quel moment du repas les Français mangent-ils généralement le fromage? 4. Comment célèbre-t-on la Journée nationale du fromage? Grades based on correct answers. 2. Students will watch a short video on Corsica and find its location on a map. Students will then look at a travel brochure on Corsica in pairs. Based on the reading, the students will draw the itinerary on a map and discuss activities offered for each day. After the reading, the students will answer the following questions: 1. Comment allez-vous en Corse? 2. Où le vol arrive-t-il en Corse? 3. Qu’est-ce que vous allez faire à Bastia? 4. Est-ce que vous allez dormir dans des auberges de jeunesse? 5. Qu’est-ce que vous allez prendre comme transports en Corse? 6. Allez-vous faire des randonnées pendant votre séjour? Graded on a rubric. Writing, Problem Solving or Performance 1. Students will write a short paragraph describing their childhood house in the past-tense. They will write about the home's location, the rooms, the furniture, the condition of the house, and the activities they did in the rooms. Other (Term projects, research papers, portfolios, etc.) 1. Internet search on lodging in France. Compare prices, size, indoor and outdoor features of houses/apartments. Discuss findings with a group. Grades based on accuracy of answers. 2. Group presentation of a dish and a French-speaking region or country. Students will talk about the location of the region/country, its historical background, and its specialties. Students will prepare a dish and bring it to class. Rubric grading. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Passcode for online homework.
ADVM 0002 - Technical Drafting II
http://catalog.sierracollege.edu/course-outlines/advm-0002/
Catalog Description DESCRIPTION IS HERE: Formerly known as DES 2 Prerequisite: Completion of ADVM 1 with grade of "C" or better or equivalent as determined by instructor Hours: 90 (36 lecture; 54 laboratory which may be scheduled TBA) Description: Intermediate concepts of engineering design including sections, auxiliaries, threads, fasteners, and dimensional tolerancing. Basic concepts of Geometric Dimensioning and Tolerancing. Design for manufacturability and assembly explored to include material selection and properties of materials. This course teaches intermediate/advanced 3D AutoCAD skills. Designed for students who have attained a fundamental knowledge of the processes and practices of engineering design/drafting. (CSU) Units 3 Lecture-Discussion 36 Laboratory 54 By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Apply appropriate, current and relevant industry standards in preparing technical documentation for the appropriate discipline of their study. Construct partial auxiliary views, half auxiliary views and auxiliary sections and apply them to part drawings. Design complete working drawings in discipline of study for use in manufacturing/building application. Demonstrate computer aided drafting practices that conform to business and industry CAD standards. Demonstrate the appropriate Section view conventions according to the ASME standard for views development. Course Content Outline I. Computer Integrated Manufacturing (CIM) a. Product & Process Definition Review b. Manufacturing Engineering i. Design for Manufacturability (DFM) ii. Design for Assembly (DFA) iii. Design for Service (DFS) iv. Design for Manufacture and Assembly (DFMA) c. Properties of Materials d. Cost and availability of materials e. Appearance, service life, and recycling II. CAD - Drawing Setup a. Pre Planning b. Prototypes i. Conventions and Standards ASME ii. Title and record strips iii. Drawing number iv. Parts list v. Zoning vi. Checking vii. Drafting practices manuals c. CAD specific entities i. Layers ii. Units iii. Blocks/Wblocks iv. Viewports v. WCS/UCS vi. View points III. Sections a. Cutting plane b. Lines in sectioning i. Visible ii. Hidden iii. Center c. Section lining d. Visualizing a section e. Types of sections i. Full ii. Half iii. Revolved iv. Removed v. Broken-out vi. Offset vii. Aligned sections f. Partial views g. Intersections in sectioning h. Conventional breaks IV. Auxiliary Views a. The auxiliary plane b. Reference planes c. Classification of auxiliary views i. Depth auxiliary ii. Height auxiliary iii. Width auxiliary d. Dihedral angle e. Partial auxiliary views f. Half auxiliary views g. Auxiliary sections h. Secondary auxiliaries i. True length lines j. Ellipses V. Threads and Fasteners a. ANSI/Metric Standards i. ANSI/ASME B1.1 ii. ANSI/ASME B1.7M iii. ANSI/ASME B1.13 iv. ANSI/ASME Y14.6 v. ANSI/ASME Y14.6a b. Screw thread terms i. Screw thread ii. External thread iii. Internal thread iv. Major diameter v. Minor diameter vi. Pitch vii. Pitch diameter viii. Lead ix. Angle of thread x. Crest xi. Root xii. Side xiii. Axis of screw xiv. Depth of thread xv. Form of thread xvi. Series of thread c. Screw Thread Forms i. American National 1. Course 2. Fine 3. 8-pitch 4. 12-pitch 5. 16-pitch ii. Unified 1. Extra fine thread iii. Metric iv. Square v. Acme vi. Standard worm vii. Whitworth iix. Knuckle ix. Buttress d. Thread Pitch e. Right/Left handed threads f. Single and multiple threads g. Thread and fastener drawing symbols i. Schematic ii. Simplified iii. Detailed h. Threads in section i. American National thread fits i. Class 1 ii. Class 2 iii. Class 3 j. Metric and Unified thread fits k. Thread notes l. Bolts, studs & screws i. Specifications for bolts and nuts ii. Lock nuts and locking devices iii. Standard cap screws iv. Standard machine screws v. Standard set screws vi. Wood screws m. Keys n. Machine pins o. Rivets p. Springs VI. Introduction to Dimensional Tolerancing a. Tolerance dimensioning b. Size designation c. Fits between mating parts i. Clearance ii. Interference f. Specification of tolerances i. Limit dimensioning ii. Plus-or-minus dimensioning iii. Single limit dimensioning g. Accumulation of tolerances h. Metric system of tolerances and fits VII. Introduction to Geometric Dimensioning and Tolerancing a. Philosophy behind Geometric Dimensioning b. Geometric characteristic symbols i. Symbols for tolerances of position 1. Basic dimension symbol 2. Datum identifying symbol 3. Datum entities 4. Supplementary symbols a. Maximum material condition b. Least material condition c. Regardless of feature size ii. Combined symbols VIII. Assembly Drawings a. General Assembly i. Views ii. Sections iii. Hidden lines iv. Dimensions v. Identification b. Assembly sectioning c. Working drawing assembly d. Installation assemblies e. Check assemblies f. Patent drawings IX. Project a. Design Teams b. Working Drawing c. Assembly Drawings Course Objectives Course Objectives This course requires 36 hours lecture and 54 hours laboratory. In some class sections, the 54 hours of laboratory may be scheduled "to be arranged" or "TBA." The TBA hours and objectives are expected of all students enrolled in the course. Upon successful completion of the course, the student will: Lecture Objectives: I. Computer Integrated Manufacturing (CIM) 1. Explain the role that Design for Manufacturability plays in product design. 2. Describe the benefits that Design for Assembly plays in product design. 3. Describe the benefits that Design for Service plays in product design. 4. Explain the material selection process. 5. Compare and contrast the properties of materials used in product design. II. CAD-Drawing Setup 1. Explain the importance that preplanning plays in drawing setup. 2. Interpret the ASME Standard and apply its conventions. 3. Describe the setup procedures for Computer Aided Design (CAD) specific entities relative to prototypes. III. Sections 1. Differentiate between the symbols used in section lining. 2. Formulate the solution for section development. 3. Differentiate between the types of sections used in drawing development. 4. Analyze the appropriate use of partial views in part descriptions. IV. Auxiliary Views 1. Differentiate between the possible auxiliary planes used in part descriptions. 2. Differentiate between the three main auxiliaries. 3. Describe dihedral angle. 4. Describe true length lines. 5. Describe how ellipses are projected in auxiliary views. V. Threads and Fasteners 1. Apply the ANSI/Metric Standards for application specific conventions. 2. Describe the characteristics of screw threads. 3. Differentiate between screw thread forms. 4. Define the pitch of threads. 5. Describe the difference between right/left hand threads. 6. Describe the difference between single and multiple threads. 7. Differentiate between the classifications for American National thread fits. 8. Differentiate between the Metric and Unified thread fits. VI. Introduction to Dimensional Tolerancing 1. Evaluate how dimensional tolerance affects feature size. 2. Analyze drawings for accumulation of tolerances and how they affect size description. VII. Introduction to Geometric Dimensioning and Tolerancing 1. Describe the rationale behind the system of geometric dimensioning. 2. Evaluate drawings for accurate application of geometric characteristic symbols. VIII. Assembly Drawings 1. Describe the methods used in creating installation assembly drawings. 2. Describe the methods used in creating check assembly drawings. 3. Describe the methods used to create drawings used for patent applications. IX. Semester Project 1. Evaluate the experience working as part of a design team. Laboratory Objectives: I. CAD-Drawing Setup 1. Interpret the ASME Standard and apply its conventions. 2. Describe the setup procedures for Computer Aided Design (CAD)specific entities relative to prototypes. II. Sections 1. Apply the process for cutting plane placement. 2. Apply the standards and conventions for lines in section drawings. 3. Differentiate between the symbols used in section lining. 4. Formulate the solution for section development. 5. Differentiate between the types of sections used in drawing development. 6. Apply the conventions for conventional breaks to views in drawing development. III. Auxiliary Views 1. Construct reference planes for auxiliary views. 2. Construct partial auxiliary views and apply them to part drawings. 3. Construct half auxiliary views and apply them to part drawings. 4. Construct auxiliary sections and apply them to part drawings. 5. Construct secondary auxiliaries and apply them to part drawings. IV. Threads and Fasteners 1. Describe the characteristics of screw threads. 2. Create drawings that employ thread and fastener symbology. 3. Construct appropriate representations for threads in section views. 4. Construct thread notes on drawings for part description. 5. Construct representations for threads and fasteners in drawings. 6. Construct representations keyways and/or keyseats in drawings. 7. Construct representations of machine pins in drawings. V. Introduction to Dimensional Tolerancing 1. Apply tolerance dimensioning to part features. 2. Construct drawings that contain examples of the methods for tolerance dimensioning. 3. Construct drawings that employ the metric system of tolerances and fits. VI. Introduction to Geometric Dimensioning and Tolerancing 1. Apply geometric symbols to part features on drawings. VII. Assembly Drawings 1. Prepare general assembly drawings by applying the ASME standards and conventions. 2. Create drawings that illustrate appropriate assembly sectioning techniques. 3. Create working assembly drawings according to ASME conventions. VIII. Semester Project 1. Create working drawings as an aspect of the document package for the semester project. 2. Create assembly drawings of the semester project to be incorporated into the document package. Methods of Evaluation Objective Examinations Problem Solving Examinations Projects Skill Demonstrations Reading Assignments 1. Students read textbook chapter on Auxiliary View Development then Construct a drawing, based upon course readings, demonstrating the learning objectives. The drawings are evaluated for compliance with ASME standards. Critical thinking and problem solving are part of these assignments. 2. Search the Internet for articles that reference Design for Manufacture and Assembly and be prepared to discuss with the group. Writing, Problem Solving or Performance 1. Compare and contrast methods employed in Design for Manufacture and Assembly- report either written or orally upon return to the lecture. 2. Problem solve the construction of 3D solid models and the relationship of geometry for feature definition. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio that contains samples of semester assignments to show potential employers the engineering design concepts studied. 2. Participate as a member of a design team for the completion of a semester design project. Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
ESCI 0002 - California Geology
http://catalog.sierracollege.edu/course-outlines/esci-0002/
Catalog Description DESCRIPTION IS HERE: Formerly known as GEOL 2 Advisory: Completion of ESCI 10 with grade of "C" or better Hours: 54 lecture Description: An introduction to the geology of California, including tectonic processes, geologic structures, physiographic provinces, local rocks and minerals, landforms, natural resources, geologic history, and natural hazards in the state. (C-ID GEOL 200) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Describe the major stages of the geologic development of California. Describe the California type plate boundary. Relate the geomorphic provinces of California to underlying geologic mechanisms. Course Content Outline I. Fundamental Geological Concepts a. Plate Tectonics b. Characteristics and Origin of Rocks and Minerals c. The Geological Time Scale II. Geologic Evolution of California a. tectonic evolution b. current geomorphology c. plate boundaries d. volcanoes e. accretion of terranes f. mineral and energy resources g. water resources III. Physiographic Provinces of California a. Sierra Nevada b. Klamath Mountains c. Peninsular Ranges (including Channel Islands) d. Great Valley e. Coast Ranges f. Basin and Range g. Mojave (including Colorado Des.) h. Cascade and Modoc Plateau i. Transverse Ranges j. California coastline III. California Geologic Hazards a. Earthquake history b. Faulting and paleoseismicity c. San Andreas and other Fault Systems of California Course Objectives Course Objectives 1. Interpret the geologic evolution of California; 2. evaluate the physiographic provinces in terms of minerals, rocks, geologic history, and tectonic development; 3. analyze the development and economic potential of natural resources in California based on their geologic setting; 4. relate modern tectonic setting to landforms, faults, and volcanoes; 6. compare and contrast the geologic history of similar geologic provinces in California (e.g. Sierra Nevada, Klamath and Peninsular Ranges); and 7. assess the various geological hazards, areas of greatest risk, and fundamental geologic processes that potentially threaten life and property as associated with different physiographic provinces. Methods of Evaluation Essay Examinations Reports Reading Assignments 1. Read the section in Mary Hill's Sierra Nevada dealing with subjacent rocks and be prepared to discuss in class. 2. Read an appropriate article pertaining to California geology in a scientific journal and write a short essay on the subject. Writing, Problem Solving or Performance 1. Write several short essays pertaining to California geology. 2. Conduct a Periodical review. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Other materials and-or supplies required of students that contribute to the cost of the course. Geologic map of California Road map of California
