DAYS/TIME MONDAY--WEDNESDAY-FRIDAY

BUILDING/ROOM PSYCHOLOGY 223
 
 

2. PREREQUISITES: NONE

3. RESOURCES NEEDED:
TEXT: Essential of Physical Geography: 6th Edition, Robert E. Gabler, Robert J. Sager, Daniel L. Wise, and James Peterson. Saunders College Publishing, Harcourt Brace College Publishers 1999.

Rand McNally GOODE's WORLD ATLAS

4. COURSE GOAL: To identify the Earth's three spheres. To exam the hydrosphere, the oceans, and the water cycle. To analyze the atmosphere, meteorology, and climatology. To outline the lithosphere, to learn and read maps, to recognize the different climate types, and to compare and contrast the different life forms on earth and how they interact. To identify the significance of different soil types, to discuss various landforms, and how they are formed, and to outline the geologic process..

5. COURSE OBJECTIVES AND OUTLINE:
The Student Should be Able To:
 
 

I.The Earth System and Physical Geography

A To Define the Earth System.

B.To identify the Major Divisions, the Environmental Spheres, of

   Physical Geography.

C.To recall Spaceship Earth, the interrelated systems of planet Earth.

D.To recognize Models and System and how they work.

E.To study how People and their Environment are linked.

F.To Define the different types of Geography.

G. To understand the location, the place, distributions, patterns in
    Geography.

II. Representations of Earth

A.To discuss the importance of location and the means of finding location.

B.To delineate, the role of Globes and to compare and contrast great circles, small circles and great circle routes.

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

C. To recall the size and Shape of the Earth, the Geographic Grid, Latitude,
   and Longitude.
D.To tell time, and know the difference between standard time, daylight
   time, and the international system for telling time.
 
 
 

E. To recall the Public Lands Survey System, the Township and Range
    System.
F.To explain the Global Positioning System and the system of
   triangulation.
G.To discuss Maps and to portray Map Projections.
H.To examine the essentials of maps and define scale, direction,
I.To identify the different kinds of Maps.
J.To recognize Modern Mapping Technology--Computer Mapping or
  Automated Cartography, Geographic Information Systems, Remote Sensing
  Systems--Photographic and Non photographic systems.

III. Earth as a Planet

A.To recall the Solar System and Beyond

B.To depict the relationship between the Earth and the Sun.

C.To describe the Size and Shape of the Earth and Special Note

   remember the plane of Inclination

D.To describe the March of the Seasons.

E.To recount important lines of latitude--Arctic Circle and Antarctic

   Circle, The Tropics of Cancer and Capricorn

F.To describe the use of Analemma on a Globe.

G.To describe how Insolation and and Seasons are related.

IV.The Atmosphere, Atmospheric Heating, and Temperature

A.To classify the Characteristics and Composition of the Atmosphere.

B.To describe the vertical structure of the Atmosphere

C.To compare and contrast Weather and Climate.

D.To list the Elements of Weather and Climate.

E.To identify the Controls of Weather and Climate--(Latitude, Land and

   Water Distribution, Ocean Currents, Altitude, topographic barriers or

   landform barriers, human activities.)

F.To sketch the impact of Solar Energy and Atmospheric Dynamics.

   (The key to this section and other sections is the Electromagnetic

   Energy--Electromagnetic Spectrum)

G.To recall the Role of Water in the Atmosphere and the Effects of the

   Atmosphere on Solar Radiation.

H.To detail the Heating of the Atmosphere particularly the Methods of

   Heat Energy Transfer.

I.To outline the Heat Energy Budget and variations in the Heat Energy

  Budget.

G.To compare and contrast heat and temperature and different scales

   of temperature.

H.To outline Short Term Variations in Temperature, and the difference

   between land and water heating.

J.To discern Vertical Temperature Patterns--Know Normal Lapse Rates.

K.To define Temperature Inversions

L.To compare and contrast Global Temperature Patterns at the Earth's

   Surface.

M.To compare and contrast the Annual March of Temperature.

V.Atmospheric Pressure and Wind

A.To paint Impact of Pressure and Wind on the Landscape.

B.To outline the Variations in Atmospheric Pressure--Vertical Variations,

   Horizontal,

C.To paint an Idealized World Pressure Belt.

D.Mapping Pressure Distribution--Know about Isobars and Pressure

   Gradient.

E.To define the Nature of the Wind--Pressure Gradients and Winds, the

   Coriolis Effect and Wind, Friction and Wind.

F.To compare and contrast Cyclones and Anticyclones and Convergent

   and Divergent Circulation.

G.To define Wind Terminology.

VI.Circulation Patterns

A.To investigate the General Circulation of the Atmosphere, the Global

   Surface Wind Systems.

B.To theorize about the Idealized Model of Atmospheric Circulation.

C.To describe the Major Wind Systems--The Condition Within

   Latitudinal Zones.

D.To examine the Effects of Seasonal Migration on Wind Patterns and

   the Longitudinal Difference in the Winds.

E.To describe the General Circulation of the Ocean Current and to

   discuss El Nino and the Southern Oscillation.

F. To identify Sub global Surface Wind Systems--Localized Wind

   Systems.

G.To point out the significance of Upper Wind Patterns.

VII.Moisture, Condensation, and Precipitation

A.To outline The Hydrologic Cycle.

B.To point-out the Water in the Atmosphere.

C.To identify Saturation and the Dew Point

D.To describe Humidity and the differences between Absolute, Specific,

   and Relative Humidity.

E.To portray Condensation.

F.To list the different types of Fogs and other Minor Forms of

   Condensation.

G.To outline the formation of Clouds

H.To list the different forms of Clouds.

I.To list the different forms of Precipitation.

J.To map the Global distribution of Precipitation.

K.To point-out the Variability of Precipitation.

L.To profile the impact of storms on the Landscape

VIII.Air Masses and Atmospheric Disturbances

A.To classify Air Masses and to draw their Trajectory.

B.To list the Air Masses of North America

C.To describe and map Fronts.

D.To list the different types of Fronts.

E.To relate Atmospheric Disturbances and how it differs from storms.

F.To describe transient Cyclones and Anticyclones their nature, size,

  and appearance on maps.

G.To describe Thunderstorms. (I hope you get a bang from this section.)

H.To draw the development of Tornadoes and to explain why they are

   socommon in parts of North America.

I.To identify Weak Tropical Disturbances.

J.To detail the development of Hurricanes.

IXClimate and Climate Change

A.To briefly discuss Climate and Climate change.

B.To discuss the historical classification of Climates

C.To stress the Koppen system of Climate classification and the

   Simplified Koppen classification.

D.To identify Climographs

E.To compare and contrast the Koppen system to the Thornthwaite

  System.

F.To trace the Pleistocene Epoch in the light of Modern Research.

G.To discuss the rate of Climate Change and causes of Climate Change.

H.To chart possible Future Climate Changes.

X.Low-Latitude and Arid Climatic Regions

A.To briefly explain the importance of Climate.

B.To compare World Distribution of Major Climatic Types and subtypes

C.To describe Climatic Regions and identify zones of transition.

D.To examine Humid Tropical Climatic Regions and the three major

   types.

E.To outline the Arid Climatic Regions and the two major types.

XI.Mid-Latitude and Arid Climatic Regions

A.To outline Middle-Latitude Climates and define Humid Mesothermal

   Climatic Regions.

B.To describe the Mediterranean Climates.

C.To examine the Humid Subtropical Climate and compare it to the

   Mediterranean climate as far as location.

D.To sketch the Marine West Coast Climates.

E.To paint the differences in Humid Microthermal Climatic Regions

F.To recall the Humid Continental Hot Summer Climate and Humid

   Continental Mild Summer Climate.

G.To depict the Subarctic Climate--the Taiga, a land of trees

H.To compare and contrast the two types of Polar Climates.

I. To describe Highland Climates.

XII.FLUVIAL Landforms and Process

A.To identify the power of Running Water.

B.To describe a Stream System.

C.To portray Water Flow in Streams and point out the difference

   between Intermittent Streams and Perennial Streams.

D.To evaluate the Erosion caused by Streams.

E.To depict Stream Transportation.

F.To map the Land Sculpture by Streams.

G.To point out Stream Rejuvenation.

H.To identify Stream Patterns.

I.To define Quantitative FLUVIAL Geomorphology.

J.To stress the Importance of Surface Waters.

K.To outline the Water in the Desert.

XIII.The Global Ocean

A.To identify the Oceans and their impact.

B.To describe the Characteristics of Ocean Waters.

C.To point out the Surface and Depth Variations in the Oceans.

D.To briefly recall the exploration of the Ocean Floor.

E.To describe the Features of the Continental Margins.

F.To reveal the Features of the Deep-Ocean Floor.

G.To portray the Islands and Coral Reefs of the World Ocean.

H.To outline the movement of the Tides and Waves.

ATTENDANCE POLICY:

Only students who have officially enrolled for a course on either a credit or audit basis will be permitted to attend classes a the University of Southern Colorado, however guests are welcome if the instructor is asked.

I realize that college students are big people, after all you are paying for it, but there are legal and administrative reasons for taking attendance I only use it to drop students (See 20% Rule) and small boost with extra credit on border line cases. (See extra credit)

Students are expected to attend all scheduled meetings of the classes for which they are enrolled unless excused by the instructor. Students must inform the instructor of the reason for the absence and make arrangements to make up any missed work. I have a tendency to be flexible about this, after all certain things in life do happen, besides weather, today many students have families and jobs which could conflict with class, as long as the student is reasonable I'll be reasonable.

QUIZZES AND MAP WORK

From time to time there will be quizzes concerning a film watched in class. These are very easy all one really has to do is pay attention to the film and the student should get most of the questions right. Map Work is a little more difficult, but not that much, these will be handed out when needed.

EXTRA CREDIT AND CLASS PARTICIPATION

Sometimes a student is a point or two short of the desired grade, if this is the case the instructor may work out and extra credit project, but without good test scores it will not help that much. I also take attendance and class participation into evaluation, in some cases, but like extra credit it only helps if a student is a half or a full point near the next grade level.

DISABILITY STATEMENT:
Any student having special needs should discuss the problem with the professor and suitable action will be taken.

NOTES

The Notes are available at the reference desk of the library and you can copy them. If for economic reasons you cannot afford to make a copy talk to the instructor and something can be worked out.

MAKE-UP WORK:

If a student misses a test, or quiz, he must make it up as soon as possible, assuming there is no reasonable excuses, like weather, illness, family problems, work, but after a week a five percent reduction will be make. (I've not had to do this because most students are responsible, please do not be the first.) I can work most things out if I talk to the student, there may be other reasons, but do talk to me about making things up.

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DROPPING CLASSES:
It is the responsibility of the student to drop a course. Students who register and do not want to be held liable for tuition and fees and/or have a transcript record created must drop the course before the last day to drop, whether or not they have attended class.

 Sometimes for various reasons a student finds the course is too much for him, to try to get out as quickly as possible, but do try the first test. Most of the time this is a D or F, but sometimes a student has much higher standards, talk to me perhaps an extra credit assignment could be assigned to pull up a student to an A, B, or C.

TWENTY PER CENT RULE:

If a student misses twenty percent of a lectures beginning with the first official date of enrollment, with out weather, or other reasonable reasons, it will be taken as evidence that a student does not intend to complete the course; and the instructor may withdraw the student from the course. A student will be assigned a W grade by the instructor, and the student will be liable for all tuition and fees related to that course.

FINAL: Although I do not teach to just the five to ten percent who always get A's I do give them a break. If a student has a 94%, on tests quizzes and other work, before the final he or she is waved from the final and get an A for the class. I do this for two reasons, there may be other classes a student needs to work on and what would be the point if a student always gets A's why waste their time and why waste my time.

THE TWO RULES: Although this might seem unnecessary with college students we do live in a litigious society. I general only have two rules.

1. Only one person talks at one time. (I know sometimes people get excited, but do try to give the other person a chance to speak even if you think he is a fool, especially if he is a fool.)

2. The other rule is no one puts any one down. This could included sexual harassment, ethnic intimidation, physical threats, disruptive behavior, or anything that interferes with the class room and the learning process. I try to run my class with a free exchange of ideas so do not be afraid to speak up, and sometimes good natured kidding can occur. This is a class room and not a prison camp.