Professional Documents
Culture Documents
COURSE INFORMATION
Pre-requisites, Co-requisites
None
Course Description
• Rockin' Around Texas provides wide-ranging discussions of the theories of the origin and
modification of the earth through time.
• Each class is designed as a student-centered encounter with the underpinnings of earth science.
• Students will complete assignments designed to build their overall expertise. Each will be based
on readings of research and research syntheses.
• Field trips are offered to provide hands-on experiences.
• All participants will engage in probing discussions and activities.
• We will encounter both topical and controversial issues.
Methodology
• This class is grounded in a problem based learning format and will be learner-centered and
focused on group activities.
• You will frequently need to conduct online research.
• Each student has a responsibility to attend class and to be prepared.
• An online discussion board on eLearning will be maintained. This is a great place to get a concept
explained by another student. Your professor monitors the discussions.
• Each student will complete assignments within as diverse a context as possible (see below).
Several involve presentations.
• Participating in field work is fundamental to success.
• Group work completing major assignments is the main component of this course. Among other
assessments of performance (see the rubrics) is a contribution and cooperation grade.
ENTRY DOCUMENT
Dear Dr. Montgomery,
The State Board of Education (SBOE) approved the Texas Essential Knowledge and Skills (TEKS) for a
fourth year Earth and Space Science course that was implemented in the 2010-2011 school year. In
addition, the new middle school science TEKS include an increased emphasis on earth science at grade
8. Traditionally earth science has been the area with which students in Texas have had the most difficulty
according to the TAKS test data at grades 5 and 8. This increased emphasis on earth science at the
secondary level, with continued emphasis at grades K-5, has resulted in a critical need for geology
resources for Texas teachers. I would like your assistance in developing an online portfolio of resources
that teachers in Texas can access in order to acquire the skills and understandings needed to be able to
lead a geology field experience anywhere in the state of Texas. I understand that you will be teaching a
course on the Rocks of Texas as a part of your Master of Arts in Science Education Program. I hope you
will enlist the help of your students in developing the online portfolio of resources and instructional
information. With the recent decision by the SBOE to delay the science textbook adoption, the
development of earth science resources is essential in order to meet the needs of our teachers and
students.
Sincerely,
Dr. Pierre Roches, Director
Texas Board of Earth Science Education
LEARNING OUTCOMES
1. Students will appreciate earth science not only as inspired inquiry but they will understand the
subject within its historical and social perspectives.
2. Students will apply their learning and understanding to the creation of a Virtual Field Trip.
Week Topic of Week Assignments Due @ Midnight on: Assignments Due (see below)
WEEK BY WEEK
Overall Goal: Develop a bank of resources and instructional materials to equip earth science teachers
with what is needed to lead geology field trips anywhere in Texas.
Driving Question: What tools, resources and understandings are needed in order to lead a geology field
trip anywhere in Texas? All activities will feed into producing a Virtual FIeld Trip (VFT) to the Big Bend of
Texas. This is the major focus of the course.
Problem 1: What is the geologic history of Texas? This problem should be considered as an
overview. Detail and depth will come later. (3 weeks)
Possible Resources:
1. Rock and fossil collections.
2. Scotese plate tectonic animations.
3. Websites for universities, museums, appropriate organizations.
4. Peer-reviewed publications (McDermott Library).
5. Roadside Geology of Texas.
Products:
1. Animation that explains the geologic history of TX. (3) - numbers in parentheses are the point
value
2. Interactive VFT website additions. (4)
Assessment:
1. Notebook check (you will have a great deal of organized notebook work as you document field
experiences, lab work, research, and other activities). A "notebook" can also be digital. (3)
Notes: Each group will self-assign a particular time to report out to the class. In addition to the project,
students will be required to post a reflective piece on a collaborative class portfolio. The reflective piece
must synthesize the ideas from all group presentations. Grading is via rubric.
Problem 2: How can sedimentary rocks of Texas be identified? (2 weeks)
Possible Resources:
1. Bureau of Economic Geology rock and mineral kits.
2. Rock collection for this class.
3. Rock/mineral identification kits.
4. Hand lens.
5. Rock hammer.
6. Large maps of regional/state/local geology.
Notes: The sedimentary rocks provided tell a detailed story. You may also bring your own Texas rocks
and fossils to the table. What you learn in the lab setting will also apply later.
Assessment:
1. Notebook check. (3)
2. Interpretations of provided samples. (2)
3. Additions to the VFT portfolio connecting what was learned about sedimentary rocks to the prior
understanding of the geologic history of Texas. (4)
4. Additions to the sample library that will accompany the VFT. (1)
Note: This preparation is critical to undertaking Problem 3 and beyond. Without this background the rest
of the course will be a struggle.
Problem 3: How do geologists construct and interpret stratigraphic columns? (2 weeks)
Resources and Experiences:
1. Required 1st field trip (half day Saturday) to observe sedimentary geology and to construct
stratigraphic columns.
2. TXESS Revolution materials.
3. Activity - How can superposition be used to determine relative age?
4. Activity - How do weathering and erosion work in tandem and what are the products?
5. Required 2nd field trip (half day Saturday) to observe and quantify principles of sedimentary
geology.
Assessments:
1. Notebook check. (3)
2. Detailed stratigraphic columns will be required. The assessment of the stratigraphic column will
include sequencing, correct identification of rocks, unconformities, descriptions of each unit,
scale, dip and strike, GPS coordinates, etc. (4)
3. Additions to the portfolio connecting what was learned about the geology of the local area to the
prior understanding of the geologic history of Texas. (4)
Problem 4: How can igneous and metamorphic rocks of Texas be identified and interpreted? (1
week)
Resources and Experiences:
1. Work with the suite of samples from the central Texas area.
Assessments:
1. Notebook check. (3)
2. Additions to the VFT connecting what was learned about the geology of Central Texas to the prior
understanding of the geologic history of Texas. (4)
3. Additions to the sample library that will accompany the VFT. (3)
Problem 5: How do paleontologists interpret fossil evidence? (2 weeks)
Possible Resources and Ideas:
1. Indicators of specific sedimentary environments.
2. Time/sed./fossil correlation utilizing index fossils.
3. Revisit superposition with a paleontological perspective.
4. Resources for “virtual” field trip or various fossil sites around UTD.
5. Refer to material collected on our field trips.
Assessments:
1. Notebook check. (3)
2. Additions to the VFT portfolio connecting what was learned about fossils to the prior
understandings of the geologic history of Texas. (4)
3. Additions to the sample library that will accompany the VFT. (1)
Problem 6: Interpretation of the geology of the Big Bend region (3 weeks)
Possible Resources and Ideas:
1. Bureau of Economic Geology publications.
2. Theses and dissertations.
3. Appropriate websites.
4. Samples, publications, photographs, etc. from Dr. Montgomery.
Assessments:
1. Notebook check. (3)
2. Additions to the VFT portfolio connecting what was learned about the Big Bend region to the prior
understandings of the geologic history of Texas. (4)
3. Begin constructing a proper field trip guide for your own classes. (3)
Note: Several items each summer Dr. Montgomery works in the Big Bend region. You are most welcome
to come our, observe the geology, collect samples, participate in ongoing research, etc. We have a
research facility near Terlingua where we stay. More details will be forthcoming in class.
Problem 7: Modern Geologic Processes (2 weeks)
Possible Resources and Ideas:
1. Weekend trip to Galveston to observe moderns processes.
2. Cores provided for paleotempestology mini-project.
3. Manuals, field guides, theses, dissertations, peer-reviewed publications, etc.
4. Error! Hyperlink reference not valid.
5. GLO website (State of Texas).
6. Dr. Montgomery will help identify the microfossils.
Assessments:
1. Notebook checks. (3)
2. Additions to the VFT portfolio connecting what was learned about modern geologic processes to
the prior understandings of the geologic history of Texas. (4)
3. Field trip guide for your own classes (must include an introduction to social and economic
perspectives). (15)
Problem 8: Culminating Project - Putting it All Together (1 week)
Assessment:
1. What tools, resources, and understandings are needed in order to lead a geology field trip
anywhere in Texas? (10)
Review and assessment of the VFT products. (10)
Make-up Assignments
None without prior approval of instructor
Extra Credit
None
Late Work
Accepted only with appropriate written excuse
Special Assignments
None
Classroom Citizenship
Respect should be shown at all times.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications
for enrollment or the award of a degree, and/or the submission as one's own work or material that is not
one's own. As a general rule, scholastic dishonesty involves one of the following acts: cheating,
plagiarism, collusion, and/or falsifying academic records. Students suspected of academic dishonesty are
subject to disciplinary proceedings.
Plagiarism, especially from the Web, from portions of papers for other classes, and from any other source
is unacceptable and will be dealt with under the university's policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student's U.T. Dallas email address, and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individuals corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of F in a course if you choose not to attend the class once you are enrolled.
Incomplete Grades
As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester's end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30
p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary
to eliminate discrimination on the basis of disability. For example, it may be necessary to remove
classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are
blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus
an oral presentation for a student who is hearing impaired). Classes enrolling students with mobility
impairments may have to be rescheduled in accessible facilities. The college or university may need to
provide special services such as registration, note-taking, or mobility assistance.
It is the student's responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.