Geology homework help
Geology homework help. 1 GEOG 1L College of Alameda Physical Geography Lab Professor Carmichael Virtual Field Trip Project OVERVIEW The Field Trip Project is designed to showcase your understanding of processes and features in the “real world”. For this project you will choose one physical feature on earth to virtually visit, and discuss the spatial context (i.e. where and why) of this particular feature. CHOOSING A PHYSICAL FEATURE First thing is first, you need to determine what physical feature you are interested in virtually visiting and learning more about. What do I mean by a physical feature? This includes any naturally occurring, singular component of earth that you would study under the discipline of physical geography. This can be located anywhere on earth but it must exist now (i.e. it cannot be something that existed in the past but is no longer there). So, maybe you want to take a look at a volcanic feature, such as Mt. Kilimanjaro or the Long Valley Caldera. Or maybe an oceanic feature such as the Great Barrier Reef. Or a fluvial feature such as Iguazu Falls. Or an erosion feature, such as the Grand Canyon or Son Doong Cave. Or a tectonic feature, like the Mid-Atlantic Ridge or Hayward Fault. Or a glacial feature, such as the Antarctic Ice Sheet. Or a biosphere feature, such as the Shunan Bamboo Forest. Or a hydrothermal feature, such as Old Faithful. The choice is yours! Please keep in mind, this excludes weather events. And the feature must be singular and must be physical (i.e. cultural features, such as cities, zoos, and aquariums do not quality; and large-scale regions or parks do not qualify). If you need help identifying features or if you’re not sure a feature you’re interested in can be used, do not hesitate to contact me. VIRTUAL VISIT Once you’ve determined which feature you are interested in you need to go there – virtually! Using available technology and resources I want you to immerse yourself in this location. In other words, I don’t want you to visit a Wikipedia page and simply read about your feature, I want you to “go there” as much as you can in an online environment. How will you do this? o Find live feeds of the feature/area. Google, “ live webcam” and see if anything is available. This is also a great resources – https://explore.org/livecams. Note that for live feeds, you may need to check the local time of the area to view the feed during the day (although some night views might be helpful) o Use YouTube, or even social media, to view images or videos of the feature/area o Watch documentaries o Perform images searches o Talk with family or friends who may have visited this feature previously o Other – get creative! You’re welcome to discuss a place/feature you have been to in the past, but I would recommend “visiting” some place new. And again, the idea is to visit the feature/location as much as possible, virtually (even if you have been there before). If you need help with this, please do not hesitate to ask. 2 WHAT TO INCLUDE IN THE PROJECT Once you’ve virtually visited your feature, you will need to write about your “trip” and perform spatial analysis (i.e. where and why) of that feature. Specific sections and details on the written portion of the project are summarized below. Your project should be at least 1000 words minimum. I included suggested word counts in the table above. You are welcome to include charts, diagrams, tables, etc. to assist in your discussion. FORMAT & SUBMISSION Your project should be typed, double-spaced, with 12-point font. Submit it to your instructor via the submission link in Canvas. It is titled, “Submit Field Trip Project Here!”. The project can be in any standard file type, such as .DOC or .PDF. Please do not use Pages as this cannot always be read on my end. Let me know if you would like me to check your file ahead of the deadline to make sure I am able to view it. The due date for this project is Friday, May 22nd – the last day of the course/semester! No late projects or projects send via email will be accepted – no exceptions. Sections of Project What to Include & Word Count Introduction (introduce the feature you chose) Provide an introductory description of the feature. Where is this physical feature located? Provide the latitude and longitude, and include at least one map and one image of this feature. Consider general information about the area surrounding the feature, such as elevation, vegetation, climate, etc. Suggested word count = 200 words Your Visit (how did you virtually visit this location?) Summarize the resources and/or technology you used to visit the feature. What did you see/view on your virtual visit? Suggested word count = 150 words Significance and Formation (analyze and describe the formation of this feature) Why does this feature exist at this location? Determine the climate, oceanic and atmospheric circulation, volcanism and tectonic influences on this feature. Why is this location significant? Are there similar features elsewhere? If so, did they form by the same processes? Suggested word count = 500 words Optional Extra Credit Opportunity – Impact (analyze and discuss environmental changes) Note that you do not need to include this information, but if you do you will earn up to 20 points extra credit. What are the benefits of this feature? Are there any threats to this feature? How might climate change impact this feature/location? Minimum word count =200 words Conclusion What are your main findings? Summarize how and why this feature may change in the future. Any new research? Suggested word count = 150 words Works Cited See also the “Academic Integrity Section on pg. 4) Must be in MLA citation format. See the MLA Handout link in Canvas (under the Week 15 & 16 Module). 3 EVALUATION The project is worth 100 points. Students will be evaluated based on successful completion of their independent, original, work. The following rubric will be used to determine the project grade: Expert (letter grade equivalent = A or 100-90 points) Proficient (letter grade equivalent = B or 89-80 points) Apprentice (letter grade equivalent = C or 79-70 points) Novice (letter grade equivalent = D or 69-60 points) Integration of Knowledge The project demonstrates the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas. The project demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the project. The project demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course. The project does not demonstrate that the author has fully understood and applied concepts learned in the course. Topic Focus The topic/feature is appropriate and is focused narrowly enough for the scope of this assignment. The topic is focused but lacks direction. The topic is too broad for the scope of this assignment. The topic is not clearly defined. Depth of Discussion In-depth discussion & elaboration in all sections of the project. In-depth discussion & elaboration in most sections of the project. The writer has omitted pertinent content or content runs-on excessively. Quotations from others outweigh the writer’s own ideas excessively. Cursory discussion in all the sections of the project or brief discussion in only a few sections. Cohesiveness Ties together information from all sources. Project flows from one issue to the next without the need for headings. Author’s writing demonstrates an understanding of the relationship among material obtained from all sources. For the most part, ties together information from all sources. Project flows with only some disjointedness. Author’s writing demonstrates an understanding of the relationship among material obtained from all sources. Sometimes ties together information from all sources. Project does not flow – disjointedness is apparent. Author’s
writing does not demonstrate an understanding of the relationship among material obtained from all sources. Does not tie together information. Project does not flow and appears to be created from disparate issues. Writing does not demonstrate understanding any relationships. Spelling & Grammar No spelling &/or grammar mistakes. Minimal spelling &/or grammar mistakes. Noticeable spelling & grammar mistakes. Unacceptable number of spelling and/or grammar mistakes. Works Cited Cites all data/information obtained from other sources. MLA citation style is accurate. Cites most data/information obtained from other sources. MLA citation style is accurate. Cites some data/information obtained from other sources. MLA citation style is either inconsistent or incorrect. Does not cite sources. A grade of “F” or 59-0 points will be given to projects that are not submitted by the due date and/or projects that are deemed less than novice and/or projects that violate academic integrity (see “Academic Integrity” section below). 4 ACADEMIC INTEGRITY I know that for the vast majority of you, this goes without saying. But, issues tend to happen every semester so I want to make this very clear – dishonesty in the academic environment is unacceptable. Any form of cheating, and/or plagiarism is grounds for an “F” grade on the assignment and disciplinary action. Please see the Student Handbook or the Course Catalogue for the colleges’ definitions and policies on academic dishonesty and its consequences. How can you avoid academic dishonesty? Make sure you are the author of your project and that your work is original. Any resources that are used must be cited in MLA format. If you are unfamiliar with MLA format, please see the MLA Handout link in Canvas (under the Week 15 & 16 Module). If you are using general information from a source, then simply adding the citation at the end of your assignment in the Works Cited section is sufficient. If you are using a direct quote (i.e. copying and pasting any portion of the source directly), then you must use quotation makes and parenthetical citations in the text, as well as adding the citation to the end of your assignment (again, see the MLA Handout in Canvas). Use quotations sparingly. Responses that are quote-after-quote do not demonstrate your knowledge or understanding and will be marked down. The general rule of thumb is to aim for 20% or less (I highly suggest keeping it around 10%) of direct quotes in any assignment. If you have any questions about this, please do not hesitate to contact me.