Listed in: Geology, as GEOL-112
Formerly listed as: GEOL-21
For at least 3.5 billion years, Earth’s surface environments have supported some form of life. What geologic processes first created and subsequently maintained a habitable environment? How does contemporary global climate change compare to climate variations over Earth’s long history? This course looks at Earth’s climate and its surface environment from a geologist’s perspective. We will develop an understanding of the atmospheric, oceanographic, geological, and biological systems that interact to modulate the climate. Because Earth’s surface environments are products of and participants in these systems, we will also build the skills necessary to observe and interpret the landscape through study of modern coastal and riverine processes in the context of our region’s glacial history. Exploration of the sedimentary rock record, in which evidence of the history of ancient climate and life is preserved, will inform our inquiry into the ongoing climate experiment humanity is running through the rapid release of carbon dioxide into the atmosphere. The scientific tools we develop will allow us to analyze predictions of future climate change and assess possible paths forward.
This is an introductory science course designed for all students of the college. It provides a foundation for further study of Earth’s climate and surface environments. Three hours of class and two hours of lab. Not open to students who have taken GEOL-121.
GEOL-112 will be conducted remotely, using a combination of synchronous and asynchronous activities. In lab, students will participate in virtual field trips, practice techniques of image interpretation, and learn to interpret geological and climatological data. Students will be guided through the course by close, regular interaction with the instructors as would be true in a classroom setting.
Limited to 40 students with 20 students per lab. Spring semester. Professor Jones and Assistant Professor Holschuh.
If Overenrolled: Preference first to majors, then to first- and second-year students, then to STEM majors in other departments