GSC 321 / GSC 321L:

ENGINEERING GEOLOGY I / ENGINEERING GEOLOGY LABORATORY I

Expanded Course Outline

I.  Catalog Description

a) Course Title: GSC 321 / GSC321L Engineering Geology I  / Engineering Geology Laboratory I

b) GSC 321: Fundamentals of geology applied to engineering problems.  Includes rock types, structure, erosion, sedimentation, seismic explorations, rock/soil movements, and dam site evaluations.   3 units lecture/discussion.

GSC 321L:  Individual and group study of selected engineering geology problems.  Instruction is carried out in the field and laboratory.  1 unit laboratory.

II.  Required Background or Experience

Completion of MAT 106 or higher and courses in Sub-areas A1, A2, A3 and B1, B2, B3 is required.  This course integrates skills and concepts acquired in the General Education Communication and Critical Thinking Sub-areas and Mathematics and Natural Sciences Sub-areas.  Emphasis is placed upon utilizing quantitative reasoning skills to define, analyze, and propose solutions to real-world scientific problems that have geologic roots.

III.  Expected Outcomes

Summary

This upper-division synthesis course provides training in the “geologic factor” as it bears on scientific problems and related human affairs.  Students will learn to identify problem situations commonly encountered during site investigations.  Integrated lectures and laboratory exercises promote critical reasoning skills as students gain understanding of three-dimensional geologic structure and develop ability to evaluate the safety or stability of slopes, construction sites, and dam foundations.  Techniques of direct field observation, recording field data, definition of site dimensions, description of potential hazards, mathematical solution of related problems, and formal report writing provide students practical experience in work typically performed by a project geologist.  Human impacts are addressed through case studies of historical landslides, dam failures, and earthquakes and how they relate to preventable mistakes made by past civilizations. 

Expected Educational Outcomes

(1) Students shall utilize technical skills and scientific methodologies acquired in previous Mathematics, Physical Science, and Life Science courses.

(2) Students shall directly observe and objectively measure geologic features and patterns at specific field locations.

(3) Students shall analyze observational data to identify problems related to safety and stability of field site.

(4) Students shall apply physical laws to problems regarding field conditions and utilize statistical methods to evaluate a range of site factors.

(5) Instructor emphasizes the importance of detailed observations, accurate measurements, and objective interpretations. 

(6) Assumptions and limitations of analyses are critically evaluated.

(7) Human impacts and real-world applications to hazard mitigation are made obvious through examples illustrated in lecture and laboratory.

(8) The final project (dam site evaluation or case study) requires teams of students to integrate literature research with original scientific data collection.

(9) Laboratory reports are presented in written format and evaluated by instructor.

(10) Final group projects are presented orally to student peers, with a written report submitted to the instructor for evaluation

Component of This Course That Promotes Written and Oral Communication Skills:

Written laboratory reports and short-essay type examination questions constitute a significant proportion of the material evaluated in this course.  Four of eight laboratory exercises require formal written reports.  In each of these reports, students are required to succinctly state the purpose and objectives of the exercise, describe scientific observations and data collected, explain related calculations, and summarize pertinent results.  Exam questions ask students to articulate and /or quantify the details of specific geologic processes.  All writing assignments are evaluated on the basis of organization, content, writing mechanics, and grammar.

Teams of two or three students carry out a research project during the last three weeks of the course.  Each quarter, the general emphasis will alternate between Dam Site Evaluation and Case Studies.  Students choose from a wide variety of sites or topics.  Final group projects are presented orally to the class during Week 11.  Each team of two or three students is expected to summarize their project in a 10-15 minute talk accompanied by visual aids.  Powerpoint slide presentations are encouraged.  This procedure provides each student with public speaking experience and opportunities to field questions from peers.

IV. Text and Readings

Required Textbook:

Rahn, Perry H., 1996, Engineering Geology, an Environmental Approach, (2nd Edition) Prentice Hall, 655 p.

Required Laboratory Manual:

Nourse, J. A., Marshall, J. S., and Berry, D. B., 2003, Practical Earth Science Exercises (2nd edition), Kendall-Hunt Publishing Co., 117 p.

V.  Minimum Student Materials

pencil, notepaper, protractor, ruler, colored pencils, compass (for constructing circles), calculator, clipboard

VI. Minimum College Facilities

Lecture room with chalkboard, Brunton compasses (provided by Geological Sciences Department), Xeroxed handout materials, Projection facilities, Computer with Internet access 

VII.  Course Outline--Summary of Lectures and Laboratory Sequence

(Reading is assigned periodically from textbook; pertinent exercises from laboratory manual are listed below):

Introduction and Fundamental Geology Concepts

(WEEKS 1-2)

Course logistics; Minerals, rocks, and soils and their environments of formation; Engineering properties of importance (Strength, porosity, permeability, chemical weathering); Maps and cross sections; Landscape, geology, water, and sedimentation as viewed from above and in profile; Water table maps and hydrologic profiles; Basic geometric and geologic concepts applied to exploration for groundwater and petroleum; Drawdown and subsidence effects of pumping from aquifers; Darcy’s Law and groundwater seepage velocity

Laboratory Exercise:  Topographic maps and construction of topographic profiles (portions of Exercises 8, 10)

Laboratory Exercise:  Identification, material properties of rocks and soils (Exercises 4, 5, 6)

Behavior of Earth Materials When Stressed

(WEEKS 3-4)

General relationship of stress to rock or soil deformation; Lithostatic stress vs. deviatoric stress; Brittle versus ductile materials; Strength and material properties rocks; Hooke’s Law of Elasticity; Coulomb’s Law of friction; Factors that reduce the strength of rocks; Relationship of stress direction to earthquake faults; Case studies of southern California earthquakes. (Exercise 19)

Laboratory Exercise:  Hydrologic maps, water table maps, and groundwater flow (portions of Exercises 16, 17, 18) 

Laboratory Exercise: Geologic maps and construction of geologic profiles (Exercises 13, 14, 16)

Landslide Analysis

(WEEKS 5-6)

Introduction to landslide phenomena; Natural and human factors that make slopes unstable; Collection and measurement of slope stability data; How to determine safety of a slope; Analysis of simple plane failure; Slope stability involving intersecting planes.

*Midterm Exam—end of Week 5*

Case studies of historical landslides; Landslide mitigation (Exercise 21)

Field Laboratory Exercise: principles of geological mapping (conducted in Bonelli Park near Puddingstone Reservoir or in lower San Antonio Canyon; meet at site; map to be provided by instructor)

Field Laboratory Exercise: Slope stability investigations in the Mount Baldy area.  Meet in field.  Map to site will be provided by instructor. 

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Dams and Reservoirs

(WEEKS 7-9)

General geologic/hydrologic considerations in the selection of dam sites; Types of dams (concrete gravity or arch; earth-fill); Analysis of forces on dams and abutments; Evaluation of dam safety; Hydroelectric power generation; Water budgets of reservoirs; Working with precipitation, evaporation and runoff data; Darcy’s Law and water seepage from reservoirs; Case studies of historical dam failures; Hoover Dam and other classic dams.

Week 7 Field Laboratory Exercise: Hydrolelectric power generation in San Antonio Canyon.  Meet in field. 

Week 8 Field Laboratory Exercise:  Introduction to dam site evaluation group project.  Students will break into groups of two or three and (with the aid of their instructor) become familiar with the general geological characteristics of the project area.  Meet in field.

Week 8 Alternate Field Laboratory Exercise (for sections doing Case Studies): Slope stability investigations (continued)—rock bolt design calculation

Week 9 Field Laboratory Exercise:  Focused field-work and planning related to dam site evaluation.  Research to be carried out in groups of two or three.  Meet in field.

Week 9 Alternate Field Laboratory Exercise (for sections doing Case Studies):  Analysis of Morris and San Gabriel Dam in San Gabriel Canyon.

Locating Buried Layers: Seismic Exploration Techniques

(WEEK 10)

Seismic methods applied to locating water table and depth to bedrock; In-class exercise on seismic refraction.  Alternate Topic:  Response of various rock/soil foundations to seismic shaking (Exercise 19)

Week 10 Laboratory Exercise—Free period to finalize Dam Site Evaluations or Case Studies

Final Examinations and Presentations

(WEEK 11)

Laboratory Final:  Oral Presentation of Final Projects (Dam Site Evaluations or Case Studies)-  Student groups present essential results to classmates and instructor in a series of 10-15 minute Powerpoint talks.

 Written Reports on Dam Site Evaluations or Case Studies are due immediately following presentations.

Lecture Final 

VIII.  Instructional Methods

Geologic fundamentals and mathematical principles are introduced during the first four weeks the lecture and laboratory sequence.  Students will gain confidence with this material by attending lecture, taking notes, and performing four individual laboratory assignments.  The last six weeks are spent applying these principles to the solution of geologic problems in a natural field setting.  Mathematical approaches will be derived in lecture, while students work in teams in the field to tackle real-world situations.  The instructor provides feedback through one-on-one interactions with students and continuous evaluation of formal written laboratory reports and examinations.  

IX.  Evaluation of Outcomes

Because lecture and laboratory components are interrelated, scores in lecture and laboratory will be combined to calculate one grade worth 4 units.  Evaluations of laboratory reports, group projects and examinations shall score organization, content, writing mechanics, utilization of physical principles and/or of mathematical equations, and visual presentation.  Examinations will include laboratory material, and laboratory exercises will build upon concepts introduced in lecture.  Students shall receive continuous feedback through timely evaluation of all work submitted. Course grades are calculated as follows:                                                                                                                        

                                    Midterm Exam                                                  30%

                                    Final Exam                                                       30 %

                                    Laboratory Report and Group Projects 40%

            *Passing letter grades will correspond approximately with these ranges:

                        100-90 (A); 89-80 (B); 79-70 (C); 69-60 (D)

            A curve may be used to adjust these grades downward slightly, but no overall

            course grade below 50% will be considered passing.

Assessment of Course:  Student performance on examinations and laboratory assignments will provide instructor with quantitative data that directly measures the degree to which educational outcomes have been achieved.  Students will also be asked to assess the course by completing a written course evaluation form during Week 10 (please see Instructional Assessment form below). Questions 1-5 provide quantitative feedback regarding teaching qualities of the instructor.  Questions 6-8 provide quantitative measures of how the student perceived the course; e.g., how well the course held student interest, how much the student learned, and how highly the student would recommend the course to others.

INSTRUCTIONAL ASSESSMENT FORM