GSC 350:  NATURAL DISASTERS

EXPANDED COURSE OUTLINE

I.  Catalog Description

Geologic catastrophes and their impact on past and present civilizations.  Emphasis on volcanic eruptions, earthquakes, tsunamis, landslides, floods, and global climate change.  Case histories of selected natural disasters.  Technological advances arising from the need to understand, predict, and prepare for geologic catastrophes.    3 hours lecture, 1 hour recitation per week.

II.  Prerequisites       

Completion of courses in Sub-areas B1, B2, and B3 is required.  This course integrates skills and concepts acquired in the general Education areas B1 (Mathematics), B2 (Geology, Physics, and Chemistry), and B3 (Life Sciences).  Emphasis is placed upon utilizing quantitative reasoning skills to define, analyze, and propose solutions to real-world engineering problems that have geologic roots.

III.  Expected Outcomes

Summary

            To provide an overview of natural disasters and their human impact throughout history.  Students will learn the geologic driving mechanisms for catastrophic Earth phenomena through a lecture and audio-visual format.  The influence of natural disasters on human civilization is emphasized.  For example:  (a) a pronounced drop in sea level that accompanied the last Ice Age created a land bridge between Siberia and Alaska that led to the migration of humans to the Americas, (b) the 1065 A.D. eruption of Sunset Crater, Arizona devastated the Sinawa Indians, but a later population boom in this tribe is attributed to the addition of soil nutrients from this same eruption, (c) past volcanic eruptions are known to have drastically altered global weather patterns.  The 1815 eruption of Tambura  (Indonesia) resulted in the “year without a summer” and associated worldwide crop failures.  Other volcanic eruptions may have created harsh weather conditions that halted Napoleon’s advance on Russia in 1812, and caused the Potato Famine and subsequent emigration of the Irish to America, and (d) the1979-82 Mammoth Lakes earthquake swarm and implied volcanic hazard hindered development plans in this ski resort town. 

This course also explores technologies that societies have developed to measure, monitor, predict, and prepare for natural disasters. For example:  (a) the Pacific Seismic- Tsunami Warning Network has saved numerous lives within the Pacific Rim since its implementation in 1946, and (b) recent earthquakes near Mexico City, San Francisco, and Northridge have educated society about the importance of strong foundation materials and stringent building codes, (c) the Southern California Seismic Network has helped scientists define and monitor complex fault networks that underlie the greater Los Angeles region, and (d) recent advances in volcano monitoring technologies have led to successes in predicting major eruptions such as Mt. Pinatubo (1991) and Montseratt (1995).

            Classroom activities and homework assignments focus on description and observation of significant natural disasters.  Students will receive "hands on" experience in the three dimensional description of these phenomena with topographic maps, geologic maps, and cross sections.    Recognition of potentially dangerous geologic situations is emphasized.  Case studies discussed in classroom lectures and student poster presentations reinforce connections between active Earth processes, hazard mitigation, and human impact.

            Overall, students will gain a thorough understanding of the causes and consequences of catastrophic geologic phenomena that might affect them directly or indirectly in the future.

Expected Educational Outcomes

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

(b) Students shall objectively observe or measure patterns and natural phenomena associated with various natural disasters.

(c) Students shall objectively analyze observational data to identify natural hazards and predict their extent.

(d) Students will statistical methods and solve equations to evaluate degree of risk.

(e) Assumptions and limitations of instruments used to monitor and predict natural disasters will be critically evaluated.

(f) Instructor shall emphasize the importance of accurate measurements, detailed observations, and objective interpretations in policy-making decisions. 

(g) Case studies and student poster presentations will bring out obvious mistakes made by past civilizations and emphasize successful techniques of hazard mitigation.

(h) The “global climate change” component of the course underscores symbiotic relations between Earth’s biosphere and atmosphere, and potential impacts on future generations.

(i) Students are required to conduct literature research about a historical natural disaster.  This research shall be summarized in a well-illustrated, visually appealing, appropriately cited poster format.

(j) Oral presentation of the natural disaster posters to classmates and instructor will provide each student experience with public speaking and utilization of visual aids.

IV. Text and Readings

Required Text:

Abbott, Patrick L., 2004, Natural Disasters, 4th edition, Wm. C. Brown, Publishers, 459 p.

Required Activity/Exercise Manual

Nourse, Jonathan A., Marshall, J. S., and Berry, David R., 2003, Practical Earth Science Exercises, 2^nd Edition,  Kendall Hunt, Publishing Co., 118p.

 Additional Readings: 

(1)  Bolt, Bruce A., 1993, Earthquakes, W. H Freeman and Company, 331 pages;

(2)  Rinehart, C. Dean and Smith, Ward C, 1982, Earthquakes and Young Volcanoes of the Eastern Sierra Nevada, Jenny Smith Books, distributed by William Kaufmann, Inc., 62 pages;

(3)  Yeats, Robert S., 2001, Living with Earthquakes in California, Oregon State University Press, Corvallis, 405 p.

(4)  Three to five selected articles (from leading scientific journals) on earthquakes, volcanic eruptions, and landslides.  This collection will be chosen by the instructor and made available through the library.

V. Minimum Student Materials

Textbook, exercise manual, standard writing materials, colored pencils, rulers, protractors, calculators

VI. Minimum College Facilities

Lecture room with chalkboard; Projection facilities for movies, computer,  and transparencies; Computer with Internet access

VII.  Course Outline

(a) Summary of Lectures

                        Part I: Driving Mechanisms for Geologic Catastrophes /Impacts on Humans Throughout Modern History

Weeks 1-2:  Course Logistics; Introduction to the Dynamic Earth; Connection Between Natural Disasters, Active Tectonic Regions, and Global Population; Interplay Between Civilization and Natural Disasters Through History

                        Part II: Volcanic Eruptions

Weeks 3-4:  Active Volcanic Regions of the World; Products of Volcanic Eruptions;

Famous Volcanic Eruptions:  Scientific Observation and Human Impact

Influence of Volcanic  Eruptions on Weather Patterns; Case Histories: A.D. 29, 1631 Vesuvius, 1065 Sunset Crater, 1783 Iceland, 1883 Krakatoa, 1814-1815 Rayon/ Tambura, 1902 Pelee, 1980 Mt. Saint Helens, 1991 Pinatubo, 1992 Redoubt, 1995 Monserratt

                        Part III: Earthquakes and Seismology

Weeks 5-6:  Relationship of Active Faulting to Earthquakes and Seismicity; Technologic            Advances in Monitoring Earthquakes     Historical Earthquakes:  Scientific Observations and Human Impact;

Case Histories:  1960 Chile, 1964 Alaska, 1985 Mexico City, 1979-82 Mammoth Lakes , 1989 Loma Prieta, 1992 Landers, 1994 Northridge

(EXAM 1 at end of Week 5)

                        Part IV:  Tsunami

Week 7:  Causes of Tsunamis; Historical Disasters in Coastal Cities; Development  and Effectiveness of the Pacific Seismic-Tsunami warning system

                        Part V:  Landslides and Slope Failures       

Week 8:  Common Geologic Causes of Landslides and Slope Failures; Case Histories of Great Landslides and Their Human Impact

(EXAM 2 at end of Week 8)

                        Part VI:  Global Climate Change and Related Phenomana

Week 9:  Documented Changes in Earth’s Climate During the Past Two Million Years:  Ice Ages, Sea Level Fluctuations, Influences on the Migration of Early Humans;  Geologic Controls on Earth’s  Climate; Global Warming: The Greenhouse Effect;  Influences of Deforestation, and Burning of Fossil Fuels; Global Cooling: Documented Relationships Between Volcanic  Eruptions and Prolonged Winters or Floods

Week 10 (and Week 11 if necessary):  Oral Presentation of Student Posters

(b)  Summary of Classroom Activities and Homework Exercises

Week 2:  Spatial relationships between world population centers, active plate boundaries and    catastrophic geologic phenomona

Week 3:  Topographic map interpretation  / three-dimensional description of volcanic and fault- related landforms.  Topographic profile construction

Week 4:  Case histories / human impact of recent volcanic eruptions:  1980 Mt Saint Helens; 1991        Pinatubo

Week 5:  Location of an earthquake epicenter

Week 6:  Case histories / human impact of large magnitude historical earthquakes:  1964 Alaska;           1985 Mexico City;

Week 7:  Building in earthquake territory:  relationship between foundation material and intensity of seismic shaking.  Real examples from southern California and the San Francisco Bay area

Week 8:  Building in landslide country: recognition of unfavorable geologic conditions

Week 9:  Global cooling / global warming:  record of past Ice Ages; future ramifications of the greenhouse effect and global deforestation

Week 10-11:  Oral presentation of student posters

VIII.  Instructional Methods

(1)  Students familiarize themselves with assigned reading materials.

(2)  Instructor builds upon reading material with formal lectures on theory, description and human impact of geologic catastrophes.

(3)  Movies and slides of relevant topics will be presented periodically.

(4)  Students receive "hands on" experience in the geometric description and analysis of geologic catastrophes through a variety of in-class activities and homework assignments.

(5)  Instructor monitors student progress through evaluation of homework, two midterm exams, and final poster presentation.

(6)  Students teach other students about specific historical disasters through oral presentation of posters

IX.  Evaluation of Outcomes

Evaluations of classroom activities, homework, quizzes, and examinations shall score organization, content, writing mechanics, utilization of physical principles and/or of mathematical equations, and visual presentation.  Examinations shall assess knowledge of lecture materials and skills acquired through completion of classroom activities and homework.  Assigned homework and activities will build upon concepts introduced in lecture.  Students shall receive continuous feedback through timely evaluation of all work submitted. Course grades will be calculated as follows:

                        Exam 1                                                             20%

                        Exam 2                                                             20%

                        Short Quizzes                                                   15%

                        Homework and Classroom Activities                 20%

                        Research and Design of Poster                          15%

                        Poster Presentation                                           10%

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