7.7D| Mass Wasting Concept Sketch
- Due Feb 26, 2024 at 11:59pm
- Points 48
- Questions 1
- Available Jan 8, 2024 at 12am - Feb 26, 2024 at 11:59pm
- Time Limit None
- Allowed Attempts 2
Instructions
Concept Sketches and Mass Wasting
A concept sketch is a simplified drawing illustrating the main aspects of a landscape or system. It is annotated with concise but complete labels that identify and describe important features and processes. Short sentences describe the processes that are occurring. The final aim is to show the relationships between features and processes. It is not simply a sketch labeled with only the names of features. The rubric below outlines what is expected for each success level, and the point values will be determined according to the grading rubric (view by clicking on the three vertical dots in the upper right corner of the page).
Instructions
Make an annotated 3-D or 2-D perspective drawing of the landslide photographed below. The illustration titled "Examples of some of the types of landslides" in section 10.3.1 of your textbook shows landslides in 3-D and one in 2-D (Topple). Be sure your drawing has a title.
⚠️ Note that simply copying and labeling a drawing from our textbook or other resource will result in a low grade because I'm looking for you to explain what happened and why the mass wasting event happened. ⚠️
The Parkway Landslide impacts a neighborhood.
The Parkway Landslide impacts a neighborhood.
The Parkway Landslide impacts a neighborhood.
Embed your final illustration to this assignment.
Consider the GEOS Physical Geology Lab Manual and your lecture textbook as you create your concept check.
You will be graded according to the rubric below. Each criterion is worth up to 8 points.
|
Skill |
Emerging |
Progressing |
Partial Mastery |
Mastery |
|---|---|---|---|---|
|
Identify Features |
Incomplete labeling. |
Some labeling. |
Most clearly labeled. |
Relevant features are clearly labeled (see "Rotational Landslide" illustration in textbook for examples of features that may need to be included), e.g. "scarp", "slip surface", etc. |
|
Identify Processes What's happening in your drawing? |
Incomplete identification and description. |
Incomplete identification or description. |
Clear identification and description. |
Relevant processes are clearly identified. |
|
Explain the Connections Between Features and Processes How/why did the processes above happen? |
Incomplete connections between features and processes. |
The connections between features and processes are clearly explained, but there are errors or lack of clarity. |
The connections between features and processes are explained. |
The connections between features and processes are clearly and accurately explained. |
|
Describe the triggers |
Trigger(s) are not described. |
Trigger(s) are not well described and/or may not be realistic for the mass wasting event you've created. |
Trigger(s) are described and could be realistic for the mass wasting event you've created. |
Trigger(s) are thoroughly and accurately described and are realistic for the mass wasting event you've created. |
|
Demonstrate Proper Use of Terminology |
Incomplete or inappropriate use of terminology/units. Frequent errors and misunderstanding of the subject. |
Attempts use of appropriate terminology/units. Some errors and missing components. |
Consistent use of appropriate terminology/units. Few errors or missing components. |
Consistent and successful use of appropriate terminology/units. |
|
Assess Scientific Accuracy |
Lacks organization with frequent errors, demonstrating a misunderstanding of the subject. |
Drawings are readable, with occasional oversimplifications, errors and/or missing components. |
Drawings are readable. Consistent use of symbology and/or colors/patterns to illustrate major features and/or processes. |
Drawings are clearly readable with accurate details illustrated through appropriate symbols and/or colors/patterns. Sketch shows a scale. |
|
Table 5.3: Rubric for geology concept sketches. Assignment and rubric from: “Concept Sketch Rubric” (CC-BY 4.0; Chloe Branciforte and Emily Haddad, own work). |
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Time Needed
1.5-2 hours.
Learning Objectives
- Students can describe the role weathering, mass wasting, and erosion play in shaping Earth’s surface and can provide and/or identify examples of each of these processes
- Use material and motion to classify a mass-wasting event
- Identify different forms of mass wasting and correlate different triggers with real-life mass-wasting events