# SS 321: Soil Morphology Syllabus *syllabus subject to change and any changes will be announced in class* > [!quote] > “If you dig deep enough, anything becomes interesting” -John Oliver ># Instructor >**Dr. Yamina Pressler** >Email: [email protected] >Website: http://www.yaminapressler.com/ # Student hours Student hours are weekly times that I have scheduled outside of class time to meet with students. Student hours are a time for you to come ask questions about the class content and assignments. You can also use the time to study for the course. You can drop in anytime and stay as long as you'd like. I have scheduled student hours in the NRES conference room to create more space for us to use the time to work together. **MW 9:10-11:00am** Schedule an appointment to meet with me outside of student hours using this link: http://www.calendly.com/pressler # Course Description & Philosophy Soil science is interdisciplinary by nature. Soils form through the interactions of physical, chemical, and biological processes. Understanding the integrated nature of soils is key to describing, measuring, and interpreting the formation and function of soils across a landscape. In this course, we will learn the fundamental principles of pedology, soil morphology, and soil taxonomy. The lab section of the course will focus on field-based techniques for describing and interpreting soil profiles. The course is organized into 3 parts (see figure below): (1) soil profile morphology, (2) taxonomy & classification, (3) soil forming factors & processes. We will spend the beginning of the course learning how to use the morphological features we observe in the field to accurately describe and classify soils. We will then turn our attention to the processes by which these soil morphological features arise across landscapes. In lab, we will apply the concepts we learn in lecture to describe a diverse group of local soil profiles. The course content is iterative, where we will revisit similar concepts from different perspectives in lecture and in lab. The course assignments and projects are designed to help you put all the pieces of soil formation together within a given landscape. You can think of the course structure like a flow chart, where we begin with the clues of the soil that are revealed in nature, and work backwards to consider how those clues got there in the first place. We begin with soil profile morphology and taxonomy because we first need to learn the language of soil formation before we can have meaningful discussions about how soils arise within landscapes in this scientific language. ![[SS-321-syllabus-diagram-W23 1.png]] # Course Learning Outcomes The course is designed to facilitate your achievement of the following learning outcomes: - understand soils as complex, dynamic, and integrated systems that develop over space and time - communicate how soils form within a landscape - complete a thorough and technically accurate description of a soil profile - estimate soil physical and chemical properties using field-based techniques and make logical interpretations - apply pedologic principles and USDA Soil Taxonomy to novel soil types # Course Materials **Required texts:** - Buol, S. W., Southard, R. J., Graham, R. C., & McDaniel, P. A. (2011). _Soil genesis and classification_. John Wiley & Sons. Available as a free e-book through the Cal Poly library - Field Book for Describing and Sampling Soils. (NRCS version 3.0). PDF and ordering instructions here https://www.nrcs.usda.gov/resources/guides-and-instructions/field-book-for-describing-and-sampling-soils - USDA NRCS Keys to Soil Taxonomy 12th edition & illustrated guide. Both PDFs posted on Canvas. https://www.nrcs.usda.gov/resources/guides-and-instructions/keys-to-soil-taxonomy **Recommended additional text:** - Schaetzl, R. J., & Thompson, M. L. (2015). _Soils: genesis and geomorphology_. Cambridge University Press. **Supplies:** We will use field kits to describe soils each week during lab. In addition to the supplies provided in the kits, you will need to acquire the following supplies for weekly field trips: -  soil sampling tool (dull knife / trowel, like this: https://www.amleo.com/leonard-deluxe-stainless-steel-soil-knife/p/4752) -  10x magnification hand lens -  clipboard -  field ready calculator -  field notebook (recommended, but soil data sheets will be provided) **Mind candy:** I will post additional resources (papers, links, etc) for you to engage more deeply with the field of pedology. The mind candy section is all extra information, and is meant to give your mind something to chew on. Therefore, the material in the mind candy section will not be covered on exams. # Prerequisites SS 120 (or 121) Introductory Soil Science # Course components | Component | Quantity | Percentage of Total | | ------------------- | -------- | ------------------- | | study checks | 18 (drop 2 missed) | 5 | | mini notes | 20 (drop 1 missed) | 5 | | writing assignments | 2 | 15 | | lab write ups | 7 | 30 | | lecture exams | 2 | 25 | | lab exam | 1 | 10 | | group project | 1 | 10 | Lecture components (study checks, mini notes, writing assignment, lecture exams) are 50% of the course. Lab components (lab write ups, lab exam, group project) are 50% of the course. **Study checks:** We will have short, in class "study checks" during every lecture period. These study checks will consist of a few short questions that review terminology and concepts from the readings to help keep you accountable for learning the material and prepare you for the exams. This course requires that you learn the language of soil formation, and the study checks are aimed to help you succeed in this area. The study checks will also provide you with frequent feedback about how you are progressing in learning the material. We will grade the study checks in class so that you can learn from your mistakes. You will recieve full credit for completing the study checks. **Mini notes:** Over the course of the quarter, you are tasked with submitting 20 mini notes. This is about 2 notes per week. The first 10 are due week 5 and the second 10 are due week 10. The mini notes are designed to facilitate your studying outside of class and will serve as the basis for the writing assignments. I will give you a template to complete the mini notes. **Writing assignments:** You will complete two writing assignments. These assignments will task you with applying what you learn in class and communicating concepts of soil formation in a written format. The first assignment will be due about halfway through the course and the second assignment will be at the end of the course. The writing assignments will build off of the mini notes you develop throughout the quarter. More details about the assignments will be made available as the quarter progresses. **Lab write ups:** During lab each week (except week 1), we will describe a different soil profile. After each weekly field trip, you will submit the soil description sheet and complete a lab write up. The completed soil description sheet will be due on Friday (the day after the field trip) and the lab write will be due prior to the following week's lab. The lab write up prompts will vary week to week depending on the content of that week's lab (see lab schedule below). **Exams:** We will have three exams: two lecture exams (weighted equally) and one field exam. The study checks are designed to set you up for success in the lecture exam. The lab exam will be a field practical where you describe a soil profile on your own in the field. More information on the format of the exams will be provided as the quarter progresses. **Group project report & mandatory Saturday field trip:** At the end of the quarter, we will spend one Saturday studying a group of local soils that will serve as the focus of the final group project. The field trip will occur on March 11th 8am-5pm. You must participate in the field trip in order to complete the requirements of the course. Additional details regarding the group project and field trip will be provided as the quarter progresses. ## Aligning course components with learning outcomes Each course component is intended to facilitate achievement of a course learning outcome. There is, of course, overlap between many of the course components, but I include this in the syllabus to help you see how we are going to achieve the learning outcomes for this course. | Learning Outcome | Corresponding Course Component | | ------------------- | -------------------------------------------------------------------------------------------------------------------- | | Understand soils as complex, dynamic, and integrated systems that develop over space and time | study checks, lecture exams | | Communicate how soils form within a landscape | mini notes, writing assignments | | Complete a thorough and technically accurate description of a soil profile | field trips, lab write ups, lab exam | | Estimate soil physical and chemical properties using field-based techniques and make logical interpretations | field trips, lab write ups, lab exam | | Apply pedologic principles and USDA Soil Taxonomy to novel soil types | field trips, lab write ups, group project, lab exam | # Grading approach Learning a new skill (field descriptions of soils) and language (soil formation and taxonomy) takes time and intentional practice. This is a "trust the process" kind of course. For many course concepts, it will take the entire quarter for the ideas to "click" because you need to describe many different kinds of soils to be able to discern differences between them and make logical interpretations. In other words, learning to describe and interpret soils in the field requires that you describe a lot of soils in the field. Students often struggle with the discomfort of learning in this class because the learning in non-linear and you will make many mistakes. You may do well describing a soil one week, and struggle describing the following week's soil. That is okay - it is all part of the process. Each soil is different and has something new to teach us. Unlike other courses where you build knowledge linearly through the quarter, this course is much more iterative. We won't just learn one thing at a time and move on once we understand it. Instead, we will learn many things all at once and then revisit the same concepts again and again with each new soil we describe. I do not expect you to be able to correctly identify a soil on your first try and be fluent in soil taxonomy from the beginning. However, I do expect you to improve significantly in both areas (skill and language) by the end of the course. Your success in this course requires active participation. I have intentionally designed the course to emphasize meaningful participiation and give you space to make mistakes and learn from them in the field. ## Final Grade Assignment Final grades will be assiged based on the following: >A (93-100%); A- (90-92%); B+ (87-89%); B (83-86%); B- (80-82%); C+ (77-79%); C (73-76%); C- (70-72%); D+ (67-69%); D (63-66%); D- (60-62%); F (59% or lower) ## Grading rubrics We will use two rubrics to assess whether your work meets the requirements for the assignment. (1) **Completeness rubric** Mini notes and study checks will be assessed using the following completeness rubric. ![[completeness rubric.png]] (2) **EMRN rubric** Writing assignments, lab write ups, and the final report will be assessed using the following EMRN rubric. I will provide a modified version of this rubric with specific assignment details if needed. ![[EMRN rubric - Talbert version.png|700]] ## Revising work Some course components will have opportunities for you to revise your work to demonstrate your achievement of the learning outcomes. If you recieve an "R" on the EMRN rubric, you may have the option to revise and resubmit the work based on my feedback. | Component | Revision option | | ------------------- | -------------------------------------------------------------------------------------------------------------------- | | study checks | no revision because these are taken in class and graded on completeness | | mini notes | no revision, but up to 2 additional notes can be submitted over the course of the quarter (1 in first half, 1 in second half) | | writing assignments | writing assignment 1 can be revised within 1 week if "R" recieved; writing assignment 2 cannot be revised because it is due at the end of the quarter | | lab write ups | description sheets cannot be revised because they are completed in the field, but you have the option to revise 1 lab that recieved an "R" within 1 week | | lecture exams | no revision | | lab exam | no revision | | group project report | no revision because this is due at the end of the quarter | # Course policies **classroom culture:** Together, we will build a positive and inclusive classroom environment in which all students can learn and engage with the course material. We will communicate with one another with respect and kindness. **late assignments:** Assignment deadlines are structured intentionally to help you keep pace with the material. Assignment deadlines exist for two reasons: (1) the material in this course is iterative, so keeping up with assignment deadlines ensures that you continue to practice the material and improve throughout the quarter (2) I want to be able to give you feedback quickly and the deadlines are scheduled so that I can provide feedback on your work in a timely manner For these reasons, it is important to meet assignment deadlines. However, I understand that challenges arise throughout the quarter and you may need an extension on an assignment. Therefore, all lab write ups, mini notes, and writing assignments will have a 72-hour grace period where assignments can be submitted after the deadline. You do not need to contact Dr. Pressler if you are submitting an assignment within 72 hours of the deadline. After that, late work will not be accepted. If you have extenuating circumstances or a [university excused absence](https://academicprograms.calpoly.edu/academicpolicies/class-attendance) and are unable to meet the assignment deadline within the 72-hour grace period, send me an email to find a solution. **missed labs and exams**: Lab attendance is critical for your success in the course. We will be visiting a new soil each week and it is not possible to make up the field trip if you miss it. You are responsible for notifying me regarding missed labs or exams for a university excused absence. I will do my best to find a solution. However, you will not be able to complete the course requirements if several labs are missed. # Keys to success I believe that all of you are capable of succeeding in this course and it is my job to help you get there. Here are a few strategies for success: - Attend and actively participate in lecture and lab activities - Do the readings before class and come prepared with questions - Complete all course assignments and turn them in on time - Develop productive individual and group study habits. See my principles of productive studying on canvas for more study tips - Bring questions, concerns, and ideas to student hours # Academic integrity Academic dishonesty and misconduct, including cheating and plagiarism in any form, will not be tolerated in this course under any circumstances. All assignments and exams related to this course must be completed individually. Collaboration is a key feature of the field of soil science, and I encourage the exchange of ideas among your peers. However, your final work must be your own original work. You can learn more about Cal Poly’s academic integrity policy at http://www.osrr.calpoly.edu/academic-integrity Examples of academic misconduct include: turning in identical homework assignments; using another students assignment but changing a few words, formatting, etc; directly plagiarizing text from outside materials. You may reference outside materials, but will need to provide appropriate citations and attributions for the work. # Inclusive excellence & respect for diversity Cal Poly is an inclusive community that embraces differences in people and thought. Supporting diversity and inclusivity are mechanisms for excellence in science and learning. It is my intent that students from all backgrounds are well served by this course and that diversity is perceived as a strength, resource, and benefit of our classroom community. In this class, we respect all facets of a person’s identity (such as race, ethnicity, gender, sexual orientation, religion, age, disability, social class, and nation of origin) and recognize that the combinations of these identities and experience may affect our different worldviews. Discriminatory language of any kind will not be tolerated. We learn together, and from one another, in support of scientific excellence. Please reach out if there are ways I can better support your learning. # Campus resources **Mental health & wellbeing:** Your mental health and wellbeing is a key component of your success in this course and at Cal Poly. Counseling Services is staffed by licensed mental health professionals and provides crisis intervention, ongoing individual therapy, and group therapy.  The 24/7 phone number is 805-756-2511 and turns into the crisis hotline after normal business hours (which means you can talk to a live mental health professional 24/7 all year long).  Services are available free of charge (paid for by your student health fee) and are typically provided in Building 27 (the "Health Center"). If any of these resources would help you or a friend, please reach out to me and/or visit http://www.counseling.calpoly.edu/ for more information. **Basic needs:** 27% of Cal Poly students have trouble accessing adequate, affordable, and nutritious food. 12% experience homelessness. These problems lead to physical and mental health consequences and academic difficulties. Our campus has a number of free resources to support students in these situations including campus meals, campus food pantry, food distribution, emergency housing, and help applying for the CalFresh program which provides up to $192/month for groceries. If any of these resources will help you or a friend, please reach out to me and/or see a detailed list of on-campus resources at http://www.basicneeds.calpoly.edu **Disability resources:** Students with disabilities are encouraged to contact the instructor during office hours to discuss their disability related needs. Use of Disability Resource Center (DRC) services, including testing accommodations, is available for this course with prior authorization by the DRC and compliance with approved procedures. Additional support and information can be found at http://www.drc.calpoly.edu/ # COVID-19 compliance, classroom, and campus safety Cal Poly is committed to protecting the health and safety of the campus community. Taking preventative steps, as well as monitoring your health and staying home if you are feeling unwell, will help protect the entire Cal Poly community. By participating in this course, you agree to abide by all campus safety protocols. Please note that safety protocols may change throughout the quarter. You must follow all protocols as outlined in the most recent campus updates: https://coronavirus.calpoly.edu/campus-updates <div style="page-break-after: always;"></div> # Course Schedule *Schedule and assignment deadlines are subject to change. See canvas for the most up to date lecture and lab schedules.* ## Lecture Schedule #### Lecture Readings We will draw from Buol et al. 2006 and peer reviewed literature as readings for the class. Readings will be announced the week prior to the corresponding lecture topic and posted on canvas. The reading schedule will be updated continuously on canvas. | Week | Dates | Lecture Topic | Assignments & Exams | | ---- | ---- | --- | --- | | 1 | 01/09 & 01/11 | course introduction, principles of soil formation | 2 | *01/17* & 01/18 | soil morphology | 3 | 01/23 & 01/25 | soil morphology, soil taxonomy | 4 | 01/30 & 02/01 | soil taxonomy | 5 | 02/06 & 02/08 | concept of soil forming factors | lecture exam 1 (covers part 1 and 2) on Wednesday, mini notes 1-10 due | | 6 | 02/13 & 02/15 | soil forming processes, lithosequences | writing assignment 1 due | | 7 | *02/20* & 02/22 | lithosequences | 8 | 02/27 & 03/01 | chronosequences | 9 | 03/06 & 03/08 | toposequences | 10 | 03/13 & 03/15 | climosequences & biosequences | mini notes 11-20 due, writing assignment 2 due | 11 | 03/24 (Friday) | Final Exam 7:10-10:00am | lecture exam 2 (covers part 3), final report due | *Tuesday is a Monday schedule on 01/17; No class on 02/20 for academic holiday* <div style="page-break-after: always;"></div> <div style="page-break-after: always;"></div> ## Lab Schedule #### Meeting Locations We will be out in the field every week for lab (except week 1). We will meet at the loading dock outside of building 180 for lab during week 1 and will meet outside of building 11 by campus market for all other weeks. #### Lab Readings We will study different sections of the NRCS Field Guide to Describing Soils each week. The focal sections for each lab will be provided in the lab assignment. | Week | Date | Lab | Assignments | | ---- | ---- | --- | --- | | 1 | 01/12 | Building Soil Description Skills - meet at bldg 180 loading dock | Lab 1 write up | | 2 | 01/19 | Avocado Grove soil description | Lab 2 write up | | 3 | 01/26 | Parker Barn soil description | Lab 3 write up| | 4 | 02/02 | Poly Canyon soil description | Lab 4 write up | | 5 | 02/09 | Stenner Creek soil description | Lab 5 write up | | 6 | 02/16 | Student Experimental Farm soil description | Lab 6 write up | | 7 | 02/23 | Lab exam | | 8 | 03/02 | Coastal Soils Tour | Lab 7 write up | | 9 | 03/09 & 03/11 | No lab during regular time - mandatory Saturday field trip 8:00-5:00pm| | 10 | 03/16 | Location TBD | Lab 8 write up | | 11 | 03/24 | Finals week - No Lab | Final report due |