SOIL GEOMORPHOLOGY FIELD STUDY
Geography 408
Fall Semester, 1999

Instructor: Dr. Randall Schaetzl
Office: 413 Natural Science
schaetzl@pilot.msu.edu
Office Hours: Tu 9:00-11:00, immediately after class for as long as you wish, and by appt.
Mailbox: 315 Natural Science
Contacts, emergency or otherwise: Ph. 353-7726 (office)
347-0164 (home)

Texts: Birkeland, P.W. 1999. Soils and Geomorphology. 3rd edition. Oxford Univ. Press. (Required)
    Schoeneberger, P.J., Wysocki, D.A., Benham, E.C., and W.D. Broderson. 1998. Field Book for Describing and Sampling Soils. Natural Resources Conservation Service, USDA, National Soil Survey Center, Lincoln, NE.

Lectures: 7:00 - 8:50 Tu

Prerequisites (and they will be enforced): a grade of 2.0 or higher in any ONE or more of the following: CSS 210 or GEO 306 or GLG 201 or GLG 412 or ISP 203. This class is not open to freshmen or sophomores.

Field trips: Required (see below).

Course Goals: This course is intended for those students who have a basic background in physical geography, geology and/or soils, and who wish to advance their knowledge of soils, geomorphology and soil-environment interactions, especially in a field-based setting. The major goal of GEO 408 is to provide students with the ability to differentiate soils as they view them on the landscape, and to be able to propose scientifically sound reasons for these differences in morphology and chemistry, based primarily on landform-soil, stratigraphy-soil, and sediment-soil relationships. The course is designed to include a weekly lecture and several required field trips; the field trips will be discontinued by early November to allow time for individualized work on field projects. Topics to be examined in GEO 408 include: (1) soil profile concepts and horizonation, (2) soil stratigraphy, (3) soil genesis, (4) soil geomorphology, (5) paleopedology and landscape evolution, (6) soil taxonomy, and (7) soil mapping and the use of soil surveys. The course has a regional focus on Michigan and the midwest.


Grading: A total of 500 points can be earned in this course. Final grades are based on a curve of the student's overall point total. Points are assigned as follows:

General requirements: The student is reminded that, because lectures provide important background information on the upcoming trip AND summarize important concepts from the previous trip, missing even one lecture unnecessarily can be very detrimental. Therefore, regular attendance at lecture is absolutely essential. Attendance at field trips is expected, although each student may miss one trip with a loss of information and "brownie points", but no loss of grade. Each trip missed after the first will result in an automatic loss of 40 points from the student's final point total: no exceptions/no excuses. Students will be expected to pay for most of the cost of transportation and lodging associated with the field trips. Students not participating in a trip are still required to pay for their share of the transportation costs for that trip.

Exams: There will be a midterm and final exam in GEO 408. The midterm will stress essential concepts covered in the field, with a small component of material from lecture. On the final exam only, students will have access to information on one side of a 4x6 inch notecard. The final exam is cumulative. Both exams will be of essay/short answer format, possibly with some objective questions or definitions. Exams will include material from the readings.

Quizzes: Three random, unannounced quizzes will be given during the semester. Each will occur at the beginning of class, and will cover the outside readings assigned for that particular lecture.

Readings: Most readings will come from Birkeland (B). Additionally, several research papers will be read during the term; these will be made available on the table outside my office (Rm. 413). Please do not remove these papers from the table area except to photocopy them! Generally, papers will be assigned at lecture, and will be expected to have been read before the weekend field trip. This syllabus provides a minimum listing of the papers I expect to assign this fall. Overachievers are especially invited to read regularly and repeatedly from the text and the papers.⁽¹⁾

Field Trips: The field trips are the most essential and important part of any field course. They are invigorating, vital learning experiences. They are also time-consuming, costly, and tiring, but remain the best (perhaps the only) way to really learn this material. Hence, you have the potential to get a great deal out of them; do not waste this opportunity by missing trips or by maintaining a negative or slip-shod attitude.

General field trip "rules" for GEO 408:

1. Stay positive. Keep smiling despite rain, cold, mud, wet feet, cold feet, smelly feet, (apparently) dense, ditty, know-it-all, or obnoxious classmates, long drive-times, boredom, impatience, etc. No sourpusses or fussbudgets. Adhering to the above instructions will not only make the course more enjoyable, but you will learn more and earn more brownie points (see Grading above). Participation and discussion is an important part of this class/field experience. Questions are not only encouraged----they are expected.

2. Take diligent notes. Taking good field notes is a talent that is easy to acquire; it does not take a 160 IQ, only hard work. It will require you to work in the vehicle, rather than chit-chat with your classmates, sleep, or munch on Fritos. If you think you can write your notes when you return to Lansing, or at night in the motel, you are probably mistaken. I strongly encourage everyone to take notes in an weatherproof field book, obtainable from most book stores.

The notebook will contain notes on soils, soil profile descriptions, stratigraphy, summary tables and other items. Within the notebook, basic soils data will be recorded. For example, soil series and taxonomic classification, topographic position (Ruhe nomenclature) and drainage class, field textures of major soil horizons, depth to carbonates where appropriate, moist color of major horizons, including mottling where applicable, soil structure, evidence of erosion, current land use practice, landform, and other pertinent information. It is suggested that the student compile the views of the group regarding the genesis of the soil, and how the soil relates to similar soils (as in a catena or development sequence).

3. Prepare for the worst possible weather conditions, without bringing undue amounts of clothing. Better to have rain gear and not need it. Better to wear heavy shoes and stay dry than to take a chance with your Reeboks and regret it. Bring a hat. When conditions are at their worst and you have NOT prepared adequately, refer back to rule #1.

4. Brownie and attitude points (see Grading above) can be earned by:

     always being on time (or early) for field trips, both at the main departure from Natural Science and at each individual stop,

     paying for the field trips well before the stated deadline,

     volunteering to dig or turn the auger, drive (where appropriate), navigate, or pack and load the vehicle,

     maintaining a serious attitude about the field learning experience,

     cheerfully awakening in the morning and not being the last one to be ready to depart,,

     not being so hung over that you are a liability to the class,

     assisting the professor in picking up or dropping off the van,

     etc.

5. Equipment. Field notebook, pen/pencil are required. If you have a non-folding pocket knife, bring it. (Some will be provided.) Cameras are OK.


Final field project: Each student will do a final project an a topic of their choice. The most likely project will consist of (1) intensive mapping and interpretation of the soils and sediments of a small area, (2) a detailed analysis of soil survey maps and data in relations to landscape evolution and geomorphology, or (3) effects of some type of land use change on soils, although any good idea will be considered. Thesis/dissertation-related projects are acceptable. Each student must receive approval of the topic by the professor prior to intensive field work, but some field work may be required before the topic is "broached" with the professor, and/or before final approval is given. Students that do not have access to transportation will find this component of the course difficult to satisfy.

The projects will be graded based on a short (generally < 5 pages of text, not including data tables, references and maps if appropriate) written report. Working with a partner is acceptable; such projects will be expected to be substantially larger in scope than individual ones.

All units in the paper must be in the metric or SI system. Spelling and grammar count! References need not be abundant, but some indication of a knowledge of the literature on the topic should be evidenced. Papers are due at the final exam.

LECTURE AND FIELD TRIP OUTLINE

DATE TOPICS READINGS

Aug 31 Introduction, Soil characteristics and concepts, soil horizons                                                      B: 1-13; 141-145; Paper 1
            Functional-factorial model of soil development

Sep 7 Soil geomorphology and paleopedology; midwestern glacial history, bioturbation                         B: 24-28; 167-170; 317-318
                                                                                                                                                             B: 339-346; Papers 13, 14, 15, 16, 17, 18, 19
TRIP 1: Soil-landscape evolution in Illinois and Iowa; bioturbation; paleopedology
            (Thursday Sep. 9 - Sunday Sep 12)

Sep 14 Process-systems model of soil development, soil horizonation in detail                                       B: 159-165; Paper 2

Sep 21 Profile acidification, podzolization, review of Michigan's glacial history                                      B: 105-112; Papers 3, 4, 7 & 12
TRIP 2: Podzolization; soil geomorphology of northern lower MI (Thursday Sep 23- Sunday, Sep 26)

Sep 28 Melanization and leucinization; lessivage and Bt horizon formation                                             B: 112-121; 134-137; Paper 12
TRIP 3: A soil lithosequence; glacial landforms; lithologic discontinuities (again) (Sunday Oct 3)

Oct 5 Gleization, ferrolysis, brief tutorial on clay minerals                                                                      B: 215-226; Ch. 4; Paper 9

Oct 19 Soils and topography; catenas                                                                                                      B: 165-167; 230-261; 265-267

Oct 26 Models of soil and landscape evolution                                                                                         B: 145-147; 226-229; Papers 5, 11
TRIP 4: Soil-landform relationships on and near the Saginaw lake Plain (Sunday Oct 31)

Nov 2 Midterm exam

Nov 9 Pedoturbation

Nov 16 Soil geomorphology case studies                                                                                                  B: Ch 11

Nov 23 Using soils to provide information on past environments, chronosequences                                B: 137-140; 171-182; Papers 8, 11 B: 273-290; 293-300

Nov 30 Application of Soil Surveys to soil geomorphology

Dec 7 Catch up

Dec 14 FINAL EXAM (8:00 - 10:00 pm)

REQUIRED PAPERS

Paper 1: Hole, F.D. 1997. The Earth beneath our feet: Explorations in community. Soil Survey Hor. 38:40-53.

Paper 2: Richter, D.D. and D. Markewitz. 1995. How deep is soil? Bioscience 45:600-609.

Paper 3: Farrand, W.R. 1988. The Glacial Lakes around Michigan. Mich. DNR, Geol. Survey Div. Bulletin 4. 17 pp.

Paper 4: Freeland, J.A. and C.V. Evans. 1993. Genesis and profile development of Success soils, northern New Hampshire. Soil Sci. Soc. Am. J. 57:183-191.

Paper 5: Johnson, D.L. and D. Watson-Stegner. 1987. Evolution model of pedogenesis. Soil Sci. 143:349-366. (we will read the version that has been edited and shortened by Schaetzl)

Paper 6: Rostad, H.P.W., Smeck, N.E., and L.P. Wilding. 1976. Genesis of argillic horizons in soils derived from coarse-textured calcareous gravels. Soil Sci. Soc. Am. J. 40:739-744.

Paper 7: Schaetzl, R.J. and S.A. Isard. 1991. The distribution of Spodosol soils in southern Michigan: a climatic interpretation. Annals Assoc. Am. Geogs. 81:425-442.

Paper 8: Arbogast, A.F., Scull, P., Schaetzl, R.J., Harrison, J., Jameson, T.P., and S. Crozier. 1997. Concurrent stabilization of some interior dune fields in Michigan. Phys. Geog. 18:63-79.

Paper 9: Folkoff, M.E. and V. Meentemeyer. 1987. Climatic control on the geography of clay minerals genesis. Annals Assoc. Am. Geog. 77:635-650.

Paper 10: Johnson, D.L., Watson-Stegner, D., Johnson, D.N., and R.J. Schaetzl. 1987. Proisotropic and proanisotropic processes of pedoturbation. Soil Sci. 143:278-292.

Paper 11: Huggett, R.J. 1998. Soil chronosequences, soil development, and soil evolution: a critical review. Catena 32:155-172.

Paper 12: Schaetzl, R.J. 1998. Lithologic discontinuities in some soils on drumlins: Theory, detection, and application. Soil Sci. 163:570-590.

Paper 13: Cox, G.W. and V.B. Scheffer. 1991. Pocket gophers and mima terrain in North America. Natural Areas J. 11:193-198.

Paper 14: Cox, G.W., Gakahu, C.G., and D.W. Allen. 1987. Small-stone content of Mima mounds of the Columbia Plateau and Rocky Mountain regions: Implications for mound origin. Great Basin Natural. 47:609-619.

Paper 15: Olson, C.G. 1989. Soil geomorphic research and the importance of paleosol stratigraphy to Quaternary investigations, midwestern USA. Catena Suppl. 16:129-142.

Paper 16: Johnson, D.L. and C.L. Balek. 1991. The genesis of Quaternary landscapes with stone lines. Phys. Geog. 12:385-395.

Paper 17: Ruhe, R.V. 1958. Stone lines in soils. Soil Sci. 84:223-231.

Paper 18: Flemal, R.C., Odom, I.E., and R.G. Vail. 1972. Stratigraphy and origin of the paha topography of northwestern Illinois. Quat. Res. 2:232-243.

Paper 19: Prior, J.C. 1991. Landforms of Iowa. Univ. of Iowa Press, Iowa City. 153 pp. (read pages 68-75)