Soils 410/610 Soils and Land Use
Syllabus
SOIL 410/610: Soils and Land Use: 3 credits, Spring
Instructor and Contact Information
Instructor: Dr. Tom DeSutter
Office: 214 Walster Hall
Office hours: MTWRF 8am-5pm or by appointment
Phone: 701-201-8690
Email: thomas.desutter@ndsu.edu
Bulletin Description: Principles of chemistry, physics and biology will be used to determine the effects of soil management, agrichemical usage, livestock production, and vegetation on the environment using scales ranging from micro-site to watershed.
Course Objectives: The objective of this course is to use a conceptual watershed to describe how changes in land use impact soil physical, chemical, and biological processes and how these processes impact soil and water quality. The outcomes of this course will provide students with environmental assessment problem solving skills necessary for employment in both government and private sector jobs.
Required Student Resources: There are no assigned textbooks for this course. Course materials necessary for classroom discussions, homework, and projects will be presented in class, posted on BlackBoard, or on reserve at NDSU Libraries. Students will need a calculator and need to have access to a computer to complete assignments and projects.
Evaluation Procedures and Criteria
| Grading Policy*: | A = 90-100% |
| B = 80-90% | |
| C = 70-80% | |
| D = 60-70% | |
| F = less than 60% |
* minor adjustments to grading scale may occur before final grade assignment; 410 and 610 students will be graded separately.
Total course grade will be based on these components:
| 410 | Two semester exams: | 100 pts each = 200 pts |
| Final Exam: | 100 pts | |
| Case study group project: | 100 pts | |
| Homework: | 200 pts | |
| Total: | 600 pts |
| 610 | Two semester exams: | 100 pts each = 200 pts |
| Final Exam: | 100 pts | |
| Case study group project: | 100 pts | |
| Homework: | 200 pts | |
| Site Assessment paper and presentation | 100 pts | |
| Total: | 700 pts |
Attendance is not required but it is highly recommended. Participation in the class is expected from both 410 and 610 students.
Course Schedule
-Laws/regulations/definitions pertaining to land use and water quality (Clean Water Act, land application of solids/liquids, animal feeding operations, COD, BOD, DO, N, P, TMDL, etc.).
-Tillage operations and their influence on soil quality (chemical, physical, and biological indicators).
-Erosion from different land use strategies (wind, water, RUSLE, WEPP, WEQ).
-Water balances by differing land use practices (infiltration, runoff, evapotranspiration FAO-56 model, NDAWN data usage).
-Animal agriculture and the landscape (‘family farms’ compared to industry related production, nutrient management planning, air quality).
-Saline/sodic soils and their management.
-Greenhouse gas production from differing ecosystems and land uses.
-Urban soils (runoff, infiltration, containment of water/chemicals, “Green Developments”).
Disabilities:
Any student with disabilities, or others who need special accommodations in this class, are invited to share their concerns or requests with the instructor as soon as possible.
Academic Dishonesty/Plagiarism:
Work in this course must adhere to the Code of Academic Responsibility and Conduct as cited in "Rights and Responsibilities of Community: A Code of Student Conduct: http://www.ndsu.edu/academichonesty/"
Soils and Land Use - Soil 610 (Supplemental Syllabus)
Semester: Spring, 2009
Time: Tuesday and Thursday (2:00-3:15 pm)
Location: Walster 204
Instructor: Dr. Tom DeSutter
Office: 214 Walster Hall
Office hours: MTWR 7am-12pm and 1pm to 4pm or by appointment. I am usually around so please feel free to stop by if you have questions or concerns.
Phone: 701-231-8690
Email: thomas.desutter@ndsu.edu
Project/Lecture for 610 students (150 points)
The project for the 610 students is designed to be a learning tool for students and to provide an opportunity for graduate students to gain experience as lecturers. For this project, you (or your group; n = 2) will need to demonstrate and present how land-use decisions influence soil properties (chemical, biological, physical, or combinations). The topics that we will be covering lend themselves to some great demonstrations about changes in soil properties, which can be described during a lecture. For example, a lecture may cover soil pH and its management with specific details and a physical demonstration on how pH is measured. The student should describe lime and how lime is applied to soil, how soil pH is determined, and how increasing soil pH will impact soil nutrients or herbicide activity. This activity should be very educational to all students. Other examples may include showing the acidification of soil through the application of ammonium-based fertilizers or elemental S or the leaching of soluble salts with saline-free water. Your options are only limited by your curiosity and your desire to learn. A list of possible topics may include:
| Soil pH | Bulk density | Dispersion/flocculation | Water erosion |
| Soil EC | Field capacity | Water infiltration | Wind erosion |
| Water holding capacity | Soil compaction | Microbial activity | Evapotranspiration |
| Nitrogen conversions | Inorganic C dynamics | Soil texture/plant growth interactions | Soil salinity |
| Earthworms and soil compaction | Water and plant growth relationships | Soil salinity and plant growth relationships | Bulk density reduction in urban soils |
This project may require some help from me, my research group, or from others and should be thought about soon. For example, the above demonstrations may take weeks to prepare and accomplish and thus starting this project one week before your lecture time may be disastrous. Lectures will be scheduled throughout the semester based on your demonstration topic and its relationship with course material.
You need to speak with me about your demonstration idea, or at least what interests you, within the next two weeks so that we can discuss the feasibility of your idea. You will present to me an outline of your lecture prior to your presentation. Your lecture is expected to be at least 40 minutes long, which does not include your in-class activity (15 min). Your presentation must follow the following outline and you will be evaluated using the rubric below:
Presentation
Your presentation must include:
- A brief introduction to what will be discussed.
- Important terms and concepts relating to your lecture, which may be made introduced through presentation or through handouts.
- A physical demonstration of your topic.
- A well thought out lecture of your topic that includes actual data and example calculations. Note: PowerPoint can’t be used for your lecture.
- Summary of lecture/discussion.
Rubric for 610 students
| Evaluation | A | B | C | D |
| I. Demonstration (total points = 60) | ||||
| 1. Quality of idea- original, logical, consistent with purpose | 15 | 12 | 9 | 6 |
| 2. Topic- well defined, sufficiently narrow | 15 | 12 | 9 | 6 |
| 3. Details- concrete, relevant examples | 15 | 12 | 9 | 6 |
| 4. Sources- appropriate to purpose, demonstrate careful research | 15 | 12 | 9 | 6 |
| II. Presentation (total points = 40) | ||||
| 1. Followed directions- attention to instructions | 10 | 8 | 6 | 4 |
| 2. Organized- appropriate background knowledge, logical progression, summary of lecture. | 10 | 8 | 6 | 4 |
| 3. Speech- mechanics, avoided use of slang, avoided use of “um” “like” “uh” | 10 | 8 | 6 | 4 |
| 4. Visual aids- overheads, handouts, chalk board | 10 | 8 | 6 | 4 |
| III. In-class activity (total points = 30) | ||||
| 1. Appropriate for the lecture material | 15 | 12 | 9 | 6 |
| 2. Worthy of the assigned points and graded in a timely manner | 15 | 12 | 9 | 6 |
| IV. Overall |
The total possible points for this rubric are 130. The remaining 20 points not accounted for will be from your rubric evaluations of your fellow 610 students. These are all or nothing points, so don’t miss class when your peers are presenting.
In-class activity
The preparation of an in-class activity should be challenging and fair for the other students. You may elect to assign this activity in groups. Activities should encompass some numerical calculations for the students. You will be expected to grade assignments and return them in a timely manner. The graded activities should be returned to me prior handing them back to the class so that grades can be recorded. Be prepared to answer any questions about grading, question writing, other acceptable answers, etc., the day the activity is handed back to the students.
