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GEOG 1L College of Alameda
Physical Geography Lab Professor Carmichael
Virtual Field Trip Project
OVERVIEW
The Field Trip Project is designed to showcase your understanding of processes and features in the “real world”. For
this project you will choose one physical feature on earth to virtually visit, and discuss the spatial context (i.e. where
and why) of this particular feature.
CHOOSING A PHYSICAL FEATURE
First thing is first, you need to determine what physical feature you are interested in virtually visiting and learning
more about. What do I mean by a physical feature? This includes any naturally occurring, singular component of earth
that you would study under the discipline of physical geography. This can be located anywhere on earth but it must
exist now (i.e. it cannot be something that existed in the past but is no longer there). So, maybe you want to take a
look at a volcanic feature, such as Mt. Kilimanjaro or the Long Valley Caldera. Or maybe an oceanic feature such as
the Great Barrier Reef. Or a fluvial feature such as Iguazu Falls. Or an erosion feature, such as the Grand Canyon or
Son Doong Cave. Or a tectonic feature, like the Mid-Atlantic Ridge or Hayward Fault. Or a glacial feature, such as
the Antarctic Ice Sheet. Or a biosphere feature, such as the Shunan Bamboo Forest. Or a hydrothermal feature, such
as Old Faithful. The choice is yours!
Please keep in mind, this excludes weather events. And the feature must be singular and must be physical (i.e. cultural
features, such as cities, zoos, and aquariums do not quality; and large-scale regions or parks do not qualify). If you
need help identifying features or if you’re not sure a feature you’re interested in can be used, do not hesitate to contact
me.
VIRTUAL VISIT
Once you’ve determined which feature you are interested in you need to go there – virtually! Using available
technology and resources I want you to immerse yourself in this location. In other words, I don’t want you to visit a
Wikipedia page and simply read about your feature, I want you to “go there” as much as you can in an online
environment. How will you do this?
o Find live feeds of the feature/area. Google, “
available. This is also a great resources – https://explore.org/livecams. Note that for live feeds, you may
need to check the local time of the area to view the feed during the day (although some night views might
be helpful)
o Use YouTube, or even social media, to view images or videos of the feature/area
o Watch documentaries
o Perform images searches
o Talk with family or friends who may have visited this feature previously
o Other – get creative!
You’re welcome to discuss a place/feature you have been to in the past, but I would recommend “visiting” some place
new. And again, the idea is to visit the feature/location as much as possible, virtually (even if you have been there
before). If you need help with this, please do not hesitate to ask.
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WHAT TO INCLUDE IN THE PROJECT
Once you’ve virtually visited your feature, you will need to write about your “trip” and perform spatial analysis (i.e.
where and why) of that feature. Specific sections and details on the written portion of the project are summarized
below.
Your project should be at least 1000 words minimum. I included suggested word counts in the table above. You are
welcome to include charts, diagrams, tables, etc. to assist in your discussion.
FORMAT & SUBMISSION
Your project should be typed, double-spaced, with 12-point font. Submit it to your instructor via the submission link
in Canvas. It is titled, “Submit Field Trip Project Here!”. The project can be in any standard file type, such as .DOC
or .PDF. Please do not use Pages as this cannot always be read on my end. Let me know if you would like me to check
your file ahead of the deadline to make sure I am able to view it.
The due date for this project is Friday, May 22nd – the last day of the course/semester! No late projects or projects
send via email will be accepted – no exceptions.
Sections of Project What to Include & Word Count
Introduction (introduce the
feature you chose)
Provide an introductory description of the feature. Where is this physical feature
located? Provide the latitude and longitude, and include at least one map and one
image of this feature. Consider general information about the area surrounding the
feature, such as elevation, vegetation, climate, etc.
Suggested word count = 200 words
Your Visit (how did you
virtually visit this
location?)
Summarize the resources and/or technology you used to visit the feature. What did
you see/view on your virtual visit?
Suggested word count = 150 words
Significance and
Formation (analyze and
describe the formation of
this feature)
Why does this feature exist at this location? Determine the climate, oceanic and
atmospheric circulation, volcanism and tectonic influences on this feature. Why is
this location significant? Are there similar features elsewhere? If so, did they form
by the same processes?
Suggested word count = 500 words
Optional Extra Credit
Opportunity – Impact
(analyze and discuss
environmental changes)
Note that you do not need to include this information, but if you do you will earn
up to 20 points extra credit. What are the benefits of this feature? Are there any
threats to this feature? How might climate change impact this feature/location?
Minimum word count =200 words
Conclusion What are your main findings? Summarize how and why this feature may change in
the future. Any new research?
Suggested word count = 150 words
Works Cited
See also the “Academic
Integrity Section on pg. 4)
Must be in MLA citation format. See the MLA Handout link in Canvas (under the
Week 15 & 16 Module).
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EVALUATION
The project is worth 100 points. Students will be evaluated based on successful completion of their independent,
original, work. The following rubric will be used to determine the project grade:
Expert (letter grade
equivalent = A or 100-90
points)
Proficient (letter
grade equivalent = B
or 89-80 points)
Apprentice (letter
grade equivalent =
C or 79-70 points)
Novice (letter
grade equivalent =
D or 69-60 points)
Integration of
Knowledge
The project demonstrates
the author fully
understands and has
applied concepts learned
in the course. Concepts
are integrated into the
writer’s own insights. The
writer provides
concluding remarks that
show analysis and
synthesis of ideas.
The project
demonstrates that the
author, for the most
part, understands and
has applied concepts
learned in the course.
Some of the
conclusions, however,
are not supported in
the body of the
project.
The project
demonstrates that the
author, to a certain
extent, understands
and has applied
concepts learned in
the course.
The project does not
demonstrate that the
author has fully
understood and
applied concepts
learned in the
course.
Topic Focus The topic/feature is
appropriate and is focused
narrowly enough for the
scope of this assignment.
The topic is focused
but lacks direction.
The topic is too broad
for the scope of this
assignment.
The topic is not
clearly defined.
Depth of
Discussion
In-depth discussion &
elaboration in all sections
of the project.
In-depth discussion &
elaboration in most
sections of the project.
The writer has
omitted pertinent
content or content
runs-on excessively.
Quotations from
others outweigh the
writer’s own ideas
excessively.
Cursory discussion
in all the sections of
the project or brief
discussion in only a
few sections.
Cohesiveness Ties together information
from all sources. Project
flows from one issue to
the next without the need
for headings. Author’s
writing demonstrates an
understanding of the
relationship among
material obtained from all
sources.
For the most part, ties
together information
from all sources.
Project flows with
only some
disjointedness.
Author’s writing
demonstrates an
understanding of the
relationship among
material obtained from
all sources.
Sometimes ties
together information
from all sources.
Project does not flow
– disjointedness is
apparent. Author’s
writing does not
demonstrate an
understanding of the
relationship among
material obtained
from all sources.
Does not tie
together
information. Project
does not flow and
appears to be
created from
disparate issues.
Writing does not
demonstrate
understanding any
relationships.
Spelling &
Grammar
No spelling &/or
grammar mistakes.
Minimal spelling &/or
grammar mistakes.
Noticeable spelling &
grammar mistakes.
Unacceptable
number of spelling
and/or grammar
mistakes.
Works Cited Cites all data/information
obtained from other
sources. MLA citation
style is accurate.
Cites most
data/information
obtained from other
sources. MLA citation
style is accurate.
Cites some
data/information
obtained from other
sources. MLA
citation style is either
inconsistent or
incorrect.
Does not cite
sources.
A grade of “F” or 59-0 points will be given to projects that are not submitted by the due date and/or projects that are
deemed less than novice and/or projects that violate academic integrity (see “Academic Integrity” section below).
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ACADEMIC INTEGRITY
I know that for the vast majority of you, this goes without saying. But, issues tend to happen every semester so I want
to make this very clear – dishonesty in the academic environment is unacceptable. Any form of cheating, and/or
plagiarism is grounds for an “F” grade on the assignment and disciplinary action. Please see the Student Handbook or
the Course Catalogue for the colleges’ definitions and policies on academic dishonesty and its consequences.
How can you avoid academic dishonesty? Make sure you are the author of your project and that your work is original.
Any resources that are used must be cited in MLA format. If you are unfamiliar with MLA format, please see the
MLA Handout link in Canvas (under the Week 15 & 16 Module). If you are using general information from a source,
then simply adding the citation at the end of your assignment in the Works Cited section is sufficient. If you are using
a direct quote (i.e. copying and pasting any portion of the source directly), then you must use quotation
makes and parenthetical citations in the text, as well as adding the citation to the end of your assignment (again, see
the MLA Handout in Canvas). Use quotations sparingly. Responses that are quote-after-quote do not demonstrate your
knowledge or understanding and will be marked down. The general rule of thumb is to aim for 20% or less (I highly
suggest keeping it around 10%) of direct quotes in any assignment.
If you have any questions about this, please do not hesitate to contact me.
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Formatting
Title Page
Citation
Outline
