CRSS(GEOL) 4540/6540; Pedology

Soils as a natural component of the ecosystem, including morphology, landscape distribution, formation, identification of diagnostic horizons and features, and classification.

Prerequisites: CRSS 3060/3060L or permission of department

Course objectives:

1. To be able to describe, using proper terminology, the morphological characteristics of soils as they are found in their natural setting.
2. To understand processes and factors important to the formation and distribution of soils.
3. To understand the rationale and structure of Soil Taxonomy and be able to classify soils using the system.
4. To be able to interpret soil behavior and understand proper soil use and management based on a soils morphology, landscape setting, and classification.

Topical Outline:

1. Soil Morphology
   1. Soil color and redoximorphic features
   2. Soil texture
   3. Soil structure
   4. Other features
2. Horizon nomenclature
3. Site characteristics
4. Soils and geomorphology
5. Soil interpretations
6. Pedogenic models
7. Soil survey
8. Soil Taxonomy
   1. Epipedons
   2. Subsurface diagnostic horizons
   3. Soil orders
      1. Discussion of each Order will include genesis of the order and relevant diagnostic horizons, lower lever classification, environmental factors affecting development of soils in the Order, and global distribution of soils in the Order.
   4. Soil families and series

Per University Honor Code and academic Honesty Policy:

All academic work must meet the standards contained in "A culture of Honesty." Each student is responsible to inform themselves about those standards before performing any academic work.

This course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.

Principle assignments:

11 homework assignments will be given. Only the grades for 10 of these 11 assignments will be counted (highest 10). Homework will generally be assigned on Friday and will be due the following Friday. The grade on homework assignments will be reduced by 10% for each day past the due date.

LABORATORY

Laboratories in weeks 3-9 will involve observing, describing, and interpreting soils in the field. Grades for these laboratories will be based on a written descriptions, in proper format, of soils observed and reports (short - one page or less) concerning the suitability for the soil observed during the laboratory for selected use (determined by the instructor). Uses may include crop production, house foundations, spray irrigation of waste, septic systems, etc.

Laboratory Report Grading: 25% of the report grade will be based on completeness and accuracy of the soil descriptions. 75% of the grade will be based on reports of soil suitability for the selected uses. Of the 75% for suitability reports, 70% (of the 75%) will be based on technical correctness and 30% will be based on style, grammar, punctuation, etc. Laboratory reports will generally be assigned on Friday after the Wednesday lab. The reports will be due the following Friday. The grade on laboratory reports will be reduced by 10% for each day past the due date.

Laboratories in weeks 14-15 will involve mapping a small track of land in small groups. Grades for this exercise will be based on accuracy of the map (as compared to my map of the area) and completeness of the documentation (soil descriptions and documentation of variability).

The laboratory also includes a 1-day trip to North Georgia Mountains and a 2-day trip to the Georgia Coastal Plain. No written report will be required for these field trips. A paper on a topic chosen by the instructor may be substituted for either trip.

The overall laboratory grade will be based on laboratory reports and the mapping exercise (80%) and on attendance and participation in field exercises (20%).

Grading:

Attendance: Lecture attendance is encouraged, but not required. Laboratory attendance is required.

Textbook: No required text.

Useful References: (available in the library or from me)

• Buol, S.W., F.D. Hole, R.J. McCracken, and R.J. Southard. 1997. Soil Genesis and Classification. 4 th edition. Iowa State University Press. Ames, IA.
• Fanning, D. S. and M.C.B. Fanning. 1989. Soil morphology, genesis, and classification. John Wiley & Sons, New York.
• Soil Survey Staff. 1999. Soil Taxonomy - A basic system of soil classification for making and interpreting soil surveys. USDA-SCS. Agric. Handbook 436. (http://soils.usda.gov/classification/taxonomy/main.htm)
• Soil Survey Staff. 1998. Keys to Soil Taxonomy. Eighth Edition. Pocahontas Press. Blacksburg, VA. (http://soils.usda.gov/classification/keys/main.htm)
• Soil Survey Staff. 1951, 1993. Soil survey manual. USDA-SCS. (http://soils.usda.gov/procedures/ssm/main.htm)
• Wilding, L.P., N.E. Smeck, and G.F. Hall (eds.). 1983. Pedogenesis and soil taxonomy: I. Concepts and interactions. Elsevier, Amsterdam.
• Wilding, L.P., N.E. Smeck, and G.F. Hall (eds.). 1983. Pedogenesis and soil taxonomy: II. The soil orders. Elsevier, Amsterdam.

Data and references available on the internet:

• Official series descriptions: http://ortho.ftw.nrcs.usda.gov/osd/osd.html
• Field Book for Describing and Sampling Soils: http://soils.usda.gov/procedures/field_bk/main.htm
• Field Indicators of Hydric Soils in the United States: http://soils.usda.gov/soil_use/hydric/field_ind.pdf
• National Soil Survey Handbook: http://soils.usda.gov/procedures/handbook/main.htm.

Exams can be made up if the student has a valid excuse for missing the exam.