GEOLOGY 3019 - Field Geoscience Program III
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code GEOLOGY 3019 Course Field Geoscience Program III Coordinating Unit School of Physical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 12 hours of workshops plus a 10 day field trip in the mid-Semester break Available for Study Abroad and Exchange Y Prerequisites GEOLOGY 2501, GEOLOGY 3013 & GEOLOGY 3016 Assumed Knowledge GEOLOGY 2500 & GEOLOGY 2502 Assessment Field work assignments, workshop reports Course Staff
Course Coordinator: Professor Alan Collins
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
A successful student in this course should be able to: 1 Recognise minerals and lithologies in the field (and document them); 2 Synthesise their own observations within the context of published research to understand their fieldwork regions in a broader geological context; 3 Measure and properly record structural orientation information; 4 Interpret geological field observations within the context of the geological evolution ofthe mapping region; 5 Construct geological maps and cross-sections
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 4, 5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
4,5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1-5 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
2 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Geological compass, hand lens, field notebook
Emotional intelligence and self-awareness
Excellent time management
A list of requirements for the field mapping camp will be provided prior to the trip.
Recommended Resources
There are no mandatory readings or textbooks for this course. However, as this course is primarily that of geological mapping, one might consider some preliminary reading about techniques of
geological mapping in upper-crustal as well as high-grade (mid-low crust) terranes. Suggested reading of fieldwork-related topics includes:
- McClay, K.R. (1991) The mapping of geological structures. Wiley & Sons, 168 pp. ISBN-10: 0471932434.
- Passchier, C.W., Myers, J.S., Kroner, A. (1991) Field geology of high-grade gneiss terranes. Springer-Verlag, 150 pp. ISBN-10:0387530533.
- Davis, G.H, Reynolds, S.J. (1996) Structural geology of rocks and regions. Second edition, Wiley and sons, 776 pp. ISBN-10:0471526215
- Sawyer, E.W. & Brown, M. (eds.) (2008) Working with Migmatites. Mineralogical Association of Canada, Short Course Series, Volume 38, 158 pp. ISBN-10: 0921294468.
- Passchier, C.W, Trouw, R.A.J. (2005) Microtectonics. 2005 edition, Springer-Verlag, 382 pp. ISBN-10: 3540640037.
In addition, key scientific papers that outline the current understanding of the evolution of the geology of central Australia may be provided to students after the field camp (i.e. at start of normal teaching weeks Semester 2), as these may be required as reading prior to the final written exam.Online Learning
Course-related material is available through MyUni -
Learning & Teaching Activities
Learning & Teaching Modes
This course consists of the following:
• 12 hours of workshops
• 10 day field geological mapping camp in the mid-semester breakWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).Learning Activities Summary
The course content will include the following:
In-class practical exercises based around aspects of field geology, such as rock and mineral ID and description, recognition, naming and classification of different structural fabric generations, in-class interpretive geological mapping and cross-section exercises. Lecture material will cover topics of relevance to the practical exercises as well as fieldwork.
Field work: geological mapping in a region of outback Australia. Mapping will be for ~8–10 days (with extra time for transport to and from the field). An in-field quiz will be conducted at the end of the week in the fieldSpecific Course Requirements
This course has a compulsory ~8–10 day field trip to outback Australia and the practical work on the field trip is compulsory. Students are expected to be in the field doing mapping on each day of the field camp unless a medical situation that has been discussed with a staff member precludes that student. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Percentage of total assessment for grading purposes Hurdle
Yes/NoOutcomes being assessed/achieved Due date In-class practical workshops Formative and Summative 30% No
1,3-5 End of each week of practical class Field Geological Map Formative and Summative 40% Yes 1,3-5 10 day field camp Field Report Summative 30% No 1-5 Due by end week 11 Assessment Related Requirements
Assessment Task Requirement for hurdle Is additional assessment available if student does not reach hurdle requirement Details of additional assessment Field Geological Map 50% No this is a map from a field trip and no additional assessment is possible
Practical workshops are compulstory Satisfactory completion of all practicals Yes Missed practicals can be made up Assessment Detail
In-class practical workshops (30%)
Students will submit completed practical exercises at the end of each week of class time. The in-class practical exercises will based around aspects of field geology, such as rock and mineral ID and description, recognition, naming and classification of different structural fabric generations, in-class interpretive geological mapping and cross-section exercises.
Field Geological Map (40%)
Students will construct a geological map based on ~8–10 days of geological field work during the field camp. The mapping exercise is designed to develop the skills required to: 1) interpret and solve geological relationships at a variety of scales; and 2) synthesise these relationships into four-dimensional models that describe the geological evolution of terranes.The students work in small mapping groups for the week; however each student must submit their own geological map and as such, each student will be assessed individually for each map (as well as all other assessment items). Feedback for this map cannot be given during the camp, but will occur back in Adelaide.
Field Report (30%)
The students work independently under exam conditions for this exercise. The quiz is designed to serve three purposes: 1) to get students to synthesise field observations they have seen on the mapping camp, and be able to understand and interpret the local meaning of these observations; 2) reinforce field geological concepts, skills and tools used in geological mapping; 3) to have students working independently/individually rather than collectively. This test will not be based directly on the geological maps that the students produce. Inclement weather on any mapping days will result in the format and logistics of this test being adapted in order to maximise field mapping time for Field Geological Map above.Submission
Late Submission
If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
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- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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