GEOLOGY 3013 - Tectonics III
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code GEOLOGY 3013 Course Tectonics III Coordinating Unit School of Physical Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 7 hours per week, plus field trip Available for Study Abroad and Exchange Y Assumed Knowledge GEOLOGY 2500, GEOLOGY 2501 & GEOLOGY 2502 Course Description This course will develop knowledge of the Earth as a four-dimensional dynamic system. The megascopic structure of the earth -oceanic and continental crust and lithosphere, and the asthenosphere, will be introduced and compared. The basic dynamic potentials acting on the Earth (heat, gravity) will be examined, and their diverse first order effects explored (isostasy, convection, exhumation, pluming). The concepts of rifting and ocean formation will be examined, as will those of subduction and mantle plumes. Processes of orogenesis will be examined in depth. Recent and Mesozoic evidence (structural, geochemical, geophysical, sedimentological) for the operation of these processes will be examined. We will examine evidence and constraints on interpretation of these processes operating in past geological eras: the Palaeozoic, Proterozoic and Archaean. Emphasis will be placed upon understanding examples from the tectonic evolution of the Australian Plate.
Details of field trip communicated at start of the course.
Course Coordinator: Associate Professor Stijn Glorie
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
A succesful student should be able to: 1 Demonstrate proficiency in common practical skills in tectonics and structural geology; 2 Understand the tectonic processes that operate at plate boundaries and their effects on the plate interior; 3 Understand the main forces that impact the Earth's surface and subsurface, what drives them and how the Earth responds; 4 Describe models for the lithosphere and asthenosphere including their phycial properties; 5 Combine appropriate structural, metamorphic, geophysical, geochemical evidence to interrogate tectonics operating in the past; 6 Work in a team to produce a presentation about a current tectonics research topic.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThe following items are required resources for all practical exercises: paper, ruler, protractor, pencils (including colour pencils) and calculator. Some practicals will require the use of a (laptop) computer, basic software such as MS Excel and/or software (freeware) that will be given to you during or before the practicals. Bringing a laptop to the classroom for these practicals is strongly recommended, however the exercises can be completed at home as well and/or in team. Required reading will be issued from journal articles that will be available through the Library and/or MyUni. There is no recommended textbook for this course, although course materials are generally sourced from the textbooks listed below (pdf chapters will be made available if required). Course notes (recordings) and digital copies of all slideshows used in lectures and practicals will be readily available on MyUni.
This course will include a field component. The following Field Kit is compulsory for this component and items can be purchased at Unibooks:- good quality (hardback) notebook
- hand lens
Recommended ResourcesRecommended Resource:
- Kearey P., Klepeis, K.A., and Vine, F.J. 2009. Global Tectonics. 3rd edition, Wiley-Blackwell (most recommended and available at Unibooks);
Other Resources that you may want to refer to:
- Plate Tectonics, Continental Drift and Mountain Building - Wolfgang Frisch, Martin Meschede and Ronald C Blakely Springer 2011 (availabel free as an e-book through the library);
- Stuwe, K. 2007. Geodynamics of the Lithosphere, an Introduction. 2nd edition. Springer. (hideously expensive, but unbelievably the library has electronic access to it – you can download pdfs of all the chapters);
- McClay, K., 1997. Mapping of Geological Structures, Open University Press – pretty hard to find, but a great little book
Online LearningMyUni: Teaching materials and course documentation will be posted on the MyUni website (http://myuni.adelaide.edu.au/).
Learning & Teaching Activities
Learning & Teaching ModesThe course consists of two one-hour lecture sessions per week for 12 weeks plus accompanying practical work, most weeks. See section below for details on practical scheduling.
2 x 1-hour lectures/week - see timetable
1 x 3-hour practical work per week for most of the semester. The practicals are hands-on practice for the theory material covered in the lectures. Note that some practicals require further work at home. Some of the practical time will be used for student presentations (group work).
The course will include field work during the mid-semester break
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
Schedule Week Lecture Practical Week 1 Stress/strain, Strength of the Lithosphere, Probing the interior Scotia arc/back arc exercise Week 2 Gravity, Isostasy, Flexure, Rheology, Types of Crust Scotia arc/back arc exercise Week 3 Plate margins, Motion on a sphere, Euler poles, Palaeomagnetics Mid-Ocean ridge cooling Week 4 Mid-ocean ridges, seafloor spreading No Prac - public holiday Week 5 Continental extension Extension models Week 6 Subduction zones and arc-magmatism Extension models Field exercises during the mid-semester break Week 7 Subduction processes Tectonics in a Box Week 8 Orogenic wedges, Non-collisional orogens Tibet Stress Field Week 9 Arc-continent and continent-continent collisions Tibet Stress Field Week 10 Continental transforms, Cratonization Continental Geotherms and heat generation Week 11 Early Earth, Continental Growth, Plate tectonic drivers Assignment Seminars Week 12 Plumes, superplumes, hot-spots, tectonics in the solar system Assignment Seminars
Specific Course RequirementsAttendance is compulsory at all scheduled practical and field sessions
Small Group Discovery ExperienceMost of the Practical exercises require intense team-work (group seminar presentations, hand-on analogue modelling in team, paired computer work, field exercises).
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 Task Task Type Percentage of total assessment for grading purposes Outcomes being assessed/achieved Due Date Practical Scotia Arc Formative & Summative
1,2,3 Week 3 Practical Mid-Ocean ridge cooling Formative & Summative 5% 1,3,4 Week 5 Practical Extensional models Formative & Summative 5% 1,2,3,4 Week 7 Practical Tectonics in a Box Formative & Summative 5% 1,3,6 Week 9 Practical Tibet Stress Field Formative & Summative 5% 1,2,3,5 Week 10 Practical Continental Geotherms Formative & Summative 5% 1,4,5 Week 11 Seminar Assignments Formative & Summative 10% 1-6 weeks 11, 12 Field Exercises Formative & Summative 10% 1,5,6 In Field Exam Summative 50% 1-5 Mid year exam period
Assessment Related RequirementsAttendance at practicals and field exercises is compulsory and will be recorded. The learning outcomes for this course are substantially dependent on this hands-on experience and practice. Therefore, missing any practical class or field session in a semester without an allowed absence will result in a grade of FAIL being recorded for the course. Students are able to apply for an allowed absence from a class by submitting the application form, with appropriate supporting documentation, to the Course Co-ordinator.
Assessment DetailPractical exercises (30%): Six in-class practical exercises require a short report including results obtained during the exercises. More details will be given at the start of each Practical session.
Seminar (10%): A small group exercise (~4 students per group). Students are asked to research a topic (each group has a different topic, topics available in week 2) and present this as a short group seminar (15 minutes). Presentations will be held in weeks 11 and 12.
Field Trip exercises (10%): This assignment includes the following tasks: (1) Field Note Book and (2) Field data collection and analysis (structural readings, small mapping and logging exercises)
Final exam (50%): A final written exam will be used to summatively assess the course materials.
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.
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 Access Adelaide.
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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