GEOLOGY 3022 - Geophysics IIIA: Potential Fields and Geothermics
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code GEOLOGY 3022 Course Geophysics IIIA: Potential Fields and Geothermics Coordinating Unit School of Physical Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Prerequisites MATHS 1013 or SACE Stage 2 Specialist Maths or equivalent Incompatible GEOLOGY 3008 Assumed Knowledge GEOLOGY 1100 and PHYSICS 1100 & PHYSICS 1200 or PHYSICS 1101 & PHYSICS 1201 Course Description Geophysicists are employed in a wide range of industries, including petroleum and mineral exploration, groundwater, contaminants and salinity evaluation, state and government geological surveys, defence science and academic research. This course investigates potential field-based geophysical techniques and diffusive heat flow, covering topics in gravity, magnetics, and steady-state and transient geothermics. We start with the underlying mathematical basis and examine applications at global, exploration and environmental scales. The course also involves methods of geophysical data analysis, modelling, visualisation and interpretation through a series of computer laboratories. The course is aimed at students from a range of numerate scientific backgrounds including geoscience, physics, engineering, mathematics and computer sciences.
Course Coordinator: Dr Derrick Hasterok
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- discuss both quantitatively and conceptually how gravity, magnetic and thermal fields are modified bydifferences in rock composition and/or structure and determine how these effects are manifest in the responses of fields at Earth’s surface;
- discuss the assumptions applied to geophysical equations and the conditions under which they apply to gravity,magnetic and thermal phenomena;
- analyse complex mathematical relationships to determine characteristic temporal and spatial scales of gravity,magnetic and thermal anomalies and their evolution;
- develop mathematical and computer skills to interrogate data and model the geophysical fields; and
- work together in groups to create, process and analyse experimental data
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
1-5 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
4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 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
Recommended ResourcesThe intellectual content of the course is drawn from a number of sources including:
Fowler, C.M.R., 2005, The Solid Earth, 2nd ed., Cambridge Univ. Press.
Turcotte, D.L., and G. Schubert, 2002, Geodynamics, 2nd ed., Cambridge Univ. Press.
Lowrie, W., 1997, Fundamentals of Geophysics, Cambridge Univ. Press.
Jaupart C., and J.-C. Mareschal, 2011, Heat Generation and Transport in the Earth, Cambridge Univ. Press.
Telford, W.M., L.P. Geldart, R.E. Sheriff, and D.A. Keys, Applied Geophysics, 1976, Cambridge Univ. Press.
Numerical methods and Inversion theory
Gerya, T., 2010, Introduction to Numerical Geodynamic Modelling, Cambridge Univ. Press.
Aster, R.C., B. Borchers, and C.H. Thurber, 2012, Parameter Estimation and Inverse Problems, 2nd ed., Academic Press.
Useful background texts in physics and mathematics:
Feynman, R.P., R.B. Leighton, and M. Sands, 1965, The Feynman Lectures on Physics, Vol. 1, Addison-Wesley.
Haberman, R., 1998, Elementary Applied Differential Equations, 3rd. ed., Prentice Hall.
Zwillinger, D. (ed.), 1996, Standard Mathematical Tables and Formulae, 30th ed., CRC Press.
Online LearningWolfram Alpha is a useful resource for checking answers, or helping take derivatives and integrals.
Believe it or not, Wikipedia is generally an excellent source for relatively understandable math resources.
Learning & Teaching Activities
Learning & Teaching ModesLectures will derive and discuss fundamental geophysical concepts and their relationship to geologic structures and petrologic variations.
Problem sets with short answer and quantitative exercises give students the opportunity to practice their knowledge of content and apply fundamental concepts covered in lectures. Completed outside of normal class hours, the problem sets will allow students to set their own pace.
Practicals will provide laboratory and/or computer-based activities that stress application of geophysical concepts and synthesis with geological and petrological knowledge through computer exercises and group work.
Online Tutorials will cover quantitative background concepts that students enrolled in the course may lack or require as review. Tutorials will be delivered as a short introductory video, example worked problems, and self-directed problems meant to provide experience and build confidence. The focus is specifically on improving mathematical skills and knowledge of physical concepts necessary to understand lectures and complete problem sets.
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 SummaryUnit 1 – Basic Geophysics: geophysical equations, fields, and physical properties, modern methods, inverse theory.
Unit 2 – Gravity and Magnetics: gravity and magnetic fields, isostasy, and Fourier methods.
Unit 3 – Geothermics: steady-state, transient and latent heat solutions.
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 % of total assessment Due Hurdle Learning Outcome practicals Formative & Summative
No 1-5 problem sets Formative & Summative 30 fortnightly No 1-3 unit tests Summative 40 weeks 4, 9, and 13 No 1-3 online tutorals Formative 0 fortnightly No 1-3
Assessment DetailPracticals and problem sets will run in alternate weeks.
Practicals: (30% of total course grade)
Practicals will focus on reinforcing and expanding upon quantitative concepts discussed in lecture through lab and/or computer-based exercises where students work in groups to complete a practical exercise. Work will be assessed via a practical reports that includes additional post-practical exercises. The reports will be due one week from assigned date. Students will receive feedback approximately one week later. The marks for practicals will be determined by 5% online peer assessment, 10% group results, and 15% post-practical exercises.
Problem sets: (30% of total course grade)
Problems sets will focus on reinforcing and expanding upon quantitative concepts discussed in lecture through predominantly mathematical derivations and back-of-the-envelope estimates. Problem sets should take approximately 8 hours to complete. Each problem must be attempted and submitted individually although some discussion between students is encouraged. Students will receive feedback approximately one week later.
Online Tutorials: (0% of total course grade)
Tutorials will provide an opportunity for students to improve quantitative skills required to understand course material and complete problem sets.
Unit Tests: (40% of total course grade)
There will be three, 90-minute tests worth 13.3% each. Tests will cover material covered in the course notes, lectures, and practicals. Quizzes will consist of short answer and simple qualitative and quantitative exercises. Unit tests will be held approximately one week following the completion of a unit. Students will receive feedback approximately one week later.
SubmissionExtensions for Assessment Tasks
Extensions of deadlines for assessment tasks may be allowed for reasonable causes. Such situations would include compassionate and medical grounds of the severity that would justify the awarding of a supplementary examination. Evidence for the grounds must be provided when an extension is requested. Students are required to apply for an extension to the Course Co-ordinator before the assessment task is due. Extensions will not be provided on the grounds of poor prioritising of time. The assessment extension application form can be obtained from: http://www.sciences.adelaide.edu.au/current/
Late submission of assessments
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.