Download Course Outline - School of Geosciences

GEOS2114-2914
VOLCANOES, HOT ROCKS
& MINERALS
DEREK WYMAN & PATRICE F REY
Unit Coordinator Contact Details:
Associate Professor Derek Wyman
School of Geosciences
Room 464, Madsen Building (FO9)
The University of Sydney
Sydney NSW
Australia, 2006
Associate Professor Patrice Rey
School of Geosciences
Room 408, Madsen Building (FO9)
The University of Sydney
Sydney NSW
Australia, 2006
Email: [email protected]
Phone: 61 2 9351 2924
Fax: 61 2 9351 0184
Email:[email protected]
Phone: 61 2 9351 2067
Fax: 61 2 9351 0184
1
COURSE OVERVIEW
This unit of study relates plate tectonics to a) volcanoes
and their hazards; b) geological processes in the deep
crust; c) the formation of precious metal and gemstone
ores around the Pacific Rim; and d) an understanding of
how Earth's materials (minerals, rocks, rock formations,
lithospheric plates etc.) respond the forces that deform
them. Methods of analysis involve studies at the microscopic scale (performed on thin sections) and the
mesoscopic scale performed on hand specimens and outcrops. The unit includes a two to three days field trip to
study an extinct volcano in NSW.
Migmatites (Finland)
COURSE OUTLINE
Subduction zones are often viewed as giant factories in which oceanic lithospheres, and to a lesser extent older continental crusts and
water-saturated sediments, are recycled back into the mantle,
whereas new continental crust is created. Geothermal fields, volcanoes, ore deposits, earthquakes, mountain belts or sedimentary basins are the surface expression of dynamic deep processes in which
the texture, the mineralogy and the geochemistry of hot rocks, including magmas, evolve in response to changing pressure, temperature,
and the composition of fluids. Subduction zones provide a rich backdrop to explore many fundamental geological processes (weathering, erosion and sedimentation, metamorphism and partial melting,
melt migration and crystallization, deformation and development of
tectonic fabrics). They are prime locations for the cycling of key elements including carbon and hydrogen, and for the geochemical cou-
pling between the continental crust, the ocean and atmosphere, and
the mantle.
This Unit of Study relates the tectonics and geodynamics of subduction zones to: (a) volcanoes and their hazards; (b) geological processes in the deep crusts; and (c) the formation of precious metal
and gemstone ores around the Pacific Rim. A problem solving approach is used to develop the skills required to understand the history of individual volcanoes and predict their future activity and hazards. The Unit includes an optional trip to the north island of New
Zealand, or a two- to three-day field trip to study an extinct volcano
in NSW. Practical work includes supervised and independent study
of igneous systems, rocks, and minerals employing both
microscope-based techniques and computer modeling. The unit pro2
vides knowledge relevant to all senior units in Geology and Geophysics.
Throughout this course, we will journey through subduction zones
from the Earth surface down to the depths at which diamonds form.
In weeks 1 to 5, Derek Wyman will address the formation of volcanoes, their eruption dynamics and morphologies, the geochemistry
of their lavas and that of
their associated felsic plutonic rocks. The origins
of volcanoes lie deep in
the mantle where partial
melting occurs. Derek will show you
how mantle melting is not
always due to rising temperature and
will describe the mechanisms through which the geochemistry of
magma evolves. Finally, Derek will consider the processes involved in formation of new continental crust.
zones and related structures and microstructures that can be analyzed to infer the direction and sense of shearing. The development
of foliation (planar fabric) and lineation (linear fabric) is an important
consequence of ductile deformation. Patrice will show how to analyze these fabrics to gain information on the orientation and tectonic
evolution of past subduction zones.
In week 6 and 7, we will consider evidence of how magmas evolve
and the continental crust is formed. We will consider how elements
cycle through subduction zones, building on knowledge from
GEOS1003. Some of this recycling creates ore deposits. We will examine how humans have exploited natural geological processes to
their own ends, by looking at how some common metals are concentrated and how this knowledge can be applied to predict where
more can be found. You might be surprised to learn that some metals are concentrated by rain!
Finally from Week 10 to 13, Patrice Rey will introduce key Structural
Geology concepts and tools to study and understand rocks deformation in hot environments. He will introduce structural features that
commonly develop in subduction zones and other deep crust environments. Patrice will address the development of ductile shear
3
LEARNING RESOURCES
An eLearning site will be used to support the learning and teaching
activities in this course. It is important to note that any material provided through eLearning is designed to support, rather than replace, face-to-face activities.
To access the eLearning site follow the instructions below:
1. Open a browser window
2. Go to the University of Sydney home page (http://sydney.edu.au/)
3. Select the 'Current Students' link
4. Choose ‘Learning Management System (LMS)' from the menu far
right
Micaschist (Finland)
Lecture notes of the structural geology module are here:
http://www.geosci.usyd.edu.au/users/prey/Teaching/Geos-2123/index.html
This website is an Introduction to Structural Geology. The content of
this course is split between GEOS2114 and GEOS2124. In GEOS
2114-2914 we will cover the following sections: Introduction, Shear
Zones, Fabrics, and Strain Analysis only. The other sections (Fractures and Faults, Paleostress Analysis, Folds and Folds Systems) will
be covered in GEOS 2124-2924 in the second semester.
In addition to Patrice’s website site, compulsory assessable reading
includes: Chapters 1, 4, 9, 11, 12 of the following textbook (also
used in 3re Year and available at the bookstore):
Title: Earth Structure (Second Edition)
5. Enter your UniKey login name and password
Authors: Ben A. Van der Pluijm, Stephen Marshak
6. Select the link of the Subject you wish to look at from your 'My
eLearning sites' home page.
Publisher: Norton ISBN: 0-393-92476-X
4
Figures from the freely available webtext “Earth’s Dynamic Systems” by W.K. Hamblin and E.H. Christiansen are used frequently and denoted by the chapter they are found in. For example EDS3 refers to a figure from chapter 3.
The chapters can be downloaded via: http://www.earthds.info/index.html
Optional Additional Reading
Subduction Factory: http://www.nsf-margins.org/SF/SF.html
Arcay, D., E. Trica, M.-P. Doin, 2005: Numerical simulations of subduction zones: Effect of slab dehydration on the mantle wedge dynamics.
Physics of the Earth and Planetary Interiors 149 (2005) 133–153.
Audétat, A., and H. Keppler, 2004: Viscosity of Fluids in Subduction Zones. Science, v. 303, 513-516.
Behn, M.D., G. Hirth, P. B. Kelemen, 2007: Trench-Parallel Anisotropy Produced by Foundering of Arc Lower Crust. Science, v. 317 , 108111.
Billen, M. I., M. Gurnis, 2001: A low viscosity wedge in subduction zones. Earth and Planetary Science Letters, v. 193, 227-236.
Bosock, M.G., R.D. Hyndman, S. Rondenay and S.M. Peacock, 2002: An inverted continental Moho and serpentinization of the forearc mantle. Nature, v. 417, 536-538.
Brudzinski, M.R., C. H. Thurber, B. R. Hacker, and E. R. Engdahl, 2007: Global Prevalence of Double Benioff Zones. Science, v. 316.
Bucher, K. & Frey, M., 1994. Petrogenesis of metamorphic rocks. 6th edition, complete rewrite of the classic Winkler book.
Calvert, A.J., 2004: Seismic reflection imaging of two megathrust shear zones in the northern Cascadia subduction zone. Nature, v. 428m
163-167.
Cas, R.A.F., and Wright, V., 1987, Volcanic Successions, Chapman & Hill, 528p. Authoritative book covering volcanism in the field.
Chen, W.P. and M. R. Brudzinski, 2001: Evidence for a Large-Scale Remnant of Subducted Lithosphere Beneath Fiji. Science, v. 292, 24752479.
Deer, W.A., Howie, R.A. & Zussmann, J., 1993. An introduction to the Rock Forming Minerals - 2nd edition. Tabulated mineralogical and
chemical details of all the common minerals. If you think that you are going to pursue geology, it is worth buying at some time. Will be
needed in any petrological Honours project.
Demouchy, S., S. D. Jacobsen, F. Gaillard and C. R. Stern, 2008: Rapid magma ascent recorded by water diffusion profiles in mantle olivine.
Geology, v. 34, 429-432.
Eiler, J.M, B. McInnes, ,J. W. Valley, C. M. Graham and E. M. Stolper, 1998: Oxygene isotope evidence for slab-derived fluids in the sub-arc
mantle, Nature v.393, 777-781.
5
Elliott, T., A. Thomas, A. Jeffcoate, and Y. Niu, 2006: Lithium isotope evidence for subduction-enriched mantle in the source of mid-oceanridge basalts. Nature v. 443, 565-568.
Fischer, T. P., D. R. Hilton, M. M. Zimmer, A.M. Shaw, Z.D. Sharp, and J. A. Walker, 2002: Subduction and Recycling of Nitrogen Along the
Central American Margin. Science v. 297, 1154-1157.
Foley, S.F., S. Buhre, and D. E. Jacob, 2008: Evolution of the Archaean Crust by Delamination and Shallow Subduction. Nature, v. 421, 249252.
Foley, S., M. Tiepolo, and R. Vannucci, 2002: Growth of early continental crust controlled by melting of amphibolite in subduction zones. Nature v. 417, 837-840.
Frisch, W., Meschede, M., Blakey, R. 2011. Plate Tectonics Continental Drift and Mountain Building Springer-Verlag, 212p.
Gerya, T.V., J. A.D.Connolly, D. A.Yuen, W. Gorczyk, A. M.Capel, 2006: Seismic implications of mantle wedge plumes . Physics of the Earth
and Planetary Interiors 156 (2006) 59–74.
Gribble, C.D. & Hall, A.J., 1993. A practical introduction to Optical Mineralogy. UCL Press - new printer from old version. Cheapish book on
optical mineralogy; useful for ALL petrological courses this year and ?the future. A much better investment than the micrographic atlases
of textures, which have reproductions of rocks and minerals that never look like the ones you see..... Note that the book covers much the
same ground as “Hyperpetmag “ which is available on the web or as a Cd-Rom.
Hawkesworth, C.J., S. P. Turner, F. McDermott, D. W. Peate, P. van Calsteren 1997: U-Th Isotopes in Arc Magmas: Implications for Element
Transfer from the Subducted Crust. Science, v. 276.
Hoernle, K., D. L. Abt, K. M. Fischer, H. Nichols, F. Hauff, G. A. Abers, P. van den Bogaard, K. Heydolph, G. Alvarado, M. Protti and W.
Strauch, 2008: Arc-parallel flow in the mantle wedge beneath Costa Rica and Nicaragua. Nature v. 451, 1094-1098.
Holland, G., and C.J. Ballentine, 2006: Seawater subduction controls the heavy Noble gas composition of the mantle. Nature, v. 441, 186191.
Hobbs, B.E., W. D. Means, and P.F. Williams, 1976. An Outline of Structural Geology, Wiley.
Husson, L. and Y. Ricard, 2004. Stress balance above subduction: Application to the Andes. Earth Planetary Science Letters, v. 222, 10371050.
Kawakatsu, H. and S. Watada, 2008: Seismic Evidence for Deep-Water transportation in the Mantle. Science, v. 316, 1468-1471.
Kessel, R., M. W. Schmidt, P. Ulmer and T. Pettke, 2005: Trace element signature of subduction-zone fluids,
Melts and supercritical liquids at 120–180km depth. Nature v. 437, 724-727.
Kincaid, C., and R. W. Griffiths, 2003: Laboratory models of the thermal evolution of the mantle during rollback subduction. Nature, v. 425,
58-62.
Klein, C., and C.S. Hurlbut, C.S., 1993 (21st edition) Manual of Mineralogy, John Wiley & Sons, 682p. Detailed, encyclopaedic, summary of
minerals and their properties.
6
Kneller, E.A. and P. E. van Keken, 2007: Trench-parallel flow and seismic anisotropy in the Mariana and Andean subduction systems. Nature,
v. 450, 1222-1226.
Long, M., D., and P. G. Silver, 2008: The Subduction Zone Flow Field from Seismic Anisotropy: A Global View. Science, v.319.
MacKenzie, W.S., C.H. Donaldson, C.H., and C. Guilford, C., 1982, Atlas of Igneous rocks and Their Textures. Longman, 148p.
MacKenzie, W.S. & Guilford, C., 1980. Atlas of Rock-Forming Minerals in Thin Section. Longman Group Ltd, London, 98 pp.
MacKenzie W.S., and A.E. Adams, A.E., 1994. A Color Atlas of Rocks and Minerals in Thin Section, Blackwell Science
Marshak, S., Earth: Portrait of a Planet (2001) Stephen Marshak WW Norton & Company
Marshak, S., and G. Mitra, 1988. Basic Methods of Structural Geology, Prentice-Hall.
Mibe, K., T. Fujii and A. Yasuda, 1999: Control of the location of the volcanic front in island arcs by aqueous fluid connectivity in the mantle
wedge. Nature, v. 401, 259-262.
Moores, E.M. and Twiss R.J. (1995). Tectonics, Chapter 7: Convergent Margins, p155-196.
Park, R.G., 1982. Foundations of Structural Geology (2nd Edition), Blackie (1982)
Passchier, C.W., and R.A.J. Trouw, 1996. Microtectonics, Springer.
Peacock, S.M., P. E. van Keken, S, D. Holloway, B. R. Hacker, G A. Abers, R. L. Fergason, 2005: Thermal structure of the Costa Rica – Nicaragua subduction zone. Physics of the Earth and Planetary Interiors, v. 149, 187–200.
Peacock, S.M. and K. Wang, 1999: Seismic Consequences of Warm Versus Cool Subduction Metamorphism: Examples from Southwest and
Northeast Japan. Sceinces, v.286, 937-939.
Ranero, C.R. and R. von Huene, 2000. Subduction erosion along the Middle America convergent margin. Nature v. 404, 748-752.
Rapp, R.P., I. T. Irifune, N. Shimizu, N. Nishiyama, M. D. Norman T. Inoue, 2008: Subduction recycling of continental sediments and the origin
of geochemically enriched reservoirs in the deep mantle. Earth and Planetary Science Letters, v. 271, 14–23.
Raymond, L.A., Petrology The Study of Igneous Sedimentary and Metamorphic Rocks (2002, 2nd ed) McGraw Hill ISBN 0-07-3661678-6
(Hardcover Schumann: Handbook of Rocks Minerals & Gemstones Houghton Mifflin Company, 369p). An all-in-one petrology text.
Regard, V., C. Faccenna, J. Martinod, and O. Bellier, 2005: Slab pull and indentation tectonics: insights from 3D laboratory experiments.
Physics of the Earth and Planetary Interiors, v.149, 99–113.
Regenauer-Lieb, K., D. A. Yuen and J. Branlund, 2001: The Initiation of Subduction: Criticality by Addition of Water?, Science, v. 294, 578580.
Reinecker, J. O. Heidbach, B. Mueller, 2003. The 2003 release of the World Stress Map (www.world-stress-map.org).
Rey, P.F., N. Coltice and N. Flament, 2014. Spreading continent kick-started plate tectonics. Nature 513, 405-408.
Rondenay. S., G.A., Abers, and P.E. van Keken, 2008: Seismic imaging of subduction zone metamorphism. Geology, v.36, 275-278.
7
Rose, E.F., N. Shimizu, G.D. Layne and T.L. Grove, 2001: Melt Production Beneath Mt. Shasta from Boron Data in Primitive Melt Inclusions,
Science v. 293, 281-283.
Schmerr, N., and E. Garnero, 2007: Mantle Discontinuity Topography from Thermal and Chemical HeterogeneityUpper. Science v. 318, 623626.
Song, T-.R.A. and M. Simons, 2003: Large Trench-Parallel Gravity Variations Predict Seismogenic Behavior in Subduction Zones. Science v.
301, 630-633.
Turner, S., and C. Hawkesworth, 1997: Constraints on flux rates and Mantle dynamics beneath island arcs from Tonga–Kermadec lava geochemistry. Nature v. 389, 568-573.
Turner, S., P. Evans, and C. Hawkesworth, 2001: Ultrafast Source-to-Surface Movement of Melt at Island Arcs from 226Ra-230Th Systematics.
Science v. 292, 1363-1366.
Van der Pluijm, B.A., and S. Marshak, 1997. Earth Structure, Introduction to Structural Geology and Tectonics, McGraw-Hill.
Vernon, R.H., 1976. Metamorphic processes. Murby. This book gives a good overview of what the title suggests. Years 3 and 4.
Winkler, H., 1974. Petrogenesis of metamorphic rocks, 4th ed. Springer-Verlag. This is a comprehensive, albeit dated, approach to the study
of metamorphic rocks. It is a good addition to study in Years 2 and 3, but outgrown by Year 4. However, you may pick up a cheap copy
that predates the Bucher & Frey rewrite.
Winter, J.D., 2001, An Introduction to Igneous and Metamorphic Petrology. Prentice Hall
Yardley, B.W.D., 1988. Introduction to metamorphic petrology. Longman, Essex. This book gives a good overview of recent approaches to
problems in metamorphism. It is as good as Bucher & Frey, but not as detailed.
Yogodzinski. G.M., J.M. Lees, T.G. Churlkova, F. Dorendorf, G. Wöerner, and O.N. Volynets, 2001: Geochemical evidence for the melting of
subduction oceanic lithosphere at plate edges. Nature, v. 409, 500-504.
Zheng, Y., T. Lay, M. P. Flanagan and Q. Williams, 2007: Pervasive Seismic Wave Reflectivity and Metasomatism of the Tonga Mantle Wedge.
Science v. 316, 855-859.
8
STUDY COMMITMENT
Magmatic fabric (aligned K-feldspars in a granite)
Students enrolled in any 6 credit point Junior unit of study offered by
the Faculty of Science should consider spending up to 12 hours per
week on that unit during the 13 teaching weeks of the semester and
the study vacation. In GEOS-2114/2914 this involves:
Independent Study: You are expected to do up to 12 hours (per
week) of independent study. Use this time to:
Lectures: You will have 13 two-hour lectures divided into 2 modules:
• After classes: read through and understand your lecture notes,
source and digest complementary information from relevant textbooks, and reliable sources from the Internet (min. 2 hours);
• Volcanoes, plates and ore deposits (9 lectures)
• Structural geology of hot rocks and magmas (4 lectures)
The lectures are intended to guide you in your study textbooks.
Practicals: You will have 12 two-hour practical classes. One session
will be devoted, in part, to developing presentation skills. You will
work individually and in small groups on a suite of qualitative and
quantitative questions and problems. Tutors will be present to assist
you.
• Before classes: get ready for lecture and practical classes by reading through the material (min. 2 hours);
• Work through the practical problems, and write your practical reports (min. 4 hours);
Study Tips: It is up to you to devise a study plan that best suits
you. Stick to it, attend lecture and practical classes and involve
yourself in all learning experiences. This will have a considerable impact on your exam preparation and performance.
9
LEARNING OUTCOMES AND GRADUATE ATTRIBUTES
Learning Outcomes:
1/ understand key petrological and structural concepts relevant to
deep crustal and mantle processes;
2/ be able to apply these concepts to analyse igneous rocks, and
unravel their mineralogy, structure and geochemical evolution;
3/ be able to identify the main types and settings of Earth’s volcanism
4/ understand the main variables that contribute to the evolution and
diversity of magmas;
5/ have a basic understanding of the selective processes associated with the formation of ore deposits and factors that contribute to
economically and socially responsible resource extraction;
6/ be able to construct accurate cross-sections and analyze geological maps to understand the geology in 3 dimension;
7/ be able to perform kinematic analysis across shear zones, and
document the style and magnitude of strain;
Sheared orthogneiss (South France)
8/ source and analyse information, assess its reliability and significance;
9/ to communicate scientific information appropriately, both orally
and through written work;
10/ to engage in team and group work for scientific investigations
and for the process of learning;
11/ develop a sense of responsibility, ethical behaviour and independence as a learner and as a scientist.
Graduate Attributes Graduate Attributes are generic attributes that encompass not only
technical knowledge but additional qualities that will equip students
to be strong contributing members of professional and social communities in their future careers. The overarching graduate attributes
identified by the University relate to a graduate’s attitude or stance
towards knowledge, towards the world, and towards themselves.
10
These are understood as a combination of five overlapping skills or abilities, the foundations of which are developed as part of specific disciplinary study. For further details please refer to the Science faculty website at: http://www.itl.usyd.edu.au/graduateattributes/
Graduate Attributes
Learning Outcomes
A1 Apply scientific knowledge and critical thinking to identify, define and analyse problems, create solutions, innovate & improve current practices.
1 to 8
6 to 8
2, 6 to 8
6 to 8
A Research and Inquiry
A2 Gather, evaluate and deploy information relevant to a scientific problem.
A3 Design and conduct investigations, or the equivalent, and analyse and interpret the resulting data.
A4 Critically examine the robustness and validity in scientific argument and discourse, and evaluate the relative importance of ideas.
B Information Literacy
B1 Use a range of searching tools (such as catalogues and databases) effectively and efficiently to find information.
B2 Access a range of information sources in the science disciplines, for example books, reports, articles, patents and company standards.
B3 Critically evaluate the reliability and relevance of information in a scientific context.
B5 Use information technology to gather, process, and disseminate scientific information.
8
8
2, 6 to 8
8 to 10
C Communication
C1 Explain and present ideas to different groups of people in plain English.
C2 Write and speak effectively in a range of contexts and for a variety of different audiences and purposes.
C4 Present and interpret data or other scientific information using graphs, tables, figures and symbols.
C5 Work as a member of a team, and take individual responsibility within the group for developing and achieving group goals.
C6 Take a leadership role in successfully influencing the activities of a group towards a common goal.
9, 10
9, 10
8, 9, 10
9, 10
9 to 11
D Ethical, Social and Professional Understanding
D1
Demonstrate an understanding of the significance and scope of ethical principles, both as a professional scientist and in the broader social
context, and a commitment to apply these principles when making decisions.
D2 Appreciate the importance of sustainability and the impact of science within the broader economic, environmental and socio-cultural context.
11
11
E Personal and Intellectual Autonomy
E1 Evaluate personal performance and development, recognise gaps in knowledge and acquire new knowledge independently.
E2 Demonstrate flexibility in adapting to new situations and dealing with uncertainty.
E3 Reflect on personal experiences, and consider their effect on personal actions and professional practice.
E4 Set achievable and realistic goals and monitor and evaluate progress towards these goals.
E5 Demonstrate openness and curiosity when applying scientific understanding in a wider context.
8, 11
8, 9, 10
11
11
11
11
Eclogite (South France)
MARKING SCHEME & ASSIGNMENT MILESTONES
ALL assessment tasks are compulsory. They are intended to help
you demonstrate what you have learned relatively to the goals of the
unit of study. They also encourage you to work with the material, but
should not dominate your approach to learning. See them as learning activity, accompanying and complementing those listed earlier.
Assessment of this unit of study is based on achievement of specific
learning objectives (listed in the module outlines) demonstrated in a
combination of assignments, tests examination and practical work.
Satisfactory performance in ALL aspects of assessment is necessary to ensure a pass in this unit.
In addition, USyd students must be able to express themselves accurately by clear, efficient use of the English language in their written
work. Spelling, grammar, punctuation and correct use of language
will be taken into account when written reports and examination
work are assessed. Students should refer to the University’s WriteSite (http://writesite.elearn.usyd.edu.au/) if they are looking for guidance on grammar and other aspects of academic and professional
writing. Reference style: Written assignments will employ the reference style of the Australian Journal of Earth Sciences, available on
line from the library. The appropriate endnote file can be obtained
from:
http://endnote.com/downloads/style/australian-journal-earth-science
You are responsible for understanding the University policy regarding assessment and examination, which can be found in the University Policy Register at http://sydney.edu.au/policies/.
All summative assessments (e.g. that evaluate learning) are marked
12
and have mark standards that must be achieved to be eligible for each grade in your final result. Refer to Chapter 3 of this UoS outline for details on Grades.
Practical reports (25%), field trip (15%), project/report (5%), quiz (5%) and final exam (50%)
Late practicals attract a mark penalty of 10% per day unless a special consideration request is approved. Special consideration forms will
be considered as a basis for extension of assignment deadlines. Missing compulsory reports lead to an Absent Fail (AF).
GEOS 2914: Practicals with more in-depth analysis of petrography and petrology concepts and principles (15%; No Element Project).
Practical Reports and Quiz
Due date*
Learning outcomes
Igneous practical week 2: 2%
week 3
1-4, 9-11
Igneous practical week 3: 2%
week 4
1-4, 9-11
Igneous practical week 4: 2%
week 5
1-4, 9-11
Igneous practical week 5: 2%
week 6
1-4, 9-11
Igneous practical week 6: 2%
week 7
1-4, 9-11
Igneous practical week 7:
week 8
1, 2, 6
Igneous practical week 8: Field trip - 15%
week 9
1, 2, 3, 8, 10, 11
Igneous practical week 9: Project Due 5%; Quiz: 5%
week 10
1, 2, 5, 8, 9, 10, 11
Structural geology practical week 10: 4%
week 11
1, 2
Structural geology practical week 11: 4%
week 12
1, 2, 6
Structural geology practical week 12: 4%
week 13
1, 2, 7
Structural geology practical week 13: 3%
week 13
7, 8
*All reports are compulsory and due at the START (first 10 mn) of the following week’s practical class.
We encourage students to collaborate in understanding all the questions since the objective is to understand concepts and develop your problem solving ability. However all assignments must be completed individually. Cheating and plagiarism are not tolerated, please read the University policies on
Academic Dishonesty and Plagiarism in Coursework: http://sydney.edu.au/learning/education_policy/academic_dishonesty_in_coursework_policy_2012.pdf.
13
2
LECTURES &
PRACTICALS
SCHEDULE
Volcanoes, plates and ore deposits
Structural geology of hot rocks and magmas
Volcanoes, Plates and Ore Deposits
Lectures Tuesday Afternoon 2pm - 4 pm
Carslaw room 408
W1: Subduction zone: An overview
Where: Plate boundaries
How: Dynamics, morphology, subduction Initiation
Arc evolution – Back arc development
Slab versus wedge melting, cold or hot fingers
W2: From microscopic minerals to volcanic landforms
Minerals & the microscope: polarised light, cross polars, diagnostic
Volcanoes as surface expression of magma systems: Lava plateaus,
Shield volcanoes, cinder volcanoes, composite volcanoes, calderas
Practicals Tuesday Morning 9-11am or 11am-1pm
or Wednesday 10-12 non, Madsen Petrology Lab 332
Rock (re-)familiarisation: Hand specimen characteristics
Microscope introduction
W3: Volcanic rocks as a finger print of deep processes
Eruption syles and classifications: pyroclastics vs flows; falls. flows, &
surges; plinian vs vulcanian; explosivity & dispersion
Understanding magma evolution: Bowens reaction series; upper mantle
melting
Mafic rocks under the microscope
W4: From Bbsalts to rhyolites
Crystal fractionation and magma evolution
Intermediate rocks under the microscope
W5: Volcanic features & case studies
Volcanic features and primary to tertiary hazards
case studies
Felsic volcanic rocks under the microscope
W6 Geochemical evidence of magma evolution
Melt formation and magma evolution
W7: Continental arcs and the development of continental crust
Underplating, and crustal differentiation
Granitic rocks under the microscope
W8: Elemental cycling in subduction
Varieties of ore deposits; ore deposits in a tectonic context; weathering
and Australian ore deposits
Ore elements and minerals
W9: Mafic magmas in the crust
Layered mafic intrusions: evidence for complex magma evolution
processes
Layered mafic intrusions and associated ores in hand specimen
and under the microscope
15
Structural geology of hot rocks and magmas
Lectures Tuesday Afternoon 2pm - 4 pm
Carslaw room 408
Practicals Tuesday Morning 9-11am or 11am-1pm
or Wednesday 10-12 non, Madsen Petrology Lab 332
W10: Introduction to Structural Geology Pre-lecture compulsory reading: Sld1.html to Sld6.html (Patrice
website) & Chapter 1 (VdP&M textbook): Overview
Geological maps ... in 3D
The concepts of topographic contours and structural contours
W11: Ductile shear zones and kinematic analysis
Pre-lecture compulsory reading: Sld34.html to Sld 39.html (Patrice
website) & Chapter 12 (VdP&M textbook): Ductile shear zones,
Textures and Transposition
a/ Accurate geological cross-sections from geological maps.
b/ Ductile shear zones and microstructures
W12: Tectonic Fabrics: Foliations and lineations
Pre-lecture compulsory reading: SldFab01.html to SldFab08.html
(Patrice website) & Chapter 11 (VdP&M textbook): Fabrics: Foliations
and lineations
a/ Probing further the depth of geological maps.
b/ Foliations and lineations
W13: Strain and strain analysis
Pre-lecture compulsory reading: Sld40.html to Sld48.html (Patrice
website) & Chapter 4: Deformation and strain and Chapter 9: Ductile
deformation Processes (VdP&M textbook)
Measuring strain using the Fry method
NB1: Patrice Website: http://www.geosci.usyd.edu.au/users/prey/Teaching/Geos-2123/index.html NB2: VdP&M: Van der Pluijm & Marshak: Earth Structure (Second Edition), Norton ISBN: 0-393-92476-X
NB3: The above lecture notes and textbook chapters are pre-lecture compulsory reading. Lecture time is dedicated to reflect on, to
consolidate and to strengthen the learning in an interactive and collaborative environment. It is critical that students come to this class
prepared by having read and understood - as much as they can - the reading material.
Questions? [email protected]
A great App to learn 3D structural geology: http://visible-geology.appspot.com/
16
3
HOUSE KEEPING
Marking and distribution of grades
Policy and academic honesty
The Islands of the Four Mountains in Alaska’s Aleutian chain are seen in
this photograph taken from the International Space Station (ISS). The islands are the upper slopes of volcanoes that rise from the sea floor.
(Source: NASA Earth Observatory)
Mount Tambora on the island of Sumbawa, Indonesia
http://eoimages.gsfc.nasa.gov/
MARKING AND DISTRIBUTION OF GRADES
Marks for the assessment tasks and grades awarded for the unit will
conform to the University’s assessment policies and procedures. A
recent change to this policy requires that marks be awarded relative
to a set of standards that describe a graduated hierarchy of the levels of achievement. The marks assigned to the various grades pass,
credit, distinction, high distinction remain as they were prior to the
change in the policy. The grades are described below along with the
criteria that will be used to identify the various levels of achievement.
Note the acknowledgement of the several sources (e.g. SLS 2014)
from which these grade descriptors were modified; given below, see
section on plagiarism).
In reference to these grades students should note that:
a) all marked assessment tasks, with the possible exception of practicals, will normally contain an at least one item that will enable the
full range of achievement levels to be demonstrated, although students should note that some, and perhaps the majority of the individual items, activities or questions presented in each of the assessment tasks will be intended to establish that students have achieved
a pass or credit level of achievement.
18
b) that distinctions and high distinctions would normally only be
awarded to students who have performed at a high level in all assessment tasks – in this context ‘performed at a high level in all assessment tasks’ means that distinction students will have achieved a
credit minimum in all individual items of assessed work and will have
achieved a distinction level of achievement (or better) for the majority (>75%) of the assessment tasks. High distinction students will
have achieved a distinction minimum in all individual items of assessed work and will have achieved a high distinction level of
achievement for the majority (>75%) of the assessment tasks
Fail (Below 50%)
Work may fail for any or all of the following criteria
No answer or response is provided
Does not address or otherwise answer the question
Contains numerous minor errors or presents a significant misconception
Presents irrelevant material
No evidence of research or analysis
Presents a significantly inaccurate or flawed argument
The answer is incomprehensible or difficult to understand due to
significant problems with grammar, expression or structure
Presents relevant material in a superficial manner or in a simplistic
descriptive style
Correctly identifies key point or points (facts) but does not develop an appropriate explanation or argument if this is required
Contains some minor errors or presents minor inaccuracies and
misconceptions
Little or no evidence of in‐depth analysis or deep understanding
of the concept
Answers can be understood but may be poorly worded or somewhat flawed due to poor grammar, expression or structure
Credit (Between 65% and 74%)
Work awarded a credit grade will usually achieve the following minimum standards or present the described characteristics
An appropriate, accurate and reasonable detailed answer or response is provided
Appropriate key point or points (facts) and/or concepts clearly presented without significant errors or misconceptions
Presents relevant material concisely with facts clearly integrated
into the explanation
Accurate quotation and/or source identification when appropriate.
Pass (Between 50% and 64%)
Evidence of some independent research or critical analysis of concept or problem
Work awarded a passing grade will usually achieve the following
minimum standards or present the described characteristics
Answers are easily understood with both clear expression and
structure if appropriate
An appropriate but superficial answer or response is provided
19
Distinction (Between 75% and 84%)
Work awarded a distinction grade will usually achieve the following
minimum standards or present the described characteristics
Accurately answers the question in a convincing, confident manner
Presents relevant material accurately in a concise manner or with
the facts well‐integrated into a comprehensive explanation or argument
Accurate quotation and/or source identification when appropriate.
Evidence of extensive independent research
Evidence of extensive critical analysis of concept, and/or innovative perspective on the topic, and/or deep understanding of problem
Answers are well written, with clear structure and cogent expression
High Distinction (Above 85%)
Work awarded a distinction grade will usually achieve the following minimum standards or present the described characteristics
Accurately answers the question in an impressive, compelling, or
highly persuasive manner
Presents relevant material accurately in a thoroughly convincing
or forceful manner or with the facts well‐integrated into an extended
and comprehensive explanation or argument
Answers demonstrate striking originality, an innovative approach,
or impressive analytical skill
Answers are exceptionally well written, with excellent structure expression
Is otherwise exceptional in some way
The completion of all of the assignments in this unit of study will contribute to the Graduate Attributes set by the University of Sydney:
Graduates of the Faculty of Science will be able to create new knowledge and understanding through the process of research and inquiry, use information effectively in a range of contexts, work independently and sustainably, in a way that is informed by openness,
curiosity and a desire to meet new challenges, hold personal values
and beliefs consistent with their role as responsible members of local, national, international and professional communities, recognise
and value communication as a tool for negotiating and creating new
understanding, interacting with others, and furthering their own learning.
With the exception of values and beliefs, which are mainly addressed in lectures relating to mineral deposits, the assessment
tasks of this unit are intended to collectively enhance the above
graduate attributes.
Accurate quotation and/or source identification when appropriate.
Evidence of exhaustive independent research
Evidence of extensive critical analysis of concept, and/or innovative perspective on the topic, and/or deep understanding of problem
20
Nevado Sajama volcano (Bolivia)
POLICY FOR ACADEMIC HONESTY
Academic dishonesty is discussed in the University’s Policy for Academic Honesty in Coursework and you are responsible for upholding all components of the policy. There are some components that
need clarification for this unit, due to the nature of the written assignments. Specifically:
Section 3. Academic dishonesty
(1) The University procedures relating to academic dishonesty must
be invoked where an examiner considers that the student has presented another person’s ideas, findings or written work as his or her
own by copying or reproducing them without due acknowledgment
of the source and with the intent to deceive the examiner.
By way of an example of how such acknowledgment should be indicated, the grade descriptors on the previous page are modified
from a number of University sources including the University of Sydney Faculty of Science, Academic Board, Sydney Law School and
Sydney Business School websites http://sydney.edu.au and in particular Unit of Study Outlines e.g. LAWS5000 Foundations of Law, Semester One, 2014, Unit of Study Outline which would be properly
cited using the standard Harvard format Sydney Law School 2014
(SLS 2014): LAWS5000 Foundations of Law, Semester One, 2014,
Unit of Study Outline. Sydney Law School, University of Sydney. Sydney, NSW, Australia. 38 pp.
21
(2) It is reasonable to consider that the student has intended to deceive the examiner where substantial portions of the work submitted
for assessment were copied from another student, or from the work
of a former student, in a manner which clearly exceeds the boundaries of legitimate co‐operation or group work.
It is acceptable, and encouraged, to work with other students. Sometimes we learn things best from our peers. However, it is not acceptable to (1) submit work that is identical to that of another student
who is currently or was previously enrolled in this unit of study and/
or (2) use previously marked exercises to create your work. While
the intellectual ideas that underlie your answers may be garnered as
part of a group, you must independently create your own tables,
graphs, and wording when answering questions for submitted work.
You are advised that if you utilise old assignments from students
who are enrolled in this unit or have previously taken this unit for assistance in their own work you will be "submitting another student's
work". For the purposes of this course, students who use old assignments and the students who provide them violate the policy and will
be disciplined to the full extent of the policy, which can include expulsion from the University. All other components of the policy are
applicable as stated in the Policy on Academic Honesty in Coursework.
Note that under new University policy, all written work must be submitted to “Turnitin” text matching software that “checks submitted assignments for originality against other students' assignments,
against current and archived Internet content, and against the content of major professional journals, periodicals and business publications, and can create an originality report for submitted assignments”.
EPA/DEDI Sahputra
22
23