Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor, Lecturer
Nathan Daczko
Contact via iLearn discussion board
12 Wally's Walk Room 220
Lecturer, Tutor
Elena Belousova
Contact via email
12 Wally's Walk Room 225
Lecturer, Tutor
Cait Stuart
Contact via iLearn Discussion board; 9850-4715
12 Wally's Walk Room 210 (open plan)
Tutor
Jonathan Munnikhuis
Contact via email
12 Wally's Walk Room 210 (open plan)
Jennifer Rowland
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
GEOS125 external
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Unit description |
Unit description
Discover how the solid Earth works – investigate the dynamic link between plate tectonics and Earth evolution. This introductory unit is suitable for all students including those wanting to try a natural science. It explores the composition and structure of our planet and the dynamic processes that change our environment. Students become skilled at geoscience techniques that permit detailed study of the Earth, and explore via case studies volcanoes and volcanic hazards, as well as economic geology. The unit provides a strong background in geoscience for further studies in geology, geophysics, geography, museum studies, geomorphology, astronomy and environmental science; and insights into Earth materials and their relationship to the environment for students of economics, physics, archaeology, chemistry, biology, marine science and education. This unit involves eye-opening field trips in tutorial classes around campus and a day trip across the Blue Mountains.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
The dates for submission of assessment tasks are listed on the schedule.
Extensions for case study report submission will be given only for illness or misadventure, which must be supported by documentation and a written request. This request should also indicate the extension period required. Case study reports submitted late without approval will be penalised 10% of the potential total mark per day late. Students must keep a photocopy of their reports.
Queries and appeals
In the first instance, contact the unit convenor if there are any questions about the assessment tasks themselves, or about the comments and grades that you receive for your assignments or reports. You are permitted to appeal against your final grade in any of your units. Before initiating an appeal, discuss your unit grade fully with the unit convenor.
The Dangers of Plagiarism and how to avoid it
The integrity of learning and scholarship depends on a code of conduct governing good practice and acceptable academic behaviour. One of the most important elements of good practice involves acknowledging carefully the people whose ideas we have used, borrowed, or developed. All students and scholars are bound by these rules because all scholarly work depends in one way or another on the work of others.
Therefore, there is nothing wrong in using the work of others as a basis for your own work, nor is it evidence of inadequacy on your part, provided you do not attempt to pass off someone else's work as your own.
To maintain good academic practice, so that you may be given credit for your own efforts, and so that your own contribution can be properly appreciated and evaluated, you should acknowledge your sources and you should ALWAYS:
If you take and use the work of another person without clearly stating or acknowledging your source, you are falsely claiming that material as your own work and committing an act of PLAGIARISM. This is a very serious violation of good practice and an offence for which you will be penalised.
YOU WILL BE GUILTY OF PLAGIARISM if you do any of the following in an assignment, or in any piece of work which is to be assessed, without clearly acknowledging your source(s) for each quotation or piece of borrowed material:
Name | Weighting | Hurdle | Due |
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Weekly quiz | 20% | No | each week |
Case Study I: Mt Todd | 15% | No | 04/09/2017 |
Case Study II: Hartley | 10% | No | 30/10/2017 |
Hartley quiz and field notes | 5% | No | week 12 lecture |
Final examination | 50% | No | to be advised |
Due: each week
Weighting: 20%
The weekly online quizzes will examine 1) the lecture topics of the previous week, 2) compulsory pre-reading of information for the next laboratory practical class, 3) assigned weekly textbook readings, and 4) revision questions from any preceding week.
Due: 04/09/2017
Weighting: 15%
Mt. Todd case study: You will be given specific details of what is expected when you begin each case study. Generally, each case study will involve a written report and your use of English and referencing the source of your ideas is important. Details of the required formatting of reports are given in the unit of study booklet (Part III – Case Studies).
Due: 30/10/2017
Weighting: 10%
Report for Hartley Case study: You will be given specific details of what is expected when you begin each case study. Generally, each case study will involve a written report and your use of English and referencing the source of your ideas is important. Details of the required formatting of reports are given in the unit of study booklet (Part III – Case Studies).
Due: week 12 lecture
Weighting: 5%
Hartley Quiz - to be completed during the lecture in week 12.
Hartley field notes - to be handed in at the conclusion of the Hartley field trip.
Due: to be advised
Weighting: 50%
Final examination (2 hours long): The final exam will cover material from the lectures, textbook readings, class exercises and case studies. Questions will draw on information and ideas from different modules to give an integrated view of the unit. The exam will include questions that ask you to apply your knowledge to interpret and solve problems. Past exam papers are available on the MQ Library website.
INTRODUCTION
Earth Dynamics is a hands on unit of study, that sets out to acquaint you with the essential features of the materials that constitute the Earth, processes that mould the Earth’s surface, and the interaction of people and the geologic environment. The unit is an introduction to geology and not only forms the vital stepping stone for future studies in geology, but also sets out to give students from other disciplines a basic understanding of the physical Earth that will be helpful in studies and careers in environmental science, geomorphology, geophysics, biology, geodesy, gemology and economics.
We aim to help you develop the skills necessary for study of the physical Earth. By the end of the unit, you should have the skills to:
These different threads come together via an understanding of the cyclic nature of rock-forming and rock degrading processes of our planet, in terms of the Plate Tectonic Theory.
Geology is a vital, living science that touches our everyday lives. For example, materials such as ore deposits, diamonds, coal and petroleum are essential to our modern civilisation, and precious stones add to our appreciation of nature's beauty. Processes such as volcanism, earthquakes, landslides and erosion may dramatically affect our wellbeing. Knowledge you gain of these materials and processes, based on scientific approaches of observation, testing and evaluation, will assist you towards a better understanding of this planet, Earth.
STUDY PROGRAM
Students coming into this unit have a variety of backgrounds, since there are no set pre-requisites. Some of you will have no geology or physical geography at all in your previous studies, others will have taken these subjects at HSC level, and still others will have completed GEOS112 Planet Earth here at Macquarie. However, previous studies in geology and related subjects are not necessary and in terms of your geological knowledge, by the end of this unit it should not matter what background you had before you started. In spite of this, inevitably in the early stages some of you might find many more new concepts to come to grips with than others. DO NOT BE DISCOURAGED, as by persevering into the unit of study, you will gain the satisfaction of seeing how the pieces of the overall Earth puzzle start to come together.
This unit concentrates on six major themes that will be explored and revisited in various ways throughout the unit. These themes include:
There are three modules that investigate different aspects of geoscience. The main ideas and objectives for the modules are:
Module 1: Tools of Geoscience (4 weeks)
By the end of this unit students should be able to:
Module 2: Hot Rocks (4 weeks)
By the end of this unit students should be able to:
Module 3: Rocks Under Stress (4 weeks)
By the end of this unit students should be able to:
STUDENT LEARNING EXPERIENCES
This unit can be seen as two interconnected streams. A lecture stream that will give a broad overview of the topic, provide background information and introduce new ideas and concepts that link in with the other stream. Parallel to the lecture stream are a series of laboratory and field-based activities and case study workshops.
There will be two case studies. These case studies will be extended enquiries into real geo-scientific problems, extending over several weeks. These problems are different to the ones that you would typically find in textbooks, and more closely resemble the investigations that scientists face in the real world, with many interacting factors and a number of possible solutions.
Each of the case studies will allow you to explore the ideas in depth and will provide an effective and, we hope, enjoyable method of learning. There is also the added benefit of providing you with opportunities to develop generic skills such as problem solving, teamwork, communication, accessing and evaluating information and in using scientific approaches to solve problems.
You will be working individually or in small teams for each case study, both in attempting to solve the problem and to produce a final report. The reports will be awarded marks both for your individual synthesis and/or group work. You will be expected to do substantial research outside of the scheduled time (e.g. library and/or web-based literature search).
FIELD TRIPS
During this unit of study you will be required to participate in two field trips: one on-campus and one off-campus. These excursions form an essential part of the unit and give you an introduction to field geology. You should take special note of the following:
Equipment: The basic requirements are a hand lens, magnet, and some method of testing mineral hardness (e.g. a pocket knife, copper coin, etc.). Buy a geological hammer only if you intend to continue in a geological field. As the weather is not always kind, note taking can be a problem if ballpoint or ink pens are used. Pencils are recommended. Bring several, and keep them sharp. Learn to be neat and tidy in these initial stages, and form a good habit early. It is much easier to discipline yourself now than to change habits later.
Clothing: Everyone has their own idea of comfort, but some common features of field clothing are obvious. Wear sensible, tough footwear, such as boots or strong sneakers. Thongs, fashion shoes and street shoes are useless and unacceptable. We will be walking over some irregular rock outcrops and may be in snake-infested areas. We cannot guarantee good quality weather; so you should have waterproof clothing. Long trousers, such as jeans, are safer than shorts. Bring a hat and sunscreen.
TEXTS AND REFERENCES
Unit of study booklet
This is available through the University Co-Operative Bookshop and contains the laboratory practicals and case study assignments. The booklet is essential for you to have to follow the unit. The completed worksheets are invaluable as an aid during revision for the examination.
Textbook
The recommended text is:
Tarbuck, E.J., Lutgens, F.K. and Tasa, D. (2016). Earth: An introduction to Physical Geology (12th Global). Pearson . ISBN 9781292161839
This gives more background information, often written from a different perspective from the lectures. It also contains photographs and diagrams for use in the lectures and laboratory exercises. In the library you may find several other basic textbooks on Physical Geology that will be of use to you. The other text mentioned is Merali, Z. and Skinner B.J. Visualizing Earth Science. Wiley. ISBN 978-0-471-74705-5.
Reading List
You may find the following books helpful for reference. They should provide useful supportive material to the lectures, case studies and laboratory exercises, and supplement the prescribed textbook and the Unit of Study booklet.
Earth Dynamics is a subject relying heavily on observation, so it will be of great help to look at a variety of illustrations of the features that are covered in the unit of study. The books listed below are generally well illustrated, with striking colour photographs and diagrams.
** indicates a book in Special Reserve in the Library; * indicates a book on 3-day loan.
**Branagan, D.F. and Packham, G.H., 2000. Field geology of NSW. NSW Dept of Mineral Resources. Sydney. QE45.B7
*Busch, R.M., Tarbuck, E.J. and Lutgens, F.K, 1993. A study guide to accompany "The earth — an introduction to physical geology". Merrill. QE28.2.T37
*Cattermole, P., 2000. Building Planet Earth. Cambridge University Press. QE26.2.C384
*Hamblin, W.K. 1998. Earth's Dynamic Systems. Macmillan (8th Ed.) QE28.2.H35
*Hamblin, W.K. and Howard, J.D. 1995. Exercises in Physical Geology. QE28.2.H36
**Herbert, C. and Helby, R., 1980. A Guide to the Sydney Basin. Geological Survey of NSW Bulletin 26. QE341.N4
**Kimberley, M.M and Kimberley, S.J. 1995. Study guide to Skinner/Porter's The Dynamic Earth: an introduction to physical geology. Third Edition. Wiley (3rd Ed) QE28.2K56
*Merritts, D.J., De Wet, A., and Menking, K., 1998. Environmental Geology: an earth system science approach. Freeman, New York. QE38.M47
*Monroe, J.S. and Wicander, R. 1992 Physical Geology — exploring the earth. Harper Educational Publ.; West Publ. Co St. Paul. QE28.2.M655
*Montgomery, C.W., 1993. Physical Geology. Wm C. Brown (3rd Ed.) QE28.2.M66
*Morrison, R., 1988. Voyage of the Great Southern Ark. Ure Smith Press. QE340.M67
*Morton, R.D., 1995. Student’s Companion to Skinner and Porter’s The Dynamic Earth; an introduction to Physical Geology, Third Edition. Wiley QE28.2.S552
*Murck, B.W., Skinner, B.J. and Porter, S.C., 1996. Environmental Geology. Wiley and Sons, New York. QE38.M87/1996
*Plummer, C.C. and McGeary, D., 1999. Physical Geology. Wm C. Brown Publ., Iowa (8th Ed.). QE28.2.P58
*Press, F. and Siever, R. 1998. Understanding Earth. Freeman, New York (2nd Ed.) (replaces Earth, 4th Ed.). QE28.P9
**Scheibner, E., 1999. The geological evolution of New South Wales. Dept of Mineral Resources. QE341.S296
**Skinner, B.J. and Porter, S.C., 2000. The Dynamic Earth: an introduction to physical geology. Wiley , 4th Ed. QE28.2.S55
**Skinner, B.J., Porter, S.C. and Botkin, D.B., 1999. The Blue Planet. Wiley , 2nd Ed. QB631.S57
*Smith, D.G., 1981. The Cambridge Encyclopedia of Earth Sciences Cambridge Univ. Press, Cambridge. QE26.2.C35
*Stanley, S.M., 1989. Earth and life through time. W.H. Freeman and Company, N.Y. QE28.3.S73
*Tarbuck, E.J., Lutgens, F.K. and Tasa, D. (2016). Earth: An introduction to Physical Geology (12th Global). Pearson . ISBN 9781292161839
**Van Andel, T.H., 1994. New views of an old planet: continental drift and the history of the earth. Cambridge Univ. Press, Cambridge (2nd Ed.). QE26.2.V36
*Veevers, J.J., 2000. Billion-year earth history of Australia and neighbours in Gondwanaland. GEMOC Press, Sydney. QE340.B55
CD-ROMS
**Dunning, J and Onesti, L.J., 1998. Earth Matters. Freeman and Co., New York. QE38.D8
**Tasa, D., 1999. Illustrated dictionary of earth science. Tasa Graphic Arts. QE5.I45
Library Loans
The Library at Macquarie will have provided you with information on library loans. The procedures differ for metropolitan and country students. Please familiarise yourself with the procedures appropriate in your case. If you have any enquiries contact the Library on (02) 9850-7500.
Week | Date (Mon) | Lecture (Thu 3-5) | Textbook Reading* | Laboratory Practical (Mon 11-2 or Fri 8-11, 11-2, or 3-6) | Case Study Assignment |
1 | 31 Jul | Introduction – Meet Planet Earth | 1 E – 1 VES |
Practical 1: Introduction to Maps |
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2 | 7 Aug | Plate Tectonics: The Unifying Theme | 2 E - 7 VES | Practical 2: Campus Excursion | Mt Todd |
3 | 14 Aug | Hydrocarbons and other fuels | 23 E | Practical 3: Geological Maps | Mt Todd |
4 | 21 Aug | Atoms, Elements, Minerals, Rocks | 3 E - 2,3 VES | Practical 4: Minerals and Mineral Properties | Mt Todd |
5 | 28 Aug | Volcanoes and Volcanic Hazards | 5,13 E - 9 VES | Practical 5: Volcanic (Extrusive) Rocks | Mt Todd |
6 | 4 Sep | Plutons and Intrusive Activity | 4,13,14 E - 9 VES | Practical 6: Plutonic (Intrusive) Rocks | |
7 | 11 Sep | Mineral resources | 23 E | Practical 7: Minerals of Economic Significance | |
Break | |||||
8 | 2 Oct | Metamorphism and Metamorphic Rocks | 8E - 3 VES | Practical 8: Metamorphic Minerals | Hartley |
9 | 9 Oct | Changing Rocks and Crustal Deformation | 8,10 E - 3 VES | Practical 9: Metamorphic Rocks | Hartley |
10 | 16 Oct | Earthquakes and Earthquake Hazards | 11 E - 8 VES | Practical 10: Exam revision - Maps | Hartley |
11 | 23 Oct | Earth's Interior | 11,12 E - 8 VES | Practical 11: Exam Revision - Rocks | Hartley |
12 | 30 Oct | Geochemical Tools and Dating the Earth (+ Hartley Case Study Quiz) | 9 E - 10 VES | Practical 12: Introduction to Geochemistry | |
13 | 6 Nov | Geochemistry | 9 E - 10 VES | Practical 13: Geochemistry |
*Textbook Readings are chapters from Earth: An introduction to Physical Geology (E) and Visualizing Earth Science (VES).
IMPORTANT DATES:
Week 6 – Monday September 4th: Report for Mt Todd Case Study is due
Week 9 – Saturday October 7th or Sunday October 8th: Full-day field trip to Hartley
Week 12 – Monday 30th October: Report for Hartley Case Study is due
Week 12 – Hartley Case Study Quiz during second hour of lecture
Exam: To be advised once the examinations timetable is drawn up
TIME ALLOCATION
According to Macquarie University guidelines, you are required to spend 39 hours of study per credit point. For GEOS125 this works out to approximately two hours per week in lectures, approximately two hours per week at the practical laboratory sessions, one day on the off campus field trip and approximately six to seven hours per week doing at home study. Conscientious use of this time, particularly if it is spread over the whole semester will provide its reward.
EVALUATION
We are interested in your ideas about how the unit is progressing and how it can be improved. At certain points during the semester, you will be invited to fill out a brief survey to give us some feedback on how you find the unit content and presentation methods.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
This year sees some changes to the GEOS125 offering and we ask for your patience and feedback. We are shortening the laboratory practical component from 3 hours to 2 hours. We are adding an extra one hour to the lecture slot, with the aim is that this will be flexibly used to accommodate extra lecture material, short tasks involving practice as skills, and time to discuss the case study assignments.
You are required to research, prepare and write the case study reports at the standard expected at tertiary level. Since most of what you learn is tested in written form, it is essential that you learn to write effectively. Organisation is the key to achieving this, and the following steps should assist you.
Preparation
The Outline
The Drafts (at least one — more probably two or three)
The Final Product
Formatting
Now, perhaps, you can see how important it is to start the whole process early if you are to do a good job. If you are having problems along the way, consult your Tutor, and consult a how-to-do-it text.