Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Elena Belousova
Contact via 02 9850 6126
E7A/12 Wally's Walk Level 2, office 224
Anytime by email appointment
Unit convenor
Nathan Daczko
Contact via 02 9850 8371
E7A/12 Wally's Walk, Level 2, office 220
Anytime by email appointment
Lecturer
Bruce Schaefer
Contact via by e-mail
E7A/12 Wally's Walk, Level 2, office 229
Anytime by email
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
GEOS125
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Investigate interdisciplinary perspectives on the origin and geological evolution of Australia and its plate margins. The Australian continent comprises practically all the rock types from over 3.8 billion years of Earth's history. Explore the geology of Australia from Archaean cratonic shields to Proterozoic fold belts and sedimentary basins of the western two-thirds of Australia. Discover the immense continental growth during the Phanerozoic evolution of the eastern margin of Australia. Place the spectacular diversity of Australian geology into a global perspective by exploring the active plate margins around the Australian tectonic plate.
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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:
Since most of what you learn is tested in written form, it is essential that you learn to write effectively. You are required to research, prepare and write the research abstracts, the case study and field trip reports. Organisation is the key to achieving this, and the following steps should assist you.
Preparation of reports:
The Drafts (at least one — more probably two or three)
Formatting
* All text-based assessments are to be submitted electronically (via Turnitin)
* Students must keep a copy of their reports.
Grade |
Standard Required |
High Distinction |
Demonstrates an extensive knowledge and understanding of the concepts of the course. Analysis skills are very sophisticated with a balance of individual components and larger ideas. Capable of generalising from examples and evaluating ideas. |
Distinction |
Demonstrates a thorough knowledge and understanding of the concepts of the course. Analysis skills are sophisticated with a balance of individual components and larger ideas. Capable of generalising from examples and evaluating ideas. |
Credit |
Demonstrates a sound knowledge and understanding of the concepts of the course. Can break down complex problems into components and synthesise multiple factors into a larger idea. Can evaluate the importance and limitations of data. |
Pass |
Demonstrates a basic knowledge and understanding of the concepts of the course. Analysis is mainly descriptive. Demonstrates limited capacity to identify complex factors within an idea or to combine multiple factors. |
Fail |
Demonstrates a poor knowledge and understanding of the concepts of the course. Analysis skills are very limited. |
Extensions for reports and workshop submissions 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.
For Tasks 10% or above - No extensions will be granted. There will be a deduction of 5% of the total available marks made from the total awarded mark for each 24 hour period or part thereof that the submission is late (for example, 25 hours late in submission – 10% penalty). This penalty does not apply for cases in which an application for disruption of studies is made and approved. No submission will be accepted after solutions have been posted.
Feedback on assessment tasks is given in this unit in the following ways:
1) Our primary mode of assessment feedback: the assessment marker will present overall feedback to the class, at either a lecture or in a tutorial, on what aspects of the assignment were done best and where improvement is needed in general.
2) Scoring full marks for a given component indicates that you did exceptionally well. Alternatively, scoring poorly in a component strongly suggests it required further work.
3) Students are strongly encouraged to seek further feedback (at the time it is given or by making an appointment with the assessment marker) if they are unsure of any aspect of the feedback or if they want further feedback.
4) In the instance of scoring very poorly overall, you will be provided with written feedback on the assignment indicating where you could improve.
Name | Weighting | Hurdle | Due |
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In Class and iLearn Quizzes | 10% | No | See Unit schedule |
Research Topic Abstract | 10% | No | 19/08/2018 |
Video Presentation | 10% | No | 28/10/2018 |
Narrabeen Field Work Report | 10% | No | 16/09/2018 |
Geological History Assignment | 10% | No | 14/10/2018 |
Lachlan Field Trip | 10% | No | 28/10/2018 |
Final Exam | 40% | No | TBA |
Due: See Unit schedule
Weighting: 10%
There are a total of 9 Quizzes: 4 Class Quizzes will be given during the practicals and 6 online iLearn Quizzes.
Due: 19/08/2018
Weighting: 10%
Research Topic Abstract (10%): One page Abstract on the Research Topic on any aspect of the Geology of the Australian Plate, Due: End of Week 3
This is an individual assessment task, even if you choose to work in a pair for the subsequent Video Presentation, so please make sure you both hand in separate aspects of the research topic in your assignment.
Information on the structure and format of the Research Topic Abstract will be available on iLearn Week 1
Due: 28/10/2018
Weighting: 10%
Video Presentation (10%): Either individually or in pairs to deliver a 3 to 4 minute-long video presentation on a subject of the selected Research Topic on any aspect of the Geology of the Australian Plate - as outlined in your Research Topic Abstract, Due: End of Week 11. Video will be presented during classes of Weeks 12-13.
Due: 16/09/2018
Weighting: 10%
800 words approx.
The Narrabeen trip is compulsory for internal students.
External students are encouraged to attend, if that is not possible contact Elena Belousova (elena.belousova @mq.edu.au) for alternative Assignment to be arranged
Due: 14/10/2018
Weighting: 10%
Complete one geological history table for the map provided. Complete the A3 size table by hand (download from iLearn), neatly filled out or type into the cells in Excel (also download from iLearn).
Due: 28/10/2018
Weighting: 10%
Lachlan field trip mark is based on assessment of students individual field books and field mapping exercise
This field trip is compulsory for both internal and external students
Due: TBA
Weighting: 40%
The final exam will cover material from the lectures, text-book readings, class exercises and case studies. Questions will draw on information and ideas from different lectures and practicals 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.
You will be allowed to take one A4 page of notes into the exam, otherwise it is closed book.
This unit on the origin and geological evolution of Australia and its plate margins. During this unit we will explore the geology of Australia from Archaean cratonic shields to Proterozoic fold belts and sedimentary basins of the western two-thirds of Australia. Discover the immense continental growth during the Phanerozoic evolution of the eastern margin of Australia. We will have a guest lecturer Dr. Dick Glen, a former Principal Research Scientist at the Geological Survey of NSW, who will also lead a weekend field trip to the Goulburn area (Lachlan Orogen field trip). You will also learn about the main concepts of U-Pb geochronology and explore appropriate computer tools to solve problems related to geochronology.
This unit integrates projects, lectures and laboratory classes to develop theoretical knowledge and hands-on experience needed to map, describe and interpret rocks in the field and laboratory. Field studies involve ground-based observations of rock types, rock structures and the relationship between geology and topography.
Convenors: A/Prof. Nathan Daczko (nathan.daczko@mq.edu.au) and Dr. Elena Belousova (elena.belousova@mq.edu.au)
Department of Earth and Planetary Sciences (EPS), Macquarie University.
EPS Admin (if Convenors are not available): E7A/12 Wally's Walk, Level 3, Office 317 or 318, phone 02 9850 8426 or 02 9850 8373
Other staff teaching on unit and guest lecturers:
Dr Bruce Schaefer EPS, E5B 204
bruce.schaefer@mq.edu.au Ph: 9859 8368
Dr Dick Glen (visiting lecturer)
geology.rg@gmail.com Mobile: 04128 16437
If sending email, please include GEOS272 in the subject line.
We will communicate to you mainly through your student email account/iLearn at Macquarie University. Please make sure you check this email at least weekly.
If you enrol late in the unit, you will have already missed one or more lectures. It is your responsibility to catch up. Also, you will still be expected to submit all assignments within the remaining time.
It is the policy in this unit to encourage students to attend one lecture and one practical per week, and make their own notes from the lectures. It is expected that many of the lectures will be interactive, with questions and answers throughout. Lectures will be recorded using Echo 360, and files of the lecture graphics will also be made available through iLearn. These will be particularly useful for revision purposes. Note that Class Quizzes will be given during practicals or lectures, so do not miss them! (External students will have online access to their quizzes).
This is a 3 credit point unit. It is anticipated that you will spend >9 hours per week involved with the unit, including the 5-hour class contact time per week. It is particularly important that you spend plenty of time preparing the four major assignments: Research Topic Abstract, Narrabeen Field Report, Geological History Assignment and Video Presentation.
LECTURE AND PRACTICAL SCHEDULE: GEOS 272 The Geology of Australia: Global Perspectives
Semester 2. Lecture: Tuesday 9-11am 14 Sir Christopher Ondaatje Ave - 264 Tutorial Rm; Practicals: Friday 1-4 pm 11WW 210
Week |
LECTURE Tue 9-11am E7B 264 |
PRACTICALS Fri 1-4 pm 11WW 210 |
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1 31 Jul & 3 Aug |
Overview of Australian Geology/Course introduction [EB] |
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Google Earth – The Australian Plate: Tectonic elements, plate boundaries and economic deposits [EB] |
2 7 & 10 Aug |
Impact craters, folds, faults and landscapes [ND] |
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Impact Craters (mini-lecture) Google Earth – Mt Todd and Impact Craters in 3D [EB] |
FIELD TRIP |
Sydney Basin [RF Recording] Narrabeen Field Trip [EB] and Class Quiz 1 Saturday 11 August 9am-2pm |
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3 14 & 17 Aug |
Interpreting structures in the field and on maps [ND] |
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Stereographic projection [ND] |
4 21 & 24 Aug |
Map reading of stratigraphy, unconformities and igneous processes [ND] |
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Fold analysis [ND] |
5 28 & 31 Aug |
Map reading of metamorphic and economic processes [ND] |
iLearn Quiz 1 |
Geological history table [ND] |
6 4 & 7 Sept |
Metamorphism and microstructures of metamorphic rocks [ND] |
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Map reading [ND] |
7 11 & 14 Sept |
Australia and the Early Earth [EB] |
iLearn Quiz 2 |
Advanced map reading [ND] |
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Session Break |
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8 2 & 5 Oct |
Zircons and Supercontinent Cycles [EB] |
Class Quiz 2 |
The Australian Continent in Global Geodynamics [EB] |
9 9 & 12 Oct |
Yilgarn, Pilbara and Gawler Economic deposits [BS] |
iLearn Quiz 3 |
Precambrian ore deposits [BS] |
10 16 & 19 Oct |
Snowball Earth [BS] |
iLearn Quiz 4 |
Neoproterozoic [BS]
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11 23 & 26 Oct |
The growth of Eastern Australia [RG] |
Class Quiz 3 |
Introduction to Lachlan Field trip/ mapping [RG]/ Presentations [EB] |
FIELD TRIP |
Lachlan Orogen Field trip, Leader Dr. Richard Glen Weekend 27-28 October |
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12 30 Oct & 2 Nov |
New Zealand – Australia Plate + mini-practical [LM] |
iLearn Quiz 5 Class Quiz 4 |
Video Presentations [EB/ND] |
13 6 & 9 Nov |
Video Presentations [EB/ND] |
iLearn Quiz 6
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Video Presentations [EB/ND] |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
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:
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:
What has changed?
Approximately half of this unit now integrates projects, lectures and laboratory classes to develop theoretical knowledge and hands-on experience needed to map, describe and interpret rocks in the field and laboratory. It will focus more on field studies, including rock structures, map reading, stratigraphy, unconformities and the relationship between geology and topography, along with the detailed description of metamorphic rocks and microstructures.
Date | Description |
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20/05/2018 | minor typos |