Geological Maps

EART24001 Geological Maps 10 Semester 1 Undergraduate Level 5 Stephen Covey-Crump Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 The unit is delivered primarily through a set of “hands-on”, map-based exercises. In the first half of the unit particular attention is focused on the use of strike lines (a) to complete geological outcrop maps based on limited exposure information, (b) to analyse the geometry of geological structures such as unconformities, fold, faults and igneous intrusions, and (c) to construct vertical cross-sections that illustrate the structures. The use of stereographic projection techniques to illustrate 3D geometries in 2D and to solve for a number of angular relationships that are commonly encountered in geometrical analyses are then introduced. The unit concludes with a set of more advanced exercises designed to analyse the interrelationships between folds, faults and igneous bodies. Those who are contemplating taking EART28202 Structural Geology will find this unit very helpful preparation <div>The unit is delivered primarily through a set of “hands-on”, map-based exercises. In the first half of the unit particular attention is focused on the use of strike lines (a) to complete geological outcrop maps based on limited exposure information, (b) to analyse the geometry of geological structures such as unconformities, fold, faults and igneous intrusions, and (c) to construct vertical cross-sections that illustrate the structures. The use of stereographic projection techniques to illustrate 3D geometries in 2D and to solve for a number of angular relationships that are commonly encountered in geometrical analyses are then introduced. The unit concludes with a set of more advanced exercises designed to analyse the interrelationships between folds, faults and igneous bodies. Those who are contemplating taking EART28202 Structural Geology will find this unit very helpful preparation</div> The aim of this unit is to develop a working understanding of a range of methods used to present and interpret data on geological maps. There is a heavy focus on those methods needed to analyse the geometry of geological structures such as folds and faults. The skills developed are particularly fundamental for mapping-based fieldwork and for the interpretation of geological structures, and they have been widely recognized as core skills for geologists for as long as the science has existed   <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width: 481px">On the successful completion of the course, students will be able to: </td> <td style="width: 72px">Developed</td> <td style="width: 66px">Assessed</td> </tr> <tr> <td style="height: 66px; width: 63px">ILO 1</td> <td style="height: 66px; width: 418px">construct the location of geological contacts on topographic maps from limited exposure and contact orientation information</td> <td style="height: 66px; width: 72px">x</td> <td style="height: 66px; width: 66px">X</td> </tr> <tr> <td style="height: 70px; width: 63px">ILO 2</td> <td style="height: 70px; width: 418px">identify unconformities, folds, faults, and igneous intrusions on geological maps and distinguish them from the effect of topography on outcrop patterns</td> <td style="height: 70px; width: 72px">x</td> <td style="height: 70px; width: 66px">X</td> </tr> <tr> <td style="height: 67px; width: 63px">ILO 3</td> <td style="height: 67px; width: 418px">analyse the 3D geometry of folds, faults, unconformities, and igneous bodies based on map information</td> <td style="height: 67px; width: 72px">x</td> <td style="height: 67px; width: 66px">X</td> </tr> <tr> <td style="height: 65px; width: 63px">ILO 4</td> <td style="height: 65px; width: 418px">illustrate the geometry of geological structures using vertical cross-sections and stereograms</td> <td style="height: 65px; width: 72px">x</td> <td style="height: 65px; width: 66px">X</td> </tr> <tr> <td style="height: 61px; width: 63px">ILO 5</td> <td style="height: 61px; width: 418px">assemble a detailed, evidence-based, sequence of events using cross-cutting relationships on maps and other lithological- and age-related information</td> <td style="height: 61px; width: 72px">x</td> <td style="height: 61px; width: 66px"> </td> </tr> </tbody></table>  1.   Practical:  Strike-line refresher: map completion exercises2.   Practical:  Strike-line consolidation: more advanced map completion exercises          Extra exercise:  strike-lines on real maps [Marlborough exercise]3.   Practical:  Strike-lines on folds          Extra exercise:  locating fold axial traces [Pembroke exercise]4.   Practical:  Strike-lines on faults5.   Practical:  Additional methods for solving for fault-slip vectors6.   Practical:  Stereonets refresher: how to plot planes and lines; elementary operations<div> </div> <div>The material will be primarily delivered in practical classes through a number of carefully selected, paper-based, map exercises. During the classes, helpful hints on solution strategy and practical demonstrations will be given; the key practical demonstrations will also be recorded as videos to enable them to be revisited outside the practical classes. Staff and postgraduate demonstrators will be on hand in the classes to guide students through the exercises as they work on them; it is through these exchanges that most formative feedback is delivered. During the practicals interim solutions to the exercises will be made visible in timely fashion. At the end of each class all exercises and solutions will be posted on Blackboard. After a couple of classes there will be an extra exercise that students will be strongly encouraged to attempt outside the practical class hours. Accompanying all classes there will be extra practice exercises – there is no assessment requirement to do the extra practice exercises but they are designed to be helpful to those students who do. The practical classes will be supported by a few PowerPoint presentations designed to provide some key background material</div>  3 Report 70% 8 Practical skills assessment 30% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:149px;height:61px;">Assessment type</td> <td style="width:75px;height:61px;">% Weighting within unit</td> <td style="width:75px;height:61px;">Hand out and hand in dates</td> <td style="width:59px;height:61px;">Length </td> <td style="width:226px;height:61px;">How, when and what feedback is provided</td> <td style="width:55px;height:61px;">ILO tested</td> </tr> <tr> <td style="width:149px;height:173px;">ReportA set of map-basedexercises on thecontent of thepracticals to date</td> <td style="width:75px;height:173px;">30%</td> <td style="width:75px;height:173px;">Hand out in Week 5 practical class and submit on-line at start of Week 7</td> <td style="width:59px;height:173px;">~1 week</td> <td style="width:226px;height:173px;">General cohort-level feedback on the formative assessment will be given in the practical class two to three weeks after submission; personalized feedback on this formative assessment is primarily delivered as a detailed breakdown of marks but students may talk through their paper one-on-one with the unit coordinator by arrangement</td> <td style="width:55px;height:173px;">1, 2, 3, 4</td> </tr> <tr> <td style="width:149px;height:165px;">Practical examMap-based exercisewith accompanyingshort answerquestions</td> <td style="width:75px;height:165px;">70%</td> <td style="width:75px;height:165px;">January exam period</td> <td style="width:59px;height:165px;">3 hr</td> <td style="width:226px;height:165px;">General cohort-level feedback via Blackboard. No formal personalized feedback but students may view their script after the exam period by arrangement.</td> <td style="width:55px;height:165px;">2, 3, 4, 5</td> </tr> </tbody></table>   <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width: 437px"> 1st year Earth & Planetary Sciences programme</td> </tr> </tbody></table>  BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geology) Second Year Mandatory BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Planet Sci) Second Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Resources) Second Year Mandatory BSc (Hons) Earth and Plan Scie BSc(Hons)Earth&Plan Sci-Palaeo Second Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Eart and Plan (GPG) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geolo) Second Year Mandatory MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Plane) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Resou) Second Year Mandatory MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Palae) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci(Hons)Ea&Pl Sci(G&PG) Second Year Optional BSc (Hons) Ea and Plan Sci Ind BSc (Hons) Ea and Plan Sci Ind Second Year Mandatory MEarthSci (Hons) Earth Industr MEarthSci EPS Yr Industry (ER) Second Year Mandatory MEarthSci (Hons) Earth Industr MEarth Sci (Hons) EPS IE (GPG) Second Year Optional BSc (Hons) Ea and Pl Sc Abroad BSc (Hons) EPS Yr Abroad (E&R) Second Year Mandatory MEarthSci (Hons) Earth Abroad MEarthSci EPS Abroad (PS) Second Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Abroad (ER) Second Year Mandatory MEarthSci (Hons) Earth Abroad MEarthSci EPS Yr Abroad (Pala) Second Year Optional MEarthSci (Hons) Earth Abroad MEaSci (Hons) EPSwYA (GPG) Second Year Optional MEarthSci (Hons) EPS with Res MEarthSci (H) EPS (ER) with Re Second Year Mandatory MEarthSci (Hons) EPS with Res MEaSc (H) EPS w Res (GPG) Second Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Plan Sci) w Res Second Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Paleo) with Res Second Year Optional <ul><li>Lisle RJ, 2020, Geological Structures and Maps: A Practical Guide (4th edition). Butterworth-Heinemann [recommended]</li><li>Bennison GM, Olver PA, Moseley KA, 2011, An Introduction to Geological Structures and Maps (8th edition). Hodder Education [recommended]</li></ul> Lectures 10 Practical classes & workshops 30 0 60 <figure class="table"><table border="1" cellpadding="0" cellspacing="0" width="0"><tbody><tr><td style="height:68px;width:139px;"> </td><td style="height:68px;width:85px;">Type</td><td style="height:9.75pt;padding:0cm;width:169.5pt;" width="226">Example student activity</td><td style="height:68px;width:75px;">Total Hours</td><td style="height:68px;width:160px;">New material</td><td style="height:68px;width:104px;">Consolidation and Practice</td></tr><tr><td style="height:39px;width:139px;">Contact time (students are in front of staff)</td><td style="height:39px;width:85px;">Lecture (new material)</td><td style="height:39px;width:75px;">Mostly listening & taking notes (mostly new material)</td><td style="height:39px;width:75px;">10</td><td style="height:39px;width:160px;">10</td><td style="height:39px;width:104px;"> </td></tr><tr><td> </td><td>Lecture (revision/examples)</td><td>Mostly listening & taking notes (no new material- revision of course)</td><td> </td><td> </td><td> </td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Practical (new material and practice. Typically 25-50% of practical time is spent on new material)</td><td style="height:101px;width:75px;">Interactive individual or group work (problem solving, experiments, watching demonstrations, describing and interpreting samples, paper-based exercises, computer-based exercises)</td><td style="height:101px;width:75px;">30</td><td style="height:101px;width:160px;">5</td><td style="height:101px;width:104px;">25</td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Tutorial</td><td style="height:101px;width:75px;">Interactive small group work</td><td style="height:101px;width:75px;"> </td><td style="height:101px;width:160px;"> </td><td style="height:101px;width:104px;"> </td></tr><tr><td> </td><td>Seminar/examples class</td><td>Working on and discussing questions (here: field seminar)</td><td> </td><td> </td><td> </td></tr><tr><td>Independent study time</td><td style="height:9.75pt;padding:0cm;width:131.5pt;" width="175">Pre/post lecture work</td><td>Reading own notes, re-solving examples, prep work, revisit podcast</td><td>15</td><td> </td><td>15</td></tr><tr><td> </td><td>Pre/post practical work/write up</td><td>Complete practical work, prep work, reading feedback</td><td>10</td><td> </td><td>10</td></tr><tr><td> </td><td>Studio/workshop time</td><td>Individual or group work (student led)</td><td> </td><td> </td><td> </td></tr></tbody></table></figure>