Quantitative Sedimentology: An Experimental Perspective

EART33201 Quantitative Sedimentology: An Experimental Perspective 10 Semester 1 Undergraduate Level 6 Merren Jones Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div><div>Deciphering the language of sediments and the stratigraphic record is one of the great enterprises of the Earth Sciences. This course combines quantitative theoretical, experimental and field observations to develop students’ practical ability to make process-based, analytical interpretations of clastic sedimentary rocks. The course builds from one week to the next, and the concepts discussed increase in scale, beginning with aspects of fluid dynamics relevant to transport and deposition of particulate sedimentary materials, and concluding with large scale controls on basin fills. Students will apply their conceptual understanding to comment upon areas of current research, such as evaluating the strategies employed by life forms living in moving fluids, or engine wear associated with the passage of particles through an aircraft engine! Emphasis is placed on problem solving and thinking quantitatively, and physical experimentation plays a central role in the course to visualise and explore the processes of sediment transport and deposition. During the course we will use physical experimentation to challenge and critically evaluate long-held assumptions within the sedimentological community, such as theinterpretation of palaeocurrent direction from aligned objects. The course provides the opportunity to develop transferrable skills necessary for employment such as decision making and communication, as students work collaboratively in research teams to define hypotheses, and to plan and execute experiments to test those hypotheses.The unit is available to anyone who is interested in an area in which the processes and depositional products of sediment transport are important, e.g., sedimentology, basin analysis, petroleum reservoir geology, hydrodynamics, subsurface hydrology, planetary geology, ecology and aspects of civil, marine or environmental engineering.</div></div>  <div>Deciphering the language of sediments and the stratigraphic record is one of the great enterprises of the Earth Sciences. This course combines quantitative theoretical, experimental and field observations to develop students’ practical ability to make process-based, analytical interpretations of clastic sedimentary rocks. The course builds from one week to the next, and the concepts discussed increase in scale, beginning with aspects of fluid dynamics relevant to transport and deposition of particulate sedimentary materials, and concluding with large scale controls on basin fills. Students will apply their conceptual understanding to comment upon areas of current research, such as evaluating the strategies employed by life forms living in moving fluids, or engine wear associated with the passage of particles through an aircraft engine! Emphasis is placed on problem solving and thinking quantitatively, and physical experimentation plays a central role in the course to visualise and explore the processes of sediment transport and deposition. During the course we will use physical experimentation to challenge and critically evaluate long-held assumptions within the sedimentological community, such as the interpretation of palaeocurrent direction from aligned objects. The course provides the opportunity to develop transferrable skills necessary for employment such as decision making and communication, as students work collaboratively in research teams to define hypotheses, and to plan and execute experiments to test those hypotheses.The unit is available to anyone who is interested in an area in which the processes and depositional products of sediment transport are important, e.g., sedimentology, basin analysis, petroleum reservoir geology, hydrodynamics, subsurface hydrology, planetary geology, ecology and aspects of civil, marine or environmental engineering.</div>  <div> The aim of this course is to 'put numbers' to the sedimentological features you observe in the stratigraphic record, by developing an advanced understanding of the processes that lead to transport and deposition of particulate sedimentary materials. </div>  <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width:496px;"> On the successful completion of the course, students will be able to: </td> <td style="width:72px;"> Programme ILO Developed</td> <td style="width:66px;"> Assessed</td> </tr> <tr> <td style="width:64px;height:67px;"> ILO 1</td> <td style="width:432px;height:67px;"> define the key physical properties of fluids and sediment particles and explain how these properties influence sediment erosion, transport and deposition, and the characteristics of surface deposits</td> <td style="width:72px;height:67px;"> A1, A2, B1, C1</td> <td style="width:66px;height:67px;"> x</td> </tr> <tr> <td style="width:64px;height:67px;"> ILO 2</td> <td style="width:432px;height:67px;"> analyse and interpret vertical and lateral stratigraphic sequences in terms of their formative processes, over a range of temporal and spatial scales</td> <td style="width:72px;height:67px;"> A3, A4, B1, C1</td> <td style="width:66px;height:67px;"> x</td> </tr> <tr> <td style="width:64px;height:76px;"> ILO 3</td> <td style="width:432px;height:76px;"> predict the depositional product for a given set of conditions, over a range of temporal and spatial scales</td> <td style="width:72px;height:76px;"> A3, A4, B2, C1</td> <td style="width:66px;height:76px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 4</td> <td style="width:432px;height:66px;"> select and utilise appropriate equations to estimate hydraulic and palaeohydraulic conditions from observations and measurements made from the modern environment and the rock record respectively</td> <td style="width:72px;height:66px;"> C1, C5</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 5</td> <td style="width:432px;height:66px;"> work as part of a research group to apply the knowledge, methods and techniques they have learnt, to define a research question and design and execute an experiment to solve it</td> <td style="width:72px;height:66px;"> B3, B5, B6, C2, C3,  C4, D4</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 6</td> <td style="width:432px;height:66px;"> explain information, ideas, problems and solutions to an audience of their peers through the use of an oral poster presentation</td> <td style="width:72px;height:66px;"> B6, D1</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 7</td> <td style="width:432px;height:66px;"> competently operate the experimental equipment safely and evaluate the hazards involved to minimise risk to all personal and equipment</td> <td style="width:72px;height:66px;"> D3</td> <td style="width:66px;height:66px;"> x</td> </tr> </tbody></table>  <div>Learning during this course unit builds from one week to the next, with a weekly 3-hour combined lecture and practical class. Thus, to be successful, it is essential that students attend every class, and revise the previous week's materials between classes. Developing the ability to read the sedimentary rock record is like learning a musical instrument- you don't progress if you don't practice between classes. Formative practical quizzes provide students with the opportunity to gauge their conceptual understanding of the course material (ILOs 1-4) and monitor their own progress through the course, while providing forward feedback for the final exam. Feedback on the tests is immediate, in the form of a discussion of the correct and incorrect answers at the conclusion of the quiz. A key component of this unit is the emphasis on hands-on physical experimentation in the weekly practical classes. The experiments are used to visualise processes (e.g., the formation of individual bedforms and structures) and to explore the physics behind the processes (ILOs 1-3). Students will work in research teams to recreate experiments published in research articles and to challenge and critically evaluate long-held assumptions within the sedimentological community, such as the interpretation of palaeocurrent direction from aligned objects, by exploring object alignment under varying flow conditions (ILO 5). Through the course unit students will develop their ability to comprehend and evaluate research articles and have the opportunity to apply their conceptual understanding to comment upon areas of current research, such as evaluating the strategies employed by life forms living in moving fluids, or engine wear associated with the passage of particles through an aircraft engine (ILOs 1 and 3). Students will be trained in the assessment of risk and the safe use of the experimental equipment (ILO 7)- they will be judged competent in the safe operation of the equipment through an assessed practical test, while their ability to assess and manage risk will be tested through a Blackboard quiz. The students must pass both assessments before the 3rd class to be allowed to continue on the course. A one-day field excursion will provide the opportunity to apply our knowledge by interpreting processes from real rocks in the field from our own observation (ILOs 2 and 4). Students are encouraged to utilise the wide variety of learning resources that are available in this subject area. Additional optional lectures, directed reading, videos and short assignments are available on the Blackboard site.</div>  0 Other 10% 1 Written exam 50% 7 Oral assessment/presentation 40% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:102px;height:68px;">Assessment type</td> <td style="width:85px;height:68px;">% Weighting within unit</td> <td style="width:85px;height:68px;">Hand out and hand in dates</td> <td style="width:76px;height:68px;">Length </td> <td style="width:170px;height:68px;">How, when and what feedback is provided</td> <td style="width:123px;height:68px;">ILO tested</td> </tr> <tr> <td style="width:102px;height:101px;">Exam</td> <td style="width:85px;height:101px;">50</td> <td style="width:85px;height:101px;">End of unit exam period</td> <td style="width:76px;height:101px;">2 hours</td> <td style="width:170px;height:101px;">General exam cohort-level feedback via blackboard, and students will be able to view marked exam scripts in a hosted open session.</td> <td style="width:123px;height:101px;">ILOs 1-4</td> </tr> <tr> <td style="width:102px;height:101px;">Presentation (group poster)</td> <td style="width:85px;height:101px;">40</td> <td style="width:85px;height:101px;">In Week 12</td> <td style="width:76px;height:101px;">Electronic poster defended orally</td> <td style="width:170px;height:101px;">Feedback from peers on conclusion of oral poster presentations. Lecturer feedback and group mark based on content and presentation, posted on Blackboard, with one week.</td> <td style="width:123px;height:101px;">ILOs 5 & 6</td> </tr> <tr> <td style="width:102px;height:101px;">Test (quiz)Awareness ofsafety:Pass/Fail</td> <td style="width:85px;height:101px;">10</td> <td style="width:85px;height:101px;">Must be completed on Blackboard between Class 2 and 3</td> <td style="width:76px;height:101px;">60 minuterisk assessment</td> <td style="width:170px;height:101px;">Formative introduction to hazards and assessing and managing risk through safety induction in Class 2.</td> <td style="width:123px;height:101px;">ILO 7</td> </tr> <tr> <td style="width:102px;height:101px;">Test (quiz)Proof of safeworking withflume tanks:pass/fail</td> <td style="width:85px;height:101px;">0</td> <td style="width:85px;height:101px;">In Class 4 practical class</td> <td style="width:76px;height:101px;">15 minutes</td> <td style="width:170px;height:101px;">Formative training in operation of equipment in Class 3. Immediate feedback in Class 4 following group test of competence in practice</td> <td style="width:123px;height:101px;">ILO 7</td> </tr> </tbody></table>  EART23202 Interpreting the Stratigraphic Record: From Surface to Subsurface Pre-Requisite Compulsory <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:204px;"> Pre-requisite units</td> <td style="width:437px;"> EART23202 Interpreting the Stratigraphic Record: From Surface to Subsurface, or by agreement with the Unit Coordinator.</td> </tr> <tr> <td style="width:204px;"> Co-requisite units</td> <td style="width:437px;"> none</td> </tr> </tbody></table>  BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geology) Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Resources) Third Year Optional BSc (Hons) Earth and Plan Scie BSc(Hons)Earth&Plan Sci-Palaeo Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Eart and Plan (GPG) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geolo) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Resou) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Palae) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci(Hons)Ea&Pl Sci(G&PG) Third Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS Yr Industry (ER) Third Year Optional MEarthSci (Hons) Earth Industr MEarth Sci (Hons) EPS IE (GPG) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Abroad (ER) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS Yr Abroad (Pala) Third Year Optional MEarthSci (Hons) Earth Abroad MEaSci (Hons) EPSwYA (GPG) Third Year Optional BSc (Hons) Environmental Sci BSc (Hons) Env Science (EECB) Third Year Optional BSc (Hons) Environmental Sci BSc(Hons) Envir Science (ACS) Third Year Optional MEnvSci Environmental Science MEnvSci Environ Science (EECB) Third Year Optional MEnvSci Environmental Science MEnvSci Environ Science (ACS) Third Year Optional MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (EECB) Third Year Optional MEnvSci Env Sci with Ind Exp MEnvSci Env Sci with IE (ACS) Third Year Optional MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (EECB) Third Year Optional MEnvSci Env Sci with Int Study MEnvSci Env Sci with IS (ACS) Third Year Optional MEarthSci (Hons) EPS with Res MEarthSci (H) EPS (ER) with Re Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS w Res (GPG) Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS (Paleo) with Res Third Year Optional MEnvSci (Hons) Env Sci w Resea MEnSc (H) Env Sci w RP (ACS) Third Year Optional MEnvSci (Hons) Env Sci w Resea MEnSc (H) En Sc (EECB) with RP Third Year Optional Southard, John, Introduction to Fluid Motions, Sediment Transport, and Current-Generated Sedimentary Structures, unpublished MIT open course notes available on the course unit Blackboard siteVogel, S., 1994, Life in Moving Fluids, 2nd edition, Princeton University PressResearch articles posted on the Blackboard site  0 0 100 <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;">11</td><td style="height:39px;width:160px;">11</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;">22.5</td><td style="height:101px;width:160px;">9</td><td style="height:101px;width:104px;">13.5</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;">3</td><td style="height:101px;width:160px;"> </td><td style="height:101px;width:104px;">3</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>11</td><td> </td><td>11</td></tr><tr><td> </td><td>Pre/post practical work/write up</td><td>Complete practical work, prep work, reading feedback</td><td>3</td><td> </td><td>3</td></tr><tr><td> </td><td>Studio/workshop time</td><td> </td><td> </td><td> </td><td> </td></tr></tbody></table></figure>