Independent Project in Geological Field Mapping

EART37000 Independent Project in Geological Field Mapping 40 Full year Undergraduate Level 6 Stephen Covey-Crump Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 20.0 <div> This unit is built around a period of not less than 30 days of field data collection that takes place between late June and early September immediately before the start of Year 3. During Year 2 the students will select their mapping area and outline a research question. The mapping areas may be in the UK or overseas but should allow an interesting geological map to be produced. The research question should provide a rationale for the mapping exercise. These are quite challenging decisions and so to assist, some suggested mapping areas together with some sensible research questions that could be addressed in each mapping area will be outlined to students. Students can, however, choose other mapping areas and address a different research question provided that these are considered suitable by the teaching staff. Logistical and academic preparations for the fieldwork will be made during the 2nd Semester of Year 2 in EART29200 Professional Development and Project PreparationDuring the 30-day period of fieldwork, observations will be collected by each student independently. The fieldwork must involve some mapping but there is no set area to be covered – rather the size of the mapping area will be governed by the research question, Likewise, some projects may give greater emphasis to collecting data at particular localities than others, again depending upon the research questionDuring the 1st semester of Year 3 there are a number of workshops designed to help the students with project planning and write-up. These should be supplemented with some one-on-one meetings with a project write-up supervisor at timely moments throughout the academic year. Aside from this assistance, students will be expected to carry out the analyses and interpretations needed to address their research question independently. Towards the end of their 3rd year they will present their findings in a poster session and via a written account (10000-word dissertation) that addresses their research question within the context of the geological evolution of their mapping area</div>  <div> This unit is built around a period of not less than 30 days of field data collection that takes place between late June and early September immediately before the start of Year 3. During Year 2 the students will select their mapping area and outline a research question. The mapping areas may be in the UK or overseas but should allow an interesting geological map to be produced. The research question should provide a rationale for the mapping exercise. These are quite challenging decisions and so to assist, some suggested mapping areas together with some sensible research questions that could be addressed in each mapping area will be outlined to students. Students can, however, choose other mapping areas and address a different research question provided that these are considered suitable by the teaching staff. Logistical and academic preparations for the fieldwork will be made during the 2nd Semester of Year 2 in EART29200 Professional Development and Project PreparationDuring the 30-day period of fieldwork, observations will be collected by each student independently. The fieldwork must involve some mapping but there is no set area to be covered – rather the size of the mapping area will be governed by the research question, Likewise, some projects may give greater emphasis to collecting data at particular localities than others, again depending upon the research questionDuring the 1st semester of Year 3 there are a number of workshops designed to help the students with project planning and write-up. These should be supplemented with some one-on-one meetings with a project write-up supervisor at timely moments throughout the academic year. Aside from this assistance, students will be expected to carry out the analyses and interpretations needed to address their research question independently. Towards the end of their 3rd year they will present their findings in a poster session and via a written account (10000-word dissertation) that addresses their research question within the context of the geological evolution of their mapping area</div>  <div> The aim of this unit is to provide students with the opportunity to integrate what they have learned throughout their undergraduate studies to address a research question using field-based geological mapping data that they have collected. During their 2nd year, as part of EART29200 Professional Development and Project Preparation, the students will formulate a geological research question and choose an area, either in the UK or abroad, where they can collect 6 weeks of field mapping data to address that question. The field observations will be collected independently by the student in the summer between their 2nd and 3rd years. Field observation and recording techniques will be assessed from a field data package (including field maps and accompanying field-drawn cross-sections and stratigraphic columns) that students are to submit at the start of Year 3. The ability of students to address their research question within the context of the geology of their mapping area will be assessed through a poster presentation and a written report submitted at the end of Year 3. The unit is a core component of the accreditation requirements for the Geology pathway through our BSc and MEarthSci Earth & Planetary Sciences programmes</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;"> Developed</td> <td style="width:66px;"> Assessed</td> </tr> <tr> <td style="width:64px;height:54px;"> ILO 1</td> <td style="width:432px;height:54px;"> formulate a research question that can be addressed by collecting geological field data, and design a strategy to obtain that data</td> <td style="width:72px;height:54px;"> x</td> <td style="width:66px;height:54px;"> x</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 2</td> <td style="width:432px;height:66px;"> collect and record a large body of map-based field data and interpret it to produce a geological map, cross-section and stratigraphic column that are geometrically self-consistent with each other</td> <td style="width:72px;height:66px;"> x</td> <td style="width:66px;height:66px;"> x</td> </tr> <tr> <td style="width:64px;height:48px;"> ILO 3</td> <td style="width:432px;height:48px;"> integrate field observations with further analyses of the field data to address a geological research question</td> <td style="width:72px;height:48px;"> x</td> <td style="width:66px;height:48px;"> x</td> </tr> <tr> <td style="width:64px;height:85px;"> ILO 4</td> <td style="width:432px;height:85px;"> relate their findings to the geological context of their field area as established (a) from previously published information and (b) from evidence-based interpretations of the formation of the geological units and structures they have mapped</td> <td style="width:72px;height:85px;"> x</td> <td style="width:66px;height:85px;"> x</td> </tr> <tr> <td style="width:64px;height:38px;"> ILO 5</td> <td style="width:432px;height:38px;"> manage their project in timely fashion through to its conclusion</td> <td style="width:72px;height:38px;"> x</td> <td style="width:66px;height:38px;">  </td> </tr> <tr> <td style="width:64px;height:56px;"> ILO 6</td> <td style="width:432px;height:56px;"> summarize their findings clearly and concisely in a written report of 10000 words in length</td> <td style="width:72px;height:56px;"> x</td> <td style="width:66px;height:56px;"> x</td> </tr> <tr> <td style="width:64px;height:47px;"> ILO 7</td> <td style="width:432px;height:47px;"> explain their findings in a poster presentation that is accessible to an audience of their peers</td> <td style="width:72px;height:47px;"> (x)</td> <td style="width:66px;height:47px;"> x</td> </tr> <tr> <td colspan="4" style="width:634px;height:114px;"> The ILOs of this unit are intended to help develop and demonstrate the following important career skills: <ol style="list-style-type:lower-alpha;"> <li> literacy, numeracy, and presentational skills (ILOs 3, 6, 7)</li> <li> critical thinking (ILOs 1, 4)</li> <li> self-motivated engagement with a challenging large and extended task (ILOs 2, 5)</li> </ol> </td> </tr> </tbody></table>  During 2nd year [part of EART29200 not EART30000]·  Before Christmas: students identify a research question of interest and choose their mapping area·  1st and 2nd semesters: students undertake academic preparation for the mapping exercise (background reading about their research question and the geology of their mapping area; introduction to some of the presentational skills, e.g., top-copy map preparation)·  2nd semester: students undertake logistical preparation for the mapping exercise (organizing travel, accommodation, and other arrangements, completing risk assessments and the first aid course)After the end of teaching in Year 21 hr class outlining what is expected from this unit Summer between 2nd and 3rd year6 weeks independent mapping in the student’s choice of field area; supervisory visit of 1-2 days within the first two weeks of the mapping period. Field data package (field slips, cross section, stratigraphic column, other data) to be submitted on the 1st day of 1st semester in Year 33rd year 1st semester·  During the semester two one-on-one sessions with write-up supervisor to discuss project planning, and to provide some commentary on work completed to date·  One meeting with supervisor specifically to discuss further analyses connected with the research question·  Week 2: workshop on project write-up planning (including a reminder of the limits of mitigating circumstances applications), and on the format of the dissertation (with comments on the type of content to be included in each section, word limits, figure presentation, appendices)·  Week 4: : workshop on drawing up a top-copy map·  Week 6: individual student vivas on the field data package they submitted at the start of the semester·  Week 7: workshop on how to write a good formation description; drawing up a top-copy stratigraphic column·  Week 9: workshop on how to write a good geological structure section that works with the stratigraphy/geological history·  Week 11: workshop on how to write a good geological background section (tectonic/stratigraphic setting; background to research question)3rd year 2nd semester·  During the semester two one-on-one sessions with write-up supervisor to discuss progress on the analyses addressing the research question project planning, and to provide some commentary on poster and dissertation preparation·  Towards the end of the semester (probably last week before Easter): poster presentation session, hopefully also attended by the Programme External ExaminerWeek 12: submission of dissertation <div> Preparation for this unit will begin in the 1st semester of Year 2 within the tutorial-style unit EART29200 Professional Development and Project Preparation. Through small group discussions, tutors will provide some guidance in choosing a research question and accompanying field mapping area. Once students have selected their research question and mapping area, they will be guided by their tutor through the necessary academic and logistical preparations required for an extended period of field data collection. In the 2nd semester of Year 2 that tutor will be their field supervisor. Some of the preparations (e.g., first aid training, part of the risk assessment training, training in the use of GIS software) will be provided in larger groups. At the end of the 2nd year (in the exam period), a lecture and a bespoke handbook with detailed instructions for this piece of work will also be given. This information, together with additional learning resources, will also be posted on Blackboard.Students are expected to spend a minimum of 30 days mapping and collecting data in their field area. Accounting for days off and dealing with unexpected circumstances (e.g., illness, injury, extreme weather) students should allow 6 weeks to complete these 30 days. The students are expected to collect their data independently. However, their mapping project supervisor will visit them in their field area for 1-2 days within the first two weeks of the 30 days to provide some extra guidance. Students are expected to prepare their field maps/cross-sections/stratigraphic columns/other field data for submission at the start of Year 3 using the skills that they have acquired in these matters earlier in their undergraduate studies, and without extra staff assistance. Midway through the 1st semester of Year 3 students will have the opportunity to explain their field data package to two members of staff in a non-assessed viva, and this will also provide opportunity for them to gain some extra feedback to use during their Year 3 work on the project.During the 1st semester of Year 3 there are fortnightly 2 hr workshop sessions at which students will be given advice about how to present their work effectively. Each student will also be assigned a write-up advisor (usually the mapping project advisor they had previously) to provide one-on-one guidance in the analysis and interpretation of their data and on how best to present their findings. In recognition of the fact that this is an independent project, the number of supervisory meetings longer than a few minutes during Year 3 is restricted to not more than 3 (at least two in 1st semester) plus an extra meeting devoted to any further analyses required to address the research question. Write-up supervisors are limited to providing comments on only ~10% of the text (nominally 1000 words), and must return those comments orally and not as written notes. Note that the onus is on the student to arrange timely meetings with their write-up supervisor and to decide what text and figures to show them; the supervisor will not do this</div>  2 Written assignment (inc essay) 50% 7 Oral assessment/presentation 10% 8 Practical skills assessment 40% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:92px;height:68px;"> Assessment type</td> <td style="width:76px;height:68px;"> Weighting within unit %</td> <td style="width:113px;height:68px;"> Hand out and hand in dates</td> <td style="width:76px;height:68px;"> Length </td> <td style="width:227px;height:68px;"> How, when and what feedback is provided</td> <td style="width:57px;height:68px;"> ILO tested</td> </tr> <tr> <td style="width:92px;height:101px;"> Assignment (field exercise)</td> <td style="width:76px;height:101px;"> 40%</td> <td style="width:113px;height:101px;"> Summer between Year 2 and Year 3 to completeHand-in: Monday Week 1 Semester 1</td> <td style="width:76px;height:101px;"> 30 field days</td> <td style="width:227px;height:101px;"> Feedback on the field slip mark is provided in one-to-one discussions with write up advisor during Semester 1, in a viva mid-Semester 1, and during fortnightly Semester 1 workshops</td> <td style="width:57px;height:101px;"> 1, 2</td> </tr> <tr> <td style="width:92px;height:101px;"> Dissertation(written report)</td> <td style="width:76px;height:101px;"> 50%</td> <td style="width:113px;height:101px;"> Two semesters to completeHand-in: last week of teaching in semester 2</td> <td style="width:76px;height:101px;"> 10000 words</td> <td style="width:227px;height:101px;"> Feedback is possible at the end of Semester 2 (by arrangement)</td> <td style="width:57px;height:101px;"> 3, 4, 6   </td> </tr> <tr> <td style="width:92px;height:101px;"> Poster Presentation (individual) </td> <td style="width:76px;height:101px;"> 10%</td> <td style="width:113px;height:101px;"> Two semesters to completeHand-in: last week of teaching before Easter in semester 2</td> <td style="width:76px;height:101px;"> 1 hr of 2 hr session</td> <td style="width:227px;height:101px;"> As an end-of-unit submission, no formal feedback will be given but students will be able to obtain feedback after the exam period by arrangement</td> <td style="width:57px;height:101px;"> 7*</td> </tr> <tr> <td colspan="6" style="width:640px;height:27px;"> *Inevitably ILOs 1-4 impact upon this assessment but the primary focus is on ILO 7</td> </tr> </tbody></table>  EART25102 Advanced Geological Field Techniques 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;"> EART25102 Advanced Geological Field Techniques</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 Mandatory MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geolo) Third Year Mandatory <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:640px;"> There is no reading list because reading is project-specific. However, the following guides to field data collection (all in the reading list for EART25102 Advanced Geological Field Techniques) are particularly helpful: <ul style="list-style-type:circle;"> <li> Lisle RJ, Brabham PJ, Barnes JW, 2011, Basic Geological Mapping (5th edition), John Wiley & Sons [recommended]</li> <li> Jerram D, Petford N, 2011, The Field Description of Igneous Rocks (2nd edition), John Wiley & Sons [recommended]</li> <li> Fry N, 1991, The Field Description of Metamorphic Rocks, John Wiley & Sons [recommended]</li> <li> Tucker ME, 2011, Sedimentary Rocks in the Field (4th edition), John Wiley & Sons [recommended]</li> <li> McClay KR, 1987, The Mapping of Geological Structures, John Wiley & Sons [recommended]</li> <li> Kruhl JH, 2017, Drawing Geological Structures, Wiley Blackwell [recommended]</li> </ul> </td> </tr> </tbody></table>  0 0 0 <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td rowspan="3" style="width:64px;"> Contact time</td> <td style="width:510px;"> Field supervision (in small groups)</td> <td style="width:60px;"> 15 hr</td> </tr> <tr> <td style="width:510px;"> Workshops (in large groups + practical-style one-on-one discussions)</td> <td style="width:60px;"> 14 hr</td> </tr> <tr> <td style="width:510px;"> Supervisor meetings (one-on-one)</td> <td style="width:60px;"> 8 hr</td> </tr> <tr> <td rowspan="2" style="width:64px;"> Independent study</td> <td style="width:510px;"> Field work (nominally 30 field days)</td> <td style="width:60px;"> 200 hr</td> </tr> <tr> <td style="width:510px;height:66px;"> Further analysis of field data for research question</td> <td style="width:60px;height:66px;"> 60 hr</td> </tr> <tr> <td rowspan="2" style="width:64px;"> Assessment</td> <td style="width:510px;"> Poster preparation and presentation</td> <td style="width:60px;"> 10 hr</td> </tr> <tr> <td style="width:510px;height:67px;"> Dissertation write-up</td> <td style="width:60px;height:67px;"> 90 hr</td> </tr> <tr> <td style="width:64px;"> Total</td> <td style="width:510px;">  </td> <td style="width:60px;"> 397 hr</td> </tr> </tbody></table>