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GEOS2114-2914

VOLCANOES, HOT ROCKS


& MINERALS
DEREK WYMAN & PATRICE F REY
Unit Coordinator Contact Details:

Associate Professor Derek Wyman Associate Professor Patrice Rey


School of Geosciences School of Geosciences
Room 464, Madsen Building (FO9) Room 408, Madsen Building (FO9)
The University of Sydney The University of Sydney
Sydney NSW Sydney NSW
Australia, 2006 Australia, 2006

Email: derek.wyman@sydney.edu.au Email:patrice.rey@sydney.edu.au


Phone: 61 2 9351 2924 Phone: 61 2 9351 2067
Fax: 61 2 9351 0184 Fax: 61 2 9351 0184

1 COURSE OVERVIEW
This unit of study relates plate tectonics to a) volcanoes
and their hazards; b) geological processes in the deep
crust; c) the formation of precious metal and gemstone
ores around the Pacific Rim; and d) an understanding of
how Earth's materials (minerals, rocks, rock formations,
lithospheric plates etc.) respond the forces that deform
them. Methods of analysis involve studies at the micro-
scopic scale (performed on thin sections) and the
mesoscopic scale performed on hand specimens and out-
crops. The unit includes a two to three days field trip to
study an extinct volcano in NSW.
Migmatites (Finland)

COURSE OUTLINE
Subduction zones are often viewed as giant factories in which oce- pling between the continental crust, the ocean and atmosphere, and
anic lithospheres, and to a lesser extent older continental crusts and the mantle.
water-saturated sediments, are recycled back into the mantle,
This Unit of Study relates the tectonics and geodynamics of subduc-
whereas new continental crust is created. Geothermal fields, volca-
tion zones to: (a) volcanoes and their hazards; (b) geological proc-
noes, ore deposits, earthquakes, mountain belts or sedimentary ba-
esses in the deep crusts; and (c) the formation of precious metal
sins are the surface expression of dynamic deep processes in which
and gemstone ores around the Pacific Rim. A problem solving ap-
the texture, the mineralogy and the geochemistry of hot rocks, includ-
proach is used to develop the skills required to understand the his-
ing magmas, evolve in response to changing pressure, temperature,
tory of individual volcanoes and predict their future activity and haz-
and the composition of fluids. Subduction zones provide a rich back-
ards. The Unit includes an optional trip to the north island of New
drop to explore many fundamental geological processes (weather-
Zealand, or a two- to three-day field trip to study an extinct volcano
ing, erosion and sedimentation, metamorphism and partial melting,
in NSW. Practical work includes supervised and independent study
melt migration and crystallization, deformation and development of
of igneous systems, rocks, and minerals employing both
tectonic fabrics). They are prime locations for the cycling of key ele-
microscope-based techniques and computer modeling. The unit pro-
ments including carbon and hydrogen, and for the geochemical cou-
2
vides knowledge relevant to all senior units in Geology and Geophys- zones and related structures and microstructures that can be ana-
ics. lyzed to infer the direction and sense of shearing. The development
of foliation (planar fabric) and lineation (linear fabric) is an important
Throughout this course, we will journey through subduction zones
consequence of ductile deformation. Patrice will show how to ana-
from the Earth surface down to the depths at which diamonds form.
lyze these fabrics to gain information on the orientation and tectonic
In weeks 1 to 5, Derek Wyman will address the formation of volca-
evolution of past subduction zones.
noes, their eruption dynamics and morphologies, the geochemistry
of their lavas and that of
their associated felsic plu-
tonic rocks. The origins
of volcanoes lie deep in
the mantle where partial melting occurs. Derek will show you
how mantle melting is not always due to rising temperature and
will describe the mechanisms through which the geochemistry of
magma evolves. Finally, Derek will consider the processes in-
volved in formation of new continental crust.

In week 6 and 7, we will consider evidence of how magmas evolve


and the continental crust is formed. We will consider how elements
cycle through subduction zones, building on knowledge from
GEOS1003. Some of this recycling creates ore deposits. We will ex-
amine how humans have exploited natural geological processes to
their own ends, by looking at how some common metals are concen-
trated and how this knowledge can be applied to predict where
more can be found. You might be surprised to learn that some met-
als are concentrated by rain!

Finally from Week 10 to 13, Patrice Rey will introduce key Structural
Geology concepts and tools to study and understand rocks deforma-
tion in hot environments. He will introduce structural features that
commonly develop in subduction zones and other deep crust envi-
ronments. Patrice will address the development of ductile shear

3
Micaschist (Finland)
LEARNING RESOURCES
An eLearning site will be used to support the learning and teaching Lecture notes of the structural geology module are here:
activities in this course. It is important to note that any material pro- http://www.geosci.usyd.edu.au/users/prey/Teaching/Geos-2123/index.html
vided through eLearning is designed to support, rather than re- This website is an Introduction to Structural Geology. The content of
place, face-to-face activities. this course is split between GEOS2114 and GEOS2124. In GEOS
2114-2914 we will cover the following sections: Introduction, Shear
To access the eLearning site follow the instructions below: Zones, Fabrics, and Strain Analysis only. The other sections (Frac-
tures and Faults, Paleostress Analysis, Folds and Folds Systems) will
1. Open a browser window be covered in GEOS 2124-2924 in the second semester.
2. Go to the University of Sydney home page (http://sydney.edu.au/) In addition to Patrices website site, compulsory assessable reading
3. Select the 'Current Students' link includes: Chapters 1, 4, 9, 11, 12 of the following textbook (also
4. Choose Learning Management System (LMS)' from the menu far used in 3rd Year and available at the bookstore):
right Title: Earth Structure (Second Edition)
5. Enter your UniKey login name and password Authors: Ben A. Van der Pluijm, Stephen Marshak
6. Select the link of the Subject you wish to look at from your 'My Publisher: Norton ISBN: 0-393-92476-X
eLearning sites' home page.

4
Figures from the freely available webtext Earths Dynamic Systems by W.K. Hamblin and E.H. Christiansen are used frequently and de-
noted by the chapter they are found in. For example EDS3 refers to a figure from chapter 3.

The chapters can be downloaded via: http://www.earthds.info/index.html

Optional Additional Reading

Subduction Factory: http://www.nsf-margins.org/SF/SF.html


Arcay, D., E. Trica, M.-P. Doin, 2005: Numerical simulations of subduction zones: Effect of slab dehydration on the mantle wedge dynamics.
Physics of the Earth and Planetary Interiors 149 (2005) 133153.
Audtat, A., and H. Keppler, 2004: Viscosity of Fluids in Subduction Zones. Science, v. 303, 513-516.
Behn, M.D., G. Hirth, P. B. Kelemen, 2007: Trench-Parallel Anisotropy Produced by Foundering of Arc Lower Crust. Science, v. 317 , 108-
111.
Billen, M. I., M. Gurnis, 2001: A low viscosity wedge in subduction zones. Earth and Planetary Science Letters, v. 193, 227-236.
Bosock, M.G., R.D. Hyndman, S. Rondenay and S.M. Peacock, 2002: An inverted continental Moho and serpentinization of the forearc man-
tle. Nature, v. 417, 536-538.
Brudzinski, M.R., C. H. Thurber, B. R. Hacker, and E. R. Engdahl, 2007: Global Prevalence of Double Benioff Zones. Science, v. 316.
Bucher, K. & Frey, M., 1994. Petrogenesis of metamorphic rocks. 6th edition, complete rewrite of the classic Winkler book.
Calvert, A.J., 2004: Seismic reflection imaging of two megathrust shear zones in the northern Cascadia subduction zone. Nature, v. 428m
163-167.
Cas, R.A.F., and Wright, V., 1987, Volcanic Successions, Chapman & Hill, 528p. Authoritative book covering volcanism in the field.
Chen, W.P. and M. R. Brudzinski, 2001: Evidence for a Large-Scale Remnant of Subducted Lithosphere Beneath Fiji. Science, v. 292, 2475-
2479.
Deer, W.A., Howie, R.A. & Zussmann, J., 1993. An introduction to the Rock Forming Minerals - 2nd edition. Tabulated mineralogical and
chemical details of all the common minerals. If you think that you are going to pursue geology, it is worth buying at some time. Will be
needed in any petrological Honours project.
Demouchy, S., S. D. Jacobsen, F. Gaillard and C. R. Stern, 2008: Rapid magma ascent recorded by water diffusion profiles in mantle olivine.
Geology, v. 34, 429-432.
Eiler, J.M, B. McInnes, ,J. W. Valley, C. M. Graham and E. M. Stolper, 1998: Oxygene isotope evidence for slab-derived fluids in the sub-arc
mantle, Nature v.393, 777-781.

5
Elliott, T., A. Thomas, A. Jeffcoate, and Y. Niu, 2006: Lithium isotope evidence for subduction-enriched mantle in the source of mid-ocean-
ridge basalts. Nature v. 443, 565-568.
Fischer, T. P., D. R. Hilton, M. M. Zimmer, A.M. Shaw, Z.D. Sharp, and J. A. Walker, 2002: Subduction and Recycling of Nitrogen Along the
Central American Margin. Science v. 297, 1154-1157.
Foley, S.F., S. Buhre, and D. E. Jacob, 2008: Evolution of the Archaean Crust by Delamination and Shallow Subduction. Nature, v. 421, 249-
252.
Foley, S., M. Tiepolo, and R. Vannucci, 2002: Growth of early continental crust controlled by melting of amphibolite in subduction zones. Na-
ture v. 417, 837-840.
Frisch, W., Meschede, M., Blakey, R. 2011. Plate Tectonics Continental Drift and Mountain Building Springer-Verlag, 212p.
Gerya, T.V., J. A.D.Connolly, D. A.Yuen, W. Gorczyk, A. M.Capel, 2006: Seismic implications of mantle wedge plumes . Physics of the Earth
and Planetary Interiors 156 (2006) 5974.
Gribble, C.D. & Hall, A.J., 1993. A practical introduction to Optical Mineralogy. UCL Press - new printer from old version. Cheapish book on
optical mineralogy; useful for ALL petrological courses this year and ?the future. A much better investment than the micrographic atlases
of textures, which have reproductions of rocks and minerals that never look like the ones you see..... Note that the book covers much the
same ground as Hyperpetmag which is available on the web or as a Cd-Rom.
Hawkesworth, C.J., S. P. Turner, F. McDermott, D. W. Peate, P. van Calsteren 1997: U-Th Isotopes in Arc Magmas: Implications for Element
Transfer from the Subducted Crust. Science, v. 276.
Hoernle, K., D. L. Abt, K. M. Fischer, H. Nichols, F. Hauff, G. A. Abers, P. van den Bogaard, K. Heydolph, G. Alvarado, M. Protti and W.
Strauch, 2008: Arc-parallel flow in the mantle wedge beneath Costa Rica and Nicaragua. Nature v. 451, 1094-1098.
Holland, G., and C.J. Ballentine, 2006: Seawater subduction controls the heavy Noble gas composition of the mantle. Nature, v. 441, 186-
191.
Hobbs, B.E., W. D. Means, and P.F. Williams, 1976. An Outline of Structural Geology, Wiley.
Husson, L. and Y. Ricard, 2004. Stress balance above subduction: Application to the Andes. Earth Planetary Science Letters, v. 222, 1037-
1050.
Kawakatsu, H. and S. Watada, 2008: Seismic Evidence for Deep-Water transportation in the Mantle. Science, v. 316, 1468-1471.
Kessel, R., M. W. Schmidt, P. Ulmer and T. Pettke, 2005: Trace element signature of subduction-zone fluids,
Melts and supercritical liquids at 120180km depth. Nature v. 437, 724-727.
Kincaid, C., and R. W. Griffiths, 2003: Laboratory models of the thermal evolution of the mantle during rollback subduction. Nature, v. 425,
58-62.
Klein, C., and C.S. Hurlbut, C.S., 1993 (21st edition) Manual of Mineralogy, John Wiley & Sons, 682p. Detailed, encyclopaedic, summary of
minerals and their properties.
6
Kneller, E.A. and P. E. van Keken, 2007: Trench-parallel flow and seismic anisotropy in the Mariana and Andean subduction systems. Nature,
v. 450, 1222-1226.
Long, M., D., and P. G. Silver, 2008: The Subduction Zone Flow Field from Seismic Anisotropy: A Global View. Science, v.319.
MacKenzie, W.S., C.H. Donaldson, C.H., and C. Guilford, C., 1982, Atlas of Igneous rocks and Their Textures. Longman, 148p.
MacKenzie, W.S. & Guilford, C., 1980. Atlas of Rock-Forming Minerals in Thin Section. Longman Group Ltd, London, 98 pp.
MacKenzie W.S., and A.E. Adams, A.E., 1994. A Color Atlas of Rocks and Minerals in Thin Section, Blackwell Science
Marshak, S., Earth: Portrait of a Planet (2001) Stephen Marshak WW Norton & Company
Marshak, S., and G. Mitra, 1988. Basic Methods of Structural Geology, Prentice-Hall.
Mibe, K., T. Fujii and A. Yasuda, 1999: Control of the location of the volcanic front in island arcs by aqueous fluid connectivity in the mantle
wedge. Nature, v. 401, 259-262.
Moores, E.M. and Twiss R.J. (1995). Tectonics, Chapter 7: Convergent Margins, p155-196.
Park, R.G., 1982. Foundations of Structural Geology (2nd Edition), Blackie (1982)
Passchier, C.W., and R.A.J. Trouw, 1996. Microtectonics, Springer.
Peacock, S.M., P. E. van Keken, S, D. Holloway, B. R. Hacker, G A. Abers, R. L. Fergason, 2005: Thermal structure of the Costa Rica Nicara-
gua subduction zone. Physics of the Earth and Planetary Interiors, v. 149, 187200.
Peacock, S.M. and K. Wang, 1999: Seismic Consequences of Warm Versus Cool Subduction Metamorphism: Examples from Southwest and
Northeast Japan. Sceinces, v.286, 937-939.
Ranero, C.R. and R. von Huene, 2000. Subduction erosion along the Middle America convergent margin. Nature v. 404, 748-752.
Rapp, R.P., I. T. Irifune, N. Shimizu, N. Nishiyama, M. D. Norman T. Inoue, 2008: Subduction recycling of continental sediments and the origin
of geochemically enriched reservoirs in the deep mantle. Earth and Planetary Science Letters, v. 271, 1423.
Raymond, L.A., Petrology The Study of Igneous Sedimentary and Metamorphic Rocks (2002, 2nd ed) McGraw Hill ISBN 0-07-3661678-6
(Hardcover Schumann: Handbook of Rocks Minerals & Gemstones Houghton Mifflin Company, 369p). An all-in-one petrology text.
Regard, V., C. Faccenna, J. Martinod, and O. Bellier, 2005: Slab pull and indentation tectonics: insights from 3D laboratory experiments.
Physics of the Earth and Planetary Interiors, v.149, 99113.
Regenauer-Lieb, K., D. A. Yuen and J. Branlund, 2001: The Initiation of Subduction: Criticality by Addition of Water?, Science, v. 294, 578-
580.
Reinecker, J. O. Heidbach, B. Mueller, 2003. The 2003 release of the World Stress Map (www.world-stress-map.org).
Rey, P.F., N. Coltice and N. Flament, 2014. Spreading continent kick-started plate tectonics. Nature 513, 405-408.
Rondenay. S., G.A., Abers, and P.E. van Keken, 2008: Seismic imaging of subduction zone metamorphism. Geology, v.36, 275-278.

7
Rose, E.F., N. Shimizu, G.D. Layne and T.L. Grove, 2001: Melt Production Beneath Mt. Shasta from Boron Data in Primitive Melt Inclusions,
Science v. 293, 281-283.
Schmerr, N., and E. Garnero, 2007: Mantle Discontinuity Topography from Thermal and Chemical HeterogeneityUpper. Science v. 318, 623-
626.
Song, T-.R.A. and M. Simons, 2003: Large Trench-Parallel Gravity Variations Predict Seismogenic Behavior in Subduction Zones. Science v.
301, 630-633.
Turner, S., and C. Hawkesworth, 1997: Constraints on flux rates and Mantle dynamics beneath island arcs from TongaKermadec lava geo-
chemistry. Nature v. 389, 568-573.
Turner, S., P. Evans, and C. Hawkesworth, 2001: Ultrafast Source-to-Surface Movement of Melt at Island Arcs from 226Ra-230Th Systematics.
Science v. 292, 1363-1366.
Van der Pluijm, B.A., and S. Marshak, 1997. Earth Structure, Introduction to Structural Geology and Tectonics, McGraw-Hill.
Vernon, R.H., 1976. Metamorphic processes. Murby. This book gives a good overview of what the title suggests. Years 3 and 4.
Winkler, H., 1974. Petrogenesis of metamorphic rocks, 4th ed. Springer-Verlag. This is a comprehensive, albeit dated, approach to the study
of metamorphic rocks. It is a good addition to study in Years 2 and 3, but outgrown by Year 4. However, you may pick up a cheap copy
that predates the Bucher & Frey rewrite.
Winter, J.D., 2001, An Introduction to Igneous and Metamorphic Petrology. Prentice Hall
Yardley, B.W.D., 1988. Introduction to metamorphic petrology. Longman, Essex. This book gives a good overview of recent approaches to
problems in metamorphism. It is as good as Bucher & Frey, but not as detailed.
Yogodzinski. G.M., J.M. Lees, T.G. Churlkova, F. Dorendorf, G. Werner, and O.N. Volynets, 2001: Geochemical evidence for the melting of
subduction oceanic lithosphere at plate edges. Nature, v. 409, 500-504.
Zheng, Y., T. Lay, M. P. Flanagan and Q. Williams, 2007: Pervasive Seismic Wave Reflectivity and Metasomatism of the Tonga Mantle Wedge.
Science v. 316, 855-859.

8
Magmatic fabric (aligned K-feldspars in a granite)
STUDY COMMITMENT
Students enrolled in any 6 credit point unit of study offered by the Independent Study: You are expected to do up to 12 hours (per
Faculty of Science should consider spending up to 12 hours per week) of independent study. Use this time to:
week on that unit during the 13 teaching weeks of the semester and Before classes: get ready for lecture and practical classes by read-
the study vacation. In GEOS-2114/2914 this involves: ing through the material (min. 2 hours);
Lectures: You will have 13 two-hour lectures divided into 2 modules: After classes: read through and understand your lecture notes,
Volcanoes, plates and ore deposits (9 lectures) source and digest complementary information from relevant text-
Structural geology of hot rocks and magmas (4 lectures) books, and reliable sources from the Internet (min. 2 hours);
The lectures are intended to guide you in your study textbooks. Work through the practical problems, and write your practical re-
Practicals: You will have 12 two-hour practical classes.One session ports (min. 4 hours);
will be devoted, in part, to developing presentation skills. You will Study Tips: It is up to you to devise a study plan that best suits
work individually and in small groups on a suite of qualitative and you. Stick to it, attend lecture and practical classes and involve
quantitative questions and problems. Tutors will be present to assist yourself in all learning experiences. This will have a considerable im-
you. pact on your exam preparation and performance.

9
Sheared orthogneiss (South France)
LEARNING OUTCOMES AND GRADUATE ATTRIBUTES
Learning Outcomes: 8/ source and analyse information, assess its reliability and signifi-
1/ understand key petrological and structural concepts relevant to cance;
deep crustal and mantle processes; 9/ to communicate scientific information appropriately, both orally
2/ be able to apply these concepts to analyse igneous rocks, and and through written work;
unravel their mineralogy, structure and geochemical evolution; 10/ to engage in team and group work for scientific investigations
3/ be able to identify the main types and settings of Earths volcan- and for the process of learning;
ism 11/ develop a sense of responsibility, ethical behaviour and inde-
4/ understand the main variables that contribute to the evolution and pendence as a learner and as a scientist.
diversity of magmas; Graduate Attributes
5/ have a basic understanding of the selective processes associ- Graduate Attributes are generic attributes that encompass not only
ated with the formation of ore deposits and factors that contribute to
technical knowledge but additional qualities that will equip students
economically and socially responsible resource extraction;
to be strong contributing members of professional and social com-
6/ be able to construct accurate cross-sections and analyze geologi-
cal maps to understand the geology in 3 dimension; munities in their future careers. The overarching graduate attributes
identified by the University relate to a graduates attitude or stance
7/ be able to perform kinematic analysis across shear zones, and
document the style and magnitude of strain; towards knowledge, towards the world, and towards themselves.

10
These are understood as a combination of five overlapping skills or abilities, the foundations of which are developed as part of specific disci-
plinary study. For further details please refer to the Science faculty website at: http://www.itl.usyd.edu.au/graduateattributes/

Graduate Attributes Learning Outcomes


A Research and Inquiry
A1 Apply scientific knowledge and critical thinking to identify, define and analyse problems, create solutions, innovate & improve current practices. 1 to 8
A2 Gather, evaluate and deploy information relevant to a scientific problem. 6 to 8
A3 Design and conduct investigations, or the equivalent, and analyse and interpret the resulting data. 2, 6 to 8
A4 Critically examine the robustness and validity in scientific argument and discourse, and evaluate the relative importance of ideas. 6 to 8
B Information Literacy
B1 Use a range of searching tools (such as catalogues and databases) effectively and efficiently to find information. 8
B2 Access a range of information sources in the science disciplines, for example books, reports, articles, patents and company standards. 8
B3 Critically evaluate the reliability and relevance of information in a scientific context. 2, 6 to 8
B5 Use information technology to gather, process, and disseminate scientific information. 8 to 10
C Communication
C1 Explain and present ideas to different groups of people in plain English. 9, 10
C2 Write and speak effectively in a range of contexts and for a variety of different audiences and purposes. 9, 10
C4 Present and interpret data or other scientific information using graphs, tables, figures and symbols. 8, 9, 10
C5 Work as a member of a team, and take individual responsibility within the group for developing and achieving group goals. 9, 10
C6 Take a leadership role in successfully influencing the activities of a group towards a common goal. 9 to 11
D Ethical, Social and Professional Understanding
Demonstrate an understanding of the significance and scope of ethical principles, both as a professional scientist and in the broader social
D1
context, and a commitment to apply these principles when making decisions.
11
D2 Appreciate the importance of sustainability and the impact of science within the broader economic, environmental and socio-cultural context. 11
E Personal and Intellectual Autonomy
E1 Evaluate personal performance and development, recognise gaps in knowledge and acquire new knowledge independently. 8, 11
E2 Demonstrate flexibility in adapting to new situations and dealing with uncertainty. 8, 9, 10
E3 Reflect on personal experiences, and consider their effect on personal actions and professional practice. 11
E4 Set achievable and realistic goals and monitor and evaluate progress towards these goals. 11
E5 Demonstrate openness and curiosity when applying scientific understanding in a wider context. 11

11
Eclogite (South France)

MARKING SCHEME & ASSIGNMENT MILESTONES


ALL assessment tasks are compulsory. They are intended to help work. Spelling, grammar, punctuation and correct use of language
you demonstrate what you have learned relatively to the goals of the will be taken into account when written reports and examination
unit of study. They also encourage you to work with the material, but work are assessed. Students should refer to the Universitys Write-
should not dominate your approach to learning. See them as learn- Site (http://writesite.elearn.usyd.edu.au/) if they are looking for guid-
ing activity, accompanying and complementing those listed earlier. ance on grammar and other aspects of academic and professional
writing. Reference style: Written assignments will employ the refer-
Assessment of this unit of study is based on achievement of specific ence style of the Australian Journal of Earth Sciences, available on
learning objectives (listed in the module outlines) demonstrated in a line from the library. The appropriate endnote file can be obtained
combination of assignments, tests examination and practical work. from:
Satisfactory performance in ALL aspects of assessment is neces- http://endnote.com/downloads/style/australian-journal-earth-science
sary to ensure a pass in this unit. You are responsible for understanding the University policy regard-
ing assessment and examination, which can be found in the Univer-
In addition, USyd students must be able to express themselves ac- sity Policy Register at http://sydney.edu.au/policies/.
curately by clear, efficient use of the English language in their written All summative assessments (e.g. that evaluate learning) are marked

12
and have mark standards that must be achieved to be eligible for each grade in your final result. Refer to Chapter 3 of this UoS outline for de-
tails on Grades.

Practical reports (25%), field trip (15%), project/report (5%), quiz (5%) and final exam (50%)

Late practicals attract a mark penalty of 10% per day unless a special consideration request is approved. Special consideration forms
(lodged within 3 days) will be considered as a basis for extension of assignment deadlines. Missing compulsory reports lead to an Absent
Fail (AF), with a maximum mark of 49.

GEOS 2914: Practicals with more in-depth analysis of petrography and petrology concepts and principles (15%; No Element Project).

Learning
Assessment types Indiv./Group Due date* Return date (days) Weight
outcomes
Week 2: Assignment Individual Week 3 14 1-4, 9-11 2%
Week 3: Assignment Individual Week 4 14 1-4, 9-11 2%
Week 4: Assignment Individual Week 5 14 1-4, 9-11 2%
Week 5: Assignment Individual Week 6 14 1-4, 9-11 2%
Week 6: Assignment Individual Week 7 14 1-4, 9-11 2%
Week 7: Assignment Individual Week 8 14 1, 2, 6
Week 8: Assignment Individual Week 9 14 1, 2, 3, 8, 10, 11 15%
Week 9: Assignment and Small test Individual Week 10 14 1, 2, 5, 8, 9, 10, 11 5%, 5%
Week 10: Assignment Individual Week 11 7 1, 2 4%
Week 11: Assignment Individual Week 12 7 1, 2, 6 4%
Week 12: Assignment Individual Week 13 7 1, 2, 7 4%
Week 13: Assignment Individual Week 13 NA 7, 8 3%

*All reports are compulsory and due at the START (first 10 mn) of the practical class of the following week.

We encourage students to collaborate in understanding all the questions since the objective is to understand concepts and develop your problem solv-
ing ability. However all assignments must be completed individually. Cheating and plagiarism are not tolerated, please read the University policies on
Academic Dishonesty and Plagiarism in Coursework:
http://sydney.edu.au/learning/education_policy/academic_dishonesty_in_coursework_policy_2015.pdf

13
2

LECTURES &
PRACTICALS
SCHEDULE
Volcanoes, plates and ore deposits
Structural geology of hot rocks and magmas
Volcanoes, Plates and Ore Deposits
Lectures Tuesday Morning 10am - 12noon Practicals Tuesday Afternoon 1-3pm or 3pm-5pm
Carslaw room 408 Madsen Petrology Lab 332

W1: Subduction zone: An overview


Where: Plate boundaries
How: Dynamics, morphology, subduction Initiation Rock (re-)familiarisation: Hand specimen characteristics
Arc evolution Back arc development
Slab versus wedge melting, cold or hot fingers

W2: From microscopic minerals to volcanic landforms


Minerals & the microscope: polarised light, cross polars, diagnostic Microscope introduction
Volcanoes as surface expression of magma systems: Lava plateaus,
Shield volcanoes, cinder volcanoes, composite volcanoes, calderas

W3: Volcanic rocks as a finger print of deep processes


Eruption syles and classifications: pyroclastics vs flows; falls. flows, &
surges; plinian vs vulcanian; explosivity & dispersion Mafic rocks under the microscope
Understanding magma evolution: Bowens reaction series; upper mantle
melting

W4: From Basalts to rhyolites


Intermediate rocks under the microscope
Crystal fractionation and magma evolution
W5: Volcanic features & case studies
Volcanic features and primary to tertiary hazards Felsic volcanic rocks under the microscope
case studies

W6 Geochemical evidence of magma evolution Melt formation and magma evolution

W7: Continental arcs and the development of continental crust


Granitic rocks under the microscope
Underplating, and crustal differentiation

W8: Elemental cycling in subduction


Varieties of ore deposits; ore deposits in a tectonic context; weathering Ore elements and minerals
and Australian ore deposits

W9: Mafic magmas in the crust


Layered mafic intrusions and associated ores in hand specimen
Layered mafic intrusions: evidence for complex magma evolution
and under the microscope
processes
15
Structural geology of hot rocks and magmas
Lectures Tuesday Morning 10am - 12noon Practicals Tuesday Afternoon 1-3pm or 3-5pm
Carslaw room 408 Madsen Lab 332

W10: Introduction to Structural Geology


Geological maps ... in 3D
Pre-lecture compulsory reading: Sld1.html to Sld6.html (Patrice The concepts of topographic contours and structural contours
website) & Chapter 1 (VdP&M textbook): Overview

W11: Ductile shear zones and kinematic analysis


a/ Accurate geological cross-sections from geological maps.
Pre-lecture compulsory reading: Sld34.html to Sld 39.html (Patrice

website) & Chapter 12 (VdP&M textbook): Ductile shear zones,
b/ Ductile shear zones and microstructures
Textures and Transposition

W12: Tectonic Fabrics: Foliations and lineations


a/ Probing further the depth of geological maps.
Pre-lecture compulsory reading: SldFab01.html to SldFab08.html
(Patrice website) & Chapter 11 (VdP&M textbook): Fabrics: Foliations
b/ Foliations and lineations
and lineations

W13: Strain and strain analysis

Pre-lecture compulsory reading: Sld40.html to Sld48.html (Patrice


Measuring strain using the Fry method
website) & Chapter 4: Deformation and strain and Chapter 9: Ductile
deformation Processes (VdP&M textbook)

NB1: Patrice Website: http://www.geosci.usyd.edu.au/users/prey/Teaching/Geos-2123/index.html


NB2: VdP&M: Van der Pluijm & Marshak: Earth Structure (Second Edition), Norton ISBN: 0-393-92476-X
NB3: The above lecture notes and textbook chapters are pre-lecture compulsory reading. Lecture time is dedicated to reflect on, to
consolidate and to strengthen the learning in an interactive and collaborative environment. It is critical that students come to this class
prepared by having read and understood - as much as they can - the reading material.

Questions? patrice.rey@sydney.edu.au
A great App to learn 3D structural geology: http://visible-geology.appspot.com/

16
3

HOUSE KEEPING
Marking and distribution of grades

Policy and academic honesty

The Islands of the Four Mountains in Alaskas Aleutian chain are seen in
this photograph taken from the International Space Station (ISS). The is-
lands are the upper slopes of volcanoes that rise from the sea floor.
(Source: NASA Earth Observatory)
Mount Tambora on the island of Sumbawa, Indonesia
http://eoimages.gsfc.nasa.gov/

MARKING AND DISTRIBUTION OF GRADES

Marks for the assessment tasks and grades awarded for the unit will In reference to these grades students should note that:
conform to the Universitys assessment policies and procedures. A
a) all marked assessment tasks, with the possible exception of prac-
recent change to this policy requires that marks be awarded relative
ticals, will normally contain an at least one item that will enable the
to a set of standards that describe a graduated hierarchy of the lev-
full range of achievement levels to be demonstrated, although stu-
els of achievement. The marks assigned to the various grades pass,
dents should note that some, and perhaps the majority of the individ-
credit, distinction, high distinction remain as they were prior to the
ual items, activities or questions presented in each of the assess-
change in the policy. The grades are described below along with the
ment tasks will be intended to establish that students have achieved
criteria that will be used to identify the various levels of achievement.
a pass or credit level of achievement.
Note the acknowledgement of the several sources (e.g. SLS 2014)
from which these grade descriptors were modified; given below, see
section on plagiarism).

18
b) that distinctions and high distinctions would normally only be Presents relevant material in a superficial manner or in a simplistic
awarded to students who have performed at a high level in all as- descriptive style
sessment tasks in this context performed at a high level in all as- Correctly identifies key point or points (facts) but does not de-
sessment tasks means that distinction students will have achieved a velop an appropriate explanation or argument if this is required
credit minimum in all individual items of assessed work and will have
Contains some minor errors or presents minor inaccuracies and
achieved a distinction level of achievement (or better) for the major-
misconceptions
ity (>75%) of the assessment tasks. High distinction students will
have achieved a distinction minimum in all individual items of as- Little or no evidence of indepth analysis or deep understanding
sessed work and will have achieved a high distinction level of of the concept
achievement for the majority (>75%) of the assessment tasks Answers can be understood but may be poorly worded or some-
what flawed due to poor grammar, expression or structure
Fail (Below 50%)
Work may fail for any or all of the following criteria
Credit (Between 65% and 74%)
No answer or response is provided
Work awarded a credit grade will usually achieve the following mini-
Does not address or otherwise answer the question
mum standards or present the described characteristics
Contains numerous minor errors or presents a significant miscon-
An appropriate, accurate and reasonable detailed answer or re-
ception
sponse is provided
Presents irrelevant material
Appropriate key point or points (facts) and/or concepts clearly pre-
No evidence of research or analysis sented without significant errors or misconceptions
Presents a significantly inaccurate or flawed argument Presents relevant material concisely with facts clearly integrated
The answer is incomprehensible or difficult to understand due to into the explanation
significant problems with grammar, expression or structure Accurate quotation and/or source identification when appropriate.
Evidence of some independent research or critical analysis of con-
Pass (Between 50% and 64%) cept or problem
Work awarded a passing grade will usually achieve the following Answers are easily understood with both clear expression and
minimum standards or present the described characteristics structure if appropriate
An appropriate but superficial answer or response is provided

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Distinction (Between 75% and 84%) Answers demonstrate striking originality, an innovative approach,
Work awarded a distinction grade will usually achieve the following or impressive analytical skill
minimum standards or present the described characteristics Answers are exceptionally well written, with excellent structure ex-
Accurately answers the question in a convincing, confident man- pression
ner Is otherwise exceptional in some way
Presents relevant material accurately in a concise manner or with
the facts wellintegrated into a comprehensive explanation or argu-
The completion of all of the assignments in this unit of study will con-
ment
tribute to the Graduate Attributes set by the University of Sydney:
Accurate quotation and/or source identification when appropriate.
Graduates of the Faculty of Science will be able to create new knowl-
Evidence of extensive independent research
edge and understanding through the process of research and in-
Evidence of extensive critical analysis of concept, and/or innova-
quiry, use information effectively in a range of contexts, work inde-
tive perspective on the topic, and/or deep understanding of problem
pendently and sustainably, in a way that is informed by openness,
Answers are well written, with clear structure and cogent expres- curiosity and a desire to meet new challenges, hold personal values
sion and beliefs consistent with their role as responsible members of lo-
cal, national, international and professional communities, recognise
High Distinction (Above 85%) and value communication as a tool for negotiating and creating new
understanding, interacting with others, and furthering their own learn-
Work awarded a distinction grade will usually achieve the follow-
ing.
ing minimum standards or present the described characteristics
Accurately answers the question in an impressive, compelling, or With the exception of values and beliefs, which are mainly ad-
highly persuasive manner dressed in lectures relating to mineral deposits, the assessment
tasks of this unit are intended to collectively enhance the above
Presents relevant material accurately in a thoroughly convincing
graduate attributes.
or forceful manner or with the facts wellintegrated into an extended
and comprehensive explanation or argument
Accurate quotation and/or source identification when appropriate.
Evidence of exhaustive independent research
Evidence of extensive critical analysis of concept, and/or innova-
tive perspective on the topic, and/or deep understanding of problem

20
Nevado Sajama volcano (Bolivia)

POLICY FOR ACADEMIC HONESTY


Academic dishonesty is discussed in the Universitys Policy for Aca- By way of an example of how such acknowledgment should be indi-
demic Honesty in Coursework and you are responsible for uphold- cated, the grade descriptors on the previous page are modified
ing all components of the policy. There are some components that from a number of University sources including the University of Syd-
need clarification for this unit, due to the nature of the written assign- ney Faculty of Science, Academic Board, Sydney Law School and
ments. Specifically: Sydney Business School websites http://sydney.edu.au and in par-
ticular Unit of Study Outlines e.g. LAWS5000 Foundations of Law, Se-
Section 3. Academic dishonesty
mester One, 2014, Unit of Study Outline which would be properly
(1) The University procedures relating to academic dishonesty must cited using the standard Harvard format Sydney Law School 2014
be invoked where an examiner considers that the student has pre- (SLS 2014): LAWS5000 Foundations of Law, Semester One, 2014,
sented another persons ideas, findings or written work as his or her Unit of Study Outline. Sydney Law School, University of Sydney. Syd-
own by copying or reproducing them without due acknowledgment ney, NSW, Australia. 38 pp.
of the source and with the intent to deceive the examiner.

21
(2) It is reasonable to consider that the student has intended to de-
ceive the examiner where substantial portions of the work submitted
for assessment were copied from another student, or from the work
of a former student, in a manner which clearly exceeds the bounda-
ries of legitimate cooperation or group work.

It is acceptable, and encouraged, to work with other students. Some-


times we learn things best from our peers. However, it is not accept-
able to (1) submit work that is identical to that of another student
who is currently or was previously enrolled in this unit of study and/
or (2) use previously marked exercises to create your work. While
the intellectual ideas that underlie your answers may be garnered as
part of a group, you must independently create your own tables,
graphs, and wording when answering questions for submitted work.

You are advised that if you utilise old assignments from students
who are enrolled in this unit or have previously taken this unit for as-
sistance in their own work you will be "submitting another student's
work". For the purposes of this course, students who use old assign-
ments and the students who provide them violate the policy and will
be disciplined to the full extent of the policy, which can include ex-
pulsion from the University. All other components of the policy are
applicable as stated in the Policy on Academic Honesty in Course-
work.

Note that under new University policy, all written work must be sub-
mitted to Turnitin text matching software that checks submitted as-
signments for originality against other students' assignments,
against current and archived Internet content, and against the con- EPA/DEDI Sahputra
tent of major professional journals, periodicals and business publica-
tions, and can create an originality report for submitted assign-
ments.

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