GEOLOGY 2501 - Structural Geology II

North Terrace Campus - Semester 1 - 2025

How does the Earth respond to applied force? This course looks at how rocks deform and change shape, and how we can recognise and use structures within rocks to determine ancient magnitudes and orientations of stress fields. Students will be introduced to techniques of recording and analysing structural data and taught how to map rock sequences in the field and interrogate a region to determine how it formed and what has happened to the area since formation. Details of field trip communicated at start of the course.

Open All

Course Details

Course Code	GEOLOGY 2501
Course	Structural Geology II
Coordinating Unit	Earth Sciences
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week (weeks 1-6 only), plus 7 day field trip
Available for Study Abroad and Exchange	Y
Prerequisites	PETROENG 2005, for BEng (Petroleum) students only
Corequisites	GEOLOGY 2500 for all students except BEng (Petroleum) students and BEng (Civil) students
Assumed Knowledge	GEOLOGY 1100 or GEOLOGY 1103
Assessment	Exam, in-Semester quizzes, field map and report

Course Staff

Course Coordinator: Associate Professor Rosalind King

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

Successful students in this course should be able to:

1	Demonstrate proficiency in common practical skills in Structural Geology, including structural features of a region and from this interpret the geological history of an area
2	Describe geological structures in hand specimens and in the field using the appropriate nomenclature
3	Understand and describe the features formed in rocks when subject to stress, analyse the strain in these rocks and interpret the palaeostress field that affected the rock and caused the deformation.
4	Portray 3D structures in 2D and interpret the 2D representation of a 3D structure
5	Work in a team efficiently and safely to produce a geological map of a region, which demands an understanding of strata and structures and develops an ability to predict the occurrence of particular rocks.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-5
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1-5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1-5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	5

Learning Resources

Required Resources

Field Kit (compulsory)
Including a good quality hardback notebook, compass/clinometer (can be hired from the department) and hand lens.

There will be required reading issued from both the recommended textbook (see below) and from journal articles that will be available through the Library. Students will also be able to use the online e-modules designed by Hakkon Fossen, which coincide with his book (as seen on the reccommended texts list below). These e-modules can be accessed via http://folk.uib.no/nglhe/StructuralGeoBookEmodules.html

Students will receive a detailed packet of course notes and a digital copy of all slideshows from lectures. These will be readily available on MyUni.

While not compulsory, a laptop or tablet will be useful for some workshops.

Recommended Resources

The reading list for the course on a week by week basis is supplied in the syllabus. Be sure to keep up with the readings. The text is an invaluable resource. It is not mandatory to have a textbook, but you are encouraged to obtain the main recommended text if you can. This book is:

Fossen, H. 2010. Structural Geology, Cambridge (highly recommended and available at Unibooks)
http://folk.uib.no/nglhe/StructuralGeoBookEmodules.html

Other texts that you may want to refer to (and are available in the library) are:

Davis, G.H. & Reynolds, S.J. 1996. Structural Geology of Rocks and Regions, Wiley (available at Unibooks)

McClay, K., 1997. Mapping of Geological Structures, Open University Press – pretty hard to find, but a great little book.

Many other textbooks on structural geology are available in the Barr-Smith Library. A variety of texts may also be purchased used on the web.

Online Learning

Additional course-related material is available through MyUni. We use it often. Students should regularly check the MyUni website for important course-related announcements. Teaching materials, field trip info, reminders and course documentation will also be posted on this site.

Learning & Teaching Modes

The course consists of:

3 x 2-hour COMPULSORY workshop sessions (which include both lecture and practical work) per week for 6 weeks starting in week 1
A seven-day field trip in the mid-semester break. This fieldtrip is compulsory. Due to other courses at the University running fieldtrips in the mid-semester break, this field trip may be over Easter.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., workshops), as well as non-contact time (e.g., completion of tasks, reading and revision).

For this course there are 6 hours of contact time in class, therefore, you are expected to spend an additional 6 hours on non-contact time finishing workshops, revising and completing readings.

Learning Activities Summary

Week	Workshop	Workshop Topic

1	A	Topography & Structural Data I
	B	Topography & Structural Data II
	C	Faults I

2	A	Faults II
	B	Folds I
	C	Folds II

3	A	Lineations and Cleavages
	B	Geological Maps I
	C	Geological Maps I cont.

4	A	Geological Maps II
	B	Geological Maps III
	C	Geological Maps IV

5	A	Strain
	B	Shear Zones
	C	Stress

6	A	Rock Deformation
	B	Pichi Richi Preperation
	C	Public Holiday NO CLASS

Mid-Semester Break		Seven-day geological mapping field trip to Pichi Richi, Flinders Ranges

Specific Course Requirements

As the learning outcomes for this course are substantially dependent on the field and practical experience the field trip and workshops are compulsory. Should a student not be able to attend the field trip or conduct the field work for medical reasons the option for an alternative assessment may be available with the prior approval of the Course Coordinator.

Attendance of 80% at the workshops is compulsory.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Modified arrangements have been made to assessments to facilitate remote learning and teaching.
Assessment Task	Task Type	Percentage of total assessment	Hurdle Yes/No	Learning outcome assessed/achieved	Due
Quizzes 1,2,3 (5 % each)	Formative & Summative	15%	No	2,3	Weeks 2,4,6
Pichi Richi Field Map & Test	Formative and Summative	25%	Yes	1-5	Mid-Semester Break
Pichi Richi Report	Summative	20%	No	2,3,4	Week 8
Field Exam	Summative	40%	No	1,2,3,4	Week 10

Assessment Related Requirements

Attendance at practicals is compulsory. The learning outcomes for this course are substantially dependent on
this hands-on experience and practice. Therefore, missing any practical class or field session in a semester without an allowed absence will result in a grade of FAIL being recorded for the course. Students are able to apply for an allowed absence to the Course Coordinator.

Assessment Item	Requirement for Hurdle	Is additional assessment available if student does not reach hurdle requirement?	Details of additional assessment if known
Pichi Richi Map	Minimum of 50%	No	N/A
Workshops	80% Attendance Record	No	N/A

Assessment Detail

My Uni Tests (15%):
These tests will be available on My Uni in weeks 2, 4 and 6 and will cover material from the previous weeks in lectures and practicals (e.g. test 1 in week 2 will test material from weeks 1 and 2, test 2 in week 4 will test material from weeks 3 and 4). Tests will only be available for 48 hours during weeks 2, 4 and 6. Students will be notified when the tests are available. No test may be taken early or made up if missed, unless on medical or compassionate grounds. The tests will consist of a mixture of multiple choice questions.

Workshops (0%)
Attendance is compulsory. 80% of workshops MUST be attended and ALL must be completed. These are required to pass the final exam. Permission will only be granted for significant reasons: medical or compassionate grounds.

Pichi Richi Map and Report (45%)
The Pichi Richi Map is a geological map produced by the student while attending the field trip (23%). During the field trip the student will be assessed on their use of a compass and their notebook (2%). On return from the camp the students will prepare a 5-page geological report to accompany their map (25%), which is due at date to be advised.

Field Exam (40%):
Exam material comes primarily from workshop material, and secondarily from assigned readings. The exam will consist of a mixture of practical exercises, short answer questions and long answer questions. The exam will be a paper exam and will be held at a date to be advised.

Submission

If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the
assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator