GEOLOGY 4030B - Advanced Geophysics (Hons) Pt 2

North Terrace Campus - Semester 1 - 2020

This course forms part of the honours program in Geophysics. It consists of research, writing and presentation tasks towards your major research project, short courses, geophysics short course and a major field camp to New Zealand. This course equips honours students with a wide range of skills for graduate employment programs or further postgraduate research.

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Course Details

Course Code	GEOLOGY 4030B
Course	Advanced Geophysics (Hons) Pt 2
Coordinating Unit	School of Physical Sciences
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	12
Contact	Mixed mode - flexible and/or intensive
Available for Study Abroad and Exchange	N
Prerequisites	GEOLOGY 4030A in previous Semester
Corequisites	GEOLOGY 4040A/B
Incompatible	GEOLOGY 4000A/B, GEOLOGY 4010A/B, GEOLOGY 4020A/B
Restrictions	Available only to students admitted to the relevant Honours program
Assessment	Seminars, New Zealand fieldtrip, short courses and thesis support tasks

Course Staff

Course Coordinator: Dr Derrick Hasterok

Course Timetable

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

Course Learning Outcomes

A successful student in this course should be able to:

1	Develop and manage a Geophysics research project from hypothesis building to result interpretation;
2	Develop their own fieldwork program;
3	Conduct laboratory analyses using state-of-the-art instrumentation;
4	Undertake computer analyses and modelling with industry-standard software;
5	Communicate with industry and government scientists;
6	Attend and present results at conferences, workshops and meetings, and;
7	Write a scientific publication that can be developed into a refereed publication.

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)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1,2,3,4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	2,5,6,7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4,5,6,7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	2,5,6
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1,5,6,7

Learning & Teaching Activities

Learning & Teaching Modes

The Geophysics Honours course consists of:
• 12 day field trip to New Zealand
• Short course(s), which may include a field trip
• Geophysics shortcourses
• Scientific seminars
• Research seminar
• Thesis support tasks (including weekly lectures and research tasks)

Workload

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

A student enrolled in this course should expect to spend, on average, 20 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures, seminars, meetings and fieldtrips), as well as non-contact time (e.g., reading, research and revision).

Learning Activities Summary

New Zealand Field Trip Presentation
All honours students will have the opportunity to attend an excursion to New Zealand. The field trip will include aspects of Plate Tectonics, Neo-Tectonics, active volcanism and spectacular geothermal activity and fluvio-glacial and neotectonic geomorphology. The trip is held in February/March. Alternative assessment options may be available for students not able to go on the New Zealand field trip

Short course(s)
Each short course is assessed differently and may include a final exam, project, workshop or field assessment task/s.

Geophysics Shortcourses
Each student enrolled in this course is expected to attend two shortcourses designed to cover detailed geophysical techniques, data analysis and interpretation.
• Shortcourse I - Data Processing: This course will cover basic data processing techniques utilised in geophysics including convolution, deconvolution, aliasing, Fourier transforms, filtering, and statistical analysis of signals.
• Shortcourse II - Numerical Methods: Numerical Methods: This course will cover common numerical techniques utilised in geophysics including finite difference, finite element, integral equations, and inversion theory.

Scientific seminars
Each student is also expected to attend weekly TRaX and Sprigg seminars.

Research Seminars
Each student will be expected to present the main results and findings of their thesis in a ‘research seminar’ attended by their examiners, supervisors and fellow students. Other academic and research staff and industry personnel will be invited to attend the seminars.

Thesis Support Tasks (Oral Exam and Research Seminar)
Each student is expected to attend the compulstory regular thesis support sessions whcih aim to outline the required parts of a thesis and guide students toward the best outputs. Each thesis support session will focus on a different part of the thesis (e.g. hypothesis, methods, discussion) and provide a framework for this section, its construction and completion. A peer review system is an important component of this.

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

Assessment Task	Task Type	Due	Weighting	Learning Outcome
New Zealand Field Trip	Formative & Summative	Refer to Honours Handbook	20%	2,5,6
Oral Assessment	Formative & Summative		35%	1,3,4,6,7
Seminar reports	Formative & Summative		10%	1,5
Short course(s)	Formative & Summative		35%	2,3,4

Assessment Detail

New Zealand Field Trip 20%
Prior to the trip a research topic will be that will cover some of the geology seen in New Zealand. These seminars form part of the assessment and will be held before and/or during the trip itself. Three in-field tasks and field notebooks will be assessed during the trip. A final oral exam will held, or a final report upon return from the field. Alternative assessment options may be available for students not able to go on the New Zealand field trip.

Oral Assessment Tasks (35%)
Thesis Support Tasks will be assessed through oral assessment through a poster, oral exam, and/or presentation at mid-year and after the thesis has been submitted.

Short course(s) (35%)
Each short course is assessed differently and may include a final exam, presentation, project, workshop or field assessment task/s.

Seminar reports (10%)
A written summary of the problem the presenter is addressing, the methods they have used and any conclusions that they make is to be completed for each seminar attended. Notes should be taken during the presentation. You are expected to complete notes for at least 10 seminars.
Thesis Support Tasks are seminars focusing on writing sections of your thesis including, but not limited to:
1) Hypothesis and Aims
2) Background and Literature Review
3) Introduction
4) Methods
5) Presenting your results
6) Results vs Discussion
7) Presentation Skills

Submission

All items for assessment must be submitted by the stated deadlines. There will be a penalty for late submission: the submitted work will be marked 'without prejudice' and 10% of the obtained mark will be deducted for each working day (or part of a day) that an assessment task is late, up to a maximum penalty of 50% of the mark attained.

Course Grading

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

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

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