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: [email protected]
 Email:[email protected]
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 to stresses and the forces
that deform them. Methods of analysis involve studies at
the microscopic scale (performed on thin sections) and
the mesoscopic scale performed on hand specimens and
outcrops. The unit includes a two to three day field trip to
study an extinct volcano in NSW.
 Migmatites (Finland)

COURSE OUTLINE
Subduction zones are often viewed as giant factories in which rela- chemical coupling between the continental crust, the ocean and at-
tively recent oceanic lithospheres, and to a lesser extent older conti- mosphere, and the mantle.
nental crusts and water-saturated sediments are recycled back into
This Unit of Study relates the tectonics and geodynamics of subduc-
the mantle, whereas new continental crust is created. Geothermal
tion zones to: (a) volcanoes and their hazards; (b) geological proc-
fields, volcanoes, ore deposits, earthquakes and mountain belts are
esses in the deep crusts; and (c) the formation of precious metal
the surface expression of dynamic deep processes in which the tex-
and gemstone ores around the Pacific Rim. A problem solving ap-
ture, the mineralogy and the geochemistry of hot rocks, including
proach is used to develop the skills required to understand the his-
magmas, evolve in response to changing tectonic stresses, tempera-
tory of individual volcanoes and predict their future activity and haz-
ture, confining pressure and fluid conditions. Subduction zones pro-
ards. The Unit includes an optional trip to the north island of New
vide a rich backdrop to explore many fundamental geological proc-
Zealand, or a two- to three-day field trip to study an extinct volcano
esses (weathering, erosion and sedimentation, metamorphism and
in NSW. Practical work includes supervised and independent study
partial melting, melt migration and crystallization, deformation and
of igneous systems, rocks, and minerals employing both
fabrics development). They are prime locations for the cycling of key
microscope-based techniques and computer modeling. The unit pro-
elements including carbon and hydrogen, and therefore for the geo-
2
vides knowledge relevant to all senior units in Geology and Geophys- ronments. Patrice will address the development of ductile shear
ics. zones and related structures and microstructures that can be ana-
lyzed to infer the direction and sense of shearing. The development
Throughout this course we will journey through subduction zones
of foliation (planar fabric) and lineation (linear fabric) is an important
from the Earth surface down to the depths at which, for example, dia-
consequence of ductile deformation. Patrice will show how to ana-
monds form. In weeks 1 to 5, Derek Wyman will address the forma-
lyze these fabrics to gain information on the orientation and tectonic
tion of volcanoes, and other surface expressions of subduction
evolution of past subduction zones.
zones. Derek will guide you through their eruption dynamics and
morphologies, the geochem-
istry 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 de-
scribe the mechanisms through which the geochemistry of magma
evolves. Finally, Derek will consider the processes involved in forma-
tion of new continental crust.

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

and the continental crust is formed. We consider how elements cy-
cle through subduction zones, building on material from GEOS1003.
Some of this recycling creates ore deposits. We will examine how hu-
mans have exploited natural geological processes to their own
ends, by looking at how some common metals are concentrated and
how this knowledge can be applied to predict where more can be
found. You might be surprised to lean that some metals are concen-
trated 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-

3
 Micaschist (Finland)
LEARNING RESOURCES
An eLearning site will be used to support the learning and teaching Lecture content for structural geology can be found via:
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 Patrice’s 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 Third 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 “Earth’s Dynamic Systems” by W.K. Hamblin and E.H. Christiansen are used frequently in the text
and denoted 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 dynam-
ics. Physics of the Earth and Planetary Interiors 149 (2005) 133–153.
Audétat, 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
mantle. 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 oli-
vine. 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.
Nature 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) 59–74.
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 120–180km 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. Na-
ture, 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 –
Nicaragua subduction zone. Physics of the Earth and Planetary Interiors, v. 149, 187–200.
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 ori-
gin of geochemically enriched reservoirs in the deep mantle. Earth and Planetary Science Letters, v. 271, 14–23.
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, 99–113.
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 Tonga–Kermadec 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 Systemat-
ics. 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. Wöerner, 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
 Sheared orthogneiss (South France)
ANTICIPATED LEARNING OUTCOMES

By the end of this course, you will: • be able to read the relative sense of motion across shear zones

• be able to identify common igneous rock-forming minerals • be able to document the style and magnitude of deformation

• be able to identify the main types and settings of Earth’s volcanism • be able to construct accurate cross-section and analyze geologi-
cal maps
• understand the main variables that contribute to the evolution and
diversity of magmas • be able to characterize ductile strain.

• have a basic understanding of the selective processes associated

with ore deposit formation and factors that contribute to economi-
cally and socially responsible resource extraction.

• be able to identify high-temperature tectonic structures and micro-

structures

9
 Eclogite (South France)

MARKING SCHEME & ASSIGNMENT MILESTONES

Field trip: 15% - On a weekend and probably in week 8 or 9. Late practicals cannot be submitted once answers are reviewed in
class. Special consideration forms will be considered as a basis for
Igneous Practicals: 10% - Due at the start of the following week’s
extension of assignment deadlines. Late submission of other assign-
practical class.
ments will result in a 10% per day penalty. Missing compulsory re-
Ore Deposit Element Project: 5% - Due in week 9. ports lead to an Absent Fail (AF).

GEOS 2914 project – Due in week 9. GEOS 2914: Practical component with more in-depth analysis of pe-
trography and petrology concepts and principles (15%; No Element
Quiz 5% - Week 9. Project).
Structural Practicals: 15% - All reports are compulsory and due at Reference style: Written assignments will employ the reference style
the start of the following week’s practical class. of the Australian Journal of Earth Sciences, available on line from the
Final Exam (Igneous, Ore Deposits, and Structural): 50% library. The appropriate endnote file can be obtained from:

http://endnote.com/downloads/style/australian-journal-earth-science

10
2

LECTURES &
PRACTICALS
SCHEDULE
Volcanoes, Plates and Ore Deposits
Breaking Plates
 Volcanoes, Plates and Ore Deposits
Lectures Tuesday Morning 10am - noon Practicals Tuesday Afternoon 1-3 or 3-5pm
Chemistry Lecture Theatre 4 Madsen Petrology Lab

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 Bbsalts 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
12
 Breaking Plates
Lectures Tuesday Afternoon 2 pm - 4 pm Practicals Tuesday Afternoon 9-11am, 11am-1 pm
Carslaw Lab Roon 408 Wednesday 10 am - Noon Madsen Petrology 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 environment. It is critical that students come to this class prepared by hav-
ing read and understood - as much as they can - the reading material.


Questions? [email protected]
A great App to learn 3D structural geology: http://visible-geology.appspot.com/

13
 3

HOUSE KEEPING
Marking and distribution of grades



Policy and academic honesty

The Islands of the Four Mountains in Alaska’s 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 University’s 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).

15
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 in-depth 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

16
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 well-integrated 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 well-integrated 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

17
 Nevado Sajama volcano (Bolivia)

POLICY FOR ACADEMIC HONESTY

Academic dishonesty is discussed in the University’s 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 person’s 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.

18
(2) It is reasonable to consider that the student has intended to
deceive 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 ex-
ceeds the boundaries of legitimate co-operation or group work.

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

Sometimes we learn things best from our peers. However, it is
not acceptable to (1) submit work that is identical to that of an-
other student who is currently or was previously enrolled in this
unit of study and/or (2) use previously marked exercises to cre-
ate your work. While the intellectual ideas that underlie your an-
swers may be garnered as part of a group, you must independ-
ently create your own tables, graphs, and wording when answer-
ing 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
assistance in their own work you will be "submitting another stu-
dent's work". For the purposes of this course, students who use
old assignments and the students who provide them violate the
policy and will be disciplined to the full extent of the policy,
which can include expulsion from the University.

All other components of the policy are applicable as stated in

the Policy on Academic Honesty in Coursework.

EPA/DEDI Sahputra

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