ERB331 Field Methods
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| Unit code: | ERB331 |
|---|---|
| Prerequisite(s): | (ERB203 or ERB221) and (ERB204 or ERB223) and (ERB206 or ERB222) |
| Equivalent(s): | ERB305 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $5,364 |
| International unit fee | $6,840 |
Unit Outline: Semester 1 2026, Gardens Point, Internal
| Unit code: | ERB331 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | (ERB203 or ERB221) and (ERB204 or ERB223) and (ERB206 or ERB222) |
| Equivalent: | ERB305 |
| Coordinator: | Christoph Schrank | christoph.schrank@qut.edu.au |
Overview
Field experience is essential for the professional training of geologists, environmental scientists, and natural-resource specialists. The conduct of geological and environmental research, geo-exploration, environmental impact assessment, and resource assessment require that practitioners are skilled in methods for mapping, map reading and interpretation, orientation and geo-location in the field, the interpretation of the exposed rock record, and the ethical and legal requirements of land access. This class introduces the theory and application of methods to recognize, map, document, and measure the three-dimensional rock inventory of an area to derive an interpretation of its geological evolution. Assumed knowledge includes fundamental geological principles and methods, namely structural geology, basic petrology, and petrography (sedimentary, igneous and metamorphic rocks). It provides professional experiences that are essential for the employability for geology graduates.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and apply the basic theory and principles related to the design, practical planning, and undertaking of field surveys.
- Employ equipment and procedures to collect, analyse, and interpret geological data in field surveys and from existing geological maps and cross-sections.
- Formulate, test, and revise geologic hypotheses iteratively using field observations with the goal to explain the geologic history of an area.
- Communicate the results of field surveys in written and graphical form through scientific reports, maps, and cross-sections.
- Interpret the geological history of a field site firmly rooted in the mapped rock record.
Content
This unit covers the following content:
(1) Basics of maps: projection, grid, datum, coordinate systems, and scale
(2) Reading and geometrical analysis of topographic maps: understanding of topographic contour lines, measurement of heights, distances, areas, and slope angles
(3) Geological maps: types, common symbols, graphical methods for the quantitative construction, drawing/plotting, and orientation analysis of geological surfaces (continuous and discontinuous contacts such as lithological contacts, extrusive/extrusive contacts, faults, folds) and linear features (fold axes, fault displacement vectors, flow directions, stretching lineations), map reading and interpretation, identification of relative ages by analysing overprinting relations
(4) Geological cross-section construction: basic techniques, choice and mode of display of necessary information and data, interpretation
(5) Data interpretation: interpretation of the 3D rock architecture recorded, visualised and analysed through maps, cross-sections, and lithological logs in terms of a geological history
(6) Field survey preparation: choice and preparation of field tools and base maps, land-access requirements in Australia, consideration of legal and cultural prerequisites for working on Country (Traditional-owner perspectives and Native Title), strategies for exploring the architecture of geological bodies in a time-efficient way, choosing a scale for mapping, etc.
(7) Practice of accurate recording of geological field observations (the spatial distribution and geometrical properties of rock types, their boundaries, deformation structures, and metamorphic textures)
(8) Use of industry-standard digital mapping and location tools (mapping tablet, GPS)
(9) Map and report presentation: composition of a comprehensive report of the mapping campaign according to academic and industry standards
(10) Teamwork: advice on the effective collaboration in field surveys
Learning Approaches
Teaching and learning strategies include workshops and fieldwork. Workshops during the semester will introduce and practice the skills and knowledge vital for the successful completion of the fieldwork using exercises on field survey preparation and mapping, map reading, cross-section construction, data collection, analysis, interpretation, and presentation.
These workshops are followed by two weeks of field mapping in a suitable field site. The mapping excursion puts the skills learned in the workshops into practice and integrates them with the fundamental skills and knowledge obtained in all previous Earth-Science units. The field project develops rigorous field-analytical and problem-solving skills while working within groups. Group work aims to improve your communication and collaboration skills and satisfies health and safety requirements of work in remote terrains.
The preparation of individual field reports according to professional standards allows you to integrate your skills in recording and visualising 3D geological data quantitatively and qualitatively with interpreting the rock record in terms of a geological history.
You can expect to spend between 10 to 15 hours per week involved in preparing for and attending all scheduled classes, completing assessment tasks, and undertaking your own independent study to consolidate your learning. During fieldwork experiences, the hours required per week will be higher than in a regular teaching week.
Feedback on Learning and Assessment
Each weekly workshop comes with a task sheet, for which formative feedback will be given in written form when you choose to submit it to the unit coordinator in the following week. In addition, worked task-sheet solutions will be provided via Canvas for self-feedback and discussed verbally in the workshops. Additional consultation can be sought outside class hours via appointment. The mid-term exam will contain written feedback. A field progress interview with each mapping team will entail in-depth verbal feedback on student progress during the excursion. Detailed written feedback will be provided on the final report.
Assessment
Overview
This unit employs three assessments to test if you achieved the learning outcomes: a theory exam focused on geometric methods for map construction, analysis, and interpretation; an in-field group interview that assess your mapping progress in the field; and a mapping report that communicates your findings according to professional standards.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Examination (written)
A written mid-term examination will test your ability to (1) construct geometrically accurate geological maps and cross-sections from spatial geological data, (2) analyse existing geological maps quantitatively and qualitatively in terms of orientation data and overprinting relationships, and (3) derive a geological history from a geological map.
Assessment: In-field Interview
At the halfway point of the fieldtrip, your mapping team will participate in a 30- to 60-minute interview with the teaching team, which assesses your mapping progress and ensures that you are on the right track to completing your task. You will present the relevant geological data you collected so far: lithostratigraphic columns, ternary diagrams for the classification of metamorphic rocks, your "mud map", a sketched interpretative map, schematic cross-sections, and summary Schmidt nets displaying and classifying the relevant deformation structures. On the basis of these data, your team will argue your working hypothesis for the geological history of the research area.
Assessment: Report
Take-home field report that includes an interpretative geological map, cross-sections, and lithostratigraphic columns. This report will integrate field data and observations in terms of a geological history of the mapped region. Usually, it must be submitted one week after the field trip.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Costs
The large excursion at the end of term will incur additional costs, which might include:
(1) Transport to the research location (by car, bus, train, or airplane)
(2) Accommodation at the research location for 9 to 12 days
(3) Food for the duration of the excursion
(4) Field equipment
The exact nature and quantity of these costs depend on the location, the student numbers and some other factors changing from year to year. Sometimes, the University arranges for accommodation and/or food and/or transport. In this case, a small student contribution, usually on the order of $450 AUD, will be required. The unit coordinator will provide detailed logistical information throughout the course of the semester, well in advance of the excursion.
Resources
All written and graphical learning materials to support your learning in this unit will be available in your Canvas unit site.
For the excursion, you will require equipment such as:
Hardbound field notebook (Chartwell Survey Book 2057 or similar), pencils, coloured pencils, pens, eraser, calculator, clear plastic ruler, pair of compasses, protractor, geo-pick, safety glasses, backpack, grain size comparator, Schmidt net including tracing paper, clipboard, bulldog clips for holding the maps. Any equipment you used in class, you will need in the field. Geologic compasses, mapping tablets, and GPS will be provided.
Good sturdy outdoor boots, warm/wet weather gear, comfortable field clothes, sun hat, sunscreen, medication you may need - be prepared for all weather circumstances, temperatures may drop below zero at night. A full list of recommendations on what to bring will be circulated prior to the field trip.
Resource Materials
Recommended text(s)
Maurice E. Tucker (2011) Sedimentary Rocks in the Field: A Practical Guide, 4th Edition http://au.wiley.com/WileyCDA/WileyTitle/productCd-0470689161.html, Wiley
Richard J. Lisle http://au.wiley.com/WileyCDA/Section/id-370022.html'query=Richard+J.+Lisle, Peter Brabham http://au.wiley.com/WileyCDA/Section/id-370022.html'query=Peter+Brabham, John W. Barnes http://au.wiley.com/WileyCDA/Section/id-370022.html?query=John+W.+Barnes (2011) Basic Geological Mapping, 5th Edition, Wiley
Compton R (1985) Geology in the Field, Wiley
Richard H. Groshong, Jr. (2006) 3-D Structural Geology - A practical guide to quantitative surface and subsurface map interpretation, 2nd edition, Springer
Dougal Jerram, Nick Petford (2011) The Field Description of Igneous Rocks, 2nd Edition http://au.wiley.com/WileyCDA/WileyTitle/productCd-0470022361.html, Wiley
Stephen Rowland et al. (2007) Structural Analysis & Synthesis - A laboratory course in structural geology, 3rd edition, Blackwell publishing
Norman Fry http://au.wiley.com/WileyCDA/Section/id-370022.html?query=Norman+Fry (1991) The Field Description of Metamorphic Rocks, Wiley
Risk Assessment Statement
There are risks associated with fieldwork, and these will be explained prior to the trip. As supervisors, we have an obligation of care but our liability does not extend to cover actions of deliberate neglect by individuals. Breaches of safety guidelines may result in your dismissal from the trip.
You are legally required to fill in and sign a field trip consent form supplied via Canvas. This form records essential information needed to optimise the health and safety of all participants. You have an obligation to disclose any health issues, including suspected health issues, which may pose a risk to yourself or others in the context of the excursion. QUT will assess all health issues confidentially and take reasonable actions to manage any risks and ensure your participation in excursion activities.
You are encouraged to contact either a Disability Adviser (Ph: 3138 2699 or Email: student.disability@qut.edu.au ) or QUT Counselling Services (Ph: 3138 2383) for more information if you believe that your capacity to attend and/or participate may be impacted by your physical or mental health condition.
Field-trip participants will spend on average eight hours per day conducting an outdoor geological mapping exercise in groups of three or four. This involves strategic walking of the area along transects or following relevant lithological/structural boundaries, during which outcrops are examined in regular intervals or when the geology requires it. Outcrop examination usually includes careful exposing of fresh rock surfaces with a geopick, the use of the hand lens on rock specimens in hand- or outcrop sample, and the use of the geological compass for geo-location and measurement of 3D fabric elements. A satellite image with superposed topographic map is used for locating oneself and the recording of observations (in addition to the field book).
The terrain of the research area is usually rugged, generally pathless, bush with short-wavelength, partly very steep topography. Field-trip participants will walk on rocky, uneven surfaces as a rule. One is exposed to the sun, wind, etc. Daily transects cover cumulative lengths in the range of 4 to 10 km across multiple hills. High levels of physical fitness and endurance are required.
Detailed information on excursion risks and health and safety will be provided throughout the semester.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ST01 Bachelor of Science
- Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
Relates to: ULO1, ULO2, ULO3, ULO5, Examination (written), In-field Interview, Report - Recognise First Nations Peoples of Australia as the nation’s first scientists, whose knowledge and contributions are valued.
Relates to: ULO1, Examination (written), In-field Interview, Report - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO1, ULO2, ULO3, ULO5, Examination (written), In-field Interview, Report - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO2, ULO3, ULO5, Examination (written), In-field Interview, Report - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO4, In-field Interview, Report - Work autonomously and collaboratively with others in an inclusive and professional manner and use critical reflection for personal and professional growth.
Relates to: ULO2, Examination (written), In-field Interview, Report