ERB333 Resourcing the Green Shift
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | ERB333 |
|---|---|
| Prerequisite(s): | ERB206 or ERB222 |
| Equivalent(s): | ERB306 |
| 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 2 2026, Gardens Point, Internal
| Unit code: | ERB333 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | ERB206 or ERB222 |
| Equivalent: | ERB306 |
Overview
Overwhelming consensus supports the shift to ‘green’ technologies to mitigate against global warming and ensure humans live more sustainably. This shift is dependent on our ability to discover enough of the critical minerals needed for these technologies. A mineral resource represents an enrichment of an element or mineral that can be mined for a profit, and Australia's wealth, economic growth, and contribution to the green transition depend largely on these resources. In this unit you will develop a theoretical background and understanding of the major aspects of mineral resource formation; apply practical skills to describe and interpret mineralised rocks and their host sequences; and plan and execute an exploration program for critical minerals. Students are assessed based on a group project and theoretical and practical exams.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify economic minerals and textures and relate these to mineral resource genesis, economic value classification and nomenclature.
- Explain ore genesis at molecular to global scales.
- Solve problems in practical and theoretical aspects of resource formation, exploration and evaluation.
- Collaborate in a team environment with peers to complete an exploration project
- Develop effective verbal and written communication skills using appropriate disciplinary language and formats
Content
The origin, formation, and geologic history of mineral resources as determined from field and laboratory studies of occurrences focussing on minerals necessary for the green transition; mineral assemblages, rock compositions and textures; the geochemical, structural and tectonic controls on mineral resource genesis; design of a mineral exploration program for critical minerals.
Learning Approaches
As a third year unit, you are expected to be an independent, self-directed learner and to take responsibility for your own learning. As such, this unit makes use of problem-based learning approaches, in a variety of different types of classes including: lectures (including guest lectures), practical sessions and problem solving assignments. Authentic and real-world learning experiences are gained through a one-day field trip and the semester-long exploration group project. Practical work and assessments employ both group and individual activities.
Feedback on Learning and Assessment
There are multiple opportunities in this unit to receive feedback on your learning. Participation in lectures and practicals provide you with the opportunity to receive informal feedback from your lecturers and peers and to self-reflect on your progress. All summative assessment tasks will be graded using a rubric, with personalised written feedback provided on each task. Assessment of the group project is done by a panel consisting of invited industry experts and lecturers, and feedback is provided through verbal and written group and personalised feedback, as judged against a rubric.
Assessment
Overview
If campus access is restricted at the time of the central examination period/due date, an alternative, which may be a timed online assessment, will be offered. Individual students whose circumstances prevent their attendance on campus will be provided with an alternative assessment approach).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Laboratory/ Practical
Assessed practical exercises that are scaffolded to prepare students for the practical exam
Assessment: Project (applied)
Mineral exploration group project.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination (written)
Final theory and practical examination.
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
There are no out of the ordinary costs associated with studying this unit.
Resources
All learning materials to support your learning in this unit will be available in your Canvas unit site. There is a prescribed textbook for this unit, the details of which are shown below.
Resource Materials
Prescribed text(s)
Robb (2004) Introduction to Ore-Forming Processes, Blackwell Scientific Publications
Reference book(s)
Misra KC (1999) Understanding Mineral Deposits, Dordrecht: Kluwer Academic Publishers
Craig J, Vaughan D, Skinner B (2001) Resources of the Earth: Origin, Use, and Environmental Impact, 3rd edition. Prentice Hall
Risk Assessment Statement
There are no extraordinary risks associated with the unit.
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, Laboratory/ Practical, Examination (written) - Recognise First Nations Peoples of Australia as the nation’s first scientists, whose knowledge and contributions are valued.
Relates to: ULO3, Laboratory/ Practical, Project (applied), Examination (written) - Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
Relates to: ULO2, ULO3, Laboratory/ Practical, Project (applied), Examination (written) - Develop and demonstrate key competencies in scientific practices and relevant technologies.
Relates to: ULO1, ULO3, Laboratory/ Practical, Project (applied), Examination (written) - Practice science in a safe, culturally appropriate, ethical, sustainable, and socially conscious way with a knowledge of relevant concepts, regulatory frameworks and protocols.
Relates to: ULO1, ULO4, Laboratory/ Practical, Project (applied), Examination (written) - Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
Relates to: ULO5, Project (applied) - Work autonomously and collaboratively with others in an inclusive and professional manner and use critical reflection for personal and professional growth.
Relates to: ULO4, Project (applied)