UNIVERSITY OF EDINBURGHSchool of GeoSciences

The Third Year of the

Geophysics Geophysics & Meteorology

Geophysics & GeologyHonours Degree Programs

2013 – 2014

September 2013

Dates and TimesClass timesPlease note the class times for lectures:0900 – 0950; 1000 – 1050; 1110 – 1200; 1210 – 1300; 1410 – 1500; 1510 – 1400; 1610 – 1700.Make sure you arrive punctually after the changeover times of 0950 – 1000; 1200 – 1210; etc.

The teaching year

Semester 1Teaching September 16th – November 29th Examinations: December 9th – December 20th

Semester 2Teaching January 13th – April 4th

Innovative Learning Week February 17th - February 21st Easter Break: April 7th –April 18th inclusive.Consolidation and Exams: April 21st – May 23rd

ContactsYear Organisers*: Hugh Pumphrey Crew Building, room 313 Tel.: 650 6026

email: H.C.Pumphrey@ed.ac.uk

Secretary: Katie Leith Grant Institute, room 332 Tel.: 650 8510email: Katie.Leith@ed.ac.uk

If we need to communicate urgently with individuals or with the whole class, we shall send out email messages, so check your email daily.

Please see Katie Leith about matters of general organisation and in the event of difficulties that cannot be resolved by the lecturers who teach the various courses.

* Where this document refers to a course organiser, it means the name given on page 3 & 4 Any changes in the course organiser during the year will be notified.

Start of year meetings

1000 Museum, GI 3rd Year Welcome talk for Geophysics – Thursday 13 September

1000 JCMB- LTB for students taking Thermodynamics

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Honours ProgressionThe Geophysics Honours School includes both years three and four.

The results of your third-year assessment contribute 50% of the marks used to decide your class of Honours Degree.

A 10-point (20-point) [40-point] course will contribute 1/24 (1/12) [1/6] of your honours degree mark, whether taken in year three or year four.

You must achieve a mark of at least 40% averaged over all courses in year three in order to proceed to year four. This does not mean that you must pass every component course – compensation across the different components is available. Although the marks for the full 120 points of courses all contribute to your degree and to an average mark that must exceed 40%, you must additionally achieve the 40% pass mark in enough courses to give you at least 80 points in year three and 80 points in year four. Without this, you will not be eligible for the award of an Honours Degree, even if your two-year overall score exceeds 40%.

Courses will be examined individually usually by the end of the semester in which they are taught. Details of assessment methods are given in individual course synopses.

For Honours courses, there are no scheduled resit exams.

Graduating with an Ordinary DegreeIf you fail to progress to the second Honours year you may graduate with an Ordinary Degree at the end of third year provided you have attained the required 360 points.Resit exams will only be set in order to allow graduation with an Ordinary Degree, and then only if attendance throughout the third year is deemed to have been satisfactory. Any student who fails through unsatisfactory attendance will not be allowed to take resits and will have to repeat and pass courses in the following year before being allowed to graduate with an Ordinary Degree.

Courses for Year 3The third year of the four-year Honours Degree programmes is intended to develop a strong foundation of knowledge, building on the information and skills you acquired in the first and second years. In year three, you should attend courses making a total of at least 120 points. For the Geophysics Programme, there are eleven 10-point in the compulsory core,

leaving one 10-point courses as optional. For the Geophysics & Meteorology Programme, there are nine 10 point courses and in

the compulsory core, leaving 30 points of optional courses. For the Geophysics and Geology Programme, there are ten 10-point courses in the

compulsory core and 20 points of optional courses Where the timetable permits, you are free to attend additional courses out of interest

and to extend your knowledge, but without being examined in them or gaining credit from them.

It is assumed that all students have passes or concessions in Introduction to Geophysics, MfP 3 and 4, and in Physics 2A. In the Geophysics Programme, students will also have passed Stratigraphy & Sedimentology; in the Geophysics & Meteorology programme, students will also have passed Meteorology: Atmosphere and Environment and Meteorology: Weather & Climate.In this booklet, you will find a synopsis of compulsory courses, together with options that are compatible with the core timetables. Please consult Hugh.Pumphrey@ed.ac.uk if you want to consider options from other degree programmes.

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Pre-Semester 1Field Skills (Inchnadamph)‡ 46 Simon Harley ESC09031 10 o n/a c

Semester 1Course name Page Course Organiser Course Points Geophysics Gph&Meteorology Gph & Geology

Mathematical Methods 12 Hugh Pumphrey EASC09021 10 c c c

Measurement Techniques 13 David Wright EASC09024 10 c c o

Thermodynamics # 16 Graham Ackland PHYS09021 10 n/a c n/a

Sedimentology ‡ 17 A.H.F. Robertson EASC09037 10 o o c

Chemical Geology† 19 Geoffrey Bromiley EASC09009 10 o n/a o

Igneous & Met Pet† 22 Godfrey Fitton EASC09008 10 o n/a c

Aquatic Systems 24 Bryne Ngwenya EASC09013 10 o o o

Structural Geology ‡ 26 Florian Fusseis EASC09002 10 c n/a c

Fields & Waves 27 Anton Ziolkowski EASC09033 10 c c o

Computational Modelling 29 Simon Tett EASC09035 10 c c o

Hydrogeology 1 xx Chris McDermott EASC10082 10 o o o

Additional pre-requisites:† Earth Materials ‡ Stratigraphy & Sedimentology ** Aquatic Systems

* Meteorology: Atmosphere & Environment § by arrangement only

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Semester 2Course name Page Course Organiser Course Points Geophysics Gph&Meteorology Gph & Geology

Geophysical Inverse Theory 30 Kathy Whaler EASC09038 10 c c o

Helmsdale fieldtrip 32 Mark Wilkinson EASC09041 10 c o c

Hydrocarbons & Geoph. Explo.‡ 34 Mark Wilkinson EASC09003 10 c n/a o

Earth & Planetary Structure 36 Wyn Williams EASC09019 10 c c c

Exploration Geophysics 38 Mark Chapman EASC09040 10 c c c

Physics of Climate 41 Gabi Hegerl METE10003 10 o c n/a

Ore Min, Pet, and Geochem. 43 Kate Saunders EASC09043 20 n/a n/a o

Environmental Geosciences** 46 Greg Cowie EASC09036 20 n/a o n/a

Field course§Geology Field Courses 46 Rachel Wood EASC09029 10 n/a n/a c

Additional pre-requisites:† Earth Materials ‡ Stratigraphy & Sedimentology ** Aquatic Systems § by arrangement only

Note: Subject to timetabling constraints, other courses may be chosen for options – please email Hugh.Pumphrey@ed.ac.uk or contact your Personal Tutor.

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Study SkillsYou will see your move into Honours as a change in the way you are taught and in the way you need to respond to this teaching.

You must develop the skill to manage your own learning. Study should be driven by curiosity and your own will to master the material. Don’t let course work slip, and don’t be content to pass over material you don’t understand – there is unlikely to be time to sort it out later so that you understand it at exam time. Ask for help from the lecturers concerned immediately after classes if you don’t understand something.

You should use course material as a guide to what you need to know, not as all you need to know. Good exam marks will only be awarded for evidence that you have gained a conceptual understanding of the material and have read around your subject.

The University’s Centre for Teaching, Learning and Assessment runs a series of excellent workshops about studying and learning. You can find out about these from their web site:

http://www.tla.ed.ac.uk/services/effect-learn/advice.htm

Grade marking CriteriaBefore submitting your work for assessment, you should carefully read it through, think again about what is being sought and go through a process of self-criticism. For your guidance and to help with the self-criticism process, here are the honours level criteria for assigning grades, particularly designed for those elements of assessment that rely on judgement and critical thinking such as essay writing. Obviously they are inappropriate for purely objective assessment.

The criteria by which a particular component of class work or a particular examination answer is assessed varies with subject and type of assessment, but the following is a general indication the levels of knowledge and understanding expected of you.

A1 90-100 Excellent (Outstanding). Often faultless. The work is well beyond that expected at the appropriate level of study.

A2 80-89 Excellent (High). A truly professional piece of scholarship, often with an absence of errors. As ‘A3’ but shows (depending upon the item of assessment): significant personal insight / creativity / originality and/or extra depth and academic maturity in the elements of assessment.

A3 70-79 Excellent. Knowledge: Comprehensive range of up-to-date material handled in a professional way. Understanding and handling of key concepts: Shows a command of the subject and current theory. Focus on the subject: Clear and analytical; fully explores the subject. Critical analysis and discussion: Shows evidence of deep thinking and/or an appropriately logical and rigorous approach in critically evaluating and integrating the evidence and ideas. Deals confidently with the complexities and subtleties of issues. Shows elements of personal insight / creativity / originality. Literature synthesised, analysed and referenced: Comprehensive grasp of the up-to-date literature which is used in a professional way. Structure: Clear and coherent showing logical, ordered thought. Presentation: Clear and professional with few, relatively minor flaws. Accurate referencing; using the correct referencing system. Figures and tables well constructed and accurate. Good standard of spelling and grammar.

B 60-69 Very Good. Knowledge: Very good range of up-to-date material, perhaps with some gaps, handled in a professional way. Understanding and handling of key concepts:

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Shows a firm grasp of the subject and current theory but there may be gaps. Focus on the subject: Clear focus on the subject with no or only trivial deviation. Critical analysis and discussion: Shows initiative, the ability to think clearly, critically evaluate ideas, to bring different ideas together, and to draw sound conclusions. Literature synthesised, analysed and referenced: Evidence of further reading. Shows a firm grasp of the literature, using good, up-to-date references to support the arguments. Structure: Clear and coherent showing logical, ordered thought. Presentation: Clear and professional with few, relatively minor flaws. Accurate referencing; using the correct referencing system. Figures and tables well constructed and accurate. Good standard of spelling and grammar.

C 50-59 Good. Knowledge: Sound but limited. Inaccuracies, if any, are minor. Understanding and handling of key concepts: Understands the subject but does not have a firm grasp and depth of understanding of all the key concepts. Focus on the subject: Addresses the subject with relatively little irrelevant material. Critical analysis and discussion: Limited critical analysis and evaluation of sources of evidence. Literature synthesised, analysed and referenced: References are used appropriately to support the argument but they may be limited in number or reflect restricted independent reading. Structure: Reasonably clear and coherent, generally presenting ideas and information in a logical way. Presentation: Generally well presented but there may be minor flaws for example in figures, tables, referencing technique and standard of English.

D 40-49 Pass. Knowledge: Basic; may have factual inaccuracies and omissions. Understanding and handling of key concepts: Superficial; there may be some gaps in understanding. Lacks detail, elaboration or explanation of the key concepts and ideas; some may have been omitted. Focus on the subject: Addresses the subject but may deviate from the core issues. Critical analysis and discussion: Limited or lacking. The arguments and conclusions may be weak or lack clarity with unsubstantiated statements. The emphasis is likely to be more on description than analysis. Literature synthesised, analysed and referenced: Basic and limited. May lack appropriate citations and evidence of independent reading. Structure: Lacks clarity of structure. Shows poor logical development of arguments. Presentation: Inadequate; may show flaws in the overall standard of presentation or in specific areas such as figures, referencing technique and standard of English (e.g. repeated minor spelling, punctuation or grammatical errors).

E 30-39 Marginal Fail. Knowledge: Poor and inadequate. Content too limited, there may be inaccuracies. Understanding and handling of key concepts: Poor and inadequate; does not show sufficient understanding. Concepts omitted or poorly expressed. Focus on the subject: Does not adequately address the subject. Critical analysis and discussion: Poor and inadequate. May be no real attempt to critically evaluate the work. Literature synthesised, analysed and referenced: Poor and inadequate; appropriate literature citations lacking or trivial. Structure: A lack of coherence or poor structure. Presentation: Overall standard of presentation may be poor. May be problems in specific areas such as writing style and expression (making it hard to follow the content), errors in referencing technique, and poor standard of English (spelling, punctuation and grammar).

F 20-29 Clear Fail. Knowledge: Very poor. Irrelevant or erroneous material may be included. May be very limited in scope consisting, for example, of just a few good lines. Understanding and handling of key concepts: Very poor, may be confused. Focus on the subject: Does not address the subject. Critical analysis and discussion: Extremely limited or omitted. May be confused. Literature synthesised, analysed and referenced: Extremely limited or omitted. Structure: Confusing or no attempt to order the material in a systematic way. Presentation: Writing style and presentation may be unacceptable.

G 10-19 Bad Fail. Knowledge: Serious lack of knowledge. Irrelevant or erroneous material may be included. Understanding and handling of key concepts: None or trivial evidence of

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understanding. Focus on the subject: Does not address the subject. Critical analysis and discussion: May be no coherent discussion. Literature synthesised, analysed and referenced: May be omitted. Structure: Confusing or no attempt to order the material in a systematic way. Presentation: Writing style and presentation may be unacceptable.

H 0-9 Very Bad Fail. The presented work is of very little relevance, if any, to the subject in question. It is incomplete or inadequate in every respect. A blank answer must be awarded zero.

Submitting Work for AssessmentSubmission mechanismsAssessed work done in your own time will normally be submitted to Teaching Office in Grant Institute room 332 by a stated deadline. Deadlines will, in general, be no later than 4 pm. Teaching Office staff will record each submission individually and log the time if they are late. Sticky labels with bar codes will be available so that your marks can be entered without using your name. Put the barcode label on a permanent part of your submission, not on a loose plastic pocket that may get detached from it. You are at liberty to submit work anonymously but having both your name, matriculation number and bar code is an added insurance against recording errors.

Where assessed work is completed in class time, it will be collected in then by the member of staff conducting the exercise. If you are present for the exercise it is your responsibility to place your completed write-up in the receptacle provided or to see that your test paper is presented to whoever is collecting the material. The class register for that practical will constitute the record of attendance and the de facto record of submissions. There will not be a separate record of submission other than the submission itself. If you accidentally take away your submission, you should submit it as soon as the mistake is noticed and it may be marked, but you should not in general expect that you will be credited with those marks if there was a possibility of gaining advantage by taking extra time, or obtaining access to the answers in the case of tests.Procedure to be followed if you are unable to submit an assessed exercise, and consider that you have a legitimate excuse.

Legitimate reasons for being unable to undertake or complete assessed work will normally be one of the following:

significant illness or injury. absence from the University because of serious family crises, bereavements etc. representing the University or a higher level organisation at sport.

If any of these conditions apply, or you anticipate that they will apply, your first action should be to contact the Course Organiser to see if alternate arrangements can be made to carry out the exercise at another time. It is very much in your interest to undertake the assessment for its educational value rather than to simply have it discounted.

If alternative arrangements cannot be made, and your case is legitimate, then you must send in a medical certificate, or, if this is not possible, persuade your Personal Tutor to endorse your request for dispensation.

This endorsement must be done by email from the Personal Tutor to the Course Organiser and the communication must refer specifically to the assignment for which dispensation is requested. If you can convince your Personal Tutor of your case, we will accept his endorsement. Without such endorsement or the alternative medical certificate, there can be no dispensation and missing work will be marked as zero.

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Misconduct and Plagiarism links – http://www.ed.ac.uk/schools-departments/academic-services/students/undergraduate/discipline/academic-misconduct

http://www.ed.ac.uk/schools-departments/academic-services/staff/discipline/plagiarism

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Late submission of assessed work: the formal positionThe University has introduced a standard system of penalties to be imposed for the late submission of assessed work across all Schools. The default state is that work submitted late is not accepted and gets a mark of zero. If the Course Organiser considers that work submitted late can be considered, then the normal penalty levied is a reduction of 5% of the maximum mark per working day. This would apply for up to five working days, or to the time when feedback is given to the class, if this is sooner, after which a mark of zero will be given. The School has discretion to accept a late submission and waive the penalty if it is considered that there are good grounds for its acceptance. In addition, the Board of Examiners has discretion to waive the requirement for completion of an assessed piece of work or its submission and to discount that mark component from a student’s overall total, again if there are good reasons.

AttendanceWe expect you to attend all of your classes. Lecture and practical attendance will be monitored, and attendance sheets must be signed during all practical classes. Directors of Studies will be notified if you miss more than the occasional class. You will not be able to gain satisfactory marks if you miss classes. (Don’t forget that every course mark contributes to your Honours Degree result.)

If you know you will not be able to attend classes for a good reason, please inform the course organiser or the members of staff involved, in advance.

Non-Assessed CoursesIn addition to the courses listed on page 3, there are two non-assessed courses. These are designed to teach skills that you may be lacking or want to refresh. They are voluntary and don’t count degree assessment.

Information TechnologyMany of your courses will benefit from improved IT skills, in particular word processing, spreadsheets, and graphics. The School has put together a web-based IT course that you can complete in your own time.

Chemical PrinciplesIf there is sufficient interest, this course will be given as a series of lectures. It is designed to teach the chemical principles from a very basic level and is suitable for students who have not studied chemistry before.

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Library and computing facilities

For up to date information on the library services the university has to offer please go to:

http://www.ed.ac.uk/is/library

There are Open Access computing facilities on the second and third floors of the Kings Building Centre and in JCMB rooms 3210 and 3212 and at other sites around the University. All sites operate Windows 7 as a managed desktop and will appear essentially the same to you wherever you are. They provide access to the Grant Institute LINUX cluster.

Some courses will require use of the School of GeoSciences LINUX cluster. Information on how to connect to these machines will be provided in the first class of the course EASC09035 “Computational Modelling”.

Remember that you are bound by the University’s computing regulations, which are displayed on notice boards. Disregard of these could result in the permanent withdrawal of computing facilities.

Giving your password to others, or giving unauthorised access to anyone for any purpose, is absolutely forbidden.

Caveat EmptorWhile we have done our best to make this booklet as complete and accurate as we can, there may well be mistakes and, again, things may have to be changed in the course of the year. Please tell us about any mistakes you find and query anything that seems unexpected.

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Semester 1 EASC09021 Mathematical Methods

Hugh PumphreySynopsis

This course takes the mathematics which students have learned in the pre-honours Mathematics for Physics courses and applies it to the study of the Earth, extending mathematical skills and exploring the insights that can be developed through quantitative modelling of geological processes. Many examples and applications are drawn from the book "Geodynamics" by Turcotte & Schubert.

Topics covered include

Vectors and their use in describing positions and directions on the Earth's surface Spherical geometry and plate tectonics Potential fields and the gradient and divergence operators applied to gravity and heat

flow Ordinary differential equations applied to heat flow in the Earth The diffusion equation applied to time-dependent heat flow into the Earth

Teaching is by means of a series of "workshops", in which short lectures on the underlying mathematical techniques and their geological and geophysical applications are mixed with example classes.

Summary of Intended Learning Outcomes

At the end of this course, students will:

1. Have a broad and integrated understanding of how to apply their mathematical skills in an Earth science context and what insights can be gained from the quantitative modelling of geological processes. 2. Have a critical understanding of vectors and how they are implemented in this field3. Be able to solve a variety of ordinary and partial differential equations and to apply them in a variety of Earth science contexts.

AssessmentThere will be two assessed problem sheets: one halfway through the semester and one near the end. The course will not be assessed by formal examination.

Recommended textbooks:Turcotte, D.L. & Schubert, G., Geodynamics, Wiley – 0 521 66624 4

This is the most useful book for the course; a lot of excellent material but they steer clear of vectors, which is rather a shame!

Menke, W. & Abbott, D., Geophysical Theory, Columbia University Press, 1990 – 978 0 231 06792 8

A bit advanced in some of its treatment, with less geological orientation.Middleton, G.V. and Wilcock, P.R., Mechanics in the Earth and Environmental Sciences,

C.U.P., 1994 – 0 521 44669 4Useful on the physical principles, and a wide range of applications.

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Semester 1 EASC09024 Measurement Techniques

David WrightLearning outcomesYou should

develop skills for analysing observational data including examples of statistical and numerical methods, graphical interpretation and computing modelling.

gain experience and understanding of the design and process of physical measurement in a geophysical context.

be able to relate laboratory rock properties to bulk quantities met in geophysics. relate important but otherwise abstract components of classical physics to the Earth. be able to appreciate the principles of modern satellite-based observing platforms. improve your ability to write proper scientific reports and extended abstracts, as

well as deriving and collating information from the web and other literature.

SynopsisThe course has five modules involving lectures, laboratory work and individual study.

L1 Introduction to measurement techniques

Introduction to the scientific method. . Scientific report writing, writing a good abstract. Handling errors in scientific measurements. Accuracy and precision in measurements. Reduction of random errors in measurements.

: L2: Satellite orbits

The unperturbed two-body problem; The perturbed two-body problem - effects of the Earth's equatorial bulge on the Earth and the satellite. Kepler elements and real satellite motion.

L3 Gravitational free fall – application of precise length and time measurementNewtonian equivalence principle. Equation of motion for constant gravity. Worked example to illustrate perturbation methods in order to find the equation of motion when gravity decreases with height. Effect of drag. Experimental design.Optical wavelength as a practical length standard. The Döppler shift and line broadening. Lasers and the Fabry-Perot interferometer. Absorption spectroscopy. The iodine-vapour absorption cell and the J-M Chartier dithered laser. The modified Michelson interferometer and fringe counting. The rubidium vapour atomic clock

L4 Analysis of the thermal diffusivity problem, solutions and experimental design.Theory of thermal conduction in cylindrical coordinates and introduce Bessel & Kelvin Functions.Two-surface versus one-surface boundary conditions – end effects and reason for choosing cylindrical geometry.Use of periodic signals to improve signal to noise ratio; 'chirps'; square wave decomposition.

L5: Seismic velocities

P and S waves. Determinating seismic velocities from seismic data, well logs and laboratory measurements. Issues associated with the upscaling of seismic velocity measurements made at very different scales.

Note: The content and number of practical modules may change: the following are indicative. Some will be group work.

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Semester 1 EASC09024 Measurement Techniques

Module 1 Gravimetry and statistical data analysisComputer exercise

Precise gravity measurement in the field – measuring the vertical gradient of gravity, the mean Earth radius and the mass of the Earth.

Statistical analysis of absolute gravity meter data. Random noise and its reduction by repeat measurements; random walk formula. Modelling systematic errors – iodine stabilised laser and laser frequency dither; vertical gradient of gravity, speed of light.

Module 2 Satellite remote sensing Computer exerciseConstruction of satellite footprint tracks for different inclinations, altitudes and eccentricities. How to achieve a trade-off between the period of track repetition and spatial resolution. Examples for key satellite programs (TOPEX-Poseidon, GRACE, MAGSAT).

Module 3 Rock densityLaboratory use of micro-balance to determine density of a more-or-less non-porous rock (Silurian Tweeddale mudstone); effect of air wand water densities.Computer exercise: use UK gravity database to estimate average terrain density in 10 km squares by a modified Nettleton's method. Investigate terrain density in Southern Uplands. Instabilities when model is inappropriate. (Programs supplied.)Laboratory use of microbalance to estimate saturated density, dry density and porosity for New Red Sandstone samples.Laboratory use of microbalance to determine density of granite chippings, peridotite fragments from a kimberlite xenolith, and an iron nickel alloy.

Module 4 Thermal diffusivity of a rock coreLaboratory work: students (working in pairs in their own time) acquire temperature time-

series on the axis of a cylindrical rock core subject to a square-wave temperature cycle on its outer surface. Uses ice bath and a domestic vegetable steamer.

Data analysis 1Spectral analysis (computed with supplied program)

Module 5 Seismic velocities Laboratory experiments (i) Measure compressional wave velocity of hand sample of standard rock types.(ii) Compare densities estimated using Birch’s Law with measured densities.

Suggested readingBlackwell, J &Martin, J., 2011, A Scientific Approach to Scientific Writing, Springer

Gauch, H.J., 2012, Scientific Method in Brief,, Cambridge University Press.

Electronic versions of both the above books are available from the University library.

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Semester 1 EASC09024 Measurement Techniques

Berendsen, J.C., 2011, A student's guide to data and error analysis, Cambridge University Press.

AssessmentYou will prepare 'Scientific Reports' based on laboratory work. Some or all of these reports will be the basis of the course assessment. There will be no written examinations.

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Semester 1 PHYS09021 Thermodynamics

Graham Ackland (Physics)Synopsis

An introduction to equilibrium thermodynamics. The First and Second laws of thermodynamics are introduced, along with the concepts of temperature, internal energy, heat, entropy and the thermodynamic potentials. Applications of thermodynamic concepts to topics such as heat engines, the expansion of gases and changes of phase are considered. The Third Law, and associated properties of entropy, complete the course.

Learning OutcomesUpon successful completion of this course it is intended that a student will be able to:

State the Zeroth, First, Second and Third Laws of thermodynamics, if appropriate in different but equivalent forms and demonstrate their equivalence;

Understand all the concepts needed to state the laws of thermodynamics, such as 'thermodynamic equilibrium', 'exact' and 'inexact' differentials and 'reversible' and 'irreversible' processes;

Use the laws of thermodynamics (particularly the first and second laws) to solve a variety of problems, such as the expansion of gases and the efficiency of heat engines;

Understand the meaning and significance of state variables in general, and of the variables P; V; T;U; S in particular, especially in the context of a simple fluid, and to manipulate these variables to solve a variety of thermodynamic problems;

Define the enthalpy H, Helmholtz function F and the Gibbs function G and state their roles in determining equilibrium under different constraints;

Manipulate (using suitable results from the theory of functions of many variables) a variety of thermodynamic derivatives, including a number of 'material properties' such as heat capacity, thermal expansivity and compressibility, and solve problems in which such derivatives appear;

Sketch the phase diagram of a simple substance in various representations and understand the concept of an 'equation of state' (as exemplified by the van der Waals' equation for a fluid) and the basic thermodynamics of phase transitions;

Demonstrate a grasp of the orders of magnitudes of the various central quantities involved.

AssessmentThe final examination provides 80% of the total mark; coursework contribute the remaining 20%.

Recommended textbooksADKINS, C.J. Equilibrium Thermodynamics (3). Cambridge University Press.

FINN, C.B.P. Thermal Physics (2). Chapman & Hall.

ZEMANSKY, M.W. & DITTMAN, R.H. Heat & Thermodynamics. 7th Edition. McGraw Hill.

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Semester 1 EASC09037 Sedimentology

Alastair Robertson

Professor A.H.F. Robertson (Course Co-ordinator), Professor Stuart Haszeldine and Dr Rachel Wood (10 lectures, 10 practicals)The primary aim of the Sedimentology course is to place interrelated clastic, chemical, carbonate and biological sediments in the wider context of sedimentary basins. The course builds on the basic principles developed in the second year course and expands the subject outside predominantly clastic systems to incorporate other important components, notably clastic sediment diagenesis and the formation and geological occurrence of chemical and biological sediments (carbonates, ironstone, cherts, evaporites). The practicals will be closely integrated with the lectures and will consider specific geological examples.

18/09 L1  

a) Review of carbonate sedimentary rocks through time.

b) Carbonate depositional environments: exposure surfaces; fresh-water; temperate shallow-sea; and deep-sea.

            P Hand-specimen, loose-sediment and thin-section examination of modern and ancient carbonates from exposure surface, fresh-water, temperate shallow-sea, and deep-sea environments.

25/09  L2 Ironstones. Composition, character and associations of ironstone minerals; goethite, haematite, siderite, chamosite, glauconite, sulphides. Distribution of ironstone facies in space and time. Palaeoenvironment of Jurassic ironstones, especially Central  Europe and Labrador, in the context of shelf sea development. Diagenesis and ironstone formation. (AHFR)

  P Petrography and hand specimens of ironstones (AHFR)

2/10 L3 Distribution and structure of modern coral reefs. (RW)

            P Demonstration and thin-section analysis of limestones from the Silurian reefal deposits of the Much Wenlock Limestone of Shropshire, England.

09/10  L4  Diagenesis of carbonates in the fresh-water, marine, and deep-burial realms.

P Thin-section analysis of diagenetic fabrics in reef limestones of Quaternary, Tertiary and Carboniferous ages

16/10  L5 Carbonate deposition environments: Processes and products of deposition of carbonate sediments in shallow tropical seas. (RW)

            P Thin-section analysis of Mesozoic shallow water tropical limestones from the Dorset coast, SW England. (RW)

23/10  L6  Components of clastic sediments. Different classification schemes will be outlined, and their applications to sediment provenance. (RSH)

P Examination of clastic sediments using petrographic microscope. (RSH)

30/10  L7  Diagenesis. Changes in clastic sediments after deposition, during burial, up to metamorphism. Cementation, dissolution, porosity, permeability and their application. (RSH)

P Examination of porosity and cements in sandstones at different burial depths. (RSH)

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Semester 1 EASC09037 Sedimentology

 6/11 L8 Cherts. Chert types and nomenclature, silica diagenesis, opal A, opal CT, and chert; mineralogical and structural changes. Lepispheres. Sediment composition and silica transformation. Environment and biogenic silica accumulation. (AHFR)

            P Thin sections and chert samples (AHFR)

13/11 L10 Coal. Occurrence, modern analogues, palaeoenvironments, coal types and occurrence in the geological record (RSH)

           P Coal settings and environments (RSH)

20/11 L9

Evaporites. Modern occurrences of evaporites. China, Caspian. Afar, compositional differences. Products of evaporation of sea water, evaporite minerals. Sabkhas; Abu Dhabi. Barred basin evaporite development. Mediterranean Zechstein evaporites. Diagenesis and evaporite mineral pair transformation. e.g. gypsum-anhydrite. (AHFR)

  P Demonstration and thin sections of evaporites. (AHFR)

Assessment

The degree exam at the end of Semester 1 will relate to the lecture course (80%). However, you will be expected also to bring in material from the practicals, as appropriate. A practical class assessment (20%) for the practical part of the course will be held during the practical on Wednesday 23.10

Formative feedbackOn 23rd October, you will be set an essay question limited to 500 words (not including references) and two sides of A4 for the whole submission which spans the course up to this date. You have to write an essay, which will be assessed on these criteria:• Clear explanation, with sub-headings• Correct facts• Use of examples• Use of diagrams• Citation of references (only a few)• Combining information from different lectures and practicals• Analytical, critical and questioning approachYou should draw on the taught and un-taught material in this course, and also from other courses from Years 1, 2 or 3. Best results will be gained , if you prepare a draft of your essay within 5 days, and ask a fellow student to assess your work on these criteria. You can then make any modifications, and submit via the drop-box in the Teaching Organisation in the Grant Institute while also submitting an electronic copy via LEARN.

Recommended textbooks

*Tucker,M. (2001)Sedimentary Petrology, Blackwell. £29.99Woodcock,N. 1994 Geology and Environment in Britain and Ireland. UCL Press. £18 (useful

for coal)Adams, A.E., McKenzie, W.S. and Guilford, C., 1984. Atlas of Sedimentary Rocks Under the

Microscope. Longman. £30Leeder M 1999 Sedimentology and Sedimentary Basins. Blackwell £35Scoffin,T.P., 1987. An Introduction to Carbonate Sediments and Rocks. Blackie & SonTucker,M.E. & Wright, V.P., 1990. Carbonate Sedimentology. Blackwell.

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Semester 1 EASC09009 Chemical Geology

Geoff Bromileywith Simon Harley, Chris Hayward, Bryne Ngwnya & Greg Cowie

A. Chemical Equilibria (Thursday mornings; 6 lectures, 6 practicals)

Mainbjectives are to gain an introductory-level understanding of the principles of chemical equilibrium and thermodynamics, and of their application to earth materials and systems),achieved through a series of six integrated lectures and practicals. Emphasis will be placed on the practical application and use of the theoretical principles, including the application of various types of phase diagrams to natural mineral assemblages. Examples will cover the range of pressures and temperatures found on Earth, including high temperature phase relations (solids plus melts and gases) relevant to igneous rocks, intermediate temperature equilibria in metamorphic and mantle rocks (solids plus fluids) and low temperature reactions and equilibria relevant to diagenesis and weathering including reactions between pore and surface waters and minerals. Low temperature processes are covered in more detail in the Aquatic Systems course. Familiarity with elementary maths and chemistry will be assumed.

LP1 The phase rule. Systems, phases, components. The lever rule. Practical: Introduction to phase diagrams of 1 and 2 component systems. (GDB)

LP2 Thermodynamic state variables: Zeroth, First and Second Laws of Thermodynamics; heat capacity, enthalpy, entropy, Gibb's free energy; systems without solid solution; Clapeyron equation; Practical: calculation of Al2SiO5 phase diagram. (GDB)

LP3 Relations of invariant, univariant and divariant assemblages in P-T diagrams and composition-paragenesis diagrams. Equilibrium and stability. Shapes of solid-solid, solid-fluid and melting reactions. G-X diagrams. Practical: G-X diagrams; P-T and triangular (composition-paragenesis) phase diagrams for 3-component systems (GDB)

LP4 Chemical potential, standard states, activities, fugacities. Thermodynamics of impure phases. a-X relations for ideal solutions. Equilibrium constant and Van't Hoff Isochore. Ideal gas mixtures (partial pressure, fugacity, gas law). Practical: Use of Van't Hoff isochore to calculate effect of mineral solid solution on P-T location of univariant equilibrium. (GDB)

LP5 Concentrations and activities: ideal and non-ideal aqueous solutions; thermodynamic and apparent equilibrium constants; ion interaction and speciation in aqueous solution. Practical: Calculation of activity coefficients. (BTN)

LP6 Mineral stability and dissolution: equilibria in mineral dissolution, activity diagrams and their applications to mineral weathering. Practical: Construction of simple activity diagrams for silicate weathering. (BTN)

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Semester 1 EASC09009 Chemical Geology

Recommended textbooks

No single text covers this part of the course to the appropriate depth or breadth. There are specialist books that tend to be expensive for the materials covered. A number of petrology and geochemistry textbooks contain useful sections on aspects of chemical and mineral equilibria.

Anderson G M (2009) Thermodynamics of Natural Systems. Cambridge University Press. £41 (Amazon price). An excellent, well-explained and not too mathematical text; fairly expensive; there are several copies of both new and old (1995) editions in the Library.

Best MG (2003) Igneous and Metamorphic Petrology. Blackwell Science. £36 (Amazon price) Good comprehensive textbook with very helpful sections on chemical equilibrium principles (this textbook is also recommended for Igneous and Metamorphic Petrology).

Gill R (1995) Chemical Fundamentals of Geology. Chapman and Hall. £56 (Amazon price). Contains useful basics and illustrations of chemical equilibrium principles and their geoscience applications.

Langmuir D (1997). Aqueous Environmental Geochemistry, Prentice Hall. £71 (Amazon price); several copies in the short loan collection. Has a good summary overview of all thermodynamic concepts but is particularly good and detailed on activity-activity diagrams.

B. Analytical Techniques (Thursday mornings; 4 lectures)

This part of the course is designed to provide the theoretical background to many of the routine analytical techniques used in the Earth Sciences to obtain quantitative data (chemical analyses and isotopic ratios).

L7 Electromagnetic radiation; X-ray fluorescence (XRF) spectrometry. (CH)L8 Optical spectrometric analysis (e.g. atomic absorption spectrometry). (CH)L9 Mass spectrometry. (CH)L10 Bioelement analysis. (GLC)

Recommended textbook

Robin Gill, ed. (2000) Modern Analytical Geochemistry, Addison Wesley Longman.C.

Isotope Geology and Geochemistry (Thursday afternoons; 6 lectures)

Major goals of geochemistry have been to understand (1) the distribution of the chemical elements and their isotopes in terrestrial and extra-terrestrial materials, and (2) chemical reactions both on the surface and in the interior of the Earth. This information leads to an understanding of geochemical cycles and, when coupled with a knowledge of the behaviour of radioactive elements and their decay products, to an understanding of the evolution of the major components of the Earth over geological time. Specifically, isotopic data provide important constraints on the ages, rates, timescales and mechanisms of geological process and events on and within the Earth, and a basis for making predictions about the Earth’s future evolution. Applied aspects of geochemistry include geochemical prospecting for Earth resources, and environmental geochemistry and remediation (taught as a separate course). Familiarity with elementary maths and chemistry will be assumed.

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Semester 1 EASC09009 Chemical Geology

L1 Nucleosynthesis, origin of the elements, Condensation of the solar system; meteorites (SLH)

L2: Diffusion in minerals: closure temperatures: timescales of crustal processes (GDB)L3: Principles of stable isotope geochemistry: O, H and C. Low temperature applications – natural waters, the water cycle and climate change (GDB)L4: Stable isotope geochemistry 2: fluid-rock interaction in the

Earth’s crust and the development of novel stable isotope techniques (GDB)L5 Radionuclides; radioactive decay, radiometric dating, Rb-Sr systematics and dating

(GDB)L6 U-Pb systematics and zircon dating (SLH)

Recommended textbooksGunter Faure (1987) Principles and Applications of Inorganic Geochemistry, (out of print).

Gunter Faure (1986) Principles of Isotope Geology, John Wiley & Sons (Amazon price, £56)

Gill R (1995) Chemical Fundamentals of Geology. Chapman and Hall. £56 (Amazon price).

Harley SL and Kelly, NM (2007) Zircon: tiny but timely. Elements, volume 3, number 1, 13-18. (an introduction to principles and applicationof U-Pb dating; the pdf of this paper will be available in the Course webCT site)

Hoefs, J (2003) Stable isotope geochemistry. Springer-Verlag. £42 (Amazon price). The definitive textbook on principles and applications. Expensive, so largely for library reference. Copies available in library.

Paul Henderson, Inorganic Geochemistry, Pergamon.

Most of the textbooks are expensive, and no one book covers the whole course. Refer to the copies in the library. You will be given comprehensive course notes at the start of each lecture.

Assessment of Chemical Geology course

2 hour exam at the end of Semester 1.

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Semester 1: EASC09008 Igneous & Metamorphic Petrology

Godfrey Fitton (10 lectures, 10 practicals)

Learning OutcomesAfter successful completion of this course you will have a broad understanding of the range, composition, and petrogenesis of the major igneous and metamorphic rock groups and will be able to identify them in thin section and deduce their tectonic association and mode of origin. You will also: (1) know how the more common igneous and metamorphic rocks relate to large-scale global tectonic processes; and (2) understand the magmatic processes that lead to the formation of oceanic and continental crust and account for the fundamental differences between them.

AssessmentExam, covering theory and practical work, at the end of Semester 1 will cover both the igneous and the metamorphic parts of this course. Theory and practical work are weighted equally.

A Igneous Petrology (JGF)An outline of modern concepts of upper mantle composition and partial melting, the evolution of magmas, and the formation of the Earth’s crust. The course presents a broad review of igneous rocks, emphasising their tectonic associations, interrelationships and petrogenesis. It integrates with, and builds on, material taught in the Chemical Geology course. Please bring an optical properties book (e.g. Deer, Howie & Zussman) and your 2nd-year Mineralogy & Petrology practical notes to all practicals.

LP1 Nomenclature, classification and distribution of igneous rocks.

LP2 Composition of the Earth’s mantle; ultrabasic and ultramafic rocks.

LP3 Basalts; genesis and compositional range. Formation of oceanic crust.

LP4 Subduction-related magmatism. Formation of continental crust.

LP5 Origin of granites.

Recommended textbooksR. Gill, Igneous Rocks and Processes: A Practical Handbook, 2010. Wiley-Blackwell.

£30.88 from Amazon. An excellent book for igneous petrology enthusiasts.

Best, M.G., Igneous and Metamorphic Petrology, 2nd Edition, 2002 (Blackwell Publishing). £42.75 from Amazon. This book covers large parts of this and the other ES3 petrology courses, and will also be useful for Chemical Geology.

The following books should be consulted in the library.M.G. Best and E.H. Christiansen, Igneous Petrology (Blackwell Publishing).K.G. Cox, J.D. Bell and R.J. Pankhurst, The Interpretation of Igneous Rocks

(George Allan & Unwin).M. Wilson, Igneous Petrogenesis (Unwin Hyman).

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Semester 1: EASC09008 Igneous & Metamorphic Petrology

B Metamorphic Petrology (CMG)An introduction to the principles that govern mineralogical and textural change in rocks in response to imposed conditions of pressure, temperature and other variables. Diagrammatic representation of metamorphic mineral assemblages and reactions. The nature of occurrence and variety of mineral assemblages found in common metamorphosed rocks, especially those of basaltic and pelitic composition, and their dependence on bulk rock chemical composition and on the P-T conditions of metamorphism. A review of metamorphic facies and facies series and their distribution, and of thermal and tectonic controls of metamorphism. Please bring an optical properties book (e.g. Deer, Howie & Zussman) and your 2nd-year Mineralogy & Petrology practical notes to all practicals.

LP6 Introduction. Parameters of metamorphism. Mineral assemblages, phases and components. The mineralogical phase rule. Composition-paragenesis diagrams.

LP7 AKF, AFM diagrams and Thompson projections for pelites. Metamorphic reactions. Medium pressure regionally metamorphosed pelites - reactions and isograds. Barrow's Zones revisited. Construction of Thompson projections.

LP8 Low pressure regionally metamorphosed pelites - reactions and isograds. Migmatites and partial melting. Pelite facies series. Petrography of pelitic mineral assemblages.

LP9 Petrogenetic grids. Geothermometry and geobarometry. Introduction to common mineral assemblages in metabasic rocks. Petrography of contact metamorphic pelites - the Ballachulish Aureole.

LP10 Mafic mineral assemblages - projections, reactions and facies series. Review of metamorphic facies and their distribution; introduction to extreme P-T facies, P-T-time paths, and thermal and tectonic settings of metamorphism. (a) Petrography of mafic rocks in various metamorphic facies; (b) petrography, projection and reactions of mafic mineral assemblages.

Recommended textbooksBest, M.G., Igneous and Metamorphic Petrology, 2nd Edition, 2003 (Blackwell

Publishing) ), £34.99.Yardley, B.W.D. (1989) An Introduction to Metamorphic Petrology (Longmans), is

particularly recommended as the course textbook.For reference to mineral properties for practical petrographic work, which is a major

component of laboratory classes, the (2nd) edition of Deer, Howie and Zussman "An Introduction to the Rock-forming Minerals" (Longmans) is highly recommended for this and other petrographic and mineralogical work.

For terminology and revision of Geology 1 and Geology 2 work refer to:Holmes' Principles of Physical Geology, (Fourth Edition), Chapter 11.

Other textbooks which may prove useful from time to time, and are available in the library, include:

Miyashiro, A. (1994) Metamorphic Petrology. UCL Press.Barker, A.J. (1990). Introduction to Metamorphic Textures and Microstructures.

Blackie.Mason, R. (1978) Petrology of the Metamorphic rocks Allen and Unwin.Spry, A. (1969) Metamorphic Textures Pergamon Press.Vernon, R.H. (1983) Metamorphic Processes Allen and Unwin (out of print).

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Semester 1: EASC09013 Aquatic Systems

Bryne NgwenyaSynopsis

Course objectivesA study of the nature and functioning of aquatic systems, including ground waters, lakes, rivers, estuaries, oceans, soils, sediments and rocks. The emphasis will be on the physical, geochemical and biogeochemical processes operating within these systems, by outlining the essential principles and concepts governing these processes. The course is intended to provide a solid grounding on the range of aquatic environments and to develop an in depth understanding of the processes governing the reactivity of natural and man-made substances, which ultimately determine the sensitivity of these systems to environmental change.

RationaleTo explain important aspects of aquatic systems essential for advanced studies in sedimentology, chemical sedimentation, petroleum geology and environmental geochemistry.

Bryne NgwenyaL1Introductions to aquatic Systems

Essential aspects of the physical settings, and circulation patterns within lakes, rivers, groundwater, estuaries, oceans and soils; thermal, physical and chemical properties of water.

L2Nature of water Water as a solvent and hydrogen bonding, solubility of gases and the carbonate system; buffering capacity of natural waters; acid-base base chemistry of rain water and lakes, ionic strength of natural waters; saline and alkaline lakes.

L3/4 Rates of Aquatic Processes Definition of important terms. Reaction rates, orders of reaction and their determination, Temperature dependence of reaction rates.

L5/6 Oxygen as a master variable Oxidation and Reduction, pE-pH diagrams and phase stability illustrated through Fe and Mn. Redox conditions in aquatic systems and their natural limits. Applications to soils and sediments and other key systems.

L7/8 Transformation of substances in natural watersEquilibria in aqueous systems: solubility products, saturation and precipitation of minerals. Complexation, speciation and chelation of metals with natural ligands; adsorption and desorption reaction

Greg CowieL9Autotrophic processes

Photo- and chemosynthesis - reactions, governing factors (nutrient dependence and limitation etc) and global distributions (terrestrial and marine); Anabolism and biosynthesis: the major biochemical classes, their functions and distributions in different organisms/environments.

L10 Heterotrophic processesRespiration, catabolism, organic matter decay and nutrient release; trophic interactions and food webs microbial geochemistry: definitions, products, stoichiometry and tracers, Oxygen demand and redox zonation in natural environments. General patterns of organic matter decay: Early diagenesis and humification.

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Semester 1: EASC09013 Aquatic Systems

L11/13 Organic matter cycling in natural environments (Greg CowieSoil formation and processes; Freshwater organic geochemistry: groundwaters, rivers and lakes; Estuaries and coastal waters; Water-column and sedimentary processes in the ocean; A comparison of soil and sedimentary processes; Synthesis: an assessment of key reservoirs and fluxes in the global C cycle.

Walter GeibertL14 Nutrients in Earth Systems

Nutrients and elemental composition of organic matter: Limiting nutrients. Nutrients in rivers and the terrestrial P cycle. Nutrients in soils and groundwater; Nutrient chemistry of lakes; N versus P limitation; eutrophic versus oligotrophic lakes. Nutrients in nearshore systems.

L15/16 Carbonate chemistry of waterCarbonate dissolution, controls on surface water carbonate chemistry, and influence of anthropogenic CO2 on ocean chemistry.

L17/18 Stable and Radio isotopesIsotopes, stable and radioisotopes, Stable isotopes of O and H and their systematic illustrated through the hydrological cycle. Radioactive decay and half-life, 14C and U-series decay and their application to determination of particle flux, dissolution and sedimentation rates. Sediment mixing and bioturbation. The sedimentation rates characteristic of Earth Systems.

Recommended textbooksBerner & Berner, Global Environment, Prentice HallDrever, The Geochemistry of Natural Waters, Prentice HallLangmuir: Aqueous Environmental Geochemistry, Prentice Hall.

AssessmentExam at the end of Semester 1.

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Semester 1: EASC09002 Structural Geology

Florian FusseisAssessment: Exam at the end of Semester 1 will cover theory and practical

aspects of the course; one assessed practical exercise, selected at random at the end of the course. Exam constitutes 70%, and assessed practical constitutes 30%, of final mark.

Things you need to bring routinely: sharp pencils, ruler, protractor, set-square, colouring pencils (several), pair of compasses, calculator.

L1 no lectureP1 no lab practical

L2 Stress, strain and rheology. Mohr circle for stress. Mohr-Coulomb failure envelope. Shear versus tensile failure (joints), Anderson’s theory, kinematic indicators.

P2 Practice plotting Mohr’s circles and failure envelopes; Dead Sea fracture patterns.

L3 Extensional deformation – geometry, mechanics, growth of normal faults.P3 Inner Moray Firth basin (seismic); Volcanic Tableland (aerial photo).

L4 Fold and fault geometry in 3D.P4 Map interpretations of folded and faulted rocks; practice with structure

contours. interpretation).

L5 Contraction (“compressional”) deformation – geometry and mechanics of thrust faults, forced folds.

P5 Variscan deformation in the Bristol area.

L6 Folding and microstructures related to folds.P6 Hemispherical projection of folded rocks near Eyemouth, Berwickshire.

L7 Strike-slip deformation – geometry and mechanics of strike-slip faults.P7 Midland Valley map interpretation of Permo-Carboniferous structures.

L8 Deformation mechanisms across the brittle-plastic transition.P8 Hand-specimens of deformation structures, further practice with Mohr’s circles

using borehole stress measurements.

L9 Stability analysis.P9 Castle Rock study.

L10 Deformation processes in salt.P10 Interpreting the history of salt diapirism in reflection seismic.

Recommended Textbooks: (** particularly recommended for this course)** Twiss R. J. & Moores E. M., Structural Geology: Freeman **Davis, G. H. & Reynolds, S.J., Structural Geology of Rocks and Regions: Wiley &

Sons. 2nd Edition Van der Pluijm, B. A. & Marshak, S., Earth Structure: Norton. 2nd Edition. Price, N. J. & Cosgrove, J. W., Analysis of Geological Structures: Cambridge

University Press. Ramsay, J. G. & Huber, M. I., Modern Structural Geology, Volumes 1&2: Academic

Press. Suppe, J., Principles of Structural Geology, Prentice-Hall.

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Semester 1 EASC09033 Fields and Waves

Anton Ziolkowski(14 lectures with tutorials)

Learning OutcomesStudents will be introduced to the physical principles underlying the most widely used geophysical measurements. The first part, lectures 1-7, is concerned with physical laws and derivation of the equations that describe the corresponding geophysical fields and waves. The second part, lectures 8-18 is concerned with measuring and analysing both naturally-occurring wavefields (passive measurements) and man-made wavefields (active measurements). Specific learning outcomes:

The common conceptual framework that allows each field or wave to be considered as a special case of a more general wave equation.

The relationship between physical laws and the resulting wavefield equation.

The understanding that the constitutive equations are approximations to the behaviour of rocks.

The understanding that the acoustic wave equation applies to fluids and the elastic wave equation to solids, and the first-order approximation that P-waves in solids obey the acoustic wave equation.

Understanding electromagnetic propagation in conducting and non-conducting media.

The requirement for broad-bandwidth time functions from active geophysical sources.

Understanding the profound effect of the earth’s surface on potential field data and on seismic and electromagnetic wave propagation in the earth.

Understanding of the three most important seismic sources.

Understanding of geophysical wavefield measurement and sampling.

Appreciating the use of the Fourier transform in analysing and processing geophysical data.

Understanding the use of the Fourier transform in separating the variables.

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Semester 1 EASC09033 Fields and Waves

Course ContentL1 Total time derivative and partial time derivative; acceleration of a particle;

linearization; equation of continuity; constitutive equation; 1-D, 2-D and 3-D acoustic wave equations; solutions to the wave equation.

L2 Potential Fields: Newton’s law of gravitation; gravity; gravitational potential; Laplace’s equation; Poisson’s equation; force due to electric charge and magnetic poles.

L3-5 Seismic Waves: Components of stress and strain: Hooke’s law of elasticity; equations of motion in an elastic medium; 1-D wave equation; 3-D wave equation, P-waves and S-waves; solutions to the wave equation. Normal modes: oscillations of a string.

L6-7 Electromagnetic Waves: Maxwell’s equations; wave equations; EM propagation in air and free space; EM propagation in conducting media; diffusion equation. Heat flow.

L8-9 Passive Geophysical Measurements: gravity; gravity gradiometry; magnetics; magnetotellurics; classical seismology; heat flow.

L10-11 Active Geophysical Measurements: controlled source electromagnetics; seismic exploration; effect of earth free surface boundary condition.

L12-13 Fourier Theory: Fourier transform; the delta-function; impulse response and bandwidth; convolution and convolution theorem; wavefield transformation.

L14-16 Seismic Sources and Receivers: monopole source - dynamite on land, marine airgun source; surface force source - land vibrator and Vibroseis method; geophones, hydrophones and accelerometers.

L17-18 Manipulation of Wavefield Measurements: sampling theorem and aliasing; sources of noise; filtering; deconvolution; upward and downward continuation.

AssessmentTwo-hour written examination at the end of Semester 1. (100%).

TutorialsAs arranged.

TextbooksBlakely, Richard, 1996, Potential theory in gravity and magnetic applications: Cambridge

University Press. Griffiths, David, 1999, Introduction to electrodynamics: Prentice Hall International.Lowrie, William, (2011) A student’s guide to geophysical equations: Cambridge University

Press.Bracewell, Ron. N, 1999, The Fourier transform and its applications: McGraw-Hill.Sheriff, Robert E, 1999, and Lloyd P. Geldart, 1995, Exploration seismology, Cambridge University Press.Griffiths is excellent for electrodynamics. Blakely is excellent for potential theory. Lowrie has much more on gravity and magnetics than on seismology and electromagnetism. Bracewell is excellent. There really is no up-to-date book on seismic sources, so I am using my own (Ziolkowski’s) work.

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Semester 1 EASC09035 Computational Modelling

Simon TettLearning outcomesA comprehensive and integrated overview of numerical methods used in Geosciences so that students gain:1. An ability to use interpreted language (Matlab) to apply numerical methods to problems in Geosciences 2. An ability to use interpreted language (Matlab) to visualise Geoscience data 3. A basic understanding of some software engineering ideas 4. An understanding of basic numerical methods:

a. Linear-algebrab. Methods for solving 1D ODE'sc. An introduction to methods for solving 2D PDE's

5. A basic understanding of numerical stability, accuracy, convergence and computational complexity in numerical methods 6. A knowledge of how to apply the techniques of computational modelling to simple Geoscience modelling problems

AssessmentAn non-assessed exercise will be given in Week 2An assessed exercise will be handed out in week 4 to be handed in week 6. This exercise is 20% of the course markA final assessed exercise will be given in week 8 to be handed in week 10. This exercise is 30% of the course mark.A final exam in which students answer two from three questions in 90 minutes is worth 50% of the course mark.

Feedback will be given the week after the exercises are handed back in (weeks 3, 5 & 11)

SynopsisComputational methods and modelling are widely used in Geosciences to interpret data and understand parts of the Earth System. Many scientists use interpreted languages with integrated plotting tools which allow them to be very productive. Students will learn an interpreted language with integrated plotting tools and some basic Linux skills. The course also teaches some simple software engineering principles in order to help the students program more effectively. The latter 7 weeks of the course teach numerical methods. These methods would use the programming language taught in the first part of the course and be applied to simple Geoscience modelling problems. The numerical methods part of the course has three aims:1) Develop student's knowledge of numerical methods.2) Give the students an environment in which to develop their software skills.3) Give students a limited appreciation of computational modelling.

TextbookAn Introduction to Programming and Numerical Methods in MATLAB, Otto and Denier, 2005

Timetable All sessions Wednesday 9-12pm, KB House computing lab Level 2

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Semester 2 EASC09038 Geophysical Inverse Theory

Kathy WhalerLearning outcomesStudents will be introduced to Geophysical Inverse Theory and develop a critical understanding of the essential aspects of parameter estimation:

A critical understanding of the distinctions between forward and inverse problems, linear and non-linear problems, and the relationships between data and model parameters

Formulate and solve least square problems Understand how data uncertainties translate into uncertainties in model parameters;

they will also know how and why to weight data by their uncertainties Have a critical understanding of why damping is often a good strategy, know how

to do a damped inversion, and be able to explain the effect of damping on model parameter uncertainties and resolution

Understand the eigenvector – eigenvalue decomposition of an inverse problem, and know how the eigenvalue spectrum can be used to help choose an appropriate amount of damping to apply

Know how to treat linearisable problems by an iterative inversion scheme.Through problem sheets, computer laboratory classes, tutorials and assessment you will gain experience of Formulating, solving and algebraic and interpreting numerical, computer based

problems Making formal and informal presentations on the main aspects of parameter

estimation Applying effectively this knowledge gained to new scenarios

AssessmentThe course is assessed by a 1½ hour written examination at the end of semester 2 (70%) combined with assessment of the matlab-based computer practicals 30% (20% Hawaiian-Emperor Chain practical & 10% Residual Statistics practical and group presentation).

SynopsisL1 Definition of the forward and inverse problem; how to specify models – continuous

functions and parameterised models; examples of pairs of observables and physical properties on which they depend

L2-3 Over-constrained and underdetermined models; the least squares method

L4-5 The covariance matrix, errors and correlations

L6-7 Eigenvectors and eigenvalues; model resolution; fit to the data and information density matrix

L8-9 Damping; smoothing and the trade-off curve

L10-13 Examples

L14-15 Linearised methods and iteration

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Semester 2 EASC09038 Geophysical Inverse Theory

Computer Practicals

Least squares analysis of Hawaiian-Emperor Chain age-distance data

Residual static shifts for land seismic surveying (including group working and presentation)

TutorialsAs arranged

TextbooksStein, S. & Wysession, M. (2003) An introduction to seismology, earthquakes and

Earth structure. Blackwell, Oxford.Menke, W. (2012) Geophysical data analysis: Discrete Inverse Theory, Third Edition,

Elsevier.Gubbins, D. (2004) Time series analysis and inverse theory for geophysicists,

Cambridge University Press

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Semester 2 EASC09041 Helmsdale Fieldtrip

Mark WilkinsonSynopsis

The aims of the fieldwork are: to study the structural, sedimentological and stratigraphic relationships exposed in

Mesozoic strata along the NW shore of the Moray Firth; to use the onshore outcrops to build up an overall picture of the Moray Firth Basin –

how and when rifting initiated, sedimentary facies, biostratigraphy, subsidence history, etc.;

to study the effect of fault segmentation of the Helmsdale Fault on sediment dispersal within the basin;

to study the brittle deformation mechanisms operating at different scales and in different lithologies, and examine evidence for enhanced/reduced rock permeability around faults; Although the excursion assumes limited previous geology experience, students who have not done much fieldwork or who have studied only limited amounts of geology might find the following reading helpful:

Geological field Techniques by Angela Coe (the sedimentary section)

Sedimentary Rocks in the Field (Geological Field Guide) by Maurice E. Tucker

The Field Description of Sedimentary Rocks (Geological Society of London Handbook Series)  by Maurice E. Tucker  (same book but older?) 

Books on general sedimentology, e.g.

Understanding the Earth, by J. Grotzinger and others :

Chapter 15, Sedimentary Basins; Chapter 16, Clastic Sediments

Earth’s Dynamic Systems 9th Edition by W.K. Hamblin and E.H. Christiansen:

Chapter 5, Sedimentary Rocks; Chapter 10, Weathering

Sedimentology & Sedimentary Basins, from Turbulence to Tectonics (by M. Leeder)

Part 6: Continental seds; Part 7: Marine seds

Elements of Petroleum Geology, Selley, R.C., 2nd Edition, 1998,

Chapter 6: The Reservoir.

Finally, there are a number of papers on the area, which are a bit more tricky, the best is:

Paleoecology and sedimentology across a Jurassic fault scarp, NE Scotland, 1993, Wignall, P.B and Pickering K.T. Journal of the Geological Society   Volume: 150   Pages: 323-340

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Semester 2 EASC09041 Helmsdale Fieldtrip

AssessmentAssessed on a report of the field geology, handed in 1 week after the end of the excursion. Word limit: 2000 words

33

Semester 2 EASC09049 Hydrocarbons & Geophysical Exploration

Mark Wilkinson

Is oil running out? Are there fossil fuel alternatives (and should we be using them?) How do we find oil and gas? Will Carbon Capture & Storage (CCS) allow continued use of fossil fuels? The course covers the basic principles and industrial applications of petroleum geology, petroleum geochemistry, subsurface fluids, geophysical exploration & wireline well logging in 11 lectures and accompanying practicals. Although the course is focused on an applied topic, a huge amount of academic effort has been focussed on the requirements of the hydrocarbon industry. Data analysis from hydrocarbon fields, using geophysical and geological models are core to the highly technological modern-day industry. Academic questions such as ‘where does oil come from?’ become highly applied when they are used to inform exploration strategy.

Petroleum geologyHydrocarbon resources fuel the entire Western-World lifestyle, yet the easily located resources are rapidly depleting, those remaining are in complex and difficult of access settings. Prospecting requires a high degree of understanding of both geological and geophysical aspects of basin exploration, and particularly the interplay between these two disciplines. This course aims to bridge the gap between geology and geophysics, helping to produce geology graduates with a working knowledge of exploration geophysics, and geophysics graduates with some geological knowledge as applied to the hydrocarbon industry, where many will be employed.

Geophysical exploration and assessment.Following a general introduction to the range of exploration methodologies the course focuses on geophysical methods. Reconnaissance gravity, magnetic and regional seismic reflection surveys are precursors to seismic exploration at increasing levels of detail. Sampling and wireline logging at exploration wells are used to improve the correlation between formations and provide ground truth for seismic interpretations. An understanding of wireline borehole logging, and a grasp of the theory and interpretation of the main logging devices, will enable you to identify the lithology, and quantitatively estimate the porosity and hydrocarbon saturation of subsurface sequences.

Lectures and practicals (Mark Wilkinson, Mark Chapman and Tom Challons)L1 Geological elements of a petroleum system; future sources of energy including

clathrates and oil shalesP1 Location of reserves and resources worldwide, unconventional hydrocarbons,

exploration historiesL2a Origin of oil and gas; source rocks L2b Maturation of source rocks; geochemical compositions of crude oils; measures of

maturation and migrationL3 Migration from the source rock; migration to the trap; sealing of trap; fluid pressure in

the subsurfaceP3 Assessed practical: Calculation of burial and maturation of source rockL4 Petroleum systems, plays, traps and fluidsP4 Plays, traps and field volumesL5 Drilling and wireline logs

Semester 2 EASC09049 Hydrocarbons & Geophysical Exploration

P5 Wireline log interpretationL6 Geophysical techniques 1P6 Essay writing and exam practise sessionL7 Geophysical techniques 2P7 Use of geophysical survey techniques to appraise a concealed basin.L8 Geophysical techniques 3P8 Assessed practical: Sedimentology of the Ninian Delta using oilfield dataL9 Introduction to Southern North Sea playsP9 Southern North Sea playsL10 Introduction to Jurassic plays in the Northern North SeaP10 Brent ProvinceL11 Carbon Capture and StorageP11 Geological Carbon Storage practical

AssessmentTwo of the weekly practical exercises will be assessed (25 % each; taken to Undergraduate office in Grant Institute within 30 minutes of practical ending). The exam at the end of Semester 2 will include material taught in both lectures and practicals, and is in the form of essays, answer 2 from 5 choices, 1 hour duration (50 %).

Recommended Textbooks (*, **, *** indicate relative usefulness)

Consider buying (two copies of each should be in library):*** Selley, R.C., 1998. Elements of Petroleum Geology, 2nd ed. Academic Press (£40).** Gluyas JG (2004) Petroleum Geoscience. Blackwell. ISBN 0632 03767 9. Good for

flow and integration of geology and geophysics applied to hydrocarbon exploration and production (£38 in 2003).

** Kearey, Brooks and Hill (2003) An Introduction to Geophysical Exploration. Blackwell. ISBN 0 632 04929 4. Good for seismic reflection, magnetics & gravity, wirleline logs (£30 -£40).

Also refer to:Hunt, J. M. 1996 Petroleum Geochemistry and Geology, 2nd edition, Freeman & Co, New York..Rider M 1996 The geological interpretation of well logs, 2nd ed. Whittles Publishing, Caithness. ISBN 1 870325 36 2 .Glennie, K.W., 1998 Introduction to the Petroleum Geology of the North Sea. 4th ed. Blackwell Science (£47).North, F.K., 1985. Petroleum Geology. Allen and Unwin (out of print). Rider M 1996 The geological interpretation of well logs, 2nd ed. Whittles Publishing, Caithness. ISBN 1 870325 36 2 .Glennie, K.W., 1998 Introduction to the Petroleum Geology of the North Sea. 4th ed. Blackwell Science (£47).North, F.K., 1985. Petroleum Geology. Allen and Unwin (out of print).

Semester 2 EASC09019 Earth and Planetary Structure

Ciaran Beggan

Synopsis:

The course consists of 18 lectures. There is also one computer-based practical and problem sheets to support learning.

Cosmogeny and Comparative Planetology L1 Cosmogeny and the origin of planets. The big bang. Evolution of stars. Hertzsprung-

Russell diagram; the sun and its evolution. Thermonuclear reactions and the origin of elements. Condensation of the solar system; origin of planets; solar nebula theories; tidal theories; accretion theories.

L2 Celestial mechanics and the main features of the solar system. Kepler’s Laws. Solar system angular momentum. Variation in bulk composition between planets. Planetary accretion and layering.

L3 Extrasolar planets Other planetary systems. Astrometric, radial velocity, and transit detection methods. Spectographs. Implications for our understanding of solar system formation; prospects for finding Earth-like planets. The habital zone. Where is everybody?

L4 Meteorites. Classification and mineralogy. Comparison of chemical abundances in meteorites, the Earth’s crust and the sun. Origin of meteorites. Chronditic Earth model. Implications for atmosphere, mantle and core compositions.

L5 Comparative planetology I: Planetary surfaces. Impact cratering, crater density distributions. Volcanism. Effects of atmospheres and hydrospheres. The Moon, Mercury, Mars, Venus, Jovian satellites, Moons of Saturn and other planets. Ages of planetary surfaces.

L6 Comparative planetology II: Planetary interiors I. Radially-averaged temperature profiles. Thermal histories; heat transport within planets: conduction, convection and radiation. Planetary magnetism, magnetospheres; weak, medium and strong solar wind interactions.

L7 Comparative planetology III: Planetary interiors II. Dynamical properties. Moment of inertia factor. Adams-Williamson. Equations of state. Density profiles and core radii. Differences between terrestrial and Jovian planets.

L8 Comparative planetology IV: Planetary atmospheres Composition. Temperatures. Stefan’s law. The weak sun paradox. Radiative transfer. Simple climate models. The greenhouse effect (including how humans have affected it on Earth.

Composition and dating L9 Mantle composition and causes of magmatism. Cosmological, geological and

experimental constraints on mantle composition. Decompression melting at mid-ocean ridges, rift systems and in intraplate settings. Melting of hydrous mantle at subduction zones.

L10 Magma Composition and Crust Formation. Silica saturation. Composition of mantle melt and its relationship to tectonic environment. Subduction-zone magmatism. Formation of the Earth’s crust.

L11 Radiometric dating and isotopic evolution of the mantle-crust system. Radioisotopes, radioactive decay and half-life. Radiometric dating. The isochron method. Rubidium – strontium dating. Coupled Sr-Nd isotopic systems and crust-mantle evolution.

Semester 2 EASC09019 Earth and Planetary Structure

Physics of the Earth’s Interior L12-13 Seismology. Depths of major discontinuities. Body wave travel time inversion.

Attenuation. Anisotropy. Low velocity zones and triplications; partial melt. Mantle tomography. Information from free oscillations.

L14-15 Compression. Hydrostatic equilibrium. P-T dependence of seismological parameters; Birch-Murnaghan equation. Adams-Williamson equation in its modified form for small departures from adiabacity. Grüneisen and Bullen parameters. [Computer-based practical, P1: Earth’s density profile matching mass and moment of inertia]

L16 Earth’s material properties. Laboratory equipment and experiments. Extrapolation. Ab initio calculations. Melting point of iron. Comparisons with seismology. Need for light element in the core.

L16 The Earth’s core. Structure, composition and dynamics.

L17-18 Mantle convection. Navier-Stokes equation. Non-dimensional numbers. Rayleigh-Bernard convection. Numerical modelling and laboratory experiments. Thermal and chemical driving. Boundary layers. Inferences from geodynamics and the geoid. Whole mantle or separate upper and lower mantle convection? Plumes.

L18 Reference Earth models. SNREI Earth. Constraints from mass and moment of inertia of the Earth. PREM and its successors. GERM, IGRF and EGM are discussed.

AssessmentTwo-hour written examination at the end of semester 2; one practical exercise. Exam work counts for 95%; with the remaining 5% from the practical work assessment.

Recommended textbooksImke de Pater and Jack J. Lissauer (2001) Planetary Sciences Cambridge University Press.

544 pages. http://uk.cambridge.org/catalogue/catalogue.asp?isbn=0521482194

Lowrie, W. (1997) Fundamentals of Geophysics Cambridge University Press

Anderson, D (2007) Theory of the Earth, Cambridge University Press

Semester 2 EASC09040 Exploration Geophysics

Mark ChapmanSynopsis

IntroductionL1/2 Overview of exploration methods: targets (water, coal and hydrocarbons in

sedimentary rocks, versus ores in mineralised zones; shallow geophysics for investigation of pollution and civil engineering sites). Overview of geophysical methods: gravity, magnetics, resistivity, TDEM, ground penetrating radar, seismic reflection, seismic refraction. Typical land and marine survey sequences. Gravity: history, Newton’s law + derivation of gravitational acceleration, and gravity-gradient measurements. Magnetics: history, Coulomb’s and Ampere’s laws + explanation of magnetic susceptibility (including similarities and differences to gravity). Resistivity: porosity is the main control. Typical array geometries, and applications.Electromagnetics: principles of subsurface conductors and eddy currents. Time-domain electromagnetics. Skin depth.Ground penetrating radar: very shallow imaging. Principles similar to reflection seismic methods.Seismics: the most widely-used geophysical method, because of its outstanding resolution and information content at depths of interest to the oil business: it is used to reduce the risk of drilling dry holes (drilling costs are about an order of magnitude greater than seismic costs). Reflection and refraction seismics.Comparison of above methods

L3 Marine seismics methods: Introduce the following aspects: 2D and 3D surveys, mid-points and depth points. Layout of survey equipment. Equipment used: geophones, hydrophones (various types), sources (airguns) and source arrays.

L4. Complications in marine seismics. Various factors make marine seismics tricky: the bubble effect and the source signature, the source and receiver ghost. Discussion of research and presentation assignment in teams.

L5/6 Land seismics methods: sources (dynamite/vibrators) and receivers. Ocean-bottom cable measurements. Wavefield separation. Multicomponent data. Analogue-to-digital conversion. Temporal and spatial sampling, aliasing, and the Nyquist frequency. Vertical and horizontal resolution. Recommended background literature.

Basic PhysicsL7/8/9 Basic physics of waves. Derive the 3-D inhomogeneous elastic wave equations from

Hooke’s law and Newton’s second law; elimination of the pressure or the particle velocity to obtain the wave equation, e. g. for acoustic media:

Plane wave solution of the 1-D wave equation. Spherical wave from a point source.L10 Heterogeneity. Effects of heterogeneity in the medium. Effects of abrupt interfaces

in the medium. Snell’s law. Reflection and refraction seismology. L11/12 Wave phenomena. Construct a synthetic reflection seismogram for plane, horizontal

reflectors. Updating for effects of reflector discontinuities – diffraction and the Fresnel zone. Underlying assumptions of seismic data analysis.

Semester 2 EASC09040 Exploration Geophysics

Reflection SeismicsL13 Basic concepts. Why use multiple offsets? Travel times for horizontal reflectors.

Normal Move-Out (NMO). Overview of basic processing sequence.L14 Dipping reflectors. Travel time curves, the deficiency of NMO, and Dip Move-Out

(DMO). Ground topography and static corrections. L15 Velocity analysis. Direct estimation from wells. Velocity analysis in a 3-layer

system, and generalisation to n-layers: Dix, or Root Mean Squared (RMS) velocity. Velocity functions, interval velocities and stacking velocities. Semi-automated velocity analysis. What do velocities ‘mean’?

L16 The processing sequence. Overview of processing sequence. Discussion of elements: amplitude manipulation, stacking, filtering, display, migration, and further processing. Simple digital response modelling using convolution.

Signal Processing and MigrationL17 The (continuous) Fourier transform (FT). Frequency components and how they

are represented in the transform. Recapitulation on FT’s: the forward and inverse transforms using both frequency f, and angular frequency. Cosine and sine transforms. Examples: minimum-phase wavelet, zero-phase wavelet, 90 degree phase shift, combination of linear and constant phase shifts. Some general transform relationships, e.g.: time delay phase shift; time derivative multiplication by i.

L18 Transform of special functions. Define an impulse, e.g. as an infinitely narrow boxcar with unit area; show that

(with having dimensions of ).

Hence show that and

Illustrate transforms of constant function. Derive transform of boxcar function, and show relation to a dynamite source band-width. Derive transform of a cosine wave and a Heavyside (unit step) function.

L19 Filtering, and the impulse response. Explain schema of filter theory and the importance of the impulse response for linear filters. Discrete method of convolution. Continuous filters and convolution. Convolution with an impulse. Convolution theorem. The Continuous impulse response and linear filters. Representing the seismic method as a filter. Derive the discrete version of the FT using the assumption of cyclicity. Applications of FT’s: isolating a portion of a signal, or smoothing a signal – show effects in time and frequency domains. Spectral leakage.

L20 Various common filters, and deconvolution. Examine the effects in time and frequency of application of: a Hanning window (cosine bell); band-pass, high-pass and low-pass filters; averaging or smoothing filters. Introduce deconvolution (of a known source signature) using a deconvolution filter. Design a source signature deconvolution filter using inversion, noise stabilisation, and source signature compression (frequency-domain smoothing).

L21 Cross-correlation. Definition, relationship to convolution, and the cross-correlation theorem. Method of discrete cross-correlation. Applications: Vibroseis source signature alteration. The Z-transform.

L22 Migration. Migration positions data correctly in space rather than time. Illustration of the “migrator’s equation” for homogeneous media. Diffraction theory revision introduce Huygens sources. The assumption behind migration is that reflections comprise infinitely many diffractions. Describe Kirchoff migration.

Semester 2 EASC09040 Exploration Geophysics

AssessmentA 1½ hour written examination in May

.

Semester 2 METE10003 Physics of ClimateGabi Hegerl

SynopsisThe course introduces the principal physics of climate and climate modelling, focussing on the Earth. The climate system is so complex that we approach it by constructing models with several different levels of complexity. These models allow us to explain the observed distribution of temperature, in relation to the fluxes of energy and matter through the climate system, and to consider the external and internal factors (both human and natural) which cause climatic change and variability. The course also briefly covers other climate variables, such as precipitation, and understanding of pasts and predicting of future climate change.

Learning outcomesUpon successful completion of the course a student will have a comprehensive and integrated knowledge of the principal physics of climate and climate modelling. They will be able to:

View the climate systems as one which, although it is far too complex to represent exactly in mathematical terms, may nevertheless be modelled using physical principles.

Be able to describe the various types of principal and some specialised climate models and understand the uses and limitations of each type. Specifically the student should be familiar with:

zero-dimensional energy-balance models, zonal energy balance models, and time-dependent energy balance models

one-dimensional radiative-convective models of the atmosphere,

general circulation models and;

the components of earth system models

Interpret, use and evaluate a wide range of numerical and graphical data

Understand the meaning of the term ‘Climate sensitivity’, and be aware of available evidence for its magnitude

Understand and predict the timescales of seasonal changes in climate, and climate change

Understand how radiation travels through the atmosphere and how it is absorbed and emitted

Explain how the atmosphere causes the greenhouse effect

Explain the principles of a general circulation model of the atmosphere and understand what use may be made of such a model, including for understanding of palaeoclimates and the prediction of anthropogenic climate change

Students will also:Be familiar with climate history from millennia to recent decades, and have a broad understanding of the causes of change

Understand the origin of predictions of future climate change and their uncertainty

Be aware of how understanding and knowledge in this subject are developed

Assessment – 20% minipresentation, 80% exam

Suggested reading: The course is not oriented on a single book, but Hartmann, McGuffie and Andrews covers a fair bit of the material. The book by Peixoto & Oort is an excellent alternative if a fairly

Semester 2 METE10003 Physics of Climatemathematical treatment suits you. Salby is an alternative to Andrews’ text for atmospheric physics. All the atmospheric physics texts go outside the scope of this course.

D. L. Hartmann (1994): Global Physical Climatology. Academic Press. Vol 56 in their International Geophysics series, 411 pp. I am using this for my own preparation in addition to my Predecessor’s material (Hugh Pumphrey) who may have used Taylor more.

Taylor, F. (2005): Elementary Climate Physics, Excellent introduction, although pitched at 3rd rather than 4th year. One copy in JCML, you may have to order it from the bookshop. The ISBN is 0 19 856733 2 (hardback) 0 19 856734 0 (paperback)

Andrews, D. (2000): Introduction to Atmospheric Physics, Cambridge University Press. Excellent short accounts of radiation and atmospheric physics, and some climate perspectives. In JCML.

Peixoto, J. and Oort, A. (1992): Physics of Climate, AIP. Comprehensive and lucid account of climate physics, with strong emphases on real world observations and rigorous mathematical treatment. Two copies in JCML.

Salby, M. (1995): Fundamentals of Atmospheric Physics, Academic Press. A very well presented account. In JCML.

Further Reading McGuffie and Henderson-Sellers (2005): A Climate Modelling Primer, John Wiley & Sons. Good on the principles of climate modelling, but a little light on the physics. New books are 3rd ed. Several copies of 2nd edition in JCML.

Wallace, J. M and Hobbs, P (2006): Atmospheric Science. Academic Press. Not same emphasis as in lectures but very well done and lots of relevant material

Trenberth, K. (1992): Climate system modeling, Cambridge University Press. Nicely presented reference work on modelling. In JCML.

IPCC (2007): Climate Change 2007 - The Physical Science Basis. Full text at http://www.ipcc.ch/ Detailed (~1000 pages) discussion of climate processes, modelling approaches & problems, in 11 well organized chapters. Excellent for state of science, but doesn’t provide background.

Semester 2EASC09043 Ore Mineralogy, Petrology and Geochemistry

Kate Saunders, Adrian Boyce and Ian Butler(9 lectures, 8 practicals)

Synopsis

Imagine a world without metals. No mobile phones. No computers. No cars. Not even any gold or silver jewellery to brighten up the day. For thousands of years people have been reliant on metals for everyday living. Indeed, major advances in our civilization have been directly attributed to our developing skills at finding and using metals (e.g. Iron Age, Bronze Age). We are now, more than ever, dependent on metals. This course provides an introduction to metalliferous ore deposits, including the use of reflected light microscopy for identifying ore minerals. Mineral deposits formed in a wide variety of geological environments are introduced, emphasising their relationships to petrological and geochemical processes and geological settings. The importance of rock associations and the integrated application of mineralogical, textural and geochemical techniques will be emphasised. The course comprises 9 sessions of lectures and practicals.. Practical sessions will be concerned with the examination and interpretation of materials discussed in the corresponding lectures, both petrographically and in hand specimen.

Week 1 Introduction to ore minerals and mineral deposits; identification of ore minerals (IB)

L1. Minerals as natural resources. Ore deposits and Earth evolution. Classification, composition anidentification of ore minerals. Terminology of mineral deposits.

P1. Introduction to ore-forming minerals

Week 2 Optical properties of Opaque Minerals: Reflected Light Microscopy (IB)

L2 Reflected light microscopy. Preparation of polished specimens; the reflected light microscope - its components and use; optical properties in reflected plane-polarised light (reflectance and bi-reflectance; reflection pleochroism); optical properties in reflected light with crossed polars (anisotropy and polarisation colours); hardness (polishing, scratch, quantitative indentation). Mineral assoications, textural relationships and paragenetic sequences. Paragenetic sequences of minerals.

P2 Using the reflected light microscope. Practical identification of type examples of common ore-forming minerals and their textures in reflected light.

Week 3 Chromite and Platinum Group Element Mineralisation associated with Ultrabasic rocks (IB)

L3 Orthomagmatic mineral deposits 1: Cr and PGE (Pt-group elements). Uses of Cr and PGE, the Bushveld Complex and the Rhum Layered intrusion. Understanding Cr deposit formation through the application of phase diagrams. Understanding PGE enrichment via sulphide immiscibiity and melt partitioning. Field and geochemical evidence to support theoretical models.

P3 Orthomagmatic mineral deposits in reflected light and hand-specimen. Examples from the Bushveld Complex of South Africa, the Rum Layered Intrusion in Scotland, Ballantrae in Scotland and the Kemi deposit of Finland.

Semester 2EASC09043 Ore Mineralogy, Petrology and Geochemistry

Week 4 Magmatic ore deposits (KS & IB)

L4 Orthomagmatic mineral deposits : Ni-sulphide deposits and PGE (Pt-group elements). Fe-Ni-Cu-S system and sulphur immiscibility in ultramafic and mafic magmas; formation and occurrence of Ni-sulphide in intrusive (Norilsk-type) and extrusive (komatiite-hosted) environments.

P4 Orthomagmatic mineral deposits in reflected light and hand-specimen. Examples from the Sudbury deposit in Canada, the Kambalda deposit of Australia and immiscibility textures from Whitehaven Steelworks.

Week 5 Massive sulphide deposits (AB & IB)

L5 Exhalative marine volcanogenic sulphides and deposits associated with sedimentary basins. Present-day submarine volcanism and hydrothermal activity on mid-ocean ridges and in island arcs. Volcanic massive sulfides (VMS) and sedimentary exhalative (SEDEX) and Mississippi-valley type (MVT) classes are introduced, and illustrated with mineral and rock suites from (e.g.) Cyprus, Norwegian Caledonides, Canada, Australia, and Aberfeldy (Scotland).

P5 Hand specimen and reflected light work on massive sulphides. Examples from the East Pacific Rise, Troodos Ophiolite (Cyprus), Sullivan and Geco (Canada), Rammelsberg (Germany), Mt, Isa (Australia) and Sulitjelma (Norway).

Week 6. Sedex Deposits – case study of the Irish ore deposits (AB & IB)

L6. Often there are heated debates about how ore deposits form. Using the Irish base-metal orefield – comfortably Europe’s largest Zn producer – this lecture will use these deposits to show how we can critically test genetic models to refine our understanding, and so help future exploration and exploitation.

P6 Hand specimen and reflected light work on Irish ore deposit material. Introduction to core logging for ore petrologists using 40 m of continuous core from Navan, Ireland.

Week 7. The porphyry to epithermal transition (AB & IB)

L7 Cu-Mo deposits. Calc-alkaline magmatism at destructive plate margins and the evolution of a porphyry stock; magmatic and meteoric fluids; hydraulic fracturing; breccias; wall-rock alteration; supergene enrichment. P7 Hand specimen and reflected light work on porphyry deposits. Examples from Tomnadashan (Scotland), Reko Dig (Pakistan) and Silver Bell (USA).

Week 8 Hydrothermal Vein Mineralisation (AB & IB)

L8 Vein deposits: metamorphism and crustal dewatering; orogenic gold deposits (Cononish, Curraghinalt; The Golden Mile). Mineral extraction and ethics.

P8 Hand specimen and reflected light work on hydrothermal deposits. Examples from SW England, Coniston, Carrock Fell and Eskdale (Lake District), Tyndrum and Ochils (Scotland).

Semester 2EASC09043 Ore Mineralogy, Petrology and Geochemistry

Week 9 Sulphur isotopes: applications of sulphur isotopes to ore deposits

L9 An introduction to sulphur isotope geochemistry, and their utility in understanding the genesis of a wide range of major ore deposits, and where they might help exploration programmes.

Introduction to assessed project (to be submitted in week 10).

P9 Assessed Practical Test (microscopy and hand specimens)

Week 10 Assessment of literature review projects to panel. Presentation of your findings via small group discussions.

Assessment

(1) Assessed project, based on critical literature review of selected ore deposits and their economic potential and viability in the current economic climate. Assessment will be based on the submitted review paper and small-group discussion and feedback with Dr Boyce (Paper due Monday 17th March 2013, 5 pm, panel discussions will be conducted in Week 10). (50%)

(2) Practical work will be assessed by a practical test in week 9. (50%)

Work Experience

It is hoped that members of the class may wish to consider applying for work experience with Anglo American through their very rewarding STEP programme http://www.angloamerican.com/careers/programme on which several previous students from Edinburgh have been lucky enough to win a place on - Visit the link above to find out about deadlines and applications.

Recommended textbook

Robb, l. Introduction to Ore-Forming Processes. Blackwell Science, 2004.

In addition, you must bring to classes a general reference book on mineral properties, such as Deer, Howie and Zusmann, An Introduction to the Rock-Forming Minerals, 2nd edition, 1992.

For reflected-light properties and their application to mineral identification see:Craig and Vaughan, Ore Microscopy and Ore Petrography (1981),but you are not expected to have a copy of this. Compilations of reflected-light properties of selected minerals will be handed out in class.

Field Courses

EASC09031 Pre-Semester 1 Field Skills for GeologistsHugh Sinclair

EASC09032 Pre-Semester 1 Field Skills for Earth Surface ScientistsHugh Sinclair

These courses will have been taken during the previous long vacation and are colloquially known as “Inchnadamph”. At the beginning of semester 1, it may be chosen to have been an optional course, or become a non-assessed course not contributing to the degree. Geophysics students choosing this as an option would normally take U04061.

EASC09036 Easter Vacation Environmental Geosciences Field CourseGreg Cowie(20 credits)

The course is colloquially known as ‘Jamaica’. It is designed for students on the Environmental Geoscience programme but a limited number of Geophysics & Meteorology Students may also participate by agreement with Greg Cowie. Interested students from these degree programmes should contact the course organiser (Greg Cowie) in the first 2 weeks of Semester 1.A pass in Aquatic Systems (Semester 1) is a prerequisite for this course.

DeliveryThe course has preparatory and field components. Preparation for the fieldwork will involve three lectures early in Semester 2 followed by a period of independent literature review and the submission of a report before the end of the semester. The report will contribute to the course assessment. The field component is a two-week trip based at Discovery Bay Marine Laboratory on the north shore of Jamaica. Field studies will include coral reef ecology and geomorphology, coastal oceanographic processes, and stream and groundwater sampling and analyses, as well as trips to investigate Jamaica's bauxite mining industry, the geology of the igneous Central inlier region, and karst processes in the Cockpit Country.

AssessmentThe preparatory report will contribute 20% of the total. The fieldwork will be assessed via a second report, to be completed in Jamaica, which will contribute 60% of the total. Other aspects of the whole course will be assessed by a one-hour written examination in May, amking up the final 20%.

TimingThe course will two weeks most probably within the Easter vacation – the definitive date is not fixed yet.

EASC09029 Geology Third Year Field CoursesRachel Wood

Geophysics & Geology students will go to either Mull or Kinlochleven, plus Spain. Mull: An integration of the Archaean to Recent geological history of Mull, and the construction

of a rock-relation diagram. Topics covered will include: Lewisian gneiss; structural geology of deformed Moine schists; Caledonian granite; Mesozoic sedimentary rocks; Tertiary plutonic and extrusive igneous rocks.

Kinlochleven: Structural mapping exercise in deformed Dalradian metamorphic rocks; Caledonian plutonics and extrusives.

Field CoursesSpain (ILW 18 Feb-25 Feb) The excursion focuses on the development of Neogene and

Quaternary sedimentary basins and associated magmatic activity in the Betic Cordillera in SE Spain.

ECSC09005 Environmental Pollution Margaret Graham

Description

This course deals with major problems of pollution of the atmosphere, water, the land surface and the food chain. It covers processes responsible for the occurrence and release of pollutants in the environment, dispersion mechanisms, the hazards associated with different types of pollutant, problems of accumulation of toxic substances, and procedures for the reduction of emissions and remediation of contaminated environments.

The course includes lectures, tutorials, field trips and visits to research institutes, modelling work, essay writing, and an exercise in handling research data and writing a report.

Learning outcomes

By the end of the course, students will have a broad, integrated understanding of the major problems associated with pollution of the atmosphere, water, the land surface and the food chain.

Students will be expected to be familiar with and have an understanding of:

- The causes of global warming, ozone depletion, enhanced N and S emissions and urban air pollution;

- How pollution is caused by nuclear fuel production, processing of spent fuel and disposal of radioactive wastes;

- Problems of pollution of the food chain by potentially toxic elements and persistent organic pollutions;

- The difference between persistent and biodegradable pesticides and how pesticides residues may be quantified;

- Procedures and prospects for reducing unwanted emissions to the environment and remediation of already polluted systems

Students will learn how to draw on a range of sources to assist making judgements and will be aware of a selection of the principal and specialised skills employed in this field. They will learn how to use, interpret and evaluate numerical and graphical data relevant to environmental pollution.

Assessment

Exam in May exam diet.

Non-Assessed CoursesInformation Technology

Eduardo Serafin

Purpose This course is designed to develop your familiarity with a range of software and techniques that you will need to master for project work in the Honours year and in your subsequent careers. In particular, you will need to be able to compose a professional report for your dissertation.

Prior experience The course assumes some familiarity with Microsoft Windows, File Manager or My Computer or Windows Explorer, Mail, and Word for Windows.

ContentThe course consists of a series of assignments and you can complete any or all of these in any order. The assignments are subdivided into Spreadsheets, Word-processing, Presentation, Databases and Other Topics. It is recommended that most students should tackle one of the Spreadsheet assignments, one of the Word-processing assignments and three others. Students with more experience should tackle the more interesting options. Each Option should take about three hours to complete.

Teaching and learning methodsThere are no formal classes. All of the documentation and resources that you need are available via the course page on the Web. If you need help you can email E.Serafin@ed.ac.uk.

AssessmentYou do not earn credits points for this course but you can mark your own work for self-assessment. Each assignment has a Marking Guide, which you can use to assign a mark out of 10 against the criteria listed. Even if you believe that you have good IT skills, you should still attempt some of the exercises.

The Option Topics:Category Topic Difficulty Importance InterestSpreadsheet Scatter diagram ** *** *

Line & Frequency diagrams ** ** **Word-processor CV * * ****

Essay ** ** **Presentation CAD: Postcard ** * *

CAD: Log ** ** **CAD: Section *** * *Maps & HTML ** * ***Photos & HTML ** * **Stereograms & HTML ** ** *

Databases Volcanic eruptions ** * **Other Topics Unix: GMT Terrain views *** * ***

Programming *** * ***Web pages ** ** ***

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Non-Assessed CoursesChemical Principles

Simon Harley, Godfrey Fitton, Bryne Ngwenya, Greg Cowie An understanding of basic chemistry is valuable for many branches of Earth Sciences. No prior knowledge of the subject is required.

The subject areas covered are outlined below:

L1 Atoms and Atomic Structure (1)Definition of elements and compounds. The atom and its constituent parts; the nucleus, protons (p) and neutrons (n). Atomic number (p). Atomic weights (p+n) expressed as atomic mass units. What is the mass of an atomic particle? Gram formula weight; Avogadro’s number. Definition of element (same p), and isotope (same p, various n). Summary of elements listed by numbers of protons. Representation of elements by their symbol, with their atomic number and mass number. (SLH)

L2 Atoms (2)Electrons: their relative mass, how far away from the nucleus they are. Electron orbitals: K, L, M shells, orbital pairs, electronic configurations. Electron structure of H, C, O, Na, Mg, Al, Si, K, Ca, Ti, Fe. (SLH)

L3 The Periodic TableElements listed by electronic configuration, which dictates the key chemical properties we are often interested in: bonding, volatility, metal v non-metal. Define and explain the key parts of the periodic table, via groups, and via split into metal/amphoteric/non-metal. Ions and valence. Ionic radii. Lanthanides and concept of series of elements with similar electronic configuration but differing masses and hence ionic radii. (JGF)

L4 From the elements to compoundsWhat is a compound and how does it differ from a mixture? Bonding of atoms: ionic, covalent, metallic, Van der Waals. Ionic compounds and molecules. Examples of molecules involving atoms of one type, e.g. O2, N2, and more than one type, e.g. CO2, H2O, SiO2. Some key ionic compounds in Earth Science. (JGF)

L5 Atomic and molecular weightsRevisit p+n. Avogadro’s number again, then the idea of MW expressed in grams; the mole concept. Conversions of wt% data into molecular formulae and back again. eg. what is the wt% of Si in SiO2, Al in CaAl2Si2O8? Given wt% of a, b and c, calculate the compound (mineral) formula. Density, molar volume and other key physical parameters. (JGF)

L6 States of matter and basic energetics (1)Gas, liquid, solid: differences and why. Energy considerations: idea of vibrational, translational and rotational contributions to how much energy it takes to heat up a substance by 1C (heat capacity), entropy (with entropy explained in simple terms). Energy considerations in making and breaking bonds – enthaplies. (SLH)

L7 States of matter (2)Gases: idea of kinetic theory; PVT relations in a simple way, the ideal gas case PV = nRT; definition and use of the gas constant R. Example of the volume 1 mole of gas occupies at 1 atmosphere. Extension into a case of non-deal gas, or gas mixtures. Liquids: follow up mixing of gases to go into liquid mixtures, solutions, and unmixing. Boiling points and what they mean, similarly with freezing points (melting points). Solids: 3D structures, so idea of sites, coordination and possibilities for substitutions. Solid solutions and their requirements - charge balance and ionic radii considerations. (SLH)

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Non-Assessed Courses

L8 Chemical reactionsWhat is a chemical reaction? How do they occur, why do bonds break and new ones form? Some energy considerations and kinetic issues. How to write and balance a chemical reaction, with simple and more complex worked examples that cross-refer to the other courses. (SLH)

L9 More on solutionsIonic solutions. Dissolving things. Solute and solvent. Concept of dissociation into ionic species in solution, solubility product and what this means. eH and pH. (BTN)

L10 Principles of organic chemistryCovalent bonding and the carbon atom. Nomenclature and characteristics of organic compounds. Major functional groups and compound classes, and their properties. Hydrocarbons. (GLC)

Assessment:You earn no credit points from this course and it will not be assessed.

Recommended textComprehensive course notes will be provided, but the following book is recommended for additional reading.Robin Gill, Chemical Fundamentals of Geology, Addison Wesley Longman.

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