FACULTY OF SCIENCE

Department of Environmental, Water and Earth Sciences

STUDENT COURSE GUIDE

GEOLOGY I

NQF LEVEL CREDITS QUALIFICATION COURSE CODE

N DIP GEOLOGY
5 6 GEO115D

COMPILED BY: DR.M. LUPANKWA

Revised 2022
 © COPYRIGHT: Tshwane University of Technology

Private Bag X680

PRETORIA

0001

All rights reserved. Apart from any reasonable quotations for the purposes of
research criticism or review as permitted under the Copyright Act, no part of
this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy and recording, without
permission in writing from the publisher.

Printed and distributed by:

FACULTY OF SCIENCE

Tshwane University of Technology

Private Bag X680

Pretoria

0001
CONTENTS

1. Welcome.......................................................................................................... - 1 -

2. Staff ................................................................................................................. - 1 -

2.1 Contact details .............................................................................................. - 1 -

2.2 Staff availability ............................................................................................. - 3 -

3. Year Plan ......................................................................................................... - 3 -

3.1 Contact sessions ........................................................................................... - 3 -

3.2 Work schedule 2016...................................................................................... - 3 -

3.2.3 Note on work schedules ......................................................................... - 4 -

4. Resources and recommended material ........................................................... - 4 -

4.1. Prescribed resources .................................................................................... - 4 -

4.2 Recommended resources ............................................................................. - 4 -

5. Assessment methods and criteria .................................................................... - 5 -

5.1 Assessment rules .......................................................................................... - 5 -

5.1.1. Tests & Assignments .............................................................................. - 5 -

5.2 Marking system ............................................................................................. - 5 -

5.3 Predicate mark .............................................................................................. - 5 -

5.4 Moderation ................................................................................................. - 6 -

5.5 Promotion requirements ................................................................................ - 6 -

 6. Code of conduct.......................................................................................... - 6 -

6.1 Ethical behaviour ........................................................................................... - 6 -

6.2 Class attendance .......................................................................................... - 6 -

6.3 Responsibilities of students ........................................................................... - 7 -

7. Overview of the course .................................................................................... - 8 -

7.1 Purpose of the course ................................................................................... - 8 -

7.2 Links to other subjects................................................................................... - 8 -

iii
 7.3 Course outcomes .......................................................................................... - 8 -

8. Course content and schedule of tests and assignments ................................. - 9 -

8.1 Learning outcomes and assessment criteria ................................................. - 9 -

8.1.1 course summary ........................................................................................ - 9 -

8.1.2 LECTURE OUTCOMES and assessments .............................................. - 10 -

module 1: Unit 1 ................................................................................................ - 10 -

module 1: Unit 2 ................................................................................................ - 11 -

Module 1: .......................................................................................................... - 12 -

Module 1:unit 4 .................................................................................................. - 13 -

Module 2: unit 1 ................................................................................................. - 15 -

Module 2: unit 2 ................................................................................................. - 16 -

Module 2: unit 3 ................................................................................................. - 17 -

Module 2: unit 4 ................................................................................................. - 18 -

Glossary of terms.................................................................................................. - 21 -

10. Assessment Samples .................................................................................... - 22 -

Example of an examination paper ........................................................................ - 22 -

iv
 ORGANISATIONAL
SECTION A
COMPONENT

1. WELCOME

Welcome to Geology I course! This is a semester subject, which gives you an overall understanding of how planet
and how it works. It is offered via compulsory lectures over 12 weeks. The course is structured in such a way as to
provide a sound foundation for the major subjects in the qualification. It is a pre-requisite for all other subjects in
geology. It paves the way for more advanced learning in geology. We trust you will enjoy the course, and find it
interesting and enlightening.

The subject gives a summary of the structure of the earth, plate tectonics and how rocks are formed on the planet.

Following are all the necessary information required for, and pertaining to earth structure, plate tectonics,
mineralogy and introduction to rocks of Geology I (GEO115D) in 2022.

I trust you will find the course interesting and informative, and of value to your future endeavours.

2. STAFF

2.1 CONTACT DETAILS

ACADEMIC STAFF
NAME CAMPUS ROOM NO TEL NO CONSULTATION ACADEMIC
TIMES FUNCTION

DR M. ARCADIA 4-504F (012) 382 6213 Please consult with LECTURRE

your designated
LUPANKWA CAMPUS EXAMINER
lecturer regarding
consultation times

MODERATION
NAME CAMPUS ROOM NO TEL NO ACADEMIC FUNCTION

MR. S.G. ARCADIA 4-503N (012) 382 6379 INTERNAL MODERATOR

SIBEKO CAMPUS
 ADMINISTRATION

NAME CAMPUS ROOM NO TEL NO CONSULTATION ACADEMIC

TIMES FUNCTION

DR L MONYATSI ARCADIA 4-505C (012) 382 6201 By prior HEAD OF

CAMPUS arrangement DEPARTMENT
with Mrs.
Gerber

MRS R GERBER ARCADIA 4-505A (012) 382 6232 MONDAYS – DEPARTEMENTAL

FRIDAYS ADMINISTRATOR
09H00-15H30

MRS S ARCADIA 4-503M (012) 382 6115 MONDAYS – DEPARTEMENTAL

GALEBIES FRIDAYS ADMINISTRATOR
09H00-15H30

LIBRARY
NAME LOCATION TEL NO CONSULTATION TIMES

ME E MTSHALI 2ND FLOOR, GOLDFIELDS LIBRARY, (012) 382 4603 DURING DESIGNATED LIBRARY HOURS
PRETORIA MAIN CAMPUS

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2.2 STAFF AVAILABILITY

If, after attending class and making every effort from your side to master content, you still have problems with
understanding concepts or principles or their application, the lecturer is available for consultation. Your lecturer
will be available in the allotted consulting hours, or by appointment. Further information will be provided in class.
There is a module whatsapp group which you are advised to join where the lecturer belongs to, were you can seek
assistance as well.

3. YEAR PLAN

3.1 CONTACT SESSIONS

The subject requires that you attend all contact sessions and online classes as scheduled. There is time allocated
for lectures and for practical/tutorials. Please refer to the geology programme timetable for the scheduling of the
contact sessions. The timetable is on Brightspace.

3.2 WORK SCHEDULE 2016

THEME/TOPIC TO BE COVERED LECTURE/PRACTICAL

PART 1 PLATE TECTONICS

Welcoming of students. Discussion of expected
1
behaviour.
Introduction and description of the solar system.
Earth its visual characteristics from space. The
2
significance of the force of gravity and the earth’s
magnetic field
Characteristics and nature of the earth’s atmosphere 3
Continental drift theory 4
Structure of the earth-journey to the centre of the
earth. What is the earth made of? Composition of 5
earth materials.
Characteristics of mid ocean ridges. Diverging plate
6
boundaries
Converging plate boundaries. Rocks associated with
7
subduction zones
Transform plate boundaries. The rock cycle. 8
PART 2: MINERALOGY AND ROCKS
Definition of mineralogy, crystal structure and atomic 9
bonding

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 Physical properties of minerals 10
Mineral compositions and mineral classes 11
Silicate minerals 12
The rock cycle 13
Sedimentary rocks 14
Igneous rocks 15
Metamorphic rocks 16

3.2.3 NOTE ON WORK SCHEDULES

Depending on circumstances, the work schedules may be changed. Any such changes will be communicated during
contact sessions and in advance. The work schedules have been developed to facilitate normal academic procedure.
Due dates must be adhered to and no apology will be considered. Student preparation should be such that
assignments are completed and submitted well in advance, and scheduled test dates are adhered to. Inability at
any time throughout the semester should be reported to the lecturer as soon as possible with the necessary
validation (medical certificate or an authoritive avadavat).

4. RESOURCES AND RECOMMENDED MATERIAL

4.1. PRESCRIBED RESOURCES

The following tables indicate what literature and other resources are essential for successful completion of this
course. You are strongly advised to acquire the prescribed resource.

PRESCRIBED LITERATURE

CATEGORY AUTHOR NAME PUBLISHER

BOOK Stephen Marshak Earth-Portrait of a planet. W.W. Norton and Company (ISBN
9780393937503)

4.2 RECOMMENDED RESOURCES

The following recommended resources will enhance your understanding and knowledge in this course, and you
are encouraged to use the following additional resources.

RECOMMENDED RESOURCES

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 CATEGORY

WEB http://www.livescience.com/37706-what-is-plate-tectonics.html
PAGES https://en.wikipedia.org/wiki/Plate_tectonics
http://www.cotf.edu/ete/modules/msese/earthsysflr/plates2.html

5. ASSESSMENT METHODS AND CRITERIA

Assessment of this course will include three written class tests. The purpose of assessment is to determine whether
you have achieved the learning outcomes. The class tests assessment methods therefore will focus on criteria that
will enable the lecturer(s) to determine whether you have achieved the learning outcomes. The assessment criteria
relevant to each learning outcome are detailed in section 5.2.

5.1 ASSESSMENT RULES

The general rules of TUT regarding assessment apply. You are advised to familiarise yourself with these rules, as
they are applied stringently.

5.1.1. TESTS & ASSIGNMENTS

Assessment: Geology I (GEO115D) is a semester course. This subject will be assessed by the use of three (3) written
semester tests.

The tests are compulsory; a sick test can only be written if:

 A valid doctor’s certificate was handed in to the lecturer within 48 HOURS (three work days) after a missed test.
If you are unable to bring the letter in person within that time frame, you may fax a copy within 48 hours, and
bring the original ASAP.
 Missed tests for which no letter was received = 0%
Please note that, in concurrence with TUT policy, no optional tests will be permitted.

Assessment for passing the subject will take the form of a one three-hour closed book examination at the end of
the semester. No work will be written off; the exam will assess the work done through the semester.

5.2 MARKING SYSTEM

Marks in tests and the assignment will be allocated according to a memorandum based on the prescribed work.
The memorandum will be discussed in class during revision of the test. If there are any practical applications, they
will be assessed and marked accordingly.

5.3 PREDICATE MARK

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A minimum predicate mark of 40% is required for admission to the summative test. The predicate mark will be an
average of the three tests that will be written.

NOTE: Predicate marks are placed on the faculty notice boards for students to view on predicate day. It is your
responsibility to check and confirm that your predicate mark is correct. If you have queries about your mark, you
must consult your subject lecturer immediately or within 2 working days of the predicate day. If for whatever
reason you cannot find your lecturer during this time bring this to the attention of any of the departmental
administrators so that they can help you find the lecturer. Once the predicate mark is entered on TUT’s mainframe
database, the mark cannot be changed.

5.4 MODERATION

The examination and supplementary examination papers in this subject are assessed by the examiners and
moderated by an internal examiner.

5.5 PROMOTION REQUIREMENTS

The final mark is calculated as follows:

1. Summative test mark 40%

2. Predicate mark 60%

Written examinations and/or assignments will be conducted.

A 40% predicate is a prerequisite for admission to the examination and this predicate counts 60% of the final mark. A
combined predicate and examination mark of at least 50% is necessary to pass the subject. A student fails if he or
she does not achieve a sub-minimum of 40% in the examination, even if the combined mark is 50% or more.
There will be no re-examination since the module is a continuous assessment subject. Please make every effort to
pass all your assessments.

 6. CODE OF CONDUCT

6.1 ETHICAL BEHAVIOUR

The Department of Environmental, Water and Earth Sciences favours student honesty and ethical behaviour. For
this reason it prohibits plagiarism and violations of the Copyright Act in the preparation of assignments. Plagiarism
entails the use of any published work or part thereof, whether from a book, a Web page, or other source, without
due acknowledgement and the use of the correct citation method. This prohibits ‘copy and paste’ exercises of
written content without rewriting it in own words or placing it in quotation marks, even if the source is
acknowledged. The same applies to tables. Under all circumstances, the source of any secondary information should
be cited.

6.2 CLASS ATTENDANCE

All lectures and practicals/tutorials are compulsory. Lectures may at times be offered during practical/tutorial slots.

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6.3 RESPONSIBILITIES OF STUDENTS

It is your responsibility to make a success of learning in this subject. To this end you are encouraged to attend
class, write set tests and hand in your assignments on the set due dates.

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 SECTION B LEARNING COMPONENT

7. OVERVIEW OF THE COURSE

Geology I (GEO115D), provides fundamental understanding of earth. The subject provides knowledge ranging from
the position of the earth in our solar system to a fundamental understanding of how rocks are formed on earth.
This section of the subject studies in detail the atmosphere, the different layers on earth and the compositions of
different components of the earth. The movement of continental plates is investigated as plate tectonics. The
different plate boundaries are discussed and related to the formation of the different rock types leading to the rock
cycle.

7.1 PURPOSE OF THE COURSE

The purpose of this section of the subject is:

 To understand the position of earth in the solar system and why that position is critical in making earth a
special planet.
 To relate observations on earth to the ideas that led to the theory of continental drift.
 To develop an understanding of the scientific observations that led to the development of plate tectonics.
 To know the different plate boundaries and how material is formed, destroyed or preserved at the
boundaries.
 To relate the activities at the different plate boundaries to the rock cycle.
 To understand how minerals are formed and how the different minerals can be identified
 To learn how to carry out classification of sedimentary, metamorphic and igneous rocks.

7.2 LINKS TO OTHER SUBJE CTS

Geology I (GEO115D) provides the foundation onto which all the subjects in your geosphere will be built on. It is a
pre-requisite for all subjects in the geology programme and some of the subjects in the environmental sciences
programme.

7.3 COURSE OUTCOMES

The primary goal of Geology I is to:

 Understand the role of the position of the earth in the solar system.
 Understand the nature and the role of the atmosphere, force of gravity and the magnetosphere
 Understand the structure of the earth and how it is related to movements of continental plates.
 Understand the different plate boundaries and how they relate to formation of different rock types.
 Understand the rock cycle.
 Understand how minerals form and identified
 Understand classification of sedimentary, igneous and metamorphic rocks.

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8. COURSE CONTENT AND SCHEDULE OF TESTS AND ASSIGNMENTS

8.1 LEARNING OUTCOMES AND ASSESSMENT CRITERIA

The following tables clearly indicate what you have to achieve (the learning outcomes) and how you will
be assessed (assessment criteria) to determine whether you have achieved the required knowledge and
competences.

The following icons are used throughout the learner guide:

This icon denotes the

This icon denotes the
prescribed and
start of a new study unit
additional resources

This icon denotes the This icon denotes

specific outcomes of the preparation required for
unit the unit

This icon denotes the This icon denotes review

assessment criteria of questions pertaining to
the unit the study unit

8.1.1 COURSE SUMMARY

The Geology I (GEO115D) course will have two sections taught over the first semester. Each section consists of
several modules which are sub-divided into units. The first module will consist of lectures on the introduction to
the solar system. The role of the force of gravity and how it influences the atmosphere will be studied. The different
earth materials will be described in detail. Early ideas of the continental drift theory will be explored. The second
module will consist of an understanding of the structure of the earth and the factors that determine the structure
of the earth. This will lead to the key field of geology of plate tectonics. The influence of plate tectonics in the
formation of the different rock types will lead to the study of the rock cycle. The third module will consist of a study
of the formation and classification of igneous rocks, sedimentary rocks and metamorphic rocks.

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8.1.2 LECTURE OUTCOMES AND ASSESSMENTS

MODULE 1: UNIT 1

Introduction and description of the solar system

RESOURCE(S)
Prescribed text book:

Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of the lecture, the student must be able to:
 Know all the planets in the solar system
 Know the influence of the distance from the sun on the size of the
planet
 Classify the planets in our solar system

ASSESSMENT CRITERIA

 Knowledge of the different components of the solar system

 Principles that determine structure and appearance of the different
planets

ASSESSMENT METHODS

 Written test(s)
 Written exams
 In class, peer discussion forum(s)

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 PREPARATION REQUIRED
No pre-preparation is required for this lecture as it serves as an introductory and
orientation unit.

REVIEW QUESTIONS
1. What are the different planets in our solar system?
2. Why is there no atmosphere on Mercury?
3. Why is Jupiter larger than mars?

MODULE 1: UNIT 2

Earth its visual characteristics from space. The significance of the force of gravity and the
earth’s magnetic field

RESOURCE(S)
Prescribed text book:

Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of this unit, the learner must be able to understand the role
of the force of gravity and the magnetosphere on earth.

ASSESSMENT CRITERIA
1. The principle of gravity and how it is responsible for maintaining the
atmosphere
2. Understand how the force of gravity influences pressure on the planet.
3. Understand how the earth’s magnetic field is formed and its role in the
protection of earth from the solar wind.

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 ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)

PREPARATION REQUIRED
Learners need to read the prescribed textbook before the lecture. The internet
also has images of the solar wind.

REVIEW QUESTIONS
1. What determines the position of a gas molecule in the atmosphere on our
planet?
2. Describe the pressure distribution in the atmosphere on our planet.
3. Discuss the pressure differences between a plane 10km above the earth and a
submarine hundreds of metres below the water the surface.
4. Draw and explain the magnetic field around the earth.
5. What is the difference between the magnetic field of a bar magnet and that of
the earth?

MODULE 1:

UNIT 3
Characteristics and nature of the earth’s magnetic field.

RESOURCE(S)

Earth-Portrait of a planet by Stephen Marshak.

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 OUTCOME
At the completion of this unit, the student must be able to describe the
components in the atmosphere and how pressure varies in the atmosphere.

ASSESSMENT CRITERIA
1. Components of the atmosphere.
2. Pressure variations in the atmosphere.
3. Effect of temperature changes on the atmosphere.

ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)

PREPARATION REQUIRED
Learners are required to summarize the review questions (below) pertaining to
this unit prior to the contact session.

REVIEW QUESTIONS
1. List the components of the atmosphere.
2. What would be the effects of global warming on the atmosphere?

MODULE 1:UNIT 4

Continental drift theory

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RESOURCE(S)
Prescribed text book:
Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of this unit, the learner must be able to describe the
observations that led Alfred Wegner to develop the continental drift theory. The
student must also be able to understand why the continental drift theory was
not accepted.

ASSESSMENT CRITERIA
1. Observe how the shapes of the continents look like pieces of a jig-saw
puzzle.
2. Understand how rocks tell us about the environment where they were
formed.
3. Know how fossils (whether plants of animal remains) are limited and
influenced by the environment where there are.
4. Appreciate the similar fossils found at different continents that now
have very different climate may mean that the two continents were
together in the past.
5. Know the distributions of mountains ranges across continents and how
they show the planets were once joined together.

ASSESSMENT METHODS

 Written test(s)
 Written exams
 Collaborative learning strategies

PREPARATION REQUIRED
Learners are required to summarize the review questions (below) pertaining to
this unit prior to the contact session.

REVIEW QUESTIONS
1. Draw a map showing the distributions of mountain ranges in different continents
and show how they continue across the continents
2. Draw a map showing places with similar rocks in Africa, South America Asia and
Australia.
3. What is the continental drift theory?

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MODULE 2: UNIT 1

Structure of the earth-Journey to the centre of the earth

RESOURCE(S)
Prescribed text book:
Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of this unit, the learner must know the structure of the earth
and be able to explain the nature of the different layers.

ASSESSMENT CRITERIA
1. Know all the different layers within the earth.
2. Understand the role of pressure and temperature in determining
whether a layer will be liquid, plastic or solid.

ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)

PREPARATION REQUIRED
Students must read the prescribed book and search the internet before the
lecture.

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 REVIEW QUESTIONS
1. How thick is the crust?
2. What is the difference between the continental crust and the continental crust?
3. What are the different layers in the earth?
4. Why is the outer core liquid and the inner core solid?
5. Describe the mantle.

MODULE 2: UNIT 2

Mid-ocean ridges. Diverging plate boundaries.

RESOURCE(S)
Prescribed text book:
Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of this unit, the student must know what diverging plate boundaries
are and their role in plate tectonics.

ASSESSMENT CRITERIA
1. Characteristics of mid-ocean ridges and how they led to the
development of plate tectonics.
2. The role of the earth’s magnetic field in confirming that new material is
formed at mid ocean ridges.
3. The manner in which new rocks are formed at mid ocean ridges and
how this explains the mechanism that moves planets on earth.

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 ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)
 Practical in identifying igneous rocks

PREPARATION REQUIRED
Learners are required to summarize the review questions (below) pertaining to
this unit prior to the contact session.

REVIEW QUESTIONS
1. What is a mid ocean ridge?
2. Describe the movement of magma at a mid ocean ridge.
3. Why are there faults at mid ocean ridges?
4. Draw a map of the world showing the positions of mid ocean ridges and
earthquakes .

MODULE 2: UNIT 3

Diverging plate boundaries.

RESOURCE(S)
Prescribed text book:

Earth-Portrait of a planet by Stephen Marshak.

OUTCOME
At the completion of this unit, the student must be able to explain in full the
classification of igneous rocks
The learner must be able to explain how sedimentary rocks are formed from
sediments.

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 ASSESSMENT CRITERIA
1. The classification of igneous rocks is explained and discussed.
2. The formation of igneous rocks from sediments is explained.

ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)

PREPARATION REQUIRED
Learners are required to summarize the review questions (below) pertaining to
this unit prior to the contact session.

REVIEW QUESTIONS
1. Discuss the best method of classifying igneous rocks in hand specimen.
2. What is sedimentology?.
3. How is the rock sandstone formed?
4. What is diagenesis?
5. What are the contributions of pressure in making sedimentary rocks?

MODULE 2: UNIT 4

The ‘Sedimentary environments’ and their sediments depositional

characteristics.

RESOURCE(S)
Prescribed text book:

South Africa Geology, Jos Lurie, Lupon Pinegrove ISBN No. 0070913501, 2009

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Field Guide To Rocks & Minerals Of Southern Africa, Bruce Cairncross, ISBN-10:
1868729850, 2009

WEB LINK:
www.nvcc.edu/home/jmarx
www.cliffsnotes.com
www.geol.umd.edu
www.isgs.illinois.edu

OUTCOME
At the completion of this unit, the learner must be able to explain the concept of
sedimentary environments and several examples such sedimentary
environments.

ASSESSMENT CRITERIA
1. Sedimentary environments are explained.
2. There are about 13 sedimentary environments which are discussed in
detail.

ASSESSMENT METHODS
 Written test(s)
 Written exams
 In class, peer discussion forum(s)
 Collaborative learning strategies

PREPARATION REQUIRED
Learners are required to summarize the review questions (below) pertaining to
this unit prior to the contact session.

REVIEW QUESTIONS
1. What is a sedimentary environment?
2. List all the sedimentary environments and associated rock types you know.
3. Which rocks are deposited in a desert?
4. Which rocks are deposited by running water or alluvial deposits?
`

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- 20 -
 GLOSSARY OF TERMS

Specific keywords will be used in the questions to guide your response, for example: discuss, evaluate, explain,
compare, criticize, discuss critically, etc. Always read questions carefully to ensure that you answer them correctly.
A number of keywords are explained in more detail below:

Define
This requires a short and concise description of the meaning of a specific word, concept or idea. Where possible,
elements should be specified and explained by means of examples. Where necessary, similarities and contrasts
between the word, concept or idea and other related words, concepts or ideas should be spelled out.

Analyse

This requires that distinguishing elements be highlighted, causes and effects identified, and the underlying
relationships pointed out.

Discuss

This requires a detailed review of the phenomenon, matter or event on the basis of arguments about cause-effect
relationships, advantages and disadvantages, as well as reasons why these specific relationships exist or why a
specific result ensues. Discussion requires insight into the matter discussed and the ability to argue a case. Please
note that you may be asked to discuss only a specified aspect - for example the disadvantages of a method or the
most important causes of a problem.

Explain

This requires an indication of the logical relationship between events, activities or actions in such a way that the
reader can deduct how and why a process follows a given path. In addition, the reader must be able to recognise
that you (as the person giving the explanation) have a good grasp of the matter. In order to explain, you must give
a considerable amount of detail. You must explain how things are connected, why they are connected in precisely
that way and no other, and why a certain result is achieved. Explanation therefore requires both knowledge and
insight.

Set out

This requires the organisation of material. In order to "set out", you must first sort and arrange facts, arguments,
characteristics, etc, according to specific points of departure in a new, often original, way. Thereafter the material
is discussed, and, where necessary, explained.

Describe

This requires a reflection of the characteristics of a phenomenon, without any detailed commentary about the why’s
and how’s of the matter. In other words, this involves, firstly, a description of what characteristics are present and
how characteristic these are, and, secondly, an indication of the ways in which the phenomenon is similar to, or
differs from, other phenomena. In some cases, the verb "describe" refers to the description of a process. In such
cases, you are required to set out the sequence of actions, activities or events leading to a specific outcome.
Sketches and diagrams may be used fruitfully to illustrate the process. You are not required to discuss advantages
or disadvantages - all you are required to do is to "present a picture" of the process for the reader.

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Compare

This requires a comparison between two or more phenomena, methods or techniques, being weighed against each
other with regard to dimensions such as exceptional characteristics, advantages and disadvantages, similarities and
differences as well as the relative strong and weak points of each. Normally a reasoned conclusion is reached on
the basis of the comparison.

Indicate

The term is synonymous to the term ‘explain’.

Name, list and tabulate

This requires a list of names, dates, reasons, facts, advantages, characteristics, etc. You are not required to provide
arguments or to explain processes. Tabulation usually refers to the organisation of information so as to provide a
clear and systematic overview.

Evaluate

This requires the application of criteria against which to measure a technique, method or approach. Evaluation is
usually followed by a deduction or conclusion. In such a case, you are required, firstly, to indicate which criteria
were applied in the evaluation, and, secondly, to set out your conclusion.

Differentiate

This requires an indication of differences – i.e. distinguishing characteristics. Two or more phenomena, events or
processes are analysed and described in such a way that differences or distinctions are clearly identified.

Prove/support

This requires the logical ordering of information, facts and arguments to substantiate or motivate a specific
conclusion. In this regard, extensive use may be made of statistics, research findings, historical facts, as well as of
inductive and deductive reasoning.

10. ASSESSMENT SAMPLES

The following test and examination papers are attached to serve as examples of the implementation of the
assessment criteria and assessment method. You should be familiar with these examples to prepare and
orientate yourself of how the various assessment criteria are used and applied in the various assessment
methods.

EXAMPLE OF AN EXAMINATION PAPER

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TSHWANE UNIVERSITY OF TECHNOLOGY

JUNE 2015 EXAM-B

SUBJECT:

GEOLOGY I

CODE: GEO 141T/GEO 151T

DURATION: 3 HOURS

INSTRUCTIONS TO CANDIDATES: ANSWER ALL THE QUESTIONS

COMPLETE EACH SECTION IN A DIFFERENT ANSWER BOOK

NUMBER OF PAGES : 5

FIRST EXAMINER:

COURSES:
Dr. C.J.S. Fourie

ND :GEOLOGY

ND : ENGINEERING METALLURGY

ND: ENVIRONMENTAL SCIENCES MODERATOR:

Drs. C. Kambewa

TOTAL MARKS : 150

COURSE CODE:

GEO 141T/GEO 151T

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SECTION 1: PLATE TECTONICS - Dr. C.J.S. Fourie

QUESTION 1 TOTAL = 10

The "big bang" theory is one theory of the origin and evolution of the Universe.

a) Explain what is meant by the "big bang" theory. (1 Marks)

b) A piece of evidence for the big bang theory is "red-shift". What is "red-shift"?
(1 Mark)
c) Explain how "red-shift" leads to the "big bang" theory. (3 marks)
d) Explain the significance of the “microwave background radiation”(3 marks).
e) Through which principle in physics did matter form, and what does this principle
entails? (2 marks)

QUESTION 2 TOTAL = 15

The earth and the moon are considered to be a binary planet system.

a) Why is this statement made? (1 mark)

b) What is the current acceptable theory on the formation of the moon? (4 marks)
c) Why do we think that the moon was once closer to the earth? (2 marks).
d) Why is the moon moving away from the earth? (4 marks).
e) What effects does the moon have on the earth? (4 marks).

QUESTION 3 TOTAL = 15

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Please draw a simple diagram of a subduction zone.

4.1 Indicate all the important features you would expect to find at a subduction zone. (8)

4.2 State whether a subduction zone is a divergent or convergent margin. (1)

4.3 Subduction zones are one of the two forces that drive plate tectonics. Name these forces. (2)

4.4 Discuss in one sentence why subduction zones explain the fact the oceanic crust is much
younger than continental crust. (1)

4.5 Please give three current examples of modern subduction zones. (3)

QUESTION 4 TOTAL = 20

3.1 Draw a small diagram showing the Lithosphere and its components. Explain the importance
of the Lithospheric melt and how it allows plate tectonics. (5)

3.2 In the theory of plate tectonics there are four main plate margins. Name and describe the
activities at these plate margins. (12)

3.3 Which plate margin is responsible for black smokers and continuous mountain building on
ocean floors? (3)

QUESTION 5 TOTAL = 10

What is the tectonic process called that is currently happening at the Great African Rift. Please
explain this process with the aid of diagrams.

QUESTION 6 TOTAL = 5

The final proof for seafloor spreading came from magnetic measurements of the seafloor.
Investigate the figure below. Please explain how this magnetic information gave the final proof
for seafloor spreading.

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 TOTAL SECTION 1: 75 MARKS

SECTION 2: ROCKS AND MINERALS: Drs. C. KAMBEWA

QUESTION 1 TOTAL = 10

Give at least two characteristic, diagnostic physical properties that will enable you to distinguish
between the following pairs of minerals in hand specimen, and explain how you would use the
property to distinguish between the minerals.

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1.1 Galena and Pyrite (2)

1.2 Malachite and Azurite (2)

1.3 Quartz and Feldspar (2)

1.4 Magnetite and Hematite (2)

1.5 Graphite and Muscovite (2)

QUESTION 2 TOTAL = 10

Describe the following rocks according to grain size and minerals present. (10)

2.1 GABBRO (2)

2.2 GRANITE (2)

2.3 ANDESITE (2)

2.4 BASALT (2)

2.5 DUNITE (2)

QUESTION 3 TOTAL = 20

3.1 What is the difference between BRECCIA and CONGLOMERATE? (4)

3.2 Describe the classification of igneous rocks using grain size and mineralogical composition.
(8)

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3.3 How does carbon dioxide cause the decomposition of minerals? (3)

3.4 Give the weathering products of BASALT and RHYOLITE. (5)

QUESTION 4 TOTAL = 20

4.1 Name and describe the clastic sedimentary rocks and arrange them according to particle size
from fine to coarse grained. (10)

4.2 Describe the following sedimentary structures.

4.2.1 Gradded bedding (2)

4.2.2 Cross laminations (2)

4.2.3 Stalactites . (2)

4.2.4 Stromatolites (2)

4.2.5 Mud cracks (2)

QUESTION 5 15 marks

5.1 What is weathering? (4)

5.2 Describe the formation of sinkholes. (2)

5.3 What is contact metamorphism? (6).

5.4 Name three metamorphic minerals (3)

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