PETROLOGY (GEOLOGY 308) Course Syllabus Spring, 2015 MW 1:50-4:00 Harrington 217/216

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1 PETROLOGY (GEOLOGY 308) Course Syllabus Spring, 2015 MW 1:50-4:00 Harrington 217/216 Instructor: Dr. Jennifer Wenner, Harrington 107, (office) or (home please do not call after 10PM) Office Hours: Text: M 11-12:30 and T 12:30-2 and by appointment. Winter, J. D., 2010, An Introduction to Igneous and Metamorphic Petrology, Prentice Hall, Upper Saddle River, NJ, 702 p. COURSE GOALS This is an upper-level course in igneous and metamorphic petrology that is designed give you experience interpreting data related to the origin and modification of the Earth s lithosphere. Our experience will include the study of igneous and metamorphic rocks on a variety of scales, from hand samples, to thin sections, to geochemical investigations. Together, we will explore largescale geologic questions about the generation and modification of the upper layer of the Earth. We will review many of the fundamental concepts you learned in Mineralogy and Lithology and expand on them so that you can apply hard rock petrology concepts to geological problems. You will develop a professional vocabulary, improve your writing skills and explore the many tools that are available to the professional petrologist. The primary learning objectives of the course include: Identify and describe igneous and metamorphic minerals and textures in hand sample and thin section, Explore tools (e.g., phase, discrimination and chemographic diagrams, petrogenetic grids, etc.) that can aid in the interpretation of the evolution of the Earth s crust, Analyze petrographic, geochemical and geophysical data and use it to interpret the petrogenesis of igneous and metamorphic rocks. Improve scientific writing skills through the research and development of a research proposal that addresses an outstanding question in igneous or metamorphic petrology. Petrology and the Liberal Arts: A more general goal of this class is to contribute to your liberal arts education (the type of education that the College of Letters and Science strives to give you). A liberal arts education is unique because, rather than developing professional or vocational skills for a specific job, it prepares students for work in a variety of jobs. Students who receive a liberal arts education are prepared to enter the workforce because they have been taught to solve problems and to think critically; they have a broad base of knowledge grounded in a variety of disciplines. Petrology lets you utilize the broad backgrounds you already have by drawing tools from chemistry, mathematics, and physics. It also requires both written and oral communication, skills that will come in handy in any job or career you choose to pursue. Petrology will also contribute to your base of knowledge through the use of tools and ideas for addressing some of the most fundamental questions in geology. The vast majority (>95%) of the Earth is composed of igneous and metamorphic rocks that form in places that we cannot visit. Because of this, the study of petrology can be used to address some of the most basic questions in geology How did Earth form? How does plate tectonics work? Where does crust come from? - What is the source of magmas erupting at Mt. St. Helens? Hawaii? Mt. Kilimanjaro?

2 1 EXAM % 1 EXAM % 2 Lab assignments... 30% 3 Problem sets/in-class assignments... 10% 4 Field trip... 5% 5 Quizzes... 5% 6 Research Proposal/Paper... 20% GRADING A % A % B % B % B % C % C % C % D % D % D % F... <60% 1 Exams: There will be two take-home exams (You will have one week to complete these (3/30-4/6 and 5/6-5/13). The exams will be open book, open notes (& open library, if you like). However, there will be a gag rule in effect -- no talking to your classmates (or anyone else) about the exam. It will be on your honor (which I take VERY seriously). Each exam is worth 15% of your grade. 2 Lab assignments: The lab component of this class is significant and therefore counts the most toward your grade. For most lab assignments, there will be a number of thin sections and hand samples to describe. Your lab assignment should be turned in at the beginning of class on the day it is due (each lab assignment will indicate the due date). 30% of your grade. 3 Problem sets/in-class assignments: Homework and in-class activities are associated with each lecture period. I will make sure that you know the date each assignment is due (usually within a week). All out of class assignments are due at the beginning of class. Since I expect you to turn assignments in on time, I will do my best to return them in a timely fashion as well. 10 % of your total grade. 4 Field trip: Since the study of igneous and metamorphic petrology hinges on observation and collection in the field, it only makes sense to have a field trip in this course. This trip is mandatory. We will travel to the North Shore of Lake Superior to see the Keweenaw basalt flows. The trip will consist of a weekend trip and will require that you miss Monday (or possibly Friday) classes (we will discuss this on the first day of class). 5 % of your total grade. 5 Quizzes: From time to time, we will have in-class, take-home and reading (D2L) quizzes. 5% of your grade. 6 Research proposal: Since one goal of this class is to teach you about the tools of igneous and metamorphic petrology, you will write a double-spaced, 12-point font, 15-page research proposal. I highly encourage you to pursue a topic that interests you (including expanding research you are already doing) and that you could actually complete. This is a rewarding exercise that will prepare you for graduate school or an industry research career. See the following pages for more information about deadlines and guidelines for this proposal. 20% of your total grade.

3 FINAL PROJECT DEADLINES AND GUIDELINES As graduate students, faculty, research assistants, post-doc fellows and even in industry, geologists often must formulate hypotheses and research a geologic problem to convince external funding agencies that they deserve some money to pursue original research. The National Science Foundation is an agency that covers almost every aspect of geology, so it is crucial to have the ability to frame a research question to a funding agency such as NSF. Because this class is designed to give you experience in being a petrologist, this class includes a semester-long project that includes writing a National Science Foundation style proposal. Writing takes time and practice, so in order to encourage you to start the process, I have set up several deadlines for the proposal (activities associated with proposal preparation are also included in the class schedule): PROPOSAL DEADLINES February 2-9: Sign up for a minute meeting with Jen to discuss a research topic. Come in with some ideas think about igneous or metamorphic rocks/settings/places that you ve been curious about, or overarching questions in geology that you might want to answer. (5% of final paper grade) February 16: One-page, double-spaced written summary of preliminary research topic due at the beginning of lecture (with a list of no fewer than 5 primary references you plan to use). It should be well written, concise and clear, kind of like an abstract. (5% of final paper grade) March 9: 1 st draft of GEOLOGIC BACKGROUND (with a list of MINIMUM of 10 primary references). The geologic background section consists of a 6-10 pages double-spaced (literature) review paper outlining the geologic background of your project, including information about the general geology (e.g., tectonic setting, age and type of rocks present/previously studied in your area of interest), as well as prior work (e.g., Research already completed and by whom, hypotheses that already exist regarding the area, evidence that supports conclusions and led to your proposed research, etc.). You ve just completed the bulk of your proposal!! In addition, you should include a separate page with one or more and QUESTIONS/ HYPOTHESES that you still have after completing your research. One of these will become your proposed research (see below). (25% of final paper grade) March 9-13: Sign up for a 15-minute meeting with Jen to discuss the question/hypothesis around which you ll write your proposal. March 30: One page project summary due. MAXIMUM 1 page, double-spaced, 12-point type. The Project Summary should summarize what it is you propose to do and why it is important. There must be a clearly stated hypothesis/question that you will test. (5% of final paper grade) March 9- April 13: Optional (but highly recommended) proposal outline. If you would like some feedback on the revisions to your geologic background and the building of your proposal, I will read through (and provide feedback on) any proposal outline that you provide. An outline can be very helpful for organizing the flow of your proposal and can be extremely helpful in making sure you are on the right track.

4 April 13: Proposal draft due at the beginning of lecture. A complete proposal includes these 4 parts: 1. Project Summary MAXIMUM 1 page, double-spaced, 12-point type. The Project Summary should summarize what it is you propose to do and why it is important. There must be a clearly stated hypothesis/question that you will test. 2. Project Description: no more than 15 pages, double-spaced, 12-point type (including all figures and tables). (15% of final project grade) Make sure to include the following sections: a. an INTRODUCTION to the problem the hypothesis you will address, how you will address it, and the project s importance to the greater field of geology; b. the GEOLOGIC BACKGROUND that you have already written (and revised see March 9 above); c. PROPOSED RESEARCH detailing proposed new work, why your chosen area/technique is appropriate for addressing your question/hypothesis and what you expect to find; d. a METHODS section detailing the techniques you will use to test your hypothesis/address your question; e. a RESEARCH SCHEDULE detailing the timeframe for completion of your work; f. IMPLICATIONS/OUTCOMES OF THIS WORK reminding the reader of the importance of your work. 3. References Cited: No page limit, single-spaced, 12-point type, and listing all references cited in your proposal (you need at least 10 references). (I will provide a handout in reference to citations later in the course.) 4. Budget: Detail how much it will cost to complete this research. Do a little research if you need a plane ticket to Papua New Guinea, get on Orbitz and find out how much it will cost to fly (economy class) there! A reasonable proposal asks for about K per year. Money is no object! However, you must be reasonable in your request (I ll help with this too). April 13-April 22: Peer review. As with real NSF proposals, not only will I review your proposal draft, so will your peers (other members of the course). You will each be given a proposal to review (with name removed and a score sheet for evaluating the proposal; I will also use this score sheet). (10% of final project grade) May 14, 4 PM: Final revised proposal due. You should consider comments from peer reviews and those of your instructor and modify your proposal accordingly. This may require some additional research or reorganization. You may not use a late pass for this assignment. Your grade will be based on whether you modified your proposal according to comments and suggestions from reviewers. (35% of final paper grade includes taking into account comments from both reviewers of your proposal draft.)

5 TENTATIVE SCHEDULE AND READINGS (SUBJECT TO CHANGE) Because igneous and metamorphic petrology are such enormous topics, no single book does them justice. We will be using a text by Dr. John Winter because it is fairly comprehensive and covers topics in a logical order, but it fails to cover some subjects in significant detail so we will have some outside reading. Below is a tentative schedule of lectures and labs. This is a very diverse subject we are tackling. We will take things as they go this semester. If a topic comes up during the semester that you want covered in greater detail, see me. I will do what I can. Week Date Topic Reading 1 2-Feb-15 Igneous rocks and mineral review and intro to thermodynamics Lab: Coarse-grained igneous rocks, classification and determining plagioclase composition Proposal: Meet with Jen (15-30 minutes) 2 9-Feb-15 Thermodynamics: two component phase diagrams Lab: Fine grained igneous rocks, classification and 2 component phase diagrams Proposal: Preliminary library research (GeoRef) 3 16-Feb-15 Thermodynamics: Three component systems Lab: Thin Sections and Phase Diagrams Proposal: Project Summary + list of 5 primary references related to topic (due Feb 16) 4 23-Feb-15 Chemical Petrology I: Major elements, melting and fractionation Lab: Basalt generation and major element variation (M&M magma chamber) Proposal: library research and writing 5 2-Mar-15 Chemical Petrology II: Trace elements, magma modification and diversification. Lab: Basalts and trace elements Proposal: library research and writing 6 9-Mar-15 Isotopes, magma diversification and subduction-related igneous activity Lab: Continental Arc Batholiths (Sierra Nevada) Proposal: library research and writing 7 16-Mar-15 Subduction-related igneous activity - Continental arcs Lab: Continental Arc Batholiths (Sierra Nevada) Project: 1st draft of geologic background (due Mar 16) Schedule meeting with Jen (~15 minutes) 1, 2, 3 and 5 2, 3 and 6 7 8, 10, 12 9, 11, 13, and , 11 and 16 and outside reading (TBA) Mar-15 SPRING BREAK

6 Week Date Topic Reading 9 30-Mar-15 EXAM 1 HANDED OUT 10 6-Apr-15 EXAM 1 DUE Volcanology and hot spot magmatism Lab: Hawaii I Proposal: library research, revising first draft and adding information about proposed research Volcanology Lab: Hawaii II Proposal: One page project summary due (handed in before you get exam 1), continue library research, revising first draft and adding information about proposed research Apr-15 Introduction to metamorphism, chemographic diagrams, and mafic rocks Lab: Metamorphic minerals textures and names Proposal: 1 st full draft (due April 15) Apr-15 Metamorphic facies and petrogenetic grids Lab: Mafic Rocks Proposal: Peer review of proposals (due April 22) Apr-15 Thermobarometry and metamorphism of pelites Lab: Pelites I Proposal: revise draft (multiple times) based on comments from peers and Jen 14 4-May-15 Pelites and calcareous and ultramafic rocks Lab: Pelites II and Calc-silicates EXAM 2 HANDED OUT (May 6) Proposal: continue revise draft (multiple times) based on comments from peers and Jen May-15 Metamorphism of calcareous and ultramafic rocks and fluids and metasomatism Lab portion of EXAM 2 (May 13; Metamorphic rocks) EXAM 2 DUE (May 13) Final draft of proposal due 4pm May and outside reading (TBA) outside reading (TBA) 21, 22, 23, and and and and and 30

7 A FEW MORE THINGS YOU NEED TO KNOW: A word about late assignments. As a general rule, I do not accept late assignments; however, I do provide 2 late passes for which you will have 48 hours to complete and turn in a late assignment (with some limitations). You can use these for any reason, no questions asked. Although it may seem like I do not take official attendance, I do note who is here. Each class period will involve some activities (lab or otherwise) and missing out on those will cost you dearly (you may not use your late pass to make up in-class assignments). Whether or not you are in class, you are responsible for all material covered in class. There is a lot of opportunity to collaborate in this class (as in geology in general). And, you ll be writing a pretty significant paper. Because there is often a fine line between collaboration and plagiarism, I must include a statement about plagiarism and academic honesty: The Wisconsin Administrative Code states: Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others academic endeavors. ( UWS 14.01) Plagiarism and other forms of academic misconduct are serious offenses with severe penalties. (note: Plagiarism and academic dishonesty can include copying from published works, using another student s work as your own, not properly citing a published work, etc.) Academic misconduct is an act in which a student: (a) Seeks to claim credit for the work or efforts of another without authorization or citation (b) Uses unauthorized materials or fabricated data in any academic exercise (c) Forges or falsifies academic documents or records (d) Intentionally impedes or damages the academic work of others (e) Engages in conduct aimed at making false representation of a student s academic performance (f) Assists others in any of these acts. ( UWS 14.03). See the University of Wisconsin Oshkosh Student Discipline Code for details about procedures, sanctions, and other relevant information. Specific questions about the provisions in the Student Discipline Code should be directed to the Dean of Students Office. I take this VERY seriously and if you do not understand any part of this, PLEASE see me as soon as possible. This syllabus is like our contract for this class. By signing up for the class, you agree to the conditions contained in this syllabus (e.g., you agree to: complete all assignments, take the consequences of not completing assignments, refrain from engaging in academic dishonesty of any form. By composing this syllabus, I outline the expectations for this course, agree to follow the schedule (as time allows) outlined herein, and agree to adhere to the grading policies explained above. If you have any questions or concerns about what is contained in the syllabus, please see me before the end of the first week.

GEOL 443 SYLLABUS. Igneous and Metamorphic Petrology, Spring 2013 Tuesday & Thursday 8:00 a.m. 9:15 a.m., PLS Date Subject Reading

GEOL 443 SYLLABUS. Igneous and Metamorphic Petrology, Spring 2013 Tuesday & Thursday 8:00 a.m. 9:15 a.m., PLS Date Subject Reading GEOL 443 SYLLABUS Igneous and Metamorphic Petrology, Spring 2013 Tuesday & Thursday 8:00 a.m. 9:15 a.m., PLS 1113 Date Subject Reading Jan 24 Introduction: Overview of petrology, rocks. Structure and Chapter