UbD Template 2.0
Stage 1 Desired Results
Established Goals
SACE Stage 1 Scientific Studies:
I1: Design and implementation of a scientific investigation
plan.
I3: Manipulation of apparatus and technological tools
using safe and ethical investigation procedures.
I4: The obtaining, recording, and display of findings of
investigations using appropriate conventions and
formats.
AE3: Analysis and evaluation of data and other evidence
to formulate relevant conclusions
A2: Use of appropriate scientific terms, conventions,
formulae, and equations.
Australian Curriculum: Scope and Sequence
Science Year 10
Science Inquiry Skills
Planning and conducting
Use appropriate investigation methods, including field
work and laboratory experimentation, to collect reliable
data: assess risk and address ethical issues
associated with these methods
Processing and Analysing Data and Information
Analyse patterns and trends in data, including describing
relationships between variables and identifying
inconsistencies
Use knowledge of scientific concepts to draw conclusions
that are consistent with evidence
Evaluating
Evaluate conclusions, including identifying sources of
uncertainty and possible alternative explanations, and
describe specific ways to improve the quality of the
data
Communication
Transfer
Students will be able to independently use their learning to…


T
○
The search for minerals and other Earth materials has been an important activity since humans first began to
make tools – first from stone tools using flint, through to complex metal and plastic products of today. The
wide variety of Earth materials we use today come from relatively rare concentrations in the Earth’s crust. The
demand for these resources is growing due to the world’s rising population and living standards.
Mineral exploration is the search for relatively rare concentrations of economically extractable minerals – the
economic viability is dependent on demand. As a result, mineral exploration may take place in areas where
other land use is occurring, such as agriculture land. Land ownership and access to land become significant
issues as our demand for minerals increases.
Meaning
UNDERSTANDINGS
U
○
Students will understand that…

There is a link between the physical
properties of the Earth including
magnetism and gravity have
contributed to the Earth being habitable
and exploration for Earth Resources

Seismic waves have helped us
understand the internal structure of
Earth and can also be used in the
exploration for Earth Resources

Exploration geophysics make use of
naturally occurring physical
phenomenon to
ESSENTIAL QUESTIONS
Q
○
What methods can we use to search beneath the
Earth surface for resources?
How accurate are geophysical surveys?
Exploration at what cost for whose benefit?
Who owns resources in the crust?
Communicate scientific ideas and information for a
particular purpose, including constructing evidencebased arguments and using appropriate scientific
language, conventions and representations.
Australian Curriculum: Achievement Standards
Science Year 10
Science Inquiry skills
 Explain how they have considered reliability,
safety and ethical actions in their methods
 Identify alternative explanations for findings and
explain any sources of uncertainty
 Improve appropriate methods of investigation
Earth and Space Sciences
 Describe and analyse interactions and cycles
within and between Earth’s spheres

1.search directly for hidden mineral
deposits

2. search indirectly for minerals or
petroleum by defining a set of geological
conditions favourable for the formation
of these materials

Exploration geophysics is a relatively
young science.
Acquisition
Students will know…



K
○
That there are physical properties of the
Earth that can be used to search for minerals
and other Earth resources.
three types of surveys geologists use to
locate Earth Resources – gravity, magnetic
and seismic survey techniques
models can be used to understand how
geophysical surveys are conducted by
mining companies
Students will be skilled at…






S
○
Observing geological phenomenon and
recording these observations accurately
Calibrating scientific instruments and using
them effectively to collect valid data
Conducting investigations to confirm known
physical phenomenon, such as Earth’s
gravitational and magnetic properties
Organizing complex data collected from a
range of sources
Analyzing complex data using mathematical
formulae and drawing conclusions from
these results
Working collaboratively in teams
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
SACE Stage 1 Scientific Studies:
I1: Design and implementation of a scientific investigation
plan.
I3: Manipulation of apparatus and technological tools
using safe and ethical investigation procedures.
I4: The obtaining, recording, and display of findings of
investigations using appropriate conventions and
TRANSFER TASK(S):
TT
○
The Black Box: Modelling Geophysical Exploration
It is rare to use one exploration technique alone to prospect and determine the location of anomalies
of likely mineral ore bodies of economic significance. In this task students will plan and carry out
geophysics exploration within the ‘black box’, a model of a 1 km deep section of the Earth’s crust.
The aim is to carry out geophysical exploration program and identify and describe the location of
potential areas of interest.
formats.
AE3: Analysis and evaluation of data and other evidence
to formulate relevant conclusions
A2: Use of appropriate scientific terms, conventions,
formulae, and equations.
There are three parts to this task:
1. Planning your investigation – exploration plan
2. Carrying out your investigation – measurement and recording
3. Data analysis, including anomaly locations and depth


Black Box SACE task
Black Box non-SACE task
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Activity 1 - Introduction
 John Mignone, Education Officer from the DMITRE will introduce this topic to you. He will also demonstrate how the equipment for
gravity and seismic surveys works.
You will be working through a series of activities on a class rotation.
Activity 2: Seismic surveys
 Seismic methods use artificially generated seismic pulses to map the structure of the rocks below the surface. The shock wave travels
into the Earth and may be partially reflected or refracted at the junctions of rock units with differing seismic velocities and a proportion
of the waves return to the surface where they are received by sensors called geophones. By measuring the times of arrival of the
different seismic waves, it is possible to calculate the depth and position of the boundary between each of the layers due to relative
density differences. The process can be repeated at closely spaced intervals along lines crossing the area being explored and maps can
then be produced showing the structure of the rocks below the surface.
 You will follow this activity and use seismic data to determine the nature of Earth materials below the surface.
Activity 3: Gravity surveys
 The value of the gravity – ‘g’ – obtained at a point of the Earth’s surface depends not only on factors such as latitude, altitude,
topography and regional geological structures, but also on the underlying rocks. The gravitational pull of the Earth increases or
decreases according to whether the underlying rocks are more or less dense. The changes are extremely small but can be measured by
sensitive instruments called gravimeters with the unit of measurement being a milligal. Bodies of relatively dense rocks give positive
gravity anomalies – highs- and relatively light rocks are negative anomalies – lows reported as Bouger anomalies.
 You will follow this activity to develop an understanding of how the Earth's gravitation force can be used to map below surface
materials.
Activity 4: Magnetic surveys
 The Earth’s magnetic field can be used to detect ore bodies in the crust. On a local scale, the Earth’s magnetic field is far from uniform,
with magnetic minerals such as magnetite changing their host rocks magnetism causing a magnetic anomaly. Aeromagnetic surveys can
provide detailed information concerning the underlying geology of a large area. Magnetometers can ‘see through’ a cover of non-
magnetic sediment. The SI unit for magnetism is a tesla, but is very big, so nanoteslas are more commonly used.
 You will conduct a field investigation using handheld magnetometers to discover buried objects under the Flinders University playing
fields. TAFESA lecturers will be working with you to collect data from the field. This will then be taken back to the computer lab at
O'Halloran Hill TAFE, processed and returned to us for analysis.
Activity 5: A mineral exploration case study
 This activity has 4 main parts. You can model the work of an exploration geology team of a maximum of four, with one person in each
group take on a specific role. You will all need to have an input into Part 5 and be prepared to share this with the class. You will need
scissors, coloured pencils and glue for this exercise.
 Part 1: Airborne Regional search - magnetic survey. You will need to complete the magnetic image sheet here
 Part 2: Airborne Regional search - gravity survey. You will need to complete the gravity survey sheet here
 Part 3: Geochemistry stream sediment survey. You will need the stream sediment information and here to plot on the stream sediment
survey map here.
 Part 4: Diamond drill core data. You will need to attach the drill core logs to this sheet (this part takes the longest)
 Part 5: Conclusions. You will be able to use the information from Part 1 - 4 to determine the location, depth and width of an orebody.
Complete this sheet.
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Activity 6: Assessment task - What is in the black box?
 This is a summative assessment task, designed to bring the concepts from Geophysics together.
 Black Box SACE task
 Black Box non-SACE task