Earth Georesources

Module Description

This module covers three aspects:  

• The classification of industrial rocks and minerals. 
• Genesis and exploitation of major ore deposits. 
• Assessment and production of Geomaterials used in the construction industry. 

The module details the classification, genesis, and exploitation of major ore deposits. The processes through which ore deposits are formed and modified will be discussed, highlighting the relevance of sedimentary, metamorphic, and igneous processes in the genesis of world-class ore bodies.  

Geomaterials used in construction are discussed in detail in this module. The focus is on aggregate and dimension stone. Aggregate sources, production, and classification is discussed with applications to unbound and bound aggregate (for concrete and asphalt). The assessment of geomaterials quality using seven index properties of rock, density, water absorption, strength, elastic modulus, Poisson ratio, thermal expansion, and durability will also be discussed in this module. 

Entry Requirements

Candidates who apply for this course must possess:

•  a related qualification at MQF Level 4

and/or

• one ‘A’ Level or equivalent in a Science subject and a pass in English Language* and Mathematics at MQF Level 3 (‘O’ Level or equivalent)
• In the case of students who do not possess all the formal required academic qualifications, then the RPL process could be applied such that if evidence of equivalent learning and/or professional experience are found then the applicant could still be accepted in the course. Such RPL process will subject applicants to an interview held with a board of experts within the field, chosen specifically by IDEA Academy, so as to verify their experiences and prior learning.

*Students whose first language is not English and do not possess an ‘O’ level pass in English Language will be required to demonstrate English language capability at IELTS level 6.0 or equivalent.

For students lacking the necessary academic qualifications, the Recognition of Prior Learning (RPL) process may apply. If equivalent learning evidence is found, the applicant could be accepted into the course.

Target Audience

This program caters to individuals interested in enhancing their academic and professional understanding of Geology and Earth Sciences.

This program targets individuals who:

• Would like to advance their academic and professional knowledge of Geology and Earth Sciences.
• Would like to advance their academic and professional knowledge of rocks, namely, classification, testing, and use in industry.
• Work in the construction and quarrying industry.
• Are seeking to pursue a career in Geology and Earth Sciences.
• Work in geotechnical laboratories seeking to advance their knowledge and position.

Module / Unit Instructions

The proposed structure comprises a blended approach promoting the building of a community of practice via peer-to-peer learning. The structure uses primarily two dimensions of teaching-learning modes:

• Face to Face sessions

Face-to-face sessions include lectures, tutorials, discussions, presentations and workshop activities promoting peer-to-peer learning.

• Online Learning Activities

Online learning activities incorporate tutorials and asynchronous discussions. These may consist of active interaction, participation and contributions in fora discussions, sharing resources and self-reflection exercises. Learners also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.

How you’ll be assessed

The course comprises:

• Evening classes for part-time courses.
• Classes held throughout the day for full-time courses.
• Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
• Self-study hours comprising research, reading and assignment work.

Assessment

Assessment is carried out via two mandatory components:

• Assessment 1
• Assessment 2

The programme includes different forms of assessment which allow for and promote students’ critical engagement. The assessment tasks may include an in-class assignment and/or a home-based written assignment using diverse assessment tools which may take the form of online and in-class discussions, examinations, case studies, reports, proposals, essays, and presentations, etc., as applicable to the diverse modules.