FACULTY OF SCIENCE

GEOLOGY DEPARTMENT

GLGE2A2

ENGINEERING GEOLOGY 1A

LEARNING GUIDE

LECTURER: Freeman E. D. Senzani

DATE UPDATED: February 2020

INTRODUCTION

An understanding of geology is a key aspect of understanding the nature and complexities of the rocks that form the earth’s crust on which we live,
the mineral deposits it hosts, and the strength of rocks and rock masses.

PURPOSE OF THIS COURSE

The purpose of this course is to provide the student with a general understanding of the science of geology, the formation of mineral deposits in
general, the principal mineral deposits of South Africa, and engineering geology as it relates to mining. This will provide a basic knowledge and
understanding of the structure of the earth, and the rocks and minerals that make up the crust of the earth. It will help in the interpretation of natural
features in the rock formations of the environment. It will then introduce students to the main mineral deposit formation processes, on a global scale.
This knowledge will then be applied to the geology of the country, with focus on the mineral deposit formation, and the role they play in the nation
and beyond. The engineering geology aspect will provide an understanding of rock mass strengths and how the geology of an area influences the
mining excavations. This will help to relate geology to the other aspects of the mining and survey degrees and to the interpretation of geological
controls on economic mineral deposits and mining excavations and structures.

Students are encouraged to do further reading and research to gain a greater and more thorough understanding of the subject.

PREREQUISITE LEARNING

The following learning is assumed to be in place:

 Competence in high school Natural Science concepts.
 Competence in English (written and oral)

LOGISTICS FOR THE COURSE

- Geology module course structure.

The geology part of the course comprises two main sections. The theory section covers
- Introduction to basic Geology
- Stratigraphy of South Africa
 - Formation processes of mineral deposits
- Principal economic mineral deposits of South Africa
- Basic Engineering geology

The second part involves exposing students to the physical properties of minerals, identification of rock-forming minerals and ore-minerals, and,
identification of igneous, sedimentary and metamorphic rocks.

- Lecturer contact time.

Direct contact time between the lecturer and students will be during formal lecture sessions and practicals. During each learning/teaching week,
there are 2 sessions of 90 minutes for the theory portion, and 1 session of 150 minutes, subject to student numbers and laboratory space.

- Assessment
Two tests on the theory topics contribute 60% towards the final progress mark (FPM) or module mark for the Geology module. . A further 40%
comes from a third test in which in which competence in the practical topics is assessed. Students are required to pass the practical as an
examination entry pre-requisite. The three tests together constitute the FPM, which must total a minimum of 40%, a second examination
prerequisite.

The final mark (FPM) comprises the final examination mark (50%) and the FPM (50%). A minimum of 50% in the FM is required for a pass
score to be awarded.

- Textbooks
The textbook by Dr. Jos Lurie is strongly recommended for this module on Geology, and the bulk of the course is based on this book.
Details of the textbook are given below. A complete set of course notes is also supplied. Students are encouraged to do further reading and
research, and a list of recommended references is attached in this guide.

Recommended textbooks:
Bell, FG., (1993). “Engineering Geology”. Blackwell Scientific Publications, London

Lurie, J., (1994). “South African Geology for Mining, Metallurgical, Hydrological and Civil Engineering”. Lupon Publishing CC, Pinegowrie,
South Africa.

Wilson, MGC. and Anhaeusser, CR. (eds.) (1998). “The Mineral Resources of South Africa.’ Council for Geoscience, Pretoria, South Africa.
- Structure of this learning guide
This learning guide is structured so as to give learners a full understanding of the outcomes that are to be attained, what the context and scope of
learning should be, and how attainment of the outcomes can be assessed.
The terms used in the tables outlining the specific outcomes are defined as follows:

 Specific Outcome: defines the essential competencies, attitudes and values that learners should acquire
 Assessment Criteria: provide information about what learners should do in order to achieve the outcomes.
 Range Statements: provide indication of the amount and complexity of the work expected from learners
 Performance Indicators: provide details of what learners should know and be able to do to show achievement of the specific outcome
- Textbooks
The textbook by Dr. Jos Lurie, recommended for Mineral Exploitation 1 in S1, is recommended for this course of Mining Geology 2, and the bulk
of the course is based on this book.
Details of the textbook are given below. A complete set of course notes is also supplied. Students are encouraged to do further reading and
research, and a list of recommended references is attached in this guide.

Recommended textbook:
Bell, FG., (1993). “Engineering Geology”. Blackwell Scientific Publications, London

Lurie, J., (1994). “South African Geology for Mining, Metallurgical, Hydrological and Civil Engineering”. Lupon Publishing CC, Pinegowrie,
South Africa.

Wilson, MGC. and Anhaeusser, CR. (eds.) (1998). “The Mineral Resources of South Africa.’ Council for Geoscience, Pretoria, South Africa.

- Structure of this learning guide

This learning guide is structured so as to give learners a full understanding of the outcomes that are to be attained, what the context and scope of
learning should be, and how attainment of the outcomes can be assessed.
The terms used in the tables outlining the specific outcomes are defined as follows:

 Specific Outcome: defines the essential competencies, attitudes and values that learners should acquire
 Assessment Criteria: provide information about what learners should do in order to achieve the outcomes.
 Range Statements: provide indication of the amount and complexity of the work expected from learners
 Performance Indicators: provide details of what learners should know and be able to do to show achievement of the specific outcome
 SPECIFIC OUTCOME 1 : Demonstrate an understanding of the composition of the solid earth, the global processes, and the methods used to
determine the composition and processes.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS

Learners should do work in which: Learners should cover work in: Attainment will be evident when learners:

1. Knowledge of the components and processes
active in the solid earth, and the methods used
to establish the information are articulated.
1. The chemical and mineralogical composition of
the earth’s layers,is understood.
2. The global-level processes that drive the rock
cycle are understood
3. The methods and observations used to
determine the earth’s composition, and the
global level processes
 Can outline the chemical and mineralogical
composition of the earth’s layers.
 Can describe the global-level processes that drive
the rock cycle are understood
 Can discuss the methods used to determine the
earth’s composition and processes

SPECIFIC OUTCOME 2 : Demonstrate an understanding of concepts and principles in the classification and naming of minerals.
 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

2. Knowledge, concepts and principles are used to 4. The characteristics and physical properties of  Name and classify minerals based on their
classify minerals. minerals are understood. physical properties and characteristics.
5. The physical properties and characteristics of  Name and classify the common rock-forming
minerals are used for naming and classifying minerals.
minerals.  Name and classify the common ore minerals

SPECIFIC OUTCOME 3: Identify and classify the common rock-forming minerals and ore minerals.
ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1 Knowledge, concepts and principles are used to
identify minerals.
3. The role of minerals in forming rocks, and the
identification and classification of rock-forming
minerals is understood.
4. Ore minerals are identified and classified
1. The physical properties and characteristics of  Identify, name and classify minerals based on
minerals are used for naming and classifying their physical properties and characteristics.
minerals.  Identify, name and classify specimens of the
2. The common ore minerals are identified and common rock-forming minerals.
classified  Identify, name and classify specimens of the
6. The common rock-forming minerals are common ore minerals.
identified and classified.

SPECIFIC OUTCOME 4: Identify and classify common igneous rocks.

 ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to classify 1. The characteristics and physical properties of  Identify, name and classify specimens of some
igneous rocks. igneous rocks are understood. common igneous rocks.
2. Knowledge and concepts are used to describe 2. Igneous rocks are identified and described based
and identify igneous rocks. on their properties and characteristics.

SPECIFIC OUTCOME 5: Identify and classify sedimentary rocks.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to classify 1. The characteristics and physical properties of  Identify, name and classify specimens of
sedimentary rocks. sedimentary rocks are understood. common sedimentary rocks.
2. Knowledge and concepts are used to describe 2. Sedimentary rocks are identified and described
and identify sedimentary rocks. based on their properties and characteristics.

SPECIFIC OUTCOME 6: Identify and classify common metamorphic rocks.

ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to classify 1. The characteristics and physical properties of  Identify, name and classify specimens of some
metamorphic rocks. metamorphic rocks are understood. common metamorphic rocks.
2. Knowledge and concepts are used to identify 2. Metamorphic rocks are identified and described
and describe metamorphic rocks. based on their properties and characteristics.

SPECIFIC OUTCOME 7: Demonstrate an understanding of the concepts and description of folded and fractured rocks (structural geology).
ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

1. Knowledge and concepts are used to describe 1. The concept of strike and dip of strata are  Describe the concept of strike and dip of strata.
folded rocks. understood.  Identify and describe various types and shapes
2. Knowledge and concepts are used to describe 2. The aspects of a fold described of folds.
faulted and fractured rocks. 3. Various types of fold are identified and  Identify and describe various types of faults.
described based on the attitude of strata and fold
aspects.
4. The aspects of a fault are described
5. Various types of fault are identified and
described based on their attitude and throw.

SPECIFIC OUTCOME 8. Demonstrate an understanding of the stratigraphy of South Africa

 ASSESSMENT CRITERIA
Learners should do work in which:
1. Knowledge and concepts are used to describe
the regional geology and mineral deposit
setting of South Africa.
SPECIFIC OUTCOME 9: Demonstrate an understanding of the concepts and principles of the mode of formation of mineral deposits
ASSESSMENT CRITERIA
Learners should do work in which:
1. Knowledge and concepts are used to describe
the methods by which mineral deposits are
formed.
2. The modes of formation of mineral deposits are
grouped and classified in a logical way.
RANGE STATEMENT
Learners should cover work in which:
1. The concepts member, formation, subgroup,
group and supergroup as well as igneous and
metamorphic complex are understood.
2. The main rock components of South Africa
and where they occur are understood.
3. The main mineral deposits which the
different parts of the South African
stratigraphy host are described.
RANGE STATEMENT
Learners should cover work in which:
1. The methods of formation and classification of
the following types of mineral deposits are
described:
 Volcanogenic deposits
 Magmatic deposits
 Pegmatite intrusions
 Hydrothermal deposits
 Residual deposits
 Mechanically concentrated deposits
 Chemically formed deposits
 Biochemically formed deposits
 Evaporite deposits
 Metamorphic deposits
 Deposits formed by supergene enrichment
PERFORMANCE INDICATORS
Attainment will be evident when learners:
 Describe the concepts member,
formation, subgroup, group and
supergroup as well as igneous and
metamorphic complex.
 The main rock components of South
Africa and where they occur are
understood.
 The main mineral deposits which the
different parts of the South African
stratigraphy host are described.
PERFORMANCE INDICATORS
Attainment will be evident when learners:
 Name and describe the main processes of
formation of ore deposits.
 Classify mineral deposits into the various main
groups by their mode of formation.
 Describe the common ore minerals likely to be
found in the various mineral deposits based on
mode of formation of the deposits.
 SPECIFIC OUTCOME 8: Demonstrate an understanding of the mode of formation and characteristics of important South African ore
deposits.
ASSESSMENT CRITERIA RANGE STATEMENT PERFORMANCE INDICATORS
Learners should do work in which: Learners should cover work in which: Attainment will be evident when learners:

3. Knowledge and concepts are used to describe
important South African mineral deposits.
6. The important South African mineral deposits  Describe the constituent minerals and method of
are described and classified on the basis of formation of some important South African
mode of formation and dominant economic mineral deposits.
minerals.
Deposits to be described and understood are:
 Precious metals / minerals
 Base metals
 Industrial minerals

SPECIFIC OUTCOME 9: Demonstrate an understanding of the concepts and principles of ground water in rocks and soils
 ASSESSMENT CRITERIA
Learners should do work in which:
1. Knowledge and concepts are used to describe
rocks as water bearers.
2. Knowledge and concepts are used to describe
the movement of ground water in rocks and
soils.
3. Knowledge and concepts are used to describe
the water table and springs.
SPECIFIC OUTCOME 10: Demonstrate an understanding of the concepts of erosion and weathering (physical geology)
ASSESSMENT CRITERIA
Learners should do work in which:
3. Knowledge and concepts are used to describe
the erosion and weathering of rocks.
4. The different processes of disintegration and
decomposition are identified and described.
SPECIFIC OUTCOME 11: Demonstrate an understanding of the concepts and principles in describing the strength of rocks and rock masses.
ASSESSMENT CRITERIA
Learners should do work in which:
RANGE STATEMENT PERFORMANCE INDICATORS
Learners should cover work in which: Attainment will be evident when learners:
1. The properties of rocks that make them water  Describe the properties of rocks.
bearers are understood.  Describe the movement of ground water in
2. The concept of permeability and rocks.
aquifer/aquiclude are described and understood.  Describe the various types of spring and how
3. The features of water table and the various types they are formed.
of spring are described and understood.  Describe the formation of sinkholes and dolines.
4. The formation of sinkholes and dolines are
described
RANGE STATEMENT PERFORMANCE INDICATORS
Learners should cover work in which: Attainment will be evident when learners:
2. The role of the 3 main destructive agencies in  Name and describe the main processes of
weathering is understood. weathering.
3. The four principal processes in the chemical  Describe the role of the atmosphere, water and
decomposition of rocks are understood. life in the erosion and weathering of rocks.
4. The work of water in erosion, transportation and  Describe the main processes in the
deposition is described. decomposition of rocks.
RANGE STATEMENT PERFORMANCE INDICATORS
Learners should cover work in which: Attainment will be evident when learners:
1. Knowledge and concepts are used to describe
the properties and strength of rock material.
2. Knowledge and concepts are used to describe
and classify rock masses.
SPECIFIC OUTCOME 12: Demonstrate an understanding of how the geology and rock-mass properties influence the stability of mining
excavations.
ASSESSMENT CRITERIA
Learners should do work in which:
1. Knowledge and concepts are used to describe
the geological influence on the siting of
excavations.
2. Knowledge and concepts are used to understand
the stability of slopes.
3. Knowledge and concepts are used to understand
the influence of geological conditions on
tunnels.
CONCLUSION
The successful attainment of the specific outcomes of this course will give the competence and understanding of relevant knowledge, concepts
1. The various components of rock strength and
the factors influencing them are described.
2. Rock masses are classified according to their
various properties in Bieniawski’s rating
scheme.
3. The strengths of some typical rocks are
described and understood.
4. The strength of soils is described.
RANGE STATEMENT
Learners should cover work in which:
1. The influence of rock strength and
discontinuities on slope stability are described
and understood.
2. The influence of geological conditions such as
strike and dip, and discontinuities on the
stability of tunnels in rock are described and
understood.
 Describe the components of rock strength.
 Describe the factors that influence rock strength.
 Classify and rate rock masses.
 Describe the strength of some typical rocks.
PERFORMANCE INDICATORS
Attainment will be evident when learners:
 Describe the factors influencing slope stability.
 Describe the way in which geological conditions
influence the stability of tunnels.
 Describe the more favourable geological
conditions for the excavation of tunnels in rock.
and principles of ore deposits and engineering geology. This will provide a better understanding of the nature and mode of formation of
economic mineral deposits and how this can influence the exploitation of these deposits. The practical identification of rocks and minerals will
assist in a better understanding of the geology of the ore deposits that are mined.
Attainment of the specific outcomes of the engineering geology module will provide an understanding of the influences of geology and rock
mass properties on the siting of excavations.

BIBLIOGRAPHY / REFERENCES
Bell, FG., (1993). “Engineering Geology”
Blackwell Scientific Publications, London

Lurie, J., (1994). “South African Geology for Mining, Metallurgical, Hydrological and Civil Engineering”.
Lupon Publishing CC, Pinegowrie, South Africa.

Wilson, MGC. and Anhaeusser, CR. (eds.) (1998). “The Mineral Resources of South Africa.’
Council for Geoscience, Pretoria, South Africa.
 ACCEPTANCE FORM

I, ………………………………………………………(Student Name)

……………………………………………..(Student Number)

1. Acknowledge that I have received the LEARNING GUIDE for MINING GEOLOGY
2A (GLGE2A2)
2. Have read and understood the Learning Guide in terms of:
 The structure and purpose of the course
 The learning outcomes that need to be achieved to qualify for competence in the
course
 The requirement that I MUST pass the practical component of the course to get
credit for the course.
 The proposed dates of the formal assessments.

SIGNED:……………………………………… DATE:
……………………………………………..

COMMENTS OR SUGGESTIONS:

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