The morphology of intrusive volcanic features can provide insight into their emplacement conditions. Typical intrusives of the Lyttelton Volcanic Complex, on Banks Peninsula, New Zealand, are basaltic to trachytic dykes or domes, which form resistant highs in the now eroded topography. This study investigates a prominent ridge to the east of Lyttelton, within the Urumau Reserve, known as the Urumau Ridge. At the base of the ridge, exposed in a roadcut, is the previously mapped “Windy Point Sill”. This study uses ArcCollector assisted field mapping and Google Earth visualizations to examine the ridge morphology and volcanic processes. The ridge is comprised of lava flows and scoria deposits which host intrusions. The ridge forming intrusion extends from the lower ridge along Sumner Road, connecting up slope to the ridge crest, with exposures demarked by inclined columnar joints and inclined intrusive contacts. ArcCollector aided field mapping correlated the lower “Windy Point Sill” intrusive to the ridge forming intrusive body, connected due to the presence of cooled margins and cooling joints, with the cross-cutting path of the body. This is further supported by geochemical analysis of the intrusive body, with pXRF analysis confirming linear related trachytic chemistry, as they are both products of the same magma source. To visualize the morphology of the intrusion, the intrusive contacts were expressed in Google Earth by connecting contact exposures from the ridge crest to the exposures near the lower ridge. This visualization revealed the intrusion dips perpendicular to the ridge crest, which is uncharacteristic of the vertical to subvertical radial dykes found in the Lyttelton Volcanic Complex. This suggests that underlying tectonic controls influenced the stress regime within the volcanic edifice at the time of intrusion. The resultant inclined, resistant, cohesive intrusion now forms Urumau Ridge, with the geomorphology controlled by the intrusion forming the backbone of the ridge, and the southeastern side as a major erosional discontinuity forming the inner harbour slope. This study highlights the use of digital data collection methodologies and the use of simple 3d visualizations in Google Earth.
On 16 December 2021, the Eastern Bays region of Banks Peninsula, Canterbury, was affected by a high intensity rainfall event which triggered >1300 landslides. Landslides triggered by the event caused widespread damage to agricultural land and infrastructure, which cut off road access to several communities. A landslide inventory has been developed to examine factors that have contributed to the distribution of slope failures in this region. Generally, landslides triggered were shallow earthflows in loess and loess-derived soils largely confined to slopes 26°–35° within steepened valley systems formed by erosion of the underlying volcanics. Landsliding was also absent at high elevations (> 600 m) southwest of the main ridge line and along the summit edges of the valleys due to sparse distribution of loessial deposits in this area. Three deep-seated slope failures were observed in highly weathered volcanics and were associated with the day lighting of spring flow. This event highlights the complexity of landslide hazard in Banks Peninsula, and the influence of soil distribution and the underlying complex hydrogeology on landslide occurrence.
Field work is an integral component of undergraduate geoscience education. Field areas for these crucial experiences are carefully selected, but how do these places affect our students? This study compares the field experience of students participating in two distinct modules of a study abroad field camp in New Zealand, through sense of place and perceptions of learning. The situated module was geological mapping based in a single site, whereas the roadside module was based on smaller exercises in multiple discrete sites. Survey findings indicate that students became significantly more attached to the situated field area, but had no significant change in their attachment to the roadside field area. Field observations and interview findings suggest that this may be due to student autonomy, the immersive landscape, and strong alignment of student perceptions of learning with instructor intentions on the situated field module. In contrast, the roadside module was more determined by the instructor, and student perceptions of learning did not align well with instructor intent in conveying a sense of the regional geologic history. We assimilate our field observations and student and instructor interview data into a schematic model of the two field trip styles. This model is then used to visualize an improved pedagogy to foster greater engagement with the landscape and geology in the roadside trip. We recommend that roadside field trips have explicit assessments that connect the field sites together. Our interview data suggest that this connection would be further enhanced with greater opportunities for student ownership of in-field decision making through student-centered learning, encouragement of a sense of exploration, and development of a student and instructor field learning community.
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