• Economic and Environmental Geology
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• v.47 no.1
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• pp.1-15
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• 2014

The Bobonaro m$\acute{e}$lange is one of the youngest syn-collisional m$\acute{e}$langes, located between the Indo-Australian and Eurasian plates. The m$\acute{e}$lange has formed in association with a collision between the Australian continental margin and the Banda arc initiated in Neogene. The Suai area at the southern part of Timor is a good place to examine the genetic relationship between the m$\acute{e}$lange and other rock sequences because various tectonostratigraphic units coexist in the area. In this study, we present the structural characteristics and spatial distribution of the Bobonaro m$\acute{e}$lange investigated as a part of 1:25K scale geologic mapping in the area, and discuss on the origin of the m$\acute{e}$lange. The Bobonaro m$\acute{e}$lange in the Suai area is composed of unmetamorphosed clay matrix and blocks of various lithologies. The clay matrix mainly is reddish brown or greenish gray in colour, and has scaly texture. Most blocks are allochthonous, but mostly derived from nearby formations. Based on the internal structure and relationship with surrounding rocks, the Bobonaro m$\acute{e}$lange is genetically classified into 1) diapiric m$\acute{e}$lange; 2) tectonic m$\acute{e}$lange; and 3) broken formation. The spatial distribution of the Bobonaro m$\acute{e}$lange indicates that it intruded all pre-collisional units including the lower Australian continental margin unit(Gondwana megasequence) and the Banda arc unit. Taking the field evidences and previous genetic models into consideration, the Bobonaro m$\acute{e}$lange is interpreted to be mainly formed as a diapiric m$\acute{e}$lange originated from Gondwana megasequence, consistently effected by faulting events. This study reflects that diapiric m$\acute{e}$lange is a significant component in recent accretionay-collision belts. It suggests that diapiric process should be considered as a main genetic factor even in ancient m$\acute{e}$lange.

• Journal of the Korean Geophysical Society
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• v.5 no.4
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• pp.293-303
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• 2002

Applying elastic plate model, we estimated elastic thickness and rigidity of the lithosphere in southern part of the Korean Peninsula($332km{\times}332km$ area of which center is $36.5^{\circ}N$ in latitude and $127.5^{\circ}E$ in longitude) by analysing terrain data and gravity data measured up to 2002. We tried to exclude the East Sea in choosing the study area because it has different tectonic environment. The mean Moho depth was estimated to be 30 km by power spectrum analysis of gravity data in the study area, Assuming one layer crust and applying elastic plate model, the loads with wavelengths of greater than 300 km are locally compensated, loads with wavelengths in the range 80-300km are partially supported by the strength of the lithosphere, and loads with wavelengths of less than 80km are almost completely supported by lithospheric strength. Assuming crustal model and rigidity, we calculated predicted coherence and compared it with observed coherence. As a result, we wert able to estimate the effective elastic thickness to be of 15 km(corresponding flexural rigidity is $3.0{\times}10^{22}Nm$). This indicates that the crust of the study area is relatively weaker than other old and stable continental regions but is similar to continental margins or oceanic area. The low rigidity could be explained by many tectonic and thermal activities such as orogenic activities, magmatic intrusions, volcanic activities, foldings, faultings, etc.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.