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Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 28 ● Number 1, 2003 ● ISSN 0957-8005
Undergraduate
Understanding and
Presentation of
Anomalous Data in
the Earth Sciences
New Activities and
Approaches from the
Post-16 ‘Bring and
Share’ Session, ESTA
2002 Conference,
British Geological
Survey
Geology Howlers
from 2002 AS/A2
Examinations
Acid Groundwater: An
Interesting Cocktail
Earth Science
Activities and
Demonstrations:
Lavas
National Science
Week
JESEI Website
Activities Chris King
ESTA Council
Members and
Vacancies
Cash for Research:
the P T Carr Award
www.esta-uk.org
teaching
EARTHSCIENCES
WHERE IS PEST?
PEST is printed as the
centre 4 pages in
Teaching Earth Sciences.
Teaching Earth Sciences: Guide for Authors
The Editor welcomes articles of any length and nature and on any topic related to
Earth science education from cradle to grave. Please inspect back copies of TES,
from Issue 26(3) onwards, to become familiar with the journal house-style.
Three paper copies of major articles are requested. Please use double line spac-
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Figures, tables and photographs must be referenced in the text.
References
Please use the following examples as models
(1) ArticlesMayer, V. (1995) Using the Earth system for integrating the science curriculum.
Science Education, 79(4), pp. 375-391.
(2) BooksMcPhee, J. (1986 ) Rising from the Plains. New York: Fraux, Giroux & Strauss.
(3) Chapters in booksDuschl, R.A. & Smith, M.J. (2001) Earth Science. In Jere Brophy (ed), Subject-
Specific Instructional Methods and Activities, Advances in Research on Teaching. Volume 8,
pp. 269-290. Amsterdam: Elsevier Science.
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publisher. Permission must be sought from the Editor to reproduce original mate-
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contain the author’s full name, title and address (and email address where relevant).
They should be sent to the Editor,
Dr Roger Trend
School of Education
University of Exeter
Exeter EX1 2LU
UK
Tel 01392 264768
Email [email protected]
Editor
To Advertise in
teachingEARTHSCIENCES
Telephone
Ian Ray 0161 486 0326
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005
Your PresidentIntroduced Martin Whiteley
Thinking Geology:Activities to DevelopThinking Skills inGeology Teaching
Recovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:Earthquakes
Response to theHouse of CommonsScience and
Technology Committeeinquiry into theScience Curriculum for14 - 19 year olds
Setting up a localgroup - West WalesGeology Teachers’Network
Highlights from thepost-16 ‘bring andshare’ session at theESTA Conference,Kingston 2001
ESTA Conferenceupdate
Book Reviews
Websearch
News and Resources
arth Scienceacharth Scienceachwww.esta-uk.org
teachingEARTH
SCIENCES
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 27 ● Number 1, 2002 ● ISSN 0957-8005
Creationism andEvolution: Questions in theClassroomInstitute of BiologyChemistry on theHigh StreetPeter KennettEarth ScienceActivities andDemonstrations:Fossils and TimeMike Tuke
Beyond Petroleum:Business and The Environment inthe 21st Century John
Browne
Using Foam Rubber inan Aquarium ToSimulate Plate-Tectonic And Glacial
PhenomenaJohn WheelerDorset and EastDevon Coast: World Heritage SiteESTA ConferenceUpdate
New ESTA MembersWebsearchNews and Resources
(including ESTA AGM)
arth Scienceachers’ Asso
arth Scienceachers’ Assowww.esta-uk.org
teachingEARTHSCIENCES
ESTA needs a new
DEPUTY-EDITORTREASURERSECRETARY
Are YOU willing to have a go?
See pages 10, 33 & 34 for more information
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
3 www.esta-uk.org
teaching
EARTHSCIENCESTeaching Earth Sciences is published quarterly bythe Earth Science Teachers’ Association. ESTAaims to encourage and support the teaching ofEarth Sciences, whether as a single subject or aspart of science or geography courses.
Full membership is £25.00; student and retiredmembership £12.50.
Registered Charity No. 1005331
Editor
Dr. Roger TrendSchool of EducationUniversity of ExeterExeter EX1 2LUTel: 01392 264768Email: [email protected]
Advertising
Ian Ray5 Gathill CloseCheadle HulmeCheadleCheshire SK8 6SJTel: 0161 486 0326Email: [email protected]
Reviews Editor
Dr. Denis BatesInstitute of Geography and Earth SciencesUniversity of WalesAberystwythDyfed SY23 3DBTel: 01970 622639Email: [email protected]
Council Officers
President
Martin WhiteleyBarrisdale LimitedBedford
Chairman
Geraint OwenDepartment of GeographyUniversity of SwanseaSingleton ParkSwansea SA2 8PP
Secretary
Dr. Dawn WindleyThomas Rotherham CollegeMoorgate, RotherhamSouth Yorkshire
Membership Secretary
Owain ThomasPO Box 10, NarberthPembrokeshire SA67 7YE
Treasurer
Geoff Hunter6 Harborne RoadTackley, KidlingtonOxon OX5 3BL
Contributions to future issues of Teaching EarthSciences will be welcomed and should beaddressed to the Editor.
Opinions and comments in this issue are thepersonal views of the authors and do notnecessarily represent the views of the Association.
Designed by Character DesignHighridge, Wrigglebrook Lane, KingsthorneHereford HR2 8AW
Front cover
Students sampling Yorkshire Dales
river water.
PHOTO: John Moseley
Back cover
Heimaey Town and 1994 lava flow
PHOTO: Andrew Krasinski
Visit our website at www.esta-uk.org
CONTENTS4 From the ESTA Chair
Geraint Owen
5 Editorial
Roger Trend
6 Undergraduate Understanding and Presentation
of Anomalous Data in the Earth Sciences
Paul Gibson
11 New Activities and Approaches from the Post-
16 ‘Bring and Share’ Session, ESTA 2002
Conference, British Geological Survey
Chris King (Editor)
22 Geology Howlers from 2002 AS/A2
Examinations
Jo Conway
23 Acid Groundwater: An Interesting Cocktail
John Moseley
25 Earth Science Activities and Demonstrations:
Lavas
Mike Tuke
29 National Science Week
Peter Kennett
30 JESEI Website Activities Chris King
31 Obituary: Laurie Doyle Mick de Pomerai
31 ESTA Conferences Update Peter Kennett
32 ESTA Council Members and Vacancies
33 News and Resources
34 ESTA Diary
35 Websearch
36 Cash for Research: the P T Carr Award
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 28 ● Number 1, 2003 ● ISSN 0957-8005
www.esta-uk.org
teaching
EARTHSCIENCES
4
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
ESTA’s latest Council meeting was
held last Saturday at the University
of Birmingham. I never cease to be
impressed by the enthusiasm and com-
mitment of the members of ESTA
Council, and the wonderful work they
do on behalf of all ESTA members, and
of Earth science teaching in general. If I
draw attention to some of the highlights
of this most recent meeting I’m bound to
leave out something noteworthy. But I’ll
try anyway.
We saw copies of the newly published
Primary pack, Working With Soil, which
looks superb – stimulating, fun and full of
ideas that I can’t wait to try on our under-
graduates! The pack was produced with
the assistance of generous funding from
The Curry Trust, and congratulations go
to Niki Whitburn and members of
ESTA’s Primary Committee for this
excellent addition to ESTA’s published
resources for teachers. Owain Thomas
gave us the good news that the number of
ESTA members continues to rise, and
Geoff Hunter cheered us by announcing
that subscriptions will not need to rise
this year. We also heard about ESTA’s con-
tinually improving relations with other
organisations. Most recently an informal
meeting was held at the Geographical
Association’s Annual Conference to
explore ways in which ESTA and the GA
can work together in areas of mutual
interest, and we can look forward to excit-
ing developments ahead.
The Earth Science Education Unit,
based at Keele with support from ESTA
and UKOOA (UK Offshore Operators
Association), as well as Keele University,
and in the capable hands of Chris King
and Peter Kennett, continues to provide
valuable INSET training in Earth science
for Science teachers. In early June the
Unit is to expand into Wales, with a
launch at the National Museum in
Cardiff, and ESTA wishes this new ven-
ture well. So all sorts of terrific activities
and developments are taking place, many
of which you can read about elsewhere in
the Journal. It is important for us all to
realise that ESTA is very much more than
just the excellent Teaching Earth Sciences
and the stimulating Annual Course and
Conference, which form its “shop win-
dow” for many members.
All of this activity requires co-ordina-
tion and organisation, which is the role of
ESTA Council. But perhaps, to some
members, ESTA’s Council might be seen
as some kind of shady “other-organisa-
tion”, something distinct from the Associ-
ation of members whose interests are
principally reading Teaching Earth Sciences,
teaching Earth science, and perhaps
attending the Annual Course and Confer-
ence. This could hardly be further from
the truth, and if this description tallies at
all with your image of ESTA Council,
please wipe it clear at once!
ESTA is a voluntary association of mem-
bers, organised for its members by its
members. Its Council is made up of ordi-
nary members who have offered their help
and volunteered for a limited period to give
a bit back to the Association by contributing
to its organisation and the co-ordination of
its activities. These include the production
of Teaching Earth Sciences, the organisation of
the Annual Course and Conference, and
striving to ensure that Earth science contin-
ues to be taught – and taught well – in our
schools, colleges and universities. ESTA
Council members don’t need any special
skills or qualities. They have ideas, but like
everyone else their ability to achieve their
ideals is tempered by the real world, with its
constraints of time, energy, family and
money. But they do what they can. And you
could do it too. All ESTA members are
capable of making a valuable contribution
to Earth science teaching by volunteering
to help for a while on ESTA Council.
Which brings me to my next point.
From time to time in the life of all organi-
sations occasions arise when, though noth-
ing more sinister than coincidence, several
key members step down from their posts at
the same time. At this September’s Annual
General Meeting, Dawn Windley will
retire as Secretary, Geoff Hunter as Trea-
surer and Roger Trend as Editor. All have
done terrific work over the past few years –
all members are surely impressed with the
new look Roger has brought to the journal,
and the continued health of ESTA is a trib-
ute to the work of the Secretary and Trea-
surer. We all owe a great debt of gratitude to
Geoff, Dawn and Roger. And we owe it to
them to replace them promptly.
So who will replace Dawn and Geoff as
Secretary and Treasurer, and who will take
on the task of Deputy-Editor to help the
new Editor? Will it be you? Why not? No
reason in particular? Excellent, it’s you
then! Get on the phone, or email, or write
a letter to Dawn or me to find out more
about what’s involved, and we’ll be
delighted to have you on board. There’s
no good reason to stop any member from
taking on one of these jobs, and it’s your
opportunity to put something back into
the Association. You’ll find adverts for the
posts in this issue of the Journal, and con-
tact details for other Council members at
the front. Please, think very seriously
about offering your services in one of
these posts, or at least finding out a bit
more about what’s involved. Your Associ-
ation needs you!
The posts will be filled at the AGM
during the Annual Course and Confer-
ence, being held this year in Manchester
on the 12th, 13th and 14th September.
Further details are enclosed with this copy
of Teaching Earth Sciences, so fill in the
Booking Form and send it off now, while
you’re thinking about it! The Manchester
team, co-ordinated by Paul Selden from
the University’s Earth Sciences Depart-
ment, with Peter Kennett and James Speed
acting as links with ESTA Council, have
done a terrific job of putting together a
stimulating and interesting programme.
There are INSET courses on Friday for
Key Stages 1 & 2, Key Stages 3 & 4, Post-
16 and Higher Education. The Saturday
programme includes topical lectures and
From the ESTA Chair
So ESTA is in good health,
with an increasing membership,
high-profile activities on a
number of fronts, and
strengthening links with other
bodies that share a common
interest in seeing good Earth
science teaching
Editorial: On Dinosaurs and Giant Rhubarb
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
5 www.esta-uk.org
Last Saturday I attended ESTA Coun-
cil at Birmingham University and on
the Sunday I went to the Malvern
Spring Show, the first national show of the
year for the Royal Horticultural Society
(RHS). As you might imagine, the stan-
dards were such that it made me want to
give up gardening! How on Earth do they
get those plants looking so immaculate? I
spotted not a single punctured hosta leaf
nor a blemished rose petal (yes, plenty of
roses even at this time of year, early May).
Most of the trade stands included attrac-
tive plant arrangements as well as plants for
sale, but one in particular caught my eye,
and that of everyone else too. It was selling
large-leaved architectural plants and you can
imagine the lush display of tree ferns (Dick-
sonia), horsetails (Equisetum), giant rhubarb
(Gunnera) and (Rheum), plantains of various
kinds and so forth. Peering out from the
dense foliage were two huge dinosaurs: not
real live ones, just very stationary plastic
models of (Tyrannosaurus) and a Ceratopian.
They were so effective because of their
quality, robustness and size (Tyrannosaurus)
was over 2 m. high). They were doing a
great commercial job, drawing in the
crowds to buy the “designer plants”: and
they didn’t need feeding.
Interest in so-called architectural plants
has increased among gardeners considerably
over the last decade or so, possibly as a result
of increased travel or warmer climates, or
perhaps resulting from the increased atten-
tion to garden design. Perhaps it is just a cur-
rent fashion for the spectacular. Whatever
the underlying causes, many people are now
well in-tune with Carboniferous forests
without realising it. How can this be used as
an opportunity for those of us involved in
geoscience education? Perhaps those of us
who work (or play, as in my case) with plants
could bring in the evolutionary aspects of
many extant plants when we are doing our
day jobs in geoscience education. Centres
such as the Eden Project and the National
Botanic Garden of Wales certainly have the
opportunity to enhance geoscience knowl-
edge and understanding by incorporating
the deep time perspective into plants. Do
they succeed? Is it on their agendas? Perhaps
even garden centres and nurseries could
enrich their customers’ gardening experi-
ences by setting their plants in a time per-
spective: or is that just expecting too much?
Perhaps gardening programmes could do
the same, at least occasionally.
There is a slight problem for those of us
working with younger people. Most ama-
teur gardeners are on the older side and gar-
dening is perhaps seen by youngsters as not
for them. Personally, I think this is fine: for
many people amateur gardening is best left
till adulthood, perhaps after an initial stir-
ring at about 6 to 10 years. However, there is
huge scope to expand and exploit that “ini-
tial stirring”, as the May 2003 issue of The
Garden, the RHS journal, makes clear. It
includes an article about pupils at Writhling-
ton School, a rural comprehensive in Som-
erset. Under the leadership of Simon
Pugh-Jones, a physics teacher and 2001
Teacher of the Year for the South West, they
have established a Greenhouse Club, with a
special focus on orchids (Ardle, 2003).
The article makes heartening reading,
not least because it is well-illustrated with
colour photographs of the students in lab
and greenhouse. It is very interesting to
note that the school logo is that of the
World’s oldest damsel fly, discovered in the
famous local Carboniferous rocks (an
SSSI). This simple logo is highly visible on
the school uniform, but not mentioned in
the article text: what a pity. To make the
link between Carboniferous damsel fly and
orchids would have been easy, perhaps via
dinosaurs (First Appearance of orchids was
in the Cretaceous Period) or Darwin’s
famous “Orchids Bank”, now named
“Downe Bank”.
How else can geoscience education ben-
efit from the huge interest in gardening?
Perhaps readers have some excellent exam-
ples which they might share with the rest of
us? Please write!
Reference
Ardle, Jon (2003). From Tiny Protocorms...
The Garden, 128(5): 334-337
Roger Trend
workshops on inspiring issues such
as geohazards, fossil footprints, the
Manchester earthquakes and labo-
ratory models of environmental
systems, and there will be displays,
exhibits and sales to peruse during
breaks in the programme. Then on
the Sunday there is a choice of field
workshops exploring teaching
issues relating to building stones,
landslides, mining and mineralised
rocks. I don’t know about you, but
I can’t wait!
Looking further afield, the 2004
Course and Conference will for the
first time travel north of the border,
to Edinburgh, from 17th to 19th
September. An enthusiastic team is
waiting to receive us, and drawing
up a programme that will include
the National Museums of Scotland,
Dynamic Earth, the British Geologi-
cal Survey, and Heriot-Watt and
Edinburgh Universities, and will
provide the opportunity to try out
teaching ideas at classic field locali-
ties like Arthur’s Seat. Start making
your plans now for Edinburgh
2004!
So ESTA is in good health, with
an increasing membership, high-
profile activities on a number of
fronts, and strengthening links with
other bodies that share a common
interest in seeing good Earth sci-
ence teaching. At the same time
ESTA is maintaining the high stan-
dards of Teaching Earth Sciences and
the Annual Course and Confer-
ence. But to ensure ESTA’s contin-
ued good health into the future,
your help is needed to maintain the
vital functions of ESTA Council.
All voluntary organisations need
their members to engage as much
as possible with their organising
committee or council, and that’s
exactly what ESTA needs now –
volunteers. Become one today; you
won’t regret it. I look forward to
hearing from you!
Geraint Owen
6
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
Introduction
Some disciplines within the Earth Sciences involve the
measurement of parameters that can provide useful
information about the subsurface. In geochemical stud-
ies for example, the concentration of copper in soil
samples can be used to help locate potential ore bodies.
Also, a range of techniques is available in geophysics
such as gravity, magnetics, conductivity, seismic or
ground penetrating radar, all of which involve measure-
ments. This paper focuses on geophysics but many of
the concepts are more widely applicable.
Over the years it has become apparent to the author
that students often collect data without enough prepa-
ration or forethought and, as a consequence, often
encounter difficulties while collecting the data, misin-
terpret the data or badly present them.
Undergraduate Understanding and Presentationof Anomalous Data in the Earth Sciences
PAUL GIBSON
During project or practical work, undergraduate students often collect geophysical data without first considering
a number of important questions regarding the data and their presentation. Often this results in a poor
understanding of the study, incorrect conclusions and a poor presentation of their findings. This paper outlines
the types of questions that students should have considered in a small discussion group format before any field
data are acquired.
Before any fieldwork commences it has proved ben-
eficial for the students to form small discussion groups
and consider the following questions.
● What is an anomaly?
● What does the size of an anomaly tell you about the
geological importance of the feature that caused it?
● If you find a wide anomaly and a narrow anomaly,
what does this tell you about the structures that may
have caused them?
● How often should data be collected along a traverse
and what effects will using different station spacings
have?
● What conventions should be adopted for showing
graphs with different trends?
● Should different graphs be shown at the same scale
or at different scales?
● What sampling technique should be employed if
data are being collected over an area and what are the
effects of using different sampling techniques?
● How should areal data be displayed?
The geophysical anomaly
An anomaly exists where there is a measurable contrast
with the background. A profile of data is formed of two
components, a background (regional) value that one
would expect to exist and an anomaly that represents a
deviation from this background value: see Figure 1a.
The appearance of this anomaly will vary depending on
the technique being employed and the size and shape of
the target. Figure 1b shows a conductivity profile across
a metal pipe. The background conductivity value for this
location is 8 mS/m whereas there is a deviation from the
background value above the pipe which varies from +74
mS/m to -93 mS/m. The background readings shown in
Figure 1b are constant along the traverse. However,
there are many instances in which the background
varies. Figure 1c illustrates a negative anomaly due to a
fault that was obtained on a magnetic survey in which
the background readings change at a constant rate.
The term ‘measurable’ in the previous paragraph is
important because it is entirely possible for a contrast to
exist but for it to go undetected. It is important that the
variation in the natural background properties be such
that any anomaly being looked for is substantially
Figure 1:
Concept of an
anomaly and
examples of
magnetic and
conductivity
anomalies.
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
7 www.esta-uk.org
greater than the background variance. The background
variations in the magnetic field for basalt, schist and
quartzite obtained on a survey are shown in Figure 2. If
one were looking for a target that was expected to pro-
duce a 100 nanoTesla (nT) anomaly it could easily be
identified if the survey was conducted over quartzite or
schist where the natural variance is approximately 10
nT. However, the natural background variation over the
basalt is of the order of 100-300 nT (Gibson et al.,
1996). A 100 nT anomaly over basaltic terrain would be
indistinguishable from the natural variation.
Size of the anomaly
After the data are collected and displayed, it may
become apparent that anomalies of different size are
present. Many students assume that the bigger the
anomaly the more important is the geological structure.
The magnetic signatures over two faults are shown in
Figure 3. One is associated with a magnetic anomaly of
over 3,000 nT whereas the second is delineated by a 120
nT anomaly. However, the 3,000 nT fault is, in geolog-
ical terms, relatively minor but it produces a large
anomaly because it is located within highly magnetic
basalts. The 120 nT fault is, however, part of a major
fault system that extends for hundreds of kilometres. In
this instance, the host rock has a low magnetism and the
subsequent anomaly is small.
The distance from the source to the sensor is also
going to have an important bearing on the size of the
anomaly. Thus, a small object close to the surface can
produce a large anomaly while a much bigger object
buried at a greater depth will only produce a small
anomaly. The student should also realise that a small
anomaly might be because the data were collected on a
traverse line that did not directly pass over the object. It
is good practice when an anomaly is located to obtain
data in the immediate vicinity to ascertain more accu-
rately its position and highest magnitude.
Students often assume that the width of an anomaly
and the width of the feature that caused the anomaly are
one and the same, i.e. narrow features cause narrow
anomalies and wide features cause wide anomalies. Fig-
ure 4 illustrates typical magnetic signatures one might
expect to find over fault zones. The wider zone (1) in
this instance will produce a wider anomaly than the
narrow zone (2). However, this does not necessarily
imply that if one finds a wide anomaly that it has been
caused by a wide feature. A traverse over a narrow fault
zone can yield a wide anomaly (3) as the width also
Figure 2:
Natural
background
variance in
magnetic readings
over basalt, schist
and quartzite.
Figure 3 (left):
Magnetic signatures over two faults. The
large anomaly is associated with a minor
geological structure and the small anomaly
is associated with a major structure.
Figure 4 (above):
The width of an anomaly is partially
controlled by the direction of the traverse
with respect to the trend of the feature.
8
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
depends on the trend of the traverse with respect to the
strike of the fault. Two other points should be borne in
mind when considering the width of an anomaly. First-
ly, deeper sources, although they produce an anomaly
of lower magnitude than shallower sources, yield a
wider anomaly. Secondly the anomaly is wider than the
body which has caused the anomaly (Reynolds, 1997).
An electric fence a few millimetres in diameter can pro-
duce an anomaly that extends for over a metre.
Effect of station spacing
The distance between which adjacent measurements are
made (station spacing) is very important. Most students
realise that narrow features can be missed totally if the
station spacing is too great. Data were collected over a
fault with a station spacing of 10, 20 and 50m: see Figure
5. The fault is still detectable at a spacing of 20m (though
with a reduced magnitude compared with the 10m spac-
ing) but would not be detected with a 50m interval. As a
rule of thumb, the station spacing should be about half
the width of the feature one wishes to detect. (Interested
students can read up on the Nyquist frequency which
addresses the question of sampling rates).
Figure 5:
Effects of station
spacing on the
detection of a fault.
Graphical presentation
Data presented in a numerical format is an ineffective
way of illustrating the spatial variation of some parame-
ter. Data collected at intervals along line can be easily pre-
sented as individual graphs. When a number of traverses
have been obtained with different trends and with data
being obtained on parallel traverses but in opposite direc-
tions then it is important to have a standard presentation
convention, Figure 6. The author adopts the convention
that traverses have the NW and SW quadrants to the left
and NE and SE quadrants to the right. Note, how it is
now possible to directly compare the data along traverse
AB with that of traverse CD in Figure 6 because the data
for traverse AB have been plotted in the opposite direc-
tion to which it has been collected.
Figure 6:
Standardised convention for plotting data collected along traverses
with different trends.
Some authors contend that all graphs should be pre-
sented at the same scale. While this allows different tra-
verses to be directly compared, adopting this approach
alone may result in the loss of important information.
Figure 2 showed two faults, which were displayed at
different scales, but if the lower one were to be dis-
played at the same scale as the upper one, the fault
would be undetectable, even though it is known to be
an important structure. Similarly, one large anomaly on
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
9 www.esta-uk.org
a traverse can mask smaller ones which may also be
important, so it is useful to examine the data for indi-
vidual traverses at different scales. It is good practice to
include at least one figure which displays all traverses
together at the same scale, especially if the site condi-
tions were similar for all the traverses.
Display of 2 dimensional (areal) data
There are various ways of displaying 2D data that show
the spatial variation of some parameter. A contour map
can be produced by a gridding software package such as
SURFER. The contour plot in Figure 7 shows a gradient
with conductivity values increasing from the northwest
towards the southeast. One can view the same data as an
image in which the lower the conductivity value the
darker the image: see Figure 7. In this format the gradi-
ent is quite obvious. A similar approach is to show the
variation as a surface. The operator has the ability to view
the data from different orientations and if necessary pro-
duce profiles with different trends. One of the most
effective ways of displaying the data is to employ colour,
since the human visual system is specifically designed to
acquire information through variations in colour.
Data collection techniques
Geophysical data can be collected randomly over an
area, as shown in Figure 8a. A drawback with this
approach is that some parts of the area may be very well
sampled and other parts may be very poorly sampled.
Also, in order to create a contour plot, the geographical
co-ordinates of every data point have to be obtained:
this can be very time consuming if a large number of
data points have been acquired. More generally, data are
often collected along parallel lines. If possible, the data
should be collected along lines which are at right angles
to each other (see Figure 8b) though more commonly
the data are collected in only one direction, e.g. along
north-south lines. The data are often collected such
that the distance between the traverse lines is much
greater than the sampling interval along individual tra-
verses. The gridding process can preferentially favour
data along a line compared to data for adjacent lines,
thereby producing false trends. Figure 7 (bottom right)
shows the results of contouring magnetic data which
were collected along parallel lines. The north-south
trending alignments simply mirror the north-south tra-
verse lines along which data were collected and are arte-
facts of the gridding program. One should always
exercise great caution when interpreting trends that are
parallel to traverse lines as being caused by subsurface
features. It is always advisable to confirm the presence
of such features by obtaining data along traverses with a
different orientation. Also note the curved contours in
the northeast corner. These are not due to a subsurface
body but the pattern is formed because there are too
few data points in this area. In general, the distance
between adjacent lines of data should not be greater
than twice the station spacing along a traverse otherwise
Figure 7:
Contour, grey scale
image and 3D
format methods of
displaying areal
data. Bottom right:
Artefacts due to
gridding algorithm.
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TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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spurious trends can be produced.
It is best to ‘stagger’ the data collection along adja-
cent lines. Thus on line 1, data collected at 2m intervals
can be acquired at positions 0, 2, 4, 6 etc and for the
adjacent line at positions, 1, 3, 5 etc This gives a more
even distribution of data points. Data should be collect-
ed beyond the study area which mimimises edge effects
in the gridding algorithm and it is relatively easy to crop
the grid to the correct size.
Conclusions
Consideration of some important questions before col-
lecting field data is of great benefit in helping students
in their collection, interpretation and display of the
data. Data should be collected with an appropriate sta-
tion spacing and a standardised convention regarding
the directions in which profile data are plotted should
be adopted. Trends on contour maps that are parallel to
traverse lines may be artefacts caused by the gridding
algorithm and adjacent traverses should not be too
widely separated.
References
Gibson, P. J., Lyle, P. & George, D. M. (1996)
Ground-based magnetic patterns over selected Irish
rocks and structures. Irish Journal of Earth Sciences, 15,
pp. 129-143.
Reynolds, J. M. (1997) An introduction to applied and
environmental geophysics. England: John Wiley and
Sons Limited.
Paul Gibson
Environmental Geophysics Unit
Department of Geography
National University of Ireland, Maynooth
Maynooth
Co. Kildare
Republic of Ireland
Tel. No: +353-1-7083810 (direct)
Email; [email protected]
Figure 8:
Collection of areal
data (a) randomly
and (b) along
traverses at right
angles to each
other.
ESTA needs a new
DEPUTY-EDITOR for 2003-2006
due to the retirement of Helen King
The main duty is to assist the Editor
No special skills or experience needed,
just enthusiasm and a desire to give something
back to ESTA
Are YOU willing to have a go?
PLEASE ask for more information,
including a fuller job description, from:
Dawn Windley, Thomas Rotherham College, Moorgate
Road, Rotherham, South Yorks. S60 2BE
Tel: 01709-300600
or
Geraint Owen, Dept of Geography,
Uni of Wales Swansea,
Singleton Park, Swansea SA2 8PP
Tel: 01792-295141
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
11 www.esta-uk.org
Visualising map outcrop patterns of faulted folds
Chris Bedford, Radley College, Abingdon, ([email protected])
Brief Description:Students often have problems visualising what happens to anticline/syncline outcrop widths on the opposite side of a dip-slip
fault. In essence ...
● anticline – (submarine) outcrop width gets broader when upfaulted (as a submarine surfaces)
● syncline (hull of boat) outcrop width gets narrower when upfaulted (as people get out of boat)
Age Range:post-16
Apparatus/Materials needed:Picture of submarine/boat, copied and given to students or whole class as OHT
New Activities and Approaches from the Post-16 ‘Bring and Share’ Session, ESTA 2002 Conference, British Geological Survey
CHRIS KING (EDITOR)
ESTA members at the Post-16 INSET day were invited to ‘bring and share’ new activities and approaches that they
had used with their A-level students, and they responded abundantly. In a packed session, a wide range of ideas
and activities was presented and many of these have been written up by their presenters below. We will be running
another ‘bring and share’ session during the post-16 INSET day at the ESTA Conference in Manchester on Friday
12th September 2003 – we do hope you will come and participate and bring along your own ideas too.
Many thanks to Chris Bedford, Ros Smith, Pete Loader and Jo Conway, Mike Tuke, Vicky Power and Elisabeth
Devon, Alison Quarterman, Derek Briggs and Graham Oxborrow for not only bringing and sharing, but also for
being willing to write up their ideas for us, as below.
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TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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Formation of slatey cleavage
Chris Bedford, Radley College, Abingdon ([email protected])
Brief description:Arrange matchsticks on an overhead projector (OHP) to represent random arrangement of platy clay minerals in a mudstone
● Use edges of two books to push the matches together (= directed pressure) and arrange platy clay minerals into a parallel
alignment
● To demonstrate why sandstones do not form cleavage (due to rounded grains/lack of platy minerals), scatter gravel (= sand
grains) on the OHP and repeat the step above. Grains are merely pushed together (= reduction in porosity) and no
alignment occurs.
Note: One could also use stages 1 and 2 to demonstrate formation of fissility in shale by compaction of randomly arranged
clay minerals. It might then be possible to apply pressure from a different direction, realigning the matches/clay minerals as in
the recrystallisation of shale to form slate.
Age range:11 +
Apparatus/materials needed:Matchsticks; mm/cm-sized gravel pieces, OHP, two books.
Economic uses of rocks and minerals
Chris Bedford, Radley College, Abingdon ([email protected])
Brief description:The original idea for this first appeared in Teaching Earth Sciences, Volume 22, part 2 (1997) in an article by Jim Moore
(Department of Environmental and Biological Sciences, Liverpool Hope University, Hope Park, Liverpool, L16 9JD).
The principle is based on the card game Pairs – matching the illustrated card of the mineral/rock to an illustrated card of the
use. An initial run-through with the cards face up can be followed by a repeat exercise with the cards face down. Students get
very competitive and develop a good memory of the uses of rocks and minerals.
Age range:13 - 16
Apparatus/materials needed:Illustrated cards of rocks/minerals and a matching set of cards showing their uses: see pages 18-21 for a selection of cards,
reproduced by kind permission of Jim Moore.
‘Jigsaw’ of Pangaea/modern continents
Ros Smith, Bridgewater College, Somerset
Brief Description:Photocopy an appropriate map of the world’s landmasses.
● Cut out nine pieces (N. America, Greenland, Eurasia, Madagascar, India, Australia, Antarctica, Africa (with Arabia as one
piece) and S. America)
● Using a guide, such as the publication, ‘This Dynamic Earth’, fit the pieces as closely together as possible to get a rough idea
of the supercontinent Pangaea. Despite the problems of projection, this can be a surprisingly close fit, especially with the
consideration of continental shelves.
● Move the pieces apart through a series of ‘palaeogeographies’ (again, there is a sequence illustrated in ‘This Dynamic Earth’)
eventually returning them to their modern day relative positions; thus demonstrating the break up of Pangaea and ‘drift’ of
continents. This gives the students plenty of scope to discuss such topics as rifting, constructive margins, ocean ridges, sea
level changes, etc.
Age Range:14+
Apparatus/Materials needed:Appropriate map; scissors.
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“Extinction? Don’t get left on the shelf”
Pete Loader, St. Bedes College, Manchester, and Jo Conway, Yale College of Wrexham ([email protected])
Brief Description:Draw four squares on graph paper, 4 cm x 4 cm (each represents a continent).
● Draw a perimeter around each square 1 cm wide (representing the shelf sea)
● Calculate the total area of all the perimeter (= 80 cm2)
● Cut out round the perimeter.
● Join two continents to each other to give rectangles, 4 cm x 8 cm (two continents representing Laurasia and Gondwana).
Calculate the reduction in shelf area (80 cm2 - 64 cm2 = 20%).
● Complete Pangaea by joining the two continents to give one (8 cm x 8 cm).
● Calculate the new reduction in shelf area (from the original, 80 cm2 - 44 cm2 = 45%)
● Ask, ‘Where have all the benthonic, planktonic, nektonic organisms gone?’
● This leads to discussion on extinction, competition for space, carrying capacity, size of shelf and reasons for variation, sea
level changes, CO2 sink loss, non-mobile organisms, etc.
● The activity can be further developed by drawing more realistic shapes of continents using palaeogeographic maps, eg. India
(triangular).
Age Range:16+
Apparatus/Materials needed:Graph paper; calculator; drawing instruments; brain!
Heimaey, Iceland, lava management
Alison Quarterman, Greenhead College, Huddersfield
Brief Description:You can develop your own perspectives and exercises based on
coloured photos of the Edfell volcano and the 1973 lava which
threatened to destroy Heimaey town and harbour. The details
and photos are available on a CD-ROM free of charge by
sending your address to Alison at the email address above.
Examples of photos are given on the right, on pages 16, 17 and
the back cover.
Age Range:14+
Apparatus/Materials needed:CD-ROM
Heimaey, Iceland.
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Stress blocks
Mike Tuke, Cambridge Regional College
Brief Description: PurposeThis activity is designed to show the relationship between the orientation of the stresses in the Earth’s crust and the type of
fault produced. The stresses in any one block of rock can be resolved into three mutually perpendicular forces:
● a maximum force – which is the direction of compression and will result in shortening of the crust
● an intermediate force
● a minimum force – which is the direction of tension and will result in extension
Activity1. Place the blocks as they are shown in the diagram, with the green side uppermost.
2. Move one of the pieces to show appropriate fault movement (the wrench fault should be dextral).
3. Make a sketch and add labelled arrows to show maximum, intermediate and minimum forces. Assume that the intermediate
force has caused no change.
4. Repeat for other pairs of blocks.
(Note: Put a small amount of Blu TacTM
on the face of the normal fault to hold it together. This activity takes around 15
minutes)
Age Range: 16+
Apparatus/Materials needed: Three pieces of wood, each 15 cm x 5cm x 5 cm, cut diagonally in half as in the diagram. these
blocks should be arranged so that the movement along the diagonal surface will show normal, thrust and wrench faults. The
top surface of each should be painted or dyed green.
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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Rock thin sections
Vicky Power and Elizabeth Devon, Stonar School, Wiltshire ([email protected])
Brief Description:This method can be used on samples collected by pupils in the field and for A2 coursework for skills 1 and A.
● Cut as thin a section as possible using a diamond saw
● Glue this thin piece onto a glass slide using LoctiteTM
glass bond
● Fasten tape on both ends of the slide and, using a lapping machine with a series of grits, reduce the thickness of the thin
section – use silicon carbide grit 80, then 220, 400 and finally 600 (Note: before we had a lapping machine, we rubbed the
thin sections with the series of grits on glass plates – this hand process took a very long time!)
● Keep checking for thickness (Note: Some students do get a little over enthusiastic and find they have only the glue left on
their slide!)
● Add cover slip and label
● Other resources
● Adams, Mackenzie and Guilford. Atlas of sedimentary rocks under the microscope.
● Mackenzie, Donaldson and Guilford. Atlas of igneous rocks and their textures
● Yardley, Mackenzie and Guilford. Atlas of metamorphic rocks and their texture
● Mackenzie and Guilford. Atlas of rock-forming minerals in thin section
● www.sorrel.humbolt.edu/~jdl1/petrography.page.html
● www.uwgb.edu/dutchs/pertology/thinsect.htm
● www.geolab.unc.edu/Petunia/IgMetAtlas/mainmenu.html
● plus lots more – try a Google search for ‘Rock thin section’
Age Range:16+
Apparatus/Materials needed:Diamond saw; Locktite
TMglass bond; glass slide and cover slip; lapping machine (not essential); series of grits, eg. silicon
carbide grit 80, 220, 400, 600.
Simulating hydrothermal mineralisation in the field
Chris King, Keele University ([email protected])
Brief Description:This is one of a series of activities designed to be used in the field adjacent to an exposure to encourage interactive discussion of
the rock/mineral forming processes in order to develop deeper understanding.
● Beside a mineral vein in the field, take a specimen of the local rock from your bag, through which a hole has been drilled
(eg. a 5 mm hole). Confirm with the group that, to form a vein, we first need a rock with a gap in it, like this one.
● Ask, ‘How can we get minerals into the gap?’ Answer – they must be carried there in solution – so the gap must be filled with water.
● Get a beaker from your bag, with some bottle tops in the bottom. Put the rock specimen into the beaker on top of the bottle
tops, hole pointing upwards, and fill the beaker with water.
● Ask, ‘Where does the mineral solution come from?’ Answer – below.
● Use a glass tube to drop a crystal of potassium permanganate into the hole so it sinks to the bottom.
● Ask, ‘How can we get the mineral solution (potassium permanganate solution) to rise up the hole?’ Answer - heat it.
● Get a camping gas stove, tripod, gauze, mat and dry matches from your bag. Heat the beaker. Soon a plume of permanganate
rises up through the hole.
● Ask, ‘ How can we stop the mineral solution from rising to the surface and being lost?’ Answer – trap it underground.
● Place an inverted watchglass over the hole to trap the rising solution, where it will ‘pond up’.
● Ask, ‘What will happen to the ponded mineral solution?’ Answer – it will cool down and minerals will crystallise.
Note: a point to bring out during discussion is that the mineral solution can be formed in two ways – either as a remnant
mineral-rich solution from an igneous intrusion (as in the Cornish granites) or by deep hot fluids dissolving mineral
constituents at depth and bringing them towards the surface (as in the Peak District mineralisation).
Age Range:16+
Apparatus/Materials needed:Rock with a 5 mm drilled hole; bag to keep all apparatus hidden; beaker large enough to hold the rock; several bottle tops;
water; glass tube; potassium permanganate crystals; camping gas stove; tripod, gauze, mat, matches; watch glass.
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TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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‘Rocky Roadsigns’ - a fun rock key
Derek Briggs, Education Consultant, 36 Old Road, N. Petherton, Bridgwater. Tel. 01278 662537
Brief Description:This investigative activity uses a simple dichotomous key system of ‘roadsigns’ to enable delivery of a rock specimen by model
lorry to the best-fit rock name (‘address’).
A sheet of A2 card is prepared with a series of simple key questions requiring a YES/NO answer (eg. ‘Is the rock grey?’; ‘Is
the rock very thinly layered?’). The loaded lorry is ‘driven’ to each roadsign question in turn. The YES or NO answer
determines which way to turn next, until delivery is completed. The procedure is repeated for each of the 8 rocks. Invariably
guessing doesn’t work!
Other activities developing from this one may include:● discussion (with evidence) of why several different-looking rocks may be called ‘limestone’;
● discussion of reasons for some of the different colours;
● investigation – matching some modern materials (eg. broken shells, scree fragments) with some of the rocks
(‘Which from What?’)
● investigation – matching photos of some modern environments with some of the rocks (‘Where on Earth?’).
Age Range:This introductory activity was devised for teacher training and, with minor appropriate modifications, has proved popular (fun
but instructive) with ages from 6 to 60+!
Apparatus/Materials needed:Prepared A2 card; toy lorry; 8 rock specimens (or fewer).
See Heimaey, Iceland, lava management in Chris King article
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‘Swiss roll’ to show map exposures of plunging folds
Graham Oxborrow, Saffron Waldon County High School.
Brief description:For groups of 2/3 students
● Cut Swiss rolls in half lengthways
● One half represents an anticline, the other a syncline. The sponge represents beds of rocks, the jam/cream (depending on
the quality of Swiss roll purchased) represents bedding planes.
● Incline ‘folds’ by supporting at one end
● Students have now created plunging folds. Cut with a knife parallel to the table surface to represent erosion
● Students can then sketch the ‘eroded surface’ outcrop including a comparison of plunge direction of ‘nose’ of outcrop.
Label the fold features shown (dip, etc.)
● ‘Inwardly digest’ the Swiss rolls!
Age range:16+
Apparatus/materials needed:Swill rolls (one per group – set the purchase of them as a preceding homework!); knives (hazard); paper plates; supports to
incline ‘plunging folds’.
Heimaey Harbour, Iceland
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TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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In naming the Palaeozoic era:● “Andezoic”, “Pleistocene”, “Densazoic” and
“Caledonian”
In naming a faunal group which became extinctat the K/T boundary:● “woolly mammoths”, “pilchards”
Why did the dinosaurs die out?● “disease spread though the dinosaurs causing a lot
of them to die very suddenly, especially the living
ones”
Regarding rock, field and map descriptions:● “limestone is an igneous crystalline rock”
● “the sill at Wards Hill has changed the relief by
INTURDING into the surrounding area”
● “the difference in dip angles is 443°”
● “younger rocks contain coral, older rocks contain
cheddar”
● “granite is a sedimentary rock”
On a question about the Taren landslip:● “the Taren landslip would APPRECIATE the river”
● “the embankment at X will act as a SPEED BUMP
to slow the landslide down”
In response to an essay on volcanic hazards,many students confused their case studies:● “a high silica content magma e.g. Andalusite”
● “as a volcanic tourist attraction, Montserrat erupts
like clockwork every 45 minutes”
● “Mount St Helens’ main industry was fishing, and
the volcano killed the fish, but the island was
enlarged by 1/3 due to ash”
● “Mount St Helens is a volcanic tourist attraction in
the Pacific ocean”
● “Mount St Helens is in WARSIGNTON”
● “Many prediction methods were used on Mount St
Helens, however one thing they couldn’t prepare
for was the actual blast which HELPED in the
killing of 68 people”
● “Redirection of lava was used when the Helsinki
volcano erupted on the tropical island of Hawaii”
and our favourite...
● The volcano formerly known as Monserrat is now
“MONSTER RAT”
● and a couple of students used the film Dante’s Peak
as their case study!
In response to an essay title regarding O16/O18
ratios:● “the high amount of O18 caused little heat to get
through into the earth’s atmosphere, so the earth
remained cold”
● “O18 is heavier so in the sea the O16 sits on top of
the O18”
● “O16 is produced by trees, O18 is produced by
grasses”
Name a geochemical method for locatingminerals:● “a metal detector”
Regarding an essay on minimisation ofenvironmental mining damage:● “the use of the lake (infilled following mining) for
fishing could be charged for, and NATURISTS
could donate money to maintain the habitat”
● “blasting should be limited on weekends, because
I’m sure the locals would like a lie in once in a
while”
● “Animals should be discouraged from settling in a
dangerous mine site but as humanely as possible,
by not shooting them”
● “to minimise our own damage we should import
resources from other countries”
In response to water pollution:● “water will be contaminated by leaches”
● “INTOXICATED water can flow into limestone
joints”
Poor spelling often meant students wrote down
TRUST fault (or even one poor soul who called it a
TRUSS fault) when they meant THRUST fault.
Drumlins became “drumlinings” and we read about
the new theory of “mantle plums” quite often!
Geology Howlers from 2002 AS/A2 examinations JO CONWAY
Many of us know the tedious nature of marking! However, the tedium can be broken when you come across a funny
spelling mistake or some other kind of error: they can cause a complete breakdown into howls of laughter (when
it’s someone else’s student), or a fit of tears (if it’s your own student)! Some of the geology examiners kept a
record of these this year and the best are listed below (with a brief description of the question) for your
“enjoyment”! My thanks go to fellow examiners for forwarding these to me. The student names have not been
recorded (to protect the innocent – teachers and students alike!).
Cont. on p24
Spring 2003 – Issue 41
POETRY ONTHE ROCKS
A LESSON IN KILLING
TWO BIRDS WITH ONE STONE!
Published by the Earth Science Teachers’ Association Registered Charity No. 1005331
Introduction
This activity will not only cover the standard Earth sciences elements of the National Curriculum for
science at key stage two (Sc3:1d) but will also look at some links into English (En3). The idea is to
allow the children to explore rock and mineral specimens creatively, using their own words and
poetry to express their observations, rather than bombarding them with scientific terms that may
lead to confusion. The key to writing poetry in this case, is to remember that it does NOT have to
rhyme, and that it can be as short or long as you want!
The Activity
You will need...
The activity will require a selection of rocks, fossils and minerals which you will need to have
identified (PESTS 1,2 & 9). These should preferably have interesting colours, shapes or textures.
You will need enough to share out amongst individuals or groups within the class.
Suggested rock specimens: Marble; Granite; Limestone; Mudstone; Slate;
Sandstone; Basalt; Schist
Suggested mineral specimens: Quartz; Pyrite; Malachite; Tiger’s Eye; Haematite;
Galena; Gypsum
Suggested fossil specimens: Ammonite; Trilobite; Echinoid; Plant fossils
Poetry Method 1
BLIND EXPLORATION!
Pupils will need to work in pairs, and swap over when the first person has finished. The teacher
needs to get one person in every pair to close their eyes (no peaking!) and put out their hands. The
teacher will need to place a rock or mineral into their hands. The other member of the pair will
then need to ask the person with the specimen a number of questions (below) and write down
their responses. The child who is answering the questions MUST keep their eyes closed, until the
teacher has taken the specimen back. The activity is then repeated with the other child answering
questions. Again, the child must NOT see the specimen and the teacher must take it away before
Issue 41 ● Spring 2003 ● POETRY ON THE ROCKS
they open their eyes. The answers from the sheets should allow the pupils to create a poem. This
could be done by simply padding out answers or exploring one or two specific answers. Once
finished, the pupil may guess which specimen was theirs.
Questions for Method 1:
1. How does this rock / mineral / fossil make you feel?
2. What colour do you think it is?
3. What makes it feel like it is that colour?
4. Touch the back of your hand with it, how does it feel?
5. How old do you think it is?
6. How do you think that it was discovered?
7. If it could talk, what secret might it tell you?
8. If it was alive, what creature would it be?
Run through for method 1: Using an ammonite fossil
1. How does this rock / mineral / fossil make you feel?
It makes me feel special and clever
2. What colour do you think it is?
I think that it feels gold
3. What makes it feel like it is that colour?
It is very cold, so I think that it feels like a metal. Because it makes me feelspecial, I would like to think that it is gold
4. Touch the back of your hand with it, how does it feel?
It feels smooth and round but bumpy not flat
5. How old do you think it is?
I think it is millions of years old
6. How do you think that it was discovered?
Someone must have found this in the ground
7. If it could talk, what secret might it tell you?
It would tell me where to find more
8. If it was alive, what creature would it be?
If it was a creature it would be the eye of a giant fly
The Eye of a Giant Fly
It makes me feel special and clever,
Made of gold because it is cold and special
Smooth, round, bumpy not flat
Hidden for millions of years
Until someone found it in the ground
Tell me: Where could I find more?
Issue 41 ● Spring 2003 ● POETRY ON THE ROCKS
Poetry Method 2
ALPHABETY ROCKS!
You will need to make cards for the following individual letters: A B C D F G H I K L M N O P R S T W.
Give each pupil a letter and ask them to write down a word beginning with the letter. This will be
the theme for their poem. Next, you will need to deal out the rocks, fossils and minerals amongst
the class, and ask them to answer the questions below. This should allow pupils to create a poem
using their answers but taking into account their theme. As with method 1, poems could be
created by simply padding out answers or exploring one or two specific answers.
Questions for Method 2
1. What letter have you been given?
2. What word have you chosen as your theme?
3. Look at the specimen and write down five words that begin with your letter that remind you of
your specimen
4. Think about how your specimen reminds you of your theme
5. Does your specimen look like or make you think of a person, or an animal or a thing?
6. What does the specimen feel like if you rub it on the back of your hand?
7. What texture does it have?
8. What colours can you seen in it?
Run through for method 2: Using a piece of granite1. What letter have you been given? C
2. What word have you chosen as your theme? Christmas
3. Look at the specimen and write down five words that begin with your letter that remind you
of your specimen: Chunky, Crystals, Colours, Cold , Chubby
4. Think about how your specimen (and words above) reminds you of your theme
There are lots of colours like green and red at Christmas, It is cold at Christmas, and there
is lots of food so you might get chubby
5. Does your specimen look like or make you think of a person, or an animal or a thing? It
looks like a Christmas decoration because it sparkles
6. What does the specimen feel like if you rub it on the back of your hand?
Very cold and heavy, quite smooth but also rough
7. What texture does it have? Smooth and rough
8. What colours can you seen in it? Pinks, greys, blacks, silvers
CHRISTMAS
Pretty colours, very cold, and I get chubby
The decorations sparkle on the Christmas Tree
Lots of sparkling decorations
Rough like the icing on the Christmas Cake!
COPYRIGHT
This material in this issue has been prepared by HannahChalk, Assistant Curator of Geology and Educator forLancashire County Museum Service, and member of ESTAPrimary Committee. It is based on an original project withthe poet Robin Graham. It may be copied, but solely byand for use in educational establishments. The concept,title ‘Poetry on the Rocks’, and content, remain thecopyright of the LCMS. Photographs by Daniel Degiovani.
Edited by Graham Kitts
TO SUBSCRIBE TO: TEACHING PRIMARY EARTH SCIENCE
send £5.00 made payable to ESTA. c/o Mr P York, 346 Middlewood Road North, Oughtibridge, Sheffield S35 0HF
Issue 41 ● Spring 2003 ● POETRY ON THE ROCKS
Examples:
Some more of the poems created using this method:
Imagination can lead astray
Man deteriorating with age,
Perhaps cliffs with stone steps, bleached with silver,
Or a mini car zooming across the land.
Instead a rock made of lead and quartz
This poem came from a strange-shaped piece of
quartz with galena (containing lead) using the first method
Eyes of Mice
Eyes of mice
Watch me dance, sing and write,
Whilst they stay where they are, there is safety
For what could happen to them, they might regret
This poem came from a polished piece of agate, a glassy
smooth mineral using the first method
A Poppy
Sunny days
New colours
Poppies in the cracks
Waiting for new growth
The memories of my garden
This poem came from a piece of malachite, which the
author thought felt red! This also used the first method
Ultra Violet
Fifty greedy chubby fairy footsteps further down the path,
The munchy smelly goblin sat upon his throne
“Apply the suncream now” he snarled abruptly and headachy,
For the sunshine had transferred him from a pale pasty pink
To the colour of his tarnished throne
This was written using the second method,
inspired by a rusty coloured rock
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
23 www.esta-uk.org
Acid Groundwater: An Interesting CocktailJOHN MOSELEY
Weathering is a key process within the rock cycle. Physical, chemical and biological processes are usually seen to
interact slowly to bring about the weathering of rocks. These processes are well documented, although the variety
and action of a range of acid species in groundwater is sometimes overlooked. For instance, the solution and
activity of carbon dioxide, especially with respect to the development of limestone (karstic) scenery, is well known
but the action of other acid species is not equally appreciated. Groundwater is a very dilute, usually weakly acidic,
but chemically active solution. Some laboratory demonstrations to replicate the action of acid groundwater are
suggested that may be of interest to teachers of KS3 and KS4 Science and AS/A2 Geology.
How do acids work?
Before identifying natural acids and their activity it is worth recalling
how acids work. All acids contain hydrogen, e.g. sulphuric (H2SO4),
hydrochloric (HCl) and ethanoic (CH3COOH). The strength of
any acid depends on the degree of dissociation into hydrogen ions.
Sulphuric, a strong acid almost completely dissociates:
H2SO4 (aq) = 2H+
(aq) + SO4
2-(aq).
Weak acids, e.g. organic acids, dissociate to a small extent,
perhaps as little as 5%:
HA(aq) = H+
(aq) + A-
(aq)
...and produce very low concentrations of hydrogen ions.
Hydrogen ions immediately form Hydroxonium ions:
H2 O(l) + H+
(aq) = H3O+
(aq)
...which react with a wide range of substances; carbonates,
sulphides, oxides etc.
Hydrogen in the form of hydroxonium ions is responsible for
the acid character of Solutions.
Natural acid species
Both weak and strong acids contribute to chemical weathering.
Weak acids
Carbonic acid (H2CO3) is formed by the solution of carbon dioxide:
H2O(l) + CO2 (g) = H2CO3(aq)
This process is well known and thought to be largely responsible
for the excellent limestone scenery developed in the
Carboniferous Limestone.
Organic acids
These are many and varied and the product of biological processes
such as decay and respiration e.g. fungal activity.
Silicic acid (H4SiO4)
This is mainly derived from the weathering of silicate minerals,
e.g. felspars, pyroxenes and olivines, and the solution of fossil
tests, e.g. radiolaria, diatoms and spicules. An interesting example
of the action of silicic acid is in the Carboniferous limestones that
crop out in the core of the Sykes Anticline, the Trough of
Bowland. In these rocks the coral Syringopora and crinoid stems
are preserved in quartz. The original calcium carbonate
exoskeletons were probably dissolved by silicic acid derived
from, or contemporaneous with, the adjacent chert layers.
Hydrated magnesium ions ( [Mg(H2O)6]2+
)
These generate very weak acid conditions, (see below). Magnesium
ions in groundwater may be derived from the weathering of
magnesium silicate minerals, e.g. pyroxenes and olivines, from
shales (Ford, 2002), or juvenile (of igneous origin) water.
Strong Acids
Sulphuric acid (H2SO4)
This acid is derived from the oxidation of some sulphide
minerals, e.g. pyrite:
FeS2(s) + 2
7O2(g) + H2O(l) = Fe
2+(aq) + 2SO4
2+(aq) +
2H+
(aq) (Krauskopf, 1989, p.90)
...or from acid rain, a product of the combustion of fossil fuels that
contain sulphur compounds (Mason, 1992), or from the careless
roasting of sulphide minerals in certain metal extraction processes.
Hydrated iron (III) ions, or the hexaaquairon species, [FeIII
(H2O)6]3+
.
Iron in solution, e.g. from the weathering of pyrite, enhances
acid conditions. The chemistry here is more complicated, but
H3O+
ions are the end product hence acid conditions prevail:
[FeIII
(H2O)]3+
(aq) + H2O(l) = [FeIII
(H2O)5OH]2+
(aq) +
H3O+
(aq)
The explanation for this, well known to A Level chemists, is that
the polarising potential of the relatively small Fe3+
ion attracts
and coordinates water molecules and then disrupts some
hydrogen-oxygen bonds. This chemistry is very probably the
basis of iron ore deposition in the Forest of Dean (Moseley, 2002)
Laboratory models and investigations
Weathering processes are usually slow, so products rather than
processes are observed during fieldwork. The following
laboratory demonstrations help show process. Distilled water, an
electronic balance accurate to 3d.p. and a pH meter are required.
Weathered pyritous shale
This was previously described in TES (Moseley, 2002) so is only
briefly outlined here. Weathered pyritous shale, crushed and stirred
with water generates an acidic solution that will react with limestone.
Example of a titration result:
13cm3
of acidic solution = 25cm3
of 0.001M.NaOH solution
24
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
Geology Howlers from 2002 AS/A2 examinations Cont.
A variety of responses which stand alone:● “earth’s magnetic field is preserved by Milankovitch
cycles”
● “Limestones are coal deposits and need a bog to form”
● Scientists can’t do palaeomagnetism since most of the UK
was covered by sea”
● “The Tertiary Igneous Province was formed in early
Palaeozoic”
● “Staithes formation in North Yorkshire is Jurassic age and
contains many iron NOODLES”
● “Deep marine sediments are mostly limestones”
● “Oceanic crust is continually being CONDUCTED”
● “...this occurred in the Alps where India collided with Asia”
● “...the psychoflems found in coalfields”
● “lava erupted from a constructive plate boundary is magic,
made of magnesium and ferric”
On a cross section of oceanic crust, description of alayer marked dolerite:● “ooliths”
And at the end of one exam paper, a lovely letter...● “Dear Mr/Mrs Marker, Quite an enjoyable exam paper. I
was kicking myself for not knowing about the main
mineral in mudstone. Hope very much that you’re having
a nice summer and hope very much that you’ve enjoyed
the World Cup. Smile!!: ”
We hope that you don’t recognise too many of your own stu-
dents, but please advise your students to learn their case stud-
ies thoroughly and to take care on their spelling!
Jo Conway
Solution containing magnesium ions:
When a magnesium salt, e.g. magnesium sulphate, is dissolved in
water the [Mg(H2O)6]2+
(aq) ion is formed. A 0.002M solution of
MgSO4.7H2O (0.049g/100 cm3
H2O) has a pH of 6.5 and will
react very slowly with limestone: bubbles of carbon dioxide are
seen. The chemistry of this process implies equimolar or
congruent (Schneider, 1976) quantities of Mg2+
and Ca2+
ions in
solution and raises the interesting question of this as an early
stage in the much debated dolomitisation process.
Carbonic acid
This is a very simple demonstration. When carbon dioxide is
bubbled through water for ten minutes some will dissolve. This
solution will show a pH of 5.5 to 6.5.
Rates of Groundwater Activity
Rates of geological processes are always an interesting,
sometimes emotive, issue and a topic on which teachers are
frequently questioned. The following examples provide
quantitative analyses of lowering or solution rates by acid water.
Weathering of Carboniferous Limestone in the Yorkshire Dales
The rate of lowering of these limestones by weak acid attack
since the close of the Devensian (final withdraw of the ice sheets,
c11,000 BP) is determined from the height of limestone
pedestals that are protected by glacial erratics. Norber Scar (GR
763698), 2km east of Ingleborough is the location of a classic
erratic field (see Figure 1). The average height of pedestals is
39cm and, having been protected for the last 11,000 years, gives
a lowering rate of 0.035mm p.a. Water analyses confirm this
result. EDTA (ethylenediaminetetraacetic) acid is used to detect
Ca2+
ions in present day stream water (see front cover photo), so
by determining flow rate and catchment area a very similar result,
albeit by a lengthy calculation, is obtained.
Geochemical model for iron ore formation
An extension of the model for iron ore deposition in the Forest of
Dean (Moseley, 2002) provides values for rate of solution of the
local Carboniferous Limestone. A small, dry block of limestone
of known mass and volume is immersed in a solution of known
strength (molarity) derived from weathered pyritous shale.
After an appropriate period of time, e.g. 5 days, the block is
dried and reweighed. The net loss in weight can be used to
calculate a minimum value for rate of solution. This analysis is
a detailed one and involves a lengthy calculation, ideal for the
committed A2 student. Rates of solution of 3-4mm p.a. have
been obtained by this method.
Acknowledgements
Dr Norman Foulger kindly read and commented on an early
draft of this article. Some of my A-level students acted as guinea-
pigs for the laboratory investigations.
Bibliography
Ford, T.D. (2001) The Geology of the Matlock Mines: A Review.
The Bulletin of the Peak District Mines Historical Society, 14(6), 1-34.
Krauskopf, K.B. (1989) Introduction to Geochemistry. Second Ed.
McGraw-Hill.
Mason, B.J. (1992) Acid Rain. Its causes and its effects on inland waters.
Oxford University Press.
Moseley, J.B. (2002) Iron Ore Formation: A Laboratory Model.
Teaching Earth Sciences, 26(3), 98-101.
Schneider, H. (1976) The progressive crystallization and ordering
of low-temperature dolomites. Mineralogical Magazine, 40, 579-587.
John Moseley, Hutton Grammar School,
Liverpool Road, Hutton, PRESTON PR4 5SN
Figure 1
Field sketch of a
glacial erratic
on a limestone
pedestal at
Norber Scar
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
25 www.esta-uk.org
Lava Flows I and II
PurposeTo determine the factors which control the shape of lava flows.
RequirementsPer group:
● Heatproof measuring jug of edible jelly cubes, about two 142g
packets per jug. The jelly should be melted, but not heated to
more than 600C (use a waterbath if available)
Activity IEach group has one of the following:
Lava A – pure jelly
Lava B – jelly plus 20% sand by volume
Lava C – jelly plus 10% water by volume
Activity IILava D – pure jelly
The jugs should be labelled with the appropriate letter, and
should be resting on newspaper
● Board made from off-cut from school white board or sheet of
stiff plastic. (Rub the board with an oily rag so that the jelly can
be peeled off the plastic after 24 hours when it has set firmly)
Activity IBoard sloping at 50
Activity IIPer three groups: one board sloping at 30, one at 50 and one at 100
The angles should be marked on the boards
● One dessert spoon
● One thermometer
● Graph paper
NotesIn one lesson, each group will probably be able to do only one
activity. Results from the different activities can be compared at
the end of the lesson. The shape of lava flows is controlled by the
viscosity of the lava and by the slope of the land.
Q1 The composition of the lava has the greatest effect on its vis-
cosity. Basic lavas are runny whereas acid lavas are viscous. The
temperature of the lava also affects the viscosity, as does the pres-
ence of crystals.
Q2 Hawaii has runny lava which will form long thin flows and
build up a gently sloping cone (A), whereas Etna has more viscous
lava which flows more slowly and forms thick short lava flows,
which build steeper slopes (B).
Holes and Explosions
PurposeTo show why lava has holes in it, why volcanic explosions occur, and
how bubbles coming up through lava can form volcanic bombs.
RequirementsPer group (see Notes):
Activity I● One clear unopened bottle of lemonade
● Piece of vesicular lava (lava with gas holes)
● Piece of Aero chocolate
● Breeze block
Activity II● Transparent jar or beaker of water coloured with red food dye
● Tray
● 6 mm copper tube
● Bicycle pump
● Jug of water
NotesBoth of these activities are best done as a demonstration: Activity
II is great fun but also rather messy. Under the right conditions
water droplets can rise to 1 m and thus have the potential for wet-
ting a considerable area of the room. Use it outside if not as a
demonstration, or with sufficient depth of water to prevent too
much splatter. The size of volcanic bombs and the height to
which they are thrown depends on the size and speed of rise of
the gas bubbles. This in turn is determined by the viscosity of the
magma. In Activity II water depth and speed of pumping are the
main variables.
Q3 Lemonade is very fluid so the bubbles escape easily, but the
bubbles get trapped in more viscous lava. As the lava cools it
becomes more viscous: a lava flow will cool first near the surface,
which is why the bubbles get trapped just below the top.
Q4 The art of making Aero and breeze blocks is to have the choco-
late or cement at the correct viscosity to trap the gas bubbles.
Q5, Q6 Pancake-shaped volcanic bombs are the ones which landed
as liquids. They are often called, for obvious reasons, ‘cow pat bombs’.
Q7 A flat roof may collapse under the weight of ash and bombs.
Earth Science Activities and Demonstrations: Lavas
MIKE TUKE
Editor’s Note: The following extracts are reproduced, with minor editing, from “Earth Science Activities and
Demonstrations” by Mike Tuke, published by John Murray, with the kind permission of author and publisher. Three
items are given here: Lava Flows I, Lava Flows II and Holes and Explosions. All worksheets may be reproduced for
non-commercial class use provided due acknowledgement is made.
Teacher’s Notes
26
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
Lava Flows I
This worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.
Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 74934361
Different volcanoes produce different-shaped lavaflows. In this activity you will be trying to determinewhat influences the shape of lava flows. You will usejelly to represent lava.
Activity I (for groups with lavas A, B or C)
1 Note the type of ‘lava’ in your jug and the slope of your
board.
2 Just before spooning out your lava, stir the lava, note its
temperature and write it at the very top of the board.
3 Very carefully, take one spoonful of lava and pour it
slowly onto the top of the board, just below where you
have written the temperature. You should pour it from
the tip of the spoon, with the spoon pointing towards the
top of the board.
4 When the lava has stopped flowing, record its length.
5 Repeat steps 1 to 4 each time the lava in the pot has
cooled by five degrees. Make sure you write the
temperature above each lava flow, and try to avoid the
flows running together.
6 How does the runniness of the lava change as it cools?
7 Record the temperature and length of each lava flow in a
table, with the type of lava and the slope of the board
written above the table.
8 Now plot the results for this experiment on graph paper.
Plot the temperature on the y (vertical) axis and the
length of flow of the lava on the x (horizontal) axis. Draw
a line through the points.
9 Compare your results with those of other groups who
have used different lava.
If you have time, go on to Activity II. If not, find out the
results from groups who have already done it.
Q1 Viscosity is a measurement of a liquid’s resistance to
flow (the higher the viscosity, the less runny the liquid
is). What variables control the viscosity of lava?
Q2 Two famous volcanoes are Hawaii, which emits runny
lava, and Etna, which emits thick (viscous) lava.
a) Which volcano’s lava would be easier to run
away from?
b) Which volcano will have short thick lava flows and
which long thin ones?
c) When the lava has solidified, which volcano will
have steep sides and which will have gently sloping
sides? (Imagine hundreds of lava flows on top of
one another.)
d) Look at the diagrams (Fig. 2). Which is Etna and
which is Hawaii? Copy and label the diagrams.
Q3 The world’s largest lava flow occurred in Iceland in
1782 and was 70 km (45 miles) long. Do you think
that was runny lava or viscous lava?
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
27 www.esta-uk.org
Lava Flows II
This worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.
Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 74934361
Different volcanoes produce different-shaped lavaflows. In this activity you will be trying to determinewhat influences the shape of lava flows. You will usejelly to represent lava.
Activity II (for groups with lava D)
1 Just before spooning out your lava, stir the lava, record
its temperature and write it at the top of each board.
2 Very carefully, take one spoonful of lava and pour it
slowly onto the top of the first board, just below where
you have written the temperature. You should pour it
from the tip of the spoon, with the spoon pointing
towards the top of the board.
3 Pour lava onto the other boards in the same way.
4 When the lava has stopped flowing, measure the length of
each flow.
5 How does the shape of the flows change with different
slopes?
6 Record the length of each flow and the angle of the board
in a table. Write the type of lava and the temperature
above the table.
7 Now plot your results on graph paper. Plot the angle of
the board on the y (vertical) axis, and the length of the
flow on the x (horizontal) axis. Draw a line through the
points.
If you have time, go on to Activity I. If not, find out the
results from groups who have already done it.
Q1 Viscosity is a measurement of a liquid’s resistance to
flow (the higher the viscosity, the less runny the liquid
is). What variables control the viscosity of lava?
Q2 Two famous volcanoes are Hawaii, which emits runny
lava, and Etna, which emits thick (viscous) lava.
a) Which volcano’s lava would be easier to run
away from?
b) Which volcano will have short thick lava flows
and which long thin ones?
c) When the lava has solidified, which volcano
will have steep sides and which will have gently
sloping sides? (Imagine hundreds of lava flows on
top of one another.)
d) Look at the diagrams (Fig. 2). Which is Etna and
which is Hawaii? Copy and label the diagrams.
Q3 The world’s largest lava flow occurred in Iceland in
1782 and was 70 km (45 miles) long. Do you think
that was runny lava or viscous lava?
28
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
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Holes and Explosions
This worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.
Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 74934361
Some volcanic bombs are caused by violent explosions,but many are simply caused by gas bubbles coming upthrough the liquid lava in the volcanic crater.
Activity I
1 Look at the lemonade inside the unopened lemonade bot-
tle. Can you see any bubbles?
2 Describe what happens when the bottle is opened.
The gas which forms the bubbles was dissolved in the lemon-
ade. When the bottle was opened the pressure was reduced
and the gas came out of solution. If there is a lot of gas dis-
solved under high pressure, the gas coming out of solution
may be like an explosion (think of opening a can of fizzy drink
that has been shaken). The exploding volcano also throws out
pieces of lava called ‘bombs’.
3 Examine the lava, breeze block and Aero chocolate. How
do you think the holes were made?
Activity II
In this activity the coloured water represents the lava and the
pump produces air bubbles.
1 Slowly push in the handle of the bicycle pump and observe
what happens to the water.
2 Describe any different effects caused by pushing the pump
handle in more quickly.
3 Add 5 cm of water. Describe any different effects caused by
releasing the gas bubbles under a greater depth of water.
Q1 Look at the diagram. Where will the lava in the volcano
be under the most pressure, and where under the least
pressure: A or B?
Q2 Where would you expect gas bubbles to form in the
lava: at A or B?
Q3 Can you explain why some of the gas bubbles get
trapped just below the surface as the lava cools?
Q4 When Aero chocolate or breeze blocks are being made,
what prevents the gas from escaping to the surface?
Q5 Volcanic bombs are thrown out as round globules of
liquid. Some land before they have had time to solidi-
fy, while others solidify in the air. When solid, some
volcanic bombs are round or oval, whereas others are
pancake-shaped. Which do you think were liquid
when they hit the ground, the round bombs or the
pancake-shaped bombs?
Q6 Describe, politely, why geologists have named the pan-
cake bombs ‘cow pat bombs’.
Q7 Why is it safer to be in a house with a sloping roof,
rather than a flat roof, during the eruption of a nearby
volcano when lots of ash and bombs are being thrown
into the air?
Find outQ8 Find out from your atlas where the following famous
volcanoes are: Etna, Vesuvius, Mount St Helens,
Fujiyama, Hekla.
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
29 www.esta-uk.org
National Science WeekPETER KENNETT
“What’s cremation?”
Why did those 5 children die before they were 6 years
old, while all my brothers and sisters are healthy?”
“This marble grave has weathered 5mm in 100 years –
that’s quick, isn’t it?”
“I’ll never be able to walk through the city centre again
without looking up!”
Why not? Is it because of:
A. the pigeons,
B. a huge crack in the wall of the City Library
C. the amazing variety of building stones
D. a fly-past by the Red Arrows?
Answer (no coughing please!) = C, with some concern
about B.
These, and many other comments were heard during
National Science Week, March 2003, in the course
of tours of the Sheffield city centre, the General Ceme-
tery, and several local churchyards.
National Science Week has been organised by the
British Association over the last 10 years or so, and yet
a glance at the national programme shows that there is
very little geology on offer. Can ESTA members do
something to rectify this position, on their own patch?
My own offerings are not particularly imaginative,
but they still seem to attract a worthwhile number of
participants, some of whom are quite difficult to shake
off, when it is time for me to catch the bus home! The
geological tours of the City centre and of the General
Cemetery are open to the general public and are adver-
tised in the local media and by flyers issued by the uni-
versities. Once I have given them the details, they see to
all the publicity, so I don’t have to bother.
This year, I was asked if I could also run sessions for
local schools, so I offered to lead an investigation for
National Science Curriculum work, in any churchyard
or cemetery within reach of any school in the Sheffield
region. This was taken up by two junior schools, for
their Y6 or Y5 children and by one comprehensive
school for Y9 pupils. I based the work on the activity,
Will my gravestone last?, from the JESEI website
(www.jesei.org), adapting it as appropriate for the differ-
ent age groups. In each case, I visited the site before-
hand, to see how best to use it in the time available.
Working with children does require a check from the
Criminal Records Bureau, but this was arranged by
Sheffield Hallam University and was no problem.
In case others wish to follow suit, I am including below
the advertising blurb which appeared in the local publicity:
I am sure that this is only a start, and that others can
develop many other activities, both indoor and outdoor,
to suit their own local situation. Schools, universities
and local geology groups could all gain much by run-
ning such events, in many cases, with very little effort.
The programme is built up during the course of the year, and I am usu-
ally asked by Sheffield Hallam University for my contribution in the Octo-
ber of the preceding year. By the time this note appears, it will be time to
start getting a small group of friends together to start planning.
The British Association’s own publicity is as follows:
“To enter events for National Science Week please go to
www.the-ba.net/nsw.
To download BA National Science Week resources please go to
www.the-ba.net/nswresources.
If we can be of any further assistance please do not hesitate to contact us
on 020 7973 3074/62 or email [email protected]
The BA, 23 Savile Row, London, W1S 2EZ”
Go on, have a go!
Peter Kennett
Where on Earth did that come from?
Date: Thursday March 13th
Time: 1.00 - 2.00pm (longer for those who can stay!)
Venue: Start at top of steps leading down into the Peace Gardens.
Guide: Peter Kennett – A geological walkabout in Sheffield City Centre.
Natural stone has been used to good effect in the city centre, and enhances
its appearance considerably. When you know what to look for, each stone
can tell a fascinating story. Who would have thought that Sheffield was once
on the Equator, or that much of England was a hot desert? How do we spot
the “upside down” stones in some buildings? Why is a “heathen” going into
Laura Ashley’s? Which building has suffered the most inappropriate clean-
ing method? How much has the Earl of Shrewsbury lost since last year?
Teach yourself your Rock Cycle for Key Stage 3 Science – all within 5
metres! The route starts at the top of the steps leading down into the Peace
Gardens from Pinstone Street and ends at the Cathedral forecourt. Anybody
who is free at lunchtime is welcome to join us. Come with warm clothing –
it can be cold and windy in the city centre!
For further details contact Peter Kennett, Tel 0114 2361271
Geology in an urban graveyard
Date: Saturday 15th March Time: 11.00am
Venue: Meet at the bottom (Lion) gates of the Cemetery, Cemetery
Avenue, off Ecclesall Road.
Guide: Peter Kennett
Not quite as poetic a title as Gray’s “Elegy” but you can still imagine
yourself “far from the madding crowd’s ignoble strife” in Sheffield’s
General Cemetery! Come and discover how well (or how badly!) the Vic-
torians selected and carved their tombstones and how the memorials have
fared since. Let the stones tell you something about the evolution of the
Earth itself, and of the British Isles in particular.
For further details contact Peter Kennett, 0114 2361271, or theFriends of the General Cemetery on 0114 2798402.
30
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
● The age of the Earth: can you believe everything
you read?
● The age of the Earth: the changing views of science
● Amazing Earth: facts that fascinate
● Carbon cycle: exchanging carbon dioxide between
the atmosphere and ocean
● Carbon cycle in the lab: carbon products and the
processes that link them teacher
● Carbon cycle: releasing dinosaur breath in the lab
● Carbon cycle: where is this crucial carbon?
● The carbon dioxide greenhouse – is it effective?: a
lab ICT test
● Chemical weathering of limestone: my breath and
rock chippings from the car park
● The chemistry of limestone
● Crystal size and cooling rate: fast and slow cooling
of lead iodide
● Cycling carbon: seeing how plants use carbon
dioxide in the lab
● Dangerous Earth: a plate tectonic story
● Earth’s crust: thinner than you think
● Earth’s crust versus the prep. room: why the
differences?
● Earthquake waves: the ‘find the earthquake’ team
challenge
● Earthquakes or nuclear explosions?: seismic clues
to dirty deeds
● Igneous processes: matching the evidence they
leave behind
● Igneous rocks: completing the 3D picture
● Investigating the Earth: the ‘find the Mars bar’
challenge
● Limestone in your everyday life
● Magnetic patterns: ocean floor pattern plotting
● Magnetic stripes on the ocean floor: a lab
simulation
● Mantle convection moving plates: the golden
syrup / hobnob teacher demonstration
● Metamorphic modelling: simulating metamorphic
processes
● Minerals, elements and the Earth’s crust
● Plate riding: how is the plate you are on moving
now?
Interactive, Hands on Earth Science – the Practical Activities
of the Joint Earth Science Education Initiative WebsiteCHRIS KING
Click on the JESEI website at www.jesei.org and what will you find?
First the Welcome screen
Click on that to see:
Welcome to the JESEI web site● Bring your Earth science teaching to life.
● Highlight the relevance and interest of Earth science to your pupils.
● Try our hands on, interactive practical activities.
● Build up your own background knowledge.
● This is the way forward for you!
● Click here (or use the contents link above) to proceed.
You may have had no Earth science teaching in your own background, so how can you be expected to teach it
well and with enthusiasm?
Realising this, the Joint Earth Science Education Initiative (JESEI) was instigated with you in mind. By col-
laboration between the Royal Society of Chemistry (RSC), the Institute of Biology (IoB), the Institute of
Physics and the Earth Science Teachers’ Association (ESTA), we have prepared materials to help you chem-
istry, biology and physics specialists with their teaching of Earth science.
JESEI is supported by the Royal Society, the Association for Science Education (ASE), the Geological Society
and the UK Offshore Operators Association (UKOOA) - to whom we are most grateful.
We hope that these new approaches will revitalise your Earth science teaching and give new dimensions to
your own teaching of science.
Click on the contents link to find all the 40+ activities listed as follows:
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
31 www.esta-uk.org
● The plate tectonic story: a scientific jigsaw
● Protecting the Earth: how big is your ecological
footprint?
● Rock cycle in the lab: Earth products and the
processes that link them
● Sedimentary rock from sand: syringe simulation
● Separating mixtures: how we concentrate natural
materials
● Sequencing of rocks: what was the order of events?
● Solid mantle in full flow: the DIY potty putty
simulation
● Structure of the Earth: probing anomalous balls
● Structure of the Earth: the story of the waves
● Structure of the Earth: teacher demonstrating
seismic evidence for the core
● Tree rings: a climate record of the past
● Weathering and erosion: simulating rock attack in
the lab
● Will my gravestone last?: an investigative graveyard
visit
● Volcano in the lab: a wax volcano in action
Click on those to find a wealth of activities to
engage pupils in considering Earth processes.
● Where else can you find 40+ Earth science
activities specially prepared for the National
Curriculum downloadable from the internet?
● Where else can you find such a wide range of
activities that can bring Earth science teaching to
life at levels ranging from KS2 to post-16?
● Can the JESEI website change your Earth science
teaching life? - only clicking on the website will
help you to find out!
Chris King
Obituary
Laurie Doyle
Laurie had been a geology lecturer at Worthing VIth Form College
since the late 1970s and will be well remembered by the large
number of students who passed through his hands, both as an
excellent geologist and a great enthusiast for his subject. Many of
his students went on to study the subject at University and some
are now lecturers and top geologists with a variety of institutions
and companies. For many years he also taught adult evening class-
es for amateur geologists and recently complained that he was
running out of ideas for new courses to teach those many enthu-
siasts who kept coming back year after year.
Laurie was an active member of both the GA and GeolSoc, as
well as the West Sussex Geological Society. He liked nothing bet-
ter than a good field trip and a pint of good ale to follow – some-
thing he was doing only two days before his untimely death.
He will also be remembered as a man of great humour, a ruth-
less wind-up merchant, yet also a concerned and helpful mentor,
always ready to listen to students’ and colleagues’ problems and to
give them good advice and practical help. Many in ESTA will
remember him as former Chief Examiiner for Edexcel A-level
Geology, responsible for questions which, though sometimes
rather challenging, never lacked imagination.
For myself, I simply remember him as one of my best friends.
I am sure all who knew him will feel great sympathy for his
four teenage sons (Joe, Ben, Toby & Jack) for whom the loss of a
father in his late fifties must be a severe blow.
Further details on the college website www.worthing.ac.uk
Mick de Pomerai,
Worthing College
ESTA Conferences Update
2003 Plans are now well advanced for this year’s
Conference, to be held at Manchester University, in
conjunction with Manchester Museum, from Friday
12th until Sunday 14th September. Details and
booking forms can be found in this issue. Pleasehelp the organisers by booking as early as youcan – it saves you money and it helps to keeptheir blood pressure down!
2004 A straw poll at and after the 2002 Conference
showed that the majority of respondents would look
forward to a Conference in Scotland (no doubt
tempted by the prospect of superb field sites and
other attractions!). We have, accordingly, arranged to
hold the Conference in Edinburgh, from Friday 17th
to 19th September 2004. It will be based at Heriot-
Watt University, which offers an excellent standard
of accommodation, with other sites being used for
some of the meetings, and, of course, fieldwork.
Planning is only in the early stages at present, but
will pick up speed after our Manchester Conference.
The Scots will be represented at Manchester, so do
try to find the appropriate person and discuss what
you would like to see included at Edinburgh. And,
above all, book the dates!
2005 We are very pleased to have received an
invitation to hold our conference at Derby
University for 2005. The last time ESTA was in
Derby was in 1978, when the institution had a
different name, so we can expect a few changes!
Peter Kennett
32
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
ESTA COUNCILMEMBERSAndy Britnell
Fieldwork Committee (Convenor) (2002 - 2005)
Cheryl Jones
UKRIGS (NSC)
Mr Duncan Hawley
GA/TTA Link (CORRESPONDING)
Mr Geoff Hunter
Treasurer VACANCY 2003 - 2006
Mr Peter Kennett
Conference Liaison (co-opted 1999 - 2002)
Mr Chris King
ASE liaison/Secondary Convenor
Mr Alastair Fleming
Secondary (CORRESPONDING)
Carol Levick
Website Manager VACANCY 2003 - 2006
Cally Oldershaw
Deputy Editor (To vote in AGM 2003)
Ian Ray
Advertising Officer (To vote in AGM 2003)
Mr John Reynolds
Past -Treasurer (co-opted 1997)
Dr Paul Selden
Conference Convenor 2003 - Manchester
Mr James Speed
Conference Liaison (To vote in AGM 2003)
Mr Ian Thomas
Vice Chair VACANCY to vote in MW AGM 2003
Dr Geraint Owen
Chairman (2002 - 2004)
Mr Owain Thomas
Membership Secretary (2001-2004)
Mr David Thompson
Teacher Education (co-opted 1993)
Dr Roger Trend
Editor (2002 - 2005)
Dr Dave Williams
Promotions (2002 - 2005)
Ms Niki Whitburn
Primary Convenor (2001-2004)
Dr Martin Whiteley
President VACANCY 2003 - 2005
Dr Dawn Windley
Secretary VACANCY 2003- 2006
Peter York
Science of the Earth/PEST (CORRESPONDING)
Exciting opportunities
for YOU to help ESTA!
ESTA needs a new
SECRETARY for 2003-2006
due to the retirement of Dawn Windley
The main duty is to take a record of Council meetings
TREASURER for 2003-2006
due to the retirement of Geoff Hunter
The main duty is to keep track of the Association’s income
and expenditure
DEPUTY EDITOR for 2003-2006
due to the retirement of Helen King
The main duty is to assist the Editor
No special skills or experience needed – just enthusiasm and a
desire to give something back to ESTA
Are YOU willing to have a go?
PLEASE ask for more information, including a fuller job
description, from:
Dawn Windley,
Thomas Rotherham College,
Moorgate Road,
Rotherham,
South Yorks
S60 2BE
Tel: 01709-300600
or
Geraint Owen,
Dept of Geography,
Uni of Wales Swansea,
Singleton Park,
Swansea SA2 8PP
Tel: 01792-295141
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
33 www.esta-uk.org
A Results Spreadsheet for AS and A level Geology,
by Owain Thomas (TES 27/3, pp126-128)
Owain writes: I apologise to those ESTA members who
have unsuccessfully searched the ESTA website for the
spreadsheet to analyse AS/A level results. At the
moment it is not possible to publish it on the website,
but readers who would like a copy are welcome to con-
tact me directly by email. [email protected]
PT Carr AwardTo date no applications have been received for this
award: please see separate item in this issue of TES,
page 36
Problems at Strumble HeadWe have received the following letter from Steve
Drinkwater, Education Services Office at Pem-
brokeshire Coast National Park. Steve writes:
I have been contacted by our National Park Ranger
for the NW area of the Park, Ian Meopham. He reports
a number of problems caused by large coaches, carrying
parties of geologists, wishing to access the pillow lavas
near Strumble Head, North Pembrokeshire. These
coaches should turn around at Trefisheg (SM 904 399)
and not proceed beyond that point.
Ian reports that several coaches this year have tried to
go right down to Strumble Head itself and then found
that they cannot turn around. Local landowners have
complained to Ian because these coaches have then
gone onto private land in their attempts to find some
way to turn around, then churning up the fields, etc.
Is there some way that you can use your
networks/bulletins/websites, etc. to try to convey this
message to your members and indeed to others in the
geological world, particularly university and college
Geology Departments, please? If you are able to help,
we would be most grateful.
Thanks in advance for your help.
Steve Drinkwater
Education Services Officer
Pembrokeshire Coast National Park
www.pembrokeshirecoast.org.uk
News and Resources ESTA needs a new
TREASURERfor 2003-2006
due to the retirement of Geoff Hunter
The main duty is to keep track of the Association’s
income and expenditure
No special skills or experience needed,
just enthusiasm and a desire to give something
back to ESTA
Are YOU willing to have a go?
PLEASE ask for more information,including a fuller job description, from:
Dawn Windley, Thomas Rotherham College, Moorgate
Road, Rotherham, South Yorks. S60 2BE
Tel: 01709-300600
or
Geraint Owen, Dept of Geography,
Uni of Wales Swansea,
Singleton Park, Swansea SA2 8PP
Tel: 01792-295141
Kind offer from Steve Hannath
Steve writes: I have every journal of the
association from Vol 1 - 1969 (in which I wrote a
small article) up to the present day. I would like
them to go to a good home rather than bin them
in my quest for more space as they now just take
up valuable shelf space. Person collects or pays for
postage. I live near Swindon, Wilts. Tel/fax 01793
731415.
I do hope that the association continues to thrive.
Steve Hannath
34
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
ESTA needs a new
SECRETARYfor 2003-2006
due to the retirement of Dawn Windley
The main duty is to take a record
of Council meetings
No special skills or experience needed,
just enthusiasm and a desire to give something
back to ESTA
Are YOU willing to have a go?
PLEASE ask for more information,including a fuller job description, from:
Dawn Windley, Thomas Rotherham College, Moorgate
Road, Rotherham, South Yorks. S60 2BE
Tel: 01709-300600
or
Geraint Owen, Dept of Geography,
Uni of Wales Swansea,
Singleton Park, Swansea SA2 8PP
Tel: 01792-295141
ESTA DiaryJUNE 2003
Saturday 7th June
Hunt The Dinosaurs On The Yorkshire Coast
Explore the coast near Scarborough with Will Watts.
A Rockwatch event.
Contact:
Geraldine Marshall,
Rockwatch at the GA,
Burlington House,
Piccadilly,
London W1J 0DU
Phone: 020 7734 5398
Monday 23rd - Saturday 28th June
SciTec 2003 Festival Of Science
University of Derby.
JULY 2003
Sunday 27th July
Rockwatch At The National Stone Centre
Wirksworth, Derbyshire. A Rockwatch event.
11.00 - 3.30pm
Contact:
Geraldine Marshall,
Rockwatch at the GA,
Burlington House,
Piccadilly,
London W1J 0DU
Phone: 020 7734 5398
AUGUST 2003
10th - 14th August
Conference of the International Geoscience Education
Organisation, Calgary, Canada.
Website www.geoscied.org
SEPTEMBER 2003
8th - 12th September
The BA Festival of Science 2003,
University of Salford
Friday 12th - Sunday 14th September
ESTA Annual Conference,
University of Manchester
OCTOBER 2003
UKRIGS Annual Conference
SEPTEMBER 2004
6th - 10th September
The BA Festival of Science 2004,
University of Exeter
17th - 19th September
ESTA Annual Conference,
Heriot Watt University, Edinburgh
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
35 www.esta-uk.org
A new website, with tutorials, pictures, fun and games, forum,
questions and answers, and links.www.geologyrocks.co.uk/
Opinions, comments, criticisms and praise are all welcome.
Geology news items at:
college.hmco.com/geology/resources/geologylink/news.html
This is part of Houghton Mifflin’s website at:college.hmco.com/geology/index.html
Geological information on Northern Ireland, including a listing
of geological sites of conservation importance, is available on the
site of the Ulster Museum in Belfast, atwww.ulstermuseum.org.uk/habitas/index.html
The Field Experience Company has tailor-made tours, in
Ireland, for people who are interested in geology and landscape,
at www.field-experience.com
ES2K is a newsletter, for raising awareness of Earth Science
across the north of Ireland. The sites listed below were
compiled by Karen Parks, of Methodist College, Belfast, for
inclusion in its Spring 2003 issue. They are reproduced here by
kind permission of the Editor.
Plate tectonics
pubs.usgs.gov /publications/text/historical.html
www.enchantedlearning.com/subjects/astronomy/planets/earth/
Continents.shtml
These provide a wide range of excellent images and maps and
relevant text at different levels.
Plate movement animations www.scotese.com/earth.htm
Volcanoes
volcanoes.usgs.gov/
volcano.und.edu/
science.howstuffworks.com/volcano. htm/ printable
All provide a very good summary of volcanic activity.
Volcanic hazardsvolcanoes.usgs.gov/Hazards/What/hazards.html
Earthquakesearthquake.usgs.gov/
An excellent website for accurate and up-to-date information
about the worlds’ earthquakeswww.earthquakes.bgs.ac.uk/
The site provides information about specific British earthquakes
as well as relevant links to other sites.www.sciencecourseware.com /VirtualEarthquake/
Another site that allows you to monitor seismograph stations
and complete an exercise to locate epicentre. Do this and print
out your certificate.
A summary of the Horizon programme about the Permian
Mass Extinction. This is an A2 Geology topic and the
information provides an excellent summary of recent research
and information of this topic.http: / /www,bbc.co.uk/print/ science /horizon/ 2002/ dayearthdied.shtml
Earth structures
earth.leeds.ac.uk/faultzone/teaching.htm
Folds and faults and virtual field trips
earth.leeds.ac.uk/learnstructure/index.htm
Fossils websites
www.ucmp.berkeley.edu/
Sand
www.paccd.cc.ca.us/instadmn/physcidv/geol_dp/dndougla/SAND/sand
map.htm
A good website for students studying grain shape and
composition.
Good general sites with relevant links
www.geolsoc.org.uk
The section on teaching resources is very good and it also has
information about university courses.www.yahooligans.com/science_and_nature/the_earth/Geology/
This site has a lot of relevant information and tends to filter out
the more advanced detail and therefore is a suitable website for
links at KS3 and KS4.www.bbc.co.uk/education/rocks/index.shtml
This website has a lot of interesting practical activities.
www.soton.ac.uk/~imw/index.htm
A geological ‘metadirectory’! Particularly interesting Virtual
Field Trips and Field Trip Guides.
Revision websites
www.learn.co.uk
www.s-cool.co.uk
www.geographyinaction.co.uk
Click on geology – There are some good sections on the
geological map of Northern Ireland and related rock types and
the geological time scale.
www.indiana.edu/~scstest/jd/intro.html
A repository of simple, web-based multimedia learning objects.
The learning objects are meant to be self-test exercises for
students to use to master content in introductory geology
courses. Most are computer graded. There is no cost for the use
of the site. Feedback is most welcome.
Jeremy Dunning, Professor of Geology and Dean, School of
Continuing Studies Indiana University
Websearch
36
TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003
www.esta-uk.org
Peter Carr was born in 1925, and began his working career
at High Duty Alloys in Slough. While working he studied
part-time at Chelsea Polytechnic for a geology degree
(with subsidiary maths) which he obtained around 1950. He
joined the staff of what eventually became Herschel School,
Slough, a technical high school, and remained there for the rest of
his career. Initially he taught both subjects to A-level, but with
only a small number of A-level geology students and an increas-
ing shortage of qualified maths teachers, the school eventually
decided that he was better(?) employed as a full-time mathemati-
cian. His brother Alan thinks he understood their logic in this,
even if he was reluctant to agree with it.
Peter himself struggled to do a research project on the Lizard
in Cornwall, and was anxious that others might be funded in such
a project to enable a successful outcome without undue financial
difficulties. He died in February 1996.
Aim of the award
The aim of the award is to help to fund a practising schoolteacher
wishing to undertake geological research, or to enable such a per-
son to complete research already begun.
‘Geological research’ is here interpreted in a wide sense, to
include research into:
● an aspect of the geology of an area, particularly one local to
the teacher’s school
● geological and Earth science education at all levels
● the role of conservation in geology and Earth science
● improving the use of geological collections in education
● improving the public understanding of geology and
Earth science
● the use of Information Technology in any of the above
Finance
The legacy of £3000 has been invested to produce an income.
This income will be used to fund an award every THREE years.
It is anticipated that the award will usually be of the order of £500,
but this cannot be guaranteed.
Procedure for making the award
ESTA Council will delegate responsibility for administering the
award to a sub-committee which must include at least one from
the Chairman, Secretary or Treasurer of the Association.
Notice of the award will be publicised by the sub-committee in
Teaching Earth Sciences (or its successor journals) and by other
appropriate methods as decided by the sub-committee to try to
maximise the number of potential applicants. A deadline for the
receipt of applications will be set.
The sub-committee, with the approval of ESTA Council, may
suggest a specific area of geological research for which the award
might be made on a particular occasion. This discretion is intend-
ed to allow the sub-committee to encourage research that may be
of particular value to geological education at a given time.
Applicants will be required to supply sufficient personal details
of their qualifications and experience, including previous research
if any, at least two referees who can attest to their suitability to
undertake research and receive the award, and an outline of the
research proposal in such format as the sub-committee may from
time to time determine. Applicants will also be required to outline
how the award will be used to enable the research to proceed. The
sub-committee will scrutinise and evaluate the applications, and
may ask to interview applicants if it is felt to be necessary. The
sub-committee’s decision will be ratified by Council, and that
decision will then be final.
Wherever possible, the selection procedure will be timed to
enable an announcement and presentation of the award at the
Annual Conference of the Association, usually held in September.
No serving member of ESTA Council will be eligible for the
award, although an award-holder may later be elected or co-opted
to Council without prejudice.
Expectations of the award-holder
The award-holder will be expected to...1. undertake and complete the planned research project within an
agreed timescale, in general before the next award is due to be
made (normally three years).
2. keep the sub-committee informed of the progress of the
research by means of a brief annual report in a form specified
by the sub-committee.
3. inform the sub-committee without delay if a change in cir-
cumstances may lead to a delay in completing the research pro-
ject within the agreed timescale, or to abandonment of the
project.
4. return such part of the monies awarded as the sub-committee
may determine to be reasonable should he or she fail to com-
plete the research project within the agreed timescale, or with-
in such extended timescale as the sub-committee may grant at
their complete discretion.
5. publish his or her work as a paper in Teaching Earth Sciences,
and present his or her work to members as a talk at an Annual
Conference of the Association.
The closing date for the 2003 Award is August 31st 2003.Further details and application forms can be obtainedfrom Dawn Windley, ESTA Secretary, Thomas Rotherhamcollege, Moorgate, Rotherham, South Yorkshire
CASH FOR RESEARCH: THE P. T. CARR AWARDIn 1996 the late Peter Towsley Carr left a bequest of £3,000 to create an award to be administered by the Earth
Science Teachers Association (ESTA). The purpose was to fund geological research by practising schoolteachers.
37 www.esta-uk.org
School of Earth SciencesUniversity of Leeds
If you have a field trip in the north of England, why not visit usen route for a day of geological activities?
Schools Liaison Activities
� Why not bring your class for a visit onone of the University Open Days(26th June & 9th September)? If you pre-book we will provide a buffet lunch.
� Contact us if you would like studentsor staff to visit your school, either togive a presentation about EarthSciences or to help deliver a particular topic.
� Why not visit as a school group anduse our facilities? We can give tours, talks, demonstrations (flume tank & seismics) and petrology practical classes.
If you would like to learn about a new fieldarea, teachers are welcome to join us on undergraduate field courses.
Contact us if you would like any of thefollowing resources:
� KS3/4 & A-level lesson packs
� Field trip packs
� Surplus maps/specimens
� Course information and brochures
� Video about us made by a local school
Contact: Undergraduate Admissions Secretary, School of Earth Sciences, University of Leeds, Leeds LS2 9JT. Tel: 0113 343 6673.
Email: [email protected]. Website: www.earth.leeds.ac.uk
38www.esta-uk.org
Rockwatch at the National Stone Centre,Wirksworth, Derbyshire
Annual Family Activity DaySunday 27th July 2003
11.00am - 3.30pmJoin Rockwatch and ESTA for their annual visit to the National StoneCentre in Wirksworth, Derbyshire
● Follow a geological discovery trail hunting for exotic fossils from anancient sea floor and for minerals in the surrounding rocks
● Test your skill building a drystone wall● Pan for precious gems● Make your own fossil replicas
Bring a picnic or eat at the cafeNo prebooking requiredPrice: £4.00Rockwatch members free only with a valid membership card
JOIN IN ALL THE FUN OF A FAMILY DAY OUT
For further details of this event and about Rockwatch membership contact:
Rockwatch at the GA, Burlington House, Piccadilly, London W1J 0DU
Telephone: 020 7734 5398 or e-mail: [email protected]
39 www.esta-uk.org
ADVERTISING IN “TEACHING EARTH SCIENCES”THE JOURNAL OF THE EARTH SCIENCE TEACHERS’ ASSOCIATION
The journal has a circulation of
approximately 800 (and rising) and its
readership consists of dedicated Earth
science teachers in:-
● Primary schools
● Secondary schools
● Departments of Earth sciences,
geography and geology in colleges
and universities.
Teaching Earth Sciences is the only UK
journal that specialises in the teaching of
Earth Sciences. It is published quarterly.
Advertising in the journal is offered at competitive rates as follows.
1. PAGE ADVERTISING
1 ISSUE 2 ISSUES 3 ISSUES 4 ISSUES
Full A4 Page £120 £200 £275 £340
Half page £75 £140 £180 £210
Quarter page £60 £110 £150 £180
Eighth page £45 £80 £110 £130
The price to include type setting if necessary
2. INSERTS
These are charged at £100 per issue for sheets up to A4 size. For inserts more than
A4 please contact the Advertising Officer (see p3 for details). Upon confirmation,
please send inserts to:-
Character Design, Highridge, Wrigglebrook Lane, Kingsthorne, Hereford HR2 8AW
3. ESTA SMALL ADS
Rates are 20p. per word with a minimum of £5. Adverts should be sent with
payment to the Advertising Officer. Cheques should be made payable to the
EARTH SCIENCE TEACHERS’ ASSOCIATION.
REQUESTS TO ADVERTISE
Your request for advertising space should be sent to the Advertising Officer at theaddress on p3. Your request should indicate the volume(s) and issues in which youwish to advertise. (The next available issue is volume 28/2 – summer 2003) You should include your advertisement copy (or copy of insert) and state anyadditional requirements.An invoice and voucher copy will be sent to you upon publication.
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005
Your PresidentIntroduced Martin Whiteley
Thinking Geology:Activities to DevelopThinking Skills inGeology Teaching
Recovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:Earthquakes
Response to theHouse of CommonsScience and
Technology Committeeinquiry into theScience Curriculum for14 - 19 year olds
Setting up a localgroup - West WalesGeology Teachers’Network
Highlights from thepost-16 ‘bring andshare’ session at theESTA Conference,Kingston 2001
ESTA Conferenceupdate
Book Reviews
Websearch
News and Resources
arth Scienceachearth Scienceachewww.esta-uk.org
teachingEARTH
SCIENCES
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 27 ● Number 1, 2002 ● ISSN 0957-8005
Creationism andEvolution: Questions in theClassroomInstitute of BiologyChemistry on theHigh StreetPeter KennettEarth ScienceActivities andDemonstrations:Fossils and TimeMike Tuke
Beyond Petroleum:Business and The Environment in
the 21st Century JohnBrowne
Using Foam Rubber inan Aquarium ToSimulate Plate-Tectonic And Glacial
PhenomenaJohn WheelerDorset and EastDevon Coast: World Heritage SiteESTA ConferenceUpdate
New ESTA MembersWebsearchNews and Resources
(including ESTA AGM)
arth Scienceachers’ Asso
arth Scienceachers’ Assowww.esta-uk.org
teachingEARTHSCIENCES
40www.esta-uk.org
Subscription rates
Full membership Student and retired membership£25.00 to UK addresses £12.50 to UK addresses
New Posting? Retiring? Stay in touch with
Teaching Earth Sciences News and Activities
Teaching Earth Sciences - serving the Earth Science Education Community
Membership Secretary:
Owain ThomasPO Box 10, NarberthPembrokeshire SA67 7YE
Subscriber Details
TITLE NAME
ADDRESS
TOWN/CITY POST CODE/ZIP
COUNTRY
E-MAIL ADDRESS
Subscribe to
Teaching Earth Sciences
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005
Your PresidentIntroduced Martin Whiteley
Thinking Geology:Activities to DevelopThinking Skills inGeology Teaching
Recovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:Earthquakes
Response to theHouse of CommonsScience and
Technology Committeeinquiry into theScience Curriculum for14 - 19 year olds
Setting up a localgroup - West WalesGeology Teachers’Network
Highlights from thepost-16 ‘bring andshare’ session at theESTA Conference,Kingston 2001
ESTA Conferenceupdate
Book Reviews
Websearch
News and Resources
arth Scienceacharth Scienceachwww.esta-uk.org
teachingEARTH
SCIENCES
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 27 ● Number 1, 2002 ● ISSN 0957-8005
Creationism andEvolution: Questions in theClassroomInstitute of BiologyChemistry on theHigh StreetPeter KennettEarth ScienceActivities andDemonstrations:Fossils and TimeMike Tuke
Beyond Petroleum:Business and The Environment inthe 21st Century John
Browne
Using Foam Rubber inan Aquarium ToSimulate Plate-Tectonic And Glacial
PhenomenaJohn WheelerDorset and EastDevon Coast: World Heritage SiteESTA ConferenceUpdate
New ESTA MembersWebsearchNews and Resources
(including ESTA AGM)
arth Scienceachers’ Asso
arth Scienceachers’ Assowww.esta-uk.org
teachingEARTHSCIENCES
Geoed LtdDee Edwards & Dave Williams have bought the fossil replica business until recently runinside Open University and are now trading as Geoed Ltd. Geoed Ltd. has 2,000different replica fossils, including sets for schools, replica skulls, and large items that canbe hired. Details are on the searchable database at http://www.geoed.co.uk
We have a wide range of other resources, including:
OU/Esso Geol map of the World . . . . . . . . . . .£6.50
OS UK Geology Wall map (paper, folded) . . . .£4.00
OS UK Geology Wall map (laminated) . . . . .£12.00
Sedimentary Environments poster . . . . . . . . .£6.50
SALE ITEMS
Satellite photos (some laminated): UK, Europe, N. America, World, Africa, etc. £5.00 ea.
Some Open University discontinued study units:
S102: Science Foundation Course, Earth Sciences units: 5/6; 7/8; 26-28;
S236: Geology: Maps, Earth materials, Fossils, Historical geology, Surface processes
Send e-mail to [email protected] for an up-to-date listAll items are supplied VAT-free, and postage at cost.
41 www.esta-uk.org
LANDSCAPESGEOLOGY AT HARTLAND QUAY Alan Childs & Chris Cornford In a short cliff-foot walk, along the beach at Hartland Quay, visitors are provided with astraightforward explanation of the dramatically folded local rocks and their history.Alternate pages provide a deeper commentary on aspects of the geology and inparticular provide reference notes for students examining the variety of structuresexhibited in this exceptionally clear location. A5. 40 pages. 47 figs.ISBN 0-948444-12-6 Thematic Trails 1989. £2.40
THE CLIFFS OF HARTLAND QUAY Peter Keene On a cliff-top walk following the Heritage Coast footpath to the south from HartlandQuay, coastal waterfalls, valley shapes and the form of the cliffs are all used toreconstruct a sequence of events related to spectacular coastal erosion along this coast.A5. 40 pages. 24 figs.ISBN 0-948444-05-3 Thematic Trails 1990. £2.40
LYN IN FLOOD, Watersmeet to Lynmouth P. Keene & D. Elsom A riverside walk from Watersmeet on Exmoor, follows the East Lyn downstream toLynmouth and the sea. The variety of physical states of the East Lyn river is explainedincluding spate and the catastrophic floods of 1952. A5. 48 pages. 36 figs.ISBN 0-948444-20-7 Thematic Trails 1990. £2.40
THE CLIFFS OF SAUNTON Peter Keene and Chris Cornford“If you really want explanations served up to you... then go elsewhere, but if you wantto learn, by self-assessment if you like, start here. Ideally you should go there, toSaunton Sands, but it’s not absolutely necessary. The booklet is so cleverly done thatyou can learn much without leaving your armchair. Not that we are encouraging suchsloth, you understand.” (Geology Today). A5. 44 pages. 30 figs. ISBN 0-048444-24-X Thematic Trails 1995. £2.40
SNOWDON IN THE ICE AGE Kenneth Addison Ken Addison interprets the evidence left by successive glaciers around Snowdon(the last of which melted only 10,000 years ago) in a way which brings together theserious student of the Quaternary Ice Age and the interested inquisitive visitor. A5. 30 pages. 18 figs.ISBN 0-9511175-4-8 Addison Landscape Publications. 1988. £3.60
THE ICE AGE IN CWM IDWAL Kenneth Addison The Ice Age invested Cwm Idwal with a landscape whose combination of glaciological,geological and floristic elements is unsurpassed in mountain Britain. Cwm Idwal isreadily accessible on good paths within a few minutes walk of the A5 route throughSnowdonia. A5. 21pages. 16 figs. ISBN 0-9511175-4-8 A. L. P. 1988. £3.60
THE ICE AGE IN Y GLYDERAU AND NANT FFRANCON Ice, in the last main glaciation, carved a glacial highway through the heart of Snowdoniaso boldly as to ensure that Nant Ffrancon is amongst the best known natural landmarksin Britain. The phenomenon is explained in a way that is understandable to bothspecialist and visitor. A5. 30 pages. 21 figs. ISBN 0-9511175-3-X A.L.P. 1988. £3.60
ROCKS & LANDSCAPE OF ALSTON MOORgeological walks in the Nent Valley. Barry Webb & Brian Young (Ed. Eric Skipsey). Ontwo walks in the North Pennines landscape, the authors unravel clues about howtoday’s rocks, fossils and landscape were formed and how men have exploited thegeological riches of Alston Moor.’ A5. 28 pages, 40 figs. Cumbria Riggs 2002. £2.00
CITYSCAPESBRISTOL, HERITAGE IN STONE Eileen StonebridgeThe walk explores the rich diversity of stones that make up the fabric of the City ofBristol. The expectation is that as the building stones become familiar, so comes thesatisfaction of being able to identify common stones and their origin, perhaps beforeturning to the text for reassurance. A5. 40 pages. 60 figs.ISBN 0948444-36-3 Thematic Trails 1999. £2.40
BATH IN STONE a guide to the city’s building stones Elizabeth Devon, John Parkins, David Workman Compiled by the Bath Geological Society, the architectural heritage of Bath is explored,blending the recognition of building stones and the history of the city. A very usefulwalking guide both for visiting school parties, geologists and the interested non-specialist visitor. A5. 48 pages. 36 illustrations. ISBN 0948444-38-X Thematic Trails 2001. £2.40
GLOUCESTER IN STONE, a city walk – Joe McCall This booklet was compiled by the Gloucestershire RIGS Group as an introduction tothe geology of the city. Four compass-point streets radiate from Gloucester city centre.The first short walk, Eastgate Street, is, in essence a mental tool-kit for identifyingsome local common building stones and their history - a skill which can then be appliedto any of the three following compass direction walks. A5. 40 pages. 39 illustrations.ISBN 0948444-37-1 Thematic Trails 1999. £2.40
GEOLOGY AND THE BUILDINGS OF OXFORD Paul Jenkins The walk is likened to a visit to an open air museum. Attention is drawn to the varietyof building materials used in the fabric of the city. Their suitability, durability,susceptibility to pollution and weathering, maintenance and replacement is discussed.A5. 44 pages. 22 illustrations.ISBN 0-948444-09-6 Thematic Trails 1988. £2.40
EXETER IN STONE, AN URBAN GEOLOGY Jane Dove “Directed at ‘the curious visitor and interested non-specialists’, Thematic Trails Trustpublications incorporate and translate professional knowledge from the academicliterature to which members of the general public don’t have ready access....Exeter inStone is a fine addition to the ever-expanding list of booklets on the building stones ofBritish towns and cities.” (Geology Today). A5. 44 pages. 24 illustrations.ISBN 0-948444-27-4 Thematic Trails 1994. £2.40
GUIDE TO THE BUILDING STONES OF HUDDERSFIELD Two walks in central Huddersfield examine decorative polished building stones thathave been brought into Huddersfield from many parts of the world to enhance thecommercial and public buildings of the city. Huddersfield Geology Group. A5. 12 pages. 23 illustrations. £2.00
COASTAL EROSION AND MANAGEMENTWESTWARD HO! AGAINST THE SEA Peter Keene This ‘case study’ examines the history of coastal erosion at Westward Ho! and themany strategies for coastal defence adopted and discarded over the last 150 years. A5. 44 pages. 24 illustrations. ISBN 0-948444-34-7 Thematic Trails 1997. £2.40
DAWLISH WARREN AND THE SEA Peter SimsWithin living memory Dawlish Warren in South Devon has dramatically changed itsshape several times. A shoreline walk explains the nature and history of dynamic coastalchange and its implications for both short-term and long-term coastal management. A5. 48 pages. 44 figs.ISBN 0-948444-13-4 Thematic Trails 1988-98 £2.40
THEMATIC TRAILSThese guides are full of serious explanation, yet challenge us to question and interpret what we see. The reader is encouraged to observe, enquire and participate in a trail of discovery – Each trail is aninformation resource suitable for teachers to translate into field tasks appropriate to a wide range of ages.
These titles are selected from over 100 guides published or marketed by the educational charity Thematic Trails.
For a free catalogue e-mail [email protected] (Tel:01865-820522 Fax: 01865-820522) or visit our web site: www. thematic-trails.org
Address ORDERS to THEMATIC TRAILS, 7 Norwood Avenue, Kingston Bagpuize, Oxon OX13 5AD.
Use an educational address and quote your ESTA membership number to qualify for a 15% educational discount.Orders for five or more items are post free. Thematic Trails is registered charity No. 801188.
from the British Geological Survey
For other publications visit our Online Shop at:
www.geologyshop.com
2003 Catalogue now available
Contact the Sales Desk
Send Orders to:Sales Desk (ESTA)British Geological SurveyKeyworth, Nottingham NG12 5GG
Tel. 0115 936 3241Fax 0115 936 [email protected]
Fossil Focus and HolidayGeology GuidesBuy any ten Fossil Focus or Holiday
Geology Guidecards for just £10
Titles include Ammonites, Belemnites,Brachiopods, Corals, The LakeDistrict, North York Moors, Peak District and many more. See our Online Shop for a full list.
Earthwise Books – Super Savers£4 each – normally £6.50
Catastrophes – time’s trail of destructionSuzanna van Rose
Volcanic eruptions, earthquakes, landslides, floods fascinate andhorrify us all. In this book, famous natural catastrophes areinvestigated and explained in layman’s terms. Order Code CATAS
Earthquakes – our trembling planetSuzanna van Rose & Roger Musson
Earthquakes are in the news, even in Britain. This book helpsthose who want to get to grips with all aspects of the subject.Order Code EOTP
Fossils – the story of lifeSue Rigby
Concentrates on British fossils and the story of life on ourislands. Includes details of the great fossil collections of Britain.Over 100 colour photos and illustrations. Product Code FOSL
Groundwater – our hidden assetRichard Downing
This book explains clearly how and where groundwateroccurs, how it is used and how it is at risk. Product Code GRHA
Yorkshire Rock – a journey through timeRichard Bell
Everywhere in Yorkshire there are clues to vanished worlds inthe rocks, fossils and landforms. This book is an accessibleguide to the geology of the county. Illustrated in watercoloursby renowned wildlife artist Richard Bell. Product Code DGYR
Any book, any quantity – £4 + P&P
UK North & South Sheets “Ten Mile Map”Special price £15 for any two folded sheets
(normally £9.95 each)
Revised 4th editions of the 1:625 000 solid geology map of theUK. Order Code Folded UKNSP
The Geology of BritainBy Peter Toghill – paperback
Normally £16.95 – now £15.00
This popular book is now available in paperback format. Published by Airlife. (ISBN 1840374047). Order Code VTGB
How To OrderPlease include the Order Codes, title and price for all items.Mark your order “ESTA Offers” include your ESTAmembership number, or use an official order form orletterhead.Prices quoted do not include postage: please add 10%,minimum £2.50. No further discounts are available on theSpecial Offer prices.
Standard Educational DiscountA 25% discount is available to educational institutions on mostBGS publications (excluding some print-on-demand items andall non-BGS publications).
Items not listed here can be ordered from the Sales Desk(please check availability before for sending payment).Discounts and offers are not available for purchases made viathe BGS Online Shop. No additional discount is available onprices shown here.
ESTA TEACHING MATERIALS
43 www.esta-uk.org
ESTA Groups have produced a variety of teaching materials with teacher notes and worksheets.
They are all copyright free for classroom use
PRIMARY Working with Soil pack £6.00 + p&p Working with rocks pack
including postcard set£6.00 + p&p
Building stones photos. set of 16 postcards from this pack, sold separately £3.50 + p&p
KEY STAGE 3 Devised at KS3 to introduce Earth Science to pupils as part of the Science & Geography
curriculum. Each contains 3 double periods of teaching time.
ME Moulding Earth’s Surface: weathering, erosion & transportation (1993)HC Hidden changes in the Earth: introduction to metamorphism (1990, 2001 reprint)M Magma: introduction to igneous processes (1990, 2002 reprint)SR Second hand rocks: introducing sedimentary processes (1991)FW Steps towards the rock face: introducing fieldwork (1991)ES Earth’s surface features (1992)
£2.00 each, or £10.00 for all 6 + post at cost
There are limited stocks of other units less relevant to today’s curriculum
GW Groundwork: introducing Earth Science (1990)PP Power from the past: coal, with colour poster (1990)E Power source: oil & energy (1992)WG Water overground & underground (1992)BM bulk constructional materials (1991)LP Life from the past: introducing fossils (1990)
offered at £1.00 each + p&p, while stocks last
KEY STAGE 4 and onInvestigating the Science of the Earth: practical and investigative activities for key stage 4 and beyond
SoE1: Changes to the atmosphere (1995)SoE2: Geological changes: Earth’s structure & plate tectonics (1996)SoE3: Geological changes:rock formation & deformation (1998)Routeway: planning & technical problems of building a major road (with posters 1994)
£2.50 each, or £9.00 for all 4 + p&p
Practical kitsESTA Mineral kit: 10 common minerals, lens, acid DROPPER, etc., boxed, £15.00Diversity of Life fossil replica kit: 12 representative items, data sheet, boxed, £16.00ESTA Rock kits: teacher and pupil sets available, details from [email protected]
Working With Soil
Contents● The Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . .inside cover
● Information . . . . . . . . . . . . . . . . . . . . . . . . . . .pages 1 - 3
● How to Use the Work Sheets . . . . . . . . . . . . . .page 4 - 6
● Science Activities and Work Sheets . . . . . . . . .pages 7 - 16
● Literacy Activities and Work Sheets . . . . . . . . .pages 17 - 26
● Numeracy Activities and Work Sheets . . . . . . .pages 27 - 30
AuthorsThis pack was written and developed by members of the ESTA Primary Committee.
Waldorf the Worm
All kits supplied plus postage at costEnquiries to [email protected]
Orders: Dave Williams, Corner Cottage, School Lane, Hartwell, Northampton, NN7 2HL
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