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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-

ing and A4 paper and please use SI units throughout, except where this is inappro-

priate (in which case please include a conversion table). The first paragraph of each

major article should not have a subheading but should either introduce the reader

to the context of the article or should provide an overview to stimulate interest. This

is not an abstract in the formal sense. Subsequent paragraphs should be grouped

under sub-headings.

Text

Please also supply the full text on disk or as an email attachment: Microsoft Word

is the most convenient, but any widely-used wordprocessor is acceptable.

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.

Figures

Prepared artwork must be of high quality and submitted on paper and disk. Hand-

drawn and hand-labelled diagrams are not normally acceptable, although in some

circumstances this is appropriate. Each figure must be submitted as a separate file.

Each figure must have a caption.

Photographs

Please submit colour or black-and-white photographs as originals. They are also

welcomed in digital form on disk or as email attachments: .jpeg format is to be pre-

ferred. Please use one file for each photograph, to be at 300dpi. Each photograph

must have a caption.

Copyright

There are no copyright restrictions on original material published in Teaching Earth

Sciences if it is required for use in the classroom or lecture room. Copyright mate-

rial reproduced in TES by permission of other publications rests with the original

publisher. Permission must be sought from the Editor to reproduce original mate-

rial from Teaching Earth Sciences in other publications and appropriate acknowl-

edgement must be given.

All articles submitted should be original unless indicted otherwise and should

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



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


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



www.esta-uk.org

teaching

EARTHSCIENCES

4


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


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


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.


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


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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


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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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


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

[email protected]

or

Geraint Owen, Dept of Geography,

Uni of Wales Swansea,

Singleton Park, Swansea SA2 8PP

Tel: 01792-295141

[email protected]


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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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

([email protected])

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.

PHO

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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.


15 www.esta-uk.org

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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‘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

PHO

TOS

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LIS

ON

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1 6432 5 87


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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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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?


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


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


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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


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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


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


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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?


27 www.esta-uk.org

Lava Flows II



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?

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Holes and Explosions



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.


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


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● 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:


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


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


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

[email protected]

or

Geraint Owen,

Dept of Geography,


Singleton Park,

Swansea SA2 8PP

Tel: 01792-295141

[email protected]


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



back to ESTA


PLEASE ask for more information,including a fuller job description, from:



Tel: 01709-300600

[email protected]

or




Tel: 01792-295141

[email protected]

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


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



back to ESTA


PLEASE ask for more information,including a fuller job description, from:



Tel: 01709-300600

[email protected]

or




Tel: 01792-295141

[email protected]

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

[email protected]

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

[email protected]

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


The BA Festival of Science 2004,

University of Exeter


ESTA Annual Conference,

Heriot Watt University, Edinburgh


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


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.










Book Reviews

Websearch

News and Resources

arth Scienceachearth Scienceachewww.esta-uk.org

teachingEARTH

SCIENCES




Beyond Petroleum:Business and The Environment in

the 21st Century JohnBrowne








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










Book Reviews

Websearch

News and Resources

arth Scienceacharth Scienceachwww.esta-uk.org

teachingEARTH

SCIENCES




Beyond Petroleum:Business and The Environment inthe 21st Century John

Browne








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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