teaching - Earth Science Teachers' Association

TEACHING EARTH SCIENCES ● Volume 26 ● Number 3, 2001
Exercises
The students are asked to download and complete the
workbook. Some of the exercises require short textual
answers, such as:
● Explaining which of several methods of data recording
is the best
● Assessing the quality of examples of work from field
notebooks by listing good and bad points
● Listing the important features of an outcrop from a
photograph.
However, most of the exercises require students to produce
a labelled diagram from a photograph. The aim of
the task is not simply to copy the photograph: the diagram
must be labelled, and it must contain information
such as the direction of movement on a fault or the
way-up of sedimentary structures. The students are
therefore being asked not only to make observations
but also to interpret them.
A common problem when students are asked to produce
field sketches is that they have no confidence in
their drawing ability: they believe that they cannot draw.
While there is no doubt that some people have a talent for
drawing and others do not, many of the problems with
student field sketches are the result of a lack of observation
and care, rather than a lack of drawing ability. To
overcome these problems, the students are taken
through a sequence of steps, beginning with the decision
whether or not a field sketch is necessary. It they decide
to proceed with a field sketch, they have to identify its
purposes (what the sketch is meant to show) before they
begin to draw. They are then taken through the steps of
adding labels, details, orientation and scale. In all cases,
examples are given to illustrate the points being made.
There are also tips such as how to record angles or proportions
by first imagining a grid over the outcrop.
In one exercise, the students are asked to draw a
number of folds, using the minimum number of lines
(see Figure 3). The point of this task is to develop students’
skills of concentration on accurate observation of
Figure 3
Example exercise:
students are
asked to draw the
shapes of these
folds, using a
limited number of
lines. This forces
them to
concentrate on the
shapes of the
folds, rather than
shadows, fractures
or colours.
A
C
2 lines should be
enough to show
this fold.
In this case, one
of the beds has
been weathered
out, leaving a
hole, but this
does not affect
the shape of the
fold. Two or three
lines should be
enough to show it.
B
D
Again, one or two
lines should be
enough. There is
some minor
faulting present,
but for this
exercise it is not
important: it is the
shape of the fold
you are looking at.
Take extra care
with this example,
as the shapes are
complicated.
2. Using as few lines as possible, draw the shapes of these folds (only use lines, not labels):
A
B
C
D
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