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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 www.esta-uk.org 104
WINTER 2001 ● Issue 35 VOLCANOES BAD AND GOOD? Published by the Earth Science Teachers Published by the Earth Science Teachers’ Association Registered Charity No. 1005331 This issue of Teaching Primary Earth Science addresses aspects of the National Curriculum areas of Geography and Science. Activities involving ICT and Literacy skills are suggested. There is opportunity to include Atlas skills, Research skills, imaginative writing and discussion. Introduction- Some Background Information In this issue we intend to consider Volcanoes, not only as a hazard but also to draw attention to how they can benefit people as well. Most volcanoes, on land or at sea, are located at or near plate boundaries. (See Teaching Primary Earth Science, number 4 - winter 1993- Mountain Building). Some of the disadvantages Volcanic eruptions are usually very spectacular. The really explosive and dangerous eruptions make the headlines in the news. Many of the less spectacular ones do not. The character of volcanic eruptions are very varied. The variations are related to the chemistry and temperature of the molten rock (lava). Runny lavas flow easily away from the crater of the volcano rather than solidifying in or close to it. Dissolved gases within the lava escape easily and so pressure rarely builds up. As a result the volcanoes associated with this type of lava erupt with less violence, but usually more frequently. Even fast flowing lava rarely kills anyone, though it can cause serious damage to property. Volcanoes in Iceland, for example, are of this type. Sticky lavas trap gas more easily. They don’t flow as far before they cool and solidify. Sticky lavas often ‘plug’ the volcano which causes pressure to build up below the earth’s surface. Eruptions are usually more violent. They consist not only of lava but also lava droplets and solid bits of rock blasted into the air. These bits are varied in size from small ash fragments to big ‘bombs’ and ‘blocks’. Ash fall out is not particularly deadly but it may cause damage to buildings as a result of ash overloading roofs and causing them to collapse. The eruption in 1991 of Mount Pinatubo in the Philippines was of this type. Sometimes dissolved gas from the erupting lava mixes with the ash to produce a dangerous red-hot cloud that travels rapidly down the side of a volcano usually causing death and damage. Poisonous gases associated with volcanic eruptions kill people. Generally the air is unpleasant with sulphurous gases smelling like bad eggs. The ash that settles on the side of a volcano may at a later occasion get swept down in a huge mudslide. A good detailed account of Volcanic Hazards can be found on the Internet: www.cotf.edu/ete/modules/volcanoes/vclimate.html
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