teaching - Earth Science Teachers' Association

teaching 

EARTH 

SCIENCES 

Creationism and 

Evolution: 

Questions in the 

Classroom 

Institute of Biology 

Chemistry on the 

High Street 

Peter Kennett 

Earth Science 

Activities and 

Demonstrations: 

Fossils and Time 

Mike Tuke 

Beyond Petroleum: 

Business and 

The Environment in 

the 21st Century 

John Browne 

Using Foam Rubber in 

an Aquarium to 

Simulate Plate- 

Tectonic and Glacial 

Phenomena 

John Wheeler 

Dorset and East 

Devon Coast: 

World Heritage Site 

ESTA Conference 

Update 

New ESTA Members 

Websearch 

News and Resources 

(including ESTA AGM) 

Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION 

Volume 27 ● Number 1, 2002 ● ISSN 0957-8005 

www.esta-uk.org

th Science 

h 



Earthquakes 

Response to the 

Science and 

inquiry into the 

Kingston 2001 

Book Reviews 

Websearch 

Browne 

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 spacing 

and A4 paper and please use SI units throughout, except where this is inappropriate 

(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. 

References 

Please use the following examples as models 

(1) Articles 

Mayer, V. (1995) Using the Earth system for integrating the science curriculum. 

Science Education, 79(4), pp. 375-391. 

(2) Books 

McPhee, J. (1986 ) Rising from the Plains. New York: Fraux, Giroux & Strauss. 

(3) Chapters in books 

Duschl, 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. 

To Advertise in 


EARTH 

SCIENCES 


EARTH 

SCIENCES 



Your President 

Introduced 

Martin Whiteley 

Thinking Geology: 

Activities to Develop 

Thinking Ski ls in 

Geology Teaching 

Recovering the 

Leaning Tower of Pisa 


House of Commons 

Technology Commi tee 

Science Cu riculum for 

14 - 19 year olds 

Se ting up a local 

group - West Wales 

Geology Teachers’ 

Network 

Highlights from the 

post-16 ‘bring and 

share’ session a the 

ESTA Conference, 


update 


www.esta-uk.org 



Telephone 

Roger Trend 

01392 264768 


EARTH 

SCIENCES 

rth Science 

chers’ As 



Evolution: 


Classroom 



High Street 

Peter Kenne t 





Mike Tuke 


Business and 


the 21st Century John 


an Aquarium To 


Tectonic And Glacial 

Phenomena 

John Wheeler 


Devon Coast: 



Update 


Websearch 



Figures 

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

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

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

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 preferred. 

Please use one file for each photograph. 

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 material 

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

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

from Teaching Earth Sciences in other publications and appropriate acknowledgement 

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 R.D.Trend@exeter.ac.uk 

Editor 

WHERE IS PEST 

Published by the Earth Science Teachers’ Association 

PEST is printed as the 

centre 4 pages in 

Teaching Earth Sciences.



Evolution: 


Classroom 



High Street 

Peter Kennett 





Mike Tuke 


Business and 



Browne 





Phenomena 

John Wheeler 


Devon Coast: 



Update 


Websearch 





TEACHING EARTH SCIENCES ● Volume 27 ● Number 1, 2002 


EARTH 

SCIENCES 

Teaching Earth Sciences is published quarterly by 

the Earth Science Teachers’ Association. ESTA 

aims to encourage and support the teaching of 

Earth Sciences, whether as a single subject or as 

part of science or geography courses. 

Full membership is £25.00; student and retired 

membership £12.50. 

Registered Charity No. 1005331 

Editor 

Dr. Roger Trend 

School of Education 

University of Exeter 

Exeter EX1 2LU 

Tel: 01392 264768 

Email: R.D.Trend@exeter.ac.uk 

Advertising 

Vacancy 

Reviews Editor 

Dr. Denis Bates 

Institute of Geography and Earth Sciences 

University of Wales 

Aberystwyth 

Dyfed SY23 3DB 

Tel: 01970 622639 

Email: deb@aber.ac.uk 

Council Officers 

President 


Murphy Petroleum Limited 

St. Albans 

Chairman 

Ian Thomas 

National Stone Centre 

Porter Road, Wirksworth 

Derbyshire DE4 4LS 

Secretary 

Dr. Dawn Windley 

Thomas Rotherham College 

Moorgate, Rotherham 

South Yorkshire 

Membership Secretary 

Owain Thomas 

PO Box 10, Narberth 

Pembrokeshire SA67 7YE 

Treasurer 

Geoff Hunter 

6 Harborne Road 

Tackley, Kidlington 

Oxon OX5 3BL 

Contributions to future issues of Teaching Earth 

Sciences will be welcomed and should be 

addressed to the Editor. 

Opinions and comments in this issue are the 

personal views of the authors and do not 

necessarily represent the views of the Association. 

Designed by Character Design 

Highridge, Wrigglebrook Lane, Kingsthorne 

Hereford HR2 8AW 

CONTENTS 

2 Editorial 

3 From the ESTA Chair 

Ian Thomas 

4 Creationism and Evolution: 

Questions in the Classroom 


7 Chemistry on the High Street 

Peter Kennett 

9 Earth Science Activities and Demonstrations: 


Mike Tuke 

13 Beyond Petroleum: Business and 

the Environment in the 21st Century 

John Browne 

18 Using Foam Rubber in an Aquarium to Simulate 

Plate-Tectonic and Glacial Phenomena 

John Wheeler 

22 Dorset and East Devon Coast: 


Dorset County Council 

28 New ESTA Members 

29 Websearch 

30 ESTA Diary 

30 Reviews 

31 News and Resources (including ESTA AGM) 

32 ESTA Conference Update 


EARTH 

SCIENCES 

Visit our website at www.esta-uk.org 

Front cover: 

Variscan upright angular folds in 

(Namurian) Crackington Formation, 

Turbidite sequence. Millook Haven, 

Devon. Photo Dawn Windley 

Back cover: 

Variscan folds in (Namurian) 

Crackington Formation, Turbidite 

sequence. Hartland Quay, Devon. 

Photo Dawn Windley 

1 www.esta-uk.org


Editorial – A Third Way 

Despite the serious shortage of teachers 

in UK secondary schools, it is often 

quite difficult for some geoscience 

graduates to gain a place on a secondary 

PGCE (postgraduate certificate in education) 

course, i.e. pre-service training, or Initial 

Teacher Training (ITT). One common 

reason, in my experience as a PGCE Geography 

Tutor, is that they fall between the two 

stools of science and geography. 

Let me explain. In order to achieve 

Qualified Teacher Status (QTS), all PGCE 

trainees have to meet the criteria, the 

“QTS Standards” (DfES, 2002) laid down 

and inspected by central government. 

These Standards have been revised for 

implementation from September 2002. 

They are very rigorous indeed, as is the 

inspection process, and rightly so. All who 

follow a PGCE course are required to 

know and understand the content of 

school courses in “their subject” at degree 

level. Thus all Geography PGCE trainees 

are required to know and understand the 

geography content of school courses, but 

to degree level. They cannot specialise 

within geography to any significant extent, 

certainly not during their training and usually 

not much as a geography teacher. The 

same is true for science, although there is 

scope in most PGCE science courses for 

specialisation at the post-14 and post-16 

levels in one science subject selected from 

biology, chemistry and physics. At Keele 

and Bath Universities PGCE scientists can 

choose to specialise in Earth science (see 

Geological Society web page). 

However, there is a serious problem 

which creates inappropriate hurdles for 

particular graduates, not all by any means, 

and it arises from the narrowly-conceived 

National Curriculum and the associated 

QTS Standards. It lies in the inter-relationships 

between the following 4 key elements, 

all concerning subject knowledge: 

1.The formal educational background 

requirements of the PGCE applicant 

(e.g. GCE A Level subjects; degree 

content). 

2. The subject matter included in National 

Curriculum and equivalent courses in 

geography and sciences. 

3. The preferences, interests and experiences 

of each PGCE applicant. 

4. School staffing policies and practices. 

I want to take each of these four elements 

in turn and use them to suggest some ways 

forward. 

First, in relation to formal education, I 

am particularly concerned about PGCE 

applicants with a geography/geology background. 

A typical profile might comprise 

AS (1 year of post-16 study) in geology, 

geography, biology and mathematics, with 

A2 (a further year of post-16 study) in the 

first three. This might be followed by a 

first (Bachelor) degree in geography and 

geology, perhaps as a dual honours programme. 

Another common profile 

includes single honours geology (or related 

subject). As far as the PGCE qualification 

is concerned, these educational 

profiles provide a weak foundation for 

specialisation in science (no physics, no 

chemistry) and only a reasonable one for 

specialisation in geography (little human 

geography). Most ITT providers of PGCE 

geography would not accept an applicant 

with a first degree in geology. For these 

applicants their A Level profile is very 

important and those lacking A Level geography 

find it hard to obtain a place. In 

short, many regard the geology/geography 

combination as significantly inadequate 

for both PGCE geography and science. 

Second, the subject matter content of 

National Curriculum, GCSE and AS/A2 

courses is organised as discrete subject 

blocks, from key Stage 3 (11-14 years) 

through to A2. There is negligible scope 

for courses which combine geography 

with sciences at any level. Selected geoscience 

material is addressed in geography 

courses at all levels, but this is another 

issue for debate, of course! 

Third, in relation to biographies, I have 

in mind PGCE applicants with high levels 

of interest in, and enthusiasm for, the 

Earth sciences, particularly those who 

have not studied across the sciences at 

GCE A Level. Perhaps they identified with 

geography at A Level and developed a keen 

interest in fields such as geomorphology, 

hydrology, meteorology and ecology. 

Often their enthusiasm for human geography 

is matched only by their enthusiasm 

for the breadth of science across biology, 

chemistry and physics! 

Finally, on the last of my four points, 

schools seek to employ the best teachers, 

usually specialising in one mainstream 

subject such as geography or science. 

Rarely is there scope for a school to 

employ an Earth science specialist, 

because of the curricular and educational 

background reasons noted above. Where 

the opportunity does arise it is almost 

invariably within the science area alone, 

not geography; and the idea of a teacher 

working across science and geography 

courses is rarely on the agenda. 

To some extent we have a basic circular 

process which perpetuates the closed system 

of sharply-defined subjects and suppresses 

the development of school 

geoscience. Superimposed on this is a second 

non-circular process which consistently 

causes geoscience graduates with 

any interest in teaching to be spiralled 

away from teaching as a career. We can 

start anywhere: 

1. The secondary school curriculum is 

narrowly conceived in terms of reasonably 

water-tight subjects, with little formal 

interaction between geography and 

science, despite repeated attempts over 

the past 20 years. 

2. Most children in compulsory education 

(to 16 years) engage with both geography 

and science, but discretely. 

3. Young people with an eye on teaching 

as a career who move through the postcompulsory 

education system (i.e. 16 

years to degree graduation) specialising 

in either geography or science face few 

hurdles: the subject-based system 

meets their needs. They end up as 

teachers of geography or science: all 

straightforward. 

4. However, young people with an orientation 

towards the Earth sciences also 

move through post-compulsory education, 

but often with a very different set 

of experiences. At A Level many of these 

study geography (avoiding human geography 

where possible!), biology and 

almost any other third subject. At degree 

level the opportunities are sufficiently 

diverse to accommodate a wide range of 

interests and preferences, including 

those more orientated towards geogra- 

Cont. on page 17 


2


From the ESTA Chair 

To say that things have been 

busy would be a gross understatement 

– on all fronts – 

whether at work, or in ESTA – even 

the garden weeds appear to be 

attempting a place in the Guinness 

Book of Records. 

The last few months have seen 

the introduction of the new-look 

journal (please let us have your 

views and any ideas on how it 

might be even better) and the 

agreement on a Strategy for ESTA 

(more about that later). In the 

wider Earth science World, the 

Joint Earth Science Initiative 

(JESEI), has made much further 

progress – with colleagues in 

chemistry, physics and biology 

continuing to collaborate on raising 

standards of Earth science 

teaching. The Earth Science Teaching 

Unit at Keele has gone from 

strength to strength in a major way 

and, most recently, the Earth Science 

Education Forum has been 

established. For those with longish 

memories, the latter may ring bells. 

Although there are similarities in 

terms of aims to the loose grouping 

of Earth science interests which 

met up once or twice annually in 

the early 1990s, the ‘new’ ESEF has 

the potential to become a very useful 

basis for co-operation and the 

interchange of ideas. At present, 

the secretariat is provided by David 

Bailey of the BGS and is chaired by 

Allan Rogers. The full initials are 

ESEF (EW), as its brief is confined 

to England and Wales: Scotland 

already has the Scottish Earth Science 

Education Forum and is 

beginning to make waves north of 

the Border, and Northern Ireland 

has set up ES2K. ESTA itself must 

decide how it can best relate to all 

these bodies. Wearing my National 

Stone Centre hat for a moment, 

having spent a significant part of 

the last few years working on Welsh 

projects, including for the National 

Assembly (and being half Welsh), 

I am only too well aware that words 

like ‘National’ increasingly have 

quite different connotations in different 

parts of the UK. These are 

serious issues to many and are not 

always well understood or appreciated 

by those of us closeted away 

in, say, London or Wiltshire (why 

Wiltshire Answers on a postcard 

please. Ed). 

Whereas we can permit ourselves 

some scope for self congratulation 

on ESTA’s part in the 

diplomatic moves with our colleagues 

in chemistry, physics and 

biology, notably through JESEI, 

there are still worrying signs of the 

old order re-emerging in some key 

areas. For example we are told that 

those tasked with major revisions 

to the future of science teaching 

have, in part, based their thrust of 

popularising the content on a trawl 

through a relatively small sample of 

newspapers, and that the top science 

stories found, apparently, 

focus mainly on biological/medical 

issues with others such as radiation 

also featuring. Earth science doesn’t 

really get a look in. Without 

stretching a point, a quick scan 

through a few random broadsheets 

might easily produce the following: 

rail timetables disrupted by landslips; 

power failure in California 

(in part due drought affecting 

hydro generators – why hydro – 

few local fossil fuels – anti-global 

warming policies); perpetuation of 

civil wars in Congo/Rwanda by 

revenues derived from ‘coltan’ 

mining (columbium/tantalium 

used for mobile phones and 

Playstations) – or elsewhere in 

Africa, from oil, diamonds or gold 

incomes; a major new dinosaur 

discovery in Egypt; an earthquake 

in Melton Mowbray. What is abundantly 

clear is that most non-Earth 

scientists would not recognise an 

Earth science story unless it was 

labelled ‘This is an Earth science 

story by our Earth science correspondent’! 

The issue isn’t new (see 

TES vol 23 pp56-59 where John 

Knill makes similar points). 

What is particularly distressing 

is the demonstration here that, 

despite all our efforts, even some 

key fellow scientists are not sufficiently 

in tune to be able recognise 

Earth science in the press and its 

relevance to exciting, topical school 

science, and not just for Earth science 

as such but for all the sciences. 

It is therefore up us all to use 

these news items not only to enliven 

teaching directly but to circulate 

them more widely on noticeboards, 

websites/bulletin boards, as 

part of INSET sessions, etc. A 

quick glance at, for example, this 

journal (especially, Websearch for 

back up data), or ‘Geology Today’, 

or ‘Geoscientist’, will provide plenty 

of initial ideas. 

Finally, back to the ESTA Strategy, 

which was discussed and agreed 

in principle at the last two Council 

meetings. In summary this takes 

forward themes raised in a previous 

‘From the Chair’ (TES v26, no 3 

2002, pp. 86-88 & p. 112). The focus 

over the next few years will be KS 3- 

4 Science, then Geography and then 

KS 2. At the same time, as noted 

above, we need to continue our 

involvement with, and build support 

for, developments in the ‘Celtic 

Fringe’ – as a two way process, 

whereby initiatives originating there 

might be applied more widely. The 

retention of ESTA’s interest/remit in 

higher education was also strongly 

endorsed, and should not be diminished 

by the strategy now agreed. 

There also a clear acceptance that 

partnership must play an absolutely 

vital part, if the strategy is to have 

a fighting chance of success. 

Ian A Thomas 

Chair ESTA 

3 www.esta-uk.org


Creationism and Evolution: 

Questions in the Classroom 

INSTITUTE OF BIOLOGY 

This article appears on the website of the Institute of Biology at http://www.iob.org/ and is 

reproduced here with kind permission of the author and the Institute of Biology. It is offered as a 

source of stimulating and scientifically-accurate ideas, perhaps for classroom discussion, 

presented in a highly-accessible way. Can readers think of ways of enhancing this article on the 

geological front Ed. 

Teaching evolution remains controversial nearly 

150 years after Darwin published his theory of 

natural selection. The Institute of Biology has 

prepared some background information to help with 

the questions/criticisms that you might encounter 

when teaching evolutionary theory. Some of these criticisms 

arise because pupils perceive evolution to be at 

variance with deeply held religious beliefs. However, 

this is not necessarily the case and some of the following 

background information is offered to help clarify 

the religious issues. 

Evolution is just a theory! 

Science is built upon observation, ideas, and testing. 

Some theories are easier to test than others. For instance, 

we may observe that woodlice live under rocks. I conclude 

that this is because they like the dark. But you 

observe that it is usually damp under the rock and conclude 

that woodlice like damp conditions. It is quite easy 

to test whether woodlice prefer light or dark, dry or 

damp conditions. The test will provide us with evidence, 

which we can then use to further develop our theories. 

We may find that both of us are a little right – and so the 

experiments and discussion can continue in more depth. 

Many ideas are not so easy to test, but the scientific 

enterprise relies on observation to build theories upon 

fact and test them where possible. More than 30 years 

ago, several scientists suggested that the mixture of 

gases that human activity was releasing into the atmosphere 

could lead to global warming and damage the 

protective ozone layer. This led to a lot of debate and 

several experiments. Direct observation since that time 

has found a growing hole in the ozone layer and temperature 

changes are being carefully observed. Scientists 

gather facts and records to predict models of 

climate change in the future. However, these models 

vary and are continually refined as more facts, observations 

and test results become available. An increasing 

number of people now believe that global warming is 

real and is a result of human action. The scale of the 

problem is debated, but the basic idea that human 

actions must be regulated to control global reactions is 

widely accepted. 

Evolution is similarly hard to test. We do not have 

the ability to prepare a planet under the same conditions 

as Earth and observe it directly for four and a half 

billion years to see what happens! What we have 

instead is a theory that is based on observation, fact and 

small-scale tests. We can test, and have tested, natural 

selection on bacterial populations. We can test and 

observe genetic change and relationships across species 

and use these to build a ‘tree of life’. Using these facts 

and observations, we can continue to examine the theory 

of evolution critically. 

Darwin’s theory was not the first or only explanation 

for evolution and genetic change, but it is the only one 

that has withstood 150 years of continuous assessment 

and re-examination. Scientists will continue to debate, 

examine and test the finer details of the mechanisms for 

genetic change and inheritance, but the overwhelming 

majority of them accept that evolution occurs through 

natural selection and has led to all life on Earth. 

Where is the missing link 

The fossil record has been crucial to establishing the 

theory of evolution. But several people point to ‘gaps’ in 

the fossil record, where there is a ‘missing link’. The 

most famous of these is between apes and true humans. 

Despite the seemingly large number of fossils around, 

these represent only the tiniest fraction of plants and animals 

that have lived on Earth. The vast majority of plants 

and animals are eaten or decay completely away after 

they die – they never become fossils. To become a fossil, 

they have to die in such a way that they are completely 

covered (for instance by sand or mud) and then conditions 

underground have to be just right. Finally, the hard 

parts of the plant or animal may become ‘mineralised’ 

and turn to stone – a fossil. Soft animals, such as jellyfish, 

almost never leave any record behind. 

There is a famous town in Italy, called Pompeii. This 

was ‘frozen’ in time when a volcano erupted and the 

town was rapidly buried in hot ash and lava. When 

archaeologists discovered it, they were given access to a 

unique glimpse of a Roman town in 79AD. This is, 

obviously, a very rare event – fossilisation is even more 

rare than this. As with Pompeii, fossils can only tell us 


4


about a snapshot in time; we do not know what Pompeii 

looked like in 400BC by looking at it in 79AD. 

Many species that have existed since life evolved, 

lived and died without leaving a single member in the 

fossil record – we may never get a complete picture of 

all life on Earth. What we do see, though, is consistency 

in the layers that fossils are found in. If undisturbed 

by earthquakes and landslides, layers of sediment will 

be laid down in an orderly fashion over the years and, as 

the pressure builds with more layers being laid down 

on top, they may become layers of rock. An animal, as 

it dies, will be trapped in a layer of mud or sand from its 

own time. An animal dying in the same geographical 

location, but thousands of years later, may be trapped 

likewise, but will be above the earlier one. 

Throughout the fossil record, this separation of strata 

with time has been clearly observed. You do not get 

ape bones lying in the same layer as dinosaur bones. 

They lived in different ages – separated by millions of 

years. It is also possible to date rocks through the 

nuclear clocks that they contain. When a rock solidifies 

from its molten form, minute radioactive particles are 

‘set’. These particles decay at a constant rate, which has 

been measured in laboratories. Particle decay rates are 

so constant that they are used in the atomic clock – the 

ultimate accurate timepiece by which all clocks are now 

set. By analysing the atomic particles in any rock, it is 

possible to say when the ‘clock’ started – that is, when 

the rock was first formed. 

Despite missing links, it is possible to see the general 

direction of evolutionary change from the fossil 

record. New fossils are still being discovered and modern 

scientific techniques allow new analyses of old fossils. 

We have yet to find any fossil that contradicts 

evolutionary theory. 

Random change cannot explain the variety of life 

Many people find it hard to understand how random 

change can lead to the variety of life on Earth, perfectly 

adapted to so many different needs and environments. 

Of course, if the process of evolution was totally random, 

then the odds against a helpful selection of random 

genetic changes occurring all at once to the right 

species at the right time would be ridiculously high. 

However, it is important to remember that, although 

evolution involves random change, it is not a random 

process. Successive changes that favour survival and 

hence reproduction get carried through to subsequent 

generations and are therefore preserved. Random 

change is only one aspect of evolutionary change. There 

are two other facets – time and selection. 

Evolution of life on Earth has happened over a time 

scale so large (perhaps 3.5 billion years) that it is hard to 

comprehend. As each generation of life produces a few 

random genetic changes, there has been time for many 

changes to be ‘tried’ or tested against the trials of life. 

But, not all changes will result in life. Harmful changes 

in the genes will often fail to produce life. The vast 

majority of changes that get a chance in life are therefore 

neutral or (in a few cases) beneficial. Selective pressures 

are in force even before the life of a new 

individual begins – sperm and egg cells also face selective 

pressures so that only the healthier cells can produce 

life. 

The plant or animal also (usually) starts life in an 

environment to which their parents are adapted. Therefore, 

evolutionary change is a cumulative process – that 

is, selection will drive change in a particular direction 

over the generations. Selection also means that beneficial 

genetic changes are more likely to be passed on – as 

the parent with a selective advantage is more likely to 

breed. The offspring that inherit the genetic advantage 

are more likely to breed and so on. 

Do you have to choose between evolution and 

creation 

‘Creation’, used in its religious sense means ‘the bringing-into-being 

by God of everything there is’. The concept 

of creation is entirely independent of whatever 

mechanisms are involved. The conflict proposed in the 

question has parallels with saying that one has to choose 

between the act of a team ‘creating’ a new design of car 

and the processes of automation by which the car is 

manufactured. 

However, if someone claimed that automation was 

not involved and that the designers assembled the car 

by hand, then a choice would have to be made between 

automation and creation. Some religious believers 

claim that God created species, not by evolutionary 

processes but by separate acts – a belief known as ‘Special 

Creation’. They may refer to passages in Genesis like 

‘God created... according to its own kind’. However, it is a 

highly questionable interpretation to equate the ancient 

Hebrew word that is translated as ‘kind’ with the modern 

biological term ‘species’. Nevertheless, for a person 

who takes that position, there is clearly a choice to be 

made; but it is not a choice between creation-by-God 

and evolution, but between creation-by-God through 

evolutionary processes and creation-by-God in many 

separate acts. Those who opt for the latter inevitably 

find themselves rejecting evolution. 

If evolution did it, what room is there for God 

The terms used when explaining evolution can often 

lead to misunderstanding. Careless choice of words can 

make it sound as though ‘Nature’, ‘natural selection’, 

‘chance’ and ‘evolution’ can do things like ‘choosing’, 

‘building’, ‘creating’ and ‘making’! Often this is just a 

sloppy way of talking, and little harm may be done. 

However, some people will have literal interpretations 

like ‘God didn’t make living things; evolution did it’. It 

then earns the title of the fallacy of reification – confusing 

a concept with a real object or cause. Careful word 

selection, particularly in the classroom, can avoid 

unnecessary problems for the religious believer. 

5 www.esta-uk.org


Do scientific explanations explain away religion 

One of the most widespread muddles about science and 

religion seems to be the idea that there is only one kind 

of explanation worth having and that is a scientific one. 

But explanations are of various distinct types, and the 

questions addressed by science and by religion are different. 

Science: the National Curriculum for England (1999) 

wisely requires pupils to be taught ‘the kinds of questions 

science can and cannot answer’. Questions about 

God fall outside the competence of science; science is 

concerned with the study of the natural world. Religious 

enquiry includes such questions as, ‘is there anything 

other than the natural world [God] to which the 

natural world owes its existence’ Clearly it is no use 

going to science, the study of the natural world to 

answer such questions as, ‘is there anything other than 

the natural world’ 

What about the age of the Earth 

Current understanding in cosmology, geology, biology 

and radiometry all points towards an Earth that is about 

4.6 billion years old in a universe possibly aged about 12 

– 15 billion years. Long periods of time on Earth are 

needed to account for evolutionary change. However, 

among some Christians and some Muslims, there has 

been a recent resurgence (1960s onwards) of the belief 

that their Scriptures teach that the Earth is only about 

10 000 years old – a position known as Young Earth 

Creationism. (The common abbreviation of this position 

to ‘creationism’ causes a lot of confusion: all Christians, 

Jews and Moslems are properly ‘creationists’ in 

that they believe God created the universe.) 

The ‘Young Earth’ position causes difficulties for 

believers who want to go on to study any of the sciences 

listed above. But their difficulties are not new. A particular 

problem is caused by the six ‘days’ of creation in 

Genesis Ch.1. A reading of this passage indicates that 

our sun, moon and the stars were not created until ‘day’ 

4. Origen, writing in about 225 AD asked, ‘What man of 

intelligence... I ask, will consider as a reasonable statement that 

the first and the second and the third day, in which there are said 

to be both morning and evening, existed without sun and moon 

and stars, while the first day was even without a heaven I do not 

think anyone will doubt that these are figurative expressions.’ 

If evolution involves random processes, where 

does the idea of a world designed by God go 

William Paley (philosopher, theologian and author of 

Natural theology: 1743-1805) famously found evidence 

for God in the apparent design of living things 

for the function they served. Evolution by natural selection 

indicated that, if the characteristics that favoured 

survival and reproduction were passed down the generations, 

then adaptation to the environment and the task 

they fulfilled was inevitable. That radically altered the 

idea of design, but did not eliminate it. Darwin claimed 

to be ‘inclined to look at everything as resulting from 

designed laws... I can see no reason why a man, or other 

animal, may not have been aboriginally produced by 

other laws, and that all these laws may have been 

expressly designed by an omniscient Creator, who foresaw 

every future event and consequence.’ It can be 

argued that evolution by natural selection is a clever 

way of making sure that available ecological niches are 

occupied; and that, provided the changes in climate and 

food supplies are not too quick, populations are likely to 

adapt gradually to these changes, rather than dying out. 

Frederick Temple (Archbishop of Canterbury from 

1896 to 1902), in his 1884 Bampton Lectures, pointed 

out that, ‘What is touched by this doctrine [of Evolution] is not 

the evidence of design but the mode in which the design was executed... 

In the one case the Creator made the animals at once 

such as they now are; in the other case He impressed on certain 

particles of matter... such inherent powers that in the ordinary 

course of time living creatures such as the present were developed... 

He did not make the things, we may say; no, but He 

made them make themselves.’ 

Finally, if it is felt that a process of random changes 

plus selection contradicts the idea of a Creator or 

Designer, a useful discussion point can be found from 

aerofoil design. What has been termed ‘Darwinian 

design’ is a growing trend in engineering and computer 

science. In Germany, engineers such as Rechenberg 

(1973) and Schwefel (1977) developed a type of Darwinian 

engineering. For example, they constructed an 

aerofoil composed of many moveable sub-segments 

that could be adjusted and immediately tested in a wind 

tunnel. To optimise the aerodynamics of the evolving 

wing, they used a carefully controlled mutation and 

selection process to generate and test better wing 

shapes. The parameters that lead to good aerofoil design 

are randomised and selected for desired outcomes. 

Evolution by natural selection does not rule out the 

possibility of design; it simply changes its form. 

Further reading 

Lucas E (2001) Can we believe Genesis today 

Leicester: Inter-Varsity Press 

Poole M W and Wenham G J (1987) 

Creation or Evolution – A False Antithesis 

Latimer Studies 23/24, Oxford: Latimer House 

A brief introduction to evolution from the 

Institute of Biology. 

With thanks to Mike Poole, Kings College London, 

for providing answers to questions 4 - 8. 


20-22 Queensberry Place 

London SW7 2DZ 

Tel: 020 7581 8333 (ext 256) 

Fax: 020 7823 9409 

www.iob.org 


6


Chemistry on the High Street 

PETER KENNETT 

Many of us have become used to taking our students onto the city streets, to look at the wide range 

of building stones which are used to beautify, or to hold up, the shops, banks and offices. How 

many of us have ever become involved in trying to ensure that this resource remains in good 

condition and that unthinking owners of properties, or town planners do not inadvertently destroy 

it As a case in point, I bring you the saga of the frontage of a well known High Street chemist in 

Sheffield, which now features on my trails as an example of how not to clean a building! 

Afew years ago, a group of us produced a coloured 

guide to the building stones of the city centre, 

with the co-operation of the town planners and 

architects, who had just completed a very successful 

scheme of urban regeneration, using quantities of natural 

stone. Although the chemist’s shop in question did 

not feature in the guide, it is mentioned in a photocopied 

worksheet for the general public, because the 

frontage is of “Imperial Mahogany” Granite, originating 

from South Dakota in the USA. As shown in the Building 

Stone Postcards, produced by Manchester University, 

the Imperial Mahogany is a beautiful deep red colour, 

with a hint of foliation in it, caused by a later metamorphic 

episode. It takes a high polish, and richly deserves 

its name, although I don’t know what the Americans are 

doing with a title involving the term “Imperial”! 

During Science Week last year, I was taking a group 

of the general public (including one street dweller and 

a mad engineer!) along the trail. We had stopped at Barclays 

Bank, next door to the chemist, to explain the use 

of the Postcards. Barclays Bank is probably an Edwardian 

building and comprises a wonderful collection of 

rocks, all designed to give an air of reliability and opulence 

to a potential customer. The upper storeys (where 

few people ever look), is of Derbyshire sandstone, but 

at eye level and below, the builders have used pillars 

made of the gorgeous Rose Swede Granite, with its 

deep pink feldspar and unusual blue quartz. The night 

safe is set into dark grey Rubislaw Granite from 

Aberdeen, topped off with dark iridescent Larvikite 

(“Emerald Pearl”). Now that the Rubislaw Granite outcrop 

has been built over, later repair work had to be executed 

in a similar granite of unknown provenance. To 

finish it off, a new doorway has been laid in a modern 

equivalent of the Balmoral Red Granite, to vie with the 

newly-cobbled surface of the pedestrianised street. 

After such a feast of igneous rocks, I pulled out the 

card of the Imperial Mahogany and assured my audience 

that yet another variety awaited them at the next 

stop. Little did I know what had happened to it, since 

my previous visit, and I was clearly so taken aback that 

it caused considerable merriment among the group! At 

first, I thought the company had changed the material 

of the shop-front – indeed, they had replaced some of 

the lower stone work with a man-made substitute. The 

rest of it however, had been the Imperial Mahogany, 

now washed out to a hideous streaky yellowy-brown. 

Gone was the high polish, and instead, one could begin 

to dislodge mineral grains with a fingernail, so badly 

had the surface been treated. All agreed that it looked a 

mess, and were relieved to find that Burger King, a few 

doors along, had retained the Imperial Mahogany as it 

should be, albeit a little stained with tomato ketchup! 

We concluded that the chemist’s contractors had 

used a strong acid, most likely hydrofluoric, as a quick 

expedient to “cleaning” the frontage, although in doing 

so, they had not only ruined the appearance, but had 

also rendered it much more susceptible to weathering. 

On reflection, away from the street dweller and the 

mad engineer, I felt moved to follow up the matter and 

contacted the firm concerned, as well as the Town Hall. 

The former responded and promised to look into it, 

but I never heard anything from the Town Planners. I 

have since been told that they have very little jurisdiction 

about how a shop owner treats the building, unless 

it is listed. 

After a polite wait, I contacted the local manager of 

the chemist again, and was told that he was enquiring at 

headquarters. Several weeks later, and still no response, 

so I made a small purchase and wrote to the headquarters 

address given on the back of the receipt. Guess 

what – no reply! I then tried Directory Enquiries and 

obtained the Estates Department of the company, 

phoned up and later emailed a lady who said that she 

worked in the correct department and would find out 

what had happened and that she would tell me. Had 

they used HF, or was it something equally violent 

Were they going to do anything about it, if so what I 

was joined in the search by Sheffield City Museum, 

who also offered to enquire what had been done. 

In the meantime, I noticed scaffolding going up on 

Barclays Bank, next door. Horror! – were they going 

to do the same thing Although it is not my bank, I had 

inherited a few Barclays shares from my father, so I 

popped in, declared my interest(!) and spoke to the 

manager, offering a free copy of the Guide. Again, 

7 www.esta-uk.org


there was a long pause with no word, so I tried again – 

new manager, and another free copy of the Guide! 

The new lady was most helpful and put me in touch 

with Barclays’ Surveyors in Leeds, so off went yet 

another free Guide! 

The response from the Surveyor was most rewarding. 

He was able to assure me that cleaning would 

indeed form part of the contract, but that they were 

going to do it carefully with water only, with no damage 

to the facing stone – and thus it was. He seemed genuinely 

interested that ad hoc groups such as that in 

Sheffield cared for such buildings, and I was able to put 

him in touch with similar projects in other cities. 

Later in the year, foot and mouth disease resulted in 

the cancellation of much of the Yorkshire Geological 

Society’s field programme. As an alternative, members 

were offered an urban trail in Sheffield city centre, with 

a different range of diseases on offer. My group consisted 

of four well-known geologists, all with at least one 

Ph.D each, so I was definitely outgunned, and decided 

that they would teach me, and I would simply take them 

to the right spots! One member was a specialist in gypsum, 

who went into raptures later, over the rapidly dissolving 

tomb of the Earl of Shrewsbury, outside 

Sheffield Cathedral! The others, however, have written 

books about building stones: when faced with the disaster 

of the chemist’s shop-front, it didn’t need me to tell 

them that all was not well, and the frontage got the closest 

examination it has had for a long time! Comments 

like, “They should sue the contractors”, “What a mess!”; 

Look at that – it’s dropping off ”, etc. caused even the Big 

Issue seller nearby to stop shouting for a few minutes! 

I followed the visit with yet another attempt to contact 

the chemist’s headquarters, but sadly without 

response. Maybe the draft of this article, sent to them 

for comment, will elicit something by way of explanation. 

Perhaps they have already written me off as being 

as nutty as the mad engineer who followed the group 

around on the first occasion. 

Is there a moral in this sad tale I hope that we can all 

become more vigilant with respect to our urban environments 

and put in a good word for the use of goodlooking, 

longer-lasting natural stone. In fact, I did 

recently hear that a major local developer was planning to 

renege on its planning requirement to clad a block of 

apartments in natural stone: instead, they had 

approached the Planning Department for permission to 

use a cheap, nasty man-made substitute. I duly wrote to 

the Planning Department, asking that they should stick 

to their guns and insist on the proper materials being 

used, and enclosing a list of active Derbyshire quarries 

where the appropriate stone could be obtained. The 

developer’s representatives denied to our faces that they 

had made any such request, but I was heartened to 

receive two letters from the planners stating that they had 

had to apply pressure on the firm to comply! 

Last week, I saw from the bus that the stone cladding 

is now being applied, and the name on the plastic wrapping 

was that of one of the quarries I had mentioned... 

or is the developer being really devious, I wonder, and 

reusing old wrappers from elsewhere I can’t wait for 

the hoarding to come down and have a close look with 

the hand lens! 

Footnote 

Just as this article was going to Press, I had the following 

reply from the firm of chemists: 

“I can confirm that investigations were carried out last year 

following your concerns for the stone fascia of the property. In 

response to this, maintenance confirmed that our contractors who 

carried out the work had cleaned the stone with appropriate and 

suitable materials and the maintenance manager at (the firm) is 

completely satisfied with the work undertaken. 

I am sorry that you feel I have not ‘followed up’ your query. 

However, I did respond to your correspondence, brochures and 

telephone conversations with various e-mails. The last one contained 

our conclusions which I have mentioned above”. 

So, it seems that we can blame the electronic media 

for the lack of communication, but that no blame is to 

be apportioned to the contractors. I still remain mystified 

as to the nature of the substance used to “clean” the 

frontage, although surely a firm of chemists, of all people, 

should have been able to predict the effects of the 

use of strong chemicals. I bet it was hydrofluoric acid! 

References 

The Building Stones of Sheffield – a Geological 

Walk in the City Centre, (A laminated folded A3 

“field guide”), published by The Sheffield Building 

Stones Group, 1999. 

Building Stones – a set of 16 postcards depicting 

building and ornamental stones to be found in towns 

and cities throughout the country. All at natural size. 

Produced by Fred Broadhurst, Richard Porter and 

Paul Selden, Department of Earth Sciences, University 

of Manchester. 

Peter Kennett 


8


Earth Science Activities and Demonstrations: 


MIKE TUKE 

FOSSILS 

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: Fossils; Which is the Oldest and; How Long 

Ago All worksheets may be reproduced for non-commercial class use provided due 

acknowledgement is made. 

WHICH IS THE OLDEST 

May be used as part of a circus with “Which is the Oldest” 

and “How Long Ago” 

Purpose 

To allow pupils to see fossils. To show pupils that many 

fossils closely resemble living creatures, whereas other 

groups of fossilised animals are extinct. To give pupils 

an idea of the time scales involved. 

Requirements 

Per group 

● Modern bivalve, e.g. cockle or mussel 

● Modern gastropod, e.g. snail 

● Bracken 

● Modern echinoid, e.g. sea urchin 

● Four fossils, each resembling one of the above 

The fossils with their ages in millions of years (see Notes) 

should be in boxes with numbers and their modern equivalents 

in boxes with letters and names. 

● One ammonite and one trilobite in named boxes 

Notes 

When bought, fossils normally have a label which gives 

the geological period in which the animal lived. This 

can be converted into millions of years by using a geological 

time scale (found in any geology book). 

Ammonites most closely resemble gastropods 

because they are both coiled. Ammonites belong to the 

phylum Mollusca as do gastropods. Trilobites were the 

commonest living creature with hard parts 500 million 

years ago. Some of them were over 60 cm long. They 

most closely resemble insects and crabs. (Imagine 

meeting a 60 cm long woodlouse!) 

Q1 Dinosaurs are one major group that died out long 

ago. 

Q3 The remains of as plant or animal more than 10,000 

years old. The plant or animal need not be extinct. Most 

fossils form when dead animal or plant is buried by sediment 

and the soft parts rot away. The sediment slowly 

turns into rock and the animal or plant becomes fossilized. 

Q4 Fossils tell us about the way in which animals and 

plants have evolved, about climate changes and changes 

in landscape (e.g. sea bed sediments being folded to 

form mountains) and about the age of rocks. 

May be used as part of a circus with “Fossils” and “How Long Ago” 

Purpose 

To demonstrate the law of superposition which states that in undeformed 

strata the oldest bed is at the bottom. 

Requirements 

Per group: 

● Three books, of similar size but different colours 

● Jar with layers of sediment 

Notes 

This is a simple but very important law: it is by using this law that the order 

of geological events and the order in which different fossils appeared is 

worked out. 

Since this is an easy concept to grasp, the activity is probably best done as a 

demonstration to save time. It is most effective if pupils are first shown a 

picture of a cliff or quarry face with sloping strata and asked which strata are 

oldest. The pupils will not usually know, which makes the demonstration 

seem more sensible. 

The answer to the question about the jar is obvious; pupils tend to think 

it is a trick question. 

Q2 Mammoths lived here during the Ice Ages. 

HOW LONG AGO 

May be used as part of a circus with “Which is the Oldest” and “Fossils” 

Purpose 

To give pupils some idea of the age of the Earth and of how short a time 

human beings have been around. 

Requirements 

Per group 

● Till rolls cut to 2.3 m lengths (see Notes) 

● 3 m tape measure 

● Bench more than 2.3 m long (see Notes) 

Notes 

If you have a bench 4.5 m long you can use a larger scale. Better still, do it 

outside on a 45 m stretch of grass: pupils can write cards with the information 

on and pin them to wooden pegs. If you are using this last system, 

much more information can be written about the last 400 million years 

(many books give a geological history of the British Isles). 

9 www.esta-uk.org


Fossils 

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 


10


Which is the oldest 



11 www.esta-uk.org


How long ago 




12



Business and the Environment in the 21st Century 

The following article is a speech given by John Browne, hosted by Stanford Graduate School of 

Business, March 11 2002. Lord Browne is Group Chief Executive of BP plc and a brief biography 

is given at the end. The article is reproduced from the BP website with kind permission of BP plc. 

It is offered to provide ESTA members and other readers with some thoughts on the possible 

future for the energy sector and to stimulate ideas in this field where business, Earth sciences, 

economics and politics combine. Set alongside the following authoritative statement, might 

alternative perspectives on these issues provide useful learning resources Ed. 

JOHN BROWNE 

Stanford is a place to which I first came twentythree 

years ago to learn about business. And it’s 

a place to which I came back five years ago to 

talk about a particularly complex issue facing business: 

the issue of climate change and global warming. On 

both occasions the outcome went far beyond the expectations 

I had when I arrived. I came to learn about business 

and I found I learned about life as well. I came to 

talk about climate change, and I learned about business 

and its true role in society. 

I found that climate change is an issue which raises 

fundamental questions about the relationship between 

companies and society as a whole; and between one 

generation and the next. It is an issue which is about 

leadership as well as science. 

I want to return to the subject of climate change, to 

report back on what we’ve done, and how we’ve done it, 

and to describe our next step in the context of the overriding 

objective. How did we come to this issue What 

was the logic of the position we adopted five years ago 

First, it was clear that reputable science could not be 

ignored. The science wasn’t complete – but science is 

never complete. Scientific knowledge is always partial 

and, as Karl Popper said, its conclusions are always provisional. 

No one could say definitively that they knew 

the precise causes and consequences of climate change. 

But they knew enough to say that there were long-term 

risks and that precautionary action was necessary if we 

were to avoid the greater risk – of the evidence mounting 

to the point where draconian action was unavoidable. 

It was clear that the issue was global, potentially 

affecting everyone. And it was equally clear that the only 

practical solutions would be ones which recognized the 

human desire for improved living standards. To ask people 

to sacrifice the future would be unrealistic. To deny 

the basic aspirations of hundreds of millions of people to 

escape from poverty would be immoral. 

It was clear too, that the immediate challenge couldn’t 

be solved by a sudden magical transformation of the 

energy mix, through the replacement of oil and gas by 

alternative and renewable forms of energy. Change of 

that sort is a very long-term process. It requires experimentation, 

research, development and commercialisation. 

That process was only in its earliest days. The 

imperative therefore was to focus on oil and gas – 

because they are the fuels providing the bulk of existing 

and incremental energy supply for decades to come. 

That focus involved lower carbon products, improving 

the efficiency of production, developing new technology 

and giving consumers the chance to use energy more 

productively. That logic was the starting point of the 

international policy debate on the issue – at Berlin, 

Kyoto, in the UN Framework Convention and in many 

other fora. In 1997 we accepted that logic. 

Our aspiration then is to sustain the reduction in 

emissions we’ve made. And by doing that to 

contribute to the world’s long term goal of 

stabilization. That means we need to reinvent the 

energy business; to go beyond petroleum. 

We accepted that the risks were serious and that precautionary 

action was justified. We were the first company 

in our industry to do so, and the first to say that if 

we were asking other people to take precautionary 

action we had to show what was possible and to set an 

example. That was a break with the consensus of the 

past – but a break was inevitable because companies 

composed of highly skilled and trained people can’t live 

in denial of mounting evidence gathered by hundreds 

of the most reputable scientists in the world. 

Our people, in common with everyone else in the 

world, have hopes and fears for themselves and their 

families. If they see a challenge they want to do something 

about it. That’s why we set our own target – to 

reduce our own emissions of greenhouse gases by 10 

per cent from a 1990 base line by the year 2010. That 

13 www.esta-uk.org


was broadly in line with the Kyoto targets, and based on 

the presumption that at some point in the future those 

targets or something similar would be converted into 

mandated objectives. At that time, we didn’t know precisely 

how we were going to achieve our target – but we 

had some initial ideas. 

Now, five years on, I’m delighted to announce that 

we’ve delivered on that target. That means our emissions 

of carbon dioxide have fallen to almost 80 million 

tonnes, 10 million tonnes below the level in 1990 and 

14 million tonnes below the level they had reached in 

1998. That achievement is the product not of a single 

magic bullet but of hundreds of different initiatives carried 

through by tens of thousands of people across BP 

over the last five years. They deserve the credit and their 

achievement makes me very proud to lead the BP team. 

How did they do it They had a target and the space 

to find the ways to deliver. The answer came through 

efficiency; and technology, and through better management 

of the energy we use ourselves. At the Texas City 

refinery alone that saved $5 million and 300,000 tonnes 

of CO2 equivalent. It came through a reduction in the 

amount of energy we need to use. At our chemicals 

plant in Korea that cut costs by $4.5 m a year and CO2 

emissions by 49 thousand tonnes. And we avoided 

unnecessary emissions – for instance by reducing the 

flaring of associated natural gas on our platforms 

around the world. Last year emissions from flaring 

were some 850,000 tonnes lower than in 2000. And by 

applying simple efficiency – stopping leaks. In our natural 

gas business here in the Lower 48 we’ve reduced 

the leaks of methane by 50,000 tonnes a year – equivalent 

to around 1 million tonnes of CO2. There are hundreds 

of other examples. 

I found that climate change is an issue which raises 

fundamental questions about the relationship 

between companies and society as a whole; and 

between one generation and the next. It is an issue 

which is about leadership as well as science. 

In aggregate the net effect of all those actions is that 

we’ve met the target, seven years ahead of schedule. 

And we’ve met it at no net economic cost – because the 

savings from reduced energy inputs and increased efficiency 

have outweighed all the expenditure involved. 

That’s a particularly noteworthy point, a positive surprise 

– because it begins to answer the fears expressed 

by those who believed that the costs of taking precautionary 

action would be huge and unsustainable. Those 

achievements were delivered because we operationalised 

the target internally – just as we would with 

any other performance target on which we’d made 

commitments – to our investors or anyone else. 

In the process of reaching that objective we’ve 

learned a great deal. We can now measure our emissions 

with much more precision than we could five years ago. 

We now have a verified inventory of emissions. That 

means we can track reductions in a way which simply 

wasn’t possible before. We’ve learned a great deal about 

trading greenhouse gas emissions – through establishing 

the first global internal trading system which 

enabled us to apply the right resources in the right 

places and to reduce the costs involved. 

And we’ve learned a great deal about the potential to 

resolve the challenge of climate change through technology. 

Behind much of this is the fact that over the last 

three years we’ve merged with two great American 

companies, and we’ve become one of the biggest energy 

suppliers in this country. That has given us access to 

great American technology – to what someone called 

the American genius – the ability to find answers to any 

challenge with the help of technology. 

Of course, the 10 per cent reduction isn’t an achievement 

in isolation. Over these last five years other things 

have been happening as well. The balance of our production 

has changed – with natural gas now accounting 

for over 40 per cent of our daily output. That’s important 

because, for example, 1 kilowatt hour of electricity 

generated from natural gas emits about half the volume 

of CO2 generated from coal. 

The quality of the products we sell has improved – 

with the development of cleaner fuels. That not only 

improves air quality in our cities, it also enables us to 

work with the auto manufacturers to produce significantly 

more efficient engines. And the development of 

our work on renewable energy has continued with a 

programme of investment in photovoltaics which is on 

track to deliver 300 megawatts of solar panels each year 

by 2007 – supplying five million people. 

Taken together, those steps mean that we’ve not only 

reduced our own emissions but we’ve also reduced the 

carbon content of the energy products we supply to the 

world. So it is a good start. But it’s not a place to stop. 

We’ve delivered on our initial target, but as with any 

other performance measure, that is the moment to look 

forward and to set a new target. As we do that we can 

confirm that the logic of the position we reached in 

1997 is still right, and has been strengthened by what 

has happened since then. The continued work of the 

IPCC – the international group of scientists working on 

this issue – has confirmed the risks of climate change 

and the need for precautionary action. 

On the consensus of recent forecasts, energy 

demand worldwide will rise by at least 15 per cent over 

the next decade – and well over half of that increase will 

come from oil and gas. Hydrogen and renewables are 

an exciting investment for the long term, but in most 

cases they’re still at the experimental stage. So the focus 

for the medium term future must be on the use of oil 

and gas; on the efficiency of production, the carbon 

content of what is produced and on the emissions from 

combustion of the products. 


14


There is no single solution but there are many ways 

forward. What we and others have done show that there 

are rich and wide-ranging possibilities. The compelling 

conclusion from the scientific work is that the ultimate 

objective must be to achieve stabilization – a maximum 

level of carbon dioxide in the atmosphere which is below 

the level of risk. There are many possible trajectories to 

achieve stabilization. The aim of the UN Framework 

Convention on Climate Change is to prevent dangerous 

interference with the climate caused by human activity. 

The thinking behind Kyoto was to take the first step – 

to reduce emissions below the 1990 level. The IPCC now 

believes that to achieve stabilization, emissions must be 

held below 1990 levels over several decades and should 

then decrease over the rest of this century. If stabilization 

is the objective, what is the appropriate contribution of an 

individual company Clearly we can’t do everything. We 

supply just 1.5 per cent of the world’s energy and around 

three per cent of the world’s oil and gas. 

But we play our part and take a lead. We can use our 

skills and technology and business process to set our own 

internal target in the context of the goal of stabilization, 

with a clear time scale over the next decade; in short to 

hold the emissions from our operations at 10% below 

1990 levels, through 2012, with approximately half of 

that coming from improvements in internal energy efficiency, 

and half from the use of market mechanisms, 

generating carbon credits. That is our next objective and 

our new commitment. The scale of the challenge is clear. 

We’re a growing business, and we want to create value for 

our shareholders by increasing our share of the world 

energy market over the next decade. 

We aim to continue to grow our production of oil and 

gas by more than five per cent per annum until 2005, and 

to keep growing beyond that. We’ll be able to increase the 

volume of refined products we produce. Precise predictions 

are impossible but we are moving to the point 

where we could be producing twice our current output. 

So we have to have the means to manage the possible volumes 

of CO2 which that growth implies. If we take no 

other action, the emissions from our operations will 

increase by something like 50 million tonnes, from 80 

million tonnes now to 130 million tonnes by 2012. 

How then can we contribute to the objective of stabilisation 

There are two principal ways. First, through 

efficiency – improving the productivity of the energy 

we use, and doing everything we can internally to 

reduce our emissions per unit of production. By applying 

existing knowledge across the span of our operations, 

and selective new capital investment in areas such 

as cogeneration, we believe we can achieve a 10 to 15 

per cent improvement in the efficiency of our energy 

use. That will include continued work to avoid leaks. In 

total we believe we can deliver around half the necessary 

reductions needed to sustain our internal emissions 

at current levels. 

Secondly we have to continue to reduce the carbon 

content of the products we produce and sell. We’ll continue 

to shift the balance of our business in favour of 

lower carbon energy sources and in particular natural 

gas. We’ll also continue the development of key markets 

for fuels with a lower carbon content such as Compressed 

Natural Gas and Liquefied Petroleum Gas. 

We’ll offer refined products that are designed to enable 

improved efficiency, or greater emissions reductions. 

We’ll extend our offer of lubricants which are key to 

improving environmental performance in the transport 

sector. We believe that if every car driver in Europe used 

the best lubricant available today (which we believe is 

the one we produce) CO2 emissions would fall by 30 

million tonnes per year. 

In the London bus system we’ve just introduced a 

new combination of fuels and lubricants which reduces 

The quality of the products we sell has improved – 

with the development of cleaner fuels. That not only 

improves air quality in our cities, it also enables us 

to work with the auto manufacturers to produce 

significantly more efficient engines. 

visible smoke by 65 per cent, particulates by 25 per cent 

and NOX by 13 per cent. When applied to the fleet of 

London buses this will cut CO2 emissions by 66,000 

tonnes a year. We’ll continue to improve the quality of 

our refined products. Within the next three years 50 per 

cent of sales worldwide will be of clean fuels, including 

zero sulphur fuels, which we hope will catalyze the 

development of more efficient engines. We’re working 

with engine manufacturers – with Ford, Daimler 

Chrysler, GM, VW and BMW to accelerate the pace and 

uptake of new lubricant and fuel technology. 

On an industry basis, by utilizing a systems approach 

combining the advances in the technology of fuels, 

lubricants and engines, a reduction of up to 400 million 

tonnes of CO2 emissions by 2010 is conceivable. We’ll 

continue to develop our solar business which will grow 

by 40 per cent this year and which already has a 17 per 

cent world market share. And we’ll explore other 

potential renewable sources of supply, and test the viability 

of other potential energy sources such as hydrogen. 

At the same time we’ll maintain the leadership 

we’ve secured over the last five years in carbon capture 

and geologic storage, a technology that may have applications 

across industry sectors. We’ll also continue to 

contribute to the reversal of global forest loss, by participating 

in properly defined forestry programmes which 

provide sinks and offset carbon as well as contributing 

to biodiversity. 

We believe these actions will more than offset any 

increase in our internal emissions over the next decade. 

We believe that we can keep emissions from our operations 

at the current level of around 80mt. That is 10 per 

cent below the level of emissions in 1990 and that is our 

15 www.esta-uk.org


target. As in 1997, the precise detail of how that target 

will be met is not yet clear. But the track record, as well 

as the likelihood of continued technical progress, means 

that we can set it with confidence. We believe that, as we 

grow and as our share of the world’s energy market 

increases we are contributing to a lower carbon world. 

Our growth will be cleaner than the average, as it has 

been over the last decade, and that means we will have 

earned the right to grow, because by taking action we’ve 

ensured that our growth is sustainable in every sense. 

As with any performance objective there is much work 

to be done. We need to improve the measurement techniques 

which in some areas are still imperfect. We need 

continued research and close cooperation with others. 

And we need to continue to develop our processes of 

learning so that we apply best practice across all our 

operations worldwide. But we believe it can be done. 

Of course, the offset I mentioned depends on the 

development of a system of credits which recognizes 

that emissions can be reduced in many different ways 

and which incentivises innovation and new thinking. 

That system of credits has not yet been established. The 

market mechanisms are not yet in place. But these are 

early days. Five years ago I compared the process of 

finding complete solutions to this issue to the challenges 

of achieving free trade. The development of 

GATT and then the WTO which took decades. As people 

took each step forward, they could never be certain 

of the final outcome or the timescale. But that did not 

stop them making progress. 

In this case, the practical impact of substitution is clear 

on a project-by-project basis even if there is no formal 

system of credits in place. We are working, for instance, 

on a number of projects to develop natural gas trade in 

the form of LNG. The development of such a project 

typically adds one million tonnes to BP’s own direct 

emissions of CO2. But if the gas is used, for instance in 

China to displace coal, the net emissions of carbon will 

be reduced by at least 10 million tonnes a year. Some of 

that reduction should be attributable to BP. 

The positive impact of such steps is clear – but the 

action is not yet credited in a formal way. Clean Development 

Mechanisms, Joint Implementation schemes, 

carbon storage and capture are all recognized means of 

achieving the desired goal – but they are not yet valued. 

We, and others, have learned a great deal about the technology 

of trading emissions over the last five years. But 

to reach its full potential, and to go beyond the boundaries 

of individual companies, trading requires real 

incentives which are not yet in place. Nevertheless, I feel 

more confident now than I did in 1997 that such systems 

will eventually be established, and as they are developed 

we’re determined to maintain our leadership position. 

The science and the reality of the risks are much 

clearer. At the same time the costs of taking precautionary 

action are also clearer – and from our experience 

and that of others, clearly lower than many feared. This 

is a manageable problem. The acceptance of the risk 

and of the potential for progress is reflected in all the 

actions being taken by Governments around the world: 

in China – a shift from coal to natural gas, and an extensive 

national programme of investment in environmental 

protection; in the UK – the development of a 

creative and constructive trading system; and in the US, 

the important statement about reducing carbon intensity 

by President Bush four weeks ago builds on previous 

statements on stabilisation and opens new 

possibilities based on the fundamental American belief 

in technology – a belief founded on decades of achievement 

here in Stanford and in other great universities. 

The differences of approach are to me a source of 

optimism – because they reflect reality. The most effective 

forms of action do vary from one country to another, 

just as they vary from one company to another. That 

creative diversity of response, combined with the common 

acceptance of the problem, means that a recognition 

of different advances in a common form through 

credits is more likely than it has been before. 

Our aspiration then is to sustain the reduction in emissions 

we’ve made. And by doing that to contribute to the 

world’s long term goal of stabilization. That means we 

need to reinvent the energy business; to go beyond petroleum. 

Not by abandoning oil and gas – but by improving 

the ways in which it is used and produced so that our 

business is aligned with the long term needs of the world. 

That is the route to creating a sustainable, profitable business. 

We can’t do it alone. We need the help of partners – 

for instance within the energy industry and with the 

automakers – because together I believe we can achieve 

dramatic improvements in the efficiency of energy use. 

We need the help of the academic community – and that’s 

why we’re working with Princeton and Caltech and others 

on many different aspects of the subject. And we need 

the help of Governments – to set a simple framework 

which gives the appropriate incentives. 

Acting together we can reinvent the energy business. 

We’ve made a start, and now we’re going to take another 

step. We began that process here – we took a first step. 

I have to confess that five years ago it was a rather lonely 

step. I learned about that too. This next step is not so 

lonely – because as we’ve become a major participant in 

the US economy we’ve come to understand that leadership 

is what people expect from big companies. 

I believe the American people expect a company like 

BP – the largest single supplier of oil and gas in this 

country, and a company which continues to grow – to 

offer answers and not excuses. People expect successful 

companies to take on challenges, to apply skills and 

technology and to give them better choices. That is part 

of the fundamental optimism of America, which I’ve 

always found so attractive. We do accept the challenge. 

To reinvent the energy business, to stabilise our emissions 

and in doing so to make a contribution to the 

challenge facing the world. 

Lord Browne 

Group Chief Executive, BP plc 


16


Brief Biography of Lord Browne 

Born in 1948, he joined BP in 1966 as a university apprentice. He holds a degree in Physics from Cambridge University and 

an MS in Business from Stanford University, California. He has also been awarded Honorary Doctorates from Heriot Watt 

University (D.Eng) and Robert Gordon University (D.Tech), Dundee University (LLD), Warwick University (D.Sc), Hull 

University (D.Sc) and Leuven University (doctorate honoris causa). He is an Honorary Fellow of St John’s College, 

Cambridge and a Senior Member of St Antony’s College, Oxford. He is a Fellow of the Royal Academy of Engineering, a 

Fellow of the Institute of Mining and Metallurgy, a Fellow of the Institute of Physics, a Fellow of the Institute of Petroleum, a 

Companion of the Institute of Management, an Honorary Fellow of the Institute of Chemical Engineers, an Honorary Fellow 

of the Geological Society, an Honorary Fellow of the Institution of Mechanical Engineers. 

Between 1969 and 1983, he held a variety of exploration and production posts in Anchorage, New York, San Francisco, 

London and Canada. In 1984 he became Group Treasurer and Chief Executive of BP Finance International. In April 1986, 

he took up the position of Executive Vice President and Chief Financial Officer of The Standard Oil Company in 

Cleveland, Ohio. In 1987, following the BP/Standard merger, in addition to his position as Executive Vice President and 

Chief Financial Officer of BP America, he was appointed Chief Executive Officer of Standard Oil Production Company. 

In 1989, he became Managing Director and Chief Executive Officer of BP Exploration based in London. In September 

1991, he joined the Board of The British Petroleum Company p.l.c. as a Managing Director. He was appointed Group 

Chief Executive on June 10, 1995. Following the merger of BP and Amoco, he became Group Chief Executive of BP 

Amoco on December 31, 1998. 

He is a non-executive director of the Intel Corporation, Goldman Sachs, and a trustee of The British Museum. He was a 

member of the Supervisory Board of Daimler Chrysler AG from 1998 - 2001 and a non-executive director of SmithKline 

Beecham from 1996-1999. 

In 1999, the Royal Academy of Engineering awarded him the Prince Philip Medal for his outstanding contribution to the field 

of Engineering. The Stanford Business School Alumni Association presented him with the Ernest C Arbuckle Award in 2001, in 

recognition of excellence in the field of management leadership. Other awards include the Henry Shaw Medal of the Missouri 

Botanical Gardens, and the Gold Medal of the Institute of Management. 

He was knighted in the 1998 Queen’s Birthday Honours and made a life peer in 2001. 

Editorial – A Third Way Cont. from page 2 

phy than the traditional sciences. 

Indeed, it is only in this Higher Education 

sector of education where the science 

research and teaching within 

geography departments is universally 

acknowledged as legitimate science! It is 

at this level where these folk really have 

their knowledge and understanding 

boosted, along with their enthusiasm. 

Many also learn some chemistry! 

5. Incidentally, in earlier stages of formal 

education (e.g. A Level) and later ones 

(PGCE) a geography specialist is perceived 

as dealing with non-science, so 

any geoscience enthusiasm (latent or 

otherwise) is subtly stifled (also in passing, 

under the revised QTS Standards, a 

PGCE trainee for the 4-11 age range 

(Key Stages 1 and 2) is required to cover 

history OR geography). 

6. After graduation, many people turn to 

teacher training. As noted above, ITT is 

organised along strong subject lines, 

reflecting the National Curriculum 

structure. Geography and science graduates 

follow matching courses, but our 

geography-orientated geoscience specialists 

have to choose between geography 

and science: there is no third way! This is 

the point when many realise that they 

cannot become a secondary teacher. 

7. Some geoscience specialists may obtain a 

place on the PGCE science course at 

Keele or Bath Universities, specialising 

in Earth sciences. On these courses they 

are also required to cover the full breadth 

of biology, chemistry and physics for 

teaching at 11-14 years. However, this 

option is not normally appropriate for the 

geography/geology graduate. 

8.Teachers entering the profession as 

newly Qualified Teachers (NQTs) are 

forced to specialise in geography or science: 

the circle is closed, perpetuating a 

system which discourages geoscience 

teaching in schools. 

Should there be a third way into secondary 

teaching for those with enthusiasm, interests 

and expertise in the geography-orientated 

Earth sciences Must it always be a 

choice between full-blown science or 

human-leaning geography Where are the 

school-teaching opportunities for those 

who choose to become hydrology, pedology 

or geomorphology specialists during their 

degree courses Perhaps school systems in 

general and curricular ones in particular 

need to reflect more accurately the real 

interests and needs of our society members. 

Then perhaps the teacher training regulations 

would allow greater flexibility in relation 

to subject matter knowledge of 

trainees, with enhanced status bestowed on 

the more diverse, rather than the penalties 

given under the current system. 

Roger Trend 

Geological Society web page 

http://www.geolsoc.org.uk/template.cfm 

name=teaching 

DfES (2002). Qualifying to Teach: Professional 

Standards for Qualified Teacher Status and 

Requirements for Initial Teacher Training. 

London: Teacher Training Agency 

17 www.esta-uk.org


Using Foam Rubber in an Aquarium to 

Simulate Plate-Tectonic and Glacial Phenomena 

JOHN WHEELER 

This article comprises materials used as part of the INSET course for teachers of A Level Geology, 

entitled “Teaching the New Geology Curriculum”. This was run by the Department of Earth 

Sciences at the University of Liverpool in May 2002. This item is reproduced here with kind 

permission of the author, the organiser of the INSET course and the University of Liverpool. Ed. 

The Earth is formed of layers of different density 

(e.g. the crust, the lithosphere). Many aspects of 

Earth behaviour are influenced by the density and 

the strength of the layers. An ideal “stable” piece of plate 

should have a horizontal surface near sea level. If an 

extra layer or weight of some sort is put on top of such 

a plate, it will subside until a new mechanical equilibrium 

state is reached. Such loads include mountain belts 

and ice caps. Removal of loads produces uplift. However 

in detail there are some interesting and perhaps surprising 

phenomena associated with the addition and 

removal of loads, which can be simulated in an aquarium 

or any transparent-sided water tank. 

Apparatus 

● One transparent-sided tank that can take ca. 30 cm 

of water depth and is at least 1 m long. 

● Long and short strips of foam (typically 2.5 cm 

thick) that will fit in the tank, leaving small gaps 

both sides and at least 10 cm gap at ends. 

● Long and short strips cut from bubble-wrap to fit in 

the tank 

● Any object that will float on water 

● A set of lumps of heavy material (e.g. rocks!) that 

will sink 

● Rigid bit of wire 

The details of behaviour in these experiments will 

depend on the detailed properties of the foam etc. (e.g. 

its density changes if it becomes waterlogged). All of 

them use the tank filled with water. These experiments 

provide incomplete analogies to how the Earth behaves. 

1. Hydrostatic balance, or isostasy 

Put any floating object in the water tank (see photograph 

1). Note how some of it is above water and some 

below. The proportions above and below depend on the 

density of the object. This can be used as a direct simulation 

of how icebergs float in water. It also illustrates 

isostasy: here the water is intended to represent mantle 

asthenosphere. This is valid because, on geological 

timescales, the asthenosphere can flow as if it were a 

fluid. The floating object represents anything less dense 

than asthenosphere, e.g. a mountain belt made from 

thickened crust. Mountain belts are elevated areas, but 

also have deep “roots” protruding into the mantle, 

because of this isostatic effect. Such situations are said 

to be isostatically compensated. 

2. Isostasy in layers 

Put in one of the long strips of foam rubber (see photograph 

2). It will absorb some water but not much... so it 

will stand quite high above the water, being not very 

dense. This is analogous to a lithospheric plate lying 

above asthenospheric mantle (though the density differences 

there are proportionally smaller). Add another 

layer of foam rubber (see photograph 3), note the top 

stands higher but the base stands lower in the water. 

Photograph 1 

Floating Object 

Photograph 2 

Single Layer 


18

Summer 2002 ● Issue 37 

FIELD TRIPS 


Published by the Earth Science Teachers’ Association Registered Charity No. 1005331 

The better weather is here and it’s time to arrange a science field trip. Perhaps it’s 

the first one that you have been responsible for. How do you start What do you 

need And what sort of trip will help Earth Science education First decide where 

and when you are going (we’ll return to this later). 

A field trip, like any other school activity, needs planning and lots of paperwork. 

Necessary paperwork will be specified in school and LEA policies. The policy should also contain 

guidance for other requirements. Required documentation will normally include application for 

approval by head teacher and governing body; risk assessment; parental consent and emergency 

contact information. 

Details of all adults and children going on the trip, consent forms and contact numbers in case of 

emergency should be carried with the party. These can save much time and confusion if the worst 

should happen and a child has an accident. 

The main consideration on any field trip is safety. You will need to complete a risk assessment 

form and this is a time to think about all the possible things that can go wrong and what you can 

do to avoid them. If at all possible it is best to visit the site in advance, walk the route with a 

notepad and a critical eye. If this is not possible, get as much information as possible from 

leaflets, phone calls and previous visits. 

Many venues that have an entrance fee will waive this when teachers are making a pre-visit 

inspection. Other things to look for are toilets, shelter if it rains, somewhere to eat, first aid 

facilities and “Is there anywhere to leave coats, bags etc if the coach is not staying” 

One important aspect of safety is the adult/child ratio. Good parental help is invaluable, but 

choose carefully. Some parents can be more of a worry than the children. Your LEA will have a 

minimum adult/child ratio, but if possible take at least one extra adult in case one or more pupils 

are scared of heights, the dark, water, or anything else, and has to drop out of part of the activity,


SUMMER 2002 ● Issue 37 ● FIELD TRIPS 

needing an adult to supervise. The ratio varies with the type of children and the venue and type of 

activities, but a general guide for an activity such as a museum visit or local walk would be 

1 adult to every 6 children in Years 1 to 3 (more adults for under fives) 

1 adult to every 10-15 children in Years 4-6 * 

More adventurous activities and children with special needs need more adults. 

The next stage is to book suitable transport. Your school or LEA will normally have a list of suitable 

coach companies. On arrival of the coach, check that all seatbelts that are to be used are in 

working order. If you are using your own car to take any of the children make sure that you are 

appropriately insured. Insurance companies class such activities, even when outside school hours, 

as business use. 

Check LEA insurance cover and whether it covers your activity. Make a checklist including “sick 

bucket,” first aid kit, documents, food, drinks, contact addresses, etc., etc. 

You have filled in the paperwork, booked the coach, collected the money, checked the insurance, 

counted the children, prayed for good weather, and boarded the coach. Check that seat belts are 

fastened and you are ready to go. 

What venues are good for Earth Science 

education They can be put into two broad 

categories. 

i. Commercial sites where there is 

an organised route with a guide. 

(Museums, working quarries, cave 

systems, some nature reserves, and 

archaeological sites.) 

ii. Sites where there is little or no 

organised guidance. (Building stone 

walks, fossil hunts) 

For all venues it is necessary to have a clear educational objective. This can be as wide ranging as “to 

experience what it is like to be in a...” or it could be a specific task such as to list what rocks are 

used to...” With most school trips the learning outcome is often much broader and usually spreads 

into many other subjects and this is what makes field trips so valuable. My personal feeling, for KS1 

or KS2, is that papers, pencils and clipboards are more trouble than they are usually worth. Take a 

camera and a small tape recorder instead. Leave the children free to look, listen, and feel, smell, and 

remember (all necessary skills). Fill in the worksheets when back in the classroom.



A Museum visit 

In a museum it is a good idea to know exactly what you want the children to look at. Most 

museums have so much on show that it is easy for children to be distracted. Although advance 

booking is rarely required it is always polite to notify the museum that you will be arriving with a 

large party. Larger museums often have education officers and in smaller museums the curator will 

often arrange a guided tour. 

A Stone walk 

This can often be combined with a building materials walk. At Primary level children will know the 

generic names of the main rocks used in building and don’t necessarily need to remember detailed 

names or sources. It is a good idea to get as much background information as possible in advance. 

Setting up local walks to minimise walking and maximise variation can take some time, but when 

complete will only need annual updating to check access and changes in buildings. Try to include 

variations of structures such as sculptures, street furniture and kerbstones. Gravestones and 

memorials are wonderful for looking at weathering. They are dated and usually cover a wide range of 

ages and stone types. Mini trips can often be set up round the school grounds especially in old 

schools. Don’t forget manufactured “rock” such as brick and concrete. A simple map of the area can 

be a help. Keep it simple and remember that you may be a trained geologist, but the children aren’t. 

Always look up. Shop fronts are changed regularly but roofs and second floor windows are often 

original. BUT BEWARE – While you are looking up pedestrians and vehicles are still passing by, 

making collision very likely unless the adults in the party are vigilant. 

A Quarry trip 

Quarries and the like can include underground mines, cave systems and even canal trips to 

underground workings. It does not need to be said that only locations open, and adapted for the public 

will be suitable. Disappearing into an unexplored cave system with a horde of children may have been 

OK for the Pied Piper of Hamelin but present day authorities would take a dim view of the idea. 

Working quarries have many potential hazards and should only be attempted where there are 

trained guides who have safety procedures set up for such visits. All visitors will be required to 

wear safety helmets. 

Non-working stone sources will often be set up for visitors, but have the possible disadvantage of 

other parties and members of the public being in the same place at the same time. Pre-booking 

and arranging a guided tour are the only way to gain access. In all cases following instructions 

given by guides is essential. Quarries are becoming a lot more community friendly and some even 

have education centres with trained education workers. 

The government are promising new regulations for out of school activities but the latest 

information from DfES is HEALTH AND SAFETY OF PUPILS ON EDUCATIONAL VISITS. * This is a very 

comprehensive guide including model forms. It is available from DfES Publications PO Box 5050, 

Sudbury Suffolk CO10 6ZQ or phone 0808 100 50 60.



Special needs 

Provision must be made for children with 

special needs. Access should be checked. Most 

commercial sites will have wheelchair access 

but it will often be via a different route. 

Children’s disabilities vary and requirements to 

allow them access to the curriculum will also 

vary. Non commercial sites need to be checked 

for access and potential hazards. Remember to 

check that children who need inhalers take 

them on the trip. 

Viewing natural formations 

Very often it is possible to see natural rock 

formations whilst on visits for other areas of the 

curriculum. Treat these with the utmost caution. 

Cliffs viewed from above or below have 

potential dangers if children get too close. 

There is always a possibility of falling rocks 

from cliffs or cave roofs. Areas with water also 

hold many potential dangers. 

Finally, after yet another head count, a coach trip home, a search for lost coats, bags, hats, 

souvenirs and possibly children, you finally arrive back at school. The children go home and the 

adults collapse in the staff room saying in chorus “Never again.” 

Was it really worth it Of course it was. Many children never get the experiences that field trip can 

give. The exploring of a cave, a view from the top of a hill, you have just climbed, finding your first 

fossil. These are memories that I still have (and not much else) from my school days. A good field 

trip experience can put back the “awe and wonder” that is supposed to be part of the curriculum. 

COPYRIGHT 

There is no copyright on original material published in 

Teaching Primary Earth Science if it is required for teaching in 

the classroom. Copyright material reproduced by permission 

of other publications rest with the original publishers. 

To reproduce original material from P.E.S.T. in other 

publications, permission must be sought from the ESTA 

committee via: Peter York, at the address below. 

This issue was written by Stewart Taylor. 

Additional comments by John Reynolds and 

Niki Whitburn. 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


uplift. This is again a consequence of how the foam 

(model lithosphere) flexes to accommodate the load. 

The uplifted area adjacent to a foreland basin is called 

a peripheral bulge or forebulge: there are geological 

examples. 

All of these effects may be produced by any type of load: 

icecaps and large volcanoes like Hawaii are included. 

Photograph 3 

Double Layer 

3. Effect of “point” load 

Take off the top layer of foam, leaving just one. Now 

place a heavy object (e.g. a rock to remind one what the 

load might actually be) in the centre of the layer. See 

photograph 4. 

4. Removing loads 

Take the load off the foam. The plate directly beneath 

the load rebounds as does a continent when an ice 

sheet melts. The adjacent foreland basin rebounds as 

well, but the peripheral bulge subsides. The water 

moves during this rebound. In reality we are triggering 

movement of viscous mantle material, which can take 

thousands of years. The experiment illustrates instantaneous 

rebound. An aquarium filled with treacle would 

probably take some time to adjust to changes in load. 

Some geologists actually do experiments with materials 

like honey and treacle so that their mechanical behaviour 

is more precisely scaled to that of the Earth. 

Photograph 4 

“Point Load” 

5. Loads on a weak lithosphere 

Try the same thing with a layer or two of bubble wrap. 

The bubble wrap, like the foam, is much less dense than 

water. Try adding a point load (this is often where the 

Be careful – such objects have a habit of toppling off 

the layer and there is a chance that they would break a 

glass-sided tank if one were having a bad hair day. However, 

you should find by trial and error that the foam 

can carry an added weight. The foam responds by subsiding 

over a region beyond the actual limits of the 

heavy object. This is a key idea. Intuitively you may 

appreciate that this is because the foam layer has finite 

strength – the load is balanced out over the whole 

length of the foam. Such a phenomenon is called nonlocal 

compensation – the effect of the load goes 

beyond its bounds. 

There is a depressed region either side of the load. 

Mountain belts are bounded on one or both sides by 

forelands, not directly involved in the deformation 

that produced the mountain belt. Despite not being 

shortened or deformed, the foreland near the mountain 

belt is often relatively low, giving a foreland basin 

which might even be below sea level. These form due 

to non-local compensation precisely as the model illustrates. 

The lithospheric plate flexes to accommodate 

the weight of the mountain belt. 

A nice illustration that foreland basins can go below 

sea level is when the foam is depressed below the water 

surface. However, be aware that in the foreland basin, it 

may be filled with actual water, but the plate is floating 

on mantle asthenosphere. 

You will hopefully see a more subtle but equally 

important effect – further away from the load, we get 

loads fall off the layer, so be careful). This time, there is 

marked subsidence beneath the load and basically none 

elsewhere – there is no foreland basin or peripheral 

bulge. This is because the bubble wrap is weak and very 

easily bent (see photograph 5). The load is locally 

compensated. In reality, different pieces of lithosphere 

have very different strengths and there can be 

compensation over many different length scales. 

6. Subduction of oceanic lithosphere 

Attach a rigid piece of wire to one end of a long foam 

strip. Hold that end down at the base of the aquarium. 

See how the plate bends, and forms a peripheral bulge. 

In nature, the downbend forms an oceanic trench 

whilst the peripheral bulge is found as a relatively high 

Photograph 5 

Load on 

Weak Layer 

19 www.esta-uk.org


Photograph 8 

Thrust Belt and Weak Foreland 

Photograph 6 

Subduction 

area of ocean floor outboard from the trench. Subduction 

is driven by the higher density of oceanic lithosphere 

compared to mantle asthenosphere. Since in our 

model the foam is less dense, this is why we have to artificially 

force down the foam using the wire. The 

mechanical bending response is still modelled adequately 

(see photograph 6). 

Photograph 9 

Subducted Continent 

Photograph 7 

Thrust Belt and Foreland Basin 

Photograph 10 

Pinned Return 

7. Continental thrust belt 

Take two medium-length strips of foam and overlap 

them. This is a model of a thrust belt, where one slice 

of continent has been thrust above another. You should 

see a relatively high region where the crust is double 

thickness, plus a foreland basin (see photograph 7). 

Note the asymmetry of the model. Actual mountain 

belts are often asymmetric, controlled by the direction 

of subduction prior to continental collision. If you use 

bubble wrap for the lower layer, you will see no foreland 

basin, because the thrust slice will be locally compensated 

(see photograph 8). 

8. Continental Subduction 

This is a controversial subject that I am currently 

researching (see photograph 9). It is generally thought 

that continents cannot be subducted because they are 

less dense than mantle. However there is geological evidence 

they have been carried to depths of 100 km or 

more and then returned to the surface – in other words, 

at least small slivers of continent can be carried to great 

depths. This evidence includes the presence of eclogite 

facies rocks at the Earth’s surface. These are metamorphic 

rocks crystallised at at least 60km burial depth, and 

in places up to 100 km or more. 


20


Photograph 11 

Free Rebound, Initial 

Photograph 12 

Free Return in Action 

Do the same thing as in 6 – but this time imagine the 

foam as the continental crust part of the continental 

lithosphere. What provides the downwards pull Adjacent 

– and attached – dense oceanic lithosphere perhaps. 

A more sophisticated aquarium model might be 

designed to simulate this, but I have not done it – lets’ 

just imagine it. The oceanic lithosphere is dense 

enough to drag the continent down after it. 

9. Return of continental material 

to the higher levels 

Sometimes it appears the continental crust becomes 

detached from whatever is dragging it down. Set up the 

situation in 8. Ensure that the left-hand end of the foam 

is in contact with the left-hand end of the tank and cannot 

move (see photograph 10). 

Let go of the wire. Note how the “subducted” foam 

rotates back to horizontal. A lot of water is moved in 

this process and it is rather slow. In the Earth, the 

moving plate would have to move a wedge of mantle 

material out of the way from above – this is likely to be 

very slow. 

Now set up the same situation with an unconstrained 

left end. Let go (see photographs 11 and 12). 

See how the whole layer of foam moves sideways as well 

as up. Such a process can lead to large horizontal movements 

during mountain building, in addition to horizontal 

movements due to plate motion. The water (or 

mantle wedge) above the continental material does no 

need to be displaced – instead the continent slides past 

it – a relatively fast process (see photographs 13 and 14). 

Photograph 13 

Uplift and Thrusting Start 

John Wheeler 

Department of Earth Sciences 

The University of Liverpool 

4 Brownlow Street 

Liverpool 

L69 3GP 

Photograph 14 

Uplift and Thrusting in Action 

21 www.esta-uk.org


Dorset and East Devon Coast: 


DORSET COUNTY COUNCIL 

This article comprises an extract from the bid of June 2000 to UNESCO, by the UK Government, for 

World Heritage status to be granted to the Dorset and East Devon Coast. It is reproduced here with 

kind permission of Devon and Dorset County Councils and Dorset Coast Forum. Readers will know 

that the bid was successful (see News and Resources, TES issue 26/4). Chapter 2 of the original 

document is the “Justification for Inscription” and this extract is from Part 2(a) of that chapter, 

entitled the “Statement of Significance”. The three sections here deal with (i) the continuity of 

the rock sequence, (ii) fossils and (iii) geomorphology. Readers are referred to the fully illustrated 

original document for further details. Ed. 

2(a) STATEMENT OF SIGNIFICANCE 

The Dorset and East Devon Coast is one of the most 

significant earth science sites in the World, displaying a 

remarkable combination of internationally renowned 

features. It has a unique historical importance to the 

founding of geology and geomorphology, and it 

remains at the forefront of modern earth science 

research. Furthermore, its features are displayed within 

an unspoilt and accessible coastline of great beauty, 

which is both protected and managed for conservation, 

public enjoyment and education. 

The nominated Site comprises a near-continuous 

sequence of Triassic, Jurassic and Cretaceous rock 

exposures representing almost the entire Mesozoic Era, 

together with outstanding geomorphological features 

such as landslides, a barrier beach and lagoon, cliffs and 

raised (fossil) beaches. Within its boundaries are a number 

of fossil localities that could be considered to be 

worthy of World Heritage Site status in their own right. 

This nomination document shows them in the wider 

context of the continuity and completeness of the geological, 

palaeontological, geomorphological and historical 

features as a whole. 

Six aspects are identified which represent the significance 

of the nominated Site in relation to the World 

Heritage criteria. (first three in this extract. Ed.) 

2 (a) i) The coastal exposures within the 

nominated Site provide a near-continuous 

accessible sequence of rocks that documents 

almost 190 million years of the history of the 

Earth, spanning the Mesozoic Era. 

‘The Dorset Coast is internationally famous for its sections of 

Jurassic rocks but the adjoining East Devon coast affords equally 

extensive and comprehensive exposure of the underlying, 

largely continental, Triassic succession. This succession is... an 

integral part of the unique exposure of the full Mesozoic 

sequence... seen in the nominated area... The Subcommission 

on Triassic Stratigraphy fully supports the nomination of the 

Dorset and East Devon Coast of southern England for World 

Heritage status.’ Dr Michael J Orchard, Geological Survey 

of Canada, Vice-chairman of the IUGS Subcommission 

on Triassic Stratigraphy. Letter written in 

support of nomination. 

‘The nomination of the Dorset and East Devon Coast as a 

World Heritage Site is fully justified. [This site] beautifully represents 

in an almost complete succession the best concrete illustration 

of the Mesozoic history of the Earth. During my field 

trips [there] I have been surprised by the easy access to the geopalaeontological 

localities, nicely exposed along the cliffs, and 

also the beautiful and peaceful landscapes. These characteristics 

make this part of the English Coast a unique site for the study 

of the Mesozoic Era.’ Professor Fabrizio Cecca, Université 

de Provence, Secretary of the IUGS Subcommission 

on Jurassic Stratigraphy. Letter written in support 

of nomination. 

‘The Dorset and East Devon Coast is an area of great 

importance for the study of Mesozoic history... In the general 

Mesozoic context of the region, the Cretaceous strata make the 

representation of the history of the Earth in SE England more 

complete... I strongly recommend that the Dorset and East 

Devon Coast should be chosen [as one of] the World Heritage 

Sites’. Dr Annie Dhondt, Royal Belgian Institute of 

Natural Sciences, Vice-chairman of the IUGS Suocommission 

on Cretaceous Stratigraphy. Letter written 

in support of nomination. 

The rock strata exposed within the nominated Site 

provide a near-continuous geological record of earth 

history between 251 and 66 million years ago, in relatively 

undeformed sediments representing a remarkable 

range of past environments. Together, the 

succession reveals a complete, classic and well-studied 

section through the Wessex Basin, one of the best 

known Mesozoic Tertiary intra-plate sedimentary 

basins in Europe. A simplified stratigraphic column for 


22


the nominated Site is shown (not included here). 

The structure of the coast displays its geological 

interest superbly. In general, the strata dip gently to the 

east. The oldest rocks are therefore found in the west of 

the nominated Site with progressively younger strata 

outcropping to the east. As a direct result, most parts of 

the succession are readily accessible in sequential order 

within the cliffs and foreshore, while the continuous 

processes of coastal erosion mean that the exposures are 

constantly refreshed and new material is brought to 

light. A diagram summarising the form of the coast is 

shown in Figure 5 (included here as Figure 1). 

Fig 1: Simplified geology of the Dorset and east Devon Coast. The 

general eastward dip of the rocks creates a “walk through time” 

from west to east. The major unconformity above the Wealden 

results in Upper Cretaceous rocks being found through most of 

the nominated site. 

The Triassic succession is a virtually continuous exposure 

of c. 1,100m of sediments representing most of the 

Triassic Period (c. 251 - 199 million years ago) in continental, 

terrestrial red-bed and, near the top of the 

sequence, shallow marine facies. These exposures 

record evidence of the gradual destruction and denudation 

of mountains formed in the Variscan Orogeny of 

330-280 million years ago, and the establishment of a 

widespread marine environment within a Jurassic 

basin, formed during the opening of the Atlantic Ocean 

(Warrington, 1999; Barton, 1999: contributions to 

nomination). 

The Jurassic rocks within the nominated Site have 

been known since the early days of geology as providing 

one of the finest marine sequences of this age anywhere 

in the World (Callomon and Cope, 1995). Every 

stage of the Jurassic is represented; of the seventy-four 

ammonite zones, which have been recognised within 

the Jurassic (Cope of al., 1980a, 1980b), only three are 

definitely absent. The succession provides excellent 

evidence of the history of the Earth between c. 199-146 

million years ago, recording six major cycles of sea level 

change, represented by repeated rhythms passing from 

clay to sandstone and then limestone. Historically, these 

sections have played a key role in the establishment of 

modern stratigraphy and biostratigraphic studies. They 

are internationally renowned, classic sections on which 

comparative studies continue to be based. 

The boundary between the Jurassic and Cretaceous 

has still to be internationally defined, but, in Dorset, is 

expected to lie within the lowest beds of the Purbeck 

Formation. The succession within the nominated Site 

includes rocks of all stages of the Cretaceous Period, with 

the exception of the uppermost stage. The Purbeck Formation 

in Dorset is one of the finest late Jurassic-early 

Cretaceous terrestrial sequences in the world and offers a 

unique insight into environments and life at that time. The 

overlying Wealden Group is the most complete sequence 

of this age available at a single site in north-west Europe, 

Much of the nominated Site displays a spectacular 

example of a geological unconformity. This is an exceptionally 

well exposed and documented record of a worldwide 

Lower Cretaceous marine transgression. Uplift and 

erosion towards the end of the Wealden led to the erosion 

of the underlying Cretaceous, Jurassic, and Triassic along 

the length of the coast, prior to deposition of the transgressive 

Lower Greensand, Gault and Upper Greensand. 

In East Devon these strata rest directly on Triassic rocks. 

The unconformity becomes progressively smaller to the 

east, until, in the Swanage area, the Gault and Upper 

Greensand overlie the Wealden Formation with little 

angular discordance. Complex lateral changes in sedimentary 

environments are also recorded, allowing interpretation 

of the changes that took place during this important 

phase of sea level change. 

The extensive coastal exposures provided by the Dorset 

and East Devon coast are complemented by modern and 

detailed geological maps, exceptionally well documented 

stratigraphy and sedimentology and an extensive subsurface 

database. As this knowledge has been gained, the significance 

of the structural geology of the nominated Site 

has become particularly important. Today this is one of the 

best understood sedimentary basins in the world, and concepts 

developed here have a global application. 

Dorset localities have provided the names for internationally 

recognised stages for the Mesozoic. The Kimmeridge 

Clay unit gave its name to the international 

Kimmeridgian Stage as proposed by D’Orbigny (1846- 

1849). Owing to a miscorrelation at that time, only the 

Lower Kimmeridge Clay is now included in the modern 

Kimmeridgian Stage, the remainder lying within the lower 

Tithonian of current international use. Portland gives its 

name to the Portlandian Stage, named by Brongniart 

(1829), which is still in use in Northern Europe, though 

now included within the upper Tithonian. The Purbeckian, 

named after Purbeck, was, until recently, in international 

use for the lowermost stage of the Cretaceous. 

2 (a) ii) The nominated Site includes a remarkable 

range of internationally important fossil localities, 

which have produced superbly preserved and 

diverse evidence of life during Mesozoic times 

‘We would like to express our strongest support for the proposal 

to obtain the recognition of the Dorset and East Devon Coast 

among the World Heritage Site. ...The Triassic, Jurassic and Cretaceous 

outcrop on that part of the English coast contains a diversity 

of fossil life unsurpassed anywhere else: both marine and 

terrestrial strata are found... numerous vertebrates as well as invertebrates 

and plants have been discovered, studied and published.’ 

23 www.esta-uk.org


Professor Pierre Bultynck, Chairman of the Department 

of Palaeontology, Royal Belgian Institute of Natural 

Sciences. Letter written in support of nomination. 

‘Without hesitation I would like to state that [the Dorset and 

East Devon Coast] is one of the most superb and important sites 

in the world, especially for the Mesozoic part of the history of the 

Earth. I have never visited a major museum in the world where 

there is no fossil example from the Dorset and East Devon Coast. 

The National Science Museum is privileged to have more that 

50 fossil specimens from [there]. The coast serves as the world 

standard in many fields such as geology and palaeontology of the 

Jurassic and Cretaceous times, and the history of earth sciences. 

In order to appreciate history of life, one cannot emphasize too 

much [its importance].’ Dr Makoto Manabe, Curator of 

Vertebrates/Birds National Science Museum, Tokyo, 

Japan. Letter written in support of nomination. 

The rocks within the nominated Site are, for the most 

part, highly fossiliferous and contain the evidence of 

major changes in the pattern of life on Earth during the 

Mesozoic Era, between two mass extinctions which took 

place at the ends of the Permian and Cretaceous periods. 

The variety of environmental conditions represented 

within the succession, and particularly the overall predominance 

of shallow marine sediments, has resulted in 

an exceptionally diverse range of species being represented, 

including plants, insects, benthic and pelagic marine 

invertebrates, fish, marine and terrestrial reptiles and 

mammals. Furthermore, exceptional preservation of 

material is found within a number of the fine-grained 

sediments including articulated skeletal remains, and 

rare features such as soft-tissue preservation. 

FOSSIL VERTEBRATES 

The nominated Site contains nine vertebrate fossil 

localities of international importance, ranging in age 

from Mid-Triassic to Lower Cretaceous. 

Triassic 

The Mid-Triassic Otter Sandstone Formation at High 

Peak and Otterton Point has yielded ten species of reptiles, 

fish and amphibians. It is the richest productive 

Mid-Triassic reptile site in Britain and has been assessed 

as representing one of the most promising terrestrial reptile 

sites of its age known (Benton and Spencer, 1995). 

Jurassic 

Seven sites are of international status for vertebrate 

remains within the Jurassic. 

The Liassic (Hettangian – Pliensbachian) vertebrates 

of Lyme Regis (Pinhay Bay to Seatown) are world 

famous. This fauna is the most diverse and abundant 

known from the early Jurassic anywhere. The latest faunal 

review (Benton and Spencer, 1995) reported that this 

locality has yielded type specimens of fourteen species of 

reptile, nine of which occur only here. Discoveries of 

species new to science are still being made on a regular 

basis as the cliffs erode. In recent years these include a 

new species of ichthyosaur from the Pliensbachian 

(McGowan & Milner, 1999), and a second discovery 

from 1999 which is awaiting description. 

The quality of specimens is frequently exceptional, 

with well-articulated skeletons and soft-part preservation 

of features such as skin and stomach contents. This 

locality is the source of the geologically earliest wellpreserved 

plesiosaurs and the earliest known-group 

ichthyosaurs. The first complete skeletons were collected 

from these localities in the early nineteenth century 

(Taylor, 1997), and include holotype specimens of 

taxa that are still crucial to modern studies of marine 

reptiles (Storrs, 1997). Material from Lyme Regis has 

formed the basis of recent revisions of ichthyosaur relationships 

and evolution (McGowan, 1973-1989). 

The importance of Lyme Regis is further highlighted 

through the remains of terrestrial vertebrates. It is 

the only locality of Scelidosaurus harrisoni Owen, the 

oldest known thyreophoran (armoured) dinosaur 

(Norman, 1985). The Lias has also produced unique 

records of one of the earliest flying reptiles, Dimorphodon 

macronyx which is of great importance to the 

study of pterosaurs (Unwin, 1988). The fish fauna is 

also very diverse with a broad representation of both 

cartilaginous and bony fishes (Gardiner, 1960), and its 

significance has recently been assessed (Dineley and 

Metcalf, 1999). About forty-six species are currently 

recognised of which thirty-five are unique to this 

locality. It is the source of some of the finest preserved 

Lower Jurassic fish known, some of which are preserved 

uncompressed in three dimensions (Dineley 

and Metcalf, 1999). 

The Middle Jurassic vertebrate fauna of the Forest 

Marble at West Cliff, West Bay is a unique and diverse 

mix of marine, freshwater and terrestrial elements 

(Evans, 1999). The fauna includes bony fish, sharks, 

amphibians, frogs, salamanders, small turtles, lizards, 

crocodiles, dinosaurs, pterosaurs and early mammals, 

and much material awaits description. It is important as 

one of few well-known vertebrate faunas of this age. 

Furzy Cliff near Weymouth is Britain’s best Oxfordian 

reptile site, and in view of the limited number of 

sites of this age elsewhere, is considered one of the best 

in the world (Benton and Spencer, 1995). It is the 

source of the unique specimen of the carnivorous 

dinosaur Metriacanthosaurus parkeri (Huene, 1923), 

together with ichthyosaur and plesiosaur remains. 

The Kimmeridgian vertebrate fauna, from three significant 

localities within the nominated Site, is worldrenowned. 

Smallmouth Sands has produced one of the 

most diverse assemblages of Kimmeridge Clay reptiles 

known. Its fauna of four species of turtles and three of 

pterosaurs is unique; six of its vertebrate species are 

known only from this locality (Benton and Spencer, 

1995). Within Kimmeridge Bay nearly twenty species of 

crocodilians, pterosaurs, dinosaurs, plesiosaurs, 

pliosaurs and ichthyosaurs have been found. Although 

many of the taxa are represented at other localities in 

the world, the quality of preservation of much of the 


24


material from the nominated Site is exceptional. Kimmeridge 

Bay has yielded more type specimens of reptiles 

than any equivalent site (Benton and Spencer, 

1995), and its fossils have figured prominently in recent 

reviews of marine reptiles (Tarlo, 1960; McGowan, 

1976; Brown, 1981). Encombe Bay has produced 

species of turtles, pterosaurs, dinosaurs, plesiosaurs and 

ichthyosaurs. The Kimmeridge Clay has yielded a 

fauna of at least fifteen published species of reptile, of 

which 20 per cent are unique to Dorset, but recent collections 

include considerable further unpublished 

material (Etches and Clarke, 1999). The fish fauna 

includes eighteen species; the material is very well preserved 

and new finds are made each year. 

The Isle of Portland has yielded the best faunas of 

marine Portlandian (Upper Tithonian) reptiles in the 

world (Benton and Spencer, 1995). Finds have been 

made in coastal sections and in adjacent quarries, which 

lie outside the nominated Site. Eight reptile species 

have been identified, of which four are represented by 

type specimens. The fossil turtles are particularly 

important and include some of the earliest known wellpreserved 

specimens (Benton and Spencer, 1995). 

Cretaceous 

‘The Purbeck Beds have and continue to yield the remains of 

dinosaurs and associated vertebrates, invertebrates and plants, 

which give us an opportunity to understand the diversity of life late 

in the Jurassic and at the beginning of the Cretaceous. Because of 

the discoveries and studies of Purbeck material in the nineteenth 

century, its prehistoric faunas have become an international 

benchmark.’ Professor William A Clemens, Department 

of Integrative Biology, University of California, Berkeley, 

USA. Letter written in support of nomination. 

The Purbeck Formation on the Isle of Purbeck (including 

those rocks that straddle the Jurassic - Cretaceous 

boundary) contains an exceptional assemblage of vertebrate 

fossils. Fish remains are common and locally are 

exceptionally well preserved. About thirty species have 

been identified, and the formation is regarded as one of 

the most important late Jurassic fish localities in the 

world (Dineley and Metcalf, 1999). It also contains one 

of the richest mid-Mesozoic tetrapod assemblages 

known (Howse and Milner, 1995). The fauna includes 

amphibians, mammals and over forty species of reptiles; 

turtles, crocodiles, lizards and dinosaurs, complete 

with associated trackways. Durlston Bay is by far the 

richest known reptile site of this age, and has many 

claims to pre-eminence for specific aspects of reptile 

palaeontology (Benton and Spencer. 1995). The mammal 

fauna is also outstanding; it was first recognised in 

the 1850s by Samuel Beckles, and monographed by Sir 

Richard Owen (1871). Many new species have since 

been recovered. In totality, the Purbeck of Dorset is 

unique in providing over 100 valid named species of 

vertebrate within a limited geographical and stratigraphic 

setting, indicating that they were living in close 

proximity at the same time. The associated range of 

trace fossils, egg-shells and coprolites, together with the 

level of sedimentological detail, provide a record of 

unparalleled richness in reconstructing a complete picture 

of the environment of the time. There is a high 

potential for further discoveries: recent work, for example, 

at a coastal locality and a nearby inland locality has 

revealed Britain’s only reptile eggshell of this age and an 

additional important microvertebrate horizon (Ensom, 

1997; in press). 

FOSSIL INVERTEBRATES 

The invertebrate fauna of the nominated Site is 

extremely rich, and the remains are found throughout 

the Jurassic and Cretaceous. Fossils belonging to most 

phyla have been described, although corals are largely 

missing. Many aspects have been studied in detail, 

including the bivalves and several different groups of 

microfossils. 

Insects are known from the Triassic, Jurassic and 

Cretaceous rocks within the nominated Site. The particularly 

significant remains are the rich and diverse 

faunas from the Lias and the Purbeck Formation, and 

new discoveries indicate significant potential in the late 

Triassic strata near Axmouth, East Devon (Swift and 

Martill, 1999). The Black Ven Marls near Charmouth 

are the best known source of Lower Lias insects in the 

World. The diverse fauna includes representatives of 

ten different groups. The insects have been the subject 

of modern scholarly works which have recognized over 

twenty new genera and species known only from the 

nominated Site, including the oldest known moth 

Archaeolepis mane (Whalley, 1985). 

Insects from the Purbeck Beds have been found at 

Durlston Bay, Upwey, Osmington and on the Isle of 

Portland. The most important locality is Durlston, 

where over 3,000 specimens have been collected. This 

is one of a small number of rich Cretaceous insect sites 

world-wide, and it is distinct from the other sites 

known. Around 150 species, mostly unique to Dorset, 

have been named belonging to fifteen orders, and many 

more species await description. 

The Dorset and East Devon Coast has long been 

famous as a rich source of ammonites, which are often 

well preserved, and are abundant at most levels within 

the marine strata. Some specimens display exceptional 

preservation of jaw structures and other features, and 

the remarkably complete succession of faunas at certain 

levels provides excellent material for evolutionary and 

taxonomic studies. Ammonites have been collected and 

described extensively from the nominated Site: many 

type specimens of well-known species have been found 

here, including a significant number of important early 

discoveries of type specimens used in the standard 

ammonite zonation of the Jurassic. 

The Lower Lias sequence has been described in great 

detail. The detailed descriptions of ammonite faunas from 

Dorset by Spath, based partly on the nominated Site, form 

25 www.esta-uk.org


the basis of the modern zonal scheme (Callomon and 

Cope, 1995). The Weymouth area provides the type section 

for ammonite faunas of three Oxfordian subzones of 

the North West European province. The Kimmeridge 

Clay provides the reference section for the Boreal Upper 

Kimmeridge (Bolonian/Upper Tithonian) zones (Cope 

1967, 1975). The cliffs and quarries of Portland have been 

fundamentally important in defining ammonite zonation 

through the Upper Tithonian (Portlandian) Stage (Wimbledon 

and Cope, 1978; Callomon and Cope, 1995). Several 

important species of Cenomanian and Turonian 

ammonites have their type localities within the nominated 

Site, including Watinoceras devonense (Wright and 

Kennedy), the standard international index for the base of 

the Turonian Stage. 

The Lower Jurassic exposures within the nominated 

Site are also noted for their echinoderm fauna. 

Extraordinarily preserved specimens of the crinoid 

Pentacrinites fossilis from the Black Ven Marls have provided 

crucial evidence for the pseudoplanktonic 

mode of life of this and related species. Higher in the 

succession the well known Starfish Bed has yielded 

many exceptionally-preserved ophiuroid, and rare 

asteroid starfish (Goldring and Stephenson, 1972). 

Tangled groups of the crinoid Balanocrinus gracilis also 

occur in exceptional preservation at a similar level in 

the succession. Intact echinoids occur locally at several 

levels, notably low in the Blue Lias, with several 

species described on the basis of material from here 

(Wright, 1855-80). 

Because of the exceptionally continuous exposure 

on both foreshore and cliff the Jurassic succession has 

provided a great deal of material used in taxonomic 

studies of a wide range of other invertebrate groups. 

Notable among these are publications dealing with 

some of the more neglected groups, such as Lower 

Jurassic belemnites (Lang, 1928) and gastropods (Cox, 

1926-1944), for which few detailed studies have been 

published. There are a range of other important 

monographs such as those on Corallian lamellibranch 

bivalves (Arkell, 1929-1937), Sponges (Sollas, 1883; 

Hinde, 1887-1912) and brachiopods (Muir-Wood, 

1926-1936). 

FOSSIL PLANTS 

There are exceptional remains of Late Jurassic fossil 

forests exposed on the Isle of Portland and the coast of 

Purbeck. These forests once grew on the margins of a 

large hypersaline lagoon that, 140 million years ago, 

covered much of southern England. It is a uniquely 

complete record of a forest of this age and contains 

large trees, sometimes in situ with associated algal 

burrs which formed around the bases of the trees, and 

fossilised soils and pollen. The wood is exceptionally 

well preserved in silica, displaying microscopic details 

of the structure, including preserved growth rings 

which allow a detailed assessment of the climate of the 

time (Francis, 1983, 1984, 1986). 

2 (a) iii) The nominated Site represents an 

exceptional range of text-book exemplars of 

coastal geomorphological features, landforms 

and processes 

‘Coastal landforms along the Dorset and East Devon Coast 

are known to most geomorphologists of the world as classic 

examples of a variety of processes working at the land/sea 

boundary... Close juxtaposition of coastal mass movements of 

various origin, cliffs developed in a variety of rock types, landforms 

of differential erosion, beaches and lagoons is probably 

unparalleled anywhere else in the world. As the International 

Association of Geomorphologists, we strongly support the proposal 

to nominate the site as a World Heritage Site.’ Dr Piotr 

Migon, University of Wroclaw, Secretary General of the 

International Association of Geomorphologists. Letter 

written in support of nomination. 

The East Devon and Dorset coast is a spectacular natural 

geomorphological laboratory. It is famous for its 

demonstration of a wide range of different massmovement 

systems, the development of a unique barrier 

beach and lagoon, and classic examples of coastal 

cliff evolution in both time and space and in relation 

to the underlying rock structure. The nominated Site 

provides a superb varied assemblage of related landlorms 

and processes, which demonstrates numerous 

classic and universal features of coastal geomorphology. 

The importance of these features is heightened 

by their extensive study and long history of use as 

examples in text-books. Five distinct and important 

aspects can be identified: landslides, beaches, the 

Fleet lagoon, cliffs and raised beaches. 

Due to the lithological variation in the Jurassic 

strata and the presence of the Lower Cretaceous 

unconformity, the coast contains a near-comprehensive 

range of slope failures from rotational landslides 

to mudslides, topple and slab failures. Some are prehistoric 

while others have eyewitness accounts or 

provide the subject of ongoing research. Possibly the 

most significant is the Bindon Landslip between 

Axmouth and Lyme Regis. The massive landslide, 

which took place here in 1839, created the 6.5 ha 

‘Goat Island’ isolated by a 30 m deep ‘Chasm’. Black 

Ven is another classic and complex site demonstrating 

rotational landslides, and the largest recorded coastal 

mudslide in Europe. Portland shows fine examples of 

topple and slab failure, and rock-falls. The slides 

include East Weares, the second largest historical slide 

in the UK, and King’s Pier, the first known landslide 

to have been caused by human activity. 

Studies on this coast provide one of the best-documented 

analyses of beach formation and evolution on 

a retreating coastline. There are numerous small 

beaches, and two larger classic sites: Budleigh Salterton 

and Chesil Beach. At Budleigh Salterton, the beach 

is formed from pebbles eroded from the Triassic pebble 

beds. These pebbles are found in beaches stretching 

all along the south coast of England and are a 


26


diagnostic marker which provide important evidence 

of beach evolution in the English Channel during the 

Holocene. The largest and best-researched beach is 

Chesil Beach, which faces the full fetch of the Atlantic 

Ocean. It is 28 km long and ranges in height from 5 

m to 15 m between West Bay and Portland. Chesil 

Beach is a world-renowned feature, famous for the 

volume, type and size-grading of its pebbles. The origin 

of the beach and the nature of the ongoing 

processes have been extensively studied and are the 

subject of continuing research. 

Chesil Beach encloses the Fleet, one of the most 

important lagoon areas in Europe. The sediments 

preserved in its sheltered waters provide information 

on the late Holocene evolution of the beach, and evidence 

for changes to sea levels, climate and vegetation. 

Chesil and the Fleet represent an exceptional 

example of a barrier beach and lagoon system, and 

they are recognised by a range of national and European 

protective designations. 

Over eighty per cent of the nominated Site is cliff 

coastline, developed in many different combinations of 

mudstones, sandstones and limestones. There is a par- 

Bibliography and References 

Arkell, W.J. (1929-1937) British Corallian 

Lamellibranchia, Monograph of the Palaeontographical 

Society, London. 

Benton, M.J. and Spencer, R.S. (1995) Fossil Reptiles of 

Great Britain, Geological Conservation Review Series: 

Number 10. London: Chapman and Hall. 

Brown, D.S. (1981) The English Upper Jurassic 

Plesiosauroidea (Reptilia) and a review of the 

phylogeny and classification of the Plesiosauria’, 

Bulletin of the British Museum (Natural History), Geology 

Series, 35. pp 253-347. 

Brunsden, D. and Goudie, A. (1997) Classic Landforms 

of the West Dorset Coast, Sheffield: The Geographical 

Association. 

Callomon, J.H. and Cope, J.C.W. (1995) ‘The Jurassic 

Geology of Dorset’, in Taylor. PD. (ed). Field Geology 

of the British Jurassic. pp 51 -103. London: Geological 

Society 

Cope, J.C.W., Getty, T.A., Howarth, M.K., Morton, 

N. and Torrens, H.S. (1980a) A correlation of Jurassic 

rocks in the British Isles. 1. Introduction and Lower Jurassic, 

Geological Society, London, Special Reports. 14. 

Cope, J.C.W., Duff, K.L., Parsons, C.F., Torrens, H.S., 

Wimbledon, W.A. and Wright, J.K. (1980b) A 

correlation of Jurassic rocks in the British Isles. 2. Middle arid 

Upper Jurassic, Geological Society, London, Special 

Reports. 15. 

Dineley, D.L. and Metcalf, S.J. (1999) Fossil Fishes of 

Great Britain. Geological Conservation Review Series: 

Number 16. Peterborough: Joint Nature 

Conservation Committee. 

ticularly superb development of beautiful coastal landforms 

on the Isle of Purbeck. This part of the coast is the 

best known example of adjacent concordant and discordant 

coasts, displaying the differing coastal Iandforms 

which result from the action of the sea both with and 

across the geological grain of the coast. It is a classic location 

for demonstrating the evolution of caves into bays 

(the cave-bay sequence) and shows the full range of 

responses to variations in the resistance of strata, and differential 

coastal erosion at a range of scales. It includes 

text-book examples of bays, stacks and a rock arch at 

internationally well-known localities such as Lulworth 

Cove, Durdle Door and Old Harry Rocks (Brunsden, 

1999; May, 1999 contributions to nomination). 

Two Pleistocene raised beach deposits, of different 

ages, are present at Portland Bill. They provide an 

important association of terrestrial and marine sediments 

up to perhaps 200,000 years BP in age. The fossil 

fauna of the East Beach is the most diverse found in 

any British raised beach, and this is the best example of 

a raised beach sequence along the English Channel 

coast (Keen, 1999 contribution to nomination). 

Dorset County Council 

Francis, J.E. (1983) The fossil forests of the basal Purbeck 

Formation (Upper Jurassic) of Dorset, southern England’. 

Ph.D. Southampton. 

Francis, J.E. (1984) The seasonal environment of the 

Purbeck (Upper Jurassic) fossil forests, Palaeogeography 

Palaeoclimatology Palaeoecology. 48 (2-4), pp285-307. 

Francis, J.E. (1986) The calcareous paleosols of the 

basal Purbeck Formation (Upper Jurassic) southern 

England, In Wright V.P (ed), Paleosols - their recognition 

and interpretation, pp. 112-138. 

Gardiner , B.G. (1960) A revision of certan 

actinopterygian and coelacanth fishes chiefly from the 

Lower Lias, Bulletin of the British Museum (Natural 

History. Geology Series, 4 (7). 

Goldring, R. and Stephenson, D.J. (1972) The 

depositional environment of three starfish beds, 

Neues. Jahrb. Geol. Palaont. pp. 611-24. 

Goudie, A.S. and Brunsden, D. (1997) Classic 

Landforms of the East Dorset Coast. Sheffield: The 

Geographical Association. 

Hallam, A. (1989) ‘W.D. Lang’s research on the Lias 

of Dorset. Proceedings of the Geologists’ Association, 100 

(4) pp 451-55. 

Hammond, and Scull, (1995) ‘J R.R. Tolkien: Artist and 

Illustrator. London: Harper Collins. 

Hesselbo, S.P. and Jenkyns, H.C. (1995) A 

comparison of the Hettangian to Bajocian successions 

of Dorset and Yorkshire, in Taylor, PD. (ed), Field 

Geology of the British Jurassic. Geological Society. 

London, pp l05-50. 

Figure 1: 

IPR/31-7C British 

Geological Survey 

© NERC. All rights 

reserved. 

27 www.esta-uk.org

th Science 

Your President 

Introduced 


Thinking Geology: 

Activities to Develop 

Thinking Ski ls in 

Geology Teaching 




Earthquakes 

Response to the 

House of Commons 

14 - 19 year olds 

Se ting up a local 

group - West Wales 

Geology Teachers’ 

Network 

Highlights from the 

post-16 ‘bring and 

Kingston 2001 


update 

B ok Reviews 

Websearch 


Browne 


New ESTA 

Members 

Mr Brendan Caulfield 

Twickenham 

Dr H. L. Bevan 

Llanelli 

Mrs Annemarie Work 

Aughton, Lancs 

Mr Paul Trower 

Stourbridge 

Dr Andrew McCaig 

Leeds University 

Ms Julia Carol Thomas 

Cinderford, Glos 

Ms Sue Cullimore 

Bristol 

Dr Dave Williams 

Northampton 

Mr George Meldrum 

Edinburgh University 

Mr Adrian Pickles 

Malham Tarn Field Centre 

Mr Stuart Nash 

Blackburn, Lancs 

Hinde, G.J. (1887-1912) British fossil sponges, 

Monograph of the Palaeontographical Society. London. 

House, M. (1993) Geology of the Dorset Coast. The 

Geologists’ Association Guide No. 22 London: 

Geologists’ Association. 

Howse, A.C.B. and Milner, A.R. (1995) Time 

pterodactyloids from the Purbeck Limestone 

Formation of Dorset. Bulletin of the British Museum 

(Natural History). Geology Series, 51. pp73-88. 

Huene, F.F. (1923) Carnivorous Saurischia in Europe 

sincce the Triassic, Bulletin of the Geological Society of 

America, 34. pp449-58. 

Land, W.D, Spath, L.F., Cox, L.R. & Muir-Wood, 

H.M. (1928). The Belemnite Marls of Charmouth, a 

series in the Lias of the Dorset coast, Quarterly Journal of 

the Geological Society of London. 84. pp 179-257. 

McGowan, C. and Milner, A. (1999) A new 

Pliensbachian ichthyosaur from Dorset, England. 

Palaeontology. 42. 

Muir-Wood, H. M. (1926-1936) A monograph on the 

Brachiopoda of the British Great Oolite Series’. London, 

printed for the Palaeontographical Society, 1936. 

Norman, D.B. (1985) ‘The illustrated encyclopedia of 

dinosaurs’, Salamander Books 

Subscription rates 

Full membership 

£25.00 to UK addresses 

Student and retired membership 

£12.50 to UK addresses 

Membership Secretary: 

Owain Thomas 

PO Box 10, Narberth 

Pembrokeshire SA67 7YE 

Sollas, W.J. (1883) Descriptions of fossil sponges from 

the Inferior Oolite with a notice of some from the 

Great Oolite, Quarterly Journal of the Geological Society of 

London. 39. pp 541-54. 

Storrs, G.W. (1997) Morphological and taxonomic 

clarification of the genus Plesiosaurus, In Callaway. 

J.M. and Nicholls. (eds) Ancient marine reptiles. pp 145- 

190. San Diego: Academic Press. 

Swift, A. & Martill, D (1999) Fossils of the Rhaetian 

Penarth Group’. Palaeontological Association Field 

Guides to Fossils 9. London: Palaeontological 

Association. 

Unwin, D.M. (1988) ‘A new pterosaur from the 

Kimmeridge Clay of Kimmeridge, Dorset. Proceedings 

of the Dorset Natural History and Archaeological Society. 

109. pp 150-153. 

Whalley, P.E.S. (1985) The systematics and 

palaeogeography of the Lower Jurassic Insects of 

Dorset, England. Bulletin of the British Museum 

(Natural History) Geology Series 39(3) pp 107-189 

Wimbledon, WA. & Cope, J.C.W. (1978) The 

ammonite faunas of the English Portland Beds and 

the zones of the Portlandian stage. Journal of the 

Geological Society, London. 135, pp 183-90. 

New Posting Retiring Stay in touch with 

Teaching Earth Sciences News and Activities 

Subscriber Details 

TITLE 

ADDRESS 

TOWN/CITY 

COUNTRY 

E-MAIL ADDRESS 

NAME 

POST CODE/ZIP 

Subscribe to 

Teaching Earth Sciences 


EARTH 

SCIENCES 



Teaching Earth Sciences - serving the Earth Science Education Community 

Recovering the 

Leaning Tower of Pisa 

Science and 

Technology Commi t e 

inquiry into the 

Science Cu riculum for 

share’ se sion a the 

ESTA Conference, 





EARTH 

SCIENCES 

rth Science 

chers’ A 



Evolution: 


Cla sroom 



High Str et 

Peter Kenne t 




Fo sils and Time 

Mike Tuke 


Busine s and 







Phenomena 

John Wh eler 


Devon Coast: 



Update 


Websearch 




28


Websearch – Teaching Palaeontology using web sites 

Trilobites 

An extremely comprehensive site is: 

www.aloha.net/~smgon/ordersoftrilobites.htm 

This can form a complete textbook, suitable for use at either 

school or university level. Unlike a hard copy text, there are 

short animations, such as that showing trilobite molting (sic.: it’s 

an American site). Major topics include morphology, life habits, 

classification and evolution. Sections are also included on 

frequently asked questions, a quiz, photographs, preparation of 

specimens, trade, a glossary, and selected references and books. 

Graptolites 

The British and Irish Graptolite Group (BIG G) maintain a 

site which covers a wide range of things 

www.graptolites.co.uk/ 

This site gives links to a number of graptolite sites, with short 

descriptions of each: 

www.dmoz.org/Science/Earth_Sciences/Paleontology/Inv 

ertebrates/Graptolites/ 

Ammonites 

Though ammonites are as popular as trilobites, I haven’t so far 

found as comprehensive a site as the one listed above on 

trilobites. Try this one: 

www.esc.cam.ac.uk/new/v10/museum/exhibits/ammonites 

.html#bouy 

Brachiopods 

The Museum of Paleontology of the University of California 

at Berkeley, has a good site for brachiopods (as well as all other 

fossil groups): 

www.ucmp.berkeley.edu/brachiopoda/brachiopoda.html 

Echinoids 

The Natural History Museum in London: 

www.nhm.ac.uk/palaeontology/echinoids/ 

General 

A site which gives brief accounts of a number of fossil groups is: 

www.geoahead.com/palaeo/ 

...covering brachiopods, cephalopods, pelecypods, gastropods, 

echinoids, trilobites and dinosaurs. 

The Sedgwick Museum, part of the Earth Science Department 

at Cambridge, has its own pages on various fossils, and can be 

found through the home page of the department at: 

www.esc.cam.ac.uk 

In addition, a page lists links to a number of All-virtual or Interactive 

Exhibits: 

Palaeontology without walls! The superb special exhibits at 

the Berkeley Museum of Palaeontology, Berkeley, California. 

The Phylogeny of Life, Berkeley Museum of Palaeontology, 

Berkeley, California. 

Evolution: Theory and History, Berkeley Museum of 

Palaeontology, Berkeley, California. 

Fossil Gallery, Palaeontological Museum, Oslo, Norway. 

Carnegie Museum Exhibit, Pittsburgh, PA. 

Geology and Geologic Time, Berkeley Museum of 

Palaeontology, Berkeley, California. 

a T-rex called Sue, Field Museum of Natural History, 

Chicago, Illinois. 

Dinosaurs, Honalulu Community College, Honalulu, Hawaii. 

Virtual Reality Fossils, The Natural History Museum, 

London, UK. - Interactive site. 

Museo di Storia Naturale di Firenze Florence Natural 

History Museum, Italy 

NMBE Natural History Museum, Berne 

Swedish Museum of Natural History Stockholm 

Geological Survey of Japan Geological Museum 

Corals 

The Palaeozoic rugose and tabulate corals are well illustrated 

at: 

www.newcastle.edu.au/discipline/geology/corals/corals.htm 

Dinosaurs 

There are a great many sites on dinosaurs, but Google’s first 

listed site is a very comprehensive hypertext book: 

www.enchantedlearning.com/subjects/dinosaurs/ 

Included are school activities for various levels. 

The BBC still maintains its site on dinosaurs, and 

Tertiary mammals: 

www.bbc.co.uk/dinosaurs/ 

29 www.esta-uk.org


Reviews 

Geological History of Britain and Ireland. 

Edited by Nigel Woodcock and Rob Strachan. 

Blackwell Scientific. ISBN 0 632 03656 7. £29.50. 

No branch of Geology has undergone 

more change in the last 30 years 

than the field of what used to be called 

Stratigraphy. The standard texts of the 

50s and 60s were almost unreadable - 

effectively descriptions of rock-types of 

different ages that slotted together to 

make up a 3-dimentional jigsaw of a 

region. Then came the liberation of 

Plate Tectonics and the first of the new 

process-based Stratigraphy texts, A 

Dynamic Stratigraphy of the British Isles by 

Anderton et al. The subtitle of that 

book, a study of crustal evolution, 

proclaimed the approach that was taken, 

and this is now the standard way in 

which Regional Geology is dealt with in 

textbooks. The book under review here 

is an account of the major episodes of 

crustal upheaval, whether compressional 

or tensional, that have affected our 

region of the globe since the Archaean. 

The book is organised into sections 

according to these tectonic punctuation 

points: the northern and the southern 

margins of the Iapetus; the Caledonian 

Orogeny; the Variscan and the 

consolidation of Pangaea; and the post- 

Variscan intraplate setting, leading to the 

opening of the Atlantic. The editors are 

the principal authors for (to use the old 

language) the Precambrian and 

Palaeozoic sections, and a variety of wellknown 

experts have been drafted in to 

write the sections on the Mesozoic and 

Cenozoic. By far the largest proportion 

of the text (13 chapters; nearly 300 pages 

out of a total of just over 400) is devoted 

to events that took place before the end 

of the Carboniferous, and this is where 

the main strength of the book lies. The 

format of these chapters is rather 

reminiscent of Anderton et al, with many 

maps displaying tectonic provinces and 

large-scale fence diagrams showing facies 

changes across different regions of 

Britain. The relationship of structure to 

sedimentation, painted with a broad 

brush, dominates this section. The level 

of detail is pitched at the professional 

geologist who wants an up-to-date 

overview, or to the post first year 

Geology student, though the keen 

teacher will want to have access to a copy. 

Although the factual content of the 

text is full and up-to-date, there are 

really quite a lot of errors, particularly of 

an editorial or a production sort (it isn’t 

always clear which). In some instances, 

the figure captions don’t fit conformably 

with the diagrams (a frequent problem 

when diagrams are taken from other 

sources and recaptioned for a textbook). 

Some of the spelling, particularly in 

figures, and particularly of fossils, is 

wrong; some of the figures have 

reproduced very poorly (e.g. the 

Cenomanian fence-diagram in Fig.19.3); 

and some of the geographies are highly 

weird (Dieppe is not a suburb of Caen, 

nor Seaford of Chichester; Fig. 19.7). 

These annoying errors just happen to 

raise a suspicion as to the reliability of 

some of the other regional data that are 

presented, but nevertheless the book as a 

whole is a useful summary of British 

regional geology and its tectonic context. 

At less than £30, it is a worthwhile and 

mostly useful addition to the geological 

bookshelf, and it will be extensively used 

by university students for a good few 

years to come. 

Tim Palmer 

Institute of Geography and Earth Sciences 

University of Wales Aberystwyth 

ESTA Diary 

JULY 2002 

Sunday July 21st 

North Staffordshire Group of the Geologists 

Association, field visit to Clent Hills and St. 

George’s Land. Contact Janet Fairclough 

(01782 641812) Email jfair1sc@btinternet.com 

OR Carol Burnett (01782 713227) 

Email carol@burnett40.freeserve.co.uk 

AUGUST 2002 

Sunday 18th or 25th 

North Staffordshire Group of the Geologists 

Association, field visit to Castleton area, 

Derbyshire. Contact Janet Fairclough 

(01782 641812) Email jfair1sc@btinternet.com 

OR Carol Burnett (01782 713227) 

Email carol@burnett40.freeserve.co.uk 

Saturday 24th to Monday 26th 

9.00am 5.00pm Earth Alert, Scarborough. 

See News and Resources section for details 

SEPTEMBER 2002 

Friday 13th - Sunday 15th 

British Geological Survey, Keyworth, Notts 

ESTA Annual Course and Conference. 

Friday 13th 

INSET courses Primary, KS3, KS4, A/AS level 

Geology, Higher Ed. 

Friday 20th to Sunday 22nd 

Jurassic Coast Fossil Weekend. This Rockwatch 

weekend is to be held at Weymouth College, 

Dorset. See News and Resources section for 

details 

Saturday 28th 

from 10.00 am to 5.00pm British Geological 

Survey Open Day. This will take place at 

Murchison House, West Mains Road, 

Edinburgh EH9 3LA. See News and Resources 

section for details 

OCTOBER 2002 

Wednesday 2nd to Saturday 5th 

The UKRIGS Conference will be held at the 

Loretto Centre, Llandudno. Further details from: 

UKRIGS, National Stone Centre, Porter Lane, 

Wirksworth, Derbys DE4 4LS. 

Tel 01629-824833 www.ukrigs.org.uk 

Saturday 12th 

10.30am The Rocks And Fossils Of Somerset 

House. See News and Resources section 

for details 


30



ESTA Annual Conference 

September 13th to 15th, 2002 – British Geological Survey 

ESTA Is holding its annual course and conference at the twin locations of Nottingham University and the BGS headquarters at 

Keyworth, near Nottingham. Please see the Conference Update on page 32 of this issue and return the enclosed application forms to 

ensure a place at your conference. 

ESTA Annual General Meeting 

The 35th ANNUAL GENERAL MEETING of the Earth Science Teachers Association will be held on Saturday 14th September 2002 

at the British Geological Survey, Keyworth, Nottingham at 4.30pm. The Agenda is as follows. 

1. APOLOGIES for absence 

2. MINUTES of 34th Annual General Meeting held on 8th September 

2001 at the University of Kingston 

3. MATTERS ARISING 

4. REPORTS: 

4.1 Chair Ian Thomas 

4.2 Secretary Dawn Windley 

4.3 Treasurer Geoff Hunter 

4.4 Membership Secretary Owain Thomas 

4.5 Editor Roger Trend 

4.6 Primary Committee John Reynolds/Niki Whitburn 

4.7 Secondary Committee Chris King 

4.8 Teacher Education Committee David Thompson 

4.9 Higher Education Committee Helen King 

4.10 Fieldwork Committee Andy Britnell 

4.11 Promotions Dave Williams 

4.12 Conference Liaison Peter Kennett 

5. ELECTION OF OFFICERS & COUNCIL 

Bold indicates posts for replacement. *indicates Council nominee 

Council Members 

2002-2005 

Chris King* (Secondary Committee representative) 

to re-elect. 

2002-2005 

Vacancy (Higher Education representative). 

2002-2005 

Vacancy (Conference Liaison) “caretaker” wishes to 

retire. 

2001-2004 

John Reynolds/Niki Whitburn (Primary Committee 

representatives). 

2002-2005 

Geoff Nicholson/Dave Williams*(Promotions). 

2002-2005 

Andy Britnell* (Fieldwork Committee representative) 

to re-elect. 

Further nominations for council members will be 

accepted: please use the enclosed form. 

6. ANY OTHER BUSINESS 

Officers 

President (2001-2003) 

Chair (2002-2004) 

Vice Chair (2002-2003) 

Secretary (2000-2003) 

Treasurer (2000-2003) 

Membership Secretary (2001-2004) 

Editor (2002-2005) 

Deputy Editor (2002-2005) 

Advertising Officer 

Incumbent/Nominee 

Alan McKirdy/Martin Whiteley* 

Ian Thomas/Geraint Owen* 

Ian Thomas 

Dawn Windley 

Geoff Hunter 

Owain Thomas 

Roger Trend* to re-elect. 

Vacancy - Helen King wishes to retire. 

Vacancy. 

Please can ESTA Members note that 

1. Any member is invited to stand for election to 

ESTA Council. 

2. Council terms of office are normally 3 years. 

3. The Proposer is generally expected to introduce 

the Nominee by a few brief words at the AGM 

prior to the election. 

4. Nominations should be handed to any Council 

Member to reach the Secretary before 4pm on 

Saturday 14th September 2002. 

31 www.esta-uk.org


ESTA Conference Update 

The 2002 ESTA Annual Course and Conference will be 

held at the headquarters of the British Geological 

Survey at Keyworth, Nottingham, from Friday 13th to 

Sunday 15th September 2002. 

Perceptive readers will realise that they have seen this 

heading before – in the last issue, 26.4! Hopefully, by the 

time this lands on your doormat, you will have received 

a special mailing, giving all the details of the Conference, and 

exhorting you to take advantage of the early booking offer, so 

no doubt you will have already booked! Just in case you have 

not, included in this issue will be another set of booking forms 

and details. 

The outline programme was given in the last issue, with any 

updates being included in the dedicated mailing and again in 

this issue, so it will not be repeated here. 

If you have lost all record of the conference, and wish to 

enquire about it, our Convenor at the BGS is Dr David Bailey, 

British Geological Survey, Keyworth, Nottinghamshire, NG12 

5GG. Email: D.Bailey@bgs.ac.uk 

ESTA Conference 2003 

(Friday 12th to Sunday 14th September 2003) 

Initial planning is now under way for the 2003 Course and Conference, 

which will be hosted by the Earth Sciences Department 

at the University of Manchester, with accommodation at Hulme 

Hall, a short distance away from the Department. We also hope to 

involve the Manchester Museum in the meeting, literally just 

across the road. 

The theme of the conference is likely to revolve around 

Environmental Geology, although nobody has yet tried to invent 

a catchy title! Please book the dates: more details in due course. 

Future ESTA conferences 

From time to time, ESTA is glad to receive invitations from various 

institutions, and we try to move the conference round the 

country, to give everybody a chance of attending. However it is 

difficult to know how the membership will respond if the place 

in question is rather remote from the main centres of population 

of England and Wales. What about Scotland, or even Ireland, with 

their superb possibilities for fieldwork, which most of us only 

read about The most remote venue that I can recall (seen from 

England’s fourth city, Sheffield!) was Lampeter in the wilds of 

mid-Wales, but it was well attended, and fieldwork formed the 

major emphasis. 

We propose to conduct a straw poll among the members 

who attend this year’s meeting at the BGS, to guide Council for 

the future. If you cannot come, but you have strong views on 

the matter, and you would like us to know, please contact the 

Secretary of ESTA, Dr Dawn Windley (address on the front 

page) and tell her. If you are in the position of being able to 

offer a suitable future venue, please also get in touch. 

Peter Kennett 

UKRIGS Conference – 2-5 October 2002 

This is to be held at the Loreto Centre, Llandudno, North 

Wales, with the theme: Providing Geodiversity. 

The programme includes: 

Thurs 3rd October 

morning: Defining Geodiversity. Local Geodiversity 

Action Plans. 

afternoon: Field visit to see range of sites on the Great Orme 

& discussing problems of geoconservation, education and 

tourism. 

evening: Llandudno Building Stones Trail. 

Fri 4th October 

morning: Geo-Tourism, workshops. 

afternoon: Field visit to Bangor[A55 cutting & erratics] and 

Anglesey [Rhoscolyn]. 

Leader Dr Jack Treagus. Launch of booklet on Rhoscolyn 

Precambrian, dedicated to the late Professor Dennis Wood. 

evening: Llandudno Museum. 

Sat 5th October 

morning: AGM etc, followed by optional visit to 

Penmaenmawr Quarry. 

Booking & further details of the UKRIGS Conference from: 

UKRIGS, National Stone Centre, 

Porter Lane, Wirksworth, 

Derbyshire, DE4 4LS 

Tel: 01629-824833 

E-mail: ukrigs@nationalstonecentre.org.uk 

Website: www.ukrigs.org.uk 

Dictionary of 

Karst and Caves 

A 

new 

edition of this 40-page A5 fully-illustrated booklet has 

recently been published by the British Cave Research 

Association (Cave Studies Series, No. 10, New Edition 2002). 

The authors are David Lowe and Tony Waltham and the 

booklet is packed full of useful, up-to-date, accurate, reliable 

and readily accessible information on all matters relating to 

karst. Entries run from “accidental” to “zanjone: see bogaz”, 

with plenty of equally-juicy ones between, such as 

“oulopholite”, “moonmilk” and “trogloxene”, not to mention 

“gypsum”, “cave”, “porosity” and “corrosion”. Definitioins are 

pitched at about A level. 

If you want to know what all these terms mean, just buy the 

booklet for only £3.50 from BCRA Publications. RDT. 

Sales Officer, BCRA, Ernie Shield, Village Farm, Great 

Thirkleby, Thirsk, North Yorkshire, YO7 2AT, 

tel 01845 501424; Email publications@bcra.org.uk 


32



Rockwatch Events List 

Some of the following events are for Rockwatch members but all will be of interest to ESTA members and others. 

ROCKWATCH AT THE NATIONAL STONE 

CENTRE Wirksworth, Derbyshire, 

28 July 

11.00am – 3.30pm 

Come along to a Discovery Day at the 

National Stone Centre in Derbyshire 

where there’ll be a whole range of 

activities relating to fossils, gems and 

crystals. You can join a fossil trail, have a 

go at fossil casting or make your fortune 

panning for gems! The cost is £4.00 per 

child and they must be accompanied 

(adult doesn’t pay). Book through the 

Rockwatch office. 

EARTH ALERT 

‘The Greatest Festival of 

Geology Ever!’ 

August 24-26 

9.00am – 5.00pm 

This is to be held in the Spa Complex, 

Scarborough. Spend August Bank 

Holiday weekend with the Rockwatch 

team in Scarborough. 

We’ll be in the Discovery Room doing 

fossil plaster-casts, racing trilobites, 

making Jurassic landscapes and checking 

out what exactly it is you’re putting in 

your shopping basket! Lots of other 

groups will be joining us like the Natural 

History Museum. They’re coming up 

from London with a team of experts to 

identify all those rocks and fossils that 

have been confusing you! The Dinosaur 

Society will be there along with the 

Dinosaur Coast Project. The Main 

Exhibition will include exhibits from the 

British Geological Survey, English 

Nature, Dinosaur Coast, Yorkshire 

National Park and the Extractive 

Industries along with displays of local 

geology from groups all over the country. 

It will be a wonderful event and we all 

hope to see you there. Entrance to the 

exhibition is free. 

Further details from the Rockwatch 

office. 

JURASSIC COAST FOSSIL WEEKEND 

This Rockwatch weekend is to be 

held at Weymouth College, Dorset 

20th – 22nd September, 2002 

Organised by Alan Holiday and Richard 

Edmunds, experts on the Jurassic Coast. 

The weekend starts on Friday 20 at 

7.00 pm with a reception and workshop 

at Weymouth College. On Saturday you 

will be going out and about in Weymouth 

and Portland visiting various fossil sites to 

see what you can find. That evening, if 

you’re not too exhausted, there will be a 

workshop in the college. Then on 

Sunday there will be more field work 

with fossil collecting around Weymouth. 

The weekend will end early on Sunday 

afternoon. It is limited to a maximum of 

40 children who must be accompanied by 

an adult. Registration is through the 

Rockwatch Office on a first come, first 

served basis. The booking fee is £10.00 

per child, which does not include the cost 

of food and accommodation. Book early 

to avoid disappointment. 

BRITISH GEOLOGICAL 

SURVEY OPEN DAY 

This will take place at Murchison 

House, West Mains Road, Edinburgh 

EH9 3LA, 

Saturday 28th September 

10.00am – 5.00pm 

The BGS is throwing its door open to 

allow you all to explore 5 floors of 

demonstrations, exhibitions, experiments 

and talks. Come and find out about 

petroleum geology and exploration of the 

sea bed, see the photographic geology of 

Scotland, discover the secrets of building 

stones, find out about volcanoes and 

much, much more. 

Rockwatch will be there, hope you 

will be too! Entrance and refreshments 

are free! 

THE ROCKS AND FOSSILS OF 

SOMERSET HOUSE 

Saturday 12 October 

10.30am 

Join Eric Robinson and discover the 

granite and fossils of Somerset House 

and the ways in which we can identify 

the different stones. The event will take 

place mainly out of doors in the 

Quadrangle of Somerset House if the 

weather is fine, but if it is wet there are 

plenty of things to see inside the 

building. Come to the Entrance to the 

Somerset House Museum, Strand, 

London WC2 at 10.30 am. The talks will 

take approximately 2 hours. For further 

details contact the Rockwatch Office 

Rockwatch does it safely... 

Due to safety requirements, strictly 

limited numbers can be accommodated at 

some of the sites and events in this 

programme. It is essential in these cases 

that you reserve a place through the 

contact given for the event. Leaders 

reserve the right not to accept members 

who have not booked, or who arrive 

inappropriately dressed. All children must 

be accompanied by an adult. These are 

family events for young people. 

If you would like more information 

about Rockwatch, or you would like 

to give us your ideas on the club, or 

you feel that you could contribute 

to future events programmes, 

please contact: 

Geraldine Marshall 

Rockwatch at the GA 

Burlington House 

Piccadilly 

London W1V 9AG 

Phone: 020 7734 5398 

Rockwatchatga@btinternet.com 

33 www.esta-uk.org

WANTED 

MORE DYNAMIC EARTH SCIENTISTS 

‘Teaching the Dynamic Earth’ workshop facilitators 

The Earth Science Education Unit is expanding its coverage to Wales and to parts of England not 

well served at present, and so is seeking more individuals to lead and facilitate Earth science 

workshops with secondary science teachers at schools and other venues. We are looking for 

individuals with a passion for Earth Science and excellent communication skills who are capable of 

extending and building on the success of the current project. Commitment and enthusiasm are 

more important than current occupation and there are opportunities for people ranging from 

practising teachers to geoscientists in industry. 

A successful workshop format has been developed by the Unit, which uses a range of practical 

activities. These provide background knowledge but also motivate, enthuse and develop the 

understanding of science teachers who, whilst they are required to teach Earth science, have often 

received limited Earth science education themselves. 

Facilitators will: 

live in or near Wales or one of the following 

regions of England: the North West, the 

Midlands, the South East, (the project will 

be extended to other regions of the United 

Kingdom in future years) 

be available to present up to ten workshops 

per year in their local area on a session by 

session basis (where applicable, employers 

will be required to sign a letter of release to 

confirm ad hoc absences - supply cover can 

be paid); 

be a full time or part time teacher or an 

Earth-scientist from industry; on a career 

break or a recent retiree from one of these; 

For further details visit 

www.earthscienceeducation.com 

have studied Geology/Earth science at 

degree level; 

be an effective communicator and 

motivator; 

be willing to update his/her knowledge of 

Earth science, of science teaching and of 

effective ways of educating teachers and 

pupils; 

be willing to undertake training 

liaise regularly with ESEU staff; 

preferably have access to email; 

be appointed from late 2002 or early 2003; 

receive remuneration and expenses as 

agreed 

Applications available from: Chris King, ESEU Director, Keele University, Keele, Staffs. 

ST5 5BG. Tel. 01782 583130. Fax. 01782 583555. Email c.j.h.king@educ.keele.ac.uk 

Closing date and interviews late 2002/early 2003; all expressions of interest welcome 


34


Teachers’ Association 

www.esta-uk.org Registered Charity No. 1005331 

THEMATIC TRAILS 

GEOLOGY AND THE BUILDINGS OF OXFORD Paul Jenkins 

A walk through the city of Oxford is likened to visiting an 

open-air museum. Attention is drawn to the variety of 

building materials both ancient and modern, used in the 

fabric of the city. Discussion of their suitability, durability, 

susceptibility to pollution and weathering, maintenance 

and periodic replacement is raised. 

44 pages, 22 illustrations, ISBN 0 948444 09 6 Thematic 

Trails (1988) £2.40 

GEOLOGY AT HARTLAND QUAY Chris Cornford & Alan Childs 

In a short cliff-foot walk along the beach at Hartland 

Quay, visitors are provided with a straightforward 

explanation of the local rocks and their history. 

Alternative pages provide a deeper commentary on 

aspects of the geology and in particular provides 

reference notes for examining the variety of structures 

exhibited in this dramatic location. 

40 pages, 47 illustrations, ISBN 0 948444 12 6 Thematic 

Trails (1989) £2.40 

THE CLIFFS OF HARTLAND QUAY Peter Keene 

Interpreting the shapes of coastal landforms is introduced 

as a method of understanding something of the 

environmental history of this dramatic coastal landscape. 

A short walk following the coastal path to the south of 

Hartland Quay puts this strategy into practice. 

40 pages, 24 illustrations, ISBN 0 948444 05 3 

Thematic Trails (1990) £2.40 

STRAWBERRY WATER TO MARSLAND MOUTH Peter Keene 

A short cliff-top walk between the small but spectacular 

coastal coombes of Welcome Mouth and Marsland 

explains what beaches, streams and valley sides can 

tell us of the history of this coastal landscape. 40 

pages, 24 illustrations, ISBN 0 948444 06 1 


VALLEY OF ROCKS; LYNTON Peter Keene & Brian Pearce 

The drama of the valley is explored both by offering 

explanation for the spectacular scenery and by recalling 

its theatrical setting as seen through the eyes of those 

who have visited the valley in the past. 

44 pages, 35 illustrations, ISBN 0 948444 25 8 


THE CLIFFS OF SAUNTON Peter Keene & Chris Cornford 

I n a short cliff-foot walk along the beach at Saunton, 

visitors are provided with an explanation for the local rocks 

that make up the cliff and the shore. Alternative pages 

provide a deeper commentary on aspects of the geology 

and a chance on the return walk to reconstruct the more 

recent history of this coast by a practical examination of the 

cliff face. 44 pages, 30 illustrations, ISBN 0 948444 24 X 

Thematic Trails (May 1993) £2.40 

INTERPRETING PLEISTOCENE DEPOSITS Peter Keene 

A field interpretation guide for beginners. A simple 

teaching model using an adapted graphic log sheet. Of 

wide general educational application, but designed for 

use with the following trails: ‘Westward Ho! Coastal 

Landscape Trail’, ‘Valley of Rocks, Lynton’, ‘The Cliffs of 

Saunton’, ‘Strawberry Water to Marsland Mouth’, ‘Prawle 

Peninsula Landscape Trail’ and ‘Burrator Dartmoor 

Landform Trail’ 10 pages, 10 illustrations 

Thematic Trails (1993 edition) £2.40 

MENDIPS New Sites for Old; 

a student’s guide to the geology of the east Mendips. This 

guide gives a detailed description of 39 safe, accessible 

sites chosen for their educational potential. 

192 pages, 46 illustrations, 

ISBN 086139 319 8 (NCC 1985) £2.50 

MALVERN HILLS; a student’s guide to the geology of the 

Malverns. D. W. Bullard (1989) 

The booklet includes detailed description of 21 geological 

sites of interest in the area. 


ISBN 086139 548 4 (NCC) £2.25 

WENLOCK EDGE; geology teaching trail M. J. Harley (1988) 

Six sites suitable for educational fieldwork are described 

and suitable exercises outlined. 


ISBN 086139 403 8 (NCC) £1.50 

BURRATOR, DARTMOOR LANDFORM TRAIL Peter Keene & Mike 

Harley (1987) 

An interactive circular 6 mile walk exploring the evolution 

of tor and valley scenery on Dartmoor. 


ISBN 086139 385 6 (NCC) £1.50 

THE ICE AGE IN CWM IDWAL 

The Ice Age invested Cwm Idwal with a landscape whose 

combination of glaciological, geological and floristic 

elements is unsurpassed in mountain Britain. Cwm Idwal 

is readily accessible on good paths within a few minutes 

walk of the modern A5 route through Snowdonia. 


ISBN 0 9511175 4 8 

Addison Landscape Publications (1988) £3.00 

THE ICE AGE IN Y GLYDERAU AND NANT FFRANCON 

Ice in the last main glaciation in Wales carved the glacial 

highway of Nant Ffrancon through the heart of Snowdonia 

so boldly as to ensure its place amongst the best known 

natural landmarks in Britain. The phenomena is explained 

in a way that is attractive to both specialist and visitor 

alike. 30 pages, 20 illustrations, 

ISBN 0 9511175 3 X 

Addison Landscape Publications (1988) £3.00 

LONDON. ILLUSTRATED GEOLOGICAL WALKS. 

BOOK 1 (The City) 

Adds to the well-known Pevsner accounts of the buildings 

of the City of London by offering comment upon the rock 

types used in familiar City streets. Maps set out the route 

clearly. No previous knowledge of geology is assumed. 98 

pages, 98 photographs, 14 maps, 

ISBN 0 7073 0350 8 

Geologists’ Association (1984) £4.95 

LONDON. ILLUSTRATED GEOLOGICAL WALKS. 

BOOK 2 (The West End) 

A wide range of exotic rock types are found in the shop 

fronts of Piccadilly, Tottenham Court Road and the office 

blocks of Central London. Again no previous knowledge of 

geology is assumed. 

142 pages, 128 photos, 16 maps, 

ISBN 0 7073 0416 4 

Geologists’ Association (1985) £4.95 

Some earlier items are still available - please enquire 

ORDERS TO: Dave Williams, Corner Cottage, School Lane, Hartwell, Northampton, NN7 2HL E-mail: earthscience@macunlimited.net 

Official orders will be invoiced. Cheques and postal orders should be made payable to ESTA. Order forms avaliable from the ESTA Website 

35 www.esta-uk.org

Key Stage 3 

Science of the Earth 11-14 Units have been devised to introduce Earth Science to pupils at Key 

Stage 3 level as part of their National Curriculum studies in Science and Geography. 

Each Unit occupies about one double period of teaching time and the Units are sold as 3-Unit 

packs. Units that are available now are:- 

GW: Groundwork - Introducing Earth Science 

GW1 - Found in the Ground 

GW2 - Be a Mineral Expert 

GW3 - Be a Rock Detective 

LP: Life from the Past - Introducing Fossils 

LP1 - Remains to be seen 

LP2 - A well-preserved specimen 

LP3 - A fate worse than death - fossilization! 

ME: Moulding Earth’s Surface - Weathering, Erosion 

and Transportation 

ME1 - Breaking up rocks 

ME2 - Rain, rain and rain again 

ME3 - Landshaping 

PP: Power from the past: coal (a full colour poster is 

available with this Unit for a p & p charge of 

£1.15 (inc. VAT) please indicate if you do not 

require this. 

PP1 - Coal swamp 

PP2 - Layers and seams 

PP3 - ‘Unspoiling’ the countryside 

HC: Hidden changes in the Earth: introduction to 

metamorphism 

HC1 - Overheated 

HC2 - Under Pressure 

HC3 - Under Heat and Pressure 

M: Magma - introducing igneous processes 

M1 - Lava in the lab. 

M2 - Lava landscapes 

M3 - Crystallising magma 

SR: Secondhand rocks: Introducing sedimentary 

processes 

SR1 - In the stream 

SR2 - Blowing hot and cold 

SR3 - Sediment to rock, rock to sediment 

Key Stage 4 

BM: Bulk constructional minerals 

BM1 - What is our town made of 

BM2 - From source to site 

BM3 - Dig it - or not 

FW: Steps towards the rock face - introducing 

fieldwork 

FW1 - Thinking it through 

FW2 - Rocks from the big screen 

FW3 - Rock trail 

ES: Earth’s surface features 

ES1 - Patterns on the Earth 

ES2 - Is the Earth cracking up 

ES3 - Earth’s moving surface 

E: Power source: oil and energy 

E1 - Crisis in Kiama - which energy source now 

E2 - Black gold - oil from the depths 

E3 - Trap - oil and gas caught underground 

WG: Water overground and underground 

WG1 - Oasis on a desert island-the permeability 

problem 

WG2 - Out of sight, out of mind - waste disposal 

and ground water pollution 

WG3 - The dam that failed 

SPECIAL REDUCED PRICE 

£2.00 each (post free) 

for Key Stage 3 

A Teachers’ Guide to the 

‘Science of the Earth’ Approach - £1.00 

SoE1: Changes to the atmosphere 

SoE2: Geological Changes - Earth’s Structure and Plate Tectonics 

SoE3: Geological Changes - Rock Formation and Deformation 

Investigating the Science of the Earth. Practical and investigative activities for Key Stage 4 and beyond. 

Price £2.95(Per Unit) 

ROUTEWAY – solving planning and technical problems of building a major road. A three-unit pack dealing with aspects 

of planning and engineering geology and associated environmental problems. Science and 

Geography courses at Key Stage 4. Also applicable to problem-solving modules in ‘A’ level or Vocational Science or 

Geology courses. 

Price: £4.95 

Please note - to claim ESTA member prices on the above items, you must enclose a copy of this 

advertisement or an ESTA order form, or simply mention your ESTA membership. 

ORDERS TO: Geo Supplies Ltd., 49 Station Road, Chapeltown, Sheffield S35 2XE. Tel: (0114) 245 5746 

Official orders will be invoiced. Cheques and postal orders should be made payable to Geo Supplies Ltd. 


36


Teachers’ Association 

www.esta-uk.org Registered Charity No. 1005331 

GRAIN SIZE SCALE 

Laminated cards specially printed for ESTA 

(6 x 9 cm credit card size). They show grains 

from coarse sand down to silt. 

30p each 

20p each for 20 to 99 copies 

100 copies or more £15 

1000 copies £100 

WORKING WITH ROCKS PACK: 

Folder of Teacher notes and worksheets; Christina’s Story 

- tale of a marble headstone; 16 postcards of building 

stones - for town and graveyard trails. 

KS1/2/3. £7.00 

ROCK, MINERAL & FOSSIL KITS 

1. ESTA MINERAL SAMPLES 

Boxed set of ten minerals (haematite, magnetite, 

galena, pyrite, mica, gypsum, calcite, halite, quartz & 

feldspar), plus steel nail, copper coin, streak plate, 

dropper botter & magnifier. Essential for use with 

activities in PEST 9 - MINERALS (copy included). 

Suitable for KS2/KS3. £15.00 

2. DIVERSITY OF LIFE - FOSSIL REPLICAS SET 

Boxed fossil replicas, selected to illustrate the 

diversity of life over geological time (dinosaur tooth, 

trilobite, ammonite, shark tooth, icthyosaur tooth, 

fish, sea urchin, coral, reptile footprint, seed fern, sea 

lily & shrimp). 

Produced by GEOU (Open University Dept of Earth 

Sciences) & includes detailed notes and a copy of 

PEST 1 - FOSSILS. 

Suitable for KS2/KS3/KS4. £16.00 

3. ESTA ROCK KITS - ask for details 

POSTCARDS 

1. THE FLOOR OF THE OCEANS 

(14 x 9cm) miniature version of wall map. 

25p each, 10 or more 20p each. 

2. BUILDING STONES 

A set of 16 postcards depicting building or 

ornamental stones to be found in towns and cities 

throughout the country. 

All at natural size. £3.50. 

MAPS AND WALLCHARTS 

1. GEOTHERMAL MAP OF THE UNITED KINGDOM 

Published by BGS 

This coloured chart consists of a map (scale 

1:1,500,000) showing the geothermal potential of the 

UK along with annotations describing the major sites 

and projects. Size approx. 80 x 80 cm. 

£4.00 per folded map 

2. THE FLOOR OF THE OCEAN 

published by Marie Tharp 

Useful for 11-14 Unit - Earth’s surface features. 

Specially imported by ESTA from the USA. Printed on 

laminated paper, a superb map showing the relief 

featues of the ocean floor in graphic detail. 

£14.00 per rolled map 

3. LE PUYS VOLCANOES (AUVERGNE) 

Published by the French Bureau of Geology and Mines 

and the Auvergne Volcanoes Regional Park. Useful for 

11- 14 unit - Magma. 

A folded geological map of the region at 1: 25,000 

scale colourfully illustrates the volcanic sites - £9.00 

An accompanying sheet of 16 postcards has been cut 

into 4-A4 sized sheets for easier mailing - £5.00 

Set of maps and photos - £13.00 

4. GEOLOGICAL MAP OF THE WORLD 

Published by OU/ESSO with help from ESTA. 

Including oceanic crust colour coded by age, 

beautiful! 100cm x 150 cm. Price £8.00. 

5. TARR’S WORLD SEISMICITY MAP 

(return of an old favourite). This large map (120cm x 

90cm) shows a distribution of the world’s major 

earthquakes - shallow, medium and deep focus. 

Magnitudes and dates are given for many. £5.00 

6. U.K. GEOLOGY WALL MAP 

One of Ordnance Survey series for KS2/3, published 

with help from ESTA. 

£4.00 paper, £12.00 laminated. 

Some earlier items are still available - please enquire 

ORDERS TO: Dave Williams, Corner Cottage, School Lane, Hartwell, Northampton, NN7 2HL E-mail: earthscience@macunlimited.net 

Official orders will be invoiced. Cheques and postal orders should be made payable to ESTA. Order forms avaliable from the ESTA Website 

N.B. All items are posted free of charge.

teaching - Earth Science Teachers' Association

Transform your PDFs into Flipbooks and boost your revenue!

Delete template?

Save as template ?