teaching - Earth Science Teachers' Association

teaching
EARTH
SCIENCES
National Museums of
Scotland Visit
A Presentation to
David Thompson
Geological re-assessment
of the rocks at
Mungrisdale/Raven
Craggs (Lake District,
Cumbria). Victoria Buck
Receives P T Carr Award
for her Research Proposal
Cash for Research:
The P T Carr Award
(call for further
applications)
The Geology Map of
Scotland Project –
Bringing Geology into
Scottish Primary Schools
Bowen’s Reaction Series
should not be Taught to
Introductory Geology
Students
Visiting Abandoned Mines
A High Performance
Seismic Amplifier
Massive Sea Surges
Triggered by the
Strongest Earthquake in
the World for 40 Years
Reliving Montserrat 1996
Volcanic Eruption and
Hurricane Disaster
A Field Trip to Ogmore by
Sea led by Geraint Owen
7th November 2004-11-18
News and Views
Reviews
Who were they The lives
of geologists
PEST 49
Magazine of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 30 ● Number 1, 2005 ● ISSN 0957-8005
www.esta-uk.org

Earth Science
Activities and
Earthquakes
Response to the
Science and
inquiry into the
14 - 19 year olds
Kingston 2001
Book Reviews
Websearch
ach
Mike Tuke
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 magazine 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.
Figures, tables and photographs must be referenced in the text, but sent as
separate jpeg or tiff files (see below).
To Advertise in
teaching
EARTH
SCIENCES
teaching
EARTH
SCIENCES
Your President
Introduced
Martin Whiteley
Thinking Geology:
Activities to Develop
Thinking Ski ls in
Geology Teaching
Recovering the
Leaning Tower of Pisa
Demonstrations:
House of Commons
Technology Commi tee
Science Cu riculum for
Se ting up a local
group - West Wales
Geology Teachers’
Network
Highlights from the
post-16 ‘bring and
share’ session a the
ESTA Conference,
ESTA Conference
update
News and Resources
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
References
Please use the following examples as models
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 26 ● Number 4, 2001 ● ISSN 0957-8005
arth Science
www.esta-uk.org
Beyond Petroleum:
Business and
The Environment in
the 21st Century John
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)
(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.
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 27 ● Number 1, 2002 ● ISSN 0957-8005
Telephone
Ian Ray
0161 486 0326
arth Science
achers’ Asso
www.esta-uk.org
(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.
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.
(not embedded in a Word file) Each figure must have a caption.
Photographs
Please submit colour or black-and-white photographs as originals. They are also
welcomed in digital form on disk or as email attachments: .jpeg format is to be preferred.
Please use one file for each photograph, to be at 300dpi. Each photograph
must have a caption.
Copyright
There are no copyright restrictions on original material published in Teaching Earth
Sciences if it is required for use in the classroom or lecture room. Copyright 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,
Cally Oldershaw
Email: cally.oldershaw@btopenworld.com
Tel: 07796 942361
WHERE IS PEST
PEST is printed as the
centre 4 pages in
Teaching Earth Sciences.

Magazine of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Editorial
A Presentation to David
Thompson
National Museums of
Scotland Visit
Victoria Buck Receives
P T Carr Award
The Geology Map of
Scotland Project –
Bringing Geology into
Scottish Primary Schools
Bowen’s Reaction Series
should not be Taught to
Introductory Geology
Students
Visiting Abandoned
Mines
A high performance
seismic amplifier
Useful Websites
Reliving Montserrat
1996 Volcanic Eruption
and Hurricane Disaster
GA Field Trip to Ogmore
by Sea led by Geraint
Owen 7th November
2004-11-18
News and Views
ESTA Diary
Reviews
Who were they The
lives of geologists
Cash For Research:
The P. T. Carr Award
(call for applications
PEST 49
Volume 30 ● Number 1, 2005 ● ISSN 0957-8005
www.esta-uk.org
TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
teaching
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
Cally Oldershaw
Tel: 07796 942361
Email: cally.oldershaw@btopenworld.com
Advertising
Ian Ray
5 Gathill Close
Cheadle Hulme
Cheadle
Cheshire SK8 6SJ
Tel: 0161 486 0326
Email: ianray@ray2003.fsworld.co.uk
Reviews Editor
Dr. Denis Bates
Institute of Geography and Earth Sciences
University of Wales
Aberystwyth
Dyfed SY23 3DB
Tel: 01970 617667
Email: deb@aber.ac.uk
Council Officers
Chairman
Martin Whiteley
Tel: 01234 354859
Email: mjwhiteley@yahoo.co.uk
Secretary
Susan Beale
Low Row, Hesket Newmarket,
Wigton, Cumbria CA7 8JU
Email: beales.lowrow@virgin.net
Membership Secretary
Hamish Ross
PO BOX 23672
Edinburgh EH3 9XQ
Tel: 0131 651 6410
Email: hamish.ross@education.ed.ac.uk
Treasurer
Maggie Williams
Email: maggiee.williams@tiscali.co.uk
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
4 Editorial
7 National Museums of Scotland Visit
Peter Kennett
6 A Presentation to David Thompson
Chris King
8 Geological re-assessment of the rocks at
Mungrisdale/Raven Craggs (Lake District,
Cumbria). Victoria Buck Receives P T Carr Award
for her Research Proposal
Victoria Buck
9 Cash for Research: The P T Carr Award
10 The Geology Map of Scotland Project – Bringing
Geology into Scottish Primary Schools
Diane Mitchell
12 Bowen’s Reaction Series should not be Taught
to Introductory Geology Students
Colin H Donaldson
14 Visiting Abandoned Mines
John Moseley
18 A High Performance Seismic Amplifier
Bernd Ulmann
21 Massive Sea Surges triggered by the Strongest
Earthquake in the World for 40 Years
Cally Oldershaw
23 Reliving Montserrat 1996 Volcanic Eruption and
Hurricane Disaster
Dr Tina Jarvis
25 A Field Trip to Ogmore by Sea
led by Geraint Owen
Susan Beale
26 News and Views
28 ESTA Diary
29 Reviews
32 Who were they The lives of geologists
By Cynthia Burek
teaching
EARTH
SCIENCES
Visit our website at www.esta-uk.org
Front cover
Bryce Canyon, US
©
Dr Stephen Laurence
Back cover
Trees and Hoodoos in Bryce Canyon, US
©
Dr Stephen Laurence
3 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Raising awareness
In November I attended the Geologists’ Association
Local Groups and Affilitated Groups meeting
at the National Museum of Wales in Cardiff on
behalf of ESTA, as ESTA is an affiliated group of the
Association. The Geologists’ Association (GA) has
almost 100 local and affiliated groups in total, of which
more than half were represented at the meeting,
including representatives from North Staffs, South
Wales, NW Wales, Somerset, Dorset, Devon, Bath,
Farnham, Hertfordshire, Chester, and Kent also
UKRIGS, Geology Trusts, and Rockwatch.
The Geologists’ Association (GA) was my neighbour
for nearly four years, in an office next to the office I had
in the basement of Burlington House (when I was the
Education and Parliamentary Liaison Officer for the
Geological Society). The GA has about 2,000 members
and publications include the Proceedings of the Geologists’
Association, field guides in the UK, Europe and
further afield, the GA Magazine and the Rockwatch Magazine.
Rockwatch is the geology club for children,
which is run under the auspices of the GA. You can find
out more about the GA and Rockwatch by checking out
their websites www.geologist.demon.co.uk and
www.rockwatch.org.uk
Back to the meeting – Robin Cocks (Geologists’
Association President) gave a welcome and introduced
the meeting. A number of issues had been raised in GA
Council and the GA sought the opinion of local groups
and affiliated groups. Local groups and affiliated groups
were also invited to suggest topics for discussion.
You may be interested to know that David Bone and
Geoff Swan are putting together an A4 guidance sheet
to raise awareness of the benefits of documenting temporary
exposures and the importance of doing so.
Although guidelines have already been published by
BGS and others, the GA guidelines will be aimed at the
amateur rather than professional and will include guidance
in how to write up information for publication e.g.
in GA proceedings, magazine, newsletter etc. Keep a
check in TES and the GA website for further details.
Another key concern that ESTA members share, is
that of health and safety on fieldtrips. I wasn’t aware
that ESTA, as an affiliated group, benefits from the GA
insurance package that covers fieldtrips and site visits.
Prior to visits, letters etc. can be provided which name
the individual group covered. ESTA members who are
involved with the GA, UKRIGS etc. are already working
in conjunction with QPA (Quarry Products Association),
English Nature and CCW (Countryside
Council for Wales) preparing guidelines for quarry
managers. I hope we will be able to publish an article on
this in a future issue of TES.
It seems that Bill French, who edits the GA magazine,
has the same editorial problems with articles
received, as I do with TES – particularly as a result of
the increased used of digital cameras. Points that were
raised and which I would like to reiterate are:
● Publishers cannot use emailed photos taken using
digital cameras, unless they are of the highest resolution.
Re-saving emailed photographs can also diminish
the resolution of the pictures. Photos must be
minimum 300 dpi and sent as jpg or tiff files only.
● Photographs and diagrams must be sent separately.
The publishers cannot deal with photos of diagrams
embedded in the text of a word document. It is best
to send one file with text and photos and diagrams
(to show placing of figs) and others with text and figs
as separate files.
● The best way to submit photos is to send negatives,
slides or prints, which can be scanned by the publishers
to retain resolution.
● Photos must be submitted well before the copy
deadline, as poor photo quality etc. noticed by publishers,
often causes delay and results in re-sending
or even re-photographing images in order that they
are suitable for publication.
Please don’t let this put you off submitting articles,
news or views – the magazine is for you and should
include your contributions as well as my own!
Looking to the future, several Earth science groups,
including the Geological Society, British Geological
Survey and Geologists’ Association are already planning
events as far ahead as 2007 and 2008. The Geological
Society will be celebrating its 200th year in 2007, and
the GA will be celebrating its 150th “birthday” in 2008.
It has been suggested that the GA have some “Earth
Alert” type event (Earth Alert 2000 Brighton, Earth
Alert 2002 Scarborough were both very successful, with
thousands of attendees including the general public).
Get your thinking hats on and get in touch if you have
any good ideas for events in your area.
The meeting I have mentioned, was a precursor to
the main events of the weekend – the GA and National
Museums and Galleries Wales GA Reunion and Cardiff
GeoFest. Susan Beale (ESTA Secretary) and I, manned
the ESTA stand throughout Saturday and then joined in
on the fieldtrips on the Sunday. I visited the Penarth
sands and collected a fabulous specimen showing ripples
and filled-in mudcracks, which I then used with a
group of teachers at a Science Learning Centre East of
England event – it proved a superb specimen to initiate
debate about “the order of events” and scientific evidence.
They were quite jealous and the Director of the
Science Learning Centre asked if they could keep it. I
thought it was too good a teaching piece to part with.
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4

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Susan visited Ogmore-by-Sea and has written this up
for TES (see page 25).
The ESTA stand was looking good with its new
brightly coloured banners and some new publications,
including the PEST resources “Working with Soil” and
“Working with Rocks”. Although these are aimed at KS2,
they are a useful resource for KS3. I also took along several
copies of TES to show the visitors.
Susan and I also tried our hands at introducing some
practical activities to the stand. We managed to involve
quite a number of the visitors in ‘making mountains out
of sand and flour’ (an ESEU practical based on an idea by
Duncan Hawley – who was there) and an occasional
‘brass rubbing’ of a fossil. The practical activities were a
great success and served to grab the attention of passersby
and involve them for several minutes, while they
asked questions and we talked geology – most then left
with an ESTA or ESEU leaflet to give to their schools.
Our main objective was to raise the profile of ESTA
in Wales, our second was to increase ESTA membership.
With this in mind – do please remember to keep a
look out in your area for prospective ESTA members
and keep a few membership forms at the ready, you
never know when you might have a chance to sign up a
new member. You can now download membership
forms from the website www.esta-org.uk
There were a number of Cardiff GeoFest activities in
addition to the GA meeting, but as both Susan and I
were busy doing our bit for ESTA, we didn’t have a
chance to sign up to the demonstrations, talks and
walks. Eric Robinson gave a Cardiff building stone
walk, which was highly praised by those who attended.
Stephen Edwards (who provided TES 29.3/4 ‘useful
websites’ see page 48) mentioned that he was asked to
give a keynote presentation as a result of the talk he gave
to the ESTA 2003 Annual Conference. Though we
missed some of the events, the weekend was a great
success and it was great to be able to represent ESTA.
If you are going on any fieldtrips (UK or abroad),
attending an Earth science meeting or another educational
event that might be of interest to our readers,
do please consider writing something for TES
(with photos if possible). If you have to write it up or
write a report for work anyway, how about amending
it for publication If you are not sure, or are concerned
that it won’t be long enough for an article,
then how about sending in a paragraph for the ‘news
and views’ section
Cally Oldershaw
Editor
National Museums of Scotland Visit
The ESTA visit to the Royal Museum/Museum
of Scotland began at the impressive Geological
Map of Scotland, constructed from
rock specimens sent in by schools all over the
country, to mark the Millennium. From then
on, two parties toured behind the scenes,
meeting briefly in the basement (mind your
head!). It was a privilege to handle meteorites;
to understand why a beautiful blue barite specimen
had to be taken out of the light to prevent
it fading any more, and to see the serried ranks
of the fossil cabinets. The temperature was so
high in the fossil store that the eurypterids
probably felt at home, but several ESTA members
visibly began to wilt!
The Museum is taking the bold step of shutting
its Geology section completely for several
years for a major revamp, involving shifting
hundreds of thousands of specimens to safe
storage. A bad enough job in itself, but the
Museum is subject to Government auditors,
who can descend at a moment’s notice and
demand to see any particular specimen. It’s a good job Ofsted haven’t thought of that one yet with regard to school pupils!
All in all, it was a most interesting trip, and thanks are due to Suzanne Miller and Diane Mitchell and colleagues.
Peter Kennett
PHOTO BY PETER KENNETT
5 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
A Presentation to David Thompson
From Ian Ray, a local geology teacher:
‘David has been an enormous
influence on so many teachers in the
Midlands and north west and so it is
difficult to do full justice to so great a
contribution to geological education in
the region as David’s.’
From Professor Mike Brooks, Ex-
Chair of ESTA, and Cathie Brooks,
ex-Professional Officer for Geology
at WJEC:
‘We both acknowledge the huge debt
of gratitude we all owe to David for
his immense contribution to
geological education.’
From Alan Morgan, Secretary and
Treasurer of the International
Geoscience Education Organisation:
‘There are small groups of geoscience
educators in every country who
believe that our future lies in better
education of students, greater
communication to the public at large
through outreach activities and better
communication with politicians.
Our subject area is vitally important
for the well-being of society on the
world stage. David Thompson has
been one such leader.’
After thirty seven years as a Council member, first of the Association of Teachers
of Geology and later of the Earth Science Teachers’ Association, David Thompson
has decided to step down. During his time on ESTA Council, David has made a
fantastic contribution to ESTA and to the cause of Earth science education in the
UK and across the world, and so ESTA decided that this moment should be
recognised formally. Thus, at the recent Christmas Social event of the North
Staffordshire Group of the Geologists’ Association (NSGGA), held in the
Department of Earth Sciences and Geography at Keele University on 9th
December 2004, David was presented with a geological map of part of the North
Stafford area dating from 1864, together with a folder of letters from people in
this country and overseas who wanted to celebrate the occasion.
Dr Peter Floyd, Chair of the (NSGGA),
first welcomed all visitors to the event,
who included a wide range of David’s
colleagues from the University Geology and
Education Departments, Professor Luis Marques
from Aviero University in Portugal,
Susan Brown from the Geologists’ Association
and Members of ESTA.
Then Chris King gave a brief summary of
David’s contribution to Earth Science education
over many years, as follows. Much of
David’s background was taken from a piece
published in Teaching Earth Sciences in 1989
by Mike Collins, John Reynolds and Alastair
Fleming to mark the end of his Presidency of
ESTA in that year, before he became an Honorary
Life member of ESTA in 1990.
● David came to Keele as an undergraduate
from Manchester Central Boys’ High
School
● He graduated and spent two years as a
meteorologist in the RAF
● He began teaching at North Manchester
High School for Boys
● While teaching, he undertook a research
MSc into the Triassic rocks of the Cheshire
Basin
● He was a founder member the Association
From Shankar, a leading light of
geoscience education in India:
‘You richly deserve this honour and
recognition for all that you had done
to the cause of Earth Science
Education.’
From John Macadam, ESTA member
and freelance consultant:
‘So many of us are in your debt. I feel
privileged to have been one of your
missionaries – or was it mafia – sent
out to spread geology as a science –
or was it the science – in schools.’
Sheet 72 NW – Stafford
Solid edition, hand coloured, one inch to one mile, Old Series Geological Map published by the Geological
Survey of Great Britain. The base map is a quarter sheet of the Ordnance Survey first edition topographic map
issued in 1837, with railways inserted to May 1890. The Geological edition was first published in January 1857,
with additional information added in March 1864. After further revisions, the Old Series Sheet 72 NW was
replaced by the colour-printed New Series Sheet 123, Stoke-upon-Trent, in two editions: 1902 [Drift] and 1906
[Solid]. The Cheadle Coalfield had its own Special Sheet, published in 1903 [Solid].
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6

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
of Teachers of Geology (ATG) at Keele in
1967. ATG later became ESTA and David
has been a Council member of ATG and
ESTA until now – 37 years
● David had moved to the Education
Department in Keele in 1972 – succeeding
one of the founding fathers of the NSGGA
– John Myers.
● He became assistant Editor and then Editor
of the ATG Journal – then virtually single
handed he edited and produced the
Journal, 4 issues per year, for 8 years.
● He was ESTA President between 1987 and
1989 at the same time as he was Chair of
the NSGGA (having previously been
NSGGA Secretary for 11 years).
● He was a member of the Geological Society
Education Committee, and served as
Chairman between 1980 and 1982.
● He was involved with A-level Examination
Boards, first with the Joint Matriculation
Board (JMB), later to become the Northern
Examination and Assessment Board
(NEAB). Later, he became reviser for the
Welsh Joint Education Committee Board
(WJEC) which he continues to this day.
● At GCSE level, he also served on Associated
Examinations Board (AEB) Advisory
Committee and on the West Midlands
Examinations Board Examinations
Council.
● He has been Associate Editor of Geology
Today and Chair of the Committee.
● He was convenor of the schools section of
the first International Geoscience Education
Conference (GeoSciEdI) in Southampton
1993, that has since been followed
by three more successful international
conferences.
● He retired from Keele in 1996 and handed
over his work in training science and geology
teachers to Chris King.
● David is a keen cricketer and footballer.
● He is a keen geologist and expert on the
local Triassic rocks.
● He is a keen historian of geology and geology
education.
● But above all – he is a keen educator –
handing on the wealth of his educational
experience to many trainee teachers and
colleagues in this country and abroad over
many years.
Friends and colleagues who were unable to
attend the presentation sent letters of congratulation
and highlights from some of these
appear below. There is still room in the folder
for more letters, so if you would like to
The map carries the following inscription:
Presented to David Thompson.
For his enormous contribution to the Earth Science
Teachers’ Association and to Earth Science education
in the UK and abroad over several decades.
From all his colleagues and friends in ESTA.
December 2004.
write or email a letter or note to Chris, he will
ensure that it finds its way into David’s folder
(Education Department, Keele University,
ST5 5BG, eseu@keele.ac.uk).
John Reynolds read highlights of letters
from ESTA and Geologists’ Association
members (Peter Kennett, Ian Ray, Graham
Worton, Roger Trend, Mike Brooks, Chris
Wilson, John Macadam, Eric Robinson) and
Chris read highlights of letters from other
colleagues of David (Peter Warren, Vic Mayer,
Alan Morgan, John Carpenter, Shankar,
Glenn Vallender, Nir Orion).
The map was presented to David by Professor
Peter Styles, President of the Geological
Society.
David responded with a short speech
thanking everyone for their kindness.
Thanks to Martin Whiteley, Dave Williams,
John Reynolds and Bernadette Callan for their
work behind the scenes and to NSGGA for
hosting ESTA’s event.
Reference
Collins, M., Fleming, A. & Reynolds, J.
(1989) David Thompson – an appreciation.
Teaching Earth Sciences, 14.2, 42.
From John Carpenter, Distinguished
Professor Emeritus of Geological
Sciences of the University of South
Carolina:
‘I have always had the greatest respect
for your contributions to
geoscience/Earth science education,
not just in the UK, but world-wide.’
‘But beyond your work, I respect you
also as a person. You have always
shown me the greatest kindness and
for that I am certainly appreciative.’
From Vic Mayer, Professor Emeritus
at the Ohio State University:
‘He is richly deserving of this award
for his service to Earth science
teaching, not only in England but
worldwide. He has had a tremendous
influence on Earth science teaching
through his professional
contributions but especially through
the professional friends that he has
made in many nations and the effect
that he has had on these people.’
From Glenn Vallender, a teacher in
New Zealand:
‘It was in November 1985 that I first
met you although your reputation
had gone well before you as the
foremost educationalist in teacher
training for the Earth Sciences.’
From Professor Nir Orion of the
Weizmann Institute of Science in
Israel:
‘For more than two decades people
have come to you from all over the
world, like pilgrims, to learn from
you about Earth science education.’
‘You succeeded not only in
influencing my mind, but many
others worldwide too. Your
kindness, warmth and unique
personality are imprinted in our
hearts. You touched us all David and
we love you.’
From Dr. Roger Trend, ex-Editor of
Teaching Earth Sciences:
‘Thank you for your total dedication
and your unstinting and scholarly
commitment to geoscience education
in all its facets, especially research,
and for continuing to be such an
inspiring mentor.’
7 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Geological re-assessment of the rocks at Mungrisdale/
Raven Craggs (Lake District, Cumbria). Victoria Buck
Receives P T Carr Award for her Research Proposal
BY VICTORIA BUCK, YORK COLLEGE
Congratulations
to Vicky on
receiving an
award from the
Peter Towsley
Carr bequest
(the P T Carr
Award). Vicky’s
final report will
be published in
a later issue of
Teaching Earth
Sciences.
Ed.
In October 2004 field week we experienced weather
conditions that required the use of our ‘emergency’
field day. This day, although operable, has not been
used before and was to a certain extent unproven as an
enquiry driven investigation for students. Nevertheless,
the students worked well and came up with some excellent
and surprising observations which led me to reconsider
my understanding of the outcrop within the broader
context of Ordovician/Silurian Lakeland geology. Subsequent
reading of published materials and discussions with
fellow geologists has not resolved the issues raised from
the students’ observations in the field. It is on this basis I
would like to carry out a detailed re-investigation of the
Mungrisdale/Raven Craggs outcrop, and subsequently
develop the findings into an enquiry based learning
resource that can be used for A Level students.
1.1 Context and Contribution
This work falls into two clear elements: the first is the
field and literature based study to try and resolve the
issues highlighted by preliminary observations in the
field. The second, the development of the site as an
enquiry based learning resource that requires students
to integrate basic geological field observations with
underlying principles to determine the geological history
of the outcrop (i.e. ordering geological phenomena).
Funding is requested primarily to facilitate the field
and literature based re-assessment of the outcrop within
a broader context of Lakeland Geology. However, as
the site lends itself well to the integration and development
of field based teaching and learning strategies, it is
this aspect that will form the basis of an ESTA publication
and presentation.
1.2 Primary Objectives
1. Re-assessment of the available published material.
2. Field Mapping of Mungrisdale and Raven Craggs.
3. Development of the outcrop as an enquiry based
learning field site.
1.3 Methodology
● Literature search of previous published material.
● Building on existing data sets acquire the field data at
a 1:5000 and 1:2500 scale (mapping) and produce fair
copy geological maps and cross sections based on the
Ordnance Survey digital data set.
● Acquire Geographical Positioning System (GPS)
data as necessary.
● Develop the enquiry driven field day and student
materials (focus on A Level initially).
● Trial the field day in the 2006 A2 residential fieldwork.
1.4 Approximate Schedule
The schedule is based on the projected available time
outside the contracted teaching hours of 2/3 hrs per
week plus alternate weekends. It is anticipated that the
majority of the field work will be carried out during the
academic holidays (half terms and summer vacations)
of 2005/6.
1.5 Expenditure
● Purchase of Ordnance survey digital data set for field
area (to be used with GIS packages Arc View and
IDRISI which I already own/hold licence for).
● Purchase of a hand held armoured Global Positioning
System (GPS) for field mapping.
● Assistance with travelling and subsistence (camp site
fees) to and from Lake District.
1.6 Dissemination of findings
Given the nature of the investigation, it is anticipated
that an interim report of the re-investigation will be forwarded
to the committee and, should it warrant, subsequent
publication in an appropriate journal. The
enquiry based field investigation and accompanying
student materials to be submitted to Teaching Earth
Sciences for publication and acceptance for presentation
at the Annual Conference 2006/7.
Continued on page 13
Month/Year
O N D J F M A M J J A S
2004/5 Literature search Field Mapping of the investigation area
2005/6 Development of enquiry driven investigative field day and student materials
Field trial of day and materials York College A2 Geology residential 2006
Additional field trial in partnership with Blencathra Field Centre, Lakes District.
2006/7 Report writing, publication and presentation to ESTA conference 2007
www.esta-uk.org
8

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Cash For Research: The P. T. Carr Award
(call for further applications)
In 1996 the late Peter Towsley Carr left a bequest of £3,000 to create an award to be administered by the Earth
Science Teachers Association (ESTA). The purpose was to fund geological research by practising schoolteachers.
Peter Carr was born in 1925, and began his working career
at High Duty Alloys in Slough. While working he studied
part-time at Chelsea Polytechnic for a geology degree
(with subsidiary maths) which he obtained around 1950. He
joined the staff of what eventually became Herschel School,
Slough, a technical high school, and remained there for the rest
of his career. Initially he taught both subjects to A-level, but with
only a small number of A-level geology students and an increasing
shortage of qualified maths teachers, the school eventually
decided that he was better() employed as a full-time mathematician.
His brother Alan thinks he understood their logic in
this, even if he was reluctant to agree with it.
Peter himself struggled to do a research project on the Lizard
in Cornwall, and was anxious that others might be funded in
such a project to enable a successful outcome without undue
financial difficulties. He died in February 1996.
Aim of the award
The aim of the award is to help to fund a practising schoolteacher
wishing to undertake geological research, or to enable
such a person to complete research already begun.
‘Geological research’ is here interpreted in a wide sense, to
include research into:
● an aspect of the geology of an area, particularly one local to
the teacher’s school;
● geological and Earth science education at all levels;
● the role of conservation in geology and Earth science;
● improving the use of geological collections in education;
● improving the public understanding of geology and
Earth science;
● the use of Information Technology in any of the above.
Finance
The legacy of £3000 has been invested to produce an income.
This income will be used to fund an award every THREE years.
It is anticipated that the award will usually be of the order of
£500, but this cannot be guaranteed.
Procedure for making the award
ESTA Council will delegate responsibility for administering the
award to a sub-committee which must include at least one from
the Chairman, Secretary or Treasurer of the Association.
Notice of the award will be publicised by the sub-committee
in Teaching Earth Sciences (or its successor journals) and by
other appropriate methods as decided by the sub-committee to
try to maximise the number of potential applicants. A deadline
for the receipt of applications will be set.
The sub-committee, with the approval of ESTA Council,
may suggest a specific area of geological research for which the
award might be made on a particular occasion. This discretion is
intended to allow the sub-committee to encourage research that
may be of particular value to geological education at a given time.
Applicants will be required to supply sufficient personal
details of their qualifications and experience, including previous
research if any, at least two referees who can attest to their
suitability to undertake research and receive the award, and an
outline of the research proposal in such format as the subcommittee
may from time to time determine. Applicants will
also be required to outline how the award will be used to
enable the research to proceed. The sub-committee will scrutinise
and evaluate the applications, and may ask to interview
applicants if it is felt to be necessary. The sub-committee’s
decision will be ratified by Council, and that decision will
then be final.
Wherever possible, the selection procedure will be timed to
enable an announcement and presentation of the award at the
Annual Conference of the Association, usually held in September.
No serving member of ESTA Council will be eligible for the
award, although an award-holder may later be elected or coopted
to Council without prejudice.
Expectations of the award-holder
The award-holder will be expected to...
1. undertake and complete the planned research project within
an agreed timescale, in general before the next award is due to
be made (normally three years);
2. keep the sub-committee informed of the progress of the
research by means of a brief annual report in a form specified
by the sub-committee;
3. inform the sub-committee without delay if a change in circumstances
may lead to a delay in completing the research
project within the agreed timescale, or to abandonment of the
project;
4. return such part of the monies awarded as the sub-committee
may determine to be reasonable should he or she fail to complete
the research project within the agreed timescale, or
within such extended timescale as the sub-committee may
grant at their complete discretion;
5. publish his or her work as a paper in Teaching Earth Sciences,
and present his or her work to members as a talk at an Annual
Conference of the Association.
Further details and application forms can be obtained
from Susan Beale, ESTA Secretary,
Email: beales.lowrow@virgin.net
9 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
The Geology Map of Scotland Project
Bringing Geology into Scottish Primary Schools
The Geology Map of Scotland Project was run by the National Museums of Scotland between
2000 and 2002. It was born from the desire to create a new display for the museum, and evolved
into the project it became from the equal desire to involve schools in Earth science.
DIANE MITCHELL
The display in a nutshell was to build a real-life
geological map of Scotland, using local rock from
across the country. Some preliminary discussions
with primary teachers and countryside rangers showed
that there was scope for a project that would help bring
the teaching of geology into Primary 6/7 level classrooms.
But beyond this, and thanks to the rangers, it
became clear that we could also get the pupils out on
fieldwork to collect rock for the map.
We publicised the project nationally by piggybacking
on the museum’s schools programme. This
is sent to local authorities and then onto every primary
school so we had no control over who the flyers
went to. We were however overwhelmed with the
interest. In the end, we had 128 schools sign up,
which included 8 high schools. In some cases it was
the head who signed up the school and in other cases
it was the class teacher.
We also had about 70 rangers sign up as being willing
to help. This was about 50% of those we contacted. In
Scotland, we have several organisations with rangers
and tracking down individual rangers to contact took
time as there was no comprehensive list. They were
very enthusiastic about the project, with one ranger saying
that it “made a great change from pond-life and
trees”. Not all the rangers were geology-minded, which
is why we gave the rangers the same information that
we gave the teachers. And armed with this information,
it seems that they did a great job and that the schools
really appreciated their help.
So with around 200 teachers and rangers involved,
we took a very big breath and set off. Resource packs
were produced which taught four independent
lessons: rocks, crystals, fossils and natural resources.
They were targeted specifically at the Scottish 5-14
Environmental Studies Guidelines Level D. This
meant that we could introduce the topics of Earth
structure and rock types etc. At this time fossilisation
was still in the curriculum, though sadly this has now
been removed. The packs also contained 9 rocks, a few
fossils & minerals and 250g of alum powder for a crystal
growing experiment. A mini-production line was
set up in the labs to compile the folders, assemble the
boxes and pack them up. They were then posted off
around October 2000, one to each school and ranger,
much to the dismay of the museum messengers who
had to process around 200 heavy-ish boxes!
Later, we sent an evaluation questionnaire to each of
the schools though only received a 20% response.
However, of those who responded, it appears that the
resource packs were used from Primary 4 though to
Secondary 2, and the majority of teachers had taught
most or all of the four units in the two terms remaining
in that academic year. We were pleasantly surprised at
this as we had expected there to be much less flexibility
in how the packs were used. Many of the comments we
received were very encouraging:
“Very enjoyable – having the ranger was the essential
ingredient.”
TEACHER, BRAEMAR PRIMARY
“It was most useful having the rock samples.”
TEACHER, STRATHDON PRIMARY
“Thoroughly enjoyed helping the pupils to learn and
learning myself something of an unknown topic. Userfriendly
pack made this possible even for me.”
TEACHER, ST. LUKES PRIMARY, KILWINNING
It would of course have been beneficial to have chased
up further evaluation. However, this was a one-off pro-
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10

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Scotland P1 P2 P3 P4 P5 P6 P7
Primary
S1
Secondary
S2
Age (years) 5 6 7 8 9 10 11 12 13
England and Wales 1 2 3 4 5 6
Primary
Year 7
Secondary
Year 8 Year 9
ject and our direct involvement with schools is otherwise
fairly limited. The usual lack of time and resources
was a negative factor and so at the time, it was not really
feasible to follow this up for more feedback.
The next step was to arrange the fieldwork, and I
cannot stress enough just how much help the rangers
were. In fact, without them, it would have been nearly
impossible to do this stage of the project. We linked
each school up with a local ranger and in most cases
were able to do this. Some rangers ended up with no
schools, whilst others had several. Overall though we
had a good geographical spread across the country.
The ranger liaised with the school to arrange the fieldwork
and then went along on the day generally to lead
the trip. Each ranger and teacher was sent details of the
rock type(s) we wanted from their area – restricted to
the basics – along with some details of their local geology
and a rock identification guide. Some rangers also
did fieldwork with their own children’s clubs for additional
rock contributions.
The size of group and length of time for fieldwork
varied greatly. This variety on the whole seemed to
depend somewhat on the enthusiasm of the ranger and
the locality of the school, i.e. rural schools had more
scope. We ended up with a 50% return rate of rocks.
The main reasons for schools not conducting the fieldwork
were changing teachers, lack of money for transport
and the coinciding outbreak of the Foot and
Mouth crisis. Nevertheless, we were yet again pleased
at what we feel was a healthy response for getting the
pupils out of the classroom.
In essence, the map is built mosaic-like and is based
on a simplified version of the BGS north sheet. The
classes had done exceptionally well in identifying the
correct rock types, although not all the pieces were suitable.
We did however make absolutely sure that at least
one rock was used from every school. We filled in the
gaps with rocks from our own collecting trips.
I’m going to gloss over the actual construction of the
map, partly because I’d run out of space, and partly
because the memories are still painful! Of course I joke,
but it was a major undertaking as we did not know of
any similar display that we could refer to. It was a steep
learning curve; we hit and overcame several obstacles
on route, but seeing the end result more than made up
for the long hours (and months).
The ‘map’ was launched by Prof. Aubrey Manning in
June 2002 and we were pleased that several classes and a
number of rangers who had taken part were able to
come along and join in the celebration. It’s 4m x 2.5m
and stands only 45cm high. It’s also tactile which means
that everyone, from adults and children, to wheelchair
users and the visually impaired can view it and feel the
differences in texture between the rock types. Each
school and ranger club who contributed rock is listed on
an adjacent acknowledgement panel. Since being
launched, it has become a popular exhibit with visitors
and has been a starting point for education facilitators
when taking school groups around the adjacent geology
gallery. It’s even been to the Scottish Parliament for a
two day Earth science education awareness event where
it was admired by passing MSPs.
It was a fantastic project to work on and proved to us
that primary schools can still take such projects to heart,
despite the gloomy stories we’re used to hearing in the
media. In all, in one academic year, around 2,800 pupils
were taught lessons from the resource packs and took
part in the project in one way or another. And as most
of the teachers who responded with feedback said
they’d use the packs in the future, we’re pleased that
we’ve been able to help promote Earth science in Scottish
schools.
For those of you who are interested in know more,
contact Diane Mitchell on (0131) 225 7534 or
d.mitchell@nms.ac.uk.
Diane Mitchell, National Museums of Scotland
It was a
fantastic
project to
work on and
proved to us
that primary
schools can
still take
such projects
to heart,
despite the
gloomy
stories we’re
used to
hearing in
the media.
11 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Bowen’s Reaction Series should not be
Taught to Introductory Geology Students
COLIN H DONALDSON
It is over 80 years since Bowen introduced the reaction principle to igneous petrology, emphasising
the role of various concurrently operating crystal-liquid reaction series during magma
crystallization. From the principle he argued that fractional crystallization caused by the prevention
of reactions, e.g. by settling of crystals to isolate them from melt, is the main reason why suites of
volcanic rocks commonly show a variety of related compositions, i.e. are differentiated.
Colin H Donaldson
These are key ideas in igneous petrology. Generations
of students have usually been taught them
with reference to the reaction series diagram that
Bowen published in 1922 and which is re-examined in
his 1928 book, The Evolution of the Igneous Rocks.
For a variety of reasons it will be argued that beginning
students of geology should not be introduced to
Bowen’s reaction series diagram. These include:
● Weakness in or fear of chemistry means that many
students do not understand the concept of reaction;
these students cheerfully accept that olivine changes
to pyroxene but cannot grasp why this happens, and
they are puzzled as to why quartz does not react.
● Magma is not a familiar substance and hence its
chemical behaviour on cooling is not intuitive –
that means students readily erect false impressions/understanding
of how crystallization influences
magma composition.
● Language problems complicate understanding (such
as the confusion wrought by the terms continuous
reaction and continuous zoning).
● While some can grasp the meaning of a continuous
reaction, most students are especially puzzled by
‘discontinuous reaction’.
● The Bowen diagram is a simple representation of
what happens in nature and readily leads to misunderstanding,
such as the common student suggestion
that “all magmas initially crystallize olivine”.
● These days just providing a survey of geology leads
to a very full syllabus in introductory courses – the
time does not exist at this stage to develop descriptions
and explanations of crystal-liquid reaction and
of why the prevention of reaction by fractional crystallization
causes differentiation.
It is proposed that detailed explanation of how magma
composition evolves by fractional crystallization should
be delayed until second year of an undergraduate degree
when magma is a more familiar geological material and
chemical confidence has been developed.
On the other hand, new students should be introduced
to the concept that a suite of lavas does normally
vary in composition according to a pattern, and to the
idea that this is due to differentiation involving extraction
of crystals from a magma. They should be persuaded
that crystal extraction will do this. A means of
convincing a class is take an analogue which students
can relate to. A solution of common salt in water works
well as a ‘mind experiment’. Students can represent for
themselves on a scale from 100% NaCl to 100% H2O
how the composition of the remaining solution evolves
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
during cooling as salt crystals grow and settle. They can
also grasp the important distinction between a ‘magma’
consisting entirely of liquid and one consisting of liquid
+ crystals; that should lead to an understanding of why
removal of crystals from contact with liquid changes
the composition of the remaining ‘magma’.
A solution of copper sulphate and magnesium sulphate
in water provides a more advanced example. The
influence on residual composition of the solution by successive
crystallization of, say, copper sulphate followed by
copper sulphate and magnesium sulphate can be represented
on a triangular plot (CuSO 4 – MgSO 4 – H 2 O). By
analogy, this reveals how residual magma can be expected
to evolve in composition as a result of progressive
solidification and isolation of crystals, even re-producing
the kinks in chemical plots of lava suites arising when a
second mineral joins in the solidification.
From that base of understanding, in the following
year the concepts of crystal-liquid reaction and the
effects of their prevention during fractional crystallization
on residual melt composition can be added.
In summary, instruction in the theory of magma
evolution by fractional crystallization requires a stepby-step
approach over at least 2 years to the crystallization
of magma. At the end of instruction, the Bowen
Reaction Series diagram might be shown. Ideally, that
would follow consideration of a few simple phase diagrams.
Introduction of the reaction diagram must be
accompanied by Bowen’s own strong warnings that it is
‘oversimplified’ and does not have ‘rigid accuracy’.
Colin H Donaldson,
School of Geography-Geoscience,
University of St Andrews, Fife KY16 8AL
Email: chd@st-andrews.ac.uk
Request for copies of Powerpoint presentations given at
the ESTA conference by Colin Donaldson (TES 30.1)
Tony Prave (TES 29.3/4) and Ed Stephens (TES
29.3/4), should be addressed to Mrs Debbie Thompson,
School of Geography and Geosiences, University of St.
Andrews, Irvine Building, North Street, St. Andrews,
Fife, KY16 9AL. Email: dmt4@st-andrews.ac.uk
Geological re-assessment of the rocks at Mungrisdale/Raven Craggs (Lake District,
Cumbria). Victoria Buck Receives P T Carr Award for her Research Proposal Cont.
1.7 References
Buck, V. A. (2003) Review of some theories of field based
learning in geography and geology. (Unpublished PGCE
report, Greenwich, London)
Groves, B (1989) A survey of GCSE geology teachers
and their attitudes to fieldwork Teaching Earth Sciences;
Journal of the Earth Science Teachers Association 14.2: 46- 50
Hawley, D. (1996) Changing Approaches to teaching
Earth-science fieldwork: pp 243-253 in Stow, D. A. V &
McCall, G. H. J (eds) Geoscience Education and training
in Schools, Universities, for industry and Public Awareness
Rotterdam: A.A Balkema
King, H (2001) ed. UK Geosciences Fieldwork
Symposium: Proceedings
Lakeland Rocks and Landscapes: A field Guide,
The Cumberland Geological Society
Moseley, F (1990) Geology of the Lake District,
The Geologists Association, London.
Victoria Buck – York College
Vbuck@yorkcollege.ac.uk
For further details about the P T Carr Award and
how you can apply for some cash for your research
see page 9 Ed
13 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Visiting Abandoned Mines
Old mine workings are a common feature in parts of upland Britain. Some, such as those deep in the
Aran Mountains of north Wales, are in very remote places, and sometimes only traces of workings
remain. Other disused mines, for instance Snailbeach in the Ordovician Shelve Inlier and Llangynog
on the southern edge of the Berwyn Mountains are far more accessible. Care should always be taken
when visiting these abandoned industrial locations, although many sites have been made safe by
local county councils, Forest Enterprise and private owners. Some mines are open to the public, and
Clearwell Caves, a source of iron ore in the Forest of Dean, the Llywernog silver – lead mine, near
Aberystwyth, and the Sygun copper mine at Beddgelert are some examples of those worthy of a
visit. These fascinating locations are a valuable educational facility for all academic levels, providing
rich geological material and items of archaeological interest.
JOHN MOSELEY
Left:
Model of
Snailbeach Mine
in the
interpretation
centre.
Right:
The entry to
Snailbeach Mine
Why visit old mines
Mineral veins are rarely well exposed in the field and
not usually accessible for examination in working
mines, or derelict mines sealed for safety. Spoil tips provide
this vein material for examination. The enjoyment
of searching out good mineral samples is an occupation
that appeals to most ages. For primary age children
especially the fun of collecting good specimens of
attractive minerals in an organised way can be the trigger
for a life long interest in earth sciences. An ideal safe
site to search for minerals is the reclaimed Snailbeach
Mine (Figure 1, SJ373022) 17 kilometres southwest of
Shrewsbury on the eastern section of the Shelve baritesulphide
orefield (Figure 2). For many years I used the
Snailbeach, and adjacent Pennerley (SO353988) and
Myttonsbeach mine (SJ368000) sites, as part of A-level
residential fieldwork in south Shropshire. Rather than
allowing visits to mine sites simply to become a hunt
for minerals, I developed the following observation and
discussion pathway. This can be applied to any safe site
with accessible spoil material.
1 Collection and identification of economic and
gangue minerals and the host rock
The Snailbeach spoil tip yields excellent specimens of
quartz, barite, calcite, sphalerite and galena, as well as
small amounts of pyrite, chalcopyrite and malachite,
while cerrusite, calamine and pyromorphite have also
been reported (Toghill 1990). A-level or undergraduate
students collect and identify minerals utilising the diagnostic
criteria of cleavage, streak, density and crystal
form. Sphalerite, galena and barite were the main economic
minerals. The host or country rock for the
Shelve barite-sulphide orefield is the Ordovician Mytton
Flags Formation, that comprises shales, mudstones,
siltstones and greywacke sandstones. The Snailbeach
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
vein material reveals angular fragments of host rock
strongly cemented by the main minerals listed above.
This suggests mineralized fault breccia. The structural
control of mineralization is discussed later.
2 Crystallography
The Snailbeach spoil tip provides mineral specimens
that show good crystal development, especially cubic
galena and hexagonal quartz crystals, the latter displaying
hexagonal columns and pyramids. These are an
excellent aid to enhance the understanding of crystallographic
principles. A good crystal specimen collected in
the field is a far more stimulating way of investigating
interfacial angles and crystallographic axes than examining
plastic models in the laboratory. Maybe crystallography
isn’t so bad after all!
3 Abundance of essential metallic elements
After students have collected specimens of economic
minerals emphasise how many important metals make
up only a trace (

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Collecting minerals
Headgear above
George’s shaft
clearly fault breccia, the angular fragments of the host
Mytton Flags Formation are cemented by the minerals
.Students should recognise a structural control of the
mineralization with faults acting as lines of weakness,
and channels along which mineralizing solutions
migrate. The intensity of faulting of the Shelve Inlier is
considerable. The inlier is bounded to the east by the
Pontesford Lineament (Woodcock 1984) and is dominated
by strike-slip duplex systems associated with the
Welsh Borderland Fault System (Lynas 1988). The discussion
on controls of mineralization could be extended
by visiting the well-known Stiperstones ridge, 4
kilometres south of Snailbeach. Parking is available at
the site of the Bog mine (SO357978) or next to the
minor road (SO369976) to Bridges (Allbutt, Moseley,
Rayner and Toghill 2002). The Stiperstones Quartzite
Formation intriguingly doubles up as a barrier to the
mineralizing fluids that precipitated the primary baritesulphide
deposits, but also acts as a recipient to very
small scale secondary deposits.Underground workings,
now inaccessible, show that the barite-sulphide veins
die out at the top of the Stiperstones Quartzite (Dines
1958), while traces of hematite, malachite, azurite and
bornite have been found staining fractures in this unit
100 metres south (SO367985) of Manstone Rock
(Moseley 1994).
Students reasonably suggest that the secondary copper
minerals were most probably derived from the
weathering of the small amounts of chalcopyrite in the
overlying barite-sulphide deposits. The origin of the
hematite may be quite different. Silica rich rocks in
south Shropshire show evidence of hematization. This
is possibly attributable to a former Permo-Triassic redbed
cover. The susceptibility of limestones to mineralization
is mentioned above, but with the tendency of
some sandstones to be mineralised, this raises the possibility
in certain areas of mineralogically more simple
rocks being preferentially mineralised. Are there other
examples of this trend In Charnwood Forest, Leicestershire
the Precambrian Charnian Supergroup is overlain
by red Triassic breccias and sandstones The more
silicic Charnian rocks, quartz-arenite sandstones and
rhyolitic volcanics are hematised, less acidic volcanics,
pelites and immature sandstones are not.
6 Mining and mineral processing
At Snailbeach levels were driven from a main shaft.
Winzes, which are underground shafts, were developed
from the levels. Ore, won from stopes, was carried
along the levels in wagons, and winched to the surface
in large wrought iron barrels called kibbles. Drainage
problems in the Shelve mines were overcome by digging
horizontal adits.
Having recognised earlier the contrasting densities
of gangue and economic minerals students should
appreciate the significance of this property in the separation
processes. After fine crushing separation utilised
buddles and jiggers to wash away less dense gangue
material. This left the more dense galena as the concentrate
ready for smelting.
7 History
Providing time is available a look at the historical development
of a mine is always worthwhile. Snailbeach mine
boasts a fascinating history (Brook and Allbutt 1973)
Lead mining started in Roman times, peaked in the
1850’s and finally ceased in 1911. Barite extraction con-
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
tinued until 1955. From 1863-1895 a smelt mill operated
at Snailbeach, and a narrow gauge railway ran from
the mine, to transport smelted lead, and after 1895 lead
ore to the railhead at Minsterley. The Snailbeach site was
reclaimed by Wardell Armstrong Ltd. during 1993 and
1994 which included disposal of tips of white smelt
waste. Although this and other sites are now safe visitors
to the area should be aware that shafts and open adits still
exist and appropriate care should always be taken.
8 Further details of the Snailbeach Mine site
The Snailbeach Mine site is managed by Shropshire
Mines Trust on behalf of Shropshire County Councils
Countryside Services, and has an Interpretation Centre,
which gives an excellent insight into the lead mining
industry in south Shropshire. For more
information,including booking parties for surface and
underground tours visit the Snailbeach website on
www.ap.pwp.blueyonder.co.uk/sbeach/sbeach.htm.
John Moseley
Dingle Nook, Shirley Lane
Longton, Preston PR4 5NJ
john@dinglenook.freeserve.co.uk
References
Allbutt, M., Moseley, J., Rayner, C.& Toghill, P. (2002)
The Geology of South Shropshire. Geologist’s Association
Guide. 27, pp. 116.
Brook, F.& Allbutt, M. (1973) The Shropshire Lead
Mines. pp. 92. Moorland Pub., Staffs.
Dines, G. G. (1958) The West Shropshire Mining Region Bulletin
of the Geological Survey of Great Britain. 14, pp. 1-43.
Lynas, B.D.T. (1988) Evidence for dextral oblique-slip
faulting in the Shelve Ordovician Inlier, Welsh Borderland:
implications for the south British Caledonides.
Geological Journal, 23, pp.39-57.
Moseley, J. (1994) The Origin and Significance of the
Hematisation of Silicic Rocks of Precambrian and
Ordovician age in South Shropshire. Mercian Geologist.
13(3), pp. 111-115.
Pattrick, R.A.D.& Bowell, J.R.(1991). The genesis of
the West Shropshire Orefield: evidence from fluid
inclusions, sphalerite chemistry, and sulphur isotope
ratios. Geological Journal. 26, pp.101-115.
Toghill, P. (1990) Geology in Shropshire. Swan Hill Press,
Airlife Publishing, Shrewsbury. pp. 188.
Woodcock, N.H. (1984) The Pontesford Lineament,
Welsh Borderland. Quarterly Journal of the Geological Society
of London. 141, pp. 1001-1014.
Top:
Locomotive shed
Bottom:
Compression
engine House
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
A high performance seismic amplifier
BERND ULMANN
The purpose of this article is to describe a simple but powerful amplifier with remarkably low drift
to be used in conjunction with electromagnetic seismometers. Due to its reliability and ease of
construction the amplifier is especially well suited for educational purposes.
Figure 1
A simple Lehman
type seismometer
One of the first seismometers nearly every amateur
will build is one which is frequently used
in schools, universities, etc., for geophysics
seismology instruction. It is a device that consists of a
horizontal pendulum, like the Lehman type seismometer
shown in figure 1 (cf. [2 ]). Typically these devices
use a magnet moving in a coil as the pickup mechanism.
Whenever the pendulum detects a seismic wave its
tip will move relative to the coil mounted on the pendulum
base plate. Thus the magnet will move inside
the coil and induce a voltage proportional to the relative
speed of the moving magnet with respect to the coil:
U ind ~ x (x denotes the position of the magnet).
Since the induced voltage U ind is proportional to the
speed of the magnet it tends to become minuscle for
very low frequency waves, as they are the result of teleseismic
events. So it is necessary to employ a very high
gain amplifier to amplify U ind to values which can be
post-processed with a computer based AD-converter
system or a simple x/t-recorder.
Since it is possible and quite common to build horizontal
seismometers with eigenperiods of as low as 15
seconds and less, the amplifier should be a DC coupled
device, as high pass filters with a roll off of 15 or 20 seconds
tend to be very bulky due to the necessary large
capacities. As high gain is necessary it is important to
use an amplifier design with very low drift. This is
because changes in ambient temperature and component
aging will drive the amplifier into saturation, making
accurate measurements impossible.
Another point worth consideration is amplifier noise
– the self noise of the seismometer is negligible since, as
a purely passive device, such noise is completely of ther-
mal origin, meaning that the noise generated by the pickup
system does not increase with lower frequencies. The
amplifier as an active system does indeed generate
increasing noise at lower frequencies, therefore it is crucial
to use very low noise components in its design.
The author has used an amplifier such as the one
described below, and found it to function properly for
the past two years, in spite of its being in an adverse
environment with wide temperature variations. Only
once during this period has an offset adjustment been
required. Even with a selected amplification of 70000
the drift has been negligible.
The cost to build this amplifier is well below 50 USD.
The labour involved is approximately six to eight hours,
depending on one’s expertise with a soldering iron.
2 The amplifier
The amplifier is composed of four building blocks,
which are described in detail in the following sections.
2.1 The input stage
The first stage the signal to be amplified reaches is the
input stage, which is shown in figure 2. The large 10M
resistor ensures that the high impedance input of the
operational amplifier is not saturated by stray currents if
the input is left open.
The switch S1 can short circuit the input of the
amplifier to ease the offset adjustment procedure while
the two antiparallel silicon diodes 1N4148 provide – in
conjunction with the 47k resistor of the input network
– some additional over voltage protection.
The operational amplifier is connected in a noninverting
configuration with an overall amplification of
approximately 100. Since the amplifier employs a completely
DC coupled design, it is crucial that drift is kept
at a minimum at the input stage requiring the use of a
chopper stabilized amplifier like the MAX430 (cf. [1 ])
shown in figure 2. This integrated circuit has a remarkably
high stability but at the cost of some very low frequency
noise being generated. This noise is inversely
proportional to the chopping frequency of the operational
amplifier and thus lies in the range of some 10 -2
to10 -3 Hertz. This is negligible considering the eigenfrequency
of the seismometer itself. If necessary this
very low frequency noise may be filtered out digitally in
a later processing stage.
2.2 The low pass filter
After passing the input stage with its amplification fac-
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18

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Figure 2
The input stage
Figure 3
The four pole
Butterworth low
pass filter
tor of about 100, the signal is filtered by a Butterworth
low pass filter of order four with a cut off frequency of
10Hz. This is necessary to eliminate noise from power
lines and other sources. Such noise is unavoidable
when using electrodynamic sensors.
This low pass filter is shown in figure 3 – essentially
consisting of two double pole filters connected in series
but with slightly different passive component dimensions.
2.3 The main amplifier
After being amplified by a factor of 100 and low pass filtered
the signal reaches the main amplifier shown in
figure 4. Amplification may be selected by means of a
twelve position rotary switch, from factors of one
through 700. This results in a total amplification range
of from 100 to 70,000.
Since the signal fed into this stage is very drift free
and has already been amplified by a factor of 100 it is not
necessary to use an expensive MAX430. Here again.
experimentation has revealed that a cheap TL061 performs
very well at this stage of signal processing.
When the amplifier is switched on it should be
allowed to adapt to its environment for at least half an
hour before the necessary offset adjustment is performed.
This is especially important if the device is to
be used for something more than simple demonstrations.
To accomplish this input is shorted by switching
on S1. Then the output is adjusted to as close to 0V as
possible via the offset potentiometer shown in figure 4.
This adjustment should be made with the maximum
amplification selected.
The output stage consists of a single operational
amplifier used as an impedance converter, which is protected
by a 33 Ohm series resistor.
2.4 The power supply
Although the power supply shown in figure 5 is simple,
it is important to adequately satisfy the requirements of
the amplifier. Since the circuit needs dual supply voltages
of +5V and -5V the power supply consists of two
monolithic voltage regulators 7805 resp. 7905. These
regulators are protected by reversed diodes, which
allow no back currents in case of shorting the inputs.
It is crucial to feed the seismic amplifier from a stabilized
voltage source! Using a simple transformer with
Figure 4
The main amplifier
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Figure 5
The power supply
Figure 6
The interior of the
completed seismic
amplifier
rectifier bridge and filtering capacitors will not work
well since the amplifier will amplify the ripple of the
input voltage fed to the 5V regulators which will be
very visible in the output signal1.
Even using shielded power cabling will not result in
a clean output signal so it is very important to feed the
5V regulators with a prestabilized voltage of 12V
for example. If this is not possible a battery supply
should be used as the power source. For the same reasons
it is not possible to install a transformer in the
same enclosing as the amplifier.
3 Construction
Construction of the amplifier is not difficult. The most
important consideration is good shielding of the device.
The amplifier should be mounted inside a metal case
with good grounding. Picture 6 shows the prototype
implementation of the device.
At the lower edge of the picture the voltage stabilizers
can be seen. The input stage is on the upper left, the
Butterworth low pass filter on the upper right. The
main amplifier with its resistor networks and the output
impedance converter are located in the middle of
the circuit board.
4 Conclusion
This amplifier has proven to be simple in construction
and reliable in operation.With it, along with a very simple
oil damped Lehman seismometer, numerous teleseismic
events have been successfully recorded – the
last one being an earthquake of magnitude 5.5 near the
east coast of Honshu, Japan, on April 3rd 2004,
23:02:05. This is even more impressive since the seismometer
is located in Germany – quite far away from
Japan. In most cases, earthquakes of magnitude six and
larger can be recorded.
The amplifier has shown no noteworthy drift during
the last two years of its usage and another device of the
same design has been used very successfully in demonstration
setups involving geophones and other electrodynamic
sensors.
Bernd Ulmann (Germany)
ulmann@vaxman.de
Aknowledgements
The author would like to thank Karen and Scott Kelbell
for proofreading this paper and for many invaluable
suggestions and corrections. He also would like to
thank Rikka Mitsam for drawing figure 1.
References
[1]
MAXIM, “MAX430 – 15V Chopper-Stabilized
Operational Amplifier”, 19-0904, Rev. 2, 8/98.
[2]
Jearl Walker, “How to build a simple seismograph to
record earthquake waves at home”, in Scientific American
Magazine, July 1979.
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20

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Massive Sea Surges Triggered by the Strongest
Earthquake in the World for 40 Years
CALLY OLDERSHAW
This is just one of the many headlines that covered papers and magazines recently. Christmas and New Year
was over-shadowed by the terrible disaster in Asia in which hundreds of thousands people lost their lives and
many more were injured or made homeless. Exact numbers of people killed, injured or missing in the countries
hit, are impossible to confirm. Websites are a useful resource for finding more about the science of tsunamis.
Natural disasters are part of the Earth sciences, but
whether you are discussing tsunamis as part of
the geology syllabus, science, geography, citizenship,
religious studies or any other part of the curriculum,
the following websites may be helpful to give
an insight into the science of these underwater earthquakes
and the resulting tsunamis.
Whether you planned to cover natural disasters or
even tsunamis in your classroom this month, it may be
just the right time to cover not only the science, but
other issues such as risk and hazard, trauma, policies
and strategies to cope with disasters, moral and ethical
issues and global responsibilities – class projects, discussions
and debates can be built around the Earth science
phenomenon which is usually restricted to just a
small part of the curriculum.
Newspaper articles, television programmes and
news items, books and personal experiences can be
used to enhance the learning experience, while research
using websites can give up to the moment news, views
and more:
The main television channels have websites with
news pages and related links in the UK and worldwide:
www.bbc.co.uk
www.itv.com
www.channel4.com
www.bbc.co.uk/science/hottopics/naturaldisasters is a
related site, which gives background information on various
natural disasters, including tsunamis (incorrectly
referred to as tidal waves). The quiz and vote are an interesting
addition and can be useful to initiate classroom
discussion on issues such as risk and hazard as well as
one’s feelings of safety at home or on holiday etc.
Natural Disasters
● Keypoints
● Earthquakes
● Volcanoes
● Tornadoes and hurricanes
● Floods and storms
● Tidal waves and droughts
● Could natural disasters devastate Britain
● Quiz: What do you know about disasters
● Vote: Do you feel at risk
● Timeline of events
Links from this page include pages on the Horizon
programme of October 2000 called ‘Mega-tsunamis’,
where the question ‘Could a huge landslide in the
Canaries cause a tsunami big enough to wipe out New
York’ was explored. A summary, photographs and a full
transcript of the programme can be viewed.
For an information sheet that can be downloaded
for use in classrooms at all levels, download the
Tsunamis title in the Earth in Our Hands series written
by Cally Oldershaw www.geolsoc.org.uk, then
type EIOH in the search box. Hard copies can be
requested from the Geological Society on telephone
020 7434 9944. The information sheet introduces the
topic in clear, easy to understand language, gives clear
definitions, facts and figures and lists useful contacts
and websites for further research.
You may have seen Bill McGuire giving live interviews
on the television and commenting on the science
of tsunamis. Bill McGuire, Simon Day and others at
the Benfield Hazard Research Centre (based in University
College, London) research natural hazards
including tsunamis. The website www.benfieldhrc.org/
SiteRoot/tsunamis defines tsunamis as:
● Large, potentially destructive sea waves, most of
which are formed as a result of submarine earthquakes,
but which may also result from the eruption
or collapse of island or coastal volcanoes and the formation
of giant landslides on marine margins.
BHRC research focuses on:
There are sections on:
● Assessment of global tsunami hazard and risk
● Tsunami hazard and risk in the North Atlantic Basin
● Mega-tsunami formation due to the lateral collapse
of ocean island volcanoes
Roger Musson (British Geological Survey, Murchison
House, Edinburgh) has also been called upon by the
media to give his views on earthquakes and tsunamis.
See www.earthquakes.bgs.ac.uk/ for information on
the recent magnitude 9.0 earthquake of 26 December
2004 near Northern Sumatra. There is also information
about UK earthquakes, hazards and facts and figures
worldwide.
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
To find out more about what the Government is
doing, check out the Department for International
Development site on www.dfid.gov.uk/news/files/emergencies/asian-earthquake-help.asp.
UK taxpayers are
already contributing through the £50 million that DFID
has pledged to help the victims of the earthquake. The site
links to organisations such as charities and other aid
groups, working in the international development field
and gives information about the Disasters and Emergencies
Committee.
There are a number of useful links from the Education
Guardian site http://education.guardian.co.uk/netclass/schools/geography/0,5607,97536,00.html
also
see http://news.scotsman.com/latest.cfmid=3928254
for a printer friendly article ‘Deadly Waves with A History
of Destruction’ in the News Scotsman which gives
some background information about tsunamis and lists
some of the most destructive tsunamis. References to
tsunamis (or tidal waves as they were known) go as far
back as ancient Greece and Rome, including a wave that
shook the Eastern Mediterranean on July 21, 365, killing
thousands of residents of Alexandria, Egypt.
Other notable tsunami this century include:
● July 17, 1998, an offshore quake triggers a wave that
strikes the north coast of Papua-New Guinea killing
some 2,000 people and leaving thousands more
homeless.
● Aug. 16, 1976, a tsunami kills more than 5,000 people
in the Moro Gulf region of the Philippines.
● March 28, 1964, Good Friday earthquake in Alaska
sends out a wave swamping much of the Alaskan
coast and destroying three villages. The wave kills
107 people in Alaska, four in Oregon and 11 in California
as it sweeps down the West Coast.
● May 22, 1960, a wave reported as up to 35 feet high
kills 1,000 in Chile and causes damage in Hawaii,
where 61 die, and in the Philippines, Okinawa and
Japan as it sweeps across the Pacific.
When looking to websites further afield, try
www.geophys.washington.edu/tsunami/intro.html
The site includes general tsunami information:
● Alaska Tsunami Warning Center: Near real-time
tsunami informational bulletins.
● The Physics of Tsunamis: How is a tsunami generated
and how does it propagate
● A Survey of Great Tsunamis: How have tsunamis
affected humans
● The Tsunami Warning System: How are people in
coastal areas warned about tsunamis
● Tsunami Hazard Mitigation: How can you protect
yourself from a tsunami
Tsunami survey and research information:
● Recent Tsunami Events: Multimedia documentation
of recent, significant tsunamis.
● Tsunami Research: Information about ongoing
tsunami research.
There are also links to related websites that deserve a
visit. They include:
● Tsunami Data Resources: Including the Science of
Tsunami Hazards, which includes over 15 links to
tsunami related websites, plenty of information and
is maintained by the International Journal of the
Tsunami Society.
● Tsunami Hazard Mitigation and Emergency
Resources: Including hazard mitigation plans for
Hawaii and the fact sheet on tsunamis, provided by
the US Federal Emergency Management Agency.
● Miscellaneous website tsunami-related resources:
Including ‘Killer Waves’, Dr Bob’s Interesting Science
Stuff – content aimed mainly for a young audience
and also the Pacific Tsunami Museum, which is
devoted to education for the people of Hawaii and
the Pacific Region and is intended to serve as a living
memorial to those who lost their lives in past tsunami
events. There is also a site with information about
tsunamis caused by asteroid impacts.
The US Geological Survey (USGS) website
http://quake.usgs.gov/tsunami has general information
on how local tsunamis are generated by earthquakes as
well as animations, virtual reality models of tsunamis,
and summaries of past research studies. The USGS collaborates
with the tsunami research group at the
National Oceanic and Atmospheric Administration
(NOAA) – The Tsunami Research Programme of the
Pacific Marine Environmental Laboratory (PMEL)
www.pmel.noaa.gov/tsunami/home.html. The PMEL
seeks to mitigate tsunami hazards to Hawaii, California,
Oregon, Washington and Alaska. Research and development
activities focus on an integrated approach to
improving tsunami warning and mitigation. As part of
this effort under the National Tsunami Hazard Mitigation
Program, the USGS has upgraded the seismograph
network and communication functions of the west
coast tsunami warning system (termed CREST – Consolidated
Reporting of EarthquakeS and Tsunamis).
So, whether you are teaching geology, geography,
science or another subject and whether you are teaching
at primary, secondary or tertiary – natural disasters,
and tsunamis in particular, can be part of your teaching
repertoire.
Cally Oldershaw
cally.oldershaw@btopenworld.com
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22

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Reliving Montserrat 1996 Volcanic
Eruption and Hurricane Disaster
In June and July 2003 pupils from secondary schools in the East Midlands participated in a
simulation based on the Montserrat volcanic eruption and hurricane disaster of 1996. The
E-Mission was run from Wheeling Jesuit University in USA in conjunction with the National Space
Centre in Leicester. As the simulation uses video conferencing, it was hoped that pupils
throughout the UK, including those in remote areas, would be enabled to have better access to
activities provided by the National Space Centre.
DR TINA JARVIS
This E-Mission is based on the actual data of the
1996 Montserrat volcanic eruption. Many of the
people who were evacuated at that time eventually
came to live in the East Midlands where this project
was carried out. As the eruption took place during the
hurricane season, the simulation adds the challenge of a
potential hurricane disaster and uses the actual data of
Hurricane ‘Bob’ which occurred two years earlier. In
this simulation the people of Montserrat cannot be
evacuated by air or sea to escape the volcanic eruption
because of the threat of the imminent hurricane. They
have to be moved to what is thought to be the safest part
of the island away from the volcanic lava and explosive
material as well as the hurricane.
The simulation is intended for groups of approximately
20-25 pupils in their first three years of secondary
school. They work in three main groups. One
team of pupils is expected to analyse the volcano data
and another group analyses the hurricane data. These
groups get raw data that they have to process and make
predictions about how and where their phenomena will
affect the island. They pass their information to an
evacuation team. The evaluation team has population
and relief maps of the island and have to recommend
which villages and towns should be evacuated first and
where they should go. They make their recommendations
through two pupils who act as ‘Communicator’
and ‘Data Officer’ (See photo). During the pilot project
in 2003, these two pupils communicated via a video
conferencing link to an American Mission Control in
USA, who in the scenario passed this information on to
the Montserrat people. Mission Control prompted and
guided the groups with questions to ensure that the
evacuation was successful. Following this pilot, the
E-Missions are now run directly from the National
Space Centre in Leicester www.spacecentre.co.uk/
e-mission. The final activity for the pupils is a debriefing
to consider the effectiveness of the evacuation and
casualties and study the long term effects on the island.
In 2003, pupils carried out the missions at the National
Space Centre or at local E-Learning centres attached to
secondary schools. The videoconference link was set up
so that it was visible to all pupils. The Data Officer also
had a separate computer link via a ‘chat room’ so that
he/she could see and transmit numerical and written
information back to the distant mission control. The
groups of pupils handling hurricane and volcanic data
also had laptop computers that received their constantly
updated information from the Internet. Pupils transferred
this data onto hard copy maps and charts as well as
to computer spreadsheets. Other computers were available
so that pupils could research information about the
Island of Montserrat as required.
During the pilot phase in June and July 2003, a sample
of five city schools were monitored to evaluate the
experience. The schools’ participation in the E-Missions
was funded from two different sources. One funding
source was limited to gifted and talented pupils and the
other specified that only less able pupils were to be
included. All five schools were located in inner ring city
areas in the East Midlands. Two of these groups included
pupils with learning and behavioural special educational
needs who were expected not to be able to work
co-operatively. One of their teachers said he hoped that
the novel environment of the E-Mission would ‘appease
them and reduce behavioural problems’.
Design of the evaluation
Six out of the eight missions were observed. Detailed
notes were taken of pupils’ action and behaviour. Com-
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TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
ments from teachers and E-Learning Centre managers
were also noted. An attitude test was given to the pupils
before and after the mission. This test had 56 Likert
statements (Strongly agree to strongly disagree) which
asked pupils to indicate how they felt about science, ICT
and geography in school; the importance of science in
the world; as well as their views about working cooperatively.
The statements in the test were based on previously
developed research (Pell and Jarvis 2001, Jarvis and
Pell 2002, Pell 2000). The post-test had the same questions
except for a few additional open-ended questions
asking for the pupils’ views of doing the Mission.
The pupils were also asked to give definitions of the
technical vocabulary to be used in the Mission such as
‘magma’, ‘pyroclastic flow’ and ‘seismic data’. Finally they
were asked to complete open-ended questions about their
knowledge of volcanoes and hurricanes and what happens
to humans and the environment during and after
these events; and aspects of the geography of Montserrat.
Preparation for the Mission
Interviews of the teachers and E-Learning Centre staff
gave information about the preparation. This varied
considerably. This was partly because the pressures of
the curriculum did not allow the luxury of several
lessons on one project that had not been previously
timetabled for the year. In addition, groups attending
these missions were rarely natural class groups. Preparation
for some pupils was also difficult because they
did not the access to computers at home or the selfmotivation
to do on-line work as self-study.
Two schools did provide good preparation and one
gave minimal time to the project before the mission.
The range of pre-mission activities included:
● Plotting sample data of hurricanes, learning to use a
compasses and practising predicting where the hurricane
would go using different data to that used in
the Mission;
● Using volcano data, again making predictions and
putting the information in a spreadsheet;
● Finding out about Montserrat to give a group PowerPoint
presentation to the whole class;
● Making posters and using the Internet to find out
about the potential environmental impacts of volcanoes
and hurricanes;
● Watching a non-fiction video about volcanoes and a
fictional film about a town being effected by a volcanic
eruption; and
● Listening to a short talk from students who had evacuated
from Montserrat to the East Midlands. For
example, two girls told one group about seeing the
eruption and talked about seeing rocks dropping and
hot lava which smelt like rotting eggs.
The Mission experience
The preparation appeared to have had an important
effect on the quality of the pupils’ experience. One
group of able pupils had had little preparation. They
needed a lot of support from all the available adults during
the two missions that were observed. This
appeared, at least partly, due to the fact that they had little
understanding of what their roles were when they
arrived. It took over half an hour before the pupils
realised that the scenario was about evacuating people
from Montserrat. They did not work well in teams with
the effect that some pupils withdrew and passively
watched or even wandered off. Some of those who were
engaged carried out the tasks without understanding.
In contrast, the able boys from another school were
clearly well prepared and arrived wearing with coloured
vests with their team groups indicated. They understood
the scenario from the start and generally worked
well in their groups. The less able pupils from another
school where a lot of preparation had been provided
also started the mission quickly and understood the
whole scenario from the beginning. Being low ability
appeared less inhibiting than might have been expected.
However, the mission went on too long for this less
able group as some pupils could not keep up with the
changes and went off task towards the end of the mission.
Teachers of the less able groups commented that a
number of their pupils, although not all, performed at a
higher level than normal with unusual commitment.
As part of the questionnaire, pupils were asked about
the experience. The vast majority were very positive
about it and wanted to repeat it. Typical comments from
pupils include:
It was fun and very interesting. Getting in touch with
America was weird but really good.
I enjoyed the jobs I did. It was an exciting challenge it
seemed dead real.
It was fun and you expand your knowledge... It was
brilliant.
I would like to do it for two days instead of one. It was
interesting and I would like a job handling data... Its an
experience what you’ll never get to do again.
In response to the things the pupils felt people learnt
during the Mission, some pupils commented about
communicating and learning to work together in lifelike
situations such as the pupil who wrote that they
would ‘Learn to communicate with other people and
focus on important issues.’ The cooperative nature of
the Mission was also something that the pupils picked
out as an element they liked about the Mission. A typical
comment was ‘I liked the fact that everybody joined
in.’ Many pupils felt the E-Mission would teach others
about hurricanes and volcanoes.
Changes in attitudes and knowledge
There were no overall statistical changes in attitudes to
science, geography or ICT after the Mission. However,
it appears that other factors came into play with the
effect that subgroups of pupils were influenced in different
ways. In this project the most noticeable factors
were ability and preparation before the mission. Gen-
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24

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
der did not appear to be significant.
While the able pupils had similar levels of attitudes
with regard to science and geography, the less able
pupils had the lowest attitudes towards science. The latter
also considered that science is more difficult than
their able peers. Indeed their level of knowledge of the
science language, volcanoes and hurricanes was lower
before the mission. However, they showed improvement
following the mission.
Before the mission, there was no significant difference
between able and less able pupils with regard to
working in teams but the less able pupils had statistically
lower levels of self-esteem and confidence that they
could make decisions for themselves and be able to take
leadership roles in a group. After the mission, this statistical
difference was lost indicating that the successful
experience of carrying out a mission requiring teamwork
and decision-making had had a positive effect.
While the overall pattern of lower attitudes and
progress of the low ability group compared to the high
ability group remained the same after the mission, closer
examination of individual school scores indicates a
more complex situation. Able pupils in one school did
not make good progress, while less able pupils in other
schools almost reached the attitude and knowledge levels
of this school. Preparation before the mission could
account for this anomaly. The able pupils who did not
progress well had had little preparation. Their teachers
may have considered that being able they would be able
to learn without support and made the assumption that
an experience like this would automatically lead to
improved learning and attitudes. This does not appear
to have been the case. Good preparation appeared to
enhance the attitudes and learning in schools where it
was provided. The able pupils who had good preparation
showed good improvements from an already high
level of knowledge and good attitudes towards science.
As importantly, the improvements of the less able
groups where pre-mission activities had been provided
indicates that less able pupils with good preparation can
made good gains through these high tech simulations.
Conclusion
This high-tech computer assisted cooperative simulation
of a real life situation helped to improve pupils’ attitudes
and knowledge. However, the potential gain is very
dependent on the quality of the teacher preparation.
Dr Tina Jarvis,
East Midlands Science Learning Centre,
School of Education, University of Leicester,
21 University Road, Leicester LE1 7RF
Email: jar@le.ac.uk
References
Jarvis, T. & Pell, A. (2002) The effect of the Challenger
experience on elementary children’s attitudes to
science. Journal of Research in Science Teaching, 39(10),
pp. 979-1000.
Pell, A. W. (2000) Measuring self-esteem. Unpublished
paper, Homerton College, Cambridge University,
England.
Pell, T. & Jarvis, T. (2001) Developing attitude to science
scales for use with children of ages from five to
eleven years. International Journal in Science Education,
23(8), pp. 847-862.
ESTA Secretary on Geologist’s Association Field
Trip to Ogmore by Sea
LED BY GERAINT OWEN
About 20 members, including three enthusiastic children, had
a splendid day in south Glamorgan. Because of the constraints
of the tides, Geraint took us first to Seamouth. The coach had
to park on the top of the cliff and as we walked down a magnificent
cliff section came into view. The party, as one, stopped
to admire and take photos. Once on the beach, after negotiating
particularly treacherous boulders, Geraint indicated the
view across the bay of Lower Lias unconformably overlying
the Carboniferous limestone. The Carboniferous Limestone,
he suggested, had been eroded to form an island in the Lower
Jurassic sea. From a distance it looked plausible! Closer to
hand the cliffs formed a spectacular section of limestone alternating
with either shale or mudstone. Probably both were present
but the cliffs are too unstable to permit close
examination. Considerable discussion ensued as to whether
this alternation was a primary or secondary phenomenon. It
was difficult to imagine conditions yo-yoing sufficiently
rapidly and repeatedly to deposit first limestone and then silts
or muds but none of the party were able to convey a convincing
method for the secondary alteration to occur. On balance
the latter was favoured but we remained undecided – like
many an academic we understand.
Meanwhile the fossil collectors had had a rewarding time.
Geraint identified large Pinna valves and some small bivalves.
These were mostly visible as cross sections in large rocks but the
children managed to find smaller pebbles with good specimens.
The incoming tide drove us back to the coach and the party
travelled back to the cliffs at Ogmore and enjoyed a picnic
lunch on the grassy clifftop with lovely views of the bay. However
there was so much to see that soon members were scattered
over the large limestone bedding planes photographing
the huge colonial corals.
Susan Beale,
Email: beales.lowrow@virgin.net
25 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
News and Views
A Passion for Earth Science in a school in Slough
Module 11 of Edexcel’s GCSE science
specification is on “movement and
change” in the Earth. With help from the
Creative Partnerships and a group of 15-
year olds, Francesca Tekarian and Michael
Condron, showed how a model can be
used to enthuse the class with a passion in
Earth science. The simulator (which
demonstrates the effect of converging
tectonic plates on the landscape at the
Earth’s surface) is made of coloured sand
layers, plastic shelves, a geared wheel, a
handle and a fish tank. In developing the
simulator, the team wanted to ask “for
what reason and at what moment did you
fall in love with Earth science”, and then
try to help teachers create such moments
for their students. Teachers noted that for
children, who are used to computer
games and special effects, the slow
moving of the layers of sand was
“absolutely gripping”.
From “Putting the passion Back” by
Victoria Neumark,
Times Educational Supplement,
TES Teacher, page 14, November 26, 2004
Is Geography the worst-taught subject
According to inspectors in an Office for
Standards in Education, geography is
the worst-taught subject in primary
schools. The subject is in decline and
“has become neglected and
marginalised” in primary schools. In
secondary schools, pupils are turned off
by a curriculum crammed with content
rather than designed to stimulate their
interest in the world around them.
David Bell, Chief Inspector, said “Water
shortages, famine, migrations of people,
disputes over oil, globalisation and debt
are all major issues with which our
Chemistry in Crisis
With university departments closing and fewer students taking the subject at A-
level, chemistry is in turmoil. Since 1996, 28 universities have stopped offering
chemistry degrees. When it comes to teaching, chemistry is unavoidably expensive.
Numbers doing A-level chemistry since 2001 have dropped (although AS-levels
are holding up). “It is not a problem confined to chemistry or to Britain” says
Professor Holman. Numbers doing physical sciences are falling across Europe, the
US and Japan. Only in China and India is there healthy competition for places.
From ‘Acid Test’ by Donald MacLeod and Polly Curtis, Education Guardian, pages 2-3,
December 7, 2004. Earth sciences have similar problems. Ed
Miniature Men
world is grappling and this is the
geography of today. A Department for
Education and Skills (DfES) spokesman
siad the Government is determined to
revive the subject and will appoint a
chief adviser for it in March. Dr David
Lambert, Geography Association chief
executive, said “the Government is
providing £100,000 next year to develop
the subject in primary schools”.
From ‘Geography all at Sea in Primaries’
by Jon Slater, Times Educational
Supplement, page 14,
November 26, 2004
Skeletons of humans only 3-foot tall have been found in limestone caves on the
island of Flores, several hundred miles east of Bali. The new species, named Homo
floresiensis are related to the Neanderthals and lived about 18,000 years ago.
From article by Brown et al, Nature, October 28, 2004
The Isle of Wight –
Dinosaur Isle
This year Dinosaur Isle will be
celebrating the 100th Anniversary of
the naming of Tyrannosaurus rex. There
will be special events during February
half-term. Life-size reconstructions and
moving dinosaurs, interactive displays
including rubbings, sand pits and
dinosaur smells.
For more details contact Dinosaur Isle,
Sandown, Isle of Wight on 01983 404344
or www.dinosaur-isle.uk.com
A G&T helps your pupils
get to University
From next year, pupils applying to
university will now be required to
confirm whether or not they are
members of the National Academy
for Gifted and Talented Youth when
filling in their UCAS university
application forms. More than 37,000
pupils are registered with the academy,
based at Warwick University.
From ‘Gifted club eases path to university’
by Adi Bloom, Times Educational
Supplement, page 3, December 3, 2004
Russia ratifies the Kyoto treaty
President Vladimir Putin, of Russia,
signed legislation approving the
ratification of the Kyoto Protocol, an
international accord to control global
emissions of greenhouse gases such as
carbon dioxide. Neither the United
States nor Australia has signed the treaty.
From Reuters, November 5, 2004
Strong tides and earthquakes
Seismologist have correlated shallow
earthquakes with the occurrence of the
strongest tides, exerted by the pull of
Earth’s moon. Researchers say that the
results are key to understanding how
earthquakes might be triggered by small
increases of stress from outside forces.
From Science Express, October 22, 2004
by Cochran et al.
www.esta-uk.org
26

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
The Irish Elk lived on
The now-extinct Irish elk, which lived at the same time as the sabre-toothed tigers and
mastodons, generally stood over 10 feet tall. Previous dates from European Irish elk
fossils indicated that they became extinct as a result of the most recent ice age. However,
new evidence shows that although they may have disappeared from Britain by 20,000
years ago, they returned during the Pleistocene, about 12,000 years ago. Dates published
in Nature (Oct 7, 2004), show they lived in forests that remained in the Ural Mountains
after the onset of the last big ice age and at least until 7,700 years ago.
From ‘New Dates for Old Deer Bones’, Geotimes, pages 8 - 9, December 2004, by Naomi Lubick
Volcanoes could solve fuel crisis
Vast reserves of oil and gas could be
bottled up deep below the Earth’s
surface, which could keep the world
supplied with energy long after the
conventional oil and gas fields have been
exhausted. US scientists simulated
conditions that exist down to 45 km
under the Earth’s surface and found that
methane formed. Dr Russell Hemley
from the Carnegie Institution of
Washington said “These experiments
point to the possibility of an inorganic
source of hydrocarbons at great depth in
the Earth – hydrocarbons that come from
reactions between water and rock and not
the decomposition of living organisms”
From article by Sabi Phagura, Metro,
September 14, 2004
New Curriculum for
citizens and scientists
Twenty First Century Science is
currently being piloted in over 70
schools, one of the most popular
pilot studies into educational
resources ever carried out.
Oxford University Press is
producing the resources for this
new GCSE, which has been
developed by the University of
York Science Education Group,
the Nuffield Curriculum Centre
and OCR. There is an Earth
science component, which helps
to make it relevant to the pupils
and to their future.
For more information see
www.21stcenturyscience.org
Ed
Technicians make school science work
Technicians form a valuable part of the partnership in delivering science in schools.
ASE (The Association for Science Education) has an active technicians’ membership.
With funding from the DfES, ASE, in close cooperation with the Royal Society and
CLEAPSS, have set out a career structure for Technicians. A leaflet explaining the
structure has been sent to all maintained secondary schools.
The leaflet is available from ASE Headquarters (tel 01707 283000) or on the website
www.ase.org.uk/careerstructure.php.
From ASE Home Counties Region November 2004 Newsletter
Science UPD8 (Science Update)
Science UPD8 is a joint initiative from ASE and the Centre for Science Education,
Sheffield Hallam University, with core support from NESTA and GlaxoSmithKline.
Initial support was from Planet Science and IBM, with other organisations supporting
the development of specific resources. Keep in touch with what is happening in the
media, use it as a teaching tool, a resource for science in the school. See www.ase.org.uk
Scienceonestop
On 1st September, the first day
that the site went live, over 47,000
pages were downloaded. The site
has four areas, for the four age
groups: 3-7, 7-11, 11-14 and 14-
19 with resources, ideas and
contact details for teaching
science. Other areas covered
include: special needs, gifted and
talented, CPD courses and
revision and course guides.
The Earth science feature aims
to give confidence to those who
struggle with ‘the rocks bit’. Many
science teachers are aware that
they lack the background to feel
confident in their delivery of this
subject. This is particularly
apparent at key stage 4, where
concepts such as plate tectonics
are taught. These features include
the contact details of the relevant
organisations and associations, or
no-fee workshops, ideas for
lessons and lesson plans along
with all sorts of useful resources
explaining this subject in
straightforward jargon-free terms.
See www.scienceonestop.com
From ‘scienceonestop’ by Rebecca
Dixon-Watmough, Education in
Science, pages 25-26, Number 210,
November 2004 (ASE)
The Earth science section, written by
Peter Kennett (ESTA and ESEU)
gives clear links to ESTA, ESEU,
JESEIand other Earth science
resources, courses and websites.
Well done, Peter.
Ed
27 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
News and Views
Free soil poster for schools
The National Soil Resources Institute
(NSRI) in association with the
Environment Agency (EA) have
developed a poster for schools to
increase awareness about the key role
that soil plays in our lives.
The poster describes soil as ‘the
fragile living skin of our planet’ and
stresses the need to protect and manage
this resource. The full colour A2 poster
features a map, developed using unique
datasets from NSRI, showing the
distribution of nearly 30 soil types across
England and Wales. Various facts and
associated images about soils and the impact
they have on our lives and the environment
around us are also featured.
The poster is available free to schools, so
to obtain a copy for your school, please
contact Sara Larman, Business Development
Administrator on 01525 863272 or s.j.larman@cranfield.ac.uk
Fiona Siebrits, f.c.siebrits@cranfield.ac.uk
Newly Qualified Science Teacher’s Induction Handbook
ASE (Association for Science Education) and SEP (Science Enhancement Project) are
collaborating to produce a suite of resources for science teachers. Included in this
project will be a handbook for use during the induction year. The primary audiences
are newly qualified secondary science teachers and their mentors. The objectives are
to produce a handbook that provides advice and guidance and a set of induction
activities. The product will be a CD-ROM. The materials are being written, trialled
and evaluated during this academic year and will be distributed free to all secondary
science NQTs in September 2005.
For regular updates see www.sep.org.uk or contact Sally Johnson at
sally.johnson@kcl.ac.uk for further information.
From ‘New resources from ASE and SEP’, Education in Science, page 27, Number 210,
November 2004 (ASE)
Energy in the Science Museum
The London Science Museum has just opened a new exhibition gallery called
Energy – fuelling the future. Visitors encounter a range of thought-provoking
exhibits to stimulate their exploration of energy concepts – discovering where in
the natural world energy is stored as fuels like uranium and oil, learning about
energy and how our use of energy has an impact on the environment.
From ‘Energy – fuelling the future’, PSR (Primary Science Review, the Primary
Science Journal of the ASE), page 29, Sept/Oct 2004.
ESTA Diary
FEBRUARY
11 February - 8 May
‘Dinosaur Alive’ Special Museum Exhibition
Royal Museum, Chambers Street,
Edinburgh
Contact: Royal Museum
Tel: 0131 247 4422
www.nms.ac.uk
MARCH
31st March - 1st April
Geographical Association Conference
University of Derby
Contact: loxley@geography.org.uk
Tel: 0114 296 0088
www.geography.org.uk
18 March
‘Mary Anning Day’
Lyme Regis Museum,
Bridge Street,
Lyme Regis
Contact: Lyme Regis Museum
(Open: weekends only October - March)
Tel: 01297 443370
MAY
7th May
‘Low Tidy Day’ Free walk and Fossil Hunting
Exhibition
Contact: Dinosaur Isle
Tel: 01983 404344
www.dinosaur-isle.uk.com
SEPTEMBER
16th - 18th September
ESTA Annual Conference
University of Derby
Contact: p.f.jones@derby.ac.uk
Tel: 01332 591724 (direct)
Tel: 01332 622221 (switchboard)
www.esta-org.uk
www.esta-uk.org
28

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Reviews
Classic Landforms of the Coast of the East Riding of Yorkshire
Ada W. Pringle. Classic Landform Guides. Published by the Geographical Association in conjunction with the
British Geomorphological Research Group, 2003. (Series editors: Christopher Green, Michael Naish and Sally Naish).
£9.99 (sale price August 2004 £5.99). 64pp. ISBN 1-84377-071-7.
This attractively produced booklet is one
of a series on classic landforms in the
British landscape, the aim of which is to
provide concise, informative guides to
parts of the country that are frequently
visited by students and the general populace.
Previously published titles include
the Brecon Beacons, the Lake District,
Morecambe Bay and Skye. All of the authors
involved in their production have extensive
knowledge of the areas concerned.
The informative text of this guide is
accompanied by several tables, 13 photographs
of coastal scenery and 16 figures
that consist of maps, stratigraphic
sections and interpretative diagrams, all
of which are in colour. Some of the
maps have been specially drafted for the
guide; others are extracts from Ordnance
Survey maps.
For those who worry about rising sea
levels and the erosion of our coasts, the
contents of this guide will not do anything
to allay fears that large parts of lowland
Britain may eventually be drowned
beneath the waves, as has happened on
many occasions in the geological past.
Erosion of the Holderness cliffs to the
south of prominent Flamborough Head is
particularly rapid, with numerous
settlements along the coast having been
lost since Roman times.
The guide begins logically with a
chapter on the sedimentary and structural
geology of Flamborough Head. The
recently revised stratigraphy of the
succession (formation and member
subdivisions) is used, and compared on a
figure with the former breakdown of
Lower, Middle and Upper Chalk. It
closes with a paragraph on the glacial
deposits that serves as a lead into the next
chapter, which considers the glaciation of
Holderness and the various deposits of
till, sand, silt, silty clay and chalky gravel
that form the undulating topography of
the region. An interesting chapter follows
on the wave, tidal and storm-surge
influences on the coast. The remaining
seven chapters deal with sections of the
coast in more detail, beginning with the
vertical Bempton Cliffs of Flamborough
Head and followed by the Flamborough
Lighthouse area, Selwicks Bay and High
Stacks, the buried cliff at Sewerby, the
Barmston, Mappleton and Withernsea
stretches of coast in North, Central and
South Holderness respectively, and the
sand and shingle spit of Spurn Head.
Each considers the local geology and its
considerable influence on topography and
coastal configuration, and discusses the
present-day processes that are causing the
coastline to retreat. The problems
associated with the erosion and attempts
at reducing it dominate the chapters on
Central and South Holderness.
The shifting position of Spurn Head
from 1066 onwards has been determined
from old maps, charts and other
historical documents, and more recently
(from 1851 onwards) via Ordnance
Survey mapping. Discussion of this and
the various works that have been carried
out when necessary to protect the spit,
close breaches, and repair and replace the
road along its length (originally
constructed during the Second World
War), make for interesting reading.
The chapter on Spurn Head closes
with a section on the beaches on the
North Sea side of the spit, around the
point, and in the Humber Estuary
where, in the quieter conditions that
prevail, the sandy strand is much
narrower and mudflats dominate the
scene. Further up the estuary, former
upper beach and adjacent mudflats are
covered with saltmarsh. The booklet is
rounded of with a glossary and a list of
references, its goals achieved.
David J. Batten
Institute of Geography and Earth Sciences
University of Wales, Aberystwyth,
and Department of Earth Sciences
Manchester University
Geological Map of Land and Sea Areas of Northern Europe.
Norges Geologiske Undersokelse (NGU). N-7491 Trondheim, Norway. distribusjon@ngu.no www.ngu.no Printed map $32; digital version $125.
This new geological map of northern
Europe, on a scale of 1:4 million, is
published under the aegis of the
Commission for the Geological Map of
the World. For the first time, it displays
the geology of both land and sea areas of
this large region, from Greenland and
Svalbard in the north, to the northern
coast of France and parts of Russia. The
geology shown excludes Quaternary
sediments, though it includes recent
basalts, i.e. it is the bedrock geology
which is featured. The map also shows
fault zones, escarpments, spreading axes,
magnetic reversals, and the boundary
between continental and oceanic crust.
Cross-sections are included, with special
sections through all the deep-sea drilling
sites in the oceanic areas. It is hoped that
the map will be useful for all geologists,
whatever their speciality, and should also
prove instructive for students getting to
grips with the geology of Europe and the
North Atlantic. It is printed in both a
Norwegian and English version.
29 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Reviews
Volcanoes and the Making of Scotland.
Brian Upton. Dunedin Academic Press 2004. ISBN 1-903765-40-4. £16.95 hardback. viii+247pp.
Described in its introduction as ‘neither
an academic treatise nor as a field guide’,
this book will nevertheless be a valuable
source of background information for
anyone planning a fieldtrip encompassing
anything volcanic in Scotland. Since in
Scotland one is never very far away from
volcanic rocks or their feeder zones, that
means pretty much any field trip in
Scotland. The book is liberally illustrated
in colour, and enough general
information about locations is given to
direct the prospective visitor to the right
areas, even though they would benefit
from a more specific guide upon arrival.
A retired emeritus professor with forty
years experience at the University of
Edinburgh, Brian Upton was wellqualified
to tackle this undertaking. The
first 46 pages are occupied by four
preliminary chapters introducing Earth
structure and geological time for those
who know nothing already (though such
readers would surely struggle later in the
book anyway) and describing
magmagenesis, lava flows and pyroclastic
deposits (a useful memory jogger for
those with some geological knowledge,
who will surely be the vast majority of
the readership). The nearly two hundred
remaining pages of text tell the story of
Scotland’s volcanoes, in the context of
what was happening to Scotland as a
whole at each time.
Because for younger events the
evidence is clearer and the interpretation
more straightforward, Upton has chosen
to describe the main volcanic phases of
Scottish history beginning with the
youngest first. Thus he begins with the
British Tertiary Volcanic Province of the
Inner Hebrides, and progresses
backwards in time via the
Permocarbonferous volcanics and so back
in several stages that end up with
speculations (‘seen through a glass
darkly’) about the early Proterozoic
events associated with the Lewisian.
However, and for equally good reasons,
each chapter (or section of a chapter)
describes events progressing forwards in
time. Each significant volcanic edifice is
described in a useful degree of detail, and
where possible in its environmental
context. Present-day analogues are
described, and usually illustrated, thus
helping the reader imagine the scene
while the volcano was active. For me the
repeated alternations of ‘fast rewind’ and
‘forward play’ did not really work, and I
found it very difficult to keep track of
‘what happened next’. The book does a
better job of the ‘volcanoes’ part of its
title than it does of the ‘making of
Scotland’ part.
While I was reading this book, the
news came through that Edinburgh had
been selected as UNESCO’s first ever
‘City of Literature’. While he won’t have
done the city’s literary reputation any
harm, Upton has not enhanced it with
this book. Apart from mis-spellings (such
as Tamboro for Tambora, Pinatobu for
Pinatubo, Soloman Islands for Solomon
Islands), there is a cringe-making
malapropism in the description of
conditions in the East Kirkton volcanic
lake as ‘inimitable to fish’, and I was
intrigued to learn that the exposed rim of
the Midland Valley Sill is ‘studied with
quarries’. So that’s why all those quarries
were put there! I did however enjoy
Upton’s comment about fieldworkers
enduring ‘the wind, rain, bogs, midges
and other mortifications of the flesh to
unravel the geological secrets’ of Arran,
Mull and so on.
Upton is a petrologist and geochemist,
which may excuse the few errors, or at
least misleading statements, that I noted
concerning physical volcanology. We are
told on page 41 that pahoehoe lavas are
faster flowing than a’a lavas. While this is
generally true of the tube-fed interiors of
pahoehoe flows, it does not apply to the
sluggish material that forms the
characteristic toes and ropes on pahoehoe
surfaces, and most of what is preserved is
created on the tops of flows (via
breakouts through the roof) rather than
at the advancing flow front as implied in
the text. Upton misleads about pahoehoe
again on page 207 where he attributes the
rounded form of pahoehoe toes and
pillow lavas to surface tension, whereas
in fact the explanation is simply that the
surface is rapidly chilled to form a
flexible rind that encloses the molten
interior (think of molasses in a bin bag).
It is good to see a book of such
reasonable price illustrated in colour.
Almost all of the photographs appear to
be Upton’s own. The quality either of
the photos or the printing sometimes
disappoints, neither Figure 6.15 nor 6.23
meriting its double page spread. Only
one of the photos (Figure 8.18) is in
black and white, and unless my eyes
deceive me the coin used for scale is a
farthing. The maps and line drawings are
of good quality, and many of the
coloured ones appear to be the result of
Upton’s own sufficiently neat handcrayoning
of black-and-white line
linework. This is a cost-effective and not
unappealing trick that should be more
widely emulated.
Now I have read this book I’ll take the
first chance I get to see for myself the
well-preserved flow-tops of early
Carboniferous basalts on the East
Lothian coastline. If other readers have
their appetites similarly whetted, then
Upton has done a good job.
David A Rothery
Department of Earth Sciences
The Open University
www.esta-uk.org
30

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Classic Landforms of the Loch Lomond Area.
D.J.A. Evans and J. Rose. Geographical Association, 160 Solly Street, Sheffield S1 4BF. 56pp, ISBN 1-84377-072-5. £9.99.
For many years, the Classic Landforms
series has provided attractive and
accessible guides to the landscapes of
England and Wales. The Geographical
Association is now extending coverage
north of the border, and in this third
Scottish title in the series, Dave Evans
and Jim Rose have given us an excellent
tour of one of Britain’s best loved
landscapes, the area around Loch
Lomond. The format follows that of
earlier guides, with a general overview of
the region followed by more detailed
looks at specific localities, richly
illustrated with full colour maps,
diagrams and photographs throughout.
Evans and Rose have fully exploited the
potential of this format to produce a
highly informative and readable guide,
pitched at just the right level for A-Level
students, junior undergraduates, and
interested lay people. The book opens
with a discussion of the geological
evolution of the western Highland
boundary, then moves on to drainage
development and the impact of
Quaternary glaciations on the gross form
of the landscape, and concludes with a
lucid overview of the environmental
changes recorded by glacial, marine,
lacustrine and fluvial sediments and
landforms. The themes introduced in
this section are then elaborated in a series
of chapters focusing on areas of
particular interest. Some of these are
well-known local beauty spots, such as
the shores (or should that be “Bonnie
Banks”) of Loch Lomond, and the
weird rock pinnacles of the Whangie, and
visitors will find their experience of these
places enriched by the readable and
informative descriptions of their origin.
Other areas covered in the guide are less
well known but no less interesting.
Hidden among the rolling farmland
around the southern end of Loch
Lomond are the beds of former estuaries
and ice-dammed lakes, swarms of
drumlins and great belts of ice-thrust
moraines, recording the waxing and
waning of ice sheets and glaciers and the
rising and falling of the sea. Readers are
given the benefit of the authors’ intimate
knowledge of the area, who clearly
explain the salient features, significance
and context of sites hitherto known only
to a few specialists. A particularly
welcome feature of these case studies is
that local detail is frequently used to
introduce general principles, such as
stratigraphy, mass movement processes,
and glacitectonic deformation. Thus,
readers learn not only about the
specifics of one place, but also acquire a
broader understanding that they can
then apply in other areas. Evans and
Rose have thus done a double service,
not only providing welcome
information about a popular and richly
varied area, but also showing how
landscapes provide windows into
environmental change, past and
present. So whether you travel north by
the low road or the high, be sure to
pack a copy of this great little book.
Douglas Benn
School of Geography and Geosciences
University of St. Andrews
Higher Education Seminar on 1st March
‘The Changing Face of Higher Education’ seminar is the first in a series of three seminars, the second
will take place on 13 April entitled ŒThe Changing Face of 14-19 Education‚. The third will take
place late June early July bringing the two sectors together.
The first seminar is aimed at those working in/with the schools sector especially 14-19 needing to
know about Higher Education and Widening Participation and will take place at the Midland Hotel,
Derby from 10.00 a.m. until 3.30 p.m. on Tuesday 1st March. Further details will be sent to registered
participants nearer the date. See www.actiononaccess.org for further details.
Contact:
Chris Kelly, Promotion & Dissemination Officer, Action on Access, c/o SLED
University of Bradford, Richmond Road, Bradford BD7 1DP
Tel: 01274 233215 Fax: 01274 235360 Email: c.kelly@actiononaccess.org www.actiononaccess.org
31 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Who were they The lives of geologists
BY CYNTHIA BUREK
Nicholaus Steno – the blessed (1638-1686)
The Danish “Founder of modern geology” is riddled with
mystery – his name, his date of birth, his religion, his science,
his family, his home. Niels Stensen was born in
Copenhagen in January 1638 to Anne Nielsdatter and her
husband Sten Pedersen a successful goldsmith.
The actual day of Niel’s birth depends on whether you
were Catholic or Protestant and thus whether you followed
the revised Gregorian calendar or not. Today the majority
of the world uses the Gregorian calendar. This discrepancy
between the two major religions of Europe while the 30
years war raged across Europe, dominated Steno’s life. He
was born a Protestant, indeed a Lutheran, in Denmark on
1st January (if you were Catholic it was 11th January). He
was the second child and appeared to be ill
much of his early life forfeiting play with
other children. Thus he relied on books
and himself for entertainment. When he
went to the University of Copenhagen he
adopted the custom of latinising his name
so he became Nicholai Stenonis, which
today has been abbreviated to Nicholaus
Steno. To complicate matters further, Steno
altered his name to suit the language he was
using e.g. in French he signed documents
Nicholas Sténon.
At university he wished to study mathematics
but career prospects determined that
he study medicine. By then his father had
died and his mother had remarried twice
more. However, his studies were constantly
interrupted by war and in 1659 he found himself defending
Copenhagen against the Swedish army. Lectures were
cancelled and to keep himself occupied he drew snowflake
shapes some of which have survived in his notebooks.
Steno had been taught at his university to trust his own
observations rather than books, which were in short supply
in a university and country battered by a cruel and harsh
war. This was contrary to most of Europe who did not
regard knowledge as new but derived from books, which
were the authority! Experimentation and personal observations
were deemed unacceptable.
Denmark had produced Tycho Brahe (1546-1601), a
nobleman, who was inspired by the stars and trusted his
own observations and judgements. He significantly influenced
education in his country, paving the way for scientific
genii further afield such as Galileo (1564-1642) and
Kepler (1571-1630). Thus Denmark was a small enclave
of empirical science. This gave Steno an unusual education
and gave rise to his interpretation of the landscape,
minerals and rocks around him and gave us the first principles
of geology.
Throughout his life Steno was torn between science and
religion, but at university the first dominated. At Copenhagen
University his tutor in medicine was the famous
anatomist Bartholin who taught him dissection but also
introduced him to the whole area of fossils. At that time
questions on fossil origin were being debated and whether
they grew in the earth or not. “Fossil” then meant anything
that had been dug up from the Earth, thus today we use the
term “fossil fuels” from that original meaning.
It was common for Gentlemen on finishing
their formal training at university to go on a
Grand Tour around Europe. Bartholin
encouraged Steno to do this and go to Italy
to see the fossils in the rocks of the mountain
tops. Denmark is notoriously flat and it
is difficult to imagine a Dane coming up
with commonly accepted principles regarding
stratigraphy in a country, which has very
little outcrop, without foreign travel.
Steno left the Protestant Copenhagen in
1659 and travelled first to Amsterdam, Leiden,
Montpellier and then onto Paris. He
was becoming a skilled anatomist dissecting
organisms particularly brains, glands and
muscles at a time when many academics
chose not do so. He had received a doctorate
in absentia from Leiden University having discovered
the parotid gland. In 1665 he was travelling again over the
Alps, this time through quarries and gorges, something he
did for much of his life.
He seems a restless soul but spent a fair amount of time
in Florence at the invitation of the Grand Duke at the court
of the Medici. Here Ferdinando II had set up an academy
dedicated to experimentation, the first of its kind in
Europe. Both he and his brother Leopold had studied
under Galileo and were committed to the scientific method
and experimentation. Steno fitted in very well. He was
invited to dissect a large shark’s head that had been washed
up near Livorno and saw for himself the similarity between
the shark’s teeth and the so called glossopetrae or ‘tonguestones’
which were flattish roughly triangular objects
found embedded in rock. He wrote a report Canis carchariae
dissectum caput ‘A shark’s head dissected’ in 1667,
www.esta-uk.org
32

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
for the Grand Duke concentrating on muscles but also
added his own observations on fossils and sediments.
This led to an interesting year for Steno who had decided
to see for himself the relationship between seashells and
rocks. He spent two years travelling around Tuscany with
the Grand Duke’s blessing, looking at strata and fossils and
even travelled to Elba to see the famous pyrite mines. He
concluded that ‘the fossils shells found in rocks in many
places are the remains of animals that once lived there’.
However two monumental events happened to him. He
became Catholic and he was summoned back to Denmark
by his King Frederick III.
He realised that the research opportunities he had access
to were about to end and so he returned to Florence and in
1667-9, he wrote his famous geological text De solid Intra
Solidum Nauraliter Contento Dissertationis Prodramus
(Forerunner of a dissertation of a solid naturally contained
within a solid). This basically asked the geological question
‘how can a solid like a shell or crystal become enclosed by
another solid’ In his publication Steno recognised:
● The enclosed body had to be solid before the enclosing
rock solidified.
● Rock strata below in a cliff had to be complete by the
time the layer above was deposited.
● Metalliferous veins were younger that the rock which
encloses them.
● Crystals can grow in fluid filled cavities and thus crystal
faces retain their angularity despite their distorted symmetry.
All of these were based on observations that were his own,
and caused conflict with accepted religious beliefs at the time.
After problems with one of the censors before publication,
Steno spent more time upon religious matters and
after Ferdinando’s death in 1670 he came under the influence
of Cosimo III who had little of his father’s intellectual
flare. After 2 years he was summoned back to
Copenhagen again by his king, this time with the promise
of religious freedom. He was still a Danish subject. In 1673
Steno gave his last public appearance as a scientist in
Copenhagen and he decided to abandon his life in science
and concentrate on religion.
He returned to Florence and in 1675 became a priest and
then in 1677 he walked from Florence to Rome to become
a bishop. Steno was then sent to Germany to convert the
Lutherans to Catholicism. His area was northern and western
Germany, Denmark and Norway. He had a difficult job
and fasted and lived simply without home, clothes or
money. He dedicated himself to his religion. He died on
November 21, 1686 from starvation, poverty and self
inflicted austerity. He had no worldly possessions except
some books and religious goods. When Cosimo heard of
his death he sent money to have his body returned to Florence
for a decent burial. However because of nautical
superstitions about transporting dead bodies he returned as
a box of books – a suitable ending for an academic!
Steno’s contribution to geology from De Solido was
fundamental to the growth of our science. Today every student
of geology learns Steno’s 3 basic Principles:
● Principle of Superposition, which forms the basis of
stratigraphy and allows us to ask – What came first
rather than – How old is it We had to wait a further two
and a half centuries before we could answer this.
● Principle of Original Horizontality i.e. If the present
strata has an angle of dip, if that sediment was deposited
from water it would have originally been horizontal.
● Principle of Lateral continuity i.e. water lays down sediments
as laterally continuous sheets ending only at the
edge of the basin.
These three principles were the contribution of a bishop
who like many famous geologists died in poverty. However
Steno must surely be unique having been beatified by
Pope John Paul II in 1988.
Nicholaus Steno led a life of conflicts and contradictions
but he had the courage to give us the Principles to carry on.
Refs:
Cutler A, 2003,
The Seashell on the Mountaintop,
Heinemann, London. ISBN0434008575
Faul H & Faul C, 1983,
It began with a stone, Wiley Interscience.
ISBN 0471896055
Dr Cynthia Burek
University College Chester
c.burek@chester.ac.uk
33 www.esta-uk.org

Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 26 ● Number 4, 2001 ● ISSN 0957-8005
arth Science
ache
Earth Science
Activities and
Earthquakes
Response to the
Science and
inquiry into the
14 - 19 year olds
Network
post-16 ‘bring and
share’ session a the
ESTA Conference,
Kingston 2001
update
Book Reviews
Websearch
www.esta-uk.org
Institute of Biology
Chemistry on the
High Street
Peter Kenne t
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
Phenomena
John Wheeler
Dorset and East
Devon Coast:
World Heritage Site
ESTA Conference
Update
New ESTA Members
Websearch
News and Resources
(including ESTA AGM)
TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Leeson House
Field Studies Centre
Swanage, Dorset
Leeson House Field Studies Centre near Swanage, Dorset is within easy walking
distance of the Jurassic Coast, England’s only natural World Heritage site.
This 60-bed Field Studies Centre is based in a Grade II listed house set in 3 hectares of
ecologically managed grounds. The Centre has a national reputation for excellence and
offers extremely competitive rates. All courses are tailored to the needs of the group
and can cater for all ages in Earth Sciences as well as many other subjects.
For further information please call us.
Telephone 01929 422126
www.dorsetcc.gov.uk/outdoored
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34

TEACHING EARTH SCIENCES ● Volume 30 ● Number 1, 2005
Volcanic Experiences
Small group tours to areas of superb geological interest
The Big Island of Hawaii: Kilauea, Mauna Loa & Mauna Kea (March)
Santorini, Greece with its spectacular caldera (May)
Iceland: The active north, Myvatn, Krafla & Askja (July)
Sicily & the Aeolian Islands: Etna, Vulcano & Stromboli (October)
All tours fully escorted and led by experienced geologist.
Special tours for school & college groups also arranged.
For further details contact Alan Clewlow on 01527-832578
Volcanic Experiences Ltd. 19 Manor Court road, Bromsgrove, Worcs. B60 3NW
www.volcanic-experiences.co.uk
GOWER HOLIDAY VILLAGE
www.gowerholidayvillagewales.co.uk
Set in the beautiful Gower peninsula (A.O.N.B), Gower Holiday Village
is an ideal base for schools and Universities on field study trips.
Our specially constructed sixty-seater conference hall is easily
converted from dining room to study centre. The building also
incorporates a launderette, kitchen which provides breakfast, packedlunch
and evening meal at very reasonable rate (optional) and drying
facilities after those ‘wet excursions’.
After a days hard study students have high quality accommodation in
sleep 4, sleep 6 and sleep 8 fully equipped, spacious bungalows.
Contact Cathy Harris for presentation pack.
GOWER HOLIDAY VILLAGE, Scurlage, Nr. Port Eynon, Swansea SA3 1AY
Tel:- 01792 390431 Fax:- 01792 390644
35 www.esta-uk.org

THEMATIC TRAILS
These guides are full of serious explanation, yet challenge us to question and interpret what we see.
The reader is encouraged to observe, enquire and participate in a trail of discovery – Each trail is an
information resource suitable for teachers to translate into field tasks appropriate to a wide range of ages.
LANDSCAPES
GEOLOGY AT HARTLAND QUAY
Alan Childs & Chris Cornford
In a short cliff-foot walk, along the beach at Hartland Quay, visitors are provided with a
straightforward explanation of the dramatically folded local rocks and their history.
Alternate pages provide a deeper commentary on aspects of the geology and in
particular provide reference notes for students examining the variety of structures
exhibited in this exceptionally clear location. A5. 40 pages. 47 figs.
ISBN 0-948444-12-6 Thematic Trails 1989. £2.40
THE CLIFFS OF HARTLAND QUAY
Peter Keene
On a cliff-top walk following the Heritage Coast footpath to the south from Hartland
Quay, coastal waterfalls, valley shapes and the form of the cliffs are all used to
reconstruct a sequence of events related to spectacular coastal erosion along this coast.
A5. 40 pages. 24 figs.
ISBN 0-948444-05-3 Thematic Trails 1990. £2.40
LYN IN FLOOD, Watersmeet to Lynmouth
P. Keene & D. Elsom
A riverside walk from Watersmeet on Exmoor, follows the East Lyn downstream to
Lynmouth and the sea. The variety of physical states of the East Lyn river is explained
including spate and the catastrophic floods of 1952. A5. 48 pages. 36 figs.
ISBN 0-948444-20-7 Thematic Trails 1990. £2.40
THE CLIFFS OF SAUNTON
Peter Keene and Chris Cornford
“If you really want explanations served up to you... then go elsewhere, but if you want
to learn, by self-assessment if you like, start here. Ideally you should go there, to
Saunton Sands, but it’s not absolutely necessary. The booklet is so cleverly done that
you can learn much without leaving your armchair. Not that we are encouraging such
sloth, you understand.” (Geology Today). A5. 44 pages. 30 figs.
ISBN 0-048444-24-X Thematic Trails 1995. £2.40
SNOWDON IN THE ICE AGE
Kenneth Addison
Ken Addison interprets the evidence left by successive glaciers around Snowdon
(the last of which melted only 10,000 years ago) in a way which brings together the
serious student of the Quaternary Ice Age and the interested inquisitive visitor.
A5. 30 pages. 18 figs.
ISBN 0-9511175-4-8 Addison Landscape Publications. 1988. £3.60
THE ICE AGE IN CWM IDWAL
Kenneth Addison
The Ice Age invested Cwm Idwal with a landscape whose combination of glaciological,
geological and floristic elements is unsurpassed in mountain Britain. Cwm Idwal is
readily accessible on good paths within a few minutes walk of the A5 route through
Snowdonia. A5. 21pages. 16 figs.
ISBN 0-9511175-4-8 A. L. P. 1988. £3.60
THE ICE AGE IN Y GLYDERAU AND NANT FFRANCON
Ice, in the last main glaciation, carved a glacial highway through the heart of Snowdonia
so boldly as to ensure that Nant Ffrancon is amongst the best known natural landmarks
in Britain. The phenomenon is explained in a way that is understandable to both
specialist and visitor. A5. 30 pages. 21 figs.
ISBN 0-9511175-3-X A.L.P. 1988. £3.60
ROCKS & LANDSCAPE OF ALSTON MOOR
geological walks in the Nent Valley. Barry Webb & Brian Young (Ed. Eric Skipsey). On
two walks in the North Pennines landscape, the authors unravel clues about how
today’s rocks, fossils and landscape were formed and how men have exploited the
geological riches of Alston Moor.’
A5. 28 pages, 40 figs. Cumbria Riggs 2002. £2.00
CITYSCAPES
BRISTOL, HERITAGE IN STONE
Eileen Stonebridge
The walk explores the rich diversity of stones that make up the fabric of the City of
Bristol. The expectation is that as the building stones become familiar, so comes the
satisfaction of being able to identify common stones and their origin, perhaps before
turning to the text for reassurance. A5. 40 pages. 60 figs.
ISBN 0948444-36-3 Thematic Trails 1999. £2.40
BATH IN STONE a guide to the city’s building stones
Elizabeth Devon, John Parkins, David Workman
Compiled by the Bath Geological Society, the architectural heritage of Bath is explored,
blending the recognition of building stones and the history of the city. A very useful
walking guide both for visiting school parties, geologists and the interested nonspecialist
visitor. A5. 48 pages. 36 illustrations.
ISBN 0948444-38-X Thematic Trails 2001. £2.40
GLOUCESTER IN STONE, a city walk – Joe McCall
This booklet was compiled by the Gloucestershire RIGS Group as an introduction to
the geology of the city. Four compass-point streets radiate from Gloucester city centre.
The first short walk, Eastgate Street, is, in essence a mental tool-kit for identifying
some local common building stones and their history - a skill which can then be applied
to any of the three following compass direction walks.
A5. 40 pages. 39 illustrations.
ISBN 0948444-37-1 Thematic Trails 1999. £2.40
GEOLOGY AND THE BUILDINGS OF OXFORD
Paul Jenkins
The walk is likened to a visit to an open air museum. Attention is drawn to the variety
of building materials used in the fabric of the city. Their suitability, durability,
susceptibility to pollution and weathering, maintenance and replacement is discussed.
A5. 44 pages. 22 illustrations.
ISBN 0-948444-09-6 Thematic Trails 1988. £2.40
EXETER IN STONE, AN URBAN GEOLOGY
Jane Dove
“Directed at ‘the curious visitor and interested non-specialists’, Thematic Trails Trust
publications incorporate and translate professional knowledge from the academic
literature to which members of the general public don’t have ready access....Exeter in
Stone is a fine addition to the ever-expanding list of booklets on the building stones of
British towns and cities.” (Geology Today). A5. 44 pages. 24 illustrations.
ISBN 0-948444-27-4 Thematic Trails 1994. £2.40
GUIDE TO THE BUILDING STONES OF HUDDERSFIELD
Two walks in central Huddersfield examine decorative polished building stones that
have been brought into Huddersfield from many parts of the world to enhance the
commercial and public buildings of the city. Huddersfield Geology Group.
A5. 12 pages. 23 illustrations. £2.00
COASTAL EROSION AND MANAGEMENT
WESTWARD HO! AGAINST THE SEA
Peter Keene
This ‘case study’ examines the history of coastal erosion at Westward Ho! and the
many strategies for coastal defence adopted and discarded over the last 150 years.
A5. 44 pages. 24 illustrations.
ISBN 0-948444-34-7 Thematic Trails 1997. £2.40
DAWLISH WARREN AND THE SEA
Peter Sims
Within living memory Dawlish Warren in South Devon has dramatically changed its
shape several times. A shoreline walk explains the nature and history of dynamic coastal
change and its implications for both short-term and long-term coastal management.
A5. 48 pages. 44 figs.
ISBN 0-948444-13-4 Thematic Trails 1988-98 £2.40
These titles are selected from over 100 guides published or marketed by the educational charity Thematic Trails.
For a free catalogue e-mail keene@thematic-trails.org
(Tel:01865-820522 Fax: 01865-820522) or visit our web site: www. thematic-trails.org
Address ORDERS to THEMATIC TRAILS, 7 Norwood Avenue, Kingston Bagpuize, Oxon OX13 5AD.
Use an educational address and quote your ESTA membership number to qualify for a 15% educational discount.
Orders for five or more items are post free. Thematic Trails is registered charity No. 801188.
www.esta-uk.org
36

School of Earth Sciences
University of Leeds
If you have a field trip in the north of England, why not visit us
en route for a day of geological activities
Schools Liaison Activities
Why not bring your class for a visit on
one of the University Open Days
If you pre-book we will provide
a buffet lunch.
Contact us if you would like students
or staff to visit your school, either to
give a presentation about Earth
Sciences or to help deliver a
particular topic.
Why not visit as a school group and
use our facilities We can give
tours, talks, demonstrations
(flume tank & seismics) and
petrology practical classes.
If you would like to learn about a new field
area, teachers are welcome to join us on
undergraduate field courses.
Contact us if you would like any of the
following resources:
KS3/4 & A-level lesson packs
Field trip packs
Surplus maps/specimens
Course information and brochures
Video about us made by a local school
Contact: Undergraduate Admissions Secretary, School of Earth Sciences,
University of Leeds, Leeds LS2 9JT. Tel: 0113 343 6673.
Email: applyUG@earth.leeds.ac.uk. Website: www.earth.leeds.ac.uk
37 www.esta-uk.org

ADVERTISING IN “TEACHING EARTH SCIENCES”
THE MAGAZINE OF THE EARTH SCIENCE
TEACHERS’ ASSOCIATION
The magazine has a circulation of
approximately 800 (and rising) and its
readership consists of dedicated Earth
science teachers in:-
● Primary schools
● Secondary schools
● Departments of Earth sciences,
geography and geology in colleges
and universities.
teaching
EARTH
SCIENCES
Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 26 ● Number 4, 2001 ● ISSN 0957-8005
arth Science
ach
Your President
Introduced
Martin Whiteley
Thinking Geology:
Activities to Develop
Thinking Ski ls in
Geology Teaching
Recovering the
Leaning Tower of Pisa
Earth Science
Activities and
Demonstrations:
Earthquakes
Response to the
House of Commons
Science and
Technology Committee
inquiry into the
Science Curriculum for
14 - 19 year olds
Setting up a local
group - West Wales
Geology Teachers’
Network
Highlights from the
post-16 ‘bring and
share’ session a the
ESTA Conference,
Kingston 2001
ESTA Conference
update
Book Reviews
Websearch
News and Resources
www.esta-uk.org
Journal ofthe EARTH SCIENCE TEACHERS’ ASSOCIATION
Volume 27 ● Number 1, 2002 ● ISSN 0957-8005
teaching
EARTH
SCIENCES
arth Science
achers’ Asso
www.esta-uk.org
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)
Teaching Earth Sciences is the only UK magazine that
specialises in the teaching of Earth Sciences. It is published quarterly.
Advertising in the magazine is offered at competitive rates as follows.
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Contents
Authors
ESTA TEACHING MATERIALS
These materials include teacher notes and worksheets and they are copyright free for classroom use.
Enquiries and orders to earthscience@macunlimited.net
PRIMARY
Useful as part of Literacy and Numeracy Hour, with themes that can be developed further in KS2 Science
Working with Soil
This new resource includes a booklet, Waldorf the Worm, relating the story
of a family of worms, together with supporting activities and worksheets.
Working with Rocks
This pack contains Christina’s Story, which tells the tale of a marble gravestone,
together with supporting activities and worksheets. Sixteen full colour postcards
depicting common building and ornamental stones are also included.
Hidden changes in the Earth: an introduction to metamorphism (2001)
Magma: an introduction to igneous processes (2002)
£6.00 + p&p
£6.00 + p&p
£2.00 + p&p
£2.00 + p&p
The Dynamic Rock Cycle is a comprehensive teaching pack, full of interesting activities and experiments. It
addresses weathering, erosion, transportation, deposition, compaction and cementation, plus selected igneous
and metamorphic processes. The pack forms the basis of the workshops offered by the Earth Science Education
Unit. It is freely downloadable from their website (www.earthscienceeducation.com)
SoE1: Changes to the atmosphere (1995)
SoE2: Earth’s structure and plate tectonics (1996)
SoE3: Rock formation and deformation (1998)
● The Map . .inside cover
● Information . . . . . . . . . . . . .pages 1 - 3
● How to Use the Work Sh ets . . . . .page 4 - 6
● Science Activities and Work Sh ets .pages 7 - 16
● Literacy Activities and Work Sh ets . .pages 17 - 26
● Numeracy Activities and Work Sh ets . . . . . . .pages 27 - 30
KEY STAGE 3
Devised to introduce Earth science to pupils as part of the Science & Geography Curriculum
KEY STAGE 4
Investigating the Science of the Earth: practical activities for KS4 and beyond
£2.50 + p&p
£2.50 + p&p
£2.50 + p&p
The Plate Tectonics Interactive and Investigating the Changing Earth and Atmosphere focus on GCSE
Science syllabuses. These packs underpin the Earth Science Education Unit workshops and are freely
downloadable from their website (www.earthscienceeducation.com)
PRACTICAL KITS
High quality specimens representing real value-for-money. For further details contact jr.reynolds@virgin.net
Fossils: Twelve representative replica fossils and data sheet in boxed set £17.00 + p&p
Rocks: Reference Kit comprising 15 large samples, with worksheets and notes £15.00 + p&p
Class Kit with 6 sets of 15 medium-size samples, worksheets and notes
£45.00 + p&p
WALL MAPS
Geological maps of the UK and the World. For further details contact earthscience@macunlimited.net
Working
With
Soil
This pack was wri ten and developed by members of the ESTA Primary Commi t e.
Waldorf the Worm
NEW
Ordnance Survey United Kingdom Geology Wall Map (1:1million, flat or folded)
Open University/Esso World Geology Map (1:30million, flat or folded)
£4.00 + p&p
£6.50 + p&p
All kits supplied plus postage at cost. Enquiries to earthscience@macunlimited.net
39 www.esta-uk.org