teaching - Earth Science Teachers' Association

teachingEARTHSCIENCESUndergraduateUnderstanding andPresentation ofAnomalous Data inthe Earth SciencesNew Activities andApproaches from thePost-16 ‘Bring andShare’ Session, ESTA2002 Conference,British GeologicalSurveyGeology Howlersfrom 2002 AS/A2ExaminationsAcid Groundwater: AnInteresting CocktailEarth ScienceActivities andDemonstrations:LavasNational ScienceWeekJESEI WebsiteActivities Chris KingESTA CouncilMembers andVacanciesCash for Research:the P T Carr AwardJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 28 ● Number 1, 2003 ● ISSN 0957-8005www.esta-uk.org

Earth ScienceActivities andEarthquakesResponse to theScience andinquiry into the14 - 19 year oldsKingston 2001Book ReviewsWebsearchachBrowneTeaching Earth Sciences: Guide for AuthorsThe Editor welcomes articles of any length and nature and on any topic related toEarth science education from cradle to grave. Please inspect back copies of TES,from Issue 26(3) onwards, to become familiar with the journal house-style.Three paper copies of major articles are requested. Please use double line spacingand 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 eachmajor article should not have a subheading but should either introduce the readerto the context of the article or should provide an overview to stimulate interest. Thisis not an abstract in the formal sense. Subsequent paragraphs should be groupedunder sub-headings.TextPlease also supply the full text on disk or as an email attachment: Microsoft Wordis the most convenient, but any widely-used wordprocessor is acceptable.Figures, tables and photographs must be referenced in the text.ReferencesPlease use the following examples as models(1) ArticlesMayer, V. (1995) Using the Earth system for integrating the science curriculum.Science Education, 79(4), pp. 375-391.(2) BooksMcPhee, J. (1986 ) Rising from the Plains. New York: Fraux, Giroux & Strauss.(3) Chapters in booksDuschl, R.A. & Smith, M.J. (2001) Earth Science. In Jere Brophy (ed), Subject-Specific Instructional Methods and Activities, Advances in Research on Teaching. Volume 8,pp. 269-290. Amsterdam: Elsevier Science.FiguresPrepared artwork must be of high quality and submitted on paper and disk. Handdrawnand hand-labelled diagrams are not normally acceptable, although in somecircumstances this is appropriate. Each figure must be submitted as a separate file.Each figure must have a caption.PhotographsPlease submit colour or black-and-white photographs as originals. They are alsowelcomed 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 photographmust have a caption.CopyrightThere are no copyright restrictions on original material published in Teaching EarthSciences if it is required for use in the classroom or lecture room. Copyright materialreproduced in TES by permission of other publications rests with the originalpublisher. Permission must be sought from the Editor to reproduce original materialfrom Teaching Earth Sciences in other publications and appropriate acknowledgementmust be given.All articles submitted should be original unless indicted otherwise and shouldcontain the author’s full name, title and address (and email address where relevant).They should be sent to the Editor,Dr Roger TrendSchool of EducationUniversity of ExeterExeter EX1 2LUUKTel 01392 264768Email R.D.Trend@exeter.ac.ukEditorTo Advertise inteachingEARTHSCIENCESteachingEARTHSCIENCESJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005arth ScienceYour PresidentIntroducedMartin WhiteleyThinking Geology:Activities to DevelopThinking Ski ls inGeology TeachingRecovering theLeaning Tower of PisaDemonstrations:House of CommonsTechnology Commi teeScience Cu riculum forSe ting up a localgroup - West WalesGeology Teachers’NetworkHighlights from thepost-16 ‘bring andshare’ session a theESTA Conference,ESTA ConferenceupdateNews and Resourceswww.esta-uk.orgJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 27 ● Number 1, 2002 ● ISSN 0957-8005TelephoneIan Ray0161 486 0326teachingEARTHSCIENCESarth Scienceachers’ Assowww.esta-uk.orgCreationism andEvolution:Questions in theClassroomInstitute of BiologyChemistry on theHigh StreetPeter KennettEarth ScienceActivities andDemonstrations:Fossils and TimeMike TukeBeyond Petroleum:Business andThe Environment inthe 21st Century JohnUsing Foam Rubber inan Aquarium ToSimulate Plate-Tectonic And GlacialPhenomenaJohn WheelerDorset and EastDevon Coast:World Heritage SiteESTA ConferenceUpdateNew ESTA MembersWebsearchNews and Resources(including ESTA AGM)ESTA needs a newDEPUTY-EDITORTREASURERSECRETARYAre YOU willing to have a go?See pages 10, 33 & 34 for more informationWHERE IS PEST?PEST is printed as thecentre 4 pages inTeaching Earth Sciences.

Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 28 ● Number 1, 2003 ● ISSN 0957-8005www.esta-uk.orgTEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003teachingEARTHSCIENCESTeaching Earth Sciences is published quarterly bythe Earth Science Teachers’ Association. ESTAaims to encourage and support the teaching ofEarth Sciences, whether as a single subject or aspart of science or geography courses.Full membership is £25.00; student and retiredmembership £12.50.Registered Charity No. 1005331EditorDr. Roger TrendSchool of EducationUniversity of ExeterExeter EX1 2LUTel: 01392 264768Email: R.D.Trend@exeter.ac.ukAdvertisingIan Ray5 Gathill CloseCheadle HulmeCheadleCheshire SK8 6SJTel: 0161 486 0326Email: ianray@ray2003fsworld.co.ukReviews EditorDr. Denis BatesInstitute of Geography and Earth SciencesUniversity of WalesAberystwythDyfed SY23 3DBTel: 01970 622639Email: deb@aber.ac.ukCouncil OfficersPresidentMartin WhiteleyBarrisdale LimitedBedfordChairmanGeraint OwenDepartment of GeographyUniversity of SwanseaSingleton ParkSwansea SA2 8PPSecretaryDr. Dawn WindleyThomas Rotherham CollegeMoorgate, RotherhamSouth YorkshireMembership SecretaryOwain ThomasPO Box 10, NarberthPembrokeshire SA67 7YETreasurerGeoff Hunter6 Harborne RoadTackley, KidlingtonOxon OX5 3BLContributions to future issues of Teaching EarthSciences will be welcomed and should beaddressed to the Editor.Opinions and comments in this issue are thepersonal views of the authors and do notnecessarily represent the views of the Association.Designed by Character DesignHighridge, Wrigglebrook Lane, KingsthorneHereford HR2 8AWCONTENTS4 From the ESTA ChairGeraint Owen5 EditorialRoger Trend6 Undergraduate Understanding and Presentationof Anomalous Data in the Earth SciencesPaul Gibson11 New Activities and Approaches from the Post-16 ‘Bring and Share’ Session, ESTA 2002Conference, British Geological SurveyChris King (Editor)22 Geology Howlers from 2002 AS/A2ExaminationsJo Conway23 Acid Groundwater: An Interesting CocktailJohn Moseley25 Earth Science Activities and Demonstrations:LavasMike Tuke29 National Science WeekPeter Kennett30 JESEI Website Activities Chris King31 Obituary: Laurie Doyle Mick de Pomerai31 ESTA Conferences Update Peter Kennett32 ESTA Council Members and Vacancies33 News and Resources34 ESTA Diary35 Websearch36 Cash for Research: the P T Carr AwardteachingEARTHSCIENCESVisit our website at www.esta-uk.orgFront coverStudents sampling Yorkshire Dalesriver water.PHOTO: John MoseleyBack coverHeimaey Town and 1994 lava flowPHOTO: Andrew Krasinski3 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003From the ESTA ChairESTA’s latest Council meeting washeld last Saturday at the Universityof Birmingham. I never cease to beimpressed by the enthusiasm and commitmentof the members of ESTACouncil, and the wonderful work theydo on behalf of all ESTA members, andof Earth science teaching in general. If Idraw attention to some of the highlightsof this most recent meeting I’m bound toleave out something noteworthy. But I’lltry anyway.We saw copies of the newly publishedPrimary pack, Working With Soil, whichlooks superb – stimulating, fun and full ofideas that I can’t wait to try on our undergraduates!The pack was produced withthe assistance of generous funding fromThe Curry Trust, and congratulations goto Niki Whitburn and members ofESTA’s Primary Committee for thisexcellent addition to ESTA’s publishedresources for teachers. Owain Thomasgave us the good news that the number ofESTA members continues to rise, andGeoff Hunter cheered us by announcingthat subscriptions will not need to risethis year. We also heard about ESTA’s continuallyimproving relations with otherorganisations. Most recently an informalmeeting was held at the GeographicalAssociation’s Annual Conference toexplore ways in which ESTA and the GAcan work together in areas of mutualinterest, and we can look forward to excitingdevelopments ahead.The Earth Science Education Unit,based at Keele with support from ESTAand UKOOA (UK Offshore OperatorsAssociation), as well as Keele University,and in the capable hands of Chris Kingand Peter Kennett, continues to providevaluable INSET training in Earth sciencefor Science teachers. In early June theUnit is to expand into Wales, with alaunch at the National Museum inCardiff, and ESTA wishes this new venturewell. So all sorts of terrific activitiesand developments are taking place, manyof which you can read about elsewhere inthe Journal. It is important for us all torealise that ESTA is very much more thanjust the excellent Teaching Earth Sciencesand the stimulating Annual Course andConference, which form its “shop window”for many members.All of this activity requires co-ordinationand organisation, which is the role ofESTA Council. But perhaps, to somemembers, ESTA’s Council might be seenas some kind of shady “other-organisation”,something distinct from the Associationof members whose interests areprincipally reading Teaching Earth Sciences,teaching Earth science, and perhapsattending the Annual Course and Conference.This could hardly be further fromthe truth, and if this description tallies atall with your image of ESTA Council,please wipe it clear at once!So ESTA is in good health,with an increasing membership,high-profile activities on anumber of fronts, andstrengthening links with otherbodies that share a commoninterest in seeing good Earthscience teachingESTA is a voluntary association of members,organised for its members by itsmembers. Its Council is made up of ordinarymembers who have offered their helpand volunteered for a limited period to givea bit back to the Association by contributingto its organisation and the co-ordination ofits activities. These include the productionof Teaching Earth Sciences, the organisation ofthe Annual Course and Conference, andstriving to ensure that Earth science continuesto be taught – and taught well – in ourschools, colleges and universities. ESTACouncil members don’t need any specialskills or qualities. They have ideas, but likeeveryone else their ability to achieve theirideals is tempered by the real world, with itsconstraints of time, energy, family andmoney. But they do what they can. And youcould do it too. All ESTA members arecapable of making a valuable contributionto Earth science teaching by volunteeringto help for a while on ESTA Council.Which brings me to my next point.From time to time in the life of all organisationsoccasions arise when, though nothingmore sinister than coincidence, severalkey members step down from their posts atthe same time. At this September’s AnnualGeneral Meeting, Dawn Windley willretire as Secretary, Geoff Hunter as Treasurerand Roger Trend as Editor. All havedone terrific work over the past few years –all members are surely impressed with thenew look Roger has brought to the journal,and the continued health of ESTA is a tributeto the work of the Secretary and Treasurer.We all owe a great debt of gratitude toGeoff, Dawn and Roger. And we owe it tothem to replace them promptly.So who will replace Dawn and Geoff asSecretary and Treasurer, and who will takeon the task of Deputy-Editor to help thenew Editor? Will it be you? Why not? Noreason in particular? Excellent, it’s youthen! Get on the phone, or email, or writea letter to Dawn or me to find out moreabout what’s involved, and we’ll bedelighted to have you on board. There’sno good reason to stop any member fromtaking on one of these jobs, and it’s youropportunity to put something back intothe Association. You’ll find adverts for theposts in this issue of the Journal, and contactdetails for other Council members atthe front. Please, think very seriouslyabout offering your services in one ofthese posts, or at least finding out a bitmore about what’s involved. Your Associationneeds you!The posts will be filled at the AGMduring the Annual Course and Conference,being held this year in Manchesteron the 12th, 13th and 14th September.Further details are enclosed with this copyof Teaching Earth Sciences, so fill in theBooking Form and send it off now, whileyou’re thinking about it! The Manchesterteam, co-ordinated by Paul Selden fromthe University’s Earth Sciences Department,with Peter Kennett and James Speedacting as links with ESTA Council, havedone a terrific job of putting together astimulating and interesting programme.There are INSET courses on Friday forKey Stages 1 & 2, Key Stages 3 & 4, Post-16 and Higher Education. The Saturdayprogramme includes topical lectures andwww.esta-uk.org4

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Editorial: On Dinosaurs and Giant Rhubarbworkshops on inspiring issues suchas geohazards, fossil footprints, theManchester earthquakes and laboratorymodels of environmentalsystems, and there will be displays,exhibits and sales to peruse duringbreaks in the programme. Then onthe Sunday there is a choice of fieldworkshops exploring teachingissues relating to building stones,landslides, mining and mineralisedrocks. I don’t know about you, butI can’t wait!Looking further afield, the 2004Course and Conference will for thefirst time travel north of the border,to Edinburgh, from 17th to 19thSeptember. An enthusiastic team iswaiting to receive us, and drawingup a programme that will includethe National Museums of Scotland,Dynamic Earth, the British GeologicalSurvey, and Heriot-Watt andEdinburgh Universities, and willprovide the opportunity to try outteaching ideas at classic field localitieslike Arthur’s Seat. Start makingyour plans now for Edinburgh2004!So ESTA is in good health, withan increasing membership, highprofileactivities on a number offronts, and strengthening links withother bodies that share a commoninterest in seeing good Earth scienceteaching. At the same timeESTA is maintaining the high standardsof Teaching Earth Sciences andthe Annual Course and Conference.But to ensure ESTA’s continuedgood health into the future,your help is needed to maintain thevital functions of ESTA Council.All voluntary organisations needtheir members to engage as muchas possible with their organisingcommittee or council, and that’sexactly what ESTA needs now –volunteers. Become one today; youwon’t regret it. I look forward tohearing from you!Geraint OwenLast Saturday I attended ESTA Councilat Birmingham University and onthe Sunday I went to the MalvernSpring Show, the first national show of theyear for the Royal Horticultural Society(RHS). As you might imagine, the standardswere such that it made me want togive up gardening! How on Earth do theyget those plants looking so immaculate? Ispotted not a single punctured hosta leafnor a blemished rose petal (yes, plenty ofroses even at this time of year, early May).Most of the trade stands included attractiveplant arrangements as well as plants forsale, but one in particular caught my eye,and that of everyone else too. It was sellinglarge-leaved architectural plants and you canimagine the lush display of tree ferns (Dicksonia),horsetails (Equisetum), giant rhubarb(Gunnera) and (Rheum), plantains of variouskinds and so forth. Peering out from thedense foliage were two huge dinosaurs: notreal live ones, just very stationary plasticmodels of (Tyrannosaurus) and a Ceratopian.They were so effective because of theirquality, robustness and size (Tyrannosaurus)was over 2 m. high). They were doing agreat commercial job, drawing in thecrowds to buy the “designer plants”: andthey didn’t need feeding.Interest in so-called architectural plantshas increased among gardeners considerablyover the last decade or so, possibly as a resultof increased travel or warmer climates, orperhaps resulting from the increased attentionto garden design. Perhaps it is just a currentfashion for the spectacular. Whateverthe underlying causes, many people are nowwell in-tune with Carboniferous forestswithout realising it. How can this be used asan opportunity for those of us involved ingeoscience education? Perhaps those of uswho work (or play, as in my case) with plantscould bring in the evolutionary aspects ofmany extant plants when we are doing ourday jobs in geoscience education. Centressuch as the Eden Project and the NationalBotanic Garden of Wales certainly have theopportunity to enhance geoscience knowledgeand understanding by incorporatingthe deep time perspective into plants. Dothey succeed? Is it on their agendas? Perhapseven garden centres and nurseries couldenrich their customers’ gardening experiencesby setting their plants in a time perspective:or is that just expecting too much?Perhaps gardening programmes could dothe same, at least occasionally.There is a slight problem for those of usworking with younger people. Most amateurgardeners are on the older side and gardeningis perhaps seen by youngsters as notfor them. Personally, I think this is fine: formany people amateur gardening is best lefttill adulthood, perhaps after an initial stirringat about 6 to 10 years. However, there ishuge scope to expand and exploit that “initialstirring”, as the May 2003 issue of TheGarden, the RHS journal, makes clear. Itincludes an article about pupils at WrithlingtonSchool, a rural comprehensive in Somerset.Under the leadership of SimonPugh-Jones, a physics teacher and 2001Teacher of the Year for the South West, theyhave established a Greenhouse Club, with aspecial focus on orchids (Ardle, 2003).The article makes heartening reading,not least because it is well-illustrated withcolour photographs of the students in laband greenhouse. It is very interesting tonote that the school logo is that of theWorld’s oldest damsel fly, discovered in thefamous local Carboniferous rocks (anSSSI). This simple logo is highly visible onthe school uniform, but not mentioned inthe article text: what a pity. To make thelink between Carboniferous damsel fly andorchids would have been easy, perhaps viadinosaurs (First Appearance of orchids wasin the Cretaceous Period) or Darwin’sfamous “Orchids Bank”, now named“Downe Bank”.How else can geoscience education benefitfrom the huge interest in gardening?Perhaps readers have some excellent exampleswhich they might share with the rest ofus? Please write!ReferenceArdle, Jon (2003). From Tiny Protocorms...The Garden, 128(5): 334-337Roger Trend5 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Undergraduate Understanding and Presentationof Anomalous Data in the Earth SciencesPAUL GIBSONDuring project or practical work, undergraduate students often collect geophysical data without first consideringa number of important questions regarding the data and their presentation. Often this results in a poorunderstanding of the study, incorrect conclusions and a poor presentation of their findings. This paper outlinesthe types of questions that students should have considered in a small discussion group format before any fielddata are acquired.Figure 1:Concept of ananomaly andexamples ofmagnetic andconductivityanomalies.IntroductionSome disciplines within the Earth Sciences involve themeasurement of parameters that can provide usefulinformation about the subsurface. In geochemical studiesfor example, the concentration of copper in soilsamples can be used to help locate potential ore bodies.Also, a range of techniques is available in geophysicssuch as gravity, magnetics, conductivity, seismic orground penetrating radar, all of which involve measurements.This paper focuses on geophysics but many ofthe concepts are more widely applicable.Over the years it has become apparent to the authorthat students often collect data without enough preparationor forethought and, as a consequence, oftenencounter difficulties while collecting the data, misinterpretthe data or badly present them.Before any fieldwork commences it has proved beneficialfor the students to form small discussion groupsand consider the following questions.● What is an anomaly?● What does the size of an anomaly tell you about thegeological importance of the feature that caused it?● If you find a wide anomaly and a narrow anomaly,what does this tell you about the structures that mayhave caused them?● How often should data be collected along a traverseand what effects will using different station spacingshave?● What conventions should be adopted for showinggraphs with different trends?● Should different graphs be shown at the same scaleor at different scales?● What sampling technique should be employed ifdata are being collected over an area and what are theeffects of using different sampling techniques?● How should areal data be displayed?The geophysical anomalyAn anomaly exists where there is a measurable contrastwith the background. A profile of data is formed of twocomponents, a background (regional) value that onewould expect to exist and an anomaly that represents adeviation from this background value: see Figure 1a.The appearance of this anomaly will vary depending onthe technique being employed and the size and shape ofthe target. Figure 1b shows a conductivity profile acrossa metal pipe. The background conductivity value for thislocation is 8 mS/m whereas there is a deviation from thebackground value above the pipe which varies from +74mS/m to -93 mS/m. The background readings shown inFigure 1b are constant along the traverse. However,there are many instances in which the backgroundvaries. Figure 1c illustrates a negative anomaly due to afault that was obtained on a magnetic survey in whichthe background readings change at a constant rate.The term ‘measurable’ in the previous paragraph isimportant because it is entirely possible for a contrast toexist but for it to go undetected. It is important that thevariation in the natural background properties be suchthat any anomaly being looked for is substantiallywww.esta-uk.org6

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003greater than the background variance. The backgroundvariations in the magnetic field for basalt, schist andquartzite obtained on a survey are shown in Figure 2. Ifone were looking for a target that was expected to producea 100 nanoTesla (nT) anomaly it could easily beidentified if the survey was conducted over quartzite orschist where the natural variance is approximately 10nT. However, the natural background variation over thebasalt is of the order of 100-300 nT (Gibson et al.,1996). A 100 nT anomaly over basaltic terrain would beindistinguishable from the natural variation.Size of the anomalyAfter the data are collected and displayed, it maybecome apparent that anomalies of different size arepresent. Many students assume that the bigger theanomaly the more important is the geological structure.The magnetic signatures over two faults are shown inFigure 3. One is associated with a magnetic anomaly ofover 3,000 nT whereas the second is delineated by a 120nT anomaly. However, the 3,000 nT fault is, in geologicalterms, relatively minor but it produces a largeanomaly because it is located within highly magneticbasalts. The 120 nT fault is, however, part of a majorfault system that extends for hundreds of kilometres. Inthis instance, the host rock has a low magnetism and thesubsequent anomaly is small.The distance from the source to the sensor is alsogoing to have an important bearing on the size of theanomaly. Thus, a small object close to the surface canproduce a large anomaly while a much bigger objectburied at a greater depth will only produce a smallanomaly. The student should also realise that a smallanomaly might be because the data were collected on atraverse line that did not directly pass over the object. Itis good practice when an anomaly is located to obtaindata in the immediate vicinity to ascertain more accuratelyits position and highest magnitude.Students often assume that the width of an anomalyand the width of the feature that caused the anomaly areone and the same, i.e. narrow features cause narrowanomalies and wide features cause wide anomalies. Figure4 illustrates typical magnetic signatures one mightexpect to find over fault zones. The wider zone (1) inthis instance will produce a wider anomaly than thenarrow zone (2). However, this does not necessarilyimply that if one finds a wide anomaly that it has beencaused by a wide feature. A traverse over a narrow faultzone can yield a wide anomaly (3) as the width alsoFigure 2:Naturalbackgroundvariance inmagnetic readingsover basalt, schistand quartzite.Figure 3 (left):Magnetic signatures over two faults. Thelarge anomaly is associated with a minorgeological structure and the small anomalyis associated with a major structure.Figure 4 (above):The width of an anomaly is partiallycontrolled by the direction of the traversewith respect to the trend of the feature.7 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Figure 5:Effects of stationspacing on thedetection of a fault.Graphical presentationData presented in a numerical format is an ineffectiveway of illustrating the spatial variation of some parameter.Data collected at intervals along line can be easily presentedas individual graphs. When a number of traverseshave been obtained with different trends and with databeing obtained on parallel traverses but in opposite directionsthen it is important to have a standard presentationconvention, Figure 6. The author adopts the conventionthat traverses have the NW and SW quadrants to the leftand NE and SE quadrants to the right. Note, how it isnow possible to directly compare the data along traverseAB with that of traverse CD in Figure 6 because the datafor traverse AB have been plotted in the opposite directionto which it has been collected.depends on the trend of the traverse with respect to thestrike of the fault. Two other points should be borne inmind when considering the width of an anomaly. Firstly,deeper sources, although they produce an anomalyof lower magnitude than shallower sources, yield awider anomaly. Secondly the anomaly is wider than thebody which has caused the anomaly (Reynolds, 1997).An electric fence a few millimetres in diameter can producean anomaly that extends for over a metre.Effect of station spacingThe distance between which adjacent measurements aremade (station spacing) is very important. Most studentsrealise that narrow features can be missed totally if thestation spacing is too great. Data were collected over afault with a station spacing of 10, 20 and 50m: see Figure5. The fault is still detectable at a spacing of 20m (thoughwith a reduced magnitude compared with the 10m spacing)but would not be detected with a 50m interval. As arule of thumb, the station spacing should be about halfthe width of the feature one wishes to detect. (Interestedstudents can read up on the Nyquist frequency whichaddresses the question of sampling rates).Figure 6:Standardised convention for plotting data collected along traverseswith different trends.Some authors contend that all graphs should be presentedat the same scale. While this allows different traversesto be directly compared, adopting this approachalone may result in the loss of important information.Figure 2 showed two faults, which were displayed atdifferent scales, but if the lower one were to be displayedat the same scale as the upper one, the faultwould be undetectable, even though it is known to bean important structure. Similarly, one large anomaly onwww.esta-uk.org8

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Figure 7:Contour, grey scaleimage and 3Dformat methods ofdisplaying arealdata. Bottom right:Artefacts due togridding algorithm.a traverse can mask smaller ones which may also beimportant, so it is useful to examine the data for individualtraverses at different scales. It is good practice toinclude at least one figure which displays all traversestogether at the same scale, especially if the site conditionswere similar for all the traverses.Display of 2 dimensional (areal) dataThere are various ways of displaying 2D data that showthe spatial variation of some parameter. A contour mapcan be produced by a gridding software package such asSURFER. The contour plot in Figure 7 shows a gradientwith conductivity values increasing from the northwesttowards the southeast. One can view the same data as animage in which the lower the conductivity value thedarker the image: see Figure 7. In this format the gradientis quite obvious. A similar approach is to show thevariation as a surface. The operator has the ability to viewthe data from different orientations and if necessary produceprofiles with different trends. One of the mosteffective ways of displaying the data is to employ colour,since the human visual system is specifically designed toacquire information through variations in colour.Data collection techniquesGeophysical data can be collected randomly over anarea, as shown in Figure 8a. A drawback with thisapproach is that some parts of the area may be very wellsampled and other parts may be very poorly sampled.Also, in order to create a contour plot, the geographicalco-ordinates of every data point have to be obtained:this can be very time consuming if a large number ofdata points have been acquired. More generally, data areoften collected along parallel lines. If possible, the datashould be collected along lines which are at right anglesto each other (see Figure 8b) though more commonlythe data are collected in only one direction, e.g. alongnorth-south lines. The data are often collected suchthat the distance between the traverse lines is muchgreater than the sampling interval along individual traverses.The gridding process can preferentially favourdata along a line compared to data for adjacent lines,thereby producing false trends. Figure 7 (bottom right)shows the results of contouring magnetic data whichwere collected along parallel lines. The north-southtrending alignments simply mirror the north-south traverselines along which data were collected and are artefactsof the gridding program. One should alwaysexercise great caution when interpreting trends that areparallel to traverse lines as being caused by subsurfacefeatures. It is always advisable to confirm the presenceof such features by obtaining data along traverses with adifferent orientation. Also note the curved contours inthe northeast corner. These are not due to a subsurfacebody but the pattern is formed because there are toofew data points in this area. In general, the distancebetween adjacent lines of data should not be greaterthan twice the station spacing along a traverse otherwise9 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Figure 8:Collection of arealdata (a) randomlyand (b) alongtraverses at rightangles to eachother.ESTA needs a newDEPUTY-EDITORfor 2003-2006due to the retirement of Helen KingThe main duty is to assist the EditorNo special skills or experience needed,just enthusiasm and a desire to give somethingback to ESTAAre YOU willing to have a go?PLEASE ask for more information,including a fuller job description, from:Dawn Windley, Thomas Rotherham College, MoorgateRoad, Rotherham, South Yorks. S60 2BETel: 01709-300600dawn.windley@thomroth.ac.ukorGeraint Owen, Dept of Geography,Uni of Wales Swansea,Singleton Park, Swansea SA2 8PPTel: 01792-295141g.owen@swansea.ac.ukspurious trends can be produced.It is best to ‘stagger’ the data collection along adjacentlines. Thus on line 1, data collected at 2m intervalscan be acquired at positions 0, 2, 4, 6 etc and for theadjacent line at positions, 1, 3, 5 etc This gives a moreeven distribution of data points. Data should be collectedbeyond the study area which mimimises edge effectsin the gridding algorithm and it is relatively easy to cropthe grid to the correct size.ConclusionsConsideration of some important questions before collectingfield data is of great benefit in helping studentsin their collection, interpretation and display of thedata. Data should be collected with an appropriate stationspacing and a standardised convention regardingthe directions in which profile data are plotted shouldbe adopted. Trends on contour maps that are parallel totraverse lines may be artefacts caused by the griddingalgorithm and adjacent traverses should not be toowidely separated.ReferencesGibson, P. J., Lyle, P. & George, D. M. (1996)Ground-based magnetic patterns over selected Irishrocks and structures. Irish Journal of Earth Sciences, 15,pp. 129-143.Reynolds, J. M. (1997) An introduction to applied andenvironmental geophysics. England: John Wiley andSons Limited.Paul GibsonEnvironmental Geophysics UnitDepartment of GeographyNational University of Ireland, MaynoothMaynoothCo. KildareRepublic of IrelandTel. No: +353-1-7083810 (direct)Email; Paul.Gibson@may.iewww.esta-uk.org10

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003New Activities and Approachesfrom the Post-16 ‘Bring and Share’ Session,ESTA 2002 Conference, British Geological SurveyCHRIS KING (EDITOR)ESTA members at the Post-16 INSET day were invited to ‘bring and share’ new activities and approaches that theyhad used with their A-level students, and they responded abundantly. In a packed session, a wide range of ideasand activities was presented and many of these have been written up by their presenters below. We will be runninganother ‘bring and share’ session during the post-16 INSET day at the ESTA Conference in Manchester on Friday12th September 2003 – we do hope you will come and participate and bring along your own ideas too.Many thanks to Chris Bedford, Ros Smith, Pete Loader and Jo Conway, Mike Tuke, Vicky Power and ElisabethDevon, Alison Quarterman, Derek Briggs and Graham Oxborrow for not only bringing and sharing, but also forbeing willing to write up their ideas for us, as below.Visualising map outcrop patterns of faulted foldsChris Bedford, Radley College, Abingdon, (cmb@radley.org.uk)Brief Description:Students often have problems visualising what happens to anticline/syncline outcrop widths on the opposite side of a dip-slipfault. In essence ...● anticline – (submarine) outcrop width gets broader when upfaulted (as a submarine surfaces)● syncline (hull of boat) outcrop width gets narrower when upfaulted (as people get out of boat)Age Range:post-16Apparatus/Materials needed:Picture of submarine/boat, copied and given to students or whole class as OHT11 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Formation of slatey cleavageChris Bedford, Radley College, Abingdon (cmb@radley.org.uk)Brief description:Arrange matchsticks on an overhead projector (OHP) to represent random arrangement of platy clay minerals in a mudstone● Use edges of two books to push the matches together (= directed pressure) and arrange platy clay minerals into a parallelalignment● To demonstrate why sandstones do not form cleavage (due to rounded grains/lack of platy minerals), scatter gravel (= sandgrains) on the OHP and repeat the step above. Grains are merely pushed together (= reduction in porosity) and noalignment occurs.Note: One could also use stages 1 and 2 to demonstrate formation of fissility in shale by compaction of randomly arrangedclay minerals. It might then be possible to apply pressure from a different direction, realigning the matches/clay minerals as inthe recrystallisation of shale to form slate.Age range:11 +Apparatus/materials needed:Matchsticks; mm/cm-sized gravel pieces, OHP, two books.Economic uses of rocks and mineralsChris Bedford, Radley College, Abingdon (cmb@radley.org.uk)Brief description:The original idea for this first appeared in Teaching Earth Sciences, Volume 22, part 2 (1997) in an article by Jim Moore(Department of Environmental and Biological Sciences, Liverpool Hope University, Hope Park, Liverpool, L16 9JD).The principle is based on the card game Pairs – matching the illustrated card of the mineral/rock to an illustrated card of theuse. An initial run-through with the cards face up can be followed by a repeat exercise with the cards face down. Students getvery competitive and develop a good memory of the uses of rocks and minerals.Age range:13 - 16Apparatus/materials needed:Illustrated cards of rocks/minerals and a matching set of cards showing their uses: see pages 18-21 for a selection of cards,reproduced by kind permission of Jim Moore.‘Jigsaw’ of Pangaea/modern continentsRos Smith, Bridgewater College, SomersetBrief Description:Photocopy an appropriate map of the world’s landmasses.● Cut out nine pieces (N. America, Greenland, Eurasia, Madagascar, India, Australia, Antarctica, Africa (with Arabia as onepiece) and S. America)● Using a guide, such as the publication, ‘This Dynamic Earth’, fit the pieces as closely together as possible to get a rough ideaof the supercontinent Pangaea. Despite the problems of projection, this can be a surprisingly close fit, especially with theconsideration of continental shelves.● Move the pieces apart through a series of ‘palaeogeographies’ (again, there is a sequence illustrated in ‘This Dynamic Earth’)eventually returning them to their modern day relative positions; thus demonstrating the break up of Pangaea and ‘drift’ ofcontinents. This gives the students plenty of scope to discuss such topics as rifting, constructive margins, ocean ridges, sealevel changes, etc.Age Range:14+Apparatus/Materials needed:Appropriate map; scissors.www.esta-uk.org12

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003“Extinction? Don’t get left on the shelf”Pete Loader, St. Bedes College, Manchester, and Jo Conway, Yale College of Wrexham (JLC@yale-wrexham.ac.uk)Brief Description:Draw four squares on graph paper, 4 cm x 4 cm (each represents a continent).● Draw a perimeter around each square 1 cm wide (representing the shelf sea)● Calculate the total area of all the perimeter (= 80 cm 2 )● Cut out round the perimeter.● Join two continents to each other to give rectangles, 4 cm x 8 cm (two continents representing Laurasia and Gondwana).Calculate the reduction in shelf area (80 cm 2 - 64 cm 2 = 20%).● Complete Pangaea by joining the two continents to give one (8 cm x 8 cm).● Calculate the new reduction in shelf area (from the original, 80 cm 2 - 44 cm 2 = 45%)● Ask, ‘Where have all the benthonic, planktonic, nektonic organisms gone?’● This leads to discussion on extinction, competition for space, carrying capacity, size of shelf and reasons for variation, sealevel changes, CO 2 sink loss, non-mobile organisms, etc.● The activity can be further developed by drawing more realistic shapes of continents using palaeogeographic maps, eg. India(triangular).Age Range:16+Apparatus/Materials needed:Graph paper; calculator; drawing instruments; brain!Heimaey, Iceland, lava managementAlison Quarterman, Greenhead College, Huddersfield(aquarterman@greenhead.ac.uk)Heimaey, Iceland.Brief Description:You can develop your own perspectives and exercises based oncoloured photos of the Edfell volcano and the 1973 lava whichthreatened to destroy Heimaey town and harbour. The detailsand photos are available on a CD-ROM free of charge bysending your address to Alison at the email address above.Examples of photos are given on the right, on pages 16, 17 andthe back cover.Age Range:14+Apparatus/Materials needed:CD-ROMPHOTO: ANDREW KRASINSKI13 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Stress blocksMike Tuke, Cambridge Regional CollegeBrief Description: PurposeThis activity is designed to show the relationship between the orientation of the stresses in the Earth’s crust and the type offault produced. The stresses in any one block of rock can be resolved into three mutually perpendicular forces:● a maximum force – which is the direction of compression and will result in shortening of the crust● an intermediate force● a minimum force – which is the direction of tension and will result in extensionActivity1. Place the blocks as they are shown in the diagram, with the green side uppermost.2. Move one of the pieces to show appropriate fault movement (the wrench fault should be dextral).3. Make a sketch and add labelled arrows to show maximum, intermediate and minimum forces. Assume that the intermediateforce has caused no change.4. Repeat for other pairs of blocks.(Note: Put a small amount of Blu Tac TM on the face of the normal fault to hold it together. This activity takes around 15minutes)Age Range: 16+Apparatus/Materials needed: Three pieces of wood, each 15 cm x 5cm x 5 cm, cut diagonally in half as in the diagram. theseblocks should be arranged so that the movement along the diagonal surface will show normal, thrust and wrench faults. Thetop surface of each should be painted or dyed green.www.esta-uk.org14

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Rock thin sectionsVicky Power and Elizabeth Devon, Stonar School, Wiltshire (e.devon@stonar.wilts.sch.uk)Brief Description:This method can be used on samples collected by pupils in the field and for A2 coursework for skills 1 and A.● Cut as thin a section as possible using a diamond saw● Glue this thin piece onto a glass slide using Loctite TM glass bond● Fasten tape on both ends of the slide and, using a lapping machine with a series of grits, reduce the thickness of the thinsection – use silicon carbide grit 80, then 220, 400 and finally 600 (Note: before we had a lapping machine, we rubbed thethin sections with the series of grits on glass plates – this hand process took a very long time!)● Keep checking for thickness (Note: Some students do get a little over enthusiastic and find they have only the glue left ontheir slide!)● Add cover slip and label● Other resources● Adams, Mackenzie and Guilford. Atlas of sedimentary rocks under the microscope.● Mackenzie, Donaldson and Guilford. Atlas of igneous rocks and their textures● Yardley, Mackenzie and Guilford. Atlas of metamorphic rocks and their texture● Mackenzie and Guilford. Atlas of rock-forming minerals in thin section● www.sorrel.humbolt.edu/~jdl1/petrography.page.html● www.uwgb.edu/dutchs/pertology/thinsect.htm● www.geolab.unc.edu/Petunia/IgMetAtlas/mainmenu.html● plus lots more – try a Google search for ‘Rock thin section’Age Range:16+Apparatus/Materials needed:Diamond saw; Locktite TM glass bond; glass slide and cover slip; lapping machine (not essential); series of grits, eg. siliconcarbide grit 80, 220, 400, 600.Simulating hydrothermal mineralisation in the fieldChris King, Keele University (c.j.h.king@educ.keele.ac.uk)Brief Description:This is one of a series of activities designed to be used in the field adjacent to an exposure to encourage interactive discussion ofthe rock/mineral forming processes in order to develop deeper understanding.● Beside a mineral vein in the field, take a specimen of the local rock from your bag, through which a hole has been drilled(eg. a 5 mm hole). Confirm with the group that, to form a vein, we first need a rock with a gap in it, like this one.● Ask, ‘How can we get minerals into the gap?’ Answer – they must be carried there in solution – so the gap must be filled with water.● Get a beaker from your bag, with some bottle tops in the bottom. Put the rock specimen into the beaker on top of the bottletops, hole pointing upwards, and fill the beaker with water.● Ask, ‘Where does the mineral solution come from?’ Answer – below.● Use a glass tube to drop a crystal of potassium permanganate into the hole so it sinks to the bottom.● Ask, ‘How can we get the mineral solution (potassium permanganate solution) to rise up the hole?’ Answer - heat it.● Get a camping gas stove, tripod, gauze, mat and dry matches from your bag. Heat the beaker. Soon a plume of permanganaterises up through the hole.● Ask, ‘ How can we stop the mineral solution from rising to the surface and being lost?’ Answer – trap it underground.● Place an inverted watchglass over the hole to trap the rising solution, where it will ‘pond up’.● Ask, ‘What will happen to the ponded mineral solution?’ Answer – it will cool down and minerals will crystallise.Note: a point to bring out during discussion is that the mineral solution can be formed in two ways – either as a remnantmineral-rich solution from an igneous intrusion (as in the Cornish granites) or by deep hot fluids dissolving mineralconstituents at depth and bringing them towards the surface (as in the Peak District mineralisation).Age Range:16+Apparatus/Materials needed:Rock with a 5 mm drilled hole; bag to keep all apparatus hidden; beaker large enough to hold the rock; several bottle tops;water; glass tube; potassium permanganate crystals; camping gas stove; tripod, gauze, mat, matches; watch glass.15 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003‘Rocky Roadsigns’ - a fun rock keyDerek Briggs, Education Consultant, 36 Old Road, N. Petherton, Bridgwater. Tel. 01278 662537Brief Description:This investigative activity uses a simple dichotomous key system of ‘roadsigns’ to enable delivery of a rock specimen by modellorry to the best-fit rock name (‘address’).A sheet of A2 card is prepared with a series of simple key questions requiring a YES/NO answer (eg. ‘Is the rock grey?’; ‘Isthe rock very thinly layered?’). The loaded lorry is ‘driven’ to each roadsign question in turn. The YES or NO answerdetermines which way to turn next, until delivery is completed. The procedure is repeated for each of the 8 rocks. Invariablyguessing doesn’t work!1 2 34 5 6 78Other activities developing from this one may include:● discussion (with evidence) of why several different-looking rocks may be called ‘limestone’;● discussion of reasons for some of the different colours;● investigation – matching some modern materials (eg. broken shells, scree fragments) with some of the rocks(‘Which from What?’)● investigation – matching photos of some modern environments with some of the rocks (‘Where on Earth?’).Age Range:This introductory activity was devised for teacher training and, with minor appropriate modifications, has proved popular (funbut instructive) with ages from 6 to 60+!Apparatus/Materials needed:Prepared A2 card; toy lorry; 8 rock specimens (or fewer).See Heimaey, Iceland, lava management in Chris King articlePHOTOS: ALISON QUARTERMANwww.esta-uk.org16

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003‘Swiss roll’ to show map exposures of plunging foldsGraham Oxborrow, Saffron Waldon County High School.Brief description:For groups of 2/3 students● Cut Swiss rolls in half lengthways● One half represents an anticline, the other a syncline. The sponge represents beds of rocks, the jam/cream (depending onthe quality of Swiss roll purchased) represents bedding planes.● Incline ‘folds’ by supporting at one end● Students have now created plunging folds. Cut with a knife parallel to the table surface to represent erosion● Students can then sketch the ‘eroded surface’ outcrop including a comparison of plunge direction of ‘nose’ of outcrop.Label the fold features shown (dip, etc.)● ‘Inwardly digest’ the Swiss rolls!Age range:16+Apparatus/materials needed:Swill rolls (one per group – set the purchase of them as a preceding homework!); knives (hazard); paper plates; supports toincline ‘plunging folds’.Heimaey Harbour, Iceland17 www.esta-uk.org

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TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Geology Howlers from 2002 AS/A2 examinationsJO CONWAYMany of us know the tedious nature of marking! However, the tedium can be broken when you come across a funnyspelling mistake or some other kind of error: they can cause a complete breakdown into howls of laughter (whenit’s someone else’s student), or a fit of tears (if it’s your own student)! Some of the geology examiners kept arecord of these this year and the best are listed below (with a brief description of the question) for your“enjoyment”! My thanks go to fellow examiners for forwarding these to me. The student names have not beenrecorded (to protect the innocent – teachers and students alike!).In naming the Palaeozoic era:● “Andezoic”, “Pleistocene”, “Densazoic” and“Caledonian”In naming a faunal group which became extinctat the K/T boundary:● “woolly mammoths”, “pilchards”Why did the dinosaurs die out?● “disease spread though the dinosaurs causing a lotof them to die very suddenly, especially the livingones”Regarding rock, field and map descriptions:● “limestone is an igneous crystalline rock”● “the sill at Wards Hill has changed the relief byINTURDING into the surrounding area”● “the difference in dip angles is 443°”● “younger rocks contain coral, older rocks containcheddar”● “granite is a sedimentary rock”On a question about the Taren landslip:● “the Taren landslip would APPRECIATE the river”● “the embankment at X will act as a SPEED BUMPto slow the landslide down”In response to an essay on volcanic hazards,many students confused their case studies:● “a high silica content magma e.g. Andalusite”● “as a volcanic tourist attraction, Montserrat eruptslike clockwork every 45 minutes”● “Mount St Helens’ main industry was fishing, andthe volcano killed the fish, but the island wasenlarged by 1/3 due to ash”● “Mount St Helens is a volcanic tourist attraction inthe Pacific ocean”● “Mount St Helens is in WARSIGNTON”● “Many prediction methods were used on Mount StHelens, however one thing they couldn’t preparefor was the actual blast which HELPED in thekilling of 68 people”● “Redirection of lava was used when the Helsinkivolcano erupted on the tropical island of Hawaii”and our favourite...● The volcano formerly known as Monserrat is now“MONSTER RAT”● and a couple of students used the film Dante’s Peakas their case study!In response to an essay title regarding O 16 /O 18ratios:● “the high amount of O 18 caused little heat to getthrough into the earth’s atmosphere, so the earthremained cold”● “O 18 is heavier so in the sea the O 16 sits on top ofthe O 18 ”● “O 16 is produced by trees, O 18 is produced bygrasses”Name a geochemical method for locatingminerals:● “a metal detector”Regarding an essay on minimisation ofenvironmental mining damage:● “the use of the lake (infilled following mining) forfishing could be charged for, and NATURISTScould donate money to maintain the habitat”● “blasting should be limited on weekends, becauseI’m sure the locals would like a lie in once in awhile”● “Animals should be discouraged from settling in adangerous mine site but as humanely as possible,by not shooting them”● “to minimise our own damage we should importresources from other countries”In response to water pollution:● “water will be contaminated by leaches”● “INTOXICATED water can flow into limestonejoints”Poor spelling often meant students wrote downTRUST fault (or even one poor soul who called it aTRUSS fault) when they meant THRUST fault.Drumlins became “drumlinings” and we read aboutthe new theory of “mantle plums” quite often!Cont. on p24www.esta-uk.org22

Spring 2003 – Issue 41POETRY ONTHE ROCKSA LESSON IN KILLINGTWO BIRDS WITH ONE STONE!Published by the Earth Science Teachers’ Association Registered Charity No. 1005331IntroductionThis activity will not only cover the standard Earth sciences elements of the National Curriculum forscience at key stage two (Sc3:1d) but will also look at some links into English (En3). The idea is toallow the children to explore rock and mineral specimens creatively, using their own words andpoetry to express their observations, rather than bombarding them with scientific terms that maylead to confusion. The key to writing poetry in this case, is to remember that it does NOT have torhyme, and that it can be as short or long as you want!The ActivityYou will need...The activity will require a selection of rocks, fossils and minerals which you will need to haveidentified (PESTS 1,2 & 9). These should preferably have interesting colours, shapes or textures.You will need enough to share out amongst individuals or groups within the class.Suggested rock specimens:Marble; Granite; Limestone; Mudstone; Slate;Sandstone; Basalt; SchistSuggested mineral specimens:Quartz; Pyrite; Malachite; Tiger’s Eye; Haematite;Galena; GypsumSuggested fossil specimens:Ammonite; Trilobite; Echinoid; Plant fossilsPoetry Method 1BLIND EXPLORATION!Pupils will need to work in pairs, and swap over when the first person has finished. The teacherneeds to get one person in every pair to close their eyes (no peaking!) and put out their hands. Theteacher will need to place a rock or mineral into their hands. The other member of the pair willthen need to ask the person with the specimen a number of questions (below) and write downtheir responses. The child who is answering the questions MUST keep their eyes closed, until theteacher has taken the specimen back. The activity is then repeated with the other child answeringquestions. Again, the child must NOT see the specimen and the teacher must take it away before

Issue 41 ● Spring 2003 ● POETRY ON THE ROCKSthey open their eyes. The answers from the sheets should allow the pupils to create a poem. Thiscould be done by simply padding out answers or exploring one or two specific answers. Oncefinished, the pupil may guess which specimen was theirs.Questions for Method 1:1. How does this rock / mineral / fossil make you feel?2. What colour do you think it is?3. What makes it feel like it is that colour?4. Touch the back of your hand with it, how does it feel?5. How old do you think it is?6. How do you think that it was discovered?7. If it could talk, what secret might it tell you?8. If it was alive, what creature would it be?Run through for method 1: Using an ammonite fossil1. How does this rock / mineral / fossil make you feel?It makes me feel special and clever2. What colour do you think it is?I think that it feels gold3. What makes it feel like it is that colour?It is very cold, so I think that it feels like a metal. Because it makes me feelspecial, I would like to think that it is gold4. Touch the back of your hand with it, how does it feel?It feels smooth and round but bumpy not flat5. How old do you think it is?I think it is millions of years old6. How do you think that it was discovered?Someone must have found this in the ground7. If it could talk, what secret might it tell you?It would tell me where to find more8. If it was alive, what creature would it be?If it was a creature it would be the eye of a giant flyThe Eye of a Giant FlyIt makes me feel special and clever,Made of gold because it is cold and specialSmooth, round, bumpy not flatHidden for millions of yearsUntil someone found it in the groundTell me: Where could I find more?

Issue 41 ● Spring 2003 ● POETRY ON THE ROCKSPoetry Method 2ALPHABETY ROCKS!You will need to make cards for the following individual letters: A B C D F G H I K L M N O P R S T W.Give each pupil a letter and ask them to write down a word beginning with the letter. This will bethe theme for their poem. Next, you will need to deal out the rocks, fossils and minerals amongstthe class, and ask them to answer the questions below. This should allow pupils to create a poemusing their answers but taking into account their theme. As with method 1, poems could becreated by simply padding out answers or exploring one or two specific answers.Questions for Method 21. What letter have you been given?2. What word have you chosen as your theme?3. Look at the specimen and write down five words that begin with your letter that remind you ofyour specimen4. Think about how your specimen reminds you of your theme5. Does your specimen look like or make you think of a person, or an animal or a thing?6. What does the specimen feel like if you rub it on the back of your hand?7. What texture does it have?8. What colours can you seen in it?Run through for method 2: Using a piece of granite1. What letter have you been given? C2. What word have you chosen as your theme? Christmas3. Look at the specimen and write down five words that begin with your letter that remind youof your specimen: Chunky, Crystals, Colours, Cold , Chubby4. Think about how your specimen (and words above) reminds you of your themeThere are lots of colours like green and red at Christmas, It is cold at Christmas, and thereis lots of food so you might get chubby5. Does your specimen look like or make you think of a person, or an animal or a thing? Itlooks like a Christmas decoration because it sparkles6. What does the specimen feel like if you rub it on the back of your hand?Very cold and heavy, quite smooth but also rough7. What texture does it have? Smooth and rough8. What colours can you seen in it? Pinks, greys, blacks, silversCHRISTMASPretty colours, very cold, and I get chubbyThe decorations sparkle on the Christmas TreeLots of sparkling decorationsRough like the icing on the Christmas Cake!

Issue 41 ● Spring 2003 ● POETRY ON THE ROCKSExamples:Some more of the poems created using this method:Imagination can lead astrayMan deteriorating with age,Perhaps cliffs with stone steps, bleached with silver,Or a mini car zooming across the land.Instead a rock made of lead and quartzThis poem came from a strange-shaped piece ofquartz with galena (containing lead) using the first methodEyes of MiceEyes of miceWatch me dance, sing and write,Whilst they stay where they are, there is safetyFor what could happen to them, they might regretThis poem came from a polished piece of agate, a glassysmooth mineral using the first methodA PoppySunny daysNew coloursPoppies in the cracksWaiting for new growthThe memories of my gardenThis poem came from a piece of malachite, which theauthor thought felt red! This also used the first methodUltra VioletFifty greedy chubby fairy footsteps further down the path,The munchy smelly goblin sat upon his throne“Apply the suncream now” he snarled abruptly and headachy,For the sunshine had transferred him from a pale pasty pinkTo the colour of his tarnished throneThis was written using the second method,inspired by a rusty coloured rockCOPYRIGHTThis material in this issue has been prepared by HannahChalk, Assistant Curator of Geology and Educator forLancashire County Museum Service, and member of ESTAPrimary Committee. It is based on an original project withthe poet Robin Graham. It may be copied, but solely byand for use in educational establishments. The concept,title ‘Poetry on the Rocks’, and content, remain thecopyright of the LCMS. Photographs by Daniel Degiovani.Edited by Graham KittsTO SUBSCRIBE TO: TEACHING PRIMARY EARTH SCIENCEsend £5.00 made payable to ESTA.c/o Mr P York,346 Middlewood Road North,Oughtibridge,Sheffield S35 0HF

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Acid Groundwater: An Interesting CocktailJOHN MOSELEYWeathering is a key process within the rock cycle. Physical, chemical and biological processes are usually seen tointeract slowly to bring about the weathering of rocks. These processes are well documented, although the varietyand action of a range of acid species in groundwater is sometimes overlooked. For instance, the solution andactivity of carbon dioxide, especially with respect to the development of limestone (karstic) scenery, is well knownbut the action of other acid species is not equally appreciated. Groundwater is a very dilute, usually weakly acidic,but chemically active solution. Some laboratory demonstrations to replicate the action of acid groundwater aresuggested that may be of interest to teachers of KS3 and KS4 Science and AS/A2 Geology.How do acids work?Before identifying natural acids and their activity it is worth recallinghow acids work. All acids contain hydrogen, e.g. sulphuric (H 2 SO 4 ),hydrochloric (HCl) and ethanoic (CH 3 COOH). The strength ofany acid depends on the degree of dissociation into hydrogen ions.Sulphuric, a strong acid almost completely dissociates:H 2 SO 4 (aq) = 2H + (aq) + SO 42-(aq).Weak acids, e.g. organic acids, dissociate to a small extent,perhaps as little as 5%:HA(aq) = H + (aq) + A -(aq)...and produce very low concentrations of hydrogen ions.Hydrogen ions immediately form Hydroxonium ions:H 2 O(l) + H + (aq) = H 3 O + (aq)...which react with a wide range of substances; carbonates,sulphides, oxides etc.Hydrogen in the form of hydroxonium ions is responsible forthe acid character of Solutions.Natural acid speciesBoth weak and strong acids contribute to chemical weathering.Weak acidsCarbonic acid (H 2 CO 3 ) is formed by the solution of carbon dioxide:H 2 O(l) + CO 2 (g) = H 2 CO 3 (aq)This process is well known and thought to be largely responsiblefor the excellent limestone scenery developed in theCarboniferous Limestone.Organic acidsThese are many and varied and the product of biological processessuch as decay and respiration e.g. fungal activity.Silicic acid (H 4 SiO 4 )This is mainly derived from the weathering of silicate minerals,e.g. felspars, pyroxenes and olivines, and the solution of fossiltests, e.g. radiolaria, diatoms and spicules. An interesting exampleof the action of silicic acid is in the Carboniferous limestones thatcrop out in the core of the Sykes Anticline, the Trough ofBowland. In these rocks the coral Syringopora and crinoid stemsare preserved in quartz. The original calcium carbonateexoskeletons were probably dissolved by silicic acid derivedfrom, or contemporaneous with, the adjacent chert layers.Hydrated magnesium ions ( [Mg(H 2 O) 6 ] 2+ )These generate very weak acid conditions, (see below). Magnesiumions in groundwater may be derived from the weathering ofmagnesium silicate minerals, e.g. pyroxenes and olivines, fromshales (Ford, 2002), or juvenile (of igneous origin) water.Strong AcidsSulphuric acid (H 2 SO 4 )This acid is derived from the oxidation of some sulphideminerals, e.g. pyrite:7FeS 2 (s) + 2 O 2 (g) + H 2 O(l) = Fe 2+ (aq) + 2SO 42+(aq) +2H + (aq) (Krauskopf, 1989, p.90)...or from acid rain, a product of the combustion of fossil fuels thatcontain sulphur compounds (Mason, 1992), or from the carelessroasting of sulphide minerals in certain metal extraction processes.Hydrated iron (III) ions, or the hexaaquairon species, [Fe III (H 2 O) 6 ] 3+ .Iron in solution, e.g. from the weathering of pyrite, enhancesacid conditions. The chemistry here is more complicated, butH 3 O + ions are the end product hence acid conditions prevail:[Fe III (H 2 O)] 3+ (aq) + H 2 O(l) = [Fe III (H 2 O) 5 OH] 2+ (aq) +H 3 O + (aq)The explanation for this, well known to A Level chemists, is thatthe polarising potential of the relatively small Fe 3+ ion attractsand coordinates water molecules and then disrupts somehydrogen-oxygen bonds. This chemistry is very probably thebasis of iron ore deposition in the Forest of Dean (Moseley, 2002)Laboratory models and investigationsWeathering processes are usually slow, so products rather thanprocesses are observed during fieldwork. The followinglaboratory demonstrations help show process. Distilled water, anelectronic balance accurate to 3d.p. and a pH meter are required.Weathered pyritous shaleThis was previously described in TES (Moseley, 2002) so is onlybriefly outlined here. Weathered pyritous shale, crushed and stirredwith water generates an acidic solution that will react with limestone.Example of a titration result:13cm 3 of acidic solution = 25cm 3 of 0.001M.NaOH solution23 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Solution containing magnesium ions:When a magnesium salt, e.g. magnesium sulphate, is dissolved inwater the [Mg(H 2 O) 6 ] 2+ (aq) ion is formed. A 0.002M solution ofMgSO 4 .7H 2 O (0.049g/100 cm 3 H 2 O) has a pH of 6.5 and willreact very slowly with limestone: bubbles of carbon dioxide areseen. The chemistry of this process implies equimolar orcongruent (Schneider, 1976) quantities of Mg 2+ and Ca 2+ ions insolution and raises the interesting question of this as an earlystage in the much debated dolomitisation process.Carbonic acidThis is a very simple demonstration. When carbon dioxide isbubbled through water for ten minutes some will dissolve. Thissolution will show a pH of 5.5 to 6.5.Rates of Groundwater ActivityRates of geological processes are always an interesting,sometimes emotive, issue and a topic on which teachers arefrequently questioned. The following examples providequantitative analyses of lowering or solution rates by acid water.Weathering of Carboniferous Limestone in the Yorkshire DalesThe rate of lowering of these limestones by weak acid attacksince the close of the Devensian (final withdraw of the ice sheets,c11,000 BP) is determined from the height of limestonepedestals that are protected by glacial erratics. Norber Scar (GR763698), 2km east of Ingleborough is the location of a classicerratic field (see Figure 1). The average height of pedestals is39cm and, having been protected for the last 11,000 years, givesa lowering rate of 0.035mm p.a. Water analyses confirm thisresult. EDTA (ethylenediaminetetraacetic) acid is used to detectCa 2+ ions in present day stream water (see front cover photo), soby determining flow rate and catchment area a very similar result,albeit by a lengthy calculation, is obtained.Geochemical model for iron ore formationAn extension of the model for iron ore deposition in the Forest ofDean (Moseley, 2002) provides values for rate of solution of thelocal Carboniferous Limestone. A small, dry block of limestoneof known mass and volume is immersed in a solution of knownstrength (molarity) derived from weathered pyritous shale.After an appropriate period of time, e.g. 5 days, the block isdried and reweighed. The net loss in weight can be used tocalculate a minimum value for rate of solution. This analysis isa detailed one and involves a lengthy calculation, ideal for thecommitted A2 student. Rates of solution of 3-4mm p.a. havebeen obtained by this method.AcknowledgementsDr Norman Foulger kindly read and commented on an earlydraft of this article. Some of my A-level students acted as guineapigsfor the laboratory investigations.BibliographyFord, T.D. (2001) The Geology of the Matlock Mines: A Review.The Bulletin of the Peak District Mines Historical Society, 14(6), 1-34.Krauskopf, K.B. (1989) Introduction to Geochemistry. Second Ed.McGraw-Hill.Mason, B.J. (1992) Acid Rain. Its causes and its effects on inland waters.Oxford University Press.Moseley, J.B. (2002) Iron Ore Formation: A Laboratory Model.Teaching Earth Sciences, 26(3), 98-101.Schneider, H. (1976) The progressive crystallization and orderingof low-temperature dolomites. Mineralogical Magazine, 40, 579-587.John Moseley, Hutton Grammar School,Liverpool Road, Hutton, PRESTON PR4 5SNFigure 1Field sketch of aglacial erraticon a limestonepedestal atNorber ScarGeology Howlers from 2002 AS/A2 examinations Cont.A variety of responses which stand alone:● “earth’s magnetic field is preserved by Milankovitchcycles”● “Limestones are coal deposits and need a bog to form”● Scientists can’t do palaeomagnetism since most of the UKwas covered by sea”● “The Tertiary Igneous Province was formed in earlyPalaeozoic”● “Staithes formation in North Yorkshire is Jurassic age andcontains many iron NOODLES”● “Deep marine sediments are mostly limestones”● “Oceanic crust is continually being CONDUCTED”● “...this occurred in the Alps where India collided with Asia”● “...the psychoflems found in coalfields”● “lava erupted from a constructive plate boundary is magic,made of magnesium and ferric”On a cross section of oceanic crust, description of alayer marked dolerite:● “ooliths”And at the end of one exam paper, a lovely letter...● “Dear Mr/Mrs Marker, Quite an enjoyable exam paper. Iwas kicking myself for not knowing about the mainmineral in mudstone. Hope very much that you’re havinga nice summer and hope very much that you’ve enjoyedthe World Cup. Smile!!: ”We hope that you don’t recognise too many of your own students,but please advise your students to learn their case studiesthoroughly and to take care on their spelling!Jo Conwaywww.esta-uk.org24

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Earth Science Activities and Demonstrations:LavasMIKE TUKEEditor’s Note: The following extracts are reproduced, with minor editing, from “Earth Science Activities andDemonstrations” by Mike Tuke, published by John Murray, with the kind permission of author and publisher. Threeitems are given here: Lava Flows I, Lava Flows II and Holes and Explosions. All worksheets may be reproduced fornon-commercial class use provided due acknowledgement is made.Lava Flows I and IIPurposeTo determine the factors which control the shape of lava flows.RequirementsPer group:● Heatproof measuring jug of edible jelly cubes, about two 142gpackets per jug. The jelly should be melted, but not heated tomore than 60 0 C (use a waterbath if available)Activity IEach group has one of the following:Lava A – pure jellyLava B – jelly plus 20% sand by volumeLava C – jelly plus 10% water by volumeActivity IILava D – pure jellyThe jugs should be labelled with the appropriate letter, andshould be resting on newspaper● Board made from off-cut from school white board or sheet ofstiff plastic. (Rub the board with an oily rag so that the jelly canbe peeled off the plastic after 24 hours when it has set firmly)Activity IBoard sloping at 5 0Activity IIPer three groups: one board sloping at 3 0 , one at 5 0 and one at 10 0The angles should be marked on the boards● One dessert spoon● One thermometer● Graph paperNotesIn one lesson, each group will probably be able to do only oneactivity. Results from the different activities can be compared atthe end of the lesson. The shape of lava flows is controlled by theviscosity of the lava and by the slope of the land.Q1 The composition of the lava has the greatest effect on its viscosity.Basic lavas are runny whereas acid lavas are viscous. Thetemperature of the lava also affects the viscosity, as does the presenceof crystals.Q2 Hawaii has runny lava which will form long thin flows andbuild up a gently sloping cone (A), whereas Etna has more viscouslava which flows more slowly and forms thick short lava flows,which build steeper slopes (B).Teacher’s NotesHoles and ExplosionsPurposeTo show why lava has holes in it, why volcanic explosions occur, andhow bubbles coming up through lava can form volcanic bombs.RequirementsPer group (see Notes):Activity I● One clear unopened bottle of lemonade● Piece of vesicular lava (lava with gas holes)● Piece of Aero chocolate● Breeze blockActivity II● Transparent jar or beaker of water coloured with red food dye● Tray● 6 mm copper tube● Bicycle pump● Jug of waterNotesBoth of these activities are best done as a demonstration: ActivityII is great fun but also rather messy. Under the right conditionswater droplets can rise to 1 m and thus have the potential for wettinga considerable area of the room. Use it outside if not as ademonstration, or with sufficient depth of water to prevent toomuch splatter. The size of volcanic bombs and the height towhich they are thrown depends on the size and speed of rise ofthe gas bubbles. This in turn is determined by the viscosity of themagma. In Activity II water depth and speed of pumping are themain variables.Q3 Lemonade is very fluid so the bubbles escape easily, but thebubbles get trapped in more viscous lava. As the lava cools itbecomes more viscous: a lava flow will cool first near the surface,which is why the bubbles get trapped just below the top.Q4 The art of making Aero and breeze blocks is to have the chocolateor cement at the correct viscosity to trap the gas bubbles.Q5, Q6 Pancake-shaped volcanic bombs are the ones which landedas liquids. They are often called, for obvious reasons, ‘cow pat bombs’.Q7 A flat roof may collapse under the weight of ash and bombs.25 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Different volcanoes produce different-shaped lavaflows. In this activity you will be trying to determinewhat influences the shape of lava flows. You will usejelly to represent lava.Activity I (for groups with lavas A, B or C)1 Note the type of ‘lava’ in your jug and the slope of yourboard.2 Just before spooning out your lava, stir the lava, note itstemperature and write it at the very top of the board.3 Very carefully, take one spoonful of lava and pour itslowly onto the top of the board, just below where youhave written the temperature. You should pour it fromthe tip of the spoon, with the spoon pointing towards thetop of the board.4 When the lava has stopped flowing, record its length.5 Repeat steps 1 to 4 each time the lava in the pot hascooled by five degrees. Make sure you write thetemperature above each lava flow, and try to avoid theflows running together.6 How does the runniness of the lava change as it cools?7 Record the temperature and length of each lava flow in atable, with the type of lava and the slope of the boardwritten above the table.8 Now plot the results for this experiment on graph paper.Plot the temperature on the y (vertical) axis and thelength of flow of the lava on the x (horizontal) axis. Drawa line through the points.9 Compare your results with those of other groups whohave used different lava.If you have time, go on to Activity II. If not, find out theresults from groups who have already done it.Q1Q2Q3Viscosity is a measurement of a liquid’s resistance toflow (the higher the viscosity, the less runny the liquidis). What variables control the viscosity of lava?Two famous volcanoes are Hawaii, which emits runnylava, and Etna, which emits thick (viscous) lava.a) Which volcano’s lava would be easier to runaway from?b) Which volcano will have short thick lava flows andwhich long thin ones?c) When the lava has solidified, which volcano willhave steep sides and which will have gently slopingsides? (Imagine hundreds of lava flows on top ofone another.)d) Look at the diagrams (Fig. 2). Which is Etna andwhich is Hawaii? Copy and label the diagrams.The world’s largest lava flow occurred in Iceland in1782 and was 70 km (45 miles) long. Do you thinkthat was runny lava or viscous lava?Lava Flows IThis worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 74934361www.esta-uk.org26

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Different volcanoes produce different-shaped lavaflows. In this activity you will be trying to determinewhat influences the shape of lava flows. You will usejelly to represent lava.Activity II (for groups with lava D)1 Just before spooning out your lava, stir the lava, recordits temperature and write it at the top of each board.2 Very carefully, take one spoonful of lava and pour itslowly onto the top of the first board, just below whereyou have written the temperature. You should pour itfrom the tip of the spoon, with the spoon pointingtowards the top of the board.3 Pour lava onto the other boards in the same way.4 When the lava has stopped flowing, measure the length ofeach flow.5 How does the shape of the flows change with differentslopes?6 Record the length of each flow and the angle of the boardin a table. Write the type of lava and the temperatureabove the table.7 Now plot your results on graph paper. Plot the angle ofthe board on the y (vertical) axis, and the length of theflow on the x (horizontal) axis. Draw a line through thepoints.If you have time, go on to Activity I. If not, find out theresults from groups who have already done it.Q1Q2Q3Viscosity is a measurement of a liquid’s resistance toflow (the higher the viscosity, the less runny the liquidis). What variables control the viscosity of lava?Two famous volcanoes are Hawaii, which emits runnylava, and Etna, which emits thick (viscous) lava.a) Which volcano’s lava would be easier to runaway from?b) Which volcano will have short thick lava flowsand which long thin ones?c) When the lava has solidified, which volcanowill have steep sides and which will have gentlysloping sides? (Imagine hundreds of lava flows ontop of one another.)d) Look at the diagrams (Fig. 2). Which is Etna andwhich is Hawaii? Copy and label the diagrams.The world’s largest lava flow occurred in Iceland in1782 and was 70 km (45 miles) long. Do you thinkthat was runny lava or viscous lava?Lava Flows IIThis worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 7493436127 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Some volcanic bombs are caused by violent explosions,but many are simply caused by gas bubbles coming upthrough the liquid lava in the volcanic crater.Activity I1 Look at the lemonade inside the unopened lemonade bottle.Can you see any bubbles?2 Describe what happens when the bottle is opened.The gas which forms the bubbles was dissolved in the lemonade.When the bottle was opened the pressure was reducedand the gas came out of solution. If there is a lot of gas dissolvedunder high pressure, the gas coming out of solutionmay be like an explosion (think of opening a can of fizzy drinkthat has been shaken). The exploding volcano also throws outpieces of lava called ‘bombs’.3 Examine the lava, breeze block and Aero chocolate. Howdo you think the holes were made?Activity IIIn this activity the coloured water represents the lava and thepump produces air bubbles.1 Slowly push in the handle of the bicycle pump and observewhat happens to the water.2 Describe any different effects caused by pushing the pumphandle in more quickly.3 Add 5 cm of water. Describe any different effects caused byreleasing the gas bubbles under a greater depth of water.Q1Q2Q3Q4Q5Q6Q7Look at the diagram. Where will the lava in the volcanobe under the most pressure, and where under the leastpressure: A or B?Where would you expect gas bubbles to form in thelava: at A or B?Can you explain why some of the gas bubbles gettrapped just below the surface as the lava cools?When Aero chocolate or breeze blocks are being made,what prevents the gas from escaping to the surface?Volcanic bombs are thrown out as round globules ofliquid. Some land before they have had time to solidify,while others solidify in the air. When solid, somevolcanic bombs are round or oval, whereas others arepancake-shaped. Which do you think were liquidwhen they hit the ground, the round bombs or thepancake-shaped bombs?Describe, politely, why geologists have named the pancakebombs ‘cow pat bombs’.Why is it safer to be in a house with a sloping roof,rather than a flat roof, during the eruption of a nearbyvolcano when lots of ash and bombs are being throwninto the air?Find outQ8 Find out from your atlas where the following famousvolcanoes are: Etna, Vesuvius, Mount St Helens,Fujiyama, Hekla.Holes and ExplosionsThis worksheet is taken with permission, from Earth Science: Activities and Demonstrations, by Mike Tuke.Published by John Murray, 50 Albemarle St. London W1X 4BD. Tel 020 74934361www.esta-uk.org28

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003National Science Week“What’s cremation?”Why did those 5 children die before they were 6 yearsold, while all my brothers and sisters are healthy?”“This marble grave has weathered 5mm in 100 years –that’s quick, isn’t it?”PETER KENNETTThese, and many other comments were heard duringNational Science Week, March 2003, in the courseof tours of the Sheffield city centre, the General Cemetery,and several local churchyards.National Science Week has been organised by theBritish Association over the last 10 years or so, and yeta glance at the national programme shows that there isvery little geology on offer. Can ESTA members dosomething to rectify this position, on their own patch?My own offerings are not particularly imaginative,but they still seem to attract a worthwhile number ofparticipants, some of whom are quite difficult to shakeoff, when it is time for me to catch the bus home! Thegeological tours of the City centre and of the GeneralCemetery are open to the general public and are advertisedin the local media and by flyers issued by the universities.Once I have given them the details, they see toall the publicity, so I don’t have to bother.This year, I was asked if I could also run sessions forlocal schools, so I offered to lead an investigation forNational Science Curriculum work, in any churchyardor cemetery within reach of any school in the Sheffieldregion. This was taken up by two junior schools, fortheir Y6 or Y5 children and by one comprehensiveschool for Y9 pupils. I based the work on the activity,Will my gravestone last?, from the JESEI website(www.jesei.org), adapting it as appropriate for the differentage groups. In each case, I visited the site beforehand,to see how best to use it in the time available.Working with children does require a check from theCriminal Records Bureau, but this was arranged bySheffield Hallam University and was no problem.In case others wish to follow suit, I am including belowthe advertising blurb which appeared in the local publicity:I am sure that this is only a start, and that others candevelop many other activities, both indoor and outdoor,to suit their own local situation. Schools, universitiesand local geology groups could all gain much by runningsuch events, in many cases, with very little effort.The programme is built up during the course of the year, and I am usuallyasked by Sheffield Hallam University for my contribution in the Octoberof the preceding year. By the time this note appears, it will be time tostart getting a small group of friends together to start planning.“I’ll never be able to walk through the city centre againwithout looking up!”Why not? Is it because of:A. the pigeons,B. a huge crack in the wall of the City LibraryC. the amazing variety of building stonesD. a fly-past by the Red Arrows?Answer (no coughing please!) = C, with some concernabout B.The British Association’s own publicity is as follows:“To enter events for National Science Week please go towww.the-ba.net/nsw.To download BA National Science Week resources please go towww.the-ba.net/nswresources.If we can be of any further assistance please do not hesitate to contact uson 020 7973 3074/62 or email nationalscienceweek@the-ba.netThe BA, 23 Savile Row, London, W1S 2EZ”Go on, have a go!Peter KennettWhere on Earth did that come from?Date: Thursday March 13thTime: 1.00 - 2.00pm (longer for those who can stay!)Venue: Start at top of steps leading down into the Peace Gardens.Guide: Peter Kennett – A geological walkabout in Sheffield City Centre.Natural stone has been used to good effect in the city centre, and enhancesits appearance considerably. When you know what to look for, each stonecan tell a fascinating story. Who would have thought that Sheffield was onceon the Equator, or that much of England was a hot desert? How do we spotthe “upside down” stones in some buildings? Why is a “heathen” going intoLaura Ashley’s? Which building has suffered the most inappropriate cleaningmethod? How much has the Earl of Shrewsbury lost since last year?Teach yourself your Rock Cycle for Key Stage 3 Science – all within 5metres! The route starts at the top of the steps leading down into the PeaceGardens from Pinstone Street and ends at the Cathedral forecourt. Anybodywho is free at lunchtime is welcome to join us. Come with warm clothing –it can be cold and windy in the city centre!For further details contact Peter Kennett, Tel 0114 2361271Geology in an urban graveyardDate: Saturday 15th March Time: 11.00amVenue: Meet at the bottom (Lion) gates of the Cemetery, CemeteryAvenue, off Ecclesall Road.Guide: Peter KennettNot quite as poetic a title as Gray’s “Elegy” but you can still imagineyourself “far from the madding crowd’s ignoble strife” in Sheffield’sGeneral Cemetery! Come and discover how well (or how badly!) the Victoriansselected and carved their tombstones and how the memorials havefared since. Let the stones tell you something about the evolution of theEarth itself, and of the British Isles in particular.For further details contact Peter Kennett, 0114 2361271, or theFriends of the General Cemetery on 0114 2798402.29 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003Interactive, Hands on Earth Science – the Practical Activitiesof the Joint Earth Science Education Initiative WebsiteClick on the JESEI website at www.jesei.org and what will you find?First the Welcome screenClick on that to see:CHRIS KINGWelcome to the JESEI web site● Bring your Earth science teaching to life.● Highlight the relevance and interest of Earth science to your pupils.● Try our hands on, interactive practical activities.● Build up your own background knowledge.● This is the way forward for you!● Click here (or use the contents link above) to proceed.You may have had no Earth science teaching in your own background, so how can you be expected to teach itwell and with enthusiasm?Realising this, the Joint Earth Science Education Initiative (JESEI) was instigated with you in mind. By collaborationbetween the Royal Society of Chemistry (RSC), the Institute of Biology (IoB), the Institute ofPhysics and the Earth Science Teachers’ Association (ESTA), we have prepared materials to help you chemistry,biology and physics specialists with their teaching of Earth science.JESEI is supported by the Royal Society, the Association for Science Education (ASE), the Geological Societyand the UK Offshore Operators Association (UKOOA) - to whom we are most grateful.We hope that these new approaches will revitalise your Earth science teaching and give new dimensions toyour own teaching of science.Click on the contents link to find all the 40+ activities listed as follows:● The age of the Earth: can you believe everythingyou read?● The age of the Earth: the changing views of science● Amazing Earth: facts that fascinate● Carbon cycle: exchanging carbon dioxide betweenthe atmosphere and ocean● Carbon cycle in the lab: carbon products and theprocesses that link them teacher● Carbon cycle: releasing dinosaur breath in the lab● Carbon cycle: where is this crucial carbon?● The carbon dioxide greenhouse – is it effective?: alab ICT test● Chemical weathering of limestone: my breath androck chippings from the car park● The chemistry of limestone● Crystal size and cooling rate: fast and slow coolingof lead iodide● Cycling carbon: seeing how plants use carbondioxide in the lab● Dangerous Earth: a plate tectonic story● Earth’s crust: thinner than you think● Earth’s crust versus the prep. room: why thedifferences?● Earthquake waves: the ‘find the earthquake’ teamchallenge● Earthquakes or nuclear explosions?: seismic cluesto dirty deeds● Igneous processes: matching the evidence theyleave behind● Igneous rocks: completing the 3D picture● Investigating the Earth: the ‘find the Mars bar’challenge● Limestone in your everyday life● Magnetic patterns: ocean floor pattern plotting● Magnetic stripes on the ocean floor: a labsimulation● Mantle convection moving plates: the goldensyrup / hobnob teacher demonstration● Metamorphic modelling: simulating metamorphicprocesses● Minerals, elements and the Earth’s crust● Plate riding: how is the plate you are on movingnow?www.esta-uk.org30

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003● The plate tectonic story: a scientific jigsaw● Protecting the Earth: how big is your ecologicalfootprint?● Rock cycle in the lab: Earth products and theprocesses that link them● Sedimentary rock from sand: syringe simulation● Separating mixtures: how we concentrate naturalmaterials● Sequencing of rocks: what was the order of events?● Solid mantle in full flow: the DIY potty puttysimulation● Structure of the Earth: probing anomalous balls● Structure of the Earth: the story of the waves● Structure of the Earth: teacher demonstratingseismic evidence for the core● Tree rings: a climate record of the past● Weathering and erosion: simulating rock attack inthe lab● Will my gravestone last?: an investigative graveyardvisit● Volcano in the lab: a wax volcano in actionClick on those to find a wealth of activities toengage pupils in considering Earth processes.● Where else can you find 40+ Earth scienceactivities specially prepared for the NationalCurriculum downloadable from the internet?● Where else can you find such a wide range ofactivities that can bring Earth science teaching tolife at levels ranging from KS2 to post-16?● Can the JESEI website change your Earth scienceteaching life? - only clicking on the website willhelp you to find out!Chris KingESTA Conferences Update2003 Plans are now well advanced for this year’sConference, to be held at Manchester University, inconjunction with Manchester Museum, from Friday12th until Sunday 14th September. Details andbooking forms can be found in this issue. Pleasehelp the organisers by booking as early as youcan – it saves you money and it helps to keeptheir blood pressure down!2004 A straw poll at and after the 2002 Conferenceshowed that the majority of respondents would lookforward to a Conference in Scotland (no doubttempted by the prospect of superb field sites andother attractions!). We have, accordingly, arranged tohold the Conference in Edinburgh, from Friday 17thto 19th September 2004. It will be based at Heriot-Watt University, which offers an excellent standardof accommodation, with other sites being used forsome of the meetings, and, of course, fieldwork.Planning is only in the early stages at present, butwill pick up speed after our Manchester Conference.The Scots will be represented at Manchester, so dotry to find the appropriate person and discuss whatyou would like to see included at Edinburgh. And,above all, book the dates!2005 We are very pleased to have received aninvitation to hold our conference at DerbyUniversity for 2005. The last time ESTA was inDerby was in 1978, when the institution had adifferent name, so we can expect a few changes!Peter KennettObituaryLaurie DoyleLaurie had been a geology lecturer at Worthing VIth Form Collegesince the late 1970s and will be well remembered by the largenumber of students who passed through his hands, both as anexcellent geologist and a great enthusiast for his subject. Many ofhis students went on to study the subject at University and someare now lecturers and top geologists with a variety of institutionsand companies. For many years he also taught adult evening classesfor amateur geologists and recently complained that he wasrunning out of ideas for new courses to teach those many enthusiastswho kept coming back year after year.Laurie was an active member of both the GA and GeolSoc, aswell as the West Sussex Geological Society. He liked nothing betterthan a good field trip and a pint of good ale to follow – somethinghe was doing only two days before his untimely death.He will also be remembered as a man of great humour, a ruthlesswind-up merchant, yet also a concerned and helpful mentor,always ready to listen to students’ and colleagues’ problems and togive them good advice and practical help. Many in ESTA willremember him as former Chief Examiiner for Edexcel A-levelGeology, responsible for questions which, though sometimesrather challenging, never lacked imagination.For myself, I simply remember him as one of my best friends.I am sure all who knew him will feel great sympathy for hisfour teenage sons (Joe, Ben, Toby & Jack) for whom the loss of afather in his late fifties must be a severe blow.Further details on the college website www.worthing.ac.ukMick de Pomerai,Worthing College31 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003ESTA COUNCILMEMBERSAndy BritnellFieldwork Committee (Convenor) (2002 - 2005)Cheryl JonesUKRIGS (NSC)Mr Duncan HawleyGA/TTA Link (CORRESPONDING)Mr Geoff HunterTreasurer VACANCY 2003 - 2006Mr Peter KennettConference Liaison (co-opted 1999 - 2002)Mr Chris KingASE liaison/Secondary ConvenorMr Alastair FlemingSecondary (CORRESPONDING)Carol LevickWebsite Manager VACANCY 2003 - 2006Cally OldershawDeputy Editor (To vote in AGM 2003)Ian RayAdvertising Officer (To vote in AGM 2003)Mr John ReynoldsPast -Treasurer (co-opted 1997)Dr Paul SeldenConference Convenor 2003 - ManchesterMr James SpeedConference Liaison (To vote in AGM 2003)Mr Ian ThomasVice Chair VACANCY to vote in MW AGM 2003Dr Geraint OwenChairman (2002 - 2004)Mr Owain ThomasMembership Secretary (2001-2004)Mr David ThompsonTeacher Education (co-opted 1993)Dr Roger TrendEditor (2002 - 2005)Dr Dave WilliamsPromotions (2002 - 2005)Ms Niki WhitburnPrimary Convenor (2001-2004)Dr Martin WhiteleyPresident VACANCY 2003 - 2005Dr Dawn WindleySecretary VACANCY 2003- 2006Peter YorkScience of the Earth/PEST (CORRESPONDING)Exciting opportunitiesfor YOU to help ESTA!ESTA needs a newSECRETARY for 2003-2006due to the retirement of Dawn WindleyThe main duty is to take a record of Council meetingsTREASURER for 2003-2006due to the retirement of Geoff HunterThe main duty is to keep track of the Association’s incomeand expenditureDEPUTY EDITOR for 2003-2006due to the retirement of Helen KingThe main duty is to assist the EditorNo special skills or experience needed – just enthusiasm and adesire to give something back to ESTAAre YOU willing to have a go?PLEASE ask for more information, including a fuller jobdescription, from:Dawn Windley,Thomas Rotherham College,Moorgate Road,Rotherham,South YorksS60 2BETel: 01709-300600dawn.windley@thomroth.ac.ukorGeraint Owen,Dept of Geography,Uni of Wales Swansea,Singleton Park,Swansea SA2 8PPTel: 01792-295141g.owen@swansea.ac.ukwww.esta-uk.org32

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003News and ResourcesA Results Spreadsheet for AS and A level Geology,by Owain Thomas (TES 27/3, pp126-128)Owain writes: I apologise to those ESTA members whohave unsuccessfully searched the ESTA website for thespreadsheet to analyse AS/A level results. At themoment it is not possible to publish it on the website,but readers who would like a copy are welcome to contactme directly by email. thomas@owain.plus.comPT Carr AwardTo date no applications have been received for thisaward: please see separate item in this issue of TES,page 36Problems at Strumble HeadWe have received the following letter from SteveDrinkwater, Education Services Office at PembrokeshireCoast National Park. Steve writes:I have been contacted by our National Park Rangerfor the NW area of the Park, Ian Meopham. He reportsa number of problems caused by large coaches, carryingparties of geologists, wishing to access the pillow lavasnear Strumble Head, North Pembrokeshire. Thesecoaches should turn around at Trefisheg (SM 904 399)and not proceed beyond that point.Ian reports that several coaches this year have tried togo right down to Strumble Head itself and then foundthat they cannot turn around. Local landowners havecomplained to Ian because these coaches have thengone onto private land in their attempts to find someway to turn around, then churning up the fields, etc.Is there some way that you can use yournetworks/bulletins/websites, etc. to try to convey thismessage to your members and indeed to others in thegeological world, particularly university and collegeGeology Departments, please? If you are able to help,we would be most grateful.Thanks in advance for your help.Steve DrinkwaterEducation Services OfficerPembrokeshire Coast National Parkwww.pembrokeshirecoast.org.ukESTA needs a newTREASURERfor 2003-2006due to the retirement of Geoff HunterThe main duty is to keep track of the Association’sincome and expenditureNo special skills or experience needed,just enthusiasm and a desire to give somethingback to ESTAAre YOU willing to have a go?PLEASE ask for more information,including a fuller job description, from:Dawn Windley, Thomas Rotherham College, MoorgateRoad, Rotherham, South Yorks. S60 2BETel: 01709-300600dawn.windley@thomroth.ac.ukorGeraint Owen, Dept of Geography,Uni of Wales Swansea,Singleton Park, Swansea SA2 8PPTel: 01792-295141g.owen@swansea.ac.ukKind offer from Steve HannathSteve writes: I have every journal of theassociation from Vol 1 - 1969 (in which I wrote asmall article) up to the present day. I would likethem to go to a good home rather than bin themin my quest for more space as they now just takeup valuable shelf space. Person collects or pays forpostage. I live near Swindon, Wilts. Tel/fax 01793731415.I do hope that the association continues to thrive.Steve Hannath33 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003ESTA DiaryJUNE 2003Saturday 7th JuneHunt The Dinosaurs On The Yorkshire CoastExplore the coast near Scarborough with Will Watts.A Rockwatch event.Contact:Geraldine Marshall,Rockwatch at the GA,Burlington House,Piccadilly,London W1J 0DUPhone: 020 7734 5398Rockwatchatga@btinternet.comMonday 23rd - Saturday 28th JuneSciTec 2003 Festival Of ScienceUniversity of Derby.JULY 2003Sunday 27th JulyRockwatch At The National Stone CentreWirksworth, Derbyshire. A Rockwatch event.11.00 - 3.30pmContact:Geraldine Marshall,Rockwatch at the GA,Burlington House,Piccadilly,London W1J 0DUPhone: 020 7734 5398Rockwatchatga@btinternet.comESTA needs a newSECRETARYfor 2003-2006due to the retirement of Dawn WindleyThe main duty is to take a recordof Council meetingsNo special skills or experience needed,just enthusiasm and a desire to give somethingback to ESTAAre YOU willing to have a go?PLEASE ask for more information,including a fuller job description, from:Dawn Windley, Thomas Rotherham College, MoorgateRoad, Rotherham, South Yorks. S60 2BETel: 01709-300600dawn.windley@thomroth.ac.ukorGeraint Owen, Dept of Geography,Uni of Wales Swansea,Singleton Park, Swansea SA2 8PPTel: 01792-295141g.owen@swansea.ac.ukAUGUST 200310th - 14th AugustConference of the International Geoscience EducationOrganisation, Calgary, Canada.Website www.geoscied.orgSEPTEMBER 20038th - 12th SeptemberThe BA Festival of Science 2003,University of SalfordFriday 12th - Sunday 14th SeptemberESTA Annual Conference,University of ManchesterOCTOBER 2003UKRIGS Annual ConferenceSEPTEMBER 20046th - 10th SeptemberThe BA Festival of Science 2004,University of Exeter17th - 19th SeptemberESTA Annual Conference,Heriot Watt University, Edinburghwww.esta-uk.org34

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003WebsearchA new website, with tutorials, pictures, fun and games, forum,questions and answers, and links.www.geologyrocks.co.uk/Opinions, comments, criticisms and praise are all welcome.Geology news items at:college.hmco.com/geology/resources/geologylink/news.htmlThis is part of Houghton Mifflin’s website at:college.hmco.com/geology/index.htmlGeological information on Northern Ireland, including a listingof geological sites of conservation importance, is available on thesite of the Ulster Museum in Belfast, atwww.ulstermuseum.org.uk/habitas/index.htmlThe Field Experience Company has tailor-made tours, inIreland, for people who are interested in geology and landscape,at www.field-experience.comES2K is a newsletter, for raising awareness of Earth Scienceacross the north of Ireland. The sites listed below werecompiled by Karen Parks, of Methodist College, Belfast, forinclusion in its Spring 2003 issue. They are reproduced here bykind permission of the Editor.Plate tectonicspubs.usgs.gov /publications/text/historical.htmlwww.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtmlThese provide a wide range of excellent images and maps andrelevant text at different levels.Plate movement animationswww.scotese.com/earth.htmVolcanoesvolcanoes.usgs.gov/volcano.und.edu/science.howstuffworks.com/volcano. htm/ printableAll provide a very good summary of volcanic activity.Volcanic hazardsvolcanoes.usgs.gov/Hazards/What/hazards.htmlEarthquakesearthquake.usgs.gov/An excellent website for accurate and up-to-date informationabout the worlds’ earthquakeswww.earthquakes.bgs.ac.uk/The site provides information about specific British earthquakesas well as relevant links to other sites.www.sciencecourseware.com /VirtualEarthquake/Another site that allows you to monitor seismograph stationsand complete an exercise to locate epicentre. Do this and printout your certificate.A summary of the Horizon programme about the PermianMass Extinction. This is an A2 Geology topic and theinformation provides an excellent summary of recent researchand information of this topic.http: / /www,bbc.co.uk/print/ science /horizon/ 2002/ dayearthdied.shtmlEarth structuresearth.leeds.ac.uk/faultzone/teaching.htmFolds and faults and virtual field tripsearth.leeds.ac.uk/learnstructure/index.htmFossils websiteswww.ucmp.berkeley.edu/Sandwww.paccd.cc.ca.us/instadmn/physcidv/geol_dp/dndougla/SAND/sandmap.htmA good website for students studying grain shape andcomposition.Good general sites with relevant linkswww.geolsoc.org.ukThe section on teaching resources is very good and it also hasinformation about university courses.www.yahooligans.com/science_and_nature/the_earth/Geology/This site has a lot of relevant information and tends to filter outthe more advanced detail and therefore is a suitable website forlinks at KS3 and KS4.www.bbc.co.uk/education/rocks/index.shtmlThis website has a lot of interesting practical activities.www.soton.ac.uk/~imw/index.htmA geological ‘metadirectory’! Particularly interesting VirtualField Trips and Field Trip Guides.Revision websiteswww.learn.co.ukwww.s-cool.co.ukwww.geographyinaction.co.ukClick on geology – There are some good sections on thegeological map of Northern Ireland and related rock types andthe geological time scale.www.indiana.edu/~scstest/jd/intro.htmlA repository of simple, web-based multimedia learning objects.The learning objects are meant to be self-test exercises forstudents to use to master content in introductory geologycourses. Most are computer graded. There is no cost for the useof the site. Feedback is most welcome.Jeremy Dunning, Professor of Geology and Dean, School ofContinuing Studies Indiana University35 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 1, 2003CASH FOR RESEARCH: THE P. T. CARR AWARDIn 1996 the late Peter Towsley Carr left a bequest of £3,000 to create an award to be administered by the EarthScience Teachers Association (ESTA). The purpose was to fund geological research by practising schoolteachers.Peter Carr was born in 1925, and began his working careerat High Duty Alloys in Slough. While working he studiedpart-time at Chelsea Polytechnic for a geology degree(with subsidiary maths) which he obtained around 1950. Hejoined the staff of what eventually became Herschel School,Slough, a technical high school, and remained there for the rest ofhis career. Initially he taught both subjects to A-level, but withonly a small number of A-level geology students and an increasingshortage of qualified maths teachers, the school eventuallydecided 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 Lizardin Cornwall, and was anxious that others might be funded in sucha project to enable a successful outcome without undue financialdifficulties. He died in February 1996.Aim of the awardThe aim of the award is to help to fund a practising schoolteacherwishing to undertake geological research, or to enable such a personto complete research already begun.‘Geological research’ is here interpreted in a wide sense, toinclude research into:● an aspect of the geology of an area, particularly one local tothe 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 andEarth science● the use of Information Technology in any of the aboveFinanceThe 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 awardESTA Council will delegate responsibility for administering theaward to a sub-committee which must include at least one fromthe Chairman, Secretary or Treasurer of the Association.Notice of the award will be publicised by the sub-committee inTeaching Earth Sciences (or its successor journals) and by otherappropriate methods as decided by the sub-committee to try tomaximise the number of potential applicants. A deadline for thereceipt of applications will be set.The sub-committee, with the approval of ESTA Council, maysuggest a specific area of geological research for which the awardmight be made on a particular occasion. This discretion is intendedto allow the sub-committee to encourage research that may beof particular value to geological education at a given time.Applicants will be required to supply sufficient personal detailsof their qualifications and experience, including previous researchif any, at least two referees who can attest to their suitability toundertake research and receive the award, and an outline of theresearch proposal in such format as the sub-committee may fromtime to time determine. Applicants will also be required to outlinehow the award will be used to enable the research to proceed. Thesub-committee will scrutinise and evaluate the applications, andmay ask to interview applicants if it is felt to be necessary. Thesub-committee’s decision will be ratified by Council, and thatdecision will then be final.Wherever possible, the selection procedure will be timed toenable an announcement and presentation of the award at theAnnual Conference of the Association, usually held in September.No serving member of ESTA Council will be eligible for theaward, although an award-holder may later be elected or co-optedto Council without prejudice.Expectations of the award-holderThe award-holder will be expected to...1. undertake and complete the planned research project within anagreed timescale, in general before the next award is due to bemade (normally three years).2. keep the sub-committee informed of the progress of theresearch by means of a brief annual report in a form specifiedby the sub-committee.3. inform the sub-committee without delay if a change in circumstancesmay lead to a delay in completing the research projectwithin the agreed timescale, or to abandonment of theproject.4. return such part of the monies awarded as the sub-committeemay determine to be reasonable should he or she fail to completethe research project within the agreed timescale, or withinsuch extended timescale as the sub-committee may grant attheir 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 AnnualConference of the Association.The closing date for the 2003 Award is August 31st 2003.Further details and application forms can be obtainedfrom Dawn Windley, ESTA Secretary, Thomas Rotherhamcollege, Moorgate, Rotherham, South Yorkshirewww.esta-uk.org36

School of Earth SciencesUniversity of LeedsIf you have a field trip in the north of England, why not visit usen route for a day of geological activities?Schools Liaison ActivitiesWhy not bring your class for a visit onone of the University Open Days(26th June & 9th September)?If you pre-book we will providea buffet lunch.Contact us if you would like studentsor staff to visit your school, either togive a presentation about EarthSciences or to help deliver aparticular topic.Why not visit as a school group anduse our facilities? We can givetours, talks, demonstrations(flume tank & seismics) andpetrology practical classes.If you would like to learn about a new fieldarea, teachers are welcome to join us on undergraduate field courses.Contact us if you would like any of thefollowing resources: KS3/4 & A-level lesson packs Field trip packs Surplus maps/specimens Course information and brochures Video about us made by a local schoolContact: 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.uk37 www.esta-uk.org

Rockwatch at theNational Stone Centre,Wirksworth, DerbyshireAnnual Family Activity DaySunday 27th July 200311.00am - 3.30pmJoin Rockwatch and ESTA for their annual visit to the National StoneCentre in Wirksworth, Derbyshire●●●●Follow a geological discovery trail hunting for exotic fossils from anancient sea floor and for minerals in the surrounding rocksTest your skill building a drystone wallPan for precious gemsMake your own fossil replicasBring a picnic or eat at the cafeNo prebooking requiredPrice: £4.00Rockwatch members free only with a valid membership cardJOIN IN ALL THE FUN OF A FAMILY DAY OUTFor further details of this event and about Rockwatch membership contact:Rockwatch at the GA, Burlington House, Piccadilly, London W1J 0DUTelephone: 020 7734 5398 or e-mail: rockwatchatga@btinternet.comwww.esta-uk.org38

ADVERTISING IN “TEACHING EARTH SCIENCES”THE JOURNAL OF THE EARTH SCIENCE TEACHERS’ ASSOCIATIONThe journal has a circulation ofapproximately 800 (and rising) and itsreadership consists of dedicated Earthscience teachers in:-● Primary schools● Secondary schools● Departments of Earth sciences,geography and geology in collegesand universities.teachingEARTHSCIENCESYour PresidentIntroducedMartin WhiteleyThinking Geology:Activities to DevelopThinking Ski ls inGeology TeachingRecovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:EarthquakesResponse to theHouse ofCommonsScience andTechnology Committeeinquiry into theScience Curriculum for14 - 19 year oldsSetting up a localgroup - West WalesGeology Teachers’NetworkHighlights from thepost-16 ‘bring andshare’ session a theESTA Conference,Kingston 2001ESTA ConferenceupdateBook ReviewsWebsearchNews and ResourcesJournal ofthe EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 27 ● Number 1, 2002 ● ISSN 0957-8005teachingEARTHSCIENCESarth Scienceachers’ Assowww.esta-uk.orgCreationism andEvolution:Questions in theClassroomInstitute of BiologyChemistry on theHigh StreetPeter KennettEarth ScienceActivities andDemonstrations:Fossils and TimeMike TukeBeyond Petroleum:Business andThe Environment inthe 21st Century JohnBrowneUsing Foam Rubber inan Aquarium ToSimulate Plate-Tectonic And GlacialPhenomenaJohn WheelerDorset and EastDevon Coast:World Heritage SiteESTA ConferenceUpdateNew ESTA MembersWebsearchNews and Resources(including ESTA AGM)Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONTeaching Earth Sciences is the only UKjournal that specialises in the teaching ofEarth Sciences. It is published quarterly.Advertising in the journal is offered at competitive rates as follows.Volume 26 ● Number 4, 2001 ● ISSN 0957-80051. PAGE ADVERTISING1 ISSUE 2 ISSUES 3 ISSUES 4 ISSUESFull A4 Page £120 £200 £275 £340Half page £75 £140 £180 £210Quarter page £60 £110 £150 £180Eighth page £45 £80 £110 £130The price to include type setting if necessary2. INSERTSThese are charged at £100 per issue for sheets up to A4 size. For inserts more thanA4 please contact the Advertising Officer (see p3 for details). Upon confirmation,please send inserts to:-Character Design, Highridge, Wrigglebrook Lane, Kingsthorne, Hereford HR2 8AW3. ESTA SMALL ADSRates are 20p. per word with a minimum of £5. Adverts should be sent withpayment to the Advertising Officer. Cheques should be made payable to theEARTH SCIENCE TEACHERS’ ASSOCIATION.REQUESTS TO ADVERTISEYour request for advertising space should be sent to the Advertising Officer at theaddress on p3. Your request should indicate the volume(s) and issues in which youwish to advertise. (The next available issue is volume 28/2 – summer 2003)You should include your advertisement copy (or copy of insert) and state anyadditional requirements.An invoice and voucher copy will be sent to you upon publication.arth Scienceachewww.esta-uk.org39 www.esta-uk.org

Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005Your PresidentIntroducedMartin WhiteleyThinking Ski ls inGeology TeachingRecovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:EarthquakesResponse to theHouse of CommonsScience andTechnology Commi t e14 - 19 year oldsSe ting up a localgroup - West WalesGeology Teachers’NetworkHighlights from thepost-16 ‘bring andshare’ se sion a theESTA Conference,Kingston 2001ESTA ConferenceupdateBook ReviewsWebsearchNews and Resourcesarth Scienceachwww.esta-uk.orgQuestions in theCla sroomInstitute of BiologyChemistry on theHigh StreetPeter Kenne tEarth ScienceActivities andDemonstrations:Fo sils and TimeBrowneSimulate Plate-Tectonic And GlacialPhenomenaJohn WheelerDorset and EastDevon Coast:World Heritage SiteESTA ConferenceUpdateNew ESTA MembersWebsearchNews and Resources(including ESTA AGM)arth Scienceachers’ Assowww.esta-uk.orgGeoed LtdDee Edwards & Dave Williams have bought the fossil replica business until recently runinside Open University and are now trading as Geoed Ltd. Geoed Ltd. has 2,000different replica fossils, including sets for schools, replica skulls, and large items that canbe hired. Details are on the searchable database at http://www.geoed.co.ukWe have a wide range of other resources, including:OU/Esso Geol map of the World . . . . . . . . . . .£6.50OS UK Geology Wall map (paper, folded) . . . .£4.00OS UK Geology Wall map (laminated) . . . . .£12.00Sedimentary Environments poster . . . . . . . . .£6.50SALE ITEMSSatellite photos (some laminated): UK, Europe, N. America, World, Africa, etc. £5.00 ea.Some Open University discontinued study units:S102: Science Foundation Course, Earth Sciences units: 5/6; 7/8; 26-28;S236: Geology: Maps, Earth materials, Fossils, Historical geology, Surface processesSend e-mail to fossil@geoed.co.uk for an up-to-date listAll items are supplied VAT-free, and postage at cost.New Posting? Retiring? Stay in touch withTeaching Earth Sciences News and ActivitiesSubscribe toTeaching Earth SciencesSubscription ratesFull membershipStudent and retired membership£25.00 to UK addresses £12.50 to UK addressesSubscriber DetailsTITLENAMEteachingEARTHSCIENCESThinking Geology:Activities to DevelopteachingEARTHSCIENCESCreationism andEvolution:ADDRESSinquiry into theScience Cu riculum forMike TukeBeyond Petroleum:Busine s andThe Environment inthe 21st Century JohnUsing Foam Rubber inan Aquarium ToJournal ofthe EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 27 ● Number 1, 2002 ● ISSN 0957-8005TOWN/CITYCOUNTRYE-MAIL ADDRESSPOST CODE/ZIPMembership Secretary:Owain ThomasPO Box 10, NarberthPembrokeshire SA67 7YETeaching Earth Sciences - serving the Earth Science Education Communitywww.esta-uk.org40

THEMATIC TRAILSThese guides are full of serious explanation, yet challenge us to question and interpret what we see.The reader is encouraged to observe, enquire and participate in a trail of discovery – Each trail is aninformation resource suitable for teachers to translate into field tasks appropriate to a wide range of ages.LANDSCAPESGEOLOGY AT HARTLAND QUAYAlan Childs & Chris CornfordIn a short cliff-foot walk, along the beach at Hartland Quay, visitors are provided with astraightforward explanation of the dramatically folded local rocks and their history.Alternate pages provide a deeper commentary on aspects of the geology and inparticular provide reference notes for students examining the variety of structuresexhibited in this exceptionally clear location. A5. 40 pages. 47 figs.ISBN 0-948444-12-6 Thematic Trails 1989. £2.40THE CLIFFS OF HARTLAND QUAYPeter KeeneOn a cliff-top walk following the Heritage Coast footpath to the south from HartlandQuay, coastal waterfalls, valley shapes and the form of the cliffs are all used toreconstruct a sequence of events related to spectacular coastal erosion along this coast.A5. 40 pages. 24 figs.ISBN 0-948444-05-3 Thematic Trails 1990. £2.40LYN IN FLOOD, Watersmeet to LynmouthP. Keene & D. ElsomA riverside walk from Watersmeet on Exmoor, follows the East Lyn downstream toLynmouth and the sea. The variety of physical states of the East Lyn river is explainedincluding spate and the catastrophic floods of 1952. A5. 48 pages. 36 figs.ISBN 0-948444-20-7 Thematic Trails 1990. £2.40THE CLIFFS OF SAUNTONPeter Keene and Chris Cornford“If you really want explanations served up to you... then go elsewhere, but if you wantto learn, by self-assessment if you like, start here. Ideally you should go there, toSaunton Sands, but it’s not absolutely necessary. The booklet is so cleverly done thatyou can learn much without leaving your armchair. Not that we are encouraging suchsloth, you understand.” (Geology Today). A5. 44 pages. 30 figs.ISBN 0-048444-24-X Thematic Trails 1995. £2.40SNOWDON IN THE ICE AGEKenneth AddisonKen Addison interprets the evidence left by successive glaciers around Snowdon(the last of which melted only 10,000 years ago) in a way which brings together theserious student of the Quaternary Ice Age and the interested inquisitive visitor.A5. 30 pages. 18 figs.ISBN 0-9511175-4-8 Addison Landscape Publications. 1988. £3.60THE ICE AGE IN CWM IDWALKenneth AddisonThe Ice Age invested Cwm Idwal with a landscape whose combination of glaciological,geological and floristic elements is unsurpassed in mountain Britain. Cwm Idwal isreadily accessible on good paths within a few minutes walk of the A5 route throughSnowdonia. A5. 21pages. 16 figs.ISBN 0-9511175-4-8 A. L. P. 1988. £3.60THE ICE AGE IN Y GLYDERAU AND NANT FFRANCONIce, in the last main glaciation, carved a glacial highway through the heart of Snowdoniaso boldly as to ensure that Nant Ffrancon is amongst the best known natural landmarksin Britain. The phenomenon is explained in a way that is understandable to bothspecialist and visitor. A5. 30 pages. 21 figs.ISBN 0-9511175-3-X A.L.P. 1988. £3.60ROCKS & LANDSCAPE OF ALSTON MOORgeological walks in the Nent Valley. Barry Webb & Brian Young (Ed. Eric Skipsey). Ontwo walks in the North Pennines landscape, the authors unravel clues about howtoday’s rocks, fossils and landscape were formed and how men have exploited thegeological riches of Alston Moor.’A5. 28 pages, 40 figs. Cumbria Riggs 2002. £2.00CITYSCAPESBRISTOL, HERITAGE IN STONEEileen StonebridgeThe walk explores the rich diversity of stones that make up the fabric of the City ofBristol. The expectation is that as the building stones become familiar, so comes thesatisfaction of being able to identify common stones and their origin, perhaps beforeturning to the text for reassurance. A5. 40 pages. 60 figs.ISBN 0948444-36-3 Thematic Trails 1999. £2.40BATH IN STONE a guide to the city’s building stonesElizabeth Devon, John Parkins, David WorkmanCompiled by the Bath Geological Society, the architectural heritage of Bath is explored,blending the recognition of building stones and the history of the city. A very usefulwalking guide both for visiting school parties, geologists and the interested nonspecialistvisitor. A5. 48 pages. 36 illustrations.ISBN 0948444-38-X Thematic Trails 2001. £2.40GLOUCESTER IN STONE, a city walk – Joe McCallThis booklet was compiled by the Gloucestershire RIGS Group as an introduction tothe geology of the city. Four compass-point streets radiate from Gloucester city centre.The first short walk, Eastgate Street, is, in essence a mental tool-kit for identifyingsome local common building stones and their history - a skill which can then be appliedto any of the three following compass direction walks.A5. 40 pages. 39 illustrations.ISBN 0948444-37-1 Thematic Trails 1999. £2.40GEOLOGY AND THE BUILDINGS OF OXFORDPaul JenkinsThe walk is likened to a visit to an open air museum. Attention is drawn to the varietyof building materials used in the fabric of the city. Their suitability, durability,susceptibility to pollution and weathering, maintenance and replacement is discussed.A5. 44 pages. 22 illustrations.ISBN 0-948444-09-6 Thematic Trails 1988. £2.40EXETER IN STONE, AN URBAN GEOLOGYJane Dove“Directed at ‘the curious visitor and interested non-specialists’, Thematic Trails Trustpublications incorporate and translate professional knowledge from the academicliterature to which members of the general public don’t have ready access....Exeter inStone is a fine addition to the ever-expanding list of booklets on the building stones ofBritish towns and cities.” (Geology Today). A5. 44 pages. 24 illustrations.ISBN 0-948444-27-4 Thematic Trails 1994. £2.40GUIDE TO THE BUILDING STONES OF HUDDERSFIELDTwo walks in central Huddersfield examine decorative polished building stones thathave been brought into Huddersfield from many parts of the world to enhance thecommercial and public buildings of the city. Huddersfield Geology Group.A5. 12 pages. 23 illustrations. £2.00COASTAL EROSION AND MANAGEMENTWESTWARD HO! AGAINST THE SEAPeter KeeneThis ‘case study’ examines the history of coastal erosion at Westward Ho! and themany strategies for coastal defence adopted and discarded over the last 150 years.A5. 44 pages. 24 illustrations.ISBN 0-948444-34-7 Thematic Trails 1997. £2.40DAWLISH WARREN AND THE SEAPeter SimsWithin living memory Dawlish Warren in South Devon has dramatically changed itsshape several times. A shoreline walk explains the nature and history of dynamic coastalchange and its implications for both short-term and long-term coastal management.A5. 48 pages. 44 figs.ISBN 0-948444-13-4 Thematic Trails 1988-98 £2.40These 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.orgAddress 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. 801188.41 www.esta-uk.org

from the British Geological Survey2003 Cataloguenow availableContact the Sales DeskFossil Focus and HolidayGeology GuidesBuy any ten Fossil Focus or HolidayGeology Guidecards for just £10Titles include Ammonites, Belemnites,Brachiopods, Corals, The LakeDistrict, North York Moors, Peak District and many more.See our Online Shop for a full list.Earthwise Books – Super Savers£4 each – normally £6.50Catastrophes – time’s trail of destructionSuzanna van RoseVolcanic eruptions, earthquakes, landslides, floods fascinate andhorrify us all. In this book, famous natural catastrophes areinvestigated and explained in layman’s terms. Order Code CATASEarthquakes – our trembling planetSuzanna van Rose & Roger MussonEarthquakes are in the news, even in Britain. This book helpsthose who want to get to grips with all aspects of the subject.Order Code EOTPFossils – the story of lifeSue RigbyConcentrates on British fossils and the story of life on ourislands. Includes details of the great fossil collections of Britain.Over 100 colour photos and illustrations. Product Code FOSLGroundwater – our hidden assetRichard DowningThis book explains clearly how and where groundwateroccurs, how it is used and how it is at risk. Product Code GRHAUK North & South Sheets “Ten Mile Map”Special price £15 for any two folded sheets(normally £9.95 each)Revised 4th editions of the 1:625 000 solid geology map of theUK. Order Code Folded UKNSPThe Geology of BritainBy Peter Toghill – paperbackNormally £16.95 – now £15.00This popular book is now available in paperback format.Published by Airlife. (ISBN 1840374047). Order Code VTGBHow To OrderPlease include the Order Codes, title and price for all items.Mark your order “ESTA Offers” include your ESTAmembership number, or use an official order form orletterhead.Prices quoted do not include postage: please add 10%,minimum £2.50. No further discounts are available on theSpecial Offer prices.Standard Educational DiscountA 25% discount is available to educational institutions on mostBGS publications (excluding some print-on-demand items andall non-BGS publications).Items not listed here can be ordered from the Sales Desk(please check availability before for sending payment).Discounts and offers are not available for purchases made viathe BGS Online Shop. No additional discount is available onprices shown here.Yorkshire Rock – a journey through timeRichard BellEverywhere in Yorkshire there are clues to vanished worlds inthe rocks, fossils and landforms. This book is an accessibleguide to the geology of the county. Illustrated in watercoloursby renowned wildlife artist Richard Bell. Product Code DGYRAny book, any quantity – £4 + P&PFor other publications visit our Online Shop at:www.geologyshop.comSend Orders to:Sales Desk (ESTA)British Geological SurveyKeyworth, Nottingham NG12 5GGTel. 0115 936 3241Fax 0115 936 3488sales@bgs.ac.uk

ESTA TEACHING MATERIALSESTA Groups have produced a variety of teaching materials with teacher notes and worksheets.They are all copyright free for classroom useWorking with Soil pack £6.00 + p&pNEWPRIMARYWorkingWithSoilWorking with rocks packincluding postcard set£6.00 + p&pContents● The Map . .inside cover● Information . . . . . . . . . . . . .pages 1 - 3● How to Use the Work Sheets . . . . .page 4 - 6● Science Activities and Work Sheets .pages 7 - 16● Literacy Activities and Work Sheets . .pages 17 - 26● Numeracy Activities and Work Sheets . . . . . . .pages 27 - 30AuthorsWaldorf the WormThis pack was wri ten and developed by members of the ESTA Primary Commi tee.Building stones photos.set of 16 postcards from this pack,sold separately £3.50 + p&pKEY STAGE 3Devised at KS3 to introduce Earth Science to pupils as part of the Science & Geographycurriculum. Each contains 3 double periods of teaching time.ME Moulding Earth’s Surface: weathering, erosion & transportation (1993)HC Hidden changes in the Earth: introduction to metamorphism (1990, 2001 reprint)M Magma: introduction to igneous processes (1990, 2002 reprint)SR Second hand rocks: introducing sedimentary processes (1991)FW Steps towards the rock face: introducing fieldwork (1991)ES Earth’s surface features (1992)£2.00 each, or £10.00 for all 6 + post at costThere are limited stocks of other units less relevant to today’s curriculumGW Groundwork: introducing Earth Science (1990)PP Power from the past: coal, with colour poster (1990)E Power source: oil & energy (1992)WG Water overground & underground (1992)BM bulk constructional materials (1991)LP Life from the past: introducing fossils (1990)offered at £1.00 each + p&p, while stocks lastKEY STAGE 4 and onInvestigating the Science of the Earth: practical and investigative activities for key stage 4 and beyondSoE1: Changes to the atmosphere (1995)SoE2: Geological changes: Earth’s structure & plate tectonics (1996)SoE3: Geological changes:rock formation & deformation (1998)Routeway: planning & technical problems of building a major road (with posters 1994)£2.50 each, or £9.00 for all 4 + p&pPractical kitsESTA Mineral kit: 10 common minerals, lens, acid DROPPER, etc., boxed, £15.00Diversity of Life fossil replica kit: 12 representative items, data sheet, boxed, £16.00ESTA Rock kits: teacher and pupil sets available, details from jr.reynolds@virgin.netAll kits supplied plus postage at costEnquiries to earthscience@macunlimited.netOrders: Dave Williams, Corner Cottage, School Lane, Hartwell, Northampton, NN7 2HL43 www.esta-uk.org