teaching - Earth Science Teachers' Association

teachingEARTHSCIENCESOutgoing EditorRoger Trend writes...Incoming Editor CallyOldershaw writes...Can you believeeverything you read?What some sciencetextbooks say aboutEarth ScienceThe Building StonesTalk and WalkSunday Worshipat the Templeof MammonEarth ScienceTeachers’ Association36th AnnualGeneral MeetingAward of HonoraryLife Membership ofESTA to Cathie BrooksESTA CouncilPost-16 Geology –the future?News and ViewsReviewsCash For Research:The P. T. Carr AwardJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 28 ● Number 2, 2003 ● ISSN 0957-8005www.esta-uk.org

Earth ScienceActivities andEarthquakesResponse to theScience andinquiry into the14 - 19 year oldsKingston 2001Book ReviewsWebsearchNews and ResourcesachInstitute of BiologyBrowneTeaching 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.To Advertise inteachingEARTHSCIENCESteachingEARTHSCIENCESYour 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 ConferenceupdateteachingEARTHSCIENCESCreationism andEvolution:Questions in theClassroomReferencesPlease use the following examples as modelsJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005arth Sciencewww.esta-uk.orgChemistry 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 ConferenceUpdate(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.Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 27 ● Number 1, 2002 ● ISSN 0957-8005TelephoneIan Ray0161 486 0326arth Scienceachers’ Assowww.esta-uk.orgNew ESTA MembersWebsearchNews and Resources(including ESTA AGM)(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,Cally OldershawTel: 07796 942361Email: cally.oldershaw@btopenworld.comWHERE IS PEST?PEST is printed as thecentre 4 pages inTeaching Earth Sciences.

Journal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONOutgoing EditorRoger Trend writes...Incoming Editor CallyOldershaw writes ...Can you believeeverything you read?What some sciencetextbooks say aboutEarth ScienceThe Building StonesTalk and WalkSunday Worshipat the Templeof MammonEarth ScienceTeachers’ Association36th AnnualGeneral MeetingAward of HonoraryLife Membership ofESTA to Cathie BrooksESTA CouncilPost-16 Geology –the future?News and ViewsReviewsCash For Research:The P. T. Carr AwardVolume 28 ● Number 2, 2003 ● ISSN 0957-8005www.esta-uk.orgTEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 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. 1005331EditorCally OldershawTel: 07796 942361Email: cally.oldershaw@btopenworld.comAdvertisingIan Ray5 Gathill CloseCheadle HulmeCheadleCheshire SK8 6SJTel: 0161 486 0326Email: ianray@ray2003.fsworld.co.ukReviews EditorDr. Denis BatesInstitute of Geography and Earth SciencesUniversity of WalesAberystwythDyfed SY23 3DBTel: 01970 622639Email: deb@aber.ac.ukCouncil OfficersPresidentMartin WhiteleyTel: 01234 354859Email: mjwhiteley@yahoo.co.ukChairmanGeraint OwenDepartment of GeographyUniversity of SwanseaSingleton Park, Swansea SA2 8PPEmail: g.owen@swansea.ac.ukSecretarySusan BealeLow Row, Hesket Newmarket,Wigton, Cumbria CA7 8JUEmail: beales.lowrow@virgin.netMembership SecretaryOwain ThomasPO Box 10, NarberthPembrokeshire SA67 7YEEmail: thomas@owain.plus.comTreasurerMaggie WilliamsEmail: maggie.williams@tiscali.co.ukContributions 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 ESTA ChairGeraint Owen5 ESTA PresidentMartin Whiteley6 Outgoing EditorRoger Trend writes...6 Incoming EditorCally Oldershaw writes...7 Post-16 Geology – The future?8 Can you believe everything you read?What some science textbooks say aboutEarth ScienceChris King, Alastair Fleming, Peter Kennett andDavid Thompson14 The Building Stones talk and walkFred Broadhurst16 Sunday Worship at the Temple of MammonPeter Kennett17 Earth Science Teachers’ Association36th Annual General Meeting23 ESTA Council23 Award of Honorary Life Membership of ESTAto Cathie Brooks24 New ESTA Members25 News and Views29 ESTA Diary30 Reviews31 Cash For Research: The P. T. Carr AwardteachingEARTHSCIENCESVisit our website at www.esta-uk.orgFront coverBand of the (darker) blue granite Azul Bahia, and (lighter) bluesandstone Azul Macauba, foot of escalator in the Main Dome,Trafford Centre, ManchesterPHOTO: CHRISTOPHER STUBBS FROM THE BOOKLET ‘STONES OF THE TRAFFORD CENTRE’ BYFRED BROADHURST. COPYRIGHT. THE TRAFFORD CENTRE, MANCHESTER 20033 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003From the ESTA Chair, October 2003A personal view of the ESTA Annual Course and Conferenceat the University of Manchester, September 2003My image of Manchester has always been oneof misty, drizzly rain falling on drab,straight, flat terraced streets and austere,overbearing, pretentious Victorian buildings. Has,that is, until I attended the ESTA Annual Course andConference in Manchester in September. It’s amazingwhat a difference a weekend can make! My revisedimage is now of a sunny city with tastefully and lovinglyrestored nineteenth century buildings, friendlypeople and a vibrant environment of culture andlearning. The Conference was at once stimulating,instructive, informative and enjoyable,as I’m sure everyone else who“My impression ofManchester has beenradically revised, mymind spinning withthoughts of interfaces,citizenship, beautifulbuilding stones, Britishearthquakes, catastrophicvolcano collapse, climatechange, mega-tsunamis,and geology as theessential cement inEarth systems science”was there will agree. So if youweren’t able to make it to Manchester,start preparing now for the2004 Conference, which for thefirst time takes ESTA north of theborder, to Edinburgh.You will be able to read plentymore about the events and activitiesat the Manchester Conferenceelsewhere in Teaching Earth Sciences,but I’d like to summarise my experienceof the event. The annualESTA Course and Conferenceprovides a wonderful mix of lectures,workshops, practical activitiesand fieldwork sessions, thatenable those of us teaching Earthsciences to update ourselves onchanges to scientific knowledgeand understanding, gain new ideasfor how to convey difficult conceptsand subject areas, pick uppractical teaching tips and exercises, examine thegeology and Earth science of new areas, and discussissues of interest and concern.The Manchester Conference more than adequatelysatisfied these expectations. For me, it began onFriday evening with a talk from vivacious TV presenterAnna Grayson about The Earth and Citizenship, inwhich Anna ably demonstrated how people can beturned on to Earth science when it is presented inlively, dynamic and imaginative ways, and how someof these approaches are being introduced throughnew curricula.Saturday was based in teaching rooms the EarthSciences Department at Manchester University,including their alarmingly steeply raked lecture theatre(from which my neck has now just about recovered,thank you!). It began with an excellent welcominglecture from Richard Pattrick, Head of Department,entitled Geology at the Interface, in which hedemonstrated how, in diversifying from traditionalgeology to modern Earth science, the subject now sitsat the interfaces between many disciplines andencompasses such diverse spheres as geobacteria, contaminatedland and water, planetary geology, computermodelling and instrumentation.From that lecture I flitted through fascinatingexhibits, displays and sales stands on my way to FredBroadhurst’s inspiring workshop onthe decorative building stones usedin paving and walling at the TraffordCentre. Unfortunately I was not ableto join in the tour of the shoppingcentre on Sunday, but it was wonderfulto hear and see Fred’s summaryof the history of use of building anddecorative stones, and to see suchbeautiful materials used to fantasticeffect. From there it was backthrough the exhibits, parting withmore money, to a demonstration andtalk from Ernie Rutter on earthquakes.This was a superb overview,with useful case studies, includingthe 2002 Manchester earthquakeswarm, a wonderfully simple practicaldemonstration of the slip-stickmechanism for producing earthquakes,and some spectacular webaids for visualising earthquake distributionand seismic wave paths.At lunchtime I took a lightningtour of the new extension to the Manchester Museum,across the road from the Earth Sciences Department,and parted with more money at the displaysbefore attending a workshop on catastrophic volcanocollapse with Ray Burgess. Ray gave a clear, conciseoverview of this spectacular potential hazard, whichhas featured on TV and in the media recently, andkept us tied firmly to the ground by considering thescientific merit of arguments for and against thisbeing a serious hazard. There was plenty here to useto improve lectures and lessons. More displays, battlingwith the coffee machines, parting with moremoney, and back to the neck-wrenching lecture theatre(but sitting higher up this time!) for the third ofthe Keynote Lectures, given by Stephen Edwards,from Greenwich University, on interactions betweenwww.esta-uk.org4

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003volcanoes and the atmosphere. This was an excellentpresentation with excellent content, and by focussingon Earth systems and the interfaces between thegeosphere, hydrosphere, atmosphere and biosphere,Stephen brought us full circle back to Richard Pattrick’stheme of geology playing a pivotal role by beingat the interfaces of many key issues in science today.After a full day of workshops and talks, it mighthave seemed a bit much to expect people to stayaround for ESTA’s business meetings, but most did.This was excellent news, because, although not asglamorous as the subject workshops, the businessmeetings are vitally important to the health of theAssociation, and it was great to see so many peoplestaying on for the Annual General Meeting and contributingto the Open Forum session.So it was that I returned along Oxford Road to theHall of Residence, a distance that seemed to have atleast doubled since I had walked the other way in themorning: my impression of Manchester has been radicallyrevised, my mind spinning with thoughts of interfaces,citizenship, beautiful building stones, Britishearthquakes, catastrophic volcano collapse, climatechange, mega-tsunamis, and geology as the essentialcement in Earth systems science. All in all, an inspiringand enjoyable day, ensuring that the relaxation of theConference Dinner and the late opening at the bar werewell deserved.So that’s what I got out of the ESTA Conference inManchester. It was efficiently and effectively organisedby Paul Selden and his team, and hosted by Richard Pattrickand his Department; many thanks to all of them,and to Peter Kennett for ensuring effective communicationbetween the organisers and ESTA Council. I’mquite sure that what I’ve gained from being at the Conferencewill help to improve my teaching, and I’malready looking forward to next year’s conference inEdinburgh. The trek across (for me) two national borderswill take me to a city of world-famous geology,which played a key role in the development of geologicalideas. The Conference will take the best aspects ofpast Conferences and tailor them to the fantastic facilitiesof the location. The base will be Heriot-Watt University,fieldwork will include such venerable sites asArthur’s Seat, and other attractions will include theScottish base of the British Geological Survey, theNational Museums of Scotland and Dynamic Earth. Ihope to see even more members next year taking advantageof one of the jewels in ESTA’s crown, the AnnualCourse and Conference.Geraint OwenESTA ChairManchester Conference 2003The 36th Annual Course and Conference, hosted bythe University of Manchester Department of EarthSciences in conjunction with Manchester Museum,was held on 12-14th September 2003. Attendeeswere able to benefit from INSET courses for KeyStage 1/2, 3/4 or post-16 levels on the first day, beforeadjourning for dinner and an entertaining lecture bybroadcaster and presenter, Anna Grayson.On Saturday we were treated to a number of interestingand thought-provoking lectures, demonstrationsand practicals, principally delivered by stafffrom the local Earth Science Department. Throughoutthe day there were also opportunities to touraround the refurbished Manchester Museum, nowsurely one of the finest educational resources in NWEngland. A brief AGM and excellent Conferencedinner provided a solid foundation for prolongedsupport of the bar afterwards!The weather on Sunday was magnificent, matchedonly by the scenery of the Peak District. Several fieldtrips rounded off the Conference and each served toremind us why we choose to be geologists. This waslearning in its most attractive form.Our thanks go to Paul Selden and his tirelessCommittee for their excellent organisation and to allthose who contributed to the programme. ESTA’sCourse and Conference seems to go from strength tostrength, so roll-on Edinburgh 2004!Martin Whiteley,ESTA President5 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Outgoing Editor Roger Trend writes...“I want to welcome Cally to the TES Editorshipmost warmly and I wish her well in this most satisfyingof jobs. It is great for ESTA that such an experiencedcolleague has agreed to take on this importantjob and I am sure that we can look forward to stimulating,informative and highly-readable issues of TESover the next few years.To ESTA members and other TES readers I wouldlike to pass my sincere thanks for your cooperationover the past 4 years while I have been Editor. It hasbeen a most rewarding job and members of ESTACouncil in particular have been thoroughly supportiveand encouraging throughout that time”.Regards Cally,RogerIncoming Editor Cally Oldershaw writes...First, a big “Thank you” to Roger, for taking thetime at the ESTA Annual Conference in Manchester,to talk me through just what being theEditor might entail and giving me a long list of usefulhints, tips and comments on the way things work!I thoroughly enjoyed the ESTA Conference, thesheer enthusiasm of all those present does result in asort of buzz – and it is a great opportunity to share ideasand pick up the latest news. There were some super lectures,I hope several of which will be published in theTES in due course.The Guest Lecture on the Friday evening “TheEarth and Citizenship” was given by Anna Grayson.Anna gave a fabulous talk, introducing the science curriculum“21st Century Science” for which she hasbeen a consultant and writer, and giving us a taster ofthe fascinating facts, great fun and learning aboutEarth science that the teachers and the children havein store for them.You may remember Anna from the very successfulBBC television series “The Essential Guide to Rocks”.Anna was both the presenter and the series consultantand has been involved with many other radio and TVproductions. Anna was recently honoured by the GeologicalSociety, with the prestigious R H Worth awardfor encouragement in broadcast media of amateur geology.Thank you Anna.As I am your new editor, you may wish to know justa little background. Why was I at the conference, whatis my interest in Earth Science?I was at the conference, officially, as the Educationand Parliamentary Liaison Officer of the GeologicalSociety. I looked after their exhibition stand, giving outfree posters (to brighten every classroom or office wall),biros and information sheets on Earth science topics. Igave out 50 sets (10 in each set) of the informationsheets (in smart blue folders) and gave all attendees theopportunity to complete a request form for morecopies. The first task I had when I got back to the officein London was to arrange for more than 2,000 copies tobe sent out to fulfil those requests.The information sheets to which I refer are the Earthin Our Hands Series published by the Geological Society,written by me and generally referred to as theEIOH. Ten titles have been published in the series; coveringtopics such as Volcanoes, Earthquakes, Flooding,Coastal Erosion, Landslides, Radon, Tsunamis, ContaminatedLand, Landfill and Waste, and Groundwater -um, actually, if my maths is correct, that is the full list often. As each topic was published, they were distributedvia the TES. If you do not have all ten, do contact theGeological Society for further copies.There are a further three topics in the pipe-line. I havewritten Aggregates, Marine Aggregates and Geoconservation.Aggregates and Marine Aggregates can be downloadedfrom the Geological Society website(www.geolsoc.org.uk) type EIOH in the search box.Writing the EIOH has only been a very small part ofmy work for the Society. Parliamentary Liaison hasentailed regular visits to the House of Commons andthe House of Lords, increasing my understanding ofhow parliament works, the roles of parliament and governmentand the processes and procedures. Replying togovernment consultations and building up a knowledgeof who does what, where and why has enabled me togain a better understanding of what is going on in thepolitical scene.Initially, I was concentrating mainly on environmentalissues, but over the last few years, the rate of changein science education and the policy decisions beingmade have really taken my interest. There is just somuch happening at the moment for example; the possiblechanges to the exam system, from GCSE and ALevels to a Baccalureate Award (more about this in laterwww.esta-uk.org6

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003issues of TES); curriculum development; fundingopportunities for developing new, interesting and creativeways of involving students (from primary toHigher and Further Education (HE/FE)); ContinuingProfessional Development (CPD) for teachers andtechnicians – it is a very exciting time to be involved inscience education.My background before becoming the Editor, verybriefly – After my Geology degree at University CollegeLondon (UCL), I worked at the Geological Museumand then the Natural History Museum, initially as anExhibition Scientist and later as the Curator of Gemstones.I was involved with the development of exhibitions,writing science books and working with thecollections. I taught children and adults in both the formalenvironment of the Museum classrooms and inmore informal surroundings in the Museum galleriesand on field trips both in the UK and abroad. Nowadays,most of my teaching is within adult education. Iam an examiner for the Gemmological Association ofGreat Britain and the British examiner for the Europeanexaminations in gemmology (FEEG).Now that I am Editor – both you and I have theopportunity to learn a great deal more about TeachingEarth Science – by sharing information, using the TESto tell others about something new for example a newwebsite or a useful tip, or something to try out in theclassroom, or even to chat about in the staff room, officeand with friends.I am sure there are opinions or comments that youcan add, to help others, any interesting news or any particularviews? Your active participation will be greatlyvalued, so do drop me an email – I will use feedbackfrom you, the reader, to make your journal even moreuseful and interesting and relevant to you.Edcally.oldershaw@btopenworld.comPost-16 Geology – The future?After some years of decline, is heartening to be able to report amodest increase in last year’s A-level entries, as the recent figuresshow.YearA-level entry1998 21061999 19952000 17802001 17362002 17402003 1809So, congratulations to all ESTA members who have worked toincrease the sizes of their A-level groups recently, and more congratulationsto those who have begun new A-level geologygroups. However, clearly this is no time for complacency, and wemust all do our best to draw people into A-level geology whereverpossible.We must also ‘keep our eye on the ball’ and, as Cathie Brooksemphasised in her ‘Honorary Life Member of ESTA’ acceptancespeech at the ESTA Conference in Manchester in September,the ‘ball’ to ‘watch’ now is the baccalaureate ball. If anEnglish baccalaureate is introduced (and a Welsh version isbeing trialled at the moment) then we must ensure that itstrengthens the place of Geology/Earth science in the post-16curriculum, rather than weakens it.For this reason, ESTA Council has discussed:a) keeping a watching brief on baccalaureate developments,so thatb) when the time is right, we can form a working party tomake syllabus recommendations and fight the Geology/Earthscience corner.We hope that those keeping a watching brief will be able toresearch baccalaureate developments on the continent and inWales and keep an eye on 14 - 19 curriculum developments inthe UK on behalf of ESTA. Those joining a working party,when it is set up, would need to meet to prepare strategies andsyllabus recommendations. This will help us to join the baccalaureatebandwagon at the beginning, rather than desperatelytrying to climb aboard when it is too late.So, if you would be willing to help ESTA by being involvedin either keeping a watching brief or in joining a working party,please contact:Chris KingDepartment of EducationKeele UniversityST5 5BG01782 584437c.j.h.king@educ.keele.ac.uk.7 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Can you believe everything you read?What some science textbooks say about Earth ScienceCHRIS KING, ALASTAIR FLEMING, PETER KENNETT AND DAVID THOMPSONThe survey of secondary science textbooks conducted by ESTA and the Earth Science EducationUnit (King et al, 2002) revealed an inadequate coverage of the Earth science content of theNational Curriculum for Science and a very high error level.This article gives some of the worst examples oferrors, with comment, before summarising themajor findings of the report. The report raisesserious concerns about the professionalism of both theauthors and publishers of many science textbooks whofail to ensure the accuracy of their writing and who provideinadequate coverage of the statements in theNational Curriculum for Science. However, the articlealso notes improvements resulting from publication ofthe report and suggests further ways of improving thesituation in the future.Quote and commentBelow are quotes from some of the secondary sciencetextbooks being used by science teachers in our schoolstoday. When quotes like these were found in our recentscience textbook survey (King et al, 2002), we wrotecarefully worded corrections and explanations to helpthe authors and publishers to get it right next time. Wetried to use a similar number of words and similar levelof writing to show that Earth science can be written accuratelyat the correct level – if you know what you arewriting about. Comments are given on the erroneousquotes below – but written in a more direct fashion!The level (Key Stage 3, KS3, for 11 - 14 year olds orKey Stage 4, KS4, for 14 - 16 year olds) and date of eachquote is given. However, no further details of the textbooksare provided, as we decided that ‘naming andshaming’ could be counterproductive.‘Some minerals, like limestone, are found in rocks on theirown.’ KS4, 1996Limestone is a rock, not a mineral.‘Rocks are made from mixtures of elements.’ KS3, 1998Rocks are mixtures of minerals or rock fragments –minerals are made of elements.‘Limestone and rock salt are good examples of minerals.’ KS4, 1998Not examples of minerals, but of rocks.‘Most minerals are found in rocks mixed with other substancesand are often not the main compounds in the rock.’ KS4, 1996Really? Minerals are the main compounds in rocks.‘In the hardest types of stone the particles are held together verystrongly. All the atoms link together in a pattern called a latticethat is difficult to pull apart.’ KS3, 2000What a confusion between bonding that forms the latticeof atoms and ions in crystals, and the different waysthat particles are held together in rocks (mainly interlockingor cement ie. dependent on much weaker intermolecularforces).‘Much of the material produced by this erosion (by ice sheets)formed the clay that covers much of southern and eastern England.’KS3, 1999A new idea? – that southern England was covered by icesheets?Stone is worn away by the air, wind and rain. This is calledweathering.’ KS3, 1999Sounds more like erosion – not weathering.‘The wearing away of rocks by weathering is called erosion.’KS3, 1999Even more confusion between weathering and erosion.‘If the layers are buried deeper, the soft sediments such as chalkand mudstone get converted to harder sedimentary rocks likelimestone.’ KS4, 1998But chalk is limestone – and how could mudstone beconverted to limestone by burial?‘Chalk is one form of calcium carbonate... Limestone is the mostimportant form of calcium carbonate... The third form of calciumcarbonate is marble.’ 1996, KS4None of these are strictly forms of calcium carbonate -they are rocks. Two different forms of calcium carbonateare the minerals calcite and aragonite.‘The granite (of Sugar Loaf Mountain shown in a photo) wasformed deep inside a volcano. The sedimentary rocks around ithave eroded, exposing the granite which is in the shape of theinside of the volcano.’ KS3, 1999Unfortunately, the granite of Sugar Loaf Mountain wasformed like all other granites, well below the surfaceand any volcanic activity.‘Slate is formed when clay and mud are subjected to very hightemperatures.’ KS4, 1998Try – ‘Slate is formed at very high pressures ...’www.esta-uk.org8

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003‘The result is a metamorphic rock. ... Igneous rocks also change.For example, basalt changes into granite.’ KS4, 1996/7Basalt to granite – the strangest sort of metamorphismever known! (Of course, basalt and granite have greatchemical differences and could never change from oneto the other in metamorphism).‘Sandstone contains a lot of the mineral called quartz. Whenheated and squeezed by magma, its grains melt and turn intocrystals called quartzite.’ KS3, 1998Magma doesn’t squeeze; in metamorphism, the grainsdon’t melt; the crystals remain as quartz; the resultingrock is called quartzite. Some confusion!‘Metamorphic rocks are made wherever and whenever igneousrocks are forming.’ KS3, 1998Another new theory! There is not much metamorphismassociated with volcanic activity!‘What does metamorphosis mean?’ KS3, 1999Not metamorphism – which is what the author intended!‘Our highest peaks are those which were formed most recently.’KS3, 2000Not in the UK!‘Rock that is 9000 million years old... will have three times asmuch lead as uranium.’ KS4, 1996/7There are no known rocks 9000 million years old – theage of the Earth is only 4,600 Ma.‘All the time rocks are being pushed upwards.’ KS3, 1999Wot – no subsidence?‘mantle (Earth) =The liquid part of the Earth under the crust.‘ KS3, 1997Not a liquid mantle – please!‘These plates are like big rafts that float across the liquid mantle.’KS4, 2000Not the liquid mantle again!‘Seismic waves travel at different speeds in rocks of different density;the greater the density, the greater the speed.’ KS4, 1999A common misconception – seismic wave velocity isinversely proportional to density (ie. the greater thedensity, the slower the velocity), but since rigidity andincompressibility increase with depth at a greater ratethan density, seismic waves do speed up with increaseddepth (and density).‘Water waves are an example of transverse waves.’ KS4,1997/8No – water waves are surface waves. Water cannottransmit transverse waves (shear waves) because it is aliquid and fluids can’t shear.‘At the bottom of the crust the temperature is 1050 o C.’ KS4, 1996The temperature at the base of the crust is very variable,but rarely as high as 1000 o C.‘The rock surface of the Earth is at most 10 kilometres thick.’KS3, 2000Really? What about continental crust being up to 90 kmthick and continental lithosphere being up to 300 kmthick?‘The same ideas (plate tectonic ideas) can be used to explain allthe processes that act at the surface of the Earth such as the oceantides, and short and long term weather changes.’ KS4, 1996Plate tectonics can explain a lot – but tides? – weatherchanges?The Earth’s crust is split into different sections or ‘plates’.’ KS3,1999Not ‘crustal’ plates please – didn’t the corrections to theNational Curriculum deal with this problem?‘... Alfred Wegener proposed his theory of plate tectonics.’ KS4,1996An amazing man, Wegener, to propose in the early1900s a theory that wasn’t named until the 1960s!‘Crude oil is made from the decomposition of the bodies of thesame sea creatures whose shells and skeletons make up limestone.’KS4, 1996Crude oil comes almost entirely from the decay ofmarine plankton, so even though marine plankton doescontain some microscopic ‘sea creatures’ (phytoplankton),to imply that most of our oil comes from the animalsof shelly limestones is very misleading.‘Over millions of years, this led to the slow formation of coalfrom plants and to the formation of oil and natural gas from seacreatures.’ KS4, 1998Most natural gas comes from coal and ‘Oil and gas arederived almost entirely from decayed plants and bacteria.’(Clark et al. 1997).‘Coal, oil and natural gas are called fossil fuels. They were madefrom plants and animals that lived on Earth about 100 millionyears ago.’ KS3, 2000Most coal is Carboniferous – around 300 Ma; much oilis Jurassic – around 150 Ma; these things are beingformed slowly today – so where did the 100 Ma figurecome from?‘Rocks containing metals or metal compounds are called ores.’KS3, 1998If this were the case – most rocks would be ores, eg. calcium-richlimestone, sodium-rich rock salt, iron-rich basalt.‘When it rains, acid gas falls from acid clouds.’ KS3, 1998Sounds frightening – can acid gas-fall kill people?9 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Figure 1.Common Earth science misconceptions in science textbooks.Earth science misconception‘minerals and rocks are thesame things’DiscussionA mineral is an element or compound. Thus a mineral has a definite chemicalcomposition, atomic structure and physical properties (that vary between fixedlimits). A rock is a mixture of one or more minerals (or fragments of rocks) so thecompositions and structures of most rocks can be very variable. However, somerocks are formed of predominantly one mineral, such as limestone (largely calcite),quartzite (largely quartz) and rock salt (largely halite). Igneous rocks usually containmore than one mineral.Misconception of similar significancein another science areaConfusing mixtures and compounds (eg. amixture of iron filings and sulphur withiron sulphide)‘weathering and erosion arethe same’ or ‘weather causesweathering’‘if a rock contains fossils itmust be sedimentary’Weathering happens in place and so no solid material is removed. Weathering causeschemical breakdown or physical disintegration (eg. by freeze thaw action, plant rootgrowth). Erosion is the removal of material from the site. Erosion occurs when one ormore erosive agents (such as gravity, wind, moving water, or moving ice) removeweathered material (so wind is an agent of erosion, not weathering). [Note: thechemical attack of rainwater on limestone removes material in solution and so isweathering and not erosion].Many low-grade metamorphic rocks contain fossils, where the heat and pressure ofmetamorphism have not been great enough to destroy them, eg. many slates andsome marblesConfusing the dissolving of salt and the‘dissolving’ of calcium carbonate in acid.All leaves contain starch‘sedimentary rocks are formedby the compression of theoverlying materials’Most sedimentary rocks cannot be formed by compaction alone. Some ‘cementation’ isrequired to ‘glue’ the grains together. Fluids flowing through the pore spaces depositnatural mineral ‘cement’. Only fine-grained sediment such as mud can be changed intosedimentary rocks like mudstone or shale by the compression of the overlying rocksalone. Sandstones and limestones need cementation.Plants need only a source of light tophotosynthesise.‘metamorphism is causedwhen rocks are buried andheated’‘magma can produce graniteor basalt’‘the rock cycle is steady andcontinuous’Widespread (regional) metamorphism that produces slates, schists and gneissesrequires regimes of very high compression and heating These conditions only occurwhen plates collide. There is not enough compression or heating produced by burialalone to cause metamorphism. (Baking by hot igneous intrusions can cause localisedmetamorphism.)Granite and basalt are chemically very different and so cannot change from one tothe other. When the mantle partially melts, dark magma forms. This iron-rich, silicapoormagma produces basalt if it cools quickly at the surface or coarse-grainedgabbro if it cools slowly at depth. When the crust partially melts, a paler, silica-richmagma is formed. This is rarely erupted as lava, but can explode as ash or pumice.Usually this magma crystallises slowly underground to form coarse-grained granite.The deposition and burial of sediments, and their change to sedimentary rocks may besteady, as may the production of igneous rocks at ocean ridges. However, themetamorphism, igneous activity and uplift related to plate collisions only occursporadically, separated by long intervals of geological time.Water can boil at 50 o C at normal(atmospheric) pressuresConfusing caustic soda (sodiumhydroxide) with common salt (sodiumchloride)Digestive system processes are steadyand continuous‘plates are made of crust’ or‘crustal plates’The tectonic plates are plates of rigid lithosphere around 100 km thick. They overliethe ductile asthenosphere beneath, which flows slowly, moving the plates – thus thereis a physical boundary between the solid lithosphere and the ductile asthenosphere.The lithosphere comprises the crust and the upper mantle, which are chemicallydifferent but physically solid and rigid. The crust is around 6 km thick in oceanic areasand averages 35 km thick in continental areas – much thinner than the lithosphere.Leaves are made of a layer of palisadecells only.‘the mantle is liquid’, ‘semiliquid’or ‘semi-solid’‘oil and gas are formed fromdead sea creatures’ (oftenimplying the remains of fishand other large animals)‘rocks containing metals arecalled ores’The mantle is almost entirely solid, as shown by the fact that it transmits seismicS-waves, which can only pass through solid material. There is a zone in the uppermantle between the solid lithosphere above and the solid mantle below, called theasthenosphere that is between 1 and 10% liquid (i.e. is 90 - 99% solid). As the moltenmaterial is found as films around the edges of crystals, it allows the solid material ofthe asthenosphere to flow very slowly. However, the mantle beneath can also flow,even though it is completely solid. A good analogy is ice, which although solid (andcapable of being broken by a hammer) can flow downhill in glaciers. When it is near itsmelting point it can flow more easily.Oil and some natural gas are formed as microscopic plankton become buried andheated in the Earth’s crust. The oil-producing plankton are mostly microscopic plants.Most natural gas is formed as buried land vegetation becomes coal. ‘Oil and gas arederived almost entirely from decayed plants and bacteria.’ (Clark et al. 1997).The minerals, which make up most rocks, contain metal compounds, but are not ores.The term ‘ore’ has an economic context. A rock or mineral deposit is only an ore if it isrich enough to be exploited commercially.Glass is a liquidPlastics are made from coalA coal seam 1 cm thick is a useful energyresourcewww.esta-uk.org10

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003‘Sixty million years ago a lot of the countryside was marshy.’KS4, 1996A bit of an over simplification. There may well havebeen some marshes around in the early Tertiary, butwere there a lot? – and would you call it countryside?‘The Earth’s crust is made of hard core’ (from a label on adiagram, KS4 2001)Hard core is used to make foundations, not the Earth’scrust!These quotes are some of the worst examples (or some ofthe best examples?) of the 600+ erroneous statements wecollected during the recent survey of the Earth sciencecontent of commonly used secondary science textbooks(King et al, 2002). This was carried out on behalf of ESTAand the Earth Science Education Unit by Chris King,Alastair Fleming, Peter Kennett and David Thompsonwith help from Dee Edwards and Anna Hrycyszyn.Common MisconceptionsThese quotes highlight a wide range of misconceptions,but the most common are given in a table in the report,reproduced here as Figure 1. Since the science teachersteaching Earth science may well have such a poor Earthscience background that they do not realise the scale ofthe mistakes in the textbooks, the examples in the tableare matched by similar misconceptions in other areas ofscience. (Have you had a discussion with a chemistryteacher who thought that the distinction between weatheringand erosion was not important – as we have?).The surveyA copy of the full 101page report, ‘A report on the EarthScience content of commonly used Secondary Science Textbooks:Spring 2002’ is available from the ESEU Administratorat the address below for the cost ofphotocopying and postage. The discussion below summarisesthe main content of the report.The survey covered all the major publishers of sciencetextbooks who exhibited at the Association forScience Education (ASE) Annual Meeting at the Universityof Leeds in January 2000. Most publishers willinglycontributed copies of their books and, wherepublishers were unwilling or unable to do so, theirbooks were purchased separately.The ten publishers (Cambridge University Press,Coordination Group Publications, Harper Collins(Collins), Heinemann, Hodder and Stoughton, JohnMurray, Letts, Longman Pearson (Longman), NelsonThornes (Stanley Thornes) and Oxford UniversityPress) contributed between one and five textbooks orseries each; some of these were two or three volumeseries. A total 27 books (some in series) was evaluated atKS3 (11 - 14 year olds) and 24 books at KS4 (14 - 16year olds), a grand total of 51 books.We assessed each book or series against a set ofstatements taken directly from the latest 2000 versionof the National Curriculum for Science for England(QCA, 1999). Since many of the books were writtenprior to the publication of the 2000 version, comparisonsneed to be treated with care. However, since the2000 version of the NCS was not greatly differentfrom the previous version, the comparison exercisedid produce valuable baseline data against whichfuture publications can be judged.We judged the content of each textbook against eachof the NCS Earth science statements as:● comprehensive (going beyond the coverage impliedby the statement)● basic (meeting the coverage implied)● less than basic (not meeting the coverage implied)● none (no coverage could be found in the obviousplaces in the textbook or through the index)Where the textbook contained material additional tothat required by the NCS, this was recorded as an‘Extra’ and the total number of ‘Extras’ per book wasrecorded. Each error/misconception found was recorded,as was total number of errors/misconceptions ineach textbook. A tally of the total number of pages relatingto Earth science was used to calculate the percentageof Earth science in the book or series. Where thebook was not one of a series and did not purport tocover the whole of the NCS, we took this into accountin the final calculations.We standardised across the evaluation team by usingthe same proforma each time; by testing the proformaagainst one textbook and agreeing the standards ofinterpretation; and by all the evaluations being moderatedby one coordinator, and subsequently beingchecked and agreed by team members. The draft reportwas sent to all the publishers involved for commentand, where necessary, correction. Their feedback wasincorporated into the final report.The survey resultsThe results are summarised in a table in the report, andare shown in Figure 2.Possible distortions in the data might have beencaused by the following: the fact that some books wereproduced before the publication of the 2000 version ofthe NCS (QCA, 1999), and some afterwards; mostbooks were aimed at mixed ability students, but somewere aimed at the lower ability range; sometimes onlyone volume of a set of books was submitted by the publisher;some books were written as ‘revision guides’rather than as comprehensive textbooks. However, nooverall pattern related to these issues emerged from thedata, indicating no general impact on the findings.Discussion of the survey resultsThe survey discovered major problems with the coverageof Earth science in science textbooks. Indeed,members of the team repeatedly complained of thepoor quality of the published material they saw, of low11 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Figure 2.Summary datafrom the survey ofthe Earth sciencecontent ofsecondary sciencetextbooks, (27books at KS3,24 books at KS4),Spring 2002.Criterion KS3 KS4OverallMean % of statements covered at ‘Comprehensive’ levelMean % of statements covered at ‘Basic’ levelMean % of statements covered at ‘Less than basic’ levelMean % of statements covered at ‘None’ level14.831.135.418.711.322.338.927.613.126.837.223.2Mean % of statements covered at ‘Less than basic’ + ‘None’ levels - i.e.54.166.560.4with inadequate coverageMean % of Earth science in the whole textbook, (or textbook series)8.710.09.4(excluding ‘Science at(excluding ‘Science atwork: Earth science’*)work: Earth science’*)Mean no. of ‘Errors/misconceptions’ per page of Earth science1.10.91.0Mean no. of ‘Extras’5.94.55.2* Note: The ‘Science at Work’ books were excluded from the percentage calculations, since these were the only books devoted entirely toEarth science and so distorted the overall percentages.levels of coverage, of misleading wording, of high levelsof error and misconception and, in a number ofcases, of the trivialisation of the Earth science content,particularly in comparison with the coverage of otherareas of science.The figures show that, on average, more than half(60.4% of the statements) of the Earth science is inadequatelycovered by the books surveyed and that the geologicalstatements are particularly poorly covered. Thesituation becomes even worse when the poorest textbooksare considered. In some, nearly the whole of theNCS Earth science content is inadequately covered oris missing entirely.On top of this, the mean error/misconception levelis very high, averaging one error per page of Earth science.The situation becomes even more damagingwhen the worst cases are considered, with some textbooksaveraging up to two errors per page, and theworst case of all having 2.5 errors per page (66 errors in26 pages of Earth science).This raises serious concerns about the professionalismof both the authors and publishers of many sciencetextbooks who fail to ensure the accuracy of their writingand who provide inadequate coverage of the statementsin the National Curriculum for Science.Although most textbook authors were or are scienceteachers, and research has shown that most scienceteachers have received little or no education in Earthscience (King, 2001), it is surely incumbent on them tocheck facts and their general understanding of a topicbefore ‘putting pen to paper’.Likewise, publishers surely bear a responsibility forproducing textbooks that are factually correct, and forputting checking mechanisms in place to ensure thatthis is so. The requirement for Assessment Bodies toproduce factually correct and high quality syllabusesand examinations should surely be just as binding onthe publishers who produce the textbooks that pupilsand teachers use as teaching and learning materials forexaminations. Teachers and pupils generally regardtextbooks as infallible reference works, clearly a mistakein some of the cases discussed here.Research has shown that science teachers use sciencetextbooks as the main source of their Earth scienceknowledge (King, 2001 and the Council for Science andTechnology report, 2000). Most of these teachers will behorrified to find that their main source of Earth scienceeducation is generally so poorly written and error-prone.ConclusionThe survey has shown that the concerns raised byArthur (1996) in his presentation ‘Lies, damn lies andbooks on geology’ were not idle ones. With more thanhalf the Earth science in the National Curriculum forScience being inadequately covered by secondary sciencetextbooks, and a mean error level of one error perpage of Earth science, the majority of the authors andpublishers bear a heavy responsibility for the poormaterial that they have produced. This is particularlyworrying when teachers and pupils alike depend on thewww.esta-uk.org12

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003textbooks to give them the grounding in Earth scienceunderstanding that they need for their examinationsand in their future lives.Fortunately the effects of the survey are already bearingfruit. Some authors and publishers have begun towork more closely with the Earth Science Teachers’Association and with the Earth Science Education Unitat Keele, to vet and improve materials before they arepublished. Authors and publishers have been invited toESEU workshops and to use ‘Science of the Earth’ (seeKennett and King, 1998) and JESEI materials(described in Kennett, 2003), subject to permissionbeing sought and suitable acknowledgement.Thus there are resources and opportunities in thefuture that will allow authors and publishers to improveon their generally very poor past performance. It is to behoped that when a similar survey is conducted in thefuture, a much higher level of general performance andprofessionalism will be recorded.Chris King and Peter Kennett both work with theEarth Science Education Unit at Keele University.Alastair Fleming and David Thompson are alsoconnected with Keele. All can be contacted throughthe Department of Education at Keele. The fullreport is available from the ESEU Administrator inthe Department of Education, Keele University,Keele, ST5 5BG, 01782 584437, eseu@keele.ac.ukReferencesArthur, R. (1996) Lies, damn lies and books on geology.In Stow, D. A. V and McCall, G. J. H. (eds.) Geoscienceeducation and training. In schools and universities, forindustry and public awareness. 289 - 291.(Rotterdam: Balkema).Clark, D., Wells, G., Oates, M. & Volk, C. (1997)Britain’s Offshore Oil and Gas. London: UK OffshoreOperators Association and the Natural HistoryMuseum.Council for Science and Technology (CST) (2000)Science teachers: a report on supporting and developing theprofession of science teaching in primary and secondary schools.(London: Her Majesty’s Stationery Office).Kennett, P. (2003) JESEI’s brand new website. TeachingEarth Sciences, 27, 140.Kennett, P. & King, C. (1998)‘Science of the Earth’ – past and present.Teaching Earth Sciences, 23, 135 - 139.King, C. (2001) The response of teachers to new contentin a National Science Curriculum: the case of the Earthsciencecomponent. Science Education, 85, 636 - 664.King, C., Fleming., A., Kennett, P. & Thompson, D.(2002) A report on the Earth Science content of commonlyused Secondary Science Textbooks: Spring 2002. pp 101.Keele: The Earth Science Education Unit,Keele University.Qualifications and Curriculum Authority (QCA)(1999) Science: the National Curriculum for England.(London: Her Majesty’s Stationery Office).13 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003The Building Stones Talk and WalkBY FRED BROADHURSTFred Broadhurst is an Honorary Fellow of Earth Sciences, at the University of Manchester. On theSaturday of the ESTA Annual Conference in Manchester, Fred gave a really super talk aboutbuilding stones, which he illustrated with slides, rock specimens and posters. He also presentedeach of us with a glossy brochure of the “Stones of the Trafford Centre”. The brochure, producedwith the support of the Centre’s retailers, included photographs of the main rock types used inthe buildings and a suggestion for a walk through the three miles of shop fronts. It also had veryclear and useful sections on sedimentary, igneous and metamorphic rocks, the rock cycle anddating rocks. His illustrated talk was a fabulous taster for the field trip to The Trafford ShoppingCentre in the centre of Manchester the following day.Fred summarised his talk as follows:The subject of building stones could be developedalong either of two quite different themes. Oneapproach, that preferred by historians, is where theuse of stone through time can be explored. Another isthe materials approach where the nature of the stoneand sources of supply are of major interest.With the exception of some buildings of specialimportance, the earliest permanent structures wereconstructed with the use of stone from the immediatelocality. This was largely due to the excessive transportcosts in the days before canals, railways and adequateroads. The development of transport extendedthe region of supply of stone, bringing about thedevelopment of such sources as the limestone fromPortland, Welsh slate, etc.During the course of the Industrial Revolutionthe numerous fires that plagued the mills broughtabout hefty increases in fire insurance premiums andled to the incorporation of cast iron in buildings toreinforce floors, rather than the earlier timberframes. Cast iron frames became common in millsand warehouses.By the start of the 1900s the price of steel fell to alevel that enabled the replacement of cast iron by themuch stronger steel for use in buildings. Constructionof major buildings now depended on a steelframe with an outer skin or cladding of stone andlightweight materials for interior walls. The claddingprovided weatherproofing and outer decoration butnot structural support. The cost of the stone becamea relatively minor portion of the total building costand, as a result, stone could be sought from localitiesacross the world to provide materials of great interest.So, whereas the oldest buildings to be seen inmost towns are of local origin, later buildings areseen to utilise stone from an ever increasing areauntil, today, stone comes from across the globe. Thebuilding stones used in modern buildings, in differenttowns, are essentially from the same worldwidesources. If you know the building stones of modernbuildings in, say, Manchester, you will have no problemidentifying the building stones of Chicago, orAuckland – or anywhere.Building stones to be seen in cities and towns generallyprovide a display of rock materials of manyPhotographs byPeter Kennetttaken during thewalk around theTrafford Centre.www.esta-uk.org14

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003types. Cladding stones, in particular, are generallyhighly polished and are especially useful in providinga wide range of rock types, rock textures and structures.One example of a modern building complexwith a wide variety of stone types in Manchester is theTrafford Centre.At the Trafford Centre the floors of the mallstogether with shop fronts and floors exhibit igneous,metamorphic and sedimentary rocks of a variety oftypes – all under cover from the elements and availableseven days of the week, free. A brochure describingthe stones to be seen is available, on request, freeat Customer Services. This is a remarkable case of cooperationbetween commerce and learning.Check out their website on www.traffordcentre.co.ukAt the moment, to see thepublished guide “Stones of theTrafford Centre” you will haveto go along to theInformation Point and askfor a copy. I emailed theTrafford Centre to askwhether they had plans tomake the brochure availableon their education website,as ideally I would have likedto tell you (our readers) thatyou could just click on thesite, see the photos and readthe brochure to find outmore. I am sure that ifenough of you click on thesite www.traffordcentre.co.ukand send an email via theinformation section askingfor the brochure to be put onthe web – they will do so. Itis worth it, so get clickingEdFred Broadhurst (front right) with thegroup outside the Trafford CentreThe published guide written by Fred Broadhurst and produced by the Trafford Centre,Manchester, breaks ground in many respects. The conventional building stone guide isusually seen by the public as over heavy on the science, of passing interest on the historicaland almost invariably jaded in presentation – in contrast, the Earth science hereis well, and for most readers, adequately explained – it is short and snappy (there is ofcourse no history!), and it is presented extremely attractively. Many, many authors ofguides have sought support from developers almost invariably without success. Thelevel of co-operation with the developers encouragingly breaks new ground and servesas a benchmark. Full marks to Fred and Trafford Centre Ltd.Ian ThomasDirector National Stone CentreDerbyshire15 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Sunday Worship at the Temple of MammonPETER KENNETTHow many people deliberately aim to arrive at a place of worship an hour and a half before itofficially opens? Such was the instruction to members of the ESTA Conference, attending at theTrafford Centre on a hot, sunny Sunday morning, and since the instruction was issued by the HighPriest of Trafford, Fred Broadhurst, it had to be obeyed!Thus it was that a motley group of people could beobserved prostrating themselves on the gleamingfloors, apparently marvelling at the Architect’shandiwork through a hand lens. From time to time,worship was accompanied by a brilliant flashing light,lasting for only a few milliseconds, but enough to causeother early arrivals to stop and stare in wonderment.Here and there, the small black sticky remnants ofvotive offerings, made from the gum of a sacred tree,were observed adhering to the floors, the high polish ofwhich is designed to make them all the easier to scrapeoff, ready for their offering up as a burnt sacrifice. Elsewhere,the floor is already losing its polish: in places,the builders chose virginal white marble, or fertilitygreenserpentinite, instead of the earthy granites andgneisses, and these are not so capable of resisting thewear and tear of the shuffling feet of the multitude ofpilgrims. (dare we call it pilgrim erosion?).On the stroke of noon, the High Priest led his followersinto the inner sanctum of Mango, to kneelbefore the Priestess of the lady’s clothing store. Other,less worthy worshippers were clamouring at the door toenter to do homage likewise, but were repelled by afirmly shut door. Amid the rustle of many skirts, hangingfrom the altar rails, the pilgrims went into semireligiousecstasy at the coiled image of the god Ammonembedded in the lithographic limestone of the floor,carried all the way from the fabled quarries ofSolnhofen (Germany). Accompanying them were theremains of bullets hurled by the god Baal (well, they arecalled Baalemnites aren’t they!?). Sadly the Priestessforbade the use of the brilliant flashing lights, as beingheretical in the context of the inner sanctum.After two hours of such continuous worship the pilgrimswere led by the High Priest to a place of refreshment,to sit and partake of heavenly nectar at tablesmade of a wondrous rock with lustrous blue sheenmiraculously emanating from it. From this vantagepoint, observations were made of the regular worshippers,by now streaming, in tribes and family groups toattend to the demands of their god Mammon. Thegroup indeed felt sorry for this heathen people, whoknew no better way of life than to indulge in “leisureshopping” on a Sunday, their senses dulled by theimbibing of quantities of an effervescent brown liquid,rich in the drug caffeine, and their bellies swelled bythin brown flaky objects eaten straight from a rustlingbag. Glad indeed were we to escape from this brainwashedpeople into the pure air of the chariot park, andhome over the refreshing sunlit green(ish) hills!Footnote:Fred Broadhurst has written an excellent guide to thebuilding stones of the Trafford Centre, which is availablefree from the enquiry desk. He has also written arather more factual account of the geological wondersof the place than the one above for Teaching Earth Sciences.The members of the group would like to recordtheir thanks to Fred for an excellent tour, and for hispatience in pointing out so many fascinating features.I must also thank Chris King for treating me to a cupof coffee at the Trafford Centre. This means that I havestill only spent a total of £2 at any similar shopping mallin U.K., and that was at Meadowhell near Sheffield,whist waiting for my car to be mended nearby!Building stonesin the FestivalVillage, TraffordCentre. Copyrightthe Trafford Centre,Manchester 2003.PHOTO: CHRIS ELDON, CHRIS ELDON DESIGN COMPANYwww.esta-uk.org16

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Earth Science Teachers’ Association36th Annual General MeetingSaturday 13th September 2003 in the Department of Earth Sciences, University of Manchester at4:30 p.m. A number of reports from the 36th AGM are reprinted below. If you require a completecopy of the Agenda, Minutes and Reports please contact the new ESTA Secretary Susan Beale(email beales.lowrow@virgin.net) or log on to the ESTA website www.esta-uk.orgCHAIRMAN’S REPORT 2002-2003My first year as Chair of ESTA began with a very successfulAnnual Course and Conference at the BritishGeological Survey headquarters near Nottingham.The planning and organisation of the Conference tookplace under the stewardship of my predecessor, lanThomas, and were realised through the efforts of BGSstaff, guided by Peter Kennett. The enthusiasm generatedby bringing together ESTA and the BGS has beencapitalised on through a formal Memorandum ofUnderstanding between the two organisations, a projectthat has been guided by our President, MartinWhiteley. Martin formally signed the agreement inJune with David Falvey, Director of the BGS. It recognisesthe mutual benefit to ESTA and the BGS of“working in partnership to develop a wider understandingof Earth science through effective communicationat all levels, but particularly within our schools”and sets out four aims: to raise the awareness andunderstanding of Earth science; to promote the valueof Earth science to policymakers; to provide mutualsupport, resources and data for educational initiatives;and to share best practices in promoting Earth scienceeducation. All in all, a worthy and exciting outcomefrom a stimulating Conference.Partnerships with other organisations that have aninterest in Earth science education are now an importantstrand of ESTA policy. In addition to workingclosely with other bodies through the Earth ScienceEducation Forum and the Joint Earth Science EducationInitiative, the last few months have seen a majorstep forward in our relationship with the GeographicalAssociation, in the form of a joint working group set upat the GA Annual Conference in April, and chaired byRoger Trend. This group aims to report within a yearon ways in which the two Associations can fruitfullywork together. We in ESTA hope this initiative will insome respects mirror amongst geographers the successesthe Earth Science Education Unit has had in raisingthe awareness of Earth science amongst science teachers.Much remains to be done on the policy side ofESTA’s activities, and priority must be given to revitalisingand reinvigorating ESTA’s profile at the HigherEducation level.The past year has seen a healthy increase in membernumbers under the watchful eye of Membership SecretaryOwain Thomas. But there is much to be donealso in this field of member services in my second yearas ESTA Chair. The journal Teaching Earth Sciences, theAnnual Course and Conference, and publications andpromotions are of vital importance, but we need to besure that ESTA provides what its members want andconsider important and useful. To this end, we mustimprove the level of communication and interactionbetween members and ESTA Council; email provides aready means of making contact, and continuingimprovements to the web site are a high priority. Themove of the Annual Course and Conference north ofthe border to Edinburgh next year is an exciting development,which we hope will be a huge success. Also,much-needed changes are in progress to ESTA’s displaymaterial and the organisation of its deployment.As the agenda for this AGM shows, there will be severalkey changes to the people serving on ESTA Council,adding to last year’s changes, when CallyOldershaw took on the role of Deputy Editor, lan Raytook on journal advertising, and James Speed took onthe Conference Co-ordinator’s task. A smoothturnover of Council members is a sign of a healthyorganisation, and it is pleasing to see eager volunteersfor the vital roles of Treasurer, Secretary and Editor.Many thanks to them for offering their services, and tothose retiring Council members for their hard workand achievements – Geoff Hunter, Peter Kennett, lanThomas, Roger Trend and Dawn Windley. Finally, verymany thanks to all members and helpers of Council,whose abilities and efforts ensure that ESTA works forall of its members.Geraint OwenESTA ChairSeptember 200317 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003SECRETARY’S REPORT 2002-2003Council has met, successfully (with full buffet lunchwhere possible!) 4 times since the 35th Annual GeneralMeeting at The British Geological Survey, Keyworthon Saturday 12th October 2002, Saturday 30th November2002 in Birmingham, Saturday 10th March 2003 inManchester and again on Saturday 10th May 2003 inBirmingham. We are indebted to the departments andthe staff at BGS Nottingham, Birmingham Universityand Manchester University/Museum for supportingour activities.Much of the time at Council meetings has beenspent receiving reports on Committee business, Conferenceplanning and the many meetings at which theChairman and other council members have representedthe Association. It is important that we keep intouch, are represented and maintain our profile in theEarth Science teaching world.Over the course of the year a Memorandum ofUnderstanding has been agreed with BGS (mainlythanks to Martin Whiteley), steps have been taken todevelop links with the Geographical Association thanksto the work of our Chairman Geraint Owain, JohnReynolds, Roger Trend and through the Joint EarthScience Initiative of the Royal Society, Chris King,Peter Kennett and lan Thomas have worked with theInstitutes of Biology, Physics and the Royal Society OfChemistry to produce materials and website informationwhich was launched the ASE meeting in January2003. The work continues and further material is in thepipeline for January 2004.In addition, many others have been working behindthe scenes to develop and continue important linkswith QCA, the exam boards WJEC and OCR, EnglishNature, The Earth Science Education Forum, TheScottish Earth Science Education Forum, UKRIGS andThe British Geophysical Association to name but a few.Many thanks to all involved (which also includes membersnot on ESTA council!).The ESTA website is undergoing a change of ownershipdue to Carol Levick and partner moving on topastures new. ESTA thank Carol and partner for herwork to date. The website address remains the samewww.esta-uk.org. It would benefit from further contributionsand comments, so if you have any ideas,thoughts, good website links you think we shouldshare with one another (bearing in mind that someEarth Science teachers work alone in their institutions!!)then drop us a line on esta@airburstco.uk.[note: this address is no longer active, please check thewebsite. Ed]Finally, I would like to thank all Council membersfor their efforts over the last year and welcome newcomersto the fold. Particular thanks go to those whohave reached the end of their terms of service:● We welcome James Speed (as long as membersagree!) as the new Conference Liaison Officer andthank Peter Kennett for his tireless work. As “caretaker”he has organised (or played a very large part inorganising the last 3 conferences – all of which I’msure those of you who were present agree were verysuccessful!!)● Welcome also to Cally Oldershaw who has agreed totake on the mantle of Editor. She is the Education &Parliamentary Officer at the Geological Society andhas greatly helped us renew contacts there.● We welcome lan Ray who has taken over as AdvertisingOfficer and has been very successful so far inraising revenue through adverts in the journal – anysuggestions for potential adverts let us know!!● Martin Whiteley has proved instrumental as President– so much so that we have all convinced him tostay on and become our Chairman Elect!!● We also welcome a new Secretary and a new Treasurer– but as the time of going to press we areunsure who these may be-it all depends on yourvotes at the AGM!!!! Good luck to those involved!!There are other vacant positions on council – please seea member to discuss these and complete a nominationform should you wish to join. We are always looking fornew recruits to help with the work of the Association soif you do want to get more involved behind the scenes(and get a real insight into the world of Earth Science!)then we would be delighted to hear from you.This is the last time that I write such a report as Ihand over to a new Secretary at AGM! – have enjoyedmy time as secretary and it has been made more soenjoyable by the camaraderie of ESTA council. Thanksto all those involved over the last 4 years!Dawn WindleyESTA SecretaryAugust 2003TREASURER’S REPORT 2002-2003INCOMEOur balance this year is almost identical to that of lastyear. At first sight, this might be thought to mean that theAssociation’s finances are in good state. However, onexamining the figures, the details are not so reassuring.Income from subscriptions is slightly up. thanks tothe work of our membership secretary, Owain Thomas.Promotions income is also higher. due to the significantinput from Inset courses run by Peter Kennett andChris King (funded by UKOOA), and the efforts ofDave Williams, John Reynolds, Zoe Fleming, DavidThompson and Niki Whitburn, at ASE and GeographicalAssociation Conferences.,Advertising income has jumped. and should increasefurther, as words spreads about our excellent journal.UKOOA money is held for the ESEU unit at Keele.Similarly, the Curry donation was towards the cost of anew banner and display stand.Cont. on page 19www.esta-uk.org18

Summer 2003 – Issue 42Drama-Onthe RocksRock and Roll with a Class AssemblyPublished by the Earth Science Teachers’ Association Registered Charity No. 1005331Class Assembly – It’s your turn againAt some time (in fact, probably more times than you would like) in your teachingcareer you will have to do a class assembly. The activity is enjoyed by some butdreaded by many. Here is a suggestion that may be of use, especially to year 3teachers who can use it to teach the majority of the rocks section of QCA Unit D3. It can bedelivered in a number of ways and adapted to suite your own personal situation.The words are overleaf and take the audience through the formation of rock, the rock cycle,miscellaneous uses of a major rock type, and various examples of rock and mineral uses. Not bad,for a twenty minute presentation.Most of the examples chosen were chosen because they rhymed or I had sample of the rock ormineral to hand. Yes -we did use a real diamond and a real ruby; both obtained at Different ESTAConferences. (No advertising intended but you will be very welcome at next yeas event) But we hadtrouble with the cow and had to use a picture instead.How you perform it, if you choose to, will depend on your situation. I can only tell you what I did.I formed the children into mixed ability groups so that the less confident could join in at their ownlevel but each group had a core of clear speakers who could learn their lines. The speaking wasaccompanied by actions (Kinaesthetic learning) where possible. The pupils themselves developedthe actions. This helped in memorising their lines.We also had as many samples as possible showing the things that were spoken of (These can bereplaced by drawings or photos if necessary). The children soon learned to identify the differentrocks and minerals by sight and touch, even when different samples were used.

Issue 42 ● Summer 2003 ● Drama-On the RocksA Rock AssemblyFor about 30 children to link with QCA Unit 3D (or not – if you prefer)Our assembly is here to shockWe’re going to teach you all about rockAt this point play a short piece of rock music. (Heavy metal?)Not that sort of rock! The other sort.We start our life deep in the EarthVolcanic eruptions are our birth.We’re hard we are, all over the planetIgneous rocks like basalt and granite.Along come the wind and ice and rainBreaks us down and we’re off again.As sedimentary we’re laid in beds,Limestones and sandstones in greys and reds.With heat and pressure we change our form.You would too if you got that warmWe’re metamorphic, changed It’s greatInto rocks like marble, rocks like slate.I’m a useful dude and limestone’s my name.You’ll meet me all day but I’m never the same.You use some toothpaste when you’ve jumped out of bed.I’m in the white stripes not the red.Look out of the window at the grassI work with sand to make the glass.Now wash your hands after going to the looI help clean the water, that’s another thing I do.Take a bath and leave a ringYou’ll find me in cleaners to do my thing.Your clothes are bright nearly all the timeWashing powders and dyes both use my lime.

Issue 42 ● Summer 2003 ● Drama-On the RocksI’m added to many sorts of plasticOrnaments Switches, I’m just fantasticWith sugar I’m mixed and to cows I’m fed,You eat me too, in fresh, white bread.A recent product on the shelfIs a drink of coffee that heats itselfWhen lime meets water, things get hotThe can heats itself, so... no coffeepotI’m just one rock; there are lots of othersSo here’s just a few of my sisters and brothers.I’m slate from Wales and that’s the truthI keep the rain from out of your roofCrystal, rubies, turquoise and jadeWe’re precious stones. We are not made.A diamond necklace, is it worth the price?“A rock round your neck” doesn’t sound so niceMetals come from rocks, it makes you thinkIron, copper, lead and zinc.The lead in your pencil that helps you write,Isn’t really lead, it’s a rock, – graphite.Salt is a rock, Halite by nameBut halite and vinegar crisps don’t sound the sameNext time you see a rock don’t kick or throw it.We’re important in your life – AND NOW YOU KNOW IT.

Issue 42 ● Summer 2003 ● Drama-On the RocksThe spiritual dimension was not lost as we left time to pause and consider God’s provision of rawmaterials from the Earth and how we should use them wisely. If you wish to broaden theassembly with Bible references’ here are a few. 1Kings 19:11 (An early reference toweathering?), Job 14:18-19 (erosion) Jeremiah 23:29 (quarrying). Luke 8:6 (plants and animalsin their local environment)If your school is multi-faith I am sure there are references to rock etc. in the other Holy books.We finished with a hymn chosen by the children. And what else could it be but “The wise man builthis house upon a rock” which has a good spiritual message as well as very useful advice forparents to check the underlying geology when considering the purchase of a new home,The performance went well, with a number of parents saying that they had learned somethingabout rocks that they had not previously known. The pupils enjoyed it and, I believe, have retainedmost of the information. It was also a stimulus for the children’s curiosity, leading them into therest of the Unit.I hope that it will be of use to you. Use it; adapt it or put it safe for when your assembly suddenlybecomes due and your mind has gone blank. In our school it was delivered as an unaccompaniedpoem (Sorry, – rap). But if you are a musician you could add music or a simple rap rhythm. Andlast but not least. The time factor. As well as the practice time that you are allocated, or manage tobeg borrow or steel from other subjects, time allocated to Science can legitimately be used. Moretime will, of course be needed to complete Unit QCA 3D or whatever scheme you are using.COPYRIGHTThere is no copyright on original material published inTeaching Primary Earth Science. If it is required forteaching in the classroom. Copyright material reproducedby permission of other publications rest with the originalpublishers. To reproduce original material from P.E.S.T. inother Publications, permission must be sought from ESTACommittee via: Peter York, at the address right.This Issue was written by Stewart Taylor. And edited byGraham Kitts. The Assembly was performed at LozellsJunior and Infant School, Birmingham.TO 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 2, 2003As well as the ESEU project, UKOOA supports theAssociation annually in vital ways, such assponsorshipof our Conference. We are fortunate that our currentPresident, Martin Whiteley, is active within UKOOA.and chairman of the ESEU steering committee.PT Carr legacy interest, and Business Account interesthave fallen, as might be expected.I intend moving the PT Carr bequest to anotheraccount with a higher rate of return, with the agreementof council. No award has been made from thebequest fund.The two major items of income this year are unlikelyto be repeated on a similar scale. These are the Copyrightfees, and the Nottingham Conference contribution toJournal costs. On deducting the Conference expenses,£6,097.28 goes towards the Journal costs. Our thanks aredue to David Bailey and Peter Kennett, and to our sponsors,UKOOA, English Nature, BGS and PES(GB).Peter’s pestering of the University Conference Officefinally paid off, eventually!These two major items have kept us solvent this year.Without them, I would have been asking for an increasein subscriptions. However, I estimate, in the light ofour balances, that we can manage for another year onthe present rates. ‘EXPENDITUREJournal costs are up this year, as 4 issues were published,and only 3 last year. Roger Trend, our editor, hasrevitalized the journal, and he will be a difficult personto replace.Council expenses are about the same as last year, andgo towards the work of the Association by a few dedicatedmembers, at many meetings and conferencesacross the country.We subscribe to UKRIGS, who are beginning torealise the importance of educating the public, and especiallychildren; through the RIGS sites. This is mainlydue to the work of Association members within RIGS.The Curry Fund money for the preparation and productionof the Primary Soils pack has now been spent.Grateful thanks are due to Niki Whitburn. JohnReynolds and their team for their excellent production.Our public liability insurance comes through ouraffiliation to the Geologists’ Association. We are obligedby law to pay the data registration fee, as we hold dataon members. I have been informed that this fee is nowan annual one.Thanks go to all who help maintain our funds. eitherby generating income, or by helping to keep costsdown. Particular thanks go, as always. to my predecessoras treasurer. John Reynolds, for his guidance andadvice. which I am sure will be needed by my successor.As yet, these accounts have not been audited. Anyerrors or omissions are down to me.Geoff HunterESTA TreasurerMay 2003EDITOR’S REPORT 2002-2003I am very pleased to report that lan Ray has kindlyagreed to become the Advertising Officer for ESTA andalready he has made his mark by organising all our TESadvertising matters most systematically and getting thearrangements on to a secure footing. There is plenty todo: everything in fact! I wish him well in this mostimportant of jobs.I am also delighted to report that we have a new Editorfor TES (subject to formal agreement at the AGM,of course!). Cally Oldershaw takes over from September2003 and I am sure that she will continue to developTES in an imaginative and effective way. I wish herwell in this most rewarding of jobs.Unfortunately only three issues of TES have beenpublished since the last AGM and we continue toremain somewhat behind schedule. The current issueis 28/1 but it has not been possible to publish 28/2before the annual conference, as originally planned.The reasons for this slippage are twofold: shortage ofcopy and shortage of editor time, particularly to takeinitiatives which might generate article submissions.As this is my last Annual Report as Editor I wish torecord my sincere thanks to all those ESTA memberswho have contributed to TES over the last 4 years,either by writing articles or news items or by giving mesuch sound advice on what to do and how to do it. Indoing so they have collective responsibility for a firstrate journal which now seems to be contributing to thecurrent rise in ESTA membership.The last year has seen the continued production ofTES by Character Design of Herefordshire. This hascontinued to be an excellent relationship between ESTAand CD and I think it very important to record our gratitudeand appreciation to Richard and Kerry Low.Roger TrendTES EditorSeptember 2003PRIMARY COMMITTEE REPORT 2002-2003This has been another busy year for the Primary Committee,many of whom are also involved in other areasof Earth Science beyond the classroom.The task of producing four issues of Teaching PrimaryEarth Science each year is very demanding. The 2002issues were completed with Organising Field Trips[Stewart Taylor], Limestone-the World’s most useful rock [IanThomas], Environmental Impacts 3-Rivers [Niki Whitburn]and Environmental Impacts 4-Landfill Waste [StewartTaylor]. An inter-disciplinary theme was chosen for the2003 issues, which began with Poetry on the Rocks [HannahChalk]. Later ones are being written for Maths,Drama and Foundation Subjects – all “on the Rocks”.Graham Kitts continues in his job of editor, maintainingthe flow of material to the printers in Herefordshire.At long last the Primary Committee can announceCont. on page 2019 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Cont. from page 19the safe arrival – on Christmas Eve – of several hundredcopies of Working with Soil. This Curry-funded pack, in asimilar format to Working with Rocks, has been a longtime in gestation! Waldorf the Worm is the star of thestory book and Numeracy and Literacy work form partof the pack, as well as lots of activities on soil. The materialhas been extensively trialled at conference workshopsand in schools and was “launched” at the ASE AnnualMeeting in Birmingham in January. Niki Whitburn wasthe main author, with Graham Kitts, Gill Odolphie, JohnReynolds and Stewart Taylor keeping a close and criticaleye on things! Thanks, as always, to Anabel Curry andthe Curry Trust for their continued support given to thisand other ESTA projects over many years.Niki has continued to be involved in work for QCA,linking Science and Geography areas of the Curriculumand producing combined schemes of work, with commentaryand guidance. Our ESTA Conference INSETlast year had the bonus of being at the home of the BritishGeological Survey, Keyworth, Nottingham, with thechance to use the facilities and see the rock store [like agiant supermarket, but without the special offers!!]. TheEarth Science Day at the ASE Meeting in Birminghamwas also successful. Here the EST A Primary workshopsran alongside the Secondary ones organised by ChrisKing and the Keele-based Earth Science Education Unit[ESEU]. One disappointment was the lack of Primaryteachers attending the KS2/3 Transition session. The UKOffshore Operators’ Association sponsored us, thanks toAnnette Thomas. Close links are being forged betweenthe Primary Committee and ESEU, with sessionsplanned for the ASE Regional Meeting in Bristol at theend of September. We look forward to Reading in 2004and, after a gap of several years, to putting on workshopsat the Geographical Association Conference in Canterburyat Easter. With this increased demand we arereviewing the content of the workshops and equipmentwith the aim of eventually making them available for useby other trainers, rather like the ESEU format.In July we were involved in the second annual Rockwatchevent at the National Stone Centre, under lesshot conditions than last year. The Geologists’ Associationcontinues to attract funding to keep Rockwatchthriving. Rockwatch events are regularly listed inTeaching Earth Sciences and sent out with PEST.The usual venue for committee meetings this yearhas been the National Stone Centre, Wirksworth, Derbyshire,thanks to our hosts, lan Thomas and Rod Tippett.Pete York continues to maintain the database andKath York frequently supplies flapjack! Thanks toeveryone concerned.Anyone who has read this and would like to join usplease make contact, particularly primary classroomteachers!!John R Reynolds & Niki WhitburnPrimary Committee ConvenorsAugust 2003SECONDARY COMMITTEE REPORT 2002-2003It has been another busy year for secondary education,with a range of initiatives, many of which have seen theinvolvement of ESTA. ‘Highlights’ from the year arelisted below.Post-16 day at the ESTA Conference,British Geological Survey, Keyworth,September 2002● The day was well attended and provoked good feedback.● The three updating lectures were well received andall were written up for Teaching Earth Sciences (arecord!). Many thanks to the BGS and LeicesterUniversity for the excellent presentations andwrite-ups.● The ‘bring and share’ session of the Conference wasthe biggest yet, with 9 contributions on a wide rangeof topics, all of which were written up for TeachingEarth Sciences and published in Volume 28, No. 1,11-21. Many thanks to all involved.Earth Science Day at the Association forScience Education Annual Meeting,Birmingham, January 2003● The morning of the ASE Earth. Science Day includedthe ‘Grand Launch’ of the Joint Earth ScienceEducation Initiative (JESEI) website which was wellattended during the different phases of the morning(with first the Royal Society for Chemistry, followedby the Institute of Biology and then the Institute ofPhysics). The demonstrations and website accesswere all popular with participants.● The ESTA Primary Committee ran two workshopsduring the morning as well – again popular with participants.● The KS2/3 workshop in the afternoon focussed onKS2/3 progression in the context of rock identificationand the rock cycle-and seemed to go down well.● The day culminated in a powerful and wide ranginglecture by the ESTA/UKOOA Keynote Speaker,Professor Richard Duschl, entitled, ‘Teaching scientificenquiry: Earth science contexts’.JESEI Website● The website is now fully ‘up and running’ atwww.jesei.org and contains 40 Earth science activitieswritten for chemistry teachers by chemistryteachers through the Royal Society of Chemistry, forbiology teachers through the Institute of Biology andfor physics teachers through the Institute of Physics.The website is currently receiving hundreds of ‘hits’a month.21st Century Science● This new double award science GCSE, aimed at providinga broad understanding of science to all pupils,is currently being piloted. The Earth science contentwww.esta-uk.org20

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003of the published materials has been written by ESTAmembers and Peter Kennett has been involved inworkshops presenting some of the materials.Earth Science Education Unit● The unit is based at Keele University and now has 28facilitators across England and Wales offering Earthscience workshops to secondary science teachers.● The Unit also now has a full time researcher, SusieLydon, as well as a full time administrator, BernadetteCallan. You can contact the unit on 01782 84437,eseu@keele.ac.uk or through the website www.earthscienceeducation.com.● The Welsh Launch of the ESEU took place in Juneat the National Museum of Wales in Cardiff, wherewe were made most welcome and forged some valuablecontacts.● ESEU workshops are currently being prepared inScotland, in collaboration with the Scottish EarthScience Education Forum (SESEF) and theAberdeen City and Aberdeenshire local authorities.These will be ready for piloting in the autumn term.● Advertisements will be posted soon to ‘fill the gaps’in ESEU coverage. Facilitators appointed should livein or near Wales (Welsh speaker would be advantageous)and the following regions of England: SouthWest, South, North East and North West.● ESEU has won a ‘Creative Science’ bid to prepareand pilot workshops for teaching biology, chemistryand physics through an Earth context. A writingworkshop to prepare materials has been scheduledfor late September 2003.● ESEU has also won a Teaching Training Agency bidto present ‘booster courses’ in Earth science andastronomy to trainee teachers across the Englishregions in the summer of 2004. Materials are currentlybeing prepared for these 10 day courses.● ESEU continues to offer support to publishers in thepreparation of accurate and well written Earth sciencecontent to science textbooks.The Earth Science Education Forum● ESTA and ESEU are playing important roles in thedevelopment of the Forum which has, as its members,a wide range of organisations involved in Earthscience education including:Association for Science Education (ASE), BritishGeological Survey (BGS), Committee of Heads ofUniversity Geoscience Departments (CHUGD),Geologists’ Association, Geological Society, GeographicalAssociation, Royal Geographical Societyand UKRIGS (Regional Geological and GeomorphologicalSites).Representation at Key Meetings● ESTA has been represented at a range of importantmeetings, including those with the Qualificationsand Curriculum Agency (QCA) and the organisationspreparing KS3 SAT materials in Earth sciencefor the science papers.Representation on Examination Committees● ESTA members have continued to be involved in theexamination committees preparing the GCSE Geology(Welsh Joint Education Committee, WJEC) andGeology A-level (OCR-Oxford Cambridge and RSAExaminations and WJEC) syllabuses and exams.Many thanks to all those ESTA members who havecontributed to this wide range of activities. As we continueto raise the profile of Earth science education inthe future, ESTA contributions are likely to increase,so do indicate your willingness to be involved infuture ESTA efforts.Chris KingSecondary Committee ConvenorAugust 2003TEACHER EDUCATION COMMITTEE REPORT2002-2003Members of this small group, largely acting independently,have continued to further the progress ofteacher education nationally and internationally.Members may not realise the extent to which ESTAhas increasingly influenced teacher education over thepast two years. Most progress is in the field of pre-serviceand inservice science education, though some forwardsteps have been taken in the geographical field. Much ofthe credit for this in the science field is due to the hardwork and leadership of Chris King and Peter Kennett ofthe Earth Science Education Unit at Keele University.This unit is generously funded by the United KingdomOffshore Operators Association (UKOOA), under thededicated overall control of Annette Thomas. The successof the first year’s operation has led to the extendingof the remit and the recruitment of additional tutors notonly in England but in Wales and Scotland where, in thelast case and perversely, earth science features only in thegeography curriculum. The statistics to date for 2002-3tell the story (final figures for 2001-2 in parentheses): 49sessions (75); teachers attending sessions 329 (543);PGCE students attending at six centres 117 (474); pupilsaffected 71,913 (75,000). Evaluation reports on the sessionsshow high scores for interest, relevance, effectivenessand value to the participants.Chris King and his ESTA associates incorporated allthese initiatives in a series of presentations and displaysat the ASE conference at Birmingham University inJanuary 2003. Chris continues to represent ESTA withrespect to ASE’s affairs.It is pleasing to report that some progress has beenmade, thanks to the efforts of the Chairman GeraintOwen and the Editor Roger Trend, in addressing theproblems associated with weaknesses in the teaching andexamining of earth-science topics which are embedded21 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003in the National Geography curriculum. The need forfunding comparable with that offered by UKOOA is alikely stumbling block. ESTA, in the form of Dr DaveWilliams, John Reynolds, Nikki Whitburn and myself,mounted its usual stand, and offered advice and the saleof curriculum materials at the Geographical Association’sconference at the University of Derby at Easter.Under the banner of the Joint Earth Science Initiativeof the Royal Society, Chris King, Peter Kennett andlan Thomas (as the recent ESTA chairman), haveworked on committees and presided over writing conferencesof earth-science curriculum materials bymembers of the Institutes of Biology and Physics andthe Royal Society of Chemistry. A website waslaunched at ASE Birmingham together with demonstrationsof activities. Further materials will be introducedat the ASE Reading in January 2004.A major effort has been made during the year to ascertainwhich schools and colleges are still teaching Geologyat GCSE and A and A/S levels. The Welsh Boardserves 64 centres preparing 872 candidates for GCSE. Inthe last two years, the same board has dealt with 160schools and-colleges preparing candidates for A and A/Slevel, whilst the OCR board has served 170 such centres.Such lists are being used to help Blackwells Publishing toknow where to send copies of Geology Today which arecurrently, and very generously, sponsored by ShellExploration and Production company.The Primary Group continues to offer first-classINSET sessions at the ASE and other conferences.Duncan Hawley kindly continues to attend to matterspertaining to the Teacher Training Authority. ChrisKing and Nikki Whitburn look after ESTA’s interests atthe Qualifications and Curriculum Authority. JohnReynolds, as acting secretary of the national RIGScouncil, continues to press the interests of teachers andeducation generally in the use of RIGS sites.Alas, little progress has been made in extendingESTA’s interests amongst teachers in higher education,museum officers, adult education tutors and examination-boardpersonnel (examiners, assessors, revisersand subject officers). The writer hopes to live to see theday when these persons flock to join, or rejoin. ESTAand contribute fully to its affairs. Connections still needto be re-established with senior HMI-OFSTED andmore members of the Geological Society. The groupcontinues to offer moral support of ESTA to Chris Kingas chairman of the International Geoscience EducationOrganisation (IGEO) and to those who will fly ESTA’sflag in their contributions in Calgary this summer.Finally, thanks are offered to the many, un-namedhere, who have helped to further the work of teachereducation related to the earth sciences in the past year.D. B. ThompsonESTA Teaching Education GroupAugust 2003CONFERENCE LIAISON REPORT 2002-20032003ESTA is extremely grateful to the Department of EarthSciences at Manchester University, and to the ManchesterMuseum for hosting this year’s Conference. DrPaul Selden has borne the brunt of the responsibility,aided by a very effective committee. Thanks to all concernedfor a varied and stimulating programme.2004A straw poll at and after the 2002 Conference showedthat the majority of respondents would look forward toa Conference in Scotland (no doubt tempted by theprospect of superb field sites and other attractions!). Wehave, accordingly arranged to hold the Conference inEdinburgh, from Friday 17th to 19th September 2004.It will be based at Heriot-Watt University, which offersan excellent standard of accommodation, with othersites being used for some of the meetings, and, ofcourse, fieldwork. Planning is in the early stages at present,but will pick up speed after our Manchester Conference.The Scots will be represented at Manchester,so do try to find the appropriate person and discusswhat you would like to see included at Edinburgh. And,above all, book the dates, and start talking to your seniormanagement about grant-aid for you to go.2005We are very pleased to have received an invitation toDerby University for 2005. The last time ESTA was inDerby was in 1978! Dates are still being arranged.Future venuesCouncil is always glad to receive suggestions, especiallyif they are backed up by offers of help! We have receivedan offer out of the blue, from the Environmental SciencesDepartment at Liverpool John Moore’s Universityin 2008, to mark the city’s bid for the Capital ofCulture (or something!). Any views?ESTA Conference LiaisonSubject to approval at the AGM at Manchester, JamesSpeed has been asked by Council if he will take overfrom me as ESTA’s Conference Liaison Officer. Iregarded myself as a “caretaker” Officer anyway.Thanks to my predecessor, Niki Whitburn, the ConferenceFile is in good order, and has been enhanced byelectronic templates of all the pro-formas etc. which arepassed on after each conference, to save the next hosthaving to reinvent the wheel.Peter KennettConference Liaison OfficerAugust 2003www.esta-uk.org22

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003ESTA CouncilThe structure of Council is currently under review, andthis process may result in a redefinition of roles and somestreamlining. Such changes would involve changes to theRules of the Association and the approval of the membershipat an Extraordinary General Meeting.It is Council’s intention to discuss these matters overthe coming months and to generate proposals for themembership to consider in advance of the 37th AnnualCourse and Conference, which is to be held in Edinburghon 17th - 19th September 2004.In the meantime, elections to Council were made atthe AGM on 13th September, 2003, complementingthose already in post. The appointment of President(2003-2005) is still to be confirmed. Martin WhiteleyChair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Geraint Owen . . . . . . . . . . . . . . . . . . . . . .2002-2004Chair Designate . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*Martin Whiteley . . . . . . . . . . . . . . . . . . . .2003-2004Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*Susan Beale . . . . . . . . . . . . . . . . . . . . . . .2003-2006Treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*Maggie Williams . . . . . . . . . . . . . . . . . . .2003-2006Membership Secretary . . . . . . . . . . . . . . . . . . . . . . .Owain Thomas . . . . . . . . . . . . . . . . . . . . .2001-2004Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*Cally Oldershaw . . . . . . . . . . . . . . . . . . .2003-2006Advertising Officer . . . . . . . . . . . . . . . . . . . . . . . . . .*Ian Ray . . . . . . . . . . . . . . . . . . . . . . . . . . .2003-2006Conference Liaison . . . . . . . . . . . . . . . . . . . . . . . . . .*James Speed . . . . . . . . . . . . . . . . . . . . . . .2003-2006Promotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dave Williams . . . . . . . . . . . . . . . . . . . . . .2002-2005Primary Committee Convenor . . . . . . . . . . . . . . . .John Reynolds . . . . . . . . . . . . . . . . . . . . . .Co-opted 1997Primary Committee Convenor . . . . . . . . . . . . . . . .Niki Whitburn . . . . . . . . . . . . . . . . . . . . . .2001-2004ASE Liaison/Secondary Committee Convenor . . . .Chris King . . . . . . . . . . . . . . . . . . . . . . . . .2002-2005Teacher Education Committee . . . . . . . . . . . . . . . . .David Thompson . . . . . . . . . . . . . . . . . . .Co-opted 1993Fieldwork Committee Convenor . . . . . . . . . . . . . . .Andy Britnell . . . . . . . . . . . . . . . . . . . . . . .2002-2005(*) Elected to Council 13th September 2003.Award of Honorary Life Membership of ESTAto Cathie BrooksAt the 36th Annual General Meeting of the Earth ScienceTeachers’ Association, held at the University of Manchesteron Saturday 13th September 2003, Honorary Life Membershipof the Association was awarded to Cathie Brooks, inrecognition of her positive and significant contributions to theteaching of geology and Earth science in Wales and Englandthrough the Welsh Joint Education Committee (WJEC).It is largely thanks to Cathie’s efforts that the WJEC is theonly remaining examination board to offer GCSE Geologyand one of only two boards to offer A/AS level Geology.Cathie developed for the WJEC a welcoming, friendly andsupportive environment and attitude towards Earth scienceand Earth science teachers which remains today, and ESTArecognised and wished to reward this contribution towardsEarth science education with the award of Honorary LifeMembership. This award was unanimously approved bythose present at the meeting. Cathie joins David Thompson,Chris King, Anabel Curry, Peter Kennett and John Reynoldsas Honorary Life Members of ESTA.Geraint OwenESTA Chair23 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003New ESTA MembersDr Ian LancasterWarrington, CheshireMrs Helen ReynoldsCeriton Bishop, ExeterMr David OwenBrockworthMr Jonathan SmithChristchurch, DorsetMr Nigel LarkinNorfolkMr Jerry MilwardHolbrooks, CoventryMr J KettIvybridge, DevonMr Andrew PetherickLiskeard, CornwallMs G GoodallEast Dereham, NorfolkMr Bryn LloydSouthamptonMiss Georgina EdwardsCheltenhamMr Alan HolidayWeymouthMr John TwidleLoughboroughDr Ian SelmesRutlandMs Emma LentBirminghamMr Andrew NoadTrowbridge, WiltshireMr Peter Wyn DaviesSarum, WinchesterMiss Jen NobleChelmsford, EssexMr Keith WallaceAlkhobarMr Will WaltonLondonMr Peter BasherSwanseaDr Bernard BeslyKeele, Newcastle Under LymeDr David CaseyWargrave, BerkshireMrs Elizabeth DevonCorsham, SurreyDr Stephen EdwardsMaidstone, KentMr Ivan FinneyNottinghamMrs Tonia Robertson-RogersBalsall Common, West MidlandsDr Phillipa TowlerCholsey, OxfordshireMr Peter WattsNorwichMs Royanne WildingSkipton, North YorkshireDr Margaret WoodAngleseyDr Rosalind WhiteLeicesterMs Bethia ThomasOxfordAngela DicksonBath, SomersetMs Jane HamptonTotnes, DevonMs Celia MaleyTrowbridge, Wiltshirewww.esta-uk.org24

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003News and ViewsScare stories or accurate reporting?There have been a number of scarestories in the press recently aboutasteroids that might hit the Earth, andthe damage that they might do. The scalethat has been used in the press is TheTorino Scale. It was developed in 1999 byRick Binzel of the MassachusettsInstitute of Technology and is used toinform the public about potentialimpacts. The Torino Scale goes fromzero (0) to ten (10). The potential threatis based on its speed, size and probabilityof impact. The asteroids mentioned inthe press, including QQ47 and QQ104,have hazard ratings of only one (1), sowhy all the concern?Maybe it is just that the increase insystematic searches for near-Earthasteroids has meant that more potentiallydangerous asteroids are recognised andmore are made public than ever before.Also with the recent box office hits offilms like “Asteroid” and “Impact”, thereis a raised public awareness of thecatastrophic results that could be causedby an impact. So is all the press coveragehelping the astronomers to inform thepublic of asteroid sightings and theirpotential or just creating anxiety?Maybe global coolingcaused the “Biological BigBang” of the CambrianAn online article on Nature’sscience update (Plants detonatedCambrian explosion by JohnWhitfield, 1 October 2003) suggeststhat global cooling may haveallowed complex animals to flourishand that the first land plants mighthave triggered a rush of animalevolution. Werner von Bloh of thePotsdam Institute for ClimateResearch explained the way inwhich living things can influencethe global environment. In this casehe says “During the evolution of theEarth there was a decrease intemperature, and higher life formshave lower temperature limits”.The Cambrian explosion isreferred to a “the Biological BigBang”. It took place 540 millionyears ago. It was then that mostmodern animal groups appear in thefossil record. There is still greatdebate as to whether cooling canlead to greater evolution andwhether in contrast excessivewarmth has held back evolution.If this is the case then could globalwarming slow future evolution?Gilbert’s Pit, Greenwich and its potential for educationalexcursions and fieldworkNick Pond writes: I am a Wildspace Officer for Greenwich Council. I am writingin the hope that you can provide me with some direction and advise as I amresearching the possibility of organising and promoting the use of Gilbert’s Pit foreducational excursions and fieldwork as part of my remit to promote and raise theprofile of Local Nature Reserves. Gilbert’s Pit is a 5.82 hectare site adjacent toMaryon Park. The greater part of the park is important geologically. It containsthe finest exposure of the Lower Tertiary Beds in Great Britain and is the typeinternational reference locality for the Woolwich Beds. I know that the resourcehas been widely studied and used in the past but this seems to have dwindled inrecent times. If you could provide me with any information or possible contactsin this respect I would be extremely grateful.Nick Pond (Ecological Liaison Officer-Lewisham & Greenwich)Creekside Education Centre, 14 Creekside, Deptford SE8 4SATel: 0208 6919742Do you live or teach in the area? Want to get involved? Get in touch with Nick.Ed.Want to help with a TV series?‘Hot Rocks’ is a six-part series on the history of geology and the Mediterranean andhow it relates to and effects our life today. Each programme will be 60 minutes longand will be made for the Science department of the BBC – probably transmitting onBBC2 and is due to be shown in January 2005.Work on the first programme for the series has already begun. It is to do withgeology and architecture (or ‘building stones’). The team then hope to make the otherprogrammes in the series – geology and food (including drought and famine), geologyand art, geology and health, geology and culture and geology and the sea and the sun(the relationship between water and civilisations). All will have the Mediterranean (inthe broadest sense) as their focal point, but can include information from elsewhere inthe world, including the UK. Kat Blair, the Assistant Producer, would like to talk toUK geologists who specialise in these particular areas and have specific knowledge ofhow these relate to the Mediterranean, both now and in the past.Filming for the first programme is due to start just before Christmas, but in the meantimeif you have any ideas about places to visit, people to contact or posssible content do get intouch with Kat. Her email address is kat.blair@bbc.co.uk. If you want to get involved, getin touch now. Ed.25 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Secondary Schools Curriculum and Staffing SurveyQualified teachers in maths and scienceare in decline, according to a surveypublished recently by the Departmentfor Education and Skills.The government’s Secondary SchoolsCurriculum and Staffing Survey, the firstto be conducted for seven years, foundthat more than 800,000 secondary schoolpupils are being taught maths up toGCSE standard by teachers who do nothave an A Level in the subject. Amongthose teaching secondary school science,13 per cent did not pass an A Level in thesubject.Unqualified failure“It is shocking that tens of thousands ofsecondary-school pupils are being taughtby teachers who are not qualified in thesubject they are teaching. This finding, ina Government report published today, isparticularly bad news for pupils of maths,science and modern languages, which arethe subjects worst affected. The rootcause, of course, is the failure to recruitenough trainee teachers in these subjects.There is a real need for the maths andscience curricula to be examined toensure that as many young people aspossible take these subjects and enjoythem through school and university.Professor Adrian Smith is doing the jobwith his maths inquiry. What ishappening with science?”Ref: The Independent, 25 September 2003What the teachers say:Dr Mary Bousted, general secretary ofthe Association of Teachers and Lecturers(ATL), said: “Research shows us thatgood subject knowledge underpinseffective teaching. We must be concernedabout the number of teachers particularlyin the areas of maths, science andmodern foreign languages who do nothave a degree qualification in thesesubjects”. However, shortage of teachersin these subjects is not a new story. “Thegovernment needs to support theseteachers through effective continuingprofessional development to ensure thatteachers feel confident in their subjectknowledge and their ability to adopteffective teaching strategies.”General Secretary of the ProfessionalAssociation of Teachers (PAT) JeanGemmell said that the problems inrecruiting and retaining teachers make itdifficult for many schools to retainsufficient numbers of specialist teachers.She also noted that “the report may notconvey the numbers of teachers whomight not have a degree in the subjectthey teach but do have relevantqualifications, for example those withPhysics degrees teaching Maths orlanguage or humanities teachers teachingsubjects they studied as supplementarysubjects at university or for part of theirdegree course.”What do you think? EdScience Writer Ron Redfern Receives Award for OutstandingContribution to Public Understanding of the GeosciencesThe American Geological Institute (AGI) has namedpopular science writer, photographer, and filmmaker RonRedfern as the 2003 recipient of its prestigious Award forOutstanding Contribution to Public Understanding ofthe Geosciences.“Through his books and related television productions,Ron Redfern has popularized and revealed the story ofEarth’s evolution to millions of people,” said Marcus E.Milling, AGI Executive Director. “AGI is proud torecognize him for these very significantaccomplishments.”Ron Redfern’s first book, the highly acclaimedCorridors of Time, was published in 1980 and provides anoverview of the Grand Canyon and the Colorado Plateau.In his second book, The Making of a Continent, Redfernuses clear language accompanied by spectacularphotographs to introduce the reader to the geologicalprocesses that form the natural physical features of NorthAmerica and how these features affected human activityover the centuries. This book was the basis for a six-partPBS/BBC Peabody Award-winning television series of thesame name. In his most recent book, Origins: TheEvolution of Continents. Oceans and Life, Redfern drawsupon recent discoveries in Earth system science to presentthe known causes and consequences of global changeover the past 700 million years.www.esta-uk.org26

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003News and ViewsScience Learning CentresOn the 16th October 2003, the Department for Education andSkills (DfES) and the Wellcome Trust announced the sevenorganisations that have been appointed to run the first ScienceLearning Centres. The £51 million government-charity initiativewill create a National Network of Science Learning Centres(NNSLC) to deliver high-quality continuing professionaldevelopment (CPD) to science teachers and technicians.The Wellcome Trust is providing £25 million to fund theNational Science Learning Centre for up to ten years, and theDfES £26 million for the regional Science Learning Centres forfive years. The investment from DfES and the Wellcome Trustwill support the creation of the national network of ScienceLearning Centres and contribute to the running costs of thecentres on an annually decreasing basis at the end of which allcentres will be expected to be self-sufficient.The Science Learning Centres network will consist of up tonine regional centres which will open in October 2004 and onenational centre, based in York, due to open in autumn 2005. Sixof regional consortia have been announced (see below). Theremaining three, to run centres in the West Midlands, NorthEast and South West will be announced in January 2004.All the centres will:● offer teachers access to newly furbished laboratories andadvanced ICT equipment;● provide innovative courses covering traditional science and thewider ethical issues of science in society, cutting-edge scientificresearch and developments across business and industry;● reinvigorate teaching skills, boost science literacy andunderstanding of its impact on society among pupils.Alan Johnson MP, Minister for Lifelong Learning, Further andHigher Education, said: “Science education in the UK ranksamong the finest in the world, but the speed of scientificdevelopment means that if we are to retain this position, allscience teachers need to be familiar with contemporary ways toinspire their students both as citizens and scientists of thefuture. Through our close partnership with the Wellcome Trust,we feel that the Science Learning Centres will provide a catalystto bring together educators, scientists and industry to offerteachers innovative thinking and advanced resources –benefiting science education and society.”Dr Mark Walport, Director of the Wellcome Trust, said:“Today’s young people are tomorrow’s scientists. We run the riskof the UK’s scientific talent drying up unless we inspire them nowand give them the confidence to understand, debate and questionissues that may emerge in the future. Schools have an essentialcontribution to make. We are delighted that, in partnership withthe DfES, we are creating a network that will provide teachers andother educators access to the resources and expertise to get to gripswith the complexities of contemporary science.”The National Science Learning Centre will be based in York.The centre leaders are:● The White Rose University Consortium, comprising theUniversities of Leeds, Sheffield, York and Sheffield HallamThe six appointed centre leaders for the Regional ScienceCentres are:● Science Learning Centre London: The Institute of Educationin partnership with the Science Museum, Birkbeck Collegeand University College London● Science Learning Centre Eastern: The University ofHertfordshire in partnership with the Association for ScienceEducation (ASE), Hertfordshire LEA, Bio-Rad Laboratoriesand SETPOINT Hertfordshire● Science Learning Centre South East: The University ofSouthampton● Science Learning Centre East Midlands: The University ofLeicester in partnership with the University of Nottingham andBishop Grosseteste College● Science Learning Centre Yorkshire & Humberside: TheWhite Rose University Consortium, comprising SheffieldHallam University, University of Leeds, University of Yorkand University of Sheffield● Science Learning Centre North West: ManchesterMetropolitan University in partnership with St Martin’sCollege Lancaster and SETPOINT Greater ManchesterSir Gareth Roberts has accepted the position of Chair of theScience Learning Centres Coordinating Group. Sir GarethRoberts said: “I am delighted to have been asked to be theindependent Chair of the Coordinating Group for the nationalnetwork of Science Learning Centres. I welcome theGovernment’s commitment to improving science teachers’ accessto high quality and relevant continuing professionaldevelopment. I believe that this initiative, taken together with theacceptance of other recommendations in my review, SET forSuccess, will have a significant beneficial effect on their teachingand will also act to improve retention.”There is a single website serving the entire network atwww.sciencelearningcentres.org.uk. From spring 2004 the sitewill provide access to: course information, a booking system,online CPD and access to CPD resources. The site will bemanaged at the National Centre. Currently the site providesinformation on the Science Learning Centres and a registrationfacility for people wanting to be kept informed ofdevelopments. The Wellcome Trust website iswww.wellcome.ac.ukFrom DfES Press Information 16th October 2003Do you have any news or views? Contact the TES editor atcally.oldershaw@btopenworld.com27 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003News and ViewsThe Earth Science Education Forumfor England and Wales (ESEF(EW))The ESEF(EW) was established as a result of the recognitionthat Earth science education lacks a central body working onbehalf of all relevant groups interested in promoting Earthscience education in England and Wales. The aim of theForum is to promote Earth science in education and to bringtogether all relevant organisations, institutes and individualsin pursuit of this.Some very good initiatives already exist and the Forumdoes not intend to cut across any of their work, but toenhance their recognition and worth – working with them tofacilitate communication for example by providing a focalpoint and database.The Forum is inclusive and all relevant groups are encouragedto join including:● Primary, secondary, further education (FE) and highereducation (HE) teachers and lecturers.● Amateurs with an interest and students in professional orvocational training● Industrial and trade partnersOrganisations that have indicated their support include:● British Geological Survey● Earth Science Teachers’ Association● Earth Science Education Unit (funded by UKOOA)● The Institute of Materials, Minerals and Mining● The Geological Society of London● The Association for Science Education● The Committee of Heads of University GeoscienceDepartments (CHUGD) .● The Geologists’ Association● The Geographical Association● Royal Geographical Society (with the Institute of BritishGeographers)● Workers’ Educational Association (WEA)● Learning and Teaching Support Centre (LTSN) NationSubject Centre for● Geography, Earth and Environmental Science (Plymouth)● UK RIGS (The Association of UK Regionally ImportantGeological and● Geomorphological Sites Groups)The ESEF(EW) Steering Committee is now well establishedwith regular meetings once a term. Initial funding has beenfound and the new premises will be announced shortly.Take GCSE exams at 15 and help to cut the drop-out rateYoungsters should take GCSE exams ayear earlier and spend three years in thesixth form, an influential group ofsenior headteachers suggest in a set ofradical proposals presented to thegovernment in September. Theybelieve that Key Stage 3, which coversthe early years of secondary school,should be condensed into two years,allowing pupils to complete theirGCSEs by the age of 15 beforeembarking on a longer sixth formprogramme of study.The proposals come from theLeadership Network, a group ofheadteachers set up under theumbrella of the government’sNational College for SchoolLeadership, Nottingham, as a solutionto the problem of high drop-out ratesafter the age of 16. They are the firstformal policy ideas from the 250 stateprimary and secondary school headswho were nominated to the networkby local education authorities (LEAs)in England and asked by thegovernment to find radical ideas toimprove teaching and learning.The network will also urge thegovernment to move faster towardsonline testing and greater use oftechnology for more effective teachingand learning. It also wants thegovernment to consider letting Ofstedinspections and league tables giveofficial recognition to schools whichdemonstrate innovation, risk-takingand collaboration.Their other proposals includerelaxing curriculum requirements intop-performing primary schools andgiving their headteachers morefreedom to determine the best wayforward for the school, and extendingthe specialist schools programme to theprimary sector.The core proposal for a three-yearsixth form is unlikely to get universalsupport from secondary headteachers.John Dunford, general secretary of theSecondary Heads Association, said: “Weare opposed to this, because it will leadto children starting to specialise at 13.We are still in favour of having a corecurriculum until 14, but for the vastmajority of youngsters this would beinappropriate.”From an article by RebeccaSmithers, education correspondent,The GuardianSo, no need to worry then. Edwww.esta-uk.org28

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003WorldDevelopmentA Level (WJEC)There is a new AS course whichlooks at global issues such aspoverty, the environment, aid,human rights and trade. There isscope for a great deal of EarthScience content. The firstmodule is “Development,People and the Environment”.Studies include a research studyon an issue of their choicerelating to the first module. It ismostly available in colleges, buta few schools are taking it up.Has your school done so? Howis it going?For futher informationwww.education.independent.co.uk/schools/azalevels/story.jsp?story=406409 and WJECESTA DiaryOCTOBER 2003Tuesday 21st OctoberThe Younger Geoscientists presentationsGeological Society South West Regional GroupPlymouthContact: g.a.duddridge@exeter.ac.ukSaturday 25th – Sunday 26th OctoberHatfield House Rock ‘n’ Gem ShowHatfield, HertsTel: 01628 621697NOVEMBER 2003Saturday 1st – Sunday 2nd NovemberKempton Park Racecourse Rock’n’ Gem ShowSunbury, MiddlesexTel: 01628 621697Monday 3rd NovemberStaffordshire RIGS GroupStaffordshire Wildlife Trusts offices, StaffordContact: Laura CoxTel: 01889 880100Tuesday 4th November, 7pm‘Geology in Secondary School Education’Talk and demonstrations by Philippa Trowler, one ofthe part-time regional facilitators with the ESEU(Earth Science Education Unit, University of Keele)Geological Society Thames Valley Regional Group,University of ReadingContact: tom.giddings@rms.co.ukWednesday 5th November, 10.00 - 5.15pmGeological Society of London Careers DayBritish Geological Survey, Keyworth, NottsContact: lydia.dumont@geolsoc.org.ukTel: 020 7434 9944Saturday 8th November, 12.00 - 4.30pmGeologists’ Association Annual ReunionUniversity College LondonGower Street, LondonTel: 0207 434 9298Tuesday 11th November, 6.30pm‘The Bath Stone Mines’Illustrated talkGeological Society West Midlands Regional GroupUniversity of WolverhamptonContact: ajones@aspenconsult.co.ukThursday 13th November‘The Mineralogy of Wales – insights into a diversetreasure’ illustrated talk by Dr Richard Bevins(National Museum of Wales) North StaffordshireGroup Geologists’ Association meetingSchool of Earth Sciences and Geography,Keele UniversityContact: Dorothy White (NSGGA Secretary)Tel: 01782 721576NOVEMBER 2003Saturday 15th November, 10.00 - 4.30pmSussex Mineral Show.Sales, Displays and illustrated talksClair Hall, Perrymount Road, Haywards HeathContact: Sussex Mineral & Lapidary SocietyTel: 01444 233958Saturday 22 – Sunday 23rd November,10.00 - 5.00pmRock ‘n’ Gem ShowUttoxeter Racecourse, UttoxeterTel: 01628 621697Thursday 27th November, 7.30pmNorth Staffordshire Group Geologists’Association meetingSchool of Earth Sciences and Geography,Keele UniversityContact: Dorothy Wright (NSGGA Secretary)Tel: 01782 721576JANUARY 2004Thursday 8th – Saturday 10th JanuaryASE (The Association for Science Education) AnnualConferenceReading UniversityContact: conferences@ase.org.ukTel: 01707 28300017th JanuaryFossil Roadshow in the GreenhouseThe Royal Museum and Art GalleryHigh Street, CanterburyTel: 01227 452747www.canterbury-museums.co.ukAPRIL 20045th – 7th AprilGeographical Association ConferenceCanterburyContact: ga@geography.org.ukwww.geography.org.ukSEPTEMBER 20046th – 10th SeptemberThe BA Festival of Science 2004University of Exeter17th – 19th SeptemberESTA Annual ConferenceHeriot Watt UniversityEdinburghContact: hamish.ross@education.ed.ac.ukTel: 0131 651641029 www.esta-uk.org

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003ReviewsThe Official Guide to the Jurassic CoastEdit. Denys Brunsden. Coastal Publishing, The Studio, Puddletown Road, Wareham, Dorset BH20 6AE, 2003.64pp. ISBN 0-9544845-0-9. £4.99 or from www.jurassiccoast.com for £7.00 including p&p.The Dorset and East Devon Coast is oneof only 149 natural World Heritage siteswhich puts it in the same league as theGrand Canyon, the Great Barrier Reefand the Giants Causeway. This book isexcellent value with 64 full colour pagesand a pull out geographical map showingthe extent of the World Heritage coast inDorset and Devon. It is a well written andinformative book with superb, wellchosen photographs. The book has beenedited by Professor Denys Brunsden with60 scientists having contributed to theoriginal submission to gain WorldHeritage status on which this book isbased. It starts with a general account ofthe geological periods from the Triassic tothe Cretaceous with a double page spreadfor each period giving palaeogeographyand fossil information with excellent mapsand photographs. The geomorphology ofthe coast is dealt with rather briefly as isthe history of geology in Dorset.The bulk of the book is described as“A walk through time” – 185 millionyears worth, starting in the east atExmouth where the Triassic rocksoutcrop. Each double page is centred onone area such as Sidmouth withphotographs and a brief description ofthe geology which whets the appetite formore! Moving west into the Jurassic partof the coastline the Lyme Regis andCharmouth pages focus on the famousfossil discoveries while West Bay andChesil Beach highlight thegeomorphology. Still going west we reachLulworth Cove with explanatorydiagrams to explain the origin of the coveand brilliant aerial shots of the coastline.The Kimmeridge and Purbeck pagesinclude detail on oil extraction andquarrying activity. The eastern end of theHeritage coast is in the Cretaceous Chalkat Old Harry rocks where the headlandextends into stacks and arches.The biggest negative is the lack of ageological map which I think is anopportunity missed to show how the textmatches to the places shown on thephotographs. Even a simplified mapshowing the periods would have helpedto put the geology in context. Specificgeological information on localities isavailable from a number of field guides.This book is written for the generalpublic and copies are on sale in touristinformation offices and local shops - andselling very well. I think it is also ideal totry to give students an overview of thewhole area. Although I teach geology inDorset I find that students have no realunderstanding of why the coastline isspecial and no knowledge of how thecoast is controlled by the geology. Thisbook will be a very useful addition forbackground research so I have purchasedcopies for school but its also great forpeople who come to see part of thisbeautiful coastline.F StrattonCorfe Hills School, DorsetCoast and Country Geology Walks in and around DorsetDorset Geologists Association Group( www.dorsetgeologistsassociation.com), 2003.ISBN 0-9544354-0-0 £7.95+£1.50 p&pA new field guide has just beenpublished and this gives the sort ofdetail needed when organising geologyfieldwork. There are 208 pages of blackand white maps, photographs, crosssections and detailed information on therocks and fossils. All the 28 excursionshave been written by local geologistsand while many are on the WorldHeritage Coastline others are inland tolocations that are not commonly visitedor to the Tertiary coastline further eastin Dorset. There are some excursionsthat focus on the landforms as well asthe geology so there is much materialfor geography fieldwork as well. This isthe sort of book that saves hours ofpreparation time if you are intending totake students to this area.F StrattonCorfe Hills School, Dorsetwww.esta-uk.org30

TEACHING EARTH SCIENCES ● Volume 28 ● Number 2, 2003Cash For Research: The P. T. Carr Award(last call for applications)In 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 restof his 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 inthis, 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 insuch a project to enable a successful outcome without unduefinancial difficulties. 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 enablesuch a person to 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-committeein Teaching Earth Sciences (or its successor journals) and byother appropriate methods as decided by the sub-committee totry to maximise the number of potential applicants. A deadlinefor the receipt of applications will be set.The sub-committee, with the approval of ESTA Council,may suggest a specific area of geological research for which theaward might be made on a particular occasion. This discretion isintended to allow the sub-committee to encourage research thatmay be of particular value to geological education at a given time.Applicants will be required to supply sufficient personaldetails of their qualifications and experience, including previousresearch if any, at least two referees who can attest to theirsuitability to undertake research and receive the award, and anoutline of the research proposal in such format as the subcommitteemay from time to time determine. Applicants willalso be required to outline how the award will be used toenable the research to proceed. The sub-committee will scrutiniseand evaluate the applications, and may ask to interviewapplicants if it is felt to be necessary. The sub-committee’sdecision will be ratified by Council, and that decision willthen 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 cooptedto Council without prejudice.Expectations of the award-holderThe award-holder will be expected to...1. undertake and complete the planned research project withinan agreed timescale, in general before the next award is due tobe made (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 researchproject within 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, orwithin such extended timescale as the sub-committee maygrant at their complete discretion.5. publish his or her work as a paper in Teaching Earth Sciences,and present his or her work to members as a talk at an AnnualConference of the Association.Further details and application forms can be obtainedfrom Susan Beale, ESTA Secretary,Email: beales.lowrow@virgin.net31 www.esta-uk.org

WANTEDEVEN MORE DYNAMIC EARTH SCIENTISTS‘Teaching the Dynamic Earth’ workshop facilitatorsThe Earth Science Education Unit is expanding its coverage to additional regions within England andWales not well served at present, and so is seeking more individuals to lead and facilitate Earth scienceworkshops with secondary science teachers at schools and other venues. We are looking for individualswith a passion for Earth Science and excellent communication skills who are capable of extending andbuilding on the success of the current project. Commitment and enthusiasm are more important thancurrent occupation and there are opportunities for people ranging from practising teachers togeoscientists in industry.A successful workshop format has been developed by the Unit, which uses a range of practicalactivities. These provide background knowledge but also motivate, enthuse and develop theunderstanding of science teachers who, whilst they are required to teach Earth science, have oftenreceived limited Earth science education themselves.Facilitators will:● live in or near Wales (Welsh speaker wouldbe advantageous) and the following regionsof England: South West, South, North Eastand North West;● be available to present up to ten workshopsper year in their local area on a session bysession basis (where applicable, employerswill be required to sign a letter of release toconfirm ad hoc absences - supply cover canbe paid);● be a full-time or part-time teacher or anEarth-scientist from industry; on a careerbreak or a recent retiree from one of these;● have studied Geology/Earth science atdegree level;● be an effective communicator and motivator;● be willing to update his/her knowledge ofEarth science, of science teaching and ofeffective ways of educating teachers andpupils;● be willing to undertake training;● liaise regularly with ESEU staff;● preferably have access to email;● be appointed from late 2003 or early 2004;● receive remuneration and expenses asagreed.For further details visitwww.earthscienceeducation.comApplications available from:Bernadette Callan, Administrator, Earth Science Education Unit,Education Department, Keele University, Staffordshire ST5 5BG.Tel: 01782 584437 Fax: 01782 584438 Email: eseu@keele.ac.ukClosing date for applications: 28 November 2003Interviews to be held early December 2003/January 2004All expressions of interest from all regions of the United Kingdom welcomewww.esta-uk.org32

ADVERTISING IN “TEACHING EARTH SCIENCES”THE JOURNAL OF THE EARTH SCIENCETEACHERS’ 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.teachingEARTHSCIENCESJournal of the EARTH SCIENCE TEACHERS’ ASSOCIATIONVolume 26 ● Number 4, 2001 ● ISSN 0957-8005arth ScienceachYour PresidentIntroducedMartin WhiteleyThinking Geology:Activities to DevelopThinking Ski ls inGeology TeachingRecovering theLeaning Tower of PisaEarth ScienceActivities andDemonstrations:EarthquakesResponse to theHouse of CommonsScience 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 Resourceswww.esta-uk.orgJournal 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)Teaching Earth Sciences is the only UK journal thatspecialises in the teaching of Earth Sciences. It is published quarterly.Advertising in the journal is offered at competitive rates as follows.1. 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 28/3/4 – spring 2004)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.33 www.esta-uk.org

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.

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.net35 www.esta-uk.org