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Produced by Jo Conway, Jane Ladson,Alison Quarterman & Peter Copley
Edited by Ruth RichardsIssue 3
The aim of this guide is to help you get started teaching A-Level geology. It was produced by a working party on behalf of the Earth Science Teachers’ Association (ESTA).
CONTENTS:Page
1. Specifications and Contacts 3
2. ESTA Contacts 4
3. Paper Based Resources
5
4. Specifications and Resources Available 11
OCR 11
WJEC 19
5. Specimens and Equipment
27
Rocks 27 Fossils 28 Minerals 29 Maps 31 Laboratory Equipment 31 Field kit 33 Suppliers 34 Fieldwork Examples 35 Websites 46 Videos 51 Possible Laboratory Practical Activities 52
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1. SPECIFICATIONS AND CONTACTS
The Chief Examiners for both boards can be contacted via the subject officers for the relevant board. They would be more than happy to answer any queries from prospective new centres.
WJEC245 Western Avenue,
Cardiff,CF5 2YX
Tel: 029 2026 5000Subject Officer: Jonathan Owen
http://www.wjec.co.uk
OCR1 Hills RoadCambridgeCB1 2EU
Tel: 01223 553998Subject Officer: Nikki Edwards
www.ocr.org.uk
3
2. ESTA CONTACTS
Website: www.esta-uk.net
Membership SecretaryMike TukeESTA Membership SecretaryOld Farm HouseWaterloo FarmGreat StukeleyCambridgeshirePE28 4HQ
E-mail: [email protected]
ChairmanCally Oldershaw
E-mail: [email protected]
Newsletter Editor
Maggie Williams
Department of Earth & Ocean Sciences,
Jane Herdman Building,
Brownlow Street,
Liverpool L69 3GP
E-mail: [email protected]
SecretaryDavid Bailey
E-mail: [email protected]
General Enquiries
E-mail: [email protected]
4
5
3. PAPER BASED RESOURCES
These resources have been put into categories to enable the teacher to prioritise texts. The sections (a) to (d) are the most important of these.
(a) Recommended Class Sets – Text books:
Armstrong, D., Mugglestone, F., Richards, R., and Stratton, F. (2008). Geology. Pearson Education Limited. ISBN: 978-0-435-69211-7
Edwards, D. and King, C. (1999), Geoscience – Understanding Geological Processes, Hodder and Stoughton. ISBN 0-340-68843-2
McLeish, Andrew (2001), Geological Science, Nelson. ISBN: 0-17-448221-3
Webster, David (1987), Understanding Geology, Oliver and Boyd. ISBN 0-05-003664-5
(b) Dictionaries
Allaby, A., & Allaby, M. (1991), The Concise Oxford Dictionary of Earth Sciences, Oxford. ISBN: 0192861255
Whitten, D.G.A. with Brooks, J.R.V. (1972), The Penguin Dictionary of Geology, Penguin books. ISBN: 0140510494
(c) Practical Activities
Richards, R., 2010. Geology Post 16, How Science Works. Badger Publishing.
Tuke, Mike (1991), Earth Science: Activities and Demonstrations, John Murray. ISBN: 0719549515
(d) Recommended Teacher Resources for Initial Development:
Barker, A.J. (1999), Introduction to Metamorphic Textures and Microstructures, Blackie A&P. ISBN: 0751401528
Barnes, J., (2004), Basic Geological Mapping, Wiley. ISBN: 0471960314
Black, Rhona M. (1989), The Elements of Palaeontology, Cambridge University Press. ISBN: 0521348366
British Caenozoic Fossils (1990), The Natural History Museum. ISBN: 0113100248
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British Mesozoic Fossils (1983), The Natural History Museum. ISBN: 0565008722
British Palaeozoic Fossils (1983), The Natural History Museum. ISBN: 0565056247
Duff, D. (1993), Holmes’ Principles of Physical Geology, Chapman and Hall. ISBN: 0748743812
Fry, Norman (1991), The Field Description of Metamorphic Rocks, Wiley. ISBN: 0471932213
MacKenzie, W.S. and Adams, A.E. (1999), A Colour Atlas of Rocks and Minerals in Thin Section, Manson Publishing. ISBN: 1874545170
Milsom, C., and Rigby, S., (2003), Fossils at Glance, Blackwell Publishers. ISBN: 0632060476
Park, R.G. (1993), Foundations of Structural Geology, Blackie A &P. ISBN: 0751401382
Stow, D. A.V. (2005), Sedimentary Rocks in the Field: A Colour Guide, Manson Publishing. ISBN: 1874545693
Thorpe, R., and Brown, G., (1985), The Field Description of Igneous Rocks, Wiley. ISBN: 0335100406
Tucker, M. (1991), The Field Description of Sedimentary Rocks, Wiley. ISBN: 0471932817
Tucker, M. (2001), Sedimentary Petrology, Blackwell Scientific.
(e) Recommended Resources for Further Development:
Anderton, R., Bridges, P.H., Leeder, M.R. and Sellwood, B.W. (1979), A Dynamic Stratigraphy of the British Isles – A study of crustal evolution, Chapman and Hall. ISBN: 0412445107
Clarkson, E.N.K. (1998), Invertebrate Palaeontology and Evolution, Harper Collins. ISBN: 0045600104
Cox, B., (1995), Fossil Focus: Ammonites, British Geological Survey.
Cox, B., and Penn, I., (2000), Fossil Focus: Brachiopods, British Geological Survey. ISBN: 0852723466
Doyle, P., (1997), Understanding Fossils, John Wiley. ISBN: 0471963518
Molyneux, Stewart (1999), Fossil Focus: Trilobites, British Geological Survey. ISBN: 0852723385
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Montgomery, Carla. W. (1994), Environmental Geology, WCB. ISBN: 069715811X
Open University (1983), The Geological History of the British Isles, Open University Press. ISBN: 0335161405
Press, F. and Siever, R. (1986), Earth, W. H. Freeman and Company.ISBN: 071671776X. Now in its fourth edition with a CD-rom and internet links.
Price, M., (1995), Introducing Groundwater, Chapman and Hall.ISBN: 0412485001
Raymond, L. A. (1995), Petrology: The Study of Igneous, Sedimentary and Metamorphic Rocks, WCB. ISBN: 0697001903
Rigby, S., (1997), Fossils – the story of life, British Geological Survey. ISBN: 0852722842
van Rose, S., (2000), Catastrophes – time’s trail of destruction, British Geological Survey. ISBN: 0852723547
van Rose, S., and Mercer, I. F., (1999), Volcanoes, The Natural History Museum. ISBN: 0565091387
Skinner, B.J., Porter S.C. and Park J. (2003), The Dynamic Earth, John Wiley. ISBN: 0471451576. Includes CD-ROM and Internet links.
Stanley, Steven, M. (1989), Earth and Life Through Time, W. H. Freeman and Company. ISBN: 0716719754
Waltham, A.C. (1993), Foundations of Engineering Geology, E & FN SPON. ISBN: 0419248706
Wilkinson, I., (1999), Fossil Focus: Plants, British Geological Survey. ISBN: 0852723237
Wilkinson, I, Rigby, S., and Zalasiewicz, J. (2002), Fossil Focus: Graptolites, British Geological Survey. ISBN: 0852723903
Wilkinson, I., and Scrutton, C., (2000), Fossil Focus: Corals, British Geological Survey. ISBN: 0852723490
Woodcock, N. (1994), Geology and Environment in Britain and Ireland, London: UCL. ISBN: 1857280547
Woods, Mark (1999), Fossil Focus: Bivalves, British Geological Survey. ISBN: 0852723288
The books were currently in print when this booklet was produced:
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(f) Out of print resources:
The following resources are out of print but could still be available second hand (try bookshops or the internet), from libraries or neighbouring schools. They are all still valuable to have on your shelves.
Atherton, M. & Robinson, R. (1981-1982) Study the Earth. Vol. 1: Water at Work;Vol. 2: Rocks and Earth History; Vol. 3: Useful materials from the Earth; Vol. 4: Air and
Earth. London: Hodder and Stoughton
Copley, Peter (2003), Talk to your science department – using Physics equipment to teach Geology, TES vol 28 no ¾
ESTA 1990-92. Science of the Earth Units (for Key Stage 4) (14-16) 1 Will my gravestone last?2 Earthquakes - Danger Beneath Our Feet.3 Fluorspar - Is it worth mining?4 Building Sedimentary Structures.5 Waste and the Hole in the Ground Problem.6 Nuclear Waste - The Way Forward?7 Neighbourhood Stone Watch.8 Moving Ground.9 Groundwater Supplies.10 Astrogeology and the Clues on the Moon.11 The Water Cycle - A Natural Recycling Process.12 Which Roadstone?13 The Geological Timescale.14 Who's for a Hot Tight Squeeze in Inner Space?15 Rock Power! Geothermal Energy Resources.16 Earth's Patchwork Crust - An introduction to Plate Tectonics.17 Cool It! Liquid magma to solid rock.18 Salts of the Earth.19 The Day the Earth Erupted - Volcanoes.20 SOS - Save our Sites: Earth Science Conservation in Action.
Fisher, J. & Harley, M. (1988), Earth Science fieldwork in the Secondary School Curriculum, Peterborough: Nature Conservancy Council (English Nature) 36 pp.
King, Chris (1992), Sedimentology Book 1: Processes and Analysis, Longman. ISBN: 0582022002
King, Chris (1992), Sedimentology Book 2: The Depositional Environments, Longman. ISBN: 0582085071
National Curriculum Council (1993), Earth Science for Primary Teachers. An INSET Handbook, York: NCC Resources Unit.
9
National Curriculum Council (1993), Earth Science for Secondary Teachers. An INSET Handbook, York: NCC Resources Unit.
Peers, R. (1993), A/AS Geology. Supported Self Study, Hatfield, ASE
Peers, R. (1993), Fieldwork Pack, Sunderland, Northumberland County Council Education Dept. (10, Grange Crescent, Stockton Rd, Sunderland SR2 7BN).
Watson, J. (1983), Geology and Man - an introduction to applied earth science, Allen and Unwin. ISBN: 0045530017
(g) Related General Reading For Teachers:
Baxter Stephen (2003), Revolutions in the Earth (James Hutton and the True Age of the World), Weidenfeld & Nicolson. ISBN: 0297829750
Binding Paul (2003), Imagined Corners: Exploring the World’s First Atlas, Headline Book Publishing. ISBN: 0747230404
Bryson Bill (2003), A Short History of Nearly Everything, Doubleday. ISBN: 0385408188
Courtillot Vincent (1999), Evolutionary Catastrophes: The Science of Mass extinction, Cambridge University Press. ISBN: 0521891183
Crichton Michael (1995), The Lost World: Jurassic Park, Arrow. ISBN: 0099240629
Cutler, Ian (2003), The Seashell on the Mountaintop, William Heinemann. ISBN: 0434008575
Fortey Richard (2004), The Earth: an intimate history, Harper Collins.ISBN: 000-570114
Fortey Richard (2000), Trilobite! Eyewitness to evolution, Harper Collins. ISBN: 0002570122
Gould Stephen Jay (2000), The Lying Stones of Marrakech (Penultimate reflections in natural history), Jonathon Cape. ISBN: 0224050443
Harris Robert (2003),Pompeii, Hutchinson. ISBN: 0091779251
Lewis Cherry (2002), The Dating Game – One man’s search for the Age of the Earth, Cambridge Univ Press. ISBN: 0521893127
McIntyre, Donald, B. and McKirdy, Alan (2001), James Hutton: The Founder of Modern Geology, National Museums of Scotland Publishing Limited. ISBN: 1901663698
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Monks Neale and Palmer Philip (2002), Ammonites, National History Museum. ISBN: 0565091697
Osborne Roger (1999), The Floating Egg, Episodes in the making of geology, Pimlico. ISBN: 07126-66869
Walker Gabrielle (2003), Snowball Earth, the great catastrophe that spawned life, Bloomsbury. ISBN: 074756051
Winchester Simon (2001), The map that changed the World, Viking/Penguin. ISBN: 0670884073
Winchester Simon (2003), Krakatoa, the day the World exploded, Viking/Penguin. ISBN: 0670911267
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4. SPECIFICATIONS AND RESOURCES AVAILABLE
There are two examination boards that produce specifications for Geology AS and A2 level; namely OCR and WJEC. Both specifications contain the QCA Core Content, so there is overlap in some places. However, the interpretation of these core statements is different in the two different exam boards, allowing choice to the teacher establishing a new A level.
OCR - SAMPLE RESOURCES AND ONLINE SUPPORT
The online specification can be found at:
http://www.ocr.org.uk/qualifications/type/gce/science/geology/index.html
A summary of key documents related to the Geology specification can be found at:
http://www.ocr.org.uk/qualifications/type/gce/science/geology/documents/index.html
Details of possible field localities with associated paperwork including marking schemes are available from OCR, just contact Nikki Edwards for details. Nikki can also be contacted about details of training events for OCR.
Specimen assessment materials are available at:
http://www.ocr.org.uk/qualifications/type/gce/science/geology/documents/index.html
Other OCR teaching materials can be supplied by contacting Nikki Edwards, the Subject Officer for Geology. A selection of online support can be found below:
EXCERPTS FROM THE OCR GEOLOGY – Support Materials
Each Scheme of Work and set of sample Lesson Plans is provided in:
PDF format – for immediate use Word format – so that you can use it as a foundation to build upon and amend the
content to suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The key to the symbols used in these support materials is shown on page 12.
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13
EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.1 An overview of planetary geology and ideas for the origin of the solar system(a) Describe the overall structure of the solar system
including gas giants and terrestrial planets with a dense inner core, and current theories of its origin and age.
(b) Describe how space exploration has contributed to knowledge of the geology of the Earth's moon, Mars, Venus and the asteroid belt.
(c) Describe the different types of meteorites as iron, stony and carbonaceous chondrites.
(d) Describe the evidence for impact craters caused by asteroids and meteorites colliding with the Earth and other bodies in the Solar System.
(e) Describe how volcanic activity has been identified on the moons of Jupiter, especially Io, as well as on Mars and Venus.
(f) Explain how the age of the Earth and other planets can be determined by radiometric dating methods.
o Practical activity: Use planet info cards and corridor spacing exercise to produce scale model. Use the scale model to illustrate the difference in the two groups of planets.
o Use scale models or graphs of planets in the solar system to illustrate the difference in scale of the two groups of planets.
o View animations to view the formation of the solar system.
http://www.wwnorton.com/college/geo/egeo/animations/ch1.htm andhttp://www.classzone.com/books/earth_science/terc/content/visualizations/es0401/es0401page01.cfm?chapter_no=visualizationo Students research Olympus Mons on the
internet and compare with other planets.o Practical Activity: Use sand and different
objects dropped from a height to simulate impact craters.
o Discuss composition of meteorites.http://www.see.leeds.ac.uk/structure/dynamicearth/composition/meteorites/index.htmo Introduce the concept of radiometric
dating. Use coin tossing to represent the ideas of half lives.
o Model solar system or materials to make display of solar system.
o Information about half lives from OCR text book, p. 274, and p. 2 – 5.
o Book, ‘Lunar Geology’, or ‘Moon, Mars and Meteorites’ published by the Geological Museum.
o Tray of sand, preferably two colours in two layers. Drop ball bearings or larger spheres to simulate impact craters. Different coloured ejecta should be visible around the impact site.
o Use link to access National Geographic solar system and space videos.
http://video.nationalgeographic.com/video/player/news/space-technology-news/rat-heart-apvin.html?source=G2114c&kwid=ContentNetwork|1008200725 and http://www.classzone.com/books/earth_science/terc/content/visualizations/es2701/es2701page01.cfm?chapter_no=visualizationhttp://www.nasa.gov/home/
a.Emphasise that students need not memorise tables of data about the planets.
b.Teachers can refer to the following
http://www.nhm.ac.uk/nature-online/space/meteorites-dust/http://www.nhm.ac.uk/nature-online/space/planets-solar-system/index.htmlhttp://www.thirteen.org/savageearth/volcanoes/html/sidebar3.htmlhttp://serc.carleton.edu/quantskills/methods/quantlit/RadDecay.htmlhttp://www.classzone.com/books/earth_science/terc/content/visualizations/es2702/es2702page01.cfm?chapter_no=visualizationhttp://www.youtube.com/watch?v=KoqwOchXgFohttp://jersey.uoregon.edu/~mstrick/astronomy/Astro_Lectures/planets.htmlhttp://geology.com/meteor-impact-craters.shtmlhttp://www.see.leeds.ac.uk/
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EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.2 Build up a cross section knowledge of the internal structure of the Earth(a) State the depths of the main layers of the Earth:
inner core, outer core, mantle, asthenosphere, continental crust and oceanic crust.
(b) Describe how the thickness of the crust varies under continents and oceans.
(g) State the depth of the discontinuities: Lehmann, Gutenberg and Moho.
(h) Describe the nature of these discontinuities and the changes that occur at them.
(i) Describe the probable composition of each of the layers of the Earth: inner core, outer core, mantle, asthenosphere, continental crust and oceanic crust.
o Use models to show the scale of the different Earth layers. Use animation to introduce and make links with earthquakes.
http://www.uky.edu/AS/Geology/howell/goodies/elearning/module06swf.swfo Practical activity: Use a light source and a
beaker of water to illustrate refraction of seismic waves by the liquid outer core to form shadow zones.
o Practical activity: Use plasticine or other active medium to make models of the crust and mantle.
o Draw the main layers of the Earth with associated data.
o Construct a table to locate the positions of the different discontinuities. Explain that discontinuities are a change in composition, temperature and state.
Starter / plenary ideas:o Use mini whiteboards and timed
responses to test understanding of Earth structure.
o Construct card sort exercise with numerical info and terms.
o Model, or cut away diagram of the Earth’s interior. Apples can be used as an analogy.
o Video, ‘’Open University – Into the Earth – the Earth’s internal structure’.
o Beaker, water, light source.o Plasticine.o Prepared laminated A4 sheets with
Earth outline (structure). o Card sort.o Use OCR Geology textbook, p.6 – 7.
Past paper questions:Jan 07 q. 1Jun 06 q. 3 cJan 06 q. 2dMay 05 q. 1Jan 04 q. 1May 03 q. 4Jan 03 q. 3Jan 02 q. 5a
c. Emphasise the importance of being able to draw fully labelled diagrams.
d.Teachers can refer to the following resources for information.
http://www.visionlearning.com/library/module_viewer.php?mid=69
http://www.uky.edu/AS/Geology/howell/goodies/elearning/module06swf.swf
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/index.htm
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/composition/index.htm
http://geology.com/articles/mohorovicic-discontinuity.shtml
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/layered_earth/vdepth.html
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EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.3 Understand the asthenosphere and lithosphere within the Earth and their role in plate tectonics(a) Describe and explain the nature of the asthenosphere as
a rheid, plastic layer with 1 – 5% partial melting. Describe how this layer can be identified using P and S waves and its role in plate tectonics.
(b) Describe the lithosphere as a rigid, brittle layer made of part of the crust and upper mantle that is divided into plates.
e. Practical Activity: Partial melting can be illustrated by the melting of chocolate in chocolate chip cookies. (Use microwave).
f. Explain how partial melting of rock alters its characteristics.
g. Practical Activity: DIY “potty putty” made from sodium tetraborate (borax) and PVA glue as an analogue for the plastic asthenosphere.
h. Show animations of P and S wave movement through the Earth (see earthquakes section).
i. Discuss the difference between the terms lithosphere and asthenosphere.
o Chocolate chip cookies, microwave.o Use OCR Geology textbook, p. 7.
Past paper questions:May 05 q. 1May 03 q. 2d
j. Emphasise the importance of being able to draw fully labelled diagrams.
k. Emphasise the meaning of the terms crust, lithosphere, mantle and asthenosphere.
l. Teachers can refer to the following resources for information.
http://www.uky.edu/AS/Geology/howell/goodies/elearning/module06swf.swf
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/layered_earth/vdepth.html
http://www.deafhoosiers.com/sci/soarhigh/lithosphere/lithosphereComp.html
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EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.4 Understand how the internal structure of the Earth can be inferred using direct evidence.(a) Explain how evidence from rocks seen in deep mines up
to 5 km below the surface or deep boreholes up to 13 km below the surface can be used as evidence for the composition of the crust.
(b) Explain how rocks brought to the surface by volcanic activity – in kimberlite pipes as mantle xenoliths – provide evidence of mantle rocks.
(c) Explain how ophiolites and rocks exposed by erosion, provide evidence for the structure and composition of oceanic crust.
Students prepare powerpoint presentations about mantle xenoliths and / or ophiolites.
Use info from flash animation to introduce kimberlite pipes.
http://www.nrcan.gc.ca/mms/diam/Kimberlite-EN/Kimberlite.swf
Compare density and composition of mantle rocks with surface rocks. (See section 1.1.5).
Practical activity: Study peridotite, gabbro and different types of dolerite as an introduction to ophiolites.
Students look at case studies of Troodos (Cyprus) and Lizard (UK).
Starter / plenary ideas:
Students use website to produce puzzles - www.puzzlemaker.com these can then be swapped for others to complete.
o ICT facilities.o Rocks – peridotite, gabbro, dolerite. o Use OCR Geology textbook, p. 8 – 9.
Past paper questions:May 05 q. 1dMay 02 q. 5aJan 01 q. 5a
m. Teachers can refer to the following resources for information.
http://www.economicexpert.com/a/Kola:Superdeep:Borehole.html
http://www.slb.com/media/services/resources/oilfieldreview/ors95/jan95/01950422.pdf
http://www.cosis.net/abstracts/9IKC/00163/9IKC-A-00163-1.pdf?PHPSESSID=aa8d4e5da867c91b77c682776d5e4336
http://www.womenoceanographers.org/Default.aspx?pid=28EF75D5-D130-46c0-947E-5CCBC627B0EE&id=KathrynGillis
http://www.eos.ubc.ca/courses/eosc221/rock_cycle/ophiolite.html
http://www.projects.ex.ac.uk/geomincentre/06The%20Lizard.pdf
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EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.5 Understand how the internal structure of the Earth can be inferred using indirect evidence.(a) Explain how the variation in P and S wave velocities
can be used to identify layers within the Earth.
(b) Explain how the properties of P and S waves result in shadow zones which can be used to determine the state and depth of the inner and outer core of the Earth.
(c) Explain how the density of the whole Earth and the rocks at the surface can be used to infer the density of the core and mantle rocks.
(d) Explain how stony and iron nickel meteorites from within the solar system can be used to infer the composition of the mantle and core.
o Introduce earthquake waves, with the idea of completing this in more depth later.
o Practical activity: Use a light source and a beaker of water to illustrate refraction of seismic waves by the liquid outer core to form shadow zones.
o Practical activity: Use eureka cans to calculate density of surface rocks. Compare with real data.
o Analyse data about density from website:http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/composition/composition_table.htmo Students use information from website and
evaluate its meaning. Summary of important points then teacher led.
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/layered_earth/index.htmo Discuss variation in meteorite composition
and density. Compare with the structure of the Earth.
Starter / plenary ideas:o Construct odd one out lists of
the properties of different parts of the Earth.
o ICT facilities.o Print out of density and property
data.o Eureka cans, various rock types (eg
gabbro, granite, peridotite, various nickel and iron ores.
o Prepare odd one out lists.o Use OCR Geology textbook, p. 10 –
11.
Past paper questions:
May 08 q.2cMay 05 q. 1eJan 05 q. 4May 04 q. 1Jan 04 q. 1cMay 03 q. 4May 02 q. 5aJun 01 q. 3Jan 01 q. 5a
n.Teachers can refer to the following resources for information.
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/composition/index.htm
http://www.see.leeds.ac.uk/structure/dynamicearth/flash_gallery/layered_earth/basics.html
http://www.nhm.ac.uk/about-us/news/2007/june/news_11934.html
http://www.seismo.unr.edu/ftp/pub/louie/class/plate/composition.html
http://meteorites.wustl.edu/metcomp/index.htm
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EXCERPTS FROM THE OCR GEOLOGY – Support MaterialsGeology H087: Global Tectonics F791
Suggested teaching time:
8 hrs Topic Module 1: Earth Structure
Topic outline Suggested teaching and homework activities Suggested resources Points to note
1.1.6 Know about the Earth’s magnetic field.(a) Describe, and explain the probable origin of the Earths
magnetic field.
(b) Describe palaeomagnetism in rocks and magnetic reversals.
(c) Describe and explain the variation of magnetic inclination with latitude.
Practical Activity: Use a bar magnet, iron filings and plotting compasses as an analogy of the Earth’s magnetic field.
Discuss remnant magnetism (palaeomagnetism).
Describe the origin of the Earth’s magnetic field as the dynamo effect.
Practical activity / demo: construct model to show dynamo effect.
Show videos about geomagnetism from the USGS education website.
http://education.usgs.gov/common/video_animation.htm#geomag Use animation showing
magnetic reversals to introduce the topic.
http://www.wwnorton.com/college/geo/egeo/animations/ch2.htm
Starter / plenary ideas: Brainstorm ideas as to why the magnetic
inclination varies with latitude.
o.Bar magnet, iron filings and compass / compass clinometer.
p.Dynamo effect - solenoid (coil of wire), magnet, ruler, voltmeter, leads.
q.Use OCR Geology textbook, p. 12 – 13.
Past paper questions:May 08 q. 1aMay 05 q. 2bJan 03 q. 4b, cMay 02 q. 4bJun 01 q. 2Jan 01 q. 2Jan 99 q. 4 c
r. Teachers can refer to the following resources for information.
http://hyperphysics.phy-astr.gsu.edu/Hbase/magnetic/MagEarth.html
http://gsc.nrcan.gc.ca/geomag/field/field_e.php
http://www.m-manser-physics.co.uk/23664.html?*session*id*key*=*session*id*val*
http://www.utm.utoronto.ca/~w3gibo/How%20to%20do%20field%20studies/properties_of_magnetic_field_at_.htm
https://www.umassk12.net/sess/gps/GPSSeminarSlides.pdf
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SAMPLE RESOURCES AND ONLINE SUPPORT AVAILABLE FROM WJEC
The online specification can be found at:
http://www.wjec.co.uk/index.php?level=21&subject=61
Freely available resources produced by WJEC examiners and teachers can be found using the following link:
http://www.ngfl-cymru.org.uk/eng/vtc-home/vtc-aas-home/vtc-aas-geology
Specimen assessment materials are available at:
http://www.wjec.co.uk/uploads/publications/1799.pdf
Training is available from WJEC, just contact Jonathan Owen for details.
Other WJEC board materials can be supplied by contacting Jonathan Owen, the Subject Officer for Geology. A selection of online support can be found below:
EXCERPTS FROM THE WJEC GEOLOGY – Teachers’ Guide(A full version can be found on the WJEC website at: http://www.wjec.co.uk)
1.2 Overview of the SpecificationADVANCED SUBSIDIARY(3 units GL1, GL2, GL3)
ADVANCED(AS plus the following A2 units GL4, GL5, GL6)
UNIT AS GL1 UNIT A2 GL4
FOUNDATION GEOLOGY INTERPRETING THE GEOLOGICAL RECORD
(17.5%) (17.5%)
Written Paper1 hour
Rock forming processes
Rock deformation
Past life & past climate
Geological map interpretation
Written Paper2 hours
Matter
Energy Short answer data response questions.
Integrated short answer paper interpreting a variety of data including geological maps.
Time and change
UNIT AS GL2a OR GL2b UNIT A2 GL5
INVESTIGATIVE GEOLOGY(Internal Assessment)
GEOLOGICAL THEMES
(15%) (17.5%)
Field, laboratory and simple geological map skills. Mineral Data Sheet available.Set and moderated by WJEC. Administered and marked by centre to WJEC mark scheme.
GL2a Internal Controlled Practical
Assessment1 hour 30 mins
2 of 4 Themes Written Paper2 hours
(1hr per theme)
Integrated problem solving paper based on a geological map, photographs, specimens and other data.
1. Quaternary GeologyCompulsory data response question and choice of one essay for each theme.
2. Natural
3. Evolution of Britain4. Lithosphere
OR
GL2b Internal Field Assessment
One field-based geological investigation.
UNIT AS GL3 UNIT A2 GL6
GEOLOGY AND THE HUMANENVIRONMENT
GEOLOGICAL INVESTIGATIONS(Internal Assessment)
(17.5%) (15%)
Written Paper1 hour 15mins
Planning Internalassessment
Natural Hazards Implementing
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Two visits to each of the four criteria. Minimum 50% field evidence. Max 50% (optional) from the laboratory.
Human HazardsEngineering Geology
Compulsory data response and one structured essay.
Analysing evidence and drawing conclusions
Evaluating
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EXCERPTS FROM THE WJEC GEOLOGY – Teachers’ Guide2.1 Generic Resources for the Specification as a whole
The following resources are available from the WJEC and represent the free INSET materials produced for the old WJEC Geology specification, much of which is still relevant to the new specification. New materials will be available at future annual INSET meetings to cover the newer aspects of the course.
INSET 2002AS Revision Handbook (doc) Barytes (ppt)Carn Brea – Virtual Fieldtrip (ppt) Cligga Head – Virtual Fieldtrip (ppt)Fluorite – (ppt) Geological powerpoint instructions (ppt)Godrevy – Virtual Fieldtrip (ppt) Godrevy - Virtual Labwork (ppt)Granite (ppt) Images from the Net (doc)Metamorphism (ppt) GL6 feedback 2002(ppt)Sediment analysis (Excel worksheet) Geological websites (doc)
INSET 2003AS Mapwork (ppt) A2 Mapwork 1 (ppt)A2 Mapwork 2 (ppt) GL4 feedback 2003 (ppt)GL6 feedback 2003 (ppt) Mineral Classification (ppt)Mineral Guide (ppt) Physical Property of Minerals (ppt) Seisvole (application) Weathering (ppt)
INSET 2004Absolute Dating (ppt) As Guide to Igneous Rocks (ppt)Clastic Sedimentary Rocks (ppt) GL4 feedback 2004 (ppt)GL6 feedback 2004 (ppt) Improve your Grade (ppt)Large Igneous Provinces (ppt) LIPs (pdf) & LIPs references (doc)Mantle Plume (movie clip) Organic and Chemical rocks (ppt)Paper Mapwork Models (ppt) Phase Diagrams (ppt)Sedimentary Structures (ppt) Sedimentary Practical (ppt)Volcanic Hazards (ppt) Volcanic Monitoring (ppt)Volcanic Case Studies (ppt)
INSET ESTA CONFERENCE – EDINBURGH 2004As above plusEdible Geology (ppt) Exam Techniques (ppt)VARK (ppt plus doc)
INSET 2006A level GCSE Criteria 1(pdf) A level GCSE Criteria 2 (pdf)Blockbusters (ppt) Brainstorming Faults& Folds (doc)Call my Geological Bluff (ppt) Geological Catchphrase (ppt)GL4 feedback 2006 ppt) GL5 Quaternary feedback 2006 (pdf)GL5 Nat Res feedback 2006 (pdf) GL5 Evolution feedback 2006 (pdf)GL5 Lithosphere feedback 2006 (pdf) Jurassic Challenge (ppt)La Palma Tsunamis Threat (ppt) Marked GL1 2 and 3 scripts (pdf)Play your Earthquakes Right (ppt) Question of Fossils (ppt)Question of Geology (ppt) Question of Minerals (ppt)Question of Volcanoes (ppt) Rocky Scrambles – Teachers (doc)Rocky Scrambles – students (doc) Shotcrete at Holt Castle (ppt)
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St Aidan's case Study (ppt) Water in Tenerife (ppt)Mining Hazards (ppt) WJEC OLD Specification (doc)
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EXCERPTS FROM THE WJEC GEOLOGY – Teachers’ Guide
INSET 2007 All AS and A2 Summer Papers and resources (maps, data sheet etc) (pdf)Exploration Techniques (ppt) New WJEC Geology GCE Specification (pdf)WJEC Geology Specimen papers (pdf) New WJEC GCSE Geology update (doc)GL1 Past Papers (ppt) GL3 Past Papers (ppt)GL5 Quaternary feedback 2007 (pdf) GL5 Nat Res feedback 2007 (pdf)GL5 Evolution feedback 2007 (pdf) GL5 Lithosphere feedback 2007 (pdf)Groundwater (ppt) Symmetrical folds (ppt)What is a Fossil? (ppt) Changes to WJEC A level Geology (ppt)
2.3 General DVDs/video
Of those that are readily available
Earth Story- The shaping of our World by Aubrey Manning, (BBC DVD) (2006)Earth : The Power of the Planet by Iain Stewart, (BBC DVD) (2008)The Truth about Killer Dinosaurs by Bill Oddie, (BBC DVD) (2005)British Isles: A Natural History by Alan Titchmarsh, (BBC DVD) (2004)
2.4 General Websites
www. geolsoc.org.uk www.esta-uk.net www. wjec.co.uk
Also See INSET 2002 Geological websites (doc)
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EXCERPTS from WJEC A2 ASSESSEMENT CRITERIA A2 Internal Assessment Unit – GL6 Geological InvestigationsAssessment Criteria for GL6
The candidate has:1-2 marks 3-4 marks 5-6 marks 7-8 marks
P * shown limited ability in planning an investigation
* required assistance to make modifications to originally suggested procedures
* shown ability to plan investigation but the design may lack sense of purpose
* adequately organised some procedures but needed help in others
* carefully planned the investigation with a clear sense of purpose
* devised, and fully detailed, suitable procedures
* fully justified an investigation that is related to geological knowledge and understanding, is meticulously planned and related to any predictions
* individualised the procedures to the specific investigation
I * made some appropriate data collection
* some record of the information which may be haphazard and inappropriate
* collected most of the required data showing competent use of equipment
* methodically recorded most of the data required
* carried out the work in the appropriate context
* collected all relevant data required to obtain appropriate information with precision and skill
* considered sources of error* fully recorded accurate data
* collected data to the highest level of accuracy that can be expected
* taken appropriate steps to minimise error* succinctly and clearly recorded all relevant data
A * added little to the report of the investigation through the presentation of graphical and/or numerical analysis
* some difficulty in interpreting the data, the work is mainly descriptive
* made superficial conclusions
* used some graphical and numerical methods accurately which have added to the communication of the investigation
* interpreted and analysed the data
* made relevant conclusions, though not all aspects are considered
* accurately used appropriate graph and/or numerical methods which fully appreciate the data and highlight any anomalies
* interpreted, analysed, explained and synthesised the data competently recognising sources of error and limitations
* made thoughtful and appropriate conclusions related closely to the data and to knowledge and understanding of geology
* presented data so that it contributes to the clear identification of complex relationships
* excellent interpretations, analysis, explanation and synthesis
* made full and valid conclusions which assess the reliability of the conclusions in relation to knowledge and understanding of geology
E * limited awareness of the investigation's potentialities or techniques
* identified the level of reliability of collected data and the resultant conclusions
* Shown awareness of the suitability and reliability of the methodology, identifying improvements
* evaluated the level of reliability of the evidence recognising any anomalous results
* critically evaluated the level of success of all parts of the investigation including methodology. The improvements suggested also provide evidence of critical thought.
* assessed the reliability of the evidence and related it to any predictions made.
Full details of AS and A2 Internal Assessment to be found in Section 8 of the specification document – pages 61-74.
Other resources
There are examples of schemes of work which can be found on the GEOTREX website, accessible from the ESTA website.
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5. REQUIRED SPECIMENS AND EQUIPMENT
ROCKS
IGNEOUS ROCKS
SEDIMENTARY ROCKS
ESSENTIAL –class set:Granite – equigranular & porphyriticRhyoliteGabbroDoleriteBasalt – homogeneous & amydaloidalPumiceObsidian
WISH LIST-1 or 2 SPECIMENS:Quartz feldspar porphyryGranite with xenolithsAndesitePeridotiteTuffAgglomerateIgnimbriteDiorite
WISH LIST-1 or 2 SPECIMENS:CoalIronstoneRock saltStromatolitic limestoneMicrite
ESSENTIAL–class set: Sandstone – red, arkose, orthoquartzite,
millstone grit, greywacke Limestone – coral, crinoidal, oolitic, chalk Shale Conglomerate Breccia Siltstone
SEDIMENTARY STRUCTURES - Specimens or photos of: Desiccation cracks Cross bedding Flute casts Graded bedding Ripples (symmetrical and asymmetrical) Tool marks
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METAMORPHIC ROCKS
FOSSILS
Many specimens can be bought as casts, but it is useful to have real specimens to show as many different modes of preservation as possible.
CLASS SETS OF:
BRACHIOPODS: 4 different shapes including productids, terebratulids and spiriferids.
BIVALVES: use both modern and fossilised specimensYou can buy live f modern bivalves and it makes an interesting class practical looking at these. If you put them into a bucket of water they can be observed extending siphons etc. They can also be dissected to see the position of muscle scars and pallial lines.
Live specimens of the following are often available by order from good supermarkets:
MusselsRazor shellsCocklesOystersScallops
AMMONITES: specimens to show suture lines and different types of coiling – Goniatite, Ceratite, Ammonite
CORALS: specimens to show septaSolitary and colonial specimensExamples of rugose, tabulate and scleractinian specimens
ESSENTIAL class set:MarbleSpotted rockHornfelsSlateSchist – garnet mica schistGneiss – banded and augen
WISH LIST -1 or 2 SPECIMENS:MetaquartzitePhylliteKyaniteChiastolite / AndalusiteSillimanite
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TRILOBITES: selection of specimens to show different modes of lifeTrinucleusCalymeneParadoxidesAgnostusWith or without eyes or spines etc.
PLANTS:Roots, stems, leaves and ferns, particularly from the Carboniferous.
GRAPTOLITES: a variety to show evolutionary trendsDidymograptusMonograptusTetragraptusDendroid
GASTROPODS:Whelks are common garden snails can be used to indicate coiling. Turritella as an alternative high spired form
DINOSAURSBones and plastic models
IN ADDITION:Crinoids
Echinoids – regular and irregular Fossils representing your field areasTrace fossils
MINERALS
ESSENTIAL - class set of the following:
Quartz – including various colours and prisms Calcite – including rhombs Feldspar – plagioclase and orthoclase Augite Hornblende Olivine Mica – biotite and muscovite Haematite – including reniform habit Galena Pyrite Chalcopyrite Fluorite – including various colours and octahedral cleavage fragments Barytes Halite Gypsum – including fibrous and twinned specimens
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Garnet Chlorite Andalusite / Chiastolite Aragonite Magnetite Sphalerite Cassiterite Bauxite
WISH LIST
Twinned specimensDifferent habits and forms
KIT
Standard MOH kit with specimens (1 to 9)Steel pinsHand lensesCopper coinsStreak platesDilute HCl and dropper bottlesWater bottlesGrain size chartsClinometersSafety goggles
OPTIONAL
Petrological Micrsocope - and some standard thin sections to illustrate textures.
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MAPS
WJEC SPECIFICATION:
Standard geological maps are used by WJEC in examinations. Contact WJEC for past papers and sample materials.
OCR SPECIFICATION:
No geological maps are specified for OCR, but typical black & white sketch maps for interpretation are available in past papers. Contact OCR for past papers and sample materials.
GENERAL MAPS:CheddarArranStoke on TrentUK GeologyUK structural/tectonic mapWorld tectonic plates/Ocean floor/Tharp-Heezen mapBouguer gravity/magnetic anomaly mapsWorld Ocean Floor/age mapWorld satellite map
LABORATORY KIT
GEOLOGICAL EQUIPMENT:
Set of sediment sieves Protractors Several lengths of plastic guttering Plasticene or Blue Tac for modelling Sand from different environments Dip circle / Clinometer
SCIENCE EQUIPMENT which might be available within the school/college:
Measuring cylinders Funnels Boxes for sand and gravel Thermometers Stopwatches Slinky spring Bar magnets Magnaprobes Plotting compasses
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Top pan balance Vernier callipers Mirrors Plastic blocks Fibre optic cables Geiger counter Radioactive sources Ripple tank / large circular glass dishes
WISH LIST: World globe Petrological microscope Thin sections
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FIELD KIT
ESSENTIAL - a class set of the following:
Compass clinometers (shared is ok) Grain size charts Hard hats Handlenses Dilute HCl and dropper bottles Tape measures – 2 or 5 metres (metre rulers and a couple of 30 metre
tape measures would be useful) Field note books, preferably waterproof
Bags for each student to carry this kit around in would be useful (sample bags or washing tablet bags). Advise students to line their rucksacks with a large bin liner to keep the contents dry.
Other useful kit includes string, whistles, clipboards, elastic bands.
WISH LIST:
Hammers (where allowed) Eye protection
NOTE: if your trip is to a field centre they will provide the kit.
HEALTH AND SAFETY
A FIRST AID KIT IS A MUST. Also ensure that a first aider with a current first aid certificate is in attendance on your field trips.
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SUPPLIERS
Geo Supplies ltd49 Station RoadChapeltownSheffieldS35 2XE
Tel: 0114 2455746
Website: www.geosupplies.co.uk
BGS:BGS Sales Desk, Keyworth, Nottingham NG12 5GG Tel: 0115 936 3241
Email: [email protected]
Website: www.geologyshop.com
The Geological SocietyBurlington HousePiccadillyLondon W1J 0BG Tel: +44 (0)20 7434 9944 Fax: +44 (0)20 7439 8975
Email: [email protected]
Website: www.geolsoc.org.uk
GeoEd LtdPelyn TorLostwithielCornwallPL22 0JF
Phone/fax: +44 (0)1208 872 495
Email: [email protected]: http://www.geoed.co.uk
Offa RocksThe VicarageFordShropshireSY5 9LZ
Phone: 01743 851241Fax: 01743 851248
Email: [email protected]: www.offarocks.co.uk
Richard Tayler MineralsPhone: 01932 862340Email: [email protected]: http://richardtayler.co.uk
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FIELDWORK
There is no doubt that taking students on field visits makes our subject more enjoyable and exciting to teach. Many of the students remember field work as the high point of their sixth form studies and, for many students, it is the essential practical aid to learning. However in some schools and colleges it is difficult for staff to take time away from other commitments and finance can be a problem. It is recommended that all teachers refer to the HASPEV document (www.teachernet.gov.uk/visits) and its updates, before venturing into the field, simply because it dictates precisely what must be done. Rules and regulations change very quickly (disability, inclusivity, first aid and driving regulations are good examples).
It is recognised that most schools/colleges will want to carry out local fieldwork on day visits. Some will be able to run residential visits, which can be organised by the teaching staff or taught by field centre staff. Liaise with your school/college geography/biology departments to see if you can visit the same areas and use the sites for geology field work. If you know other local geology teachers, consider having a shared field trip
DAY VISITS
PLACES TO VISITIt would be difficult to recommend sites for an area without knowing it well. However here are some ideas of how to get in touch with groups who might know your area and the geological and geomorphological sites which you could use. You need to consider the accessibility, safety and educational value of sites before you take a group of students there. A prior visit to a site that you don’t know is essential, preferably with a local expert, so that the field studies for the students can be prepared in advance and risk assessments can be made. It is best to accompany other teachers on their field visits before undertaking your own.
All Local Authorities and most schools have strict guidelines relating to fieldwork and these should be followed in detail. Sometimes procedures are also school specific, so consult the relevant member of staff in your institution for clarification.
Talk to the local RIGS (Regionally Important Geological and Geomorphological Sites) group. Contact UK RIGS at www.ukrigs.org.uk to find out whether there is an active group in your area. The above website also has an education section which recommends places to visit.
Contact the local university department who may have a Schools Liaison staff member who could help you with ideas for local sites and might be prepared to visit sites and teach your groups.
Buy local field guides from Tourist Information Centres, local museums and bookshops.
Building stones in towns and cities illustrate many rock types and are easily accessible and available. Many towns and cities have guides to building stones. Thematic Trails
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at www.thematic-trails.org have many guides for sale. The magazine Down to Earth from Geosupplies reviews new publications.
For quarry sites refer to The ESEU “Any Quarry Guide” in Teaching Earth Sciences, Volume 29, Number 2, 2004.
RESIDENTIAL CENTRES
The advantage of residential centres is that expert teaching is provided for areas with which the classroom teacher may not be familiar. It also enables students to see rocks which are not found in their local area. The residential experience is exciting, if sometimes daunting, for students. However, sharing interesting and different field work motivates many students and gives the group a shared experience which creates friendships and helps to foster good teaching and learning relationships.
The disadvantage is that there is a big financial commitment for students. Most schools/colleges do not subsidise field work, even though it is so essential to geology learning. However, an enlightened college principal is quoted as saying that geology and geography students need field visits like the chemistry department needs chemicals.
Use persuasion on your Headteacher / Principal.
Loch Ranza Centre, Lochranza, Isle of Arran www.fieldstudies.co.uk/online 01770 830637. This centre is excellent but does book up very early, and schools usually book a year in advance for this location.
The Field Studies Council run many centres. www.field-studies-council.org These centres can provide geology courses.
Blencathra, Keswick, Cumbria – Tel 017687 79601
Malham Tarn, Settle North Yorks – Tel 01729 830331
Orielton, Pembroke, Dyfed – Tel 01646 623921
Preston Montford – Shrewsbury, Shropshire – Tel 01743 852040
Rhyd-y-creuau, Betws-y-coed, Conwy – Tel 016907
PRACTICALITIES
Transport to your field sites
School minibus
All schools/colleges have safety requirements for minibus drivers. It is often very stressful to drive the minibus and teach all day, so consider taking another member of
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staff to drive. Be sure you know the latest regulations regarding the number of staff necessary in minibuses used for transporting students. If you passed your driving test after 1998 you do not have a minibus entitlement on your licence and need to contact the DSA to enquire how to get D1 added to your licence (it will involve having a medical, passing a theory test and practical test for minibuses). Many schools will support your minibus driving test and arrange it for you.
Coach
If you have large groups and need to take a hired coach, make sure that the coach can reach the sites you want to visit. Many good geology sites are inaccessible except by minibus and car. Unless you can fill a coach it is usually cheaper to hire minibuses and take extra drivers. Beware of very high parking costs in some coach parks which are designed for tourist coaches and not for school parties.
Walking
You should not take pupils/students into hilly areas above 300m unless you have someone with you who has a Mountain Leader qualification. Teacher : Student ratios should be as LEA or school guidelines, but take at least 2 members of staff with you, one to lead the group and another to bring up the rear and look after stragglers. Also ensure that you have a male and female member of staff or responsible adult with you, or available at the field centre if you stay at one. It is often possible to take other interested adults with you, perhaps parents or local geology enthusiasts who may also have leadership or first aid qualifications, rather than take staff out of school, providing the people you bring have been briefed on the roles they should play. It is suggested that you do not have more than 15 pupils / students for each pair of adults / teachers, partly for safety, but also because it is difficult for pupils / students to hear instructions if a group is too big.
Carry a mobile phone but be prepared for poor reception in hilly areas, a good first aid kit, spare warm and waterproof clothing for your pupils and spare food and drink. Encourage your students to buy or borrow waterproof boots and good waterproof jackets and over trousers. If they do not have this equipment then ask other community groups, such as scout groups or local Duke of Edinburgh award schemes, if you can borrow gear. Your students will probably need a small rucksack to carry food, drink, spare clothing and their geological equipment. Hard hats are essential in any quarries (working or abandoned) and at all coastal cliffs, cuttings etc.
Field visits in towns to look at building stones in shopping areas or in graveyards have different hazards. Good management of groups in traffic is essential. Again, the more adults accompanying the group the safer the trip will be.
INSURANCE AND RISK ASSESSMENTS
Your school/college will probably have a special package of insurance for visits, so remember to alert the administrative office in plenty of time. Fill in the risk assessment documents, having visited the sites first. Always discuss the risks with students beforehand, perhaps showing slides of the sites to be visited. When you reach a site discuss the risks with them and ask them to make notes on the precautions they are
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going to take. Be clear that the students know the health and safety implications at each outcrop.
MANAGEMENT OF GROUPS AT GEOLOGICAL SITES
There are many fieldwork skills for students to learn. The first field visit of a course often consists of teaching students how to record information in their field notebooks. Field notebooks with water-resistant paper are best for the British climate, but are expensive. If students have to buy their own specialised field note books, then reassure them that they only need one book for the whole course and that it will be able to be used in all weather conditions and thus provide an essential resource for their exam case studies. Suggest that they write their names and addresses inside the book and use pencils, not pens, with elastic bands to stop pages flapping. Note books can also be kept in large see-through plastic bags when working in the rain.
Normal practice at fieldwork sites is to look at the major structures and features from a distance first and then get closer to find out more about the details of the rocks, minerals, fossils and structures. On the early field visits you will find that you give a lot of information but as students get used to fieldwork then they will be able to work on their own. It is a good idea to ask some open questions when you arrive at the site, so that your group has some idea of what to look for. For instance, you could mention that you want to know about the evidence for the environment of deposition of sedimentary rocks. Another way is to ask students to find specific features, such as 3 dykes, 2 faults and 2 rock types in a quarry that you have already assessed. Ask them to find evidence to justify their decisions.
More experienced students can be asked to look at a site for 20 minutes and record systematically what they find. Then you can ask an individual to describe certain aspects of the geology, justifying their observations to the rest of the group. Help them to distinguish between description and deduction. Descriptions should include measurements where possible. Deductions should be a direct result of accurate descriptions and not wild guesses about what might be taking place. Most students find the description to deduction process difficult to carry out when faced with unfamiliar rocks and structures, so plenty of practice is a good idea. Finish the session at each site with some high level questions about how this might link to a wider picture, whether it is the geological history of the whole area or larger structures such as folds and faults or large scale igneous or metamorphic activity.
For suggestions about procedures and questions to ask at quarry sites refer to The ESEU “Any Quarry Guide” in Teaching Earth Sciences, Volume 29, Number 2, 2004. Follow up work, during the evening or during the next day’s lesson, depends on the purpose of the field work, but the day’s findings should be revised, so that pupils who found the field work experience difficult can learn what they should have seen. Even the most able students need to go over the salient points of field work techniques and the rocks and features that they have seen. Provide a map so that pupils can see where they have been, a stratigraphic table so that they can see what age rocks they have been studying and a checklist to tick off the geological features and structures that they have seen and understood. Sometimes data has been collected for hypothesis testing so analysis and interpretation should be part of the evening work.
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You can provide practise for field sketching if you project slides or digital photos onto a whiteboard and demonstrate how to identify important features that should be recorded. If photos have been taken during the field work and a digital projector is available, then show the photos immediately and remind pupils of the field sketches that they have drawn. At a later stage, a PowerPoint presentation with geological annotations of the field trip can be produced. This helps students, who are usually visual learners, to remember the field trip details and overcomes the problem of forgetting field work which may have taken place in poor weather or difficult learning situations. Some schools ask for field visits to be written up in word-processed or PowerPoint presentation field reports to reinforce field work learning. Some rely on the notes taken in field note books for use when revising.
HOW TO RECORD YOUR FIELD WORK IN YOUR FIELD NOTEBOOKProvided by Dave Mack of Ashton-under-Lyne Sixth Form College:
The points given below will not all apply to all areas, but they indicatewhat to look for in a rock exposure.Use these ideas to sharpen your observation and to aid your appreciation of the actual geological evidence which can be gathered in a real situation to illustrate theories studied in the classroom.
1. Describe the position of the exposure you have decided to study.a) by occurrence (e.g. quarry, stream section etc).b) by location (ideally by a grid reference otherwise in terms of nearby roads,paths, river etc).
2. Sketch the exposure in your field note book. Show any noticeable features such as bedding planes, faults, folds, joints, intrusions, veins, erosive features like soil creep, potholes, striations etc. Indicate the scale of your sketch and the thickness of any obvious layers, using metric units. It is also useful to show finer detail in separate enlarged sketches.
3. Study carefully each rock seen in the exposure. Try to describe each rock using the following criteria. (Write your observations into your field note book).
a) Is it igneous, sedimentary or metamorphic?
b) What evidence suggests that it is igneous, sedimentary, or metamorphic?
c) Describe the texture of the rock: look at and describe its grain size, the shape of the grains, the relationships of the grains (interlocking, cemented, large embedded in small etc). Look at the structure of the rock: are the grains randomly distributed, sorted by size, segregated by composition, orientated by shape or uniformly distributed through the rock?
d) Describe the composition of the rock. Try to distinguish which mineral or minerals make up the rock and to calculate the approximate proportion of each one in the rock (use %).
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e) Describe the colour of the rock, noting any red/brown/yellow colouration due to iron staining, yellow sulphur staining, green copper staining etc. Is the colour of the weathered rock different from a fresh surface? If so, what is the significance?
f) Describe any structural features of the rock:
If it is igneous look for and describe any flow structure, vesicles, amygdales,pyroclastic fragments, xenoliths, joints, veins. Note any variation in grain size such as fine grained margin or margins. Sketch any structures found, again indicating the scale of your sketch.
If it is metamorphic look for and describe any folds, fractured grains, alignment of mineral grains in lines or planes, foliation into bands of similar or different material, distorted pebbles or fossils, flow structure around large crystals. Sketch any structure found, indicating the scale of your sketch.
If it is sedimentary look for and describe any sedimentary structures e.g. cross bedding, graded bedding, slump bedding, sole structures (flute casts, load casts), ripple marks, concretions, contorted bedding, jointing. Sketch any structures found, indicating the scale of your sketch. Look carefully for fossils: do not hammer a fresh outcrop any more than absolutely necessary - sift through fallen debris, sketch fossils 'in situ' in the exposure.
Identify any fossils by phylum (brachiopod, bivalve) or class (crinoid, ammonite) if at all possible. Describe the mode of preservation of the fossils, (hard parts, carbonised remains, mineralised remains, mould, cast, tracks, trails etc). Carefully label any fossils you collect and write down the reference number and rough identification of each one in your field note book. Then you can identify each fossil more accurately back at college.
4. From all your observations you should now be in a position to classify each rock in the exposure, giving its name and (if applicable) variety, e.g. crinoidal limestone, black shale, green slate etc. Where possible indicate the probable origin of each rock, e.g. in warm shallow sea, delta swamp, beach etc.
5. Describe the structure of the exposure.a) Study any joints noting how far apart they are, how many different joint directions are present. Measure the strike and dip of each set of joints. Types of joints. e.g. radial tension joints, sheet joints, columnar joints etc.
b) Study any folding or tilting of the rocks. If the rocks are flat-lying or tilted try to measure their strike and dip. If the rocks are folded measure the strike and dip on either side of the fold axis. If possible measure the direction of the axial plane of the fold.
Sketch any fold, labelling the axial plane and giving measured dips. Describe the fold(s) - anticline/syncline, degree of symmetry (symmetrical, asymmetrical, overfold recumbent), shape of hinge area, tightness (interlimb angle), plunging/ non plunging etc...
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c) Study any faults present. Try to estimate the displacement along the fault plane, especially throw. If possible try to decide whether the fault is normal, reversed, thrust or tear. Measure the strike and dip of the fault plane if it is accessible. Give details of any related phenomena e.g. slickensides, brecciated rock, mineralised veins (see f) etc... Sketch the field situation.
d) Study any apparent unconformities present. Measure the strike and dip of the beds above and below the unconformity. Sketch this carefully giving the measured dip.
e) Study any cleavage or foliation in the rock and measure its strike and dip. If the bedding can also be seen measure its strike and dip and then sketch the relationship between bedding and cleavage or foliation.
f) Study any mineral veins present. Describe whether they are related to faults or joints. If possible measure the strike and dip of each vein. Identify or collect specimens of the minerals found in each vein, and mention their diagnostic physical properties. Label any minerals collected and enter their number and description in your field notebook.
g) Study any igneous intrusions present. Any evidence of type of intrusion e.g. pluton, dyke, sill. Are there any chilled margins (finer grained) or baked margins/hardening/spotting within the country rock? Is there a metamorphic aureole? If so what is its extent, rock types within it? etc... Sketch any relevant details.
6. Other features of the exposure/area. Comment on any other points of the geology not already noted e.g. Does geological structure and/or rock type influence the relief/topography of the area? (Show this by means of a sketch). Describe any affects caused by groundwater such as seepage through fractures or pores, formation of springs etc... Are there any recent weathering (e.g. biological roots) or erosive (e.g. by glacial effects? Are some beds more easily weathered or eroded than others? Are there any recent/superficial deposits? Is man making any economic use of the outcrop/area as a result of the geology?
7. Try to summarise the geological history of the rocks in the exposure from the origin of the oldest rock (as a wind-blown sand for example) through (using e.g. cross cutting relationships) any periods of folding or faulting up to and including present day erosion.
What to include in a rock description. A simple guide.
Simply remember the three Cs and three Ss.
Colour Composition and Cement (if there is any)Sorting, Shape and Structures (if there are any)
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EXAMPLES OF RESIDENTIAL FIELDVISITS RUN BY SERVING TEACHERS
The Lake DistrictRun in July at the end of the AS year. Based on knowledge from AS year, and providing a good introduction to the A2 year.Day 1: Leave college 9am, travel by minibus to Lake District, stopping for “comfort breaks” at approximately hourly intervals (also to address health and safety recommendations). Lunch stop at TeBay Services. LOCALITY 1 – approx 1 hour at site: Short journey to SHAP GRANITE QUARRY (NB: permission must be gained at least 1 month before the visit, college insurance details must be forwarded. In first instance contact Quarry Office, Shap, Penrith, Cumbria CA10 3QA. tel: 01931 716 787). Students must wear high-visibility jackets, hard hats and supportive footwear. This first locality enables staff to “wake up” the students who may have “switched off” on the journey! Basic notes are recorded in field notebooks, eg. type of rock, a sketch, mineralogy, formation. Students use field notebooks, hand lens, mineral data sheet and mineral testing equipment. A field sketch of the quarry and discussion about the volume of rock removed also takes place. Tape measures are useful for laying out to gauge scale. The OU worked closely with the quarry and produced a set of large specimens. However some of these have been removed.LOCALITY 2 – approx 3 hours at site: CROOKDALE CRAGS - a sequence of anticlines and synclines, along the A6 road. Traffic travels very quickly and a member of staff is used as a “crossing guard/lookout”, while the other member of staff helps the students with the work. High visibility jackets and hard hats are worn. Students follow a given plan (GLF2 sheet) and obtain data to answer the question, “What is the percentage shortening of the rocks along the A6 at Crookdale Crags?”. Students draw a sketch of the folding along the road. They each pick folds and they measure the unfolded (long) distance between two points and the shortest distance (folded) distance between the same two points. Students address reliability and sources of error through the task. They are also encouraged to think of other data they could collect to improve the investigation.The students are then taken by minibus to the overnight stop, at Keswick YHA. This is normally booked a year in advance (ie. We book for next year as we leave this year!). Students have a 1 ½ hour debrief after the evening meal. We discuss the sites visited that day and prepare for the following day. Students are given approximately 1 ½ hours of free time until doors of the hostel are locked at 11pm.Day 2: LOCALITY 3: leave Keswick YHA at 9am, travel to car park at the back of Blencathra Field Study Centre. Students examine the metamorphic aureole of the Skiddaw Granite, walking along the well known geological trail and up Sinen Gill to the contact. They are again following a given plan (GLF2 sheet). The work in reality is guided by the staff, since many students are limited on their mapwork skills and have no idea how far they have travelled along the path when marking the sites. The country rock (a slate), chiastolite slate, spotted rock, quartz veins, hornfels and the granite are seen. Students spend approximately 4 or 5 hours walking up to the granite and back.Lunch-stop is at the granite contact. A comfort stop back down in Keswick lasting approximately an hour is taken.LOCALITY 4: Students are taken to St John in the Vale church. This is a “Cooks Tour” to view the sequence of lava flows. Many approaches have been tried by the staff at this site, most recently using a “guided notebook” technique, which is copied for the
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students. It asks them to look at, measure and make conclusions about the lava flows (viscosity, rock type produced, what was melted to produce this and the plate setting etc), with the aim of showing them what to do at a field site. Students spend approximately 1 ½ hours at the site and produce a field sketch sitting on the small hill opposite the site.The students are then taken by minibus to the overnight stop, at Keswick YHA. Students have a 1 ½ hour debrief after the evening meal. We discuss the sites visited that day and prepare for the following day. The primary focus is to talk about the contrasts of the metamorphic zones and the granite contact. Students are briefed on the following day’s activity.Students are given approximately 1 ½ hours of free time until doors of the hostel are locked at 11p.Day 3: students clear their rooms at the YHA and pack the minibus. Minibus travel down to Ambleside, approx 1 hour, comfort stop, then travel to Tarn Hows, LOCALITY 5. Students are given a tour of the area of study, a small slope where changes in lithology are seen. Students are shown the lava flow by the path (shaped by ice into a roche moutonnée), a conglomerate, a sandstone, limestones and we walk through the forest to see shale/slate. They are then given an hour to write their own plan (GLF2 sheet) to answer the question “What was the changing environment of formation and deposition of the rocks at Tarn Hows?”. Staff aim to write comments or at least read and review the plans. Students work in small groups collecting data, with staff answering questions and monitoring the students. Students spend approximately 5 hours at the site.Minibus travel back to Ambleside for approximately an hour stop. Then return travel back to College.Students bring their field note books to the following lesson in College, and a full debrief of the field trip occurs. Students are then given a list of what needs to be completed for the submission of the notebooks (mainly analysis and evaluation of sites 2, 3 and 5).For more information on this fieldtrip please contact Jo Conway (email: [email protected])
PembrokeshireRun in July at the end of the AS year. Based on knowledge from AS year, and providing a good introduction to the A2 year. Before we depart students are given an itinerary, a list of evening tasks for each day, a kit list (suggested clothing and equipment) and a copy of the Code of Conduct for Geological Fieldwork.Day 1: Leave school at approx 8.30am, arriving at St David’s youth hostel at approx 5pm. The journey includes several “comfort breaks” and a supermarket trip for the week’s food at Haverford West. On arrival the students unpack and after dinner the students are briefed about the next day’s activities and complete their GLF2 forms for Strumble Head.Day 2: 20 minute minibus journey to LOCALITY 1- Strumble Head. Students record data for their assessment on the lower Palaeozoic pillow lavas under the guidance of staff. Students given approx 2 1/2 hours for data collection. Quick lunch before a 20 minute minibus journey to the next locality.LOCALITY 2 - Abereiddy Bay. In the quarry to the north of the bay students describe and identify a low grade slate (Ordovician in age) then observe the cleavage/ bedding relationship. To the south side of the bay, the students compare the rock type and the cleavage/ bedding relationship as they move along. After a walk of a couple of hundred metres the bedding and cleavage run parallel to each other and students can split open
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pieces of slate in the hope of finding Ordovician fauna (commonly graptolites and rarely trilobites).Evening tasks – students tidy up their notebooks and complete their analysis and evaluation of their Strumble Head assessment.Day 3: LOCALITY 3 – Freshwater West. Students observe a modern sedimentary environment (dunes). Students then head to the south side of the beach to Little Furznip where there is a faulted sedimentary sequence for the students to try to deduce.LOCALITY 4 – St Govan’s Head – students are taken to St Govan’s chapel at the coast where they can take dips and strikes of bedding and fractures and sketch the coastal features (arches and stacks). If possible (the area is restricted as it is part of an artillery range) walk the students along the cliff tops to look at the relationship between the direction of fractures and the bays. Blow holes can also be seen. LOCALITY 5 – West Angle Bay – Students make predictions then map and interpret the fold structure in the bay where parasitic folding can be observed.Evening tasks – Students to write an interpretation of the fracture pattern within the rocks and the location and direction of bays at St Govans Head. Students draw an exaggerated cross section of the structure seen at West Angle Bay and annotate it with the features they observed. In preparation for tomorrow they draw an enlarged copy of the rock outcrops at Coppice Hall Point to put their dip and strike measurements on. Day 4: LOCALITY 6 – Saundersfoot. At the north side of the bay Ladies Cave anticline can be visited so students can sketch and measure the dip and strike of the limbs and observe the effects of folding on competent and incompetent beds. Students can also measure the plunge of the fold.LOCALITY 7;Heading back towards the harbour sedimentary logging of the Carboniferous cyclothems can be done.LOCALITY 8; After lunch head round to the south side of the bay to the rock outcrops at Coppice Hall Point. Students can take dip and strikes around the plunging anticline to recognise the structure, then walk back along the cliff path to see the structure from above.Evening tasks – students tidy up their notebooks, produce a neat copy of their sedimentary log of the cyclothem and write an interpretation of the environment.Day 5: LOCALITY 9 - Little Haven – at the headland to the south side of the bay measurement of dip and dip direction of crossbedding can be taken. Looking to the cliff face towards the south ancient river channels can be seen and sketched. LOCALITY 10 – Marloes Sands – Students can walk along the beach working up through a Silurian sedimentary sequence (sed environments and bioturbation). At one point a lava flow with rubble top is encountered and eventually the Silurian / Devonian boundary can be reached.Evening tasks – students tidy up their notebooks and are given an introduction to basic geological mapping. The students collate their dip and strike readings from Little Haven and plot the results on a rose diagram.Day 6:LOCALITY 11 – St. David’s Head – Starting from the youth hostel and following the path behind it, students can map the igneous intrusion, the surrounding metamorphic rocks and the contact between them.LOCALITY 12 – St. Nons Bay – Park at Caerfai Bay and walk along the coastal path to St Nons Bay. Once there students can observe Precambrian volcanics and a basal conglomerate. They can then determine the way up of the sequence. Walking back towards the carpark there are several opportunities to head off the path towards the cliff edge to observe a fining upwards sedimentary sequence where structures can be used to determine way up.
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Evening tasks – tidy up notebooks, ink in maps of St Davids Head, clean out the minibus and start packingDay 7: The journey home commences at 10am after packing room cleaning.Please note: most of the work is tide dependent so tide tables have to be checked well in advance and the days rearranged accordingly. Most days involve one hour supervised free time at the beach.For more information on this fieldtrip please contact David Turner (email: [email protected]) or Jane Ladson (email: [email protected])
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Websites
DISCAIMER - THESE WEBSITES WORKED AT THE TIME THIS BROCHURE WAS PRODUCED, BUT WEBSITES CHANGE CONSTANTLY.
There are many other websites you could search.
Earth Structurewww.geolsoc.org.uk/www.earthquakes.bgs.ac.uk/monthly_map.htmlwww.earthquake.usgs.gov/www.sciencecourseware.comwww.iris.edu/seismon/www.gps.caltech.edu/~polet/events90-96.htmlwww.geo.arizona.edu/saso/Earthquakes/Recent/Seismology programmes “Seisvole” and “Seiswave” can be obtained via download – use Google
Plate Tectonicswww.ucmp.berkeley.edu/geology/tectonics.htmlwww.geolsoc.org.uk/template.cfm?name=tec_plateswww.geolsoc.org.uk/template.cfm?name=lithosphereUSGS produce a downloadable ‘book’ on plate tectonics at: http://pubs.usgs.gov/publications/text/dynamic.html
Igneous and Volcanic Rockswww.geo.mtu.edu/~boris/ETNA_news.htmlwww.volcano.und.nodak.eduwww.norvol.hi.is/www.geologyshop.co.uk/newindex.htmwww.volcanoes.usgs.gov/www.volcanoes.usgs.gov/Hazards/where/PlateTect.html
Sedimentary Rocks
GEOTREX is the Geology Teacher's Resource Exchange that is aimed specifically at geology teachers and contains a plethora of useful resources designed for teaching at AS & A2 Level. It can be accessed by ESTA members through the ESTA website at www.esta-uk.net
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www.palaeo.de/edu/JRP/JRP_english1.htmlwww.bbc.co.uk/education/rocks/index.shtmlwww.huddersfieldgeology.org.uk/www.geologyshop.co.uk/newindex.htm
Metamorphic Rockswww.geolsoc.org.uk/ www.brookes.ac.uk/geology/8361/1998/freya/met.html
Mineralswww.geolsoc.org.uk/ www.geology.about.com/science/geology/cs/mineralogy/index.htm
Geological Timewww.pubs.usgs.gov/gip/geotime/contents.htmlwww.pubs.usgs.gov/gip/fossils/contents.htmlwww.talkorigins.org/faqs/dating.htmlwww.imsa.edu/edu/geophysics/geosphere/time.html
Fossilswww.ucmp.berkeley.edu/ordovician/ordostrat.htmlwww.brookes.ac.uk/geology/8361/1998/kirsty/trilo.htmlwww.uky.edu/KGS/coal/webfossil/pages/silurian.htmwww.mpm.edu/reef/intro.htmlwww.geology.about.com/science/geology/cs/www.trilobites.info/
Volcanic Hazardswww.hraun.vedur.is/ja/englishweb/strain.htmlwww.norvol.hi.is/www.usgs.gov/
Earthquake Hazardswww.geolsoc.org.uk/ hraun.vedur.is/ja/englishweb/www.quake.wr.usgs.gov/
Mass Movement Hazardswww.walesontheweb.org/cayw/index/en/622/334www.usgs.gov/themes/landslid.htmlwww.geologyshop.co.uk/landslips.htmwww.landslides.usgs.gov/www.swgfl.org.uk/jurassic/opencost6.htmwww.kingston.ac.uk/~ku00323/landslid/vaiont.htm
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www.nerc-bas.ac.uk/tsunami-risks/html/HVaiont.htm
Engineering Geologywww.dur.ac.uk/~des0www4/cal/dams/fron/contents.htmwww.walrus.wr.usgs.gov/grandcan/dam.htmlwww.geologyshop.co.uk/chtung.htmwww.nerc-bas.ac.uk/tsunami-risks/html/HVaiont.htmwww.terram.com/reinforcement.htmlwww.j-routledge.co.uk/landfill.htm
Miningwww.ackworth.w-yorks.sch.uk/rjb/location.htmwww.coal.gov.uk/www.ncl.ac.uk/roses/studysites.htmlwww.carnmetl.demon.co.uk/mines.htm
Waste Disposalwww.wlfoe.demon.co.uk/waste.htmlwww.geolsoc.org.uk Put radioactive waste into Searchymp.gov/
Groundwaterwww.bgs.ac.uk/hydrogeology/home.html Search Geoportal for Groundwater
Geological investigationswww.dur.ac.uk/~des0www4/cal/dams/fron/contents.htmwww.imcgroup.co.ukwww.geologyshop.co.uk/chtung.htmwww.railway-technology.com/contractors/infrastructure/aperio/www.benthamgeoconsulting.co.uk/geophysics/index.htmwww.geotecsurveys.com/pages/services.htmwww.geophysics.co.uk/methods.html
Structural GeologyTemplates for building structural models can be obtained from www.fault-analysis-group.ucd.ie
Metamorphic Rockswww.brookes.ac.uk/geology/8301/metamor.htmlwww.brookes.ac.uk/geology/8361/1998/freya/met.htmlwww.soes.soton.ac.uk/resources/collection/minerals/meta-1/www.earth.leeds.ac.uk/assynt/index.htm
Sedimentary Rocks
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www.es.ucl.ac.uk/schools/Glossary/sedimentary.htmwww.aspects.net/~koak/www.soes.soton.ac.uk/resources/collection/mineralswww.geologyshop.co.uk/newindex.htmwww.brookes.ac.uk/geology/8301/surfproc.html
Rock Deformationwww.geolsoc.org.uk/ www.geolsoc.org.uk/template.cfm?name=thrust_beltswww.geologyshop.co.uk/struct~1.htm
Igneous Rockswww.bris.ac.uk/Depts/Geol/vft/oman.htmlwww.ig.utexas.edu/research/projects/lips/lips.htmwww.abdn.ac.uk/geology/profiles/auming/arran/arran.htmwww2.plymouth.ac.uk/intfield/CyprusFT/GeolSetting.htm
Fossilswww.abdn.ac.uk/rhynie/www.yale.edu/ypmip/locations/burgess/www.ucmp.berkeley.edu/cambrian/burgess.htmlwww.trilobites.info/anohome.htmlwww.geology.about.com/science/geology/cs/lagerstatten/www.geology.about.com/science/geology/cs/extinction/www.geology.about.com/science/geology/cs/evolution/index.htm
Quaternary Geology - Landforms and Drainagewww.soton.ac.uk/~imw/jpg/lulair.jpgwww.soton.ac.uk/~imw/durlston.htmwww.soton.ac.uk/~imw/mupe.htmwww.bbc.co.uk/scotland/education/int/geog/limestone/index.shtmlwww.brixworth.demon.co.uk/tors/
The Geological Evolution of Britain - Tectonic Activity in the UKwww.branches.co.uk/earth/tectonic.htmwww.earth.leeds.ac.uk/assynt/www.geologyshop.co.uk/ukvolc.htm#scottertwww.brookes.ac.uk/geology/8361/1999/simon/cornbath.htm
The Geological Evolution of Britain - Changes in Climate and Global Plate Tectonicswww.scotese.com/earth.htmwww.pembrokeshire-online.co.uk/geology2.htmwww.lundy.org.uk/lfs/is/geology.htmlwww.cressbrook.co.uk/features/geology.htmwww.wales-hotel.co.uk/geology/geology.htmwww.huddersfieldgeology.supanet.com/pages/p20lgeo.htmwww.invectis.co.uk/iow/geo.htm
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Videos
It is valuable to build up a bank of videos that can be used with students. Keep an eye open for geology programmes on the TV such as Horizon and Equinox. It is also worthwhile looking at Open University schedules.
The 1995 Christmas Lectures by James Jackson are available for about £12 from the shop at the Sedgwick Museum in Cambridge.
An excellent into to Palaeo including Lagerstatten such as Burgess Shale etc. is provided on a DVD by David Attenborough : Lost Worlds Vanished Lives. This was originally broadcast in 1989 and has been available on DVD since 2004.
The BBC DVD of ‘Supervolcano’ is now available.
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Possible Laboratory Practical Activites
Below is a list of some of the many possible activities which can be used for teaching or coursework provided by Mike Tuke.Where known, published references are given to descriptions of these activities or you can devise them yourself. All of these and many more are described in Tuke, Mike Earth Science Experiments for teaching and coursework ( in press).
MineralsAtomic weight and density - To determine the relationship between atomic weight and
density in isomorphous minerals
IgneousCooling and crystal size - To show the relationship between speed of cooling and
crystal size.*Cooling in a liquid -To show how the temperature changes in the centre and edge of a
cooling and crystallising liquid.Crystallisation of mixtures - To measure the temperature of crystallisation of salol and
thymol both as pure substances and as mixtures and to plot a phase diagram.Investigating the properties of igneous rocks - To see of there is any relationship
between density, grain size and percentage of dark minerals in igneous rocks.Modal analysis and density - To use point counting to work out the modal analysis
and then to use this information to calculate the density of the rock.Speed of lava flows - To determine the relationship of temperature, water content,
crystal content and angle of slope to the speed of a lava flow. (TES 2002)Speed of cooling of an igneous body - To determine how size, shape, surface area,
composition and grain size affects the speed of cooling of an igneous body. *Speed of eruption - To calculate the speed of the landslide and of the eruption cloud of
Mount St. Helens. from photographs in USGS memoirStudy of a slab of Quartz Porphyry - To determine the size, percentage and
orientation of phenocrystsVesicular basalt - To find the percentage of vesicles and thus the porosity of a slab of
vesicular basalt.
Metamorphic rocksMetamorphic aureole - To show how the temperature changes in the rocks adjacent to
an intrusion as the intrusion cools. (TES 2001 v26 p149)
Sedimentary rocksDesert sand - To explain why sand grains that have been transported by wind are
generally better rounded than those transported by water by shaking pieces of brick in water and in air.
Falling grains - To determine the effect of size, density, roundness and sphericity on the speed of fall of grains in water.
Movement of grains - To determine the effect of shape, size, bed roughness and bed slope on the movement of grains in a piece of flat bottomed troughing.
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Transport by wind - To explain how size, shape and density affect the ease with which grains can be moved by wind. *
Compaction - To determine the effects of grain size and pressure on the amount of compaction of loose sand using sand in beaker.
Purity of limestones - To determine whether there is a relationship between the colour of a limestone and the amount of impurities it contains.
The shape of pebbles - To see if the shape of pebbles is controlled by the bedding planes.
Mudcracks - To study the formation of mud cracks, to determine what controls their size and to see how modern mud cracks compare with fossil ones.
Rain prints - To study the formation of rain prints and to work out the conditions under which they form and may be preserved.
StructureOmission and repetition - To discover how the dip direction of the strata and the type
of fault determine whether omission or repetition of strata occur on the surface and in boreholes from diagrams.
Squeezing Plasticine - To determine how reduction spots and oolites change shape when compressed.
Wavelength - To work out the relationship between wavelength, amplitude, dip of limbs and crustal shortening using folded paper
PalaeontologyAnterior margin - To determine the relationship between the sharpness of the
anterior/ventral fold, the area of the opening and the size of sediment that could enter.
Crinoidal limestone - To see if there is any orientation to crinoid stems in a slab of limestone.
The evolution of Micraster - To describe the changes between two species of micraster.
Extinction and continental drift - To determine the effect of continental collisions on the variety of species. (TES 2003 v28 p13)
Shaking shells - To determine which shells are the most resistant to attrition. (Kennet and Ross p9)
Shells as way-up indicators - To determine if loose valves can be used as way-up indicators in sedimentary rocks.
StratigraphyEnvironmental interpretation of sands - To interpret the environment of formation of
sands by matching the characteristics of the sand to those of known environments.
Half lives - To show how the numbers of parent and daughter atoms change as a radioactive element decays using dice. Kennett and Ross p17)
Economic GeologyOre grade - To calculate the percentage of galena in a sample containing only galena
and calcite using density.Panning for gold - To give students the experience of panning. *
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Resistivity of rocks and minerals - To determine the resistivity of rocks, and minerals and of reservoir rocks, saturated with water, oil or gas. Can be used as a revision exercise
Angle of rest - To determine the angle of rest in loose sediments and the factors which control it. *
Roadstone - To determine which rocks are most suitable for wearing course aggregate. Good for revision of rocks and minerals. (TES 1985 v10 p63 but use samples)
Strength of Rocks I - To determine the relative strength of a variety of rocks. A good way of becoming familiar with a range of common rocks. *
Strength of rocks II - To determine what factors control the strength of rocks. Good for revision of rocks and minerals.
Subsidence due to clay shrinkage - To determine the amount of subsidence likely to occur if the clay dries out.
Hot rock - To determine the specific heat of a rock and thus how much heat can be obtained from a given volume of rock.
Porosity of sediment - Determining the porosity of sediment and the factors which control it.
Porosity of rocks - Compare the porosity of different rock types or sandstones of different ages
Flow of oil and water - Experiments to determine the effect of grain size, sorting, length, cross-section and temperature on the flow of fluids through sediment using sand in tubes.
Co-efficient of permeability - To see how hydrostatic pressure effects water flow and to calculate the co-efficient of permeability. *
Capillary movement - To show how water rises in sediments of different grain sizes. *Purifying water - To determine which sand is best for filtering water. *
EarthEarthquake - To determine the effects of crustal elasticity, fault surface roughness, and
confining pressure on displacement.Isostasy - To determine the relationship between erosion and uplift of the crust and
deposition and depression of the crust using wooden blocks in tank.The effects of isostasy - To show how isostasic adjustment affects the height and
shape of the land * Sea floor spreading - To work out what factors determine the amount of displacement
of the ridge along a transform fault. (Dennis Bates Journal of Geological Education v38)
Accretionary prism - To explain the sequence of strata found in an accretionary prism. (TES 2001 v26 p43)
OtherMeteorite craters - Using steel balls and marbles to determine the effect of speed, size
and density on the size of the crater.
References* Described in Tuke, Mike 1991 Earth Science Activities and Demonstrations John Murray This book was written for Key stage 3 but the activities can easily be adapted to A level
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