GEOLOGY:
Earth Physics
and Earth Movements
Simulated fieldwork study
INTERMEDIATE 2
Andrew McLeish
Geology
Intermediate 2
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Acknowledgement
Learning and Teaching Scotland acknowledge the work of Andrew McLeish in the
production of this resource.
This publication may be reproduced in whole or in part for educational purposes by
schools and colleges in Scotland provided that no profit accrues at any stage.
© Learning and Teaching Scotland 2004
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Intermediate 2
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CONTENTS
SECTION 1: Teachers’ guide
5
Introduction
5
Briefing
5
Materials required
5
Requests for assistance
6
Field study area
7
Requirements for each exposure
9
Assessment
37
The assessment of fieldwork in Geology
41
Record of fieldwork reports
46
SECTION 2: Student guide
47
What you are given
47
What you have to do
47
Assessment
48
Field study map
49
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SECTION 1: Teacher’s Guide
Introduction
The simulated fieldwork study presented here is designed to meet the Geology
Intermediate 2 course requirements in cases where candidates are unable to carry
out fieldwork in the normal way. The materials may either be used as a free-standing
exercise or as an exemplar that can be adapted to suit the local geology in the area
of the presenting centre.
Briefing
Students should be issued with a print-out of the map of the field study area (Figure 1
on p7 and p49). They should be briefed as if they were about to embark on a real
field trip. Such a briefing will include discussion of how to plan and organise the
work, along with consideration of safety measures. Students should be encouraged
to take notes during the discussion.
Students should write a field study report based on the materials provided in this
exercise. Procedures for assessing the report are included in this guide.
Materials required
In the room or lab, geological materials for each ‘exposure’ should be set out as
shown in Figure 1, and be accompanied by print-outs of the relevant illustrations.
‘Exposures’ should be named, not numbered. Rock slabs or boards should be
positioned to allow the measurement of strike and dip.
Appropriately labelled rock specimens will be required (with possible substitutes in
italics) including:
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basalt (or porphyritic basalt)
vesicular basalt (or amygdaloidal basalt)
siltstone (grey)
siltstone (red/brown)
coal
spotted shale
weakly metamorphosed sandstone (red/brown)
shale
vent breccia (or agglomerate, or tuff)
dolerite (or basalt)
grey sandstone
raised beach sediment with littoral gastropods and bivalves.
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--------------------------------------------------------------------------------------------------------------Other materials could include:
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pencils
coloured pencils
copies of illustrations (Figs 2-26)
clinometers
compasses
rulers
notebooks
rock slabs or boards
hand lenses
base maps
acid bottles.
NB: if acid is used, safety goggles and protective gloves must be provided.
Requests for assistance
While carrying out the exercise, it might happen that students seek help from the
teacher/lecturer, who should carefully consider the level of assistance provided.
Students may require help with providing interpretations and organising the work, as
well as advice on presentation.
As part of the process of gathering information, students may discuss aspects of the
exercise with each other. It is, however, essential that each student be seen to make
a significant individual contribution to all aspects of the work.
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Intermediate 2
--------------------------------------------------------------------------------------------------------------Figure 1: Field study area
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Requirements for each exposure
On the following pages, tables listing the requirements for each location in Figure 1
are provided. They are followed by relevant illustrations, which can be displayed
accordingly.
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Location
Quern Quarry
Materials
Field Sketch QQ1 (Figure 2)
Field Sketch QQ2 (Figure 3)
Specimens: QQ1 basalt (or porphyritic basalt);
QQ2 vesicular basalt (or amygdaloidal basalt)
Details of geology
Basalt lava flow with rubbly, weathered
surface and columnar jointing.
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--------------------------------------------------------------------------------------------------------------Figure 2 Quern Quarry
Figure 3 Quern Quarry
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Location
Montgomery Cleft
Materials
Figure 4
Specimens: MC1 siltstone; MC2 coal
Details of geology
Reverse fault between synclinally and anticlinally
folded siltstone. Siltstone behaving as
incompetent layer. Coal seam overlying
siltstone.
Location: St Monans, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 4: Montgomery Cleft
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Location
Robert Burn
Materials
Figure 5
Figure 6
Figure 7
Specimens: RB1 coal; RB2 grey siltstone
Details of geology
Figure 5: reverse fault - coal faulted against
shale.
Location: Anstruther, Fife.
Figures 6 and 7: reverse faults in mudstones
with dolomitic and calcareous partings.
Location: St Monans, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 5: Robert Burn
Figure 6: Robert Burn
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--------------------------------------------------------------------------------------------------------------Figure 7: Robert Burn
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Location
River Fenix
Materials
Figure 8
Figure 9
Details of geology
Figure 8: normal fault - sandstone with flaky
inclusions of mudstone has been moved down to
abut against mudstone with dolomitic partings.
Figure 9: slickensides.
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--------------------------------------------------------------------------------------------------------------Figure 8: River Fenix
Figure 9: River Fenix
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Location
Rudi Valley
Materials
Figure 10
Figure 11
Figure 12
Specimens: RV1 spotted shale; RV2 weakly
metamorphosed sandstone.
Details of geology
Transgressive sill of white trap in sandstone
and oil shale. The sill was originally basaltic
but its minerals have been altered to calcite
and kaolinite by emanations from stewed oil
shales.
[‘Trap’ (Swedish, trappa, a stair) is an old term
that refers to tabular masses (lava flows and
sills) of basalt].
Location: South Queensferry, West Lothian.
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--------------------------------------------------------------------------------------------------------------Figure10: Rudi Valley
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--------------------------------------------------------------------------------------------------------------Figure 11: Rudi Valley
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--------------------------------------------------------------------------------------------------------------Figure 12: Rudi Valley
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Location
Scallop Shore
Materials
Figure 13
Figure 14
Specimens: SS1 shale; SS2 vent breccia
Details of geology
Contact between volcanic plug and country rock
(shale and sandstone). The shale is the darker
rock, the vent breccia the lighter. The brown
lumps in the shale are ironstone nodules. The
shale and sandstone have been brecciated by
the injection of gassy volcanic ash.
Location: St Monans, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 13: Scallop Shore
Figure 14: Scallop Shore
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Location
Ruff Rock
Materials
Figure 15
Figure 16
Figure 17
Figure 18
Figure 19
Figure 20
Specimens: RR1 basalt or dolerite; RR2 vent
breccia
Details of geology
Figures 15-17: basalt or dolerite dykes and
sheets intruded into vent breccia.
Figure 18: vent breccia with xenoliths of Old Red
Sandstone and layered tuff.
Figures 19 and 20: vent breccia with xenoliths of
shale and siltstone. (Red fragments are not Old
Red Sandstone. The colour has been produced
by oxidation due to weathering).
Location: St Monans, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 15: Ruff Rock
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--------------------------------------------------------------------------------------------------------------Figure 16: Ruff Rock
Figure 17: Ruff Rock
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--------------------------------------------------------------------------------------------------------------Figure 18: Ruff Rock
Figure 19: Ruff Rock
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--------------------------------------------------------------------------------------------------------------Figure 20: Ruff Rock
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Location
Clabbidoo Crack
Materials
Figure 21
Specimens: CC1 grey sandstone; CC2 vent
breccia
Details of geology
Contact zone between volcanic plug and country
rock (sandstone). The light coloured sandstone
has been brecciated by the injection of gassy
volcanic ash.
Location: St Monans, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 21: Clabbidoo Crack
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Location
Haddock Head
Materials
Figure 22
Figure 23
Details of geology
Figure 22: anticline in dolomitic limestone.
Location: St Monans, Fife.
Figure 23: Syncline in sandstone, siltstone and
shale. The rocks are encrusted with barnacles.
Location: Cellardyke, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 22: Haddock Head
Figure 23: Haddock Head
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Location
Natterjack Ness
Materials
Figure 24
Figure 25
Figure 26
Specimen: NN1 sediment with littoral gastropods
and bivalves.
Details of geology
Figure 24: raised beach deposit.
Figure 25 and Figure 26: shelly deposits within
the raised beach. The shells are mostly
gastropods (limpets, winkles, dog whelks and
top shells). Bivalves are also present (cockles
and trough shells).
Location: Anstruther and Pittenweem, Fife.
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--------------------------------------------------------------------------------------------------------------Figure 24: Natterjack Ness
Figure 25: Natterjack Ness
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--------------------------------------------------------------------------------------------------------------Figure 26: Natterjack Ness
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Assessment
Details of assessment are set out in the support notes for Outcome 3, PC a, b and c.
While students should be assessed on the basis of their reports, the students’
contributions to discussion and the quality of their field notes may confirm or
complement the judgement of the teacher/lecturer.
The following additional guidance is offered.
1. Gathering of information
Planning and organisation of work
Examples of good practice:
 the student provides himself/herself with a comprehensive set of equipment
 the student gives due regard to safety procedures. For example, the student
suggests:
- checking tide tables
- wearing a hard hat when working in quarries and under cliffs
- studying exposures on high ground only at times when the weather is good
- leaving a note of his / her intended whereabouts
- carrying a mobile phone
- permission is sought where access may be restricted
 exposures are visited in a systematic manner. For example,
- well exposed areas are studied before poorly exposed areas
- exposures with simple relationships are studied before exposures with complex
relationships
- rocks are studied in order of age
- the field area is studied along a series of transects
- stream sections are studied in an upstream direction
 critical exposures are revisited.
Observing
Examples of good practice:
 observations are accurate and detailed
 observations are aided by measurements. For example,
- strike and dip
- grain size
- bed thickness
- fault displacement
- diameter of joint blocks
- thicknesses of dykes, sills and strata.
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Intermediate 2
--------------------------------------------------------------------------------------------------------------Recording
Records should be made in appropriate formats. For example:
– text
– diagrams
– maps
– photographs
– tables
– graphs.
Examples of good practice:
 each field note is accompanied by a reference to the location at which it was made
 the text in the report is concise. No irrelevant information is given
 diagrams and photographs are annotated. Photographs may be annotated by
means of transparent overlays or by use of the computer for scanned or digital
photographs. Each has a scale and geographical orientation
 maps are annotated. Each has a legend, scale and geographical orientation.
 the most appropriate forms of tables and graphs are used.
2. Processing Information
Identification
In simulated fieldwork studies, students should be able to identify a range of the
features specified in the Unit Content and to describe them to an appropriate level of
detail.
Examples of good practice:
 rocks, and geological structures and relationships are accurately identified
 clear distinctions are drawn between features of different types. For example,
- between folds of different types
- between faults of different types
- between intrusions of different types.
Overall content
The simulated study should contain sufficient geological features to allow the student
to produce a report with an appropriate level of content.
Examples of good practice:
 the geological content of the report is of acceptable quality and variety
 illustrations are integrated into the report.
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Intermediate 2
--------------------------------------------------------------------------------------------------------------Presentation
The report should be set out in a systematic and coherent manner.
Examples of good practice:
 all required elements (e.g. title, text and illustrations) are present
 the text is of a simple, clear, straightforward style that is easily read and
understood
 the illustrations clearly show what is intended. They are augmented by relevant
annotations
 relevant graphs and tables are included
 the student suggests how improvements could be made.
3. Interpretation
It is not expected that all interpretations are necessarily correct.
Examples of good practice:
 interpretations are based on observations
 interpretations are justified by reasons
 the student shows sound judgement in interpreting structural relationships and
geological histories
 the student shows an appreciation of the limitations of their conclusions.
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Intermediate 2
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Intermediate 2
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The Assessment of Fieldwork in Geology
NB: Information for Intermediate 2 is highlighted in grey.
1. Fieldwork experience
At all levels of the study of geology, experience of fieldwork adds greatly to the
enjoyment and understanding of the student.
In geology, the submission of fieldwork reports is required for units at Intermediate 2,
Higher and Advanced Higher levels. At Intermediate 2, while the report should
preferably be based on real fieldwork, it may be based on simulated fieldwork. At
Higher and Advanced Higher levels, use of real fieldwork is highly desirable.
However, where it is not possible to carry out a study in the field, simulated studies
may be used.
2. Reports of Fieldwork
The following three aspects of fieldwork reports apply at degrees appropriate to the
levels of the Units:
2.1 Organisation, Presentation and Recording
 Organisation of work
All practical work should be undertaken in a systematic manner. This
organisation should be reflected in the manner in which the report is written.
 Presentation of work
The report is of a scientific investigation and its structure and accessibility to the
reader should reflect this. At all levels the report should have:
a title
a specification of the locality of the area or areas studied
illustrations e.g. maps, diagrams, photographs, graphs
an account of observations, measurement and interpretations.
At Higher and Advanced Higher levels there may also be:
suggestions for further work or research
reference to limitations of the methods used in the investigation.
 Recording of results and overall content
Marks awarded should be based on the ability of the student to record, in an
appropriate and complete form, observations, measurements, calculations
and interpretations drawn from fieldwork and any further practical work. The
mark should take account of the quality of the geological content of the report
and the degree to which relevant illustrations such as maps, diagrams,
photographs and graphs are integrated into the report.
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Intermediate 2
--------------------------------------------------------------------------------------------------------------2.2 Identification and Observation
 Identification
There should be evidence of recognition of specific features and of their description
to an appropriate degree of detail. Marks should be awarded for the quantity of
identification from the possible range of features and for the quality of the description
given.
 Observation
Marks in this category are awarded for skills shown by the candidate in making
disciplined accurate observations of whatever is under investigation. Each student
should play an active part in carrying out the investigation. The mark awarded may
be drawn partly from follow-up laboratory work carried out by the student.
2.3 Interpretation
Under this heading the assessor should consider the quality of the interpretation
made, and the extent to which interpretations are justified.
At Higher and Advanced Higher levels, students should show an appreciation of the
limitations of particular methods of investigation and the conclusions drawn from
them.
3. Extent of support
While the fieldwork activity is under the direction of the teacher/lecturer, the individual
and independent work of the student is important. The report must be the individual
work of the student and be based on an investigation in which the student has
demonstrated an acceptable level of participation. Depending on the fieldwork
activity, the collection of information may involve group work. Guidance and advice
should be offered to the student and up to two redrafting opportunities allowed.
4. Assessment
4.1 General framework of assessment
Marks should be recorded and fieldwork reports retained for possible moderation
procedures.
4.2 Possible contribution to evidence
A fieldwork report is an opportunity for a student to perform at a level beyond that
required for a bare unit pass. Fieldwork reports may form part of the evidence on
which course estimates are based or which may be submitted in support of an
appeal.
An indication is given below of the features which indicate a unit pass (and which
might lead to C grade course assessment if maintained in other parts of the course)
and those which indicate achievement beyond a unit pass (and which might lead to
an A or B course assessment if maintained in other parts of the course).
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--------------------------------------------------------------------------------------------------------------Unit pass (possible C award)
Beyond C award
The student
The student
Organisation
i.
demonstrates a
systematic approach to
fieldwork
i.
demonstrates a
systematic approach to
fieldwork
Presentation
ii.
produces a structured
report
ii.
produces a structured
report
Recording
iii.
records an adequate
number of possible
features.
iii.
records almost all
possible features
Identification
i.
recognises an adequate
number of simple
features
i.
recognises almost all
simple and some
complex features
Observation
ii.
provides basic
observations.
ii.
provides detailed and
acute observations.
Interpretation
i.
interprets simple features
correctly at a simple level
i.
interprets almost all
simple and some
complex features
correctly with an
appropriate degree of
detail.
4.3 Requirements of fieldwork reports at different levels
Within the general framework of assessment given above, the specified performance
criteria for each unit should be met. It is recognised, however, that certain field areas
may not provide opportunity to meet all performance criteria fully. This should be
taken into account during assessment.
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Geology
Intermediate 2
-------------------------------------------------------------------------------------------------------------- Access 3 and Intermediate 1
No fieldwork report required.

Intermediate 2
Earth Physics and Earth Movements
Fieldwork report of about 400 words
PC:
a.
Geological structures are correctly described with respect to their modes of
formation and effects.
The cross-cutting and superposed relationships of rocks and structures in the
field are correctly established.
Fieldwork is planned, organised, conducted and reviewed effectively.
b.
c.

Higher level
Earth Physics, Structural Geology and Plate Tectonics
Fieldwork report of about 1000 words.
PC:
a.
b.
Geological structures and igneous bodies are correctly identified and described.
The modes of origin of structures and their cross-cutting relationships are
correctly described.
Fieldwork is planned, organised, conducted and reviewed effectively.
c.

Advanced Higher level
Engineering geology
Engineering geology report of about 1000 words.
PC:
a.
b.
c.
d.
e.
Laboratory and field procedures are described accurately.
Relevant measurements and observations are recorded in appropriate
framework.
Recorded laboratory and field information is analysed and presented in an
appropriate format.
Conclusions drawn are valid.
Laboratory and field procedures are evaluated with supporting argument.
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Intermediate 2
--------------------------------------------------------------------------------------------------------------Environmental geology
Environmental geology report of about 1000 words.
PC:
a.
b.
c.
d.
e.
Laboratory and field procedures are described accurately.
Relevant measurements and observations are recorded in an appropriate
framework.
Recorded laboratory and field information is analysed and presented in an
appropriate format.
Conclusions drawn are valid.
Laboratory and field procedures are evaluated with supporting argument.
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Record of fieldwork reports
Aspect Assessed
Name of Candidate
Organisation of Work
/2
Observation
/5
Recording
/3
Gathering Information
/10
Identification/Description
/4
Content
/4
Presentation
/2
Processing Information
/10
Interpretation
/10
Pass/Fail
Cut-off = 15/30
With NOT LESS than
4/10 in each main
aspect:
Gathering Information
Processing Information
Interpretation
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Section 2: Student Guide
You are to imagine that you are on a geological field trip. You will have to make a
record of what you do, see and think. Afterwards, you will have to write a report.
Ask your teacher/lecturer if you need help with any aspect of this field study.
1. What you are given
 Map (Figure 1)
The field trip is to the area shown. On the map, the arrows show the places where
you will be looking at rocks.
 Materials to be studied
Your teacher or lecturer has set out geological materials (rocks, drawings, printouts, etc.) for each location you are going to visit. Also, there are rock slabs or
boards that show the strike and dip of the rocks.
2. What you have to do
(a) Plan your field trip
Study the map of the field study area. Think about:
i.
The materials you would need to take with you on this field trip.
ii.
The order in which you would visit the rock locations.
iii.
Safety precautions you would have to take.
(b) Make and record observations
Go from place to place around the room. At each location, study the geological
materials very carefully. Think about:
i.
The observations and measurements you will have to make.
ii.
The best ways of recording your observations and measurements.
It may happen that you will come across something you are not sure about. For
example, you may see a geological structure that you do not recognise. What will
you do if this happens?
(c) Make interpretations
Think about things such as:
i.
How structures have formed
ii.
The conditions under which rocks and structures formed
iii.
The order in which structures have formed
iv.
How the rocks and structures at one place relate to the rocks and
structures at another place. What you see in one place may help you to
understand what you see at another place.
(d) Write a report on your field study
Your report should be about 400 words long. In your report you should say what
you have done, and describe and interpret what you have seen.
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Assessment
Your report will be assessed in the way shown in the table:
What is being assessed
Marks
given
Other notes
Gathering information (10 marks) under these headings:
2
Organisation of work
You should show that you have properly
planned the work and that you have
carried it out in a systematic manner.
5
Observation
Details of rocks, structures etc. and their
relationships should be very carefully
observed.
3
Recording
Observations, measurements,
calculations and interpretations should
be recorded in the most suitable forms
(e.g. text, labelled diagrams,
photographs, graphs, maps and tables).
Processing information (10 marks) under these headings:
4
Identifying and describing
Rocks, structures and geological
geological features
relationships should be correctly
identified and carefully described.
4
The content of the report
There should be an adequate level of
geological content. Useful illustrations
should be built into the report.
2
The presentation of the
The report should be set out in an orderly
manner and it should have:
report
 a title
 a brief statement of how the work was
planned and organised
 illustrations
 an account of observations,
measurements and interpretations.
Interpretation (10 marks)
The interpretations that you make should be of good quality; reasoning for your
interpretations should be given.
To pass you have to get 15 / 30 or more. You must gain at least 4 / 10 in each
main part (gathering information; processing information; and interpretation).
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Intermediate 2
--------------------------------------------------------------------------------------------------------------Figure 1: Field study map
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