Using chocolate to model plate margins

New ELI today is 'Mars^TM margins - diverged, converged and transformed; modelling plate margins with a Mars^TM bar - apart, together and side by side'

A demonstration of the three types of plate margins, their stress fields and characteristics using a Mars^TM Bar. This activity is a bit messy but very enjoyable!

Other Earthlearningideas to do with plate margins can be found on our website.

Demonstrate the water cycle, latent heat and global energy transfer

From our water cycle series: 'Cycling water and heat in the lab – and the globe; demonstrating the water cycle, latent heat and global energy transfer'

A lab demonstration of the water cycle that can be used to develop thinking skills and to understand latent heat transfer and its global effects.

The other ELI water cycle activities showing the progression of thinking skills are as follows:

Changing state – transforming water
    Practical activities to change the state of water; solid, liquid, gas,

Mini-world water cycle
    A water cycle demonstration model in a box

Water cycle world
    A discussion activity on the natural water transformations on Earth

Wriggling your toes on ancient bedding planes

The new ELI today is 'What would it feel like to wriggle your toes on an ancient bedding plane as the sediment was being deposited? Clues from the present day about the origin of sedimentary rocks'.

This activity enhances understanding of the energy levels involved in the deposition of sediment, from a series of photographs, which in many cases will prompt pupils to reflect on their own experience. It can be used to reinforce learning of sedimentary environments and their products and can be accessed from about 7 years of age upwards.

Many more activities about sediments and sedimentary environments can be found on our website.

Which power source might be built in the view you can see from your window?

'Power through the window; which power source might be built in the view you can see from your window?'

Pupils are asked to consider which of the commonly available power sources (coal, oil, natural gas, nuclear, hydroelectric or wind) COULD be built near their school/home, before being asked to think about whether the less common power sources would be viable there (solar, geothermal, tidal, wave). They are then asked to give their views on whether one of these SHOULD be built there.

Many other activities about power sources can be found on the website by using the search engine or the alphabetical index.