Abstract

Introduction

Geology makes less use than other physical sciences of laboratory equipment to demonstrate the various phenomena commonly discussed in the classroom. Many teachers explain this lack of demonstration material by saying that few geologists have the engineering ability to design the necessary equipment. Others say that the geologist’s true laboratory is the out-of-doors and that a single field trip, properly conducted, is worth more than any amount of laboratory instruction. Still others insist that, although laboratory equipment in geology can readily be constructed, it is essentially worthless, inasmuch as static models can not arouse the average student’s interest; and further, that operative exhibits are misleading or useless either because of the general inability to handle properly the time element or because of difficulties inherent in the disparity of any scale employed in the models in comparison with that of the actual areas portrayed.

These objections, although in part real, . . .

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