This report publishes the metadata of a 3d modelling study by a BUFI student which
subsequently was then formalised by British Geological Survey (BGS) modelling staff. As the
model was created by a visiting student no accurate metadata was maintained during the project
set-up period. This document aims to publish all known metadata and indicates where
uncertainty of source arises. The model was given to BGS after the initial student completion phase to allow the in-house modelling team to bring the model into line with BGS best practice.
The model was developed under the 3d Models for Teaching team, part of the Geological
Modelling Systems program at BGS. 3D geological models have great potential as a resource for
universities when teaching foundation geological concepts as it allows the student to visualise
and interrogate UK geology. They are especially useful when dealing with the conversion of 2D
field, map and GIS outputs into three dimensional geological units, which is a common problem
for all students of geology. Today’s earth science students use a variety of skills and processes
during their learning experience including the application of schema’s, spatial thinking, image
construction, detecting patterns, memorising figures, mental manipulation and interpretation,
making predictions and deducing the orientation of themselves and the rocks. 3D geological
models can reinforce spatial thinking strategies and encourage students to think about processes
and properties, in turn helping the student to recognise pre-learnt geological principles in the
field and to convert what they see at the surface into a picture of what is going on at depth
