Interactive Information on Methods

by

Stefanie Bott, Catherine Bongard, Felix Gann, Franziska Heller, Prof. Hüttermann, Andrea Kübler, Diemo Platz, Melanie Schnepf

DailyRoutine

CoastalInvestigation

EnvironmentalImpact

Assessment

TourismStudy

SoilStudies

RiverStudies

Map Work andField Sketches

Arbeits-methoden

dailyroutine

morning lessons

• introduction/disclosure - subject: map work• explanations to local conditions and features• rehearsal of knowledge of the subject which pupils already required• introduction to new vocabulary and terms• explanation of field work techniques and procedures• explanation of daily routine and study trip operational and organisational structure

field work

• autonomous work groups• tools: compass, wind gauge, thermometer, map usage• usage of field work equipment• logging of observations and findings in the supplied data sheets• team work

conlusion• summary and evaluation of data acquisition• annotation of field work results

soil studies on the way to the needles

Soil StudiesSoil Studies(on the way to the needles)(on the way to the needles)

analysis of soils

on the way

Alumn bay

an example:soil studies on the way to the needles

sedimentation experiment

preparations

Due to wastage, erosion and pollution the soils on this planet are becoming more and more ruined.

Therefore it has become essential that even school lessons insistently deal with the subjects of soil protection, conservation and preservation.

In particular the composition of soils and their origin should be dealt with. Within this framework the chemical analysis of soils or their compounds is of secondary interest.

introduction

selection of an easy accessible area – building sites in new developed land-use areas are perfectly suited

general introduction before field trip explanation of the tasks to perform call for attention regarding dangers and perils of field work at

the building site before field trip

work to be done in advance

preparation of field work the pupils work in groups of three in an assigned term

of reference and location in that location the pupils survey and examine the

ground of the area in respect to characteristics like colour or soil types

measurements and observations are sketched and written down

required material: tape measure, spatula, writing pad (The scale for soil profile draft is given by teacher)

possible observations

parallel layering of soil to surface different colouring of soil soil surface appears crumbly and darker in the lower

parts of the sample. Includes many plant roots, floral remains and

substrate-specific animals

analysis of soils

soil composition separation of solid soil

components

soil composition visual inspection and

analysis of a part of the sample of approx. the size of a hen's egg on a white piece of paper using a magnifying glass

observations

determination of soil composition: sand, waste, clay, plant roots, appearance is crumbly, punched, has crannies, etc.

recognize that in the compartments between solid soil compounds water, air and life in the soil (worms, arthropods, insects, etc.) can be found.

results

soils always consist of four main parts: solid components, plants and animals or their remains, water and air.

separation of solid soil components

determination of grain size by braying between fingers Principle of sediment separation Sedimentation of a portion of

fine gravel (diameter > = 2mm) and sand (diameter >= 0.2mm) using two at least 50 cm long PE-tubes filled with water.

The experiment demonstrates the proportional relation between particle size, weight and velocity of fall.

results The heavier the particle the faster the sedimentation.

sedimentation experiment

• A on one side closed PE-tube is filled to 1/4 with the soil sample. Then the tube is filled with water leaving an approx. 3 cm high air pocket after being sealed with a second cork. The on both ends sealed tube is vigorously shaken until the enclosed soil sample and water form a homogenous suspension. Then the tube is fixated on a wood tripod and the sedimentation process can be observed.

Results soil particles settle according to their grain size and weight in

different layers.time of sedimentation

heavy, coarse particles immediately fine sands after 3 - 8 seconds silt particles after several hours

approach

Settled sediments are examined using a magnifying glass. This allows the determination of transition zones and therefore the

measurement of the heights of individual sediment layers. The volume of the sediment (v) can be calculated using the inner

diameter of the tube (d), the height of the sediment (h) and the base area of the tube (q).

q = (d/2)2*3.14 v = q*h

From this the percentage of the difference in grain size can be calculated.

If sand preponderates in the soil sample, the soil is characterized as "sand". Higher portions of clay determine "clay" or "plug" soils. If sand is missing from the sample but the suspension stays muddy in the sedimentation experiment, the sample consists mainly of clays.

additional analysis approaches

determination of the air volume in the soil sample determination of water storage capacity of the soil

sample filter, buffer and transducer functions in soils determination of capillary forces in different soil

substrates determination of acidity of soil substrates using pH

sedimentation experiment measure the air amount

overview of possible experimental analysis setups

water storage capacity

soil study

The pupils apprehended the relation between soil structure and texture, pH, vegetation and land usage. Thus soil samples using the gimlet were taken on four locations on the route from Freshwater Bay to Alum Bay. The pupils worked in teams to determine the rock type (finger testing), vegetation types recorded, land and sea usage determined and environmental impacts discussed. pH values of the soil samples were monitored using a supplied indicator kit.

resultsAcidity of soil is measured on a pH scale from 1 to 14. Alkaline soils present high pH values, acidic soils low pH values. A pH value of 7 is predetermined as "neutral". Most plants have a growth optimum in soils with a pH between 4 - 10. In acid water plant nutrients are dissolving very fast. The result is a drained soil structure. In contrast, minerals are not dissolved well in alkaline water. Anorganic substance are therefore not transported to the plants. The pupils recognized that loamy soil represents a fine mixture of sands and clay. As a result, the vegetation growth here was superior to other soils. Clays display a relatively heavy volume weight, accumulate much water and plant nutrients. Sands are dry, display low volume weights and relatively unproductive.

SITE 1

OS grid reference SZ 349/857altitude 15mweathertemperature 10.9º Cwind speed 10.2 average 7.4wind direction east

land & sea use family houses, hotelsrock type chalk, sandsoil description alkalinevegetation 4 types of plants, grassesenvironmental impacts rubbish, pavement

an example of a soil study sheet

On the way…

…digging the ground…

…final steps

Alum Bay

The cliff-section diagram here indicates the main units visible in the cliffs of Alum Bay. It should be noted though, that much of the succession here is not easily correlated with that of elsewhere. The Reading Formation and the London Clay Formation do not present any major problems, although, of course there can be argument about the exact position of the boundaries. The Boscombe Sands, Barton Clay, the Becton Sand are relatively straighforward . It is the Bracklesham Group which is rather difficult. A number of coloured sand units alternate with heterolithic, laminated and lignitic sands and clays. Grey laminated beds like these occur elsewhere in the Bracklesham Group. They alternate elsewhere with greenish glauconitic sands that are quite fossiliferous. These green sands can be identified as specific formations by their fossil content. Alum Bay is unusual in that the sands are yellow or pink and are oxidised and generally without marine fossils. Correlations have been made and those of Insole, Daley and Gale (1998) are used here. There are complications though, such as the upper and lower "leaf" of the Poole Formation and the Wittering Formation. Not every part is confidently tied in with the Whitecliff Bay section and some room for discussion exists. It should also be noted that older literature may use rather different correlations and that much of the Bracklesham Group may be listed as "Bagshot Sands".

Detailed information on the geological succession at Alum Bay in the western part of the Isle of Wigh can be found here. The cliffs at the bay provides impressive cliff faces of vertical Tertiary strata, particularly the tourist attraction of coloured sands. The Barton succession is being studied in some detail by Rachel Helsby partly to help understand the occurrence of an unusual Barton limestone with Nemocardium and Xenophora that has been found offshore in Christchurch Bay by Dr Ken Collins. Alum Bay provides fine views of the Chalk Cliffs which extend out to the Needles. The Needles are isolated stacks of Chalk which are steeply dipping towards the north as part of the Brixton or Brighstone Monocline. This is the uppermost part of the Chalk in this area and is of the Campanian Stage of the Upper Cretaceous.

River StudyRiver Study(at the River Caul Bourne)(at the River Caul Bourne)

the island‘s rivers aims

words to be knownkey questions

methods

flow rate and discharge water quality assessment

choice of a suitable river

AimsTo investigate the water quality and discharge of the River Caul Bourne at Calbourne Mill

Aims could be:• Estimates of the width, cleanliness,

speed and depth of the river. • What kind of animals are there ? • Which chemical components? • (nitrate-, phosphate content the water) • Aquatic plants? • pH value and oxygen content

Island Rivers

YarEast Yar

Medina

Caul Bourne

Study Place

Newtown Estuary

Course SourceMouthEstuaryCatchmentDischargeWetted PerimeterFlow RateTributaryConfluenceMeanderCross-sectionPollution

Key Questions

1. How clean is the river? 2. What is the flow rate of the river?3. What is the discharge?4. What is the surrounding land use?5. What effects would polluted water

have on the area?

cross - section

discharge measuring

velocity / flow rate

calculating

Cross sectional area

measuring the depth of creek:

(meter ruler or measuring tape with stone)

from all bridges.

measuring the width of the creek:

Fastening stone with string at the

measuring tape, throwing measuring tape

with the stone over the creek, measuring

width. The width (meter) multiplied with

the depth (meter) yields the cross-cut of

the creek in m².

Entry of all data into the

measurements record.

Flow rate

The flow

The course of the creek and the life in the water

are determined by the flow. The strength of the

flow depends on the gradient of the creek, the

composition of the creek base and on the water

amount.

The water amount is subject to seasonal

fluctuations.

measuring the flow-speed:

Measuring and marking exact 10 m at the shore edge.

At the beginning of the measuring distance put a piece of wood with starting signal into

the water.

At the end of the measuring distance a class-mate takes the time in which the piece of

wood has travelled 10 meters. This is logged into the measurements record.

The flow-speed is calculated like this:

The flow-speed (meter) divided by the stopped time in seconds yields 10 in meter/second.

Spectrum of the flow speed

Mark 10 meters along the creek’s course.

Throw a piece of wood into the creek and stop the time it swims down. Repeat this test

a few times and calculate the flow speed.

Formula: Meter/seconds

• Calculation of the discharge:

The cross-cut in m² is multiplied by the flow speed

and yields the discharge in m³ per second.

Entry into the measurements record.

water quality assesment

take water sampleoxygen level – oxygen meter

andtemperature

salt levelsand

conductivity meter

kick - samplingfor animals

the ‘Biotic Index’

chemical analysis

measuring of the air temperature and the water temperature (in several

measuring places). Important: Entry of the temperatures into a measurements

record.

Kick Sampling

• The small living beings are significant in the

determination of the water quality.

Certain indicator organisms indicate the water

quality. To this raises one to and searches over

her after small animals been different build in

creek bed stones as big as a fist or wood

pieces. These are usually found underneath the

stones.

With the brush the animals are pushed gently

into the bowl (always hold kitchen sieve

under the stone to be examined.)

The small living animals are counted and results are recorded on the water

quality form, so that the water quality can be calculated. The water quality is

recorded on the map: very good/blue, good to moderate/green, critical to

bad/yellow, very bad/red.

After this the animals are sorted

and identified with a magnifying

glass. In addition, become with the

sieve, with the bucket or with the

marmelade glass. Of the waters

reason or of aquatic plants taken

brushes rehearse living beings

sortedly and then with which with

magnifying glass, thinned down in

the bucket on the white bowl or in

the cup magnifying glass

determined.

• The water quality can be measured by the

presence of

small animals.

Indicator organisms indicate the water quality. These

are collected by the “kick sampling” method. The

organisms are caught by kicking the stream bed and

by dislodging stones (they often live under these

stones). Kick several times in different places for

about 30 seconds each time. Then the animals are

caught in a fine mesh. Empty the net into a white

sampling tray.

•After this the animals are sorted and determined

with the magnifying glass. In addition, become

with the sieve, with the bucket or with

the marmelade glass. Of the waters reason or of

aquatic plants taken brushes rehearse living beings

sortedly and then with which with magnifying glass,

thinned down in the bucket on the white bowl or

in the cup magnifying glass determined.

•The small animals are counted and

written down on the form to the water quality.

The water quality is calculated with that.

According to that the creek is painted on to the

map:

very good/blue, good till moderate/green, critical

till

bad/yellow, very bad/red.

the chemistry of the water

The chemical composition of the water also determines

the animal life of a creek. The pH value for example has

a great influence on the life in the water.

The pH value indicates the acidity of the water.

For fish the optimal pH value lies between pH 7

and pH 8. At lower and higher results the young fish are

endangered. E.g. it is impossible for a crawfish to survive

at an acidity of pH 6.5 as his lime tank dissolves.

Sensitive insect larvae die at a pH value of 5,5.

Spectrum of the pH value

Dip a pH-strip into the creek water

and compare the result with the colour range.

The pH value of the creek water is

recorded on a measurement file.

Water quality classification

Many different animals and plants

can cohabit in healthy waters.

The water quality is not defined by the

number of animals found but by the

diversity of animal life

(number of different animals).

Water quality class 1

These animals show a very good water quality:

Vielaugenstrudelwurm

SteinfliegenlarveFlache Eintagsfliegenlarve

..    

 

Köcherfliegenlarve

Runde Eintagsfliegenlarve

 

Water quality class 2

These animals show a good water quality:Großer Schneckenegel

FlohkrebsSpitzschlammschnecke

..    

 

Köcherfliegenlarve

Runde Eintagsfliegenlarve

 

Water quality class 3

These animals show a moderate water quality:

RollegelWaffenfliegenlarve

Wasserassel

Water quality class 4

These animals show a very poor water quality:

SchlammröhrenwurmRote Zuckermückenlarve

Rattenschwanzlarve

At the example river:

Choice of a suitable river:

• Firstly use a map scale 1:50000:

find a river with a length

of at least 5 kilometers

• Secondly use a map scale

1:25000:

test details of the chosen river

for

suitability.

 Before you start:

“ Locality check”:

1. How deep is the water (safety!)?

2. Is the shore edge safe?

3. Will someone be disturbed?

4. Is this the most suitable site?

Worth knowing before the examination:

1. Find out as much about the geology

as possible (literature)

2. Land use in this area

3. Is the river used for outdoor activities

or industry?

Our hike

Mapwork and fieldsketchesMapwork and fieldsketches(on the way to the Needles)(on the way to the Needles)

fieldsketches

mapwork on the way

preparation in the classroom

Mapping skills

Mapwork in the classroom

• Clarification of the appearing

concepts,

KEY WORDS

• Then the pupils will be able to locate the most essential

places and points to be seen during the hike

• mapwork exercises :

pupils seek and determine points

on the map by grid reference numbers

• Explaination of how to work with a

topographical map

Key Words:

Grid reference

Map symbols & Contour lines

Map orientation

Compass direction

cliffs, stack, bay, headland

chairlift

Grid reference:

Roger told us how to handle the grid of a topographical map.To determine a point on a map you have to give latitude (scale on the left side) and longitude (scale on the bottom).

Rodger practiced with us theuse of a map.„Tell me what you can find at point .........“

latitude

Degree of longitude

Grid Reference:

Map symbols:The representation of landscape features on a map

Contour lines:A contour is an imaginary line that joins points of equal elevation

Map orientation :

Place a compass on a map near its right or left side. Rotate map and compass until the direction of the compass needle matches the left or right side of the map.

Compass direction:

The rotating needle of the compass indicates the N/S-direction according to the dial.

cliffstacks:

bay:

headline:

chairlift:

• each group in turn leads

the others with the

help of a map and

compass

Freshwater Bay

FreshwaterBay

•Drawing a fieldsketch

•Fieldsketch

Freshwater Bay

the sketch

landscape at Freshwater Bay

Drawing a fieldsketch

1. Define the section of the landscape to be sketched

2. Draw the horizon first3. ATTENTION: the vertical is very often

lengthened (small auxiliary lines help)4. Decide on the details: a limited number is

necessary5. All elements drawn should be named – use

signatures or colours known from maps6. Every sketch needs a title (place, direction of

the view, date/time)

Mapwork on the way

On their maps the children could mark the route followed. The teacher will need to check the accuracy of the children‘s recording, to question about directions, to help them use the compass to see which way to orientate the map, to encourage them to orientate the map without a compass but by reference to local features, and to ask them which way to turn to go either in a particular compass direction or towards a particular destination. …

The children could be divided into groups, each with a map, compass, etc., for the day‘s activity. …

The map and compass should change hands at regular intervals, so that each child has the opportunity to be the decision maker about the route, in consultation with others if required.

(Mills, d.: Geographical Work in Primary and Middle Schools.

Sheffield/Glasgow 1988, p. 183)

Mapping Mapping data are recorded spatially:• Data is ascertained on the spot• Data is written down on a map directly Aim of mapping:• Presentation of the locations and their

distribution on a map• Interpretation of the locations and their

distribution with the help of a map Mapping is linked to a question:• A hypothesis is necessary• Mapping is used to verify/falsify the hypothesis

What do I need to make a map?

suitable base mapdata

Data processing

Data representation

Presentation methods

Data

deta

ils

Data:

Hypothesis/question determines choice of the data which shall be mapped

Data which shall be mapped must be fixed/defined exactly

Data is obtained by: Observation, Counting, Estimates

Data can be completed by primary and secondary data (which is visible or obtained by interview of experts, persons affected, statistics, reports)

Data is recorded with its location

Base map:

"Work map" and "presentation map" get together

Work map: - data is directly written down on work

map

- it contains some necessary

topographical

details

- it should be identical with the

presentation map (definite map)

·

Requirements of a base map:

Objects and data must be located exactly

map contains objects (streets) and

directions (north arrow)

Sufficient place for entries is needed:

- large scale

- entry of the scale-bar

- include a legend

 How to obtain a base map

Suitable maps are seldom available

Draw a simplified map from some other

map

Copy a map at a different scale

(attention: generalization of maps!)

Draw a map from an aerial photograhy

Data processing:

Groups of data (grouping, classification) qualitative group formation:

- daily need (tobacco, newspapers) - medium-term need (clothes) - long-term need (gold, piece of

furniture) quantitative group formation:

- Number of the groups Distribution of the data on groups:

- Group size / number - threshold value for the purpose of the groups

these decisions partly before the beginning of the work, partly also additionally

Data representation:

• Signatures: - pictorial (concrete) signatures - Letters/numbers (a, b, c, 1, 2, 3, ...)

- Abstract (geometric figures) • Two-dimensional representation: - color

- line patterns Take associations into account (red = hot, blue

= cold)intensive patterns = more, weak patterns =

less (grades of intensity) • Writing (words) • Diagrams: - pie charts

- bar charts • Margin details: - title: what, where, when

- legend - reference of the data

Presentation methods:

1. Sorting+grouping:

a) Data group: - number of the groups

- threshold values

- limits

b) Signature groups: 3.5 persons

(counting frame

method)

(small change method)

c) Grouping ability/combination ability of

signatures

2. Location of signatures:

- (Refers) to area space faithful, sets

signature into the middle

of an area

- on the spot (refers to exact situation)

3. Amount of simultaneous information:

- analytical: only one topic is depicted

- complex: lots of information

simultaneously on the map

- synthetic: an area has only one colour,

but the legend is complicated since

lots of information is linked to this

colour (climate maps in the atlas)

4. Values:

- Signature-scale:

gliding (direct

measurements)

graded (only 3 units, not

directly

measurable like

many but only into

groups)

- Absolute or relative data

Interpretation of the results:

•Mapping should answer raised questions

•Text as well as a simplified map (sketch)

can

be used to represent the interpretation

of

the results

Environmental Environmental Impact Impact

AssessmentAssessment

UmweltbewertungUmweltbewertung

Literature: Farbrother, Dave & Holmes, Dave (2001): A-Z Advancing Geography: Fieldwork. Sheffield (Geographical Association); page 32-33.

Environmental

Impact Assessment

(EIA) means the

systematic analysis of

the eventual

environmental

impacts of a proposed

project or

development.

On the Isle of Wight the method of EIA was used for generating a good idea of the environmental quality of Godshill. The island is visited by a large number of tourists every week.

What is it about?What is it about?

Step 1

Step2

Step 3

Step 4

Step 5

Step 6

Draw up an impact matrix

Describe the project or situation

Collect baseline data

Propose alternatives and modifications

Prepare and present your statement

Do your resarchHH

OO

WW

TT

O O

DD

O O

II

TT

Step 1

EIA requires an understanding of the proposed project. The

project often generates various views. Therefore, you need

some backround information on local issues, e.g. newspaper

articles.

Collect baseline data

EIA general EIA in Godshill

In Godshill the project was to

research the present situation of the environmental

quality of the town.

Step 2

Also you need primary data that describes the

original facts of the project or situation.

Do your research

EIA in Godshill

Therefore the pupils went to Godshill.

EIA general

Step 3

Describe the project or situation

Your description should include the nature and extent of the project or the situation in question. It should also include the time frame of the construction and its likely environmental impact. You can use an impact checklist for this step.

EIA general

Impact checklist

Ecological (including pollution): Effects on air, water, noiselevels, flora, fauna, species diversity, historical and

cultural heritage, visual environment, soil erosion and land degradation.

Natural resources: Effects on agricultural land, forests, water supplies, mineral resources, wetlands and other areas of

wilderness or wildscape.

Social: Effects on settlement patterns, land use, housing, social quality recreational activities and amenities, community

services.

Economic: Effects on employment opportunities, access to services and facilities, urban infrastructure, prices of goods and

services and land prices.

Step 4

Draw up an impact matrix

EIA general EIA in Godshill

A real impact matrix shows interactions between

environmental factors such as noise and project

characteristics for example traffic issues. You have to

make a scale and then consider a vote for each

environmental factor depending on the project

characteristics.

On the Isle of Wight the pupils used a simpler type of impact matrix, a bipolar assessment. Due to the observation of the

present situation, you only have an environmental factor like noise and a defined

scale e.g. from 1 to 5. Now you have to assign your impression of the extent of the

environmental impact. Imagine, you are standing on a pavement next to a traffic road

and it is really noisy. Then you can vote figure 5.

Quiet 1 2 3 4 55 Noisy

Bipolar Assessment

Impact matrix

Step 5

Propose alternatives and modifications

EIA general

Now you should have an overview of the circumstances. You can suggest alternatives or modifications to improve the situation. May be there are ways to reduce environmental impacts, e.g various transport systems. This may involve drawing up your own plan of the

situation or project, that includes your justification of your suggestions and decisions.

Step 6

Prepare and present your environmental statement

EIA general

Your conclusions should list the short and long-term effects of the situation or project, also you have to suggest your alternatives. It is important that your report does not use too much technical language, so it can be understood by everybody.

Coastal InvestigationCoastal Investigation(at Monk‘s Bay)(at Monk‘s Bay)

data analysis

data collection methods aims and key questions

wave observations

survey beach profiles

beach sediment analysis

drawing a profile

sediment data evaluation

Aims and Key Aims and Key QuestionsQuestions

Aims and methods :Aims and methods : Hypothesis: Should there be more coastal protection at Hypothesis: Should there be more coastal protection at

Monk‘s Bay in the land slip zone on the South of the Isle of Monk‘s Bay in the land slip zone on the South of the Isle of Wight?Wight?

Key Questions:Key Questions: What marine processes are acting on the coast?What marine processes are acting on the coast?

In the classroomIn the classroom What evidence is there of weathering and mass movement What evidence is there of weathering and mass movement

on the coast?on the coast? What are the designs of the other coastal protection What are the designs of the other coastal protection

schemas in the area?schemas in the area? How effective is the Monk‘s Bay coastal protection schema?How effective is the Monk‘s Bay coastal protection schema?

Survey Beach ProfilesSurvey Beach Profilesat the beachat the beach

Systematic beach Systematic beach profile:profile:

from the cliff from the cliff base to water‘s base to water‘s edge with the edge with the help of the help of the pantometer and pantometer and the tape the tape measure.measure.

Data collection for a Data collection for a Slope SurveySlope Survey Before drawing a profile we need to collect Before drawing a profile we need to collect

data by surveying the slope. This is most data by surveying the slope. This is most easily done by using a pantometer:easily done by using a pantometer:

First lay a tape measure or a string along First lay a tape measure or a string along the slope you want to measure.the slope you want to measure.

Then take the pantometer and measure the Then take the pantometer and measure the angle of each sector.angle of each sector.

After having collected all this data you can After having collected all this data you can draw your profile easily back at home.draw your profile easily back at home.

How to use a How to use a pantometerpantometer

Always measure Always measure along a tape along a tape measure or a string.measure or a string.

Make sure that the Make sure that the upright is vertical upright is vertical by using a spirit by using a spirit level.level.

Read the angle of Read the angle of the slope on the the slope on the protractor.protractor.

Beach sediment analysisBeach sediment analysisTaking sediment samples at the Taking sediment samples at the beachbeach

How to do itHow to do it:: Throw the open Throw the open

quadrat arbitrarily quadrat arbitrarily onto the beach onto the beach (random (random sampling)sampling)

Do it three times: Do it three times: at the top of the at the top of the beach, at the beach, at the middle and at the middle and at the bottom.bottom.

Beach sediment Beach sediment analysisanalysisMeasuring the pebble sizeMeasuring the pebble size How to do it:How to do it:

Choose ten Choose ten pebbles arbitraryly pebbles arbitraryly and measure their and measure their size in mm with size in mm with the help of a the help of a pebble-o-meter pebble-o-meter

( caliper )( caliper )

Beach sediment Beach sediment analysisanalysisIdentifying the rock typeIdentifying the rock type

Decide for each of Decide for each of your ten chosen your ten chosen stones which rock stones which rock type it is:type it is:

- New FlintNew Flint- Old FlintOld Flint- SandstoneSandstone- ChalkChalk

mixtures are mixtures are possiblepossible

Beach sediment Beach sediment analysisanalysisIdentifying pebble shapeIdentifying pebble shape

Have a closer look at your pebbles Have a closer look at your pebbles and decide if the surface is:and decide if the surface is:

- angular (1)angular (1)- sub-angular (2)sub-angular (2)- rounded (3)rounded (3)

Wave observationsWave observationsat the beachat the beach

Throw a buoy into Throw a buoy into the waves and the waves and observe if the observe if the swash or if the swash or if the backwash is backwash is greater.greater.

Estimate the wave Estimate the wave height in metersheight in meters

And estimate the And estimate the wave frequencywave frequency

Drawing a ProfileDrawing a Profile

Before drawing the profile we need Before drawing the profile we need to think about the scale. We have to think about the scale. We have the distance between the sectors the distance between the sectors and the angle the pantometer had and the angle the pantometer had between them. If the vertical between them. If the vertical exaggeration is too small, no slope exaggeration is too small, no slope can be seen, if it is to large, the can be seen, if it is to large, the slope gets steeper as in reality.slope gets steeper as in reality.

Drawing a profile Drawing a profile in the classroomin the classroom

• Constructing a profile of the beach. Using a scale of 2 cm to Constructing a profile of the beach. Using a scale of 2 cm to represent 1 m.represent 1 m.

• Adding labels like the base of the cliff or sea wall, the water‘s Adding labels like the base of the cliff or sea wall, the water‘s edge and any other features of interest such as a strand line.edge and any other features of interest such as a strand line.

Beach Profile Group 4

-16

-14

-12

-10

-8

-6

-4

-2

0

0 - 1 m 1 - 2 m 2 - 3 m 3 - 4 m 4 - 5 m 5 - 6 m 6 - 7 m 7 - 8 m 8 - 9 m 9 - 10 m 10 - 11 m

From Cliff base to water's edge (meters)

Angl

e (+

or -

)

Sediment data: analysisSediment data: analysis

For each of your three sediment samples For each of your three sediment samples

( top of the beach, middle, bottom ) ( top of the beach, middle, bottom )

• Calculate the mean pebble size in mmCalculate the mean pebble size in mm• Calculate the percentage of flint, Calculate the percentage of flint,

sandstone, clay and other pebblessandstone, clay and other pebbles• Enter your group‘s data on the master Enter your group‘s data on the master

sheet.sheet.

Sediment data: Sediment data: analysis top of the analysis top of the beachbeach

Calculating the Calculating the mean pebble size mean pebble size (lenght) (lenght)

in mm: in mm: 35,9 35,9 1.) 41 mm 1.) 41 mm 2.) 44 mm2.) 44 mm3.) 43 mm3.) 43 mm4.) 20 mm4.) 20 mm5.) 25 mm5.) 25 mm6.) 51 mm6.) 51 mm7.) 42 mm7.) 42 mm8.) 19 mm8.) 19 mm9.) 30 mm9.) 30 mm10.) 44 mm10.) 44 mm

Percentages of angular, sub-angular and rounded pebbles at the top of the

beach

angularsub-angularrounded

Percentages of the different stone types

sandstonechalkold flint/chalkold flint

Sediment data: Sediment data: analysis middle beachanalysis middle beach Calculating the Calculating the

mean pebble size mean pebble size (length ) (length )

in mm: in mm: 33,9 33,9 1.) 34 mm1.) 34 mm2.) 35 mm2.) 35 mm3.) 33 mm3.) 33 mm4.) 38 mm4.) 38 mm5.) 23 mm5.) 23 mm6.) 39 mm6.) 39 mm7.) 44 mm7.) 44 mm8.) 22 mm8.) 22 mm9.) 32 mm9.) 32 mm10.) 39 mm10.) 39 mm

Percentages of angular, sub-angular and rounded

pebbles

angular

sub-angular

rounded

Percentage of different stone types

Flint

Chalk

Old Flint/Chalk

New Flint/Chalk

Sediment data: Sediment data: analysis bottom beachanalysis bottom beach

Percentage of angular, sub-angular and rounded pebbles at the bottom

angular

sub-angular

rounded

Calculating the Calculating the mean pebble size mean pebble size (length )(length )

in mm: in mm: 27 27 1.) 57 mm1.) 57 mm2.) 26 mm2.) 26 mm3.) 29 mm3.) 29 mm4.) 19 mm4.) 19 mm5.) 13 mm5.) 13 mm6.) 29 mm6.) 29 mm7.) 33 mm7.) 33 mm8.) 20 mm8.) 20 mm9.) 19 mm9.) 19 mm10.) 25 mm10.) 25 mm

Percentages of different stone types

New Flint

Old Flint

Others

Tourism study (in Godshill)

German pupils Responses are recorded interview Australian on a tourists in Godshill. questionnaire.

Common tips for questioning

Questioning

standardized interview:

• order and formulation of the questions are strictly fixed

+ results are compared and evaluation is easier

- flexibility is limited to a great extent

open interview:

• main connecting theme is available to questioner, but formulation is up to him

+ more flexibility

- lack of comparability of results

unstructered interview:

• questioner has no catalogue of questions

• mostly at the beginning of a detailed investigation

• is used to get information for a bigger subject

The three different kinds of interview:

The questionnaire

There are two kinds of questionnaires.Atteslander defined the „not standardized questionnaire“ like that: „You do not havea fixed categorization of answers. It is used, if frequency allocations and thecomparability of answers are not the aim of an investigation or if frequencyallocations are not possible.“

The second kind of questionnaire is the „standardized questionnaire“. It is the mostcommon form of an interview in which the formulation of questions is fixed. Theformulation should be exact and as easy as possible.There are open questions and closed questions. The open questions are to be answered freely by the person asked. Withclosed question you are given a choice of answers.You also have to consider the “Microplanning“ (after Scheuch) which describes thestringing together of questions and the „Macroplanning“ (after Scheuch) whichdescribes the order of the set of questions within the questionnaire.

Example of a „standardized questionaire“:

1st person: male, middle-aged

2nd person: female, old

3rd person: ... 4th person: ...

Where do you live?

England (London)

Germany ... ...

What is your main reason for visiting Godshill today?

holiday,... ... ... ...

What do you find most attractive about the village?

old church, thatched houses...

... ... ...

What spoils the village?

traffic, too crowded...

... ... ...

... ... ... ... ...

Common tips for questioning

• The motivation of the person asked and the validity of answers are much better, if the questioner and the person asked have a lot in common.

• The content and the number of questions are being established by the theoretical problem.

• Questions on the same topic should come after one another. The specific ones after the general and the complicated after the simple ones.

• The first question should be of interest to the person asked.• From time to time you can ease the interview situation by trivial questions.• An interview should last between 30 and 60 minutes.• The interviewee should be informed about the aim and object of the interview.