Interactive Information on Methods by Stefanie Bott, Catherine Bongard, Felix Gann, Franziska...
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Transcript of Interactive Information on Methods by Stefanie Bott, Catherine Bongard, Felix Gann, Franziska...
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.