• Record your own data during the field study.
• Keep all your work together
• Use blank pages for sketchs and the graph paper for graphs in results sectuion
• Two different graphs must be used for presentation purposes

• Do not copy another students work
• Stick to the word count and do not go over the space given for each section in the booklet.
• Use headings and make your work easy to mark
• Complete all record sheets yourself
• Become familiar with the equipment and what its for

• Overall coherence: marks given for how clearly you express yourself
• Significant relevant point (SRP): a piece of factual information, be aware of the number of SRPs you need for each section.

• You need four aims and/or four hypotheses
• Talk about what you hope to find out
• 4 X SRPs at 1 mark each
• Overall coherence: 1 mark graded (have you stated your aims clearly)

1.
To see if waves are constructive or destructive by doing a wave survey
2.
To measure the beach profile and to determine was it concave
3.
To measure the longshore drift and to see the direction of longshore drift
4.
To see if the beach material was graded

1.
Our first stage of planning involved studying all forms of coastal transportation and deposition in the text book “Todays World “ by Liam
Ashe and Kieran Mc Carthy, with emhasis on the beach landform.
2.
On the internet we checked the tide timetable for the area to determine the best time to carry out the study.
3.
We checked the weather forecast for the day to see if it would be suitable for us to carry out our fiedstudy
4.
I learned how to use the equipment I would use on the field study by practicing in the school grounds before we went.
5.
My class and I prepared the equipment we would need to go on the fieldstudy. This included such items as Ranging poles and clinometer,
Measuring tape, Quadrat, Callipers.
6.
I familiarised myself with the area using the OSI Trailmaster
7.
As a class group we prepared the recording sheets we would use on the day and got them printed.
( only 4 points needed but mix and match)

• In this section 4 clear statements are needed.
• Be careful that you say things that you did before the trip. Do not mention things that were done by others, ie. Teacher, or that was done on the trip. Keys words here are I did this my group did that.
• Do not describe the methods you used in gathering
• Marking scheme: 4 x SRPs at 1 mark each, overall coherence 1 mark

• Split this section into two distinctive methods: for the purpose of this landform we will use 1) wave study and 2) beach study.
• Say in detail what you and your team did, how you used the equipment, who did what?
• Use headings and make this section examiner friendly
• Avoid repetition

• Sketches can be used in this section to gain SRPs if annotated and showing information not already present in the write up
• Do not fill in any results, conculsions or evaluations into this section.
• Do not go over the amount of space given, do not stick or staple any excess pages into the booklet
• Marking scheme: two methods for gathering at 20 marks each,
9 SRPs at 2 marks each = 18 marks each x 2= 36 marks compliance with length = 2 marks overall coherence = 2 marks

Example layout of one method adaptable as to what occurs in the field
Wave Study.
Wave count :
• We put ourselves into groups of three to perform the tasks more accurately.
• We used a stop watch and counted the number of waves that broke on the shore over a two minute period.
• We observed the swash and backwash as the waves hit the shore
• We did this three times and then calculated the average number of waves per minute
• recorded the results on a recording sheet.
• We decided if the waves were constructive or destructive.

Longshore drift:
We used a compass to measure wind direction.
• I was responsible for the floats. I marked the place that I threw the orange in with a ranging pole.
• i threw the float as far as possible at right angles to the shore.
• The second person in the group observed the float and timed it for ten minutes.
• As I stood with the ranging rod my partner walked along with the float and placed a second ranging rod parrellel to the shore where the float was when the time was up
• The third person in the group then measured with a trundle wheel the distance between the place on the shore opposite where I threw the float and where the float was after five minutes.
• We repeated the exercise twice to make sure our results were accurate.
• Our results were recorded on the recording sheets.
• We then calculated the direction of the longshore drift using a compass.
• We took photographs of the area

Beach Study.
Beach material:
– Our first study of the beach was to analyse the beach material. To do this I placed a quadrat at random in three locations – the foreshore, the midshore and the backshore.
– I then picked four stones, one from each corner of the quadrat.
– My partner measured their long axis. For the backshore a ruler was sufficient as the stones were rather large, however for the foreshore a callipers was needed as the material was smaller.
– We then calculated the average size of the material for each location. We also a modified version of the krumbien scale to determine the type of material in each part of the shore. We recorded the data on our recording sheets.
– We then used powers angular chat to assign the stones to a category. We did this by applying the stones to a category.
Beach profile:
– We measured a sample point of the beach from the back shore to the foreshore.
– I placed a ranging pole at the start point and turned my back to the shore.
– Slope changes were marked by my partner up the beach.
– We then used a clinometer to measure the angle of elevation between the two ranging poles.
– A backsight angle was also obtained by using the clinometer
– Repeat this process till you reach the end of the profile
– We used a trundle wheel to measure the distance between each point

• It is important to note that the results your group got on the day might not represent what the text book has told you.
This is perfectly normal as weather and tides can affect the beach for that day.
• Include a brief description of coastal processes to back up your conclusions
• Keep all statements to the point

• Results: data you collected on the day laid out clearly for the examiner
• Conclusions: is a general statement based on evidence provided by your results, explain briefly why your conclusion is true or valid by referring to the coastal process
• Evaluation: an assessment or judgement based on methods and equipment used by you during your gi. Things you would do differently, what you feel might have affected your results etc

• Use headings and bullet points to make it more examiner friendly.
• Marking scheme:
3headings at 8 marks each = 24 marks
(for each heading: 4 SRPs @ 2 marks each)
Overall coherence = 4marks
Coherence to Length= 2marks

• Beach fabric increased in size from the foreshore to the backshore. The average size at the back shore was ___mm and the average size at the foreshore was
__mm.
• The wave frequency was 8 per min.
• The rate of longshore drift was __m/min

• The waves in this area are constructive this can be seen by the fact that the wave count is under
10 per min. constructive waves deposit material on the coast building beaches and other landforms. This is conclusive to what we studied in our text books. ( if the wave count is over 10 it means the waves are destructive which would not be in keeping with what was studied in this case you could state that this was because perhaps the wind was strong that day giving you an evaluation)

• This is usually a poorly answered section on the paper.
• Questions to ask yourself
1.
What would you follow up on?
2.
Would you alter anything you did on the trip?
3.
Was it a worthwhile learning experience?
4.
What geographical skills did you use?
• The weather was bad on the day we went out on our field study, I would go out again on a nicer day and like to see the results and if they differ.
• I would use a float instead of a orange as I feel I would get more accurate results.
• I feel that I proved all my aims. This field study was a worthwhile experiment as it gave me a greater understanding of the process of transportation and deposition.
• I learned new skills as learning to use new equipment such as the anemometer and to work as part of a team to further my studies.

• This had to be done on the graph paper section of the booklet.
• Two separate graph types have to be used: the easiest being bar charts, trend graph, beach profile graph, tables and pie charts.
• Make sure you label both the x and the y axis and that the graph is given a title.

• Weather forecast : temp max 17, min 11
• Wind direction WSW, speed 25mph+
• Lowtide: 11:47
• Hightide: 17:32

Length width height
11cm 9cm 1.5cm
10cm
16cm
10.5cm
8cm
9cm
10cm
3cm
6cm
6cm

Length Width Height
7cm 6cm 2.5cm
7.5cm
4cm
4cm
5cm
2cm
3cm
2.5cm
1.5cm
2cm

Length Width Height
2mm 1.5mm
.4mm
2.5mm
2.3mm
1.8mm
1.8mm
1.7mm
1mm
.6mm
.3mm
.3mm

• The beach material increased from foreshore to the backshore. This lead us to believe that sorting did occur in the beach. The type of material that we found was also consistent with what we know about beach material. In our study we could clearly see a storm beach had been formed with much larger material present on the backshore. Also we could see that attrition had taken place on the beach material before it had been deposited with the material being sub angular or angular in the mid to back shore with the foreshore consisting of fine sand and shingle.

Distance
Foresight
Angle
Backsight
Angle
A-B
34m
2.6°
D-C
-19.3°
B-C
23m
7.3°
B-C
-7°
C-D
2m
22.8°
B-A
-2.7°

• The angle of the beach shows that there is an increase in the foreshore to the backshore. I would conclude that the beach was constructed during the summer by constructive waves, although storm waves would also have had a part to play in the formation of the backshore.
As could be seen by the material hat was found on the backshore. This shows that the swash is greater than the backwash

Number of waves
Count 1 22
Count 2 20
Count 3 21
• Average:
22+20+21= 63 =21
3 3
• On average 21 waves broke ever 2mins
• 10.5 waves ever min
• Waves are destructive

• The waves were destructive as they were over ten waves a min. this was not what we expected on the day, but as the wind was very strong on the day we felt that this effected our count. The strong winds on the day of our study affected our wave count but the beach had a lot of material on it this led us to believe that there was usually constructive waves in the area. As constructive waves deposit material on the shore.

• Count 1: 127m
• Count 2: 121m
• 127+121= 248/2=124m
• Average distance over
5mins=124m
• distance time
• 124= 24.8m/per min
5
• Wind direction: south west
• Wave direction: south west

• Sediment transportation is occurring. This is the movement of material along the shore. It is caused by the waves hitting the shoreline at an angle. The backwash then moves the sediment back out to sea.
This then moves the sediment along the coast.

• If I was to change anything concerning the field trip I would probably;
• Go in the Spring after Winter storms when I would be able to compare and contrast the results from the autumn.
• I would also go on a day where the wind was not as strong for the simple reason the waves would not be as strong and I would be able to do a measure of the wave height. We decided on the day that the waves were to high and strong to go into the water

• I found the Field Trip extremely interesting. We learned to recognise a specific landform in the natural landscape which up to now we only knew from the textbook. We also improved our sketching techniques and found out how to use wide angles etc in taking photographs.

• Those who did the beach gradient second could also use the fact that they should have done the profile first as the tide was coming in as they were trying to use the trundle wheel, so it made it more awkward to do the study

• Map Reading; First I had to read the O.S Map efficiently and precisely. I was able to recognise a number of coastal landforms and the different ways they were shown from the evidence on both the 1:50,000 and the ½ inch map.
• Sketching: I also had to draw a sketch map of
Rocky Bay and detailed sketches of the landforms to show how they were formed and what they look like today.