1) A study of one landform on the Irish landscape formed by the geomorphic processes

1) A study of one landform on 1) A study of one landform on the Irish landscape formed by the Irish landscape formed by

the geomorphic processesthe geomorphic processes

Coastal study: beachCoastal study: beach

Make things easierMake things easier

• Record your own data during the field Record your own data during the field study. study.

• Keep all your work together Keep all your work together

• Use blank pages for sketchs and the Use blank pages for sketchs and the graph paper for graphs in results graph paper for graphs in results sectuionsectuion

• Two different graphs must be used for Two different graphs must be used for presentation purposespresentation purposes

• Do Do not not copy another students workcopy another students work

• Stick to the word count and do not go Stick to the word count and do not go over the space given for each section over the space given for each section in the booklet. in the booklet.

• Use headings and make your work Use headings and make your work easy to markeasy to mark

• Complete all record sheets yourselfComplete all record sheets yourself

• Become familiar with the equipment Become familiar with the equipment and what its forand what its for

Terms to look out for:Terms to look out for:

• Overall coherence: marks given for Overall coherence: marks given for how clearly you express yourselfhow clearly you express yourself

• Significant relevant point (SRP): a Significant relevant point (SRP): a piece of factual information, be piece of factual information, be aware of the number of SRPs you aware of the number of SRPs you need for each section.need for each section.

1) Introduction 1) Introduction

• You need four aims and/or four You need four aims and/or four hypotheseshypotheses

• Talk about what you hope to find outTalk about what you hope to find out• 4 X SRPs at 1 mark each4 X SRPs at 1 mark each• Overall coherence: 1 mark graded Overall coherence: 1 mark graded

(have you stated your aims clearly)(have you stated your aims clearly)

Examples of aims and Examples of aims and outcomes that could be usedoutcomes that could be used

1.1. To see if To see if waves are waves are constructive or constructive or destructive by doing a wave surveydestructive by doing a wave survey

2.2. To measure the beach profile and to To measure the beach profile and to determine was it concavedetermine was it concave

3.3. To measure the longshore drift and To measure the longshore drift and to see the direction of longshore driftto see the direction of longshore drift

4.4. To see if the beach material was To see if the beach material was gradedgraded

Examples of points used in Examples of points used in planningplanning

1.1. Our first stage of planning involved studying all forms of coastal Our first stage of planning involved studying all forms of coastal transportation and deposition in the text book “Todays World “ by transportation and deposition in the text book “Todays World “ by Liam Ashe and Kieran Mc Carthy, with emhasis on the beach Liam Ashe and Kieran Mc Carthy, with emhasis on the beach landform.landform.

2.2. On the internet we checked the tide timetable for the area to On the internet we checked the tide timetable for the area to determine the best time to carry out the study.determine the best time to carry out the study.

3.3. We checked the weather forecast for the day to see if it would be We checked the weather forecast for the day to see if it would be suitable for us to carry out our fiedstudy suitable for us to carry out our fiedstudy

4.4. I learned how to use the equipment I would use on the field study I learned how to use the equipment I would use on the field study by practicing in the school grounds before we went.by practicing in the school grounds before we went.

5.5. My class and I prepared the equipment we would need to go on My class and I prepared the equipment we would need to go on the fieldstudy. This included such items as Ranging poles and the fieldstudy. This included such items as Ranging poles and clinometer, Measuring tape, Quadrat, Callipers.clinometer, Measuring tape, Quadrat, Callipers.

6.6. I familiarised myself with the area using the OSI Trailmaster I familiarised myself with the area using the OSI Trailmaster 7.7. As a class group we prepared the recording sheets we would use As a class group we prepared the recording sheets we would use

on the day and got them printed. on the day and got them printed. ( only 4 points needed but mix and match)( only 4 points needed but mix and match)

2) Planning 2) Planning

• In this section 4 clear statements are In this section 4 clear statements are needed.needed.

• Be careful that you say things that Be careful that you say things that youyou did did before the trip. Do not mention things that before the trip. Do not mention things that were done by were done by others,others, ie. Teacher, or that ie. Teacher, or that was done on the trip. Keys words here are was done on the trip. Keys words here are I I did this did this my groupmy group did that. did that.

• Do Do not not describe the methods you used in describe the methods you used in gatheringgathering

• Marking scheme: 4 x SRPs at 1 mark each, Marking scheme: 4 x SRPs at 1 mark each, overall coherence 1 markoverall coherence 1 mark

3) Gathering of information3) Gathering of information

• Split this section into two distinctive Split this section into two distinctive methods: for the purpose of this landform we methods: for the purpose of this landform we will use 1) wave study and 2) beach study. will use 1) wave study and 2) beach study.

• Say in detail what you and your team did, Say in detail what you and your team did, how yhow youou used the equipment, who did what? used the equipment, who did what?

• Use headings and make this section Use headings and make this section examiner friendlyexaminer friendly

• Avoid repetitionAvoid repetition

3) Gathering of information3) Gathering of information

• Sketches can be used in this section to gain SRPs if Sketches can be used in this section to gain SRPs if annotated and showing information not already annotated and showing information not already present in the write uppresent in the write up

• Do Do not not fill in any results, conculsions or evaluations fill in any results, conculsions or evaluations into this section. into this section.

• Do not go over the amount of space given, do not Do not go over the amount of space given, do not stick or staple any excess pages into the bookletstick or staple any excess pages into the booklet

• Marking scheme: two methods for gathering at 20 Marking scheme: two methods for gathering at 20 marks each,marks each,

9 SRPs at 2 marks each = 18 marks each x 2= 36 9 SRPs at 2 marks each = 18 marks each x 2= 36 marksmarks

compliance with length = 2 markscompliance with length = 2 marks overall coherence = 2 marksoverall coherence = 2 marks

Example layout of one methodExample layout of one methodadaptable as to what occurs in the adaptable as to what occurs in the

fieldfieldWave Study.Wave Study.

Wave countWave count : :• We put ourselves into groups of three to perform the We put ourselves into groups of three to perform the

tasks more accurately. tasks more accurately. • We used a stop watch and counted the number of We used a stop watch and counted the number of

waves that broke on the shore over a two minute waves that broke on the shore over a two minute period. period.

• We observed the swash and backwash as the waves hit We observed the swash and backwash as the waves hit the shorethe shore

• We did this three times and then calculated the We did this three times and then calculated the average number of waves per minute average number of waves per minute

• recorded the results on a recording sheet.recorded the results on a recording sheet.• We decided if the waves were constructive or We decided if the waves were constructive or

destructive.destructive.

Longshore driftLongshore drift: : We used a compass to measure wind direction. We used a compass to measure wind direction. • I was responsible for the floats. I marked the place that I threw the I was responsible for the floats. I marked the place that I threw the

orange in with a ranging pole.orange in with a ranging pole.• i threw the float as far as possible at right angles to the shore. 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 The second person in the group observed the float and timed it for ten

minutes.minutes.• As I stood with the ranging rod my partner walked along with the float 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 and placed a second ranging rod parrellel to the shore where the float was when the time was upwas when the time was up

• The third person in the group then measured with a trundle wheel the 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 distance between the place on the shore opposite where I threw the float and where the float was after five minutes. float and where the float was after five minutes.

• We repeated the exercise twice to make sure our results were accurate. We repeated the exercise twice to make sure our results were accurate. • Our results were recorded on the recording sheets.Our results were recorded on the recording sheets.• We then calculated the direction of the longshore drift using a compass. We then calculated the direction of the longshore drift using a compass. • We took photographs of the areaWe took photographs of the area

Example layout of one methodExample layout of one methodadaptable as to what occurs in the adaptable as to what occurs in the fieldfield

Beach Study.Beach Study.Beach material:Beach material: – Our first study of the beach was to analyse the beach material. To do this I placed a quadrat at 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. random in three locations – the foreshore, the midshore and the backshore. – I then picked four stones, one from each corner of the quadrat.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 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 were rather large, however for the foreshore a callipers was needed as the material was smaller. smaller.

– We then calculated the average size of the material for each location. We also a modified 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 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.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 We then used powers angular chat to assign the stones to a category. We did this by applying the stones to a category. the stones to a category.

Beach profile:Beach profile: – We measured a sample point of the beach from the back shore to the foreshore.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. 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. 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.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 clinometerA backsight angle was also obtained by using the clinometer– Repeat this process till you reach the end of the profileRepeat this process till you reach the end of the profile– We used a trundle wheel to measure the distance between each pointWe used a trundle wheel to measure the distance between each point

Results, conclusions and Results, conclusions and evaluationsevaluations

• It is important to note that the results It is important to note that the results your group got on the day might not your group got on the day might not represent what the text book has told represent what the text book has told you. This is perfectly normal as you. This is perfectly normal as weather and tides can affect the weather and tides can affect the beach for that day. beach for that day.

• Include a brief description of coastal Include a brief description of coastal processes to back up your conclusionsprocesses to back up your conclusions

• Keep all statements to the pointKeep all statements to the point


• Results: data you collected on the day laid Results: data you collected on the day laid out clearly for the examinerout clearly for the examiner

• Conclusions: is a general statement based on Conclusions: is a general statement based on evidence provided by your results, explain evidence provided by your results, explain briefly why your conclusion is true or valid by briefly why your conclusion is true or valid by referring to the coastal processreferring to the coastal process

• Evaluation: an assessment or judgement Evaluation: an assessment or judgement based on methods and equipment used by based on methods and equipment used by you during your gi. Things you would do you during your gi. Things you would do differently, what you feel might have affected differently, what you feel might have affected your results etcyour results etc


• Use headings and bullet points to make Use headings and bullet points to make it more examiner friendly.it more examiner friendly.

• Marking scheme: Marking scheme:

3headings at 8 marks each = 24 marks3headings at 8 marks each = 24 marks

(for each heading: 4 SRPs @ 2 marks (for each heading: 4 SRPs @ 2 marks each)each)

Overall coherence = 4marksOverall coherence = 4marks

Coherence to Length= 2marksCoherence to Length= 2marks

Example of resultsExample of results

• Beach fabric increased in size from Beach fabric increased in size from the foreshore to the backshore. The the foreshore to the backshore. The average size at the back shore was average size at the back shore was ___mm and the average size at the ___mm and the average size at the foreshore was __mm.foreshore was __mm.

• The wave frequency was 8 per min. The wave frequency was 8 per min.

• The rate of longshore drift was The rate of longshore drift was __m/min__m/min

Example of conclusionsExample of conclusions

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

Example of evaluationExample of evaluation

• This is usually a poorly answered section on the paper.This is usually a poorly answered section on the paper.• Questions to ask yourselfQuestions to ask yourself1.1. What would you follow up on?What would you follow up on?2.2. Would you alter anything you did on the trip?Would you alter anything you did on the trip?3.3. Was it a worthwhile learning experience?Was it a worthwhile learning experience?4.4. What geographical skills did you use?What geographical skills did you use?

• The weather was bad on the day we went out on our field study, I would go 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.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 I would use a float instead of a orange as I feel I would get more accurate results.results.

• I feel that I proved all my aims. This field study was a worthwhile 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 experiment as it gave me a greater understanding of the process of transportation and deposition. transportation and deposition.

• I learned new skills as learning to use new equipment such as the 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.anemometer and to work as part of a team to further my studies.

Presentation of resultsPresentation of results

• This had to be done on the graph This had to be done on the graph paper section of the booklet. paper section of the booklet.

• Two separate graph types have to be Two separate graph types have to be used: the easiest being bar charts, used: the easiest being bar charts, trend graph, beach profile graph, trend graph, beach profile graph, tables and pie charts.tables and pie charts.

• Make sure you label both the x and Make sure you label both the x and the y axis and that the graph is given the y axis and that the graph is given a title. a title.

• Weather forecast : temp max 17, min Weather forecast : temp max 17, min 1111

• Wind direction WSW, speed 25mph+Wind direction WSW, speed 25mph+

• Lowtide: 11:47Lowtide: 11:47

• Hightide: 17:32Hightide: 17:32

Beach material :BackshoreBeach material :Backshorelarge rocks, well roundedlarge rocks, well rounded

Length Length widthwidth heightheight

11cm11cm 9cm9cm 1.5cm1.5cm

10cm10cm 8cm8cm 3cm3cm


10.5cm10.5cm 10cm10cm 6cm6cm

Beach material: Mid-shore Beach material: Mid-shore large to small pebbles, sub large to small pebbles, sub angular angular Length Length Width Width Height Height


7.5cm7.5cm 5cm5cm 2.5cm2.5cm



Beach material: ForeshoreBeach material: ForeshoreMainly sand and shingle, Mainly sand and shingle, coarse to fine graincoarse to fine grainLength Length Width Width HeightHeight

2mm2mm 1.5mm1.5mm .4mm.4mm

2.5mm2.5mm 1.8mm1.8mm .6mm.6mm

2.3mm2.3mm 1.7mm1.7mm .3mm.3mm

1.8mm1.8mm 1mm1mm .3mm.3mm

Beach material conclusionsBeach material conclusions

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

Beach gradient resultsBeach gradient results

A-BA-B B-CB-C C-DC-D

DistanceDistance 34m34m 23m23m 2m2m

Foresight Foresight Angle Angle

2.62.6°° 7.37.3°° 22.822.8°°

D-CD-C B-CB-C B-AB-A

Backsight Backsight Angle Angle

-19.3-19.3°° -7-7°° -2.7-2.7°°

Beach gradient conclusionsBeach gradient conclusions

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

Wave count results: Wave count results:

Number of Number of waveswaves

Count 1Count 1 2222

Count 2Count 2 2020

Count 3Count 3 2121

• Average: Average:

22+20+2122+20+21= = 63 63 =21=21

3 33 3

• On average 21 waves On average 21 waves broke ever 2minsbroke ever 2mins

• 10.5 waves ever min10.5 waves ever min

• Waves are destructive Waves are destructive

Wave count conclusionsWave count conclusions

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

Long shore Drift: resultsLong shore Drift: results

• Count 1: 127mCount 1: 127m

• Count 2: 121mCount 2: 121m

• 127+121= 127+121= 248/2=124m248/2=124m

• Average distance over Average distance over 5mins=124m5mins=124m

• distancedistance timetime

• 124124= 24.8m/per min= 24.8m/per min 55

• Wind direction: south Wind direction: south westwest

• Wave direction: south Wave direction: south westwest

Long shore drift conclusionsLong shore drift conclusions

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

Sample evaluationsSample evaluations

• If I was to change anything concerning the If I was to change anything concerning the field trip I would probably;field trip I would probably;

• Go in the Spring after Winter storms when I Go in the Spring after Winter storms when I would be able to compare and contrast the would be able to compare and contrast the results from the autumn.results from the autumn.

• I would also go on a day where the wind I would also go on a day where the wind was not as strong for the simple reason the was not as strong for the simple reason the waves would not be as strong and I would waves would not be as strong and I would be able to do a measure of the wave height. be able to do a measure of the wave height. We decided on the day that the waves were We decided on the day that the waves were to high and strong to go into the waterto high and strong to go into the water


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

Evaluations Evaluations

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


• Map Reading;Map Reading; First I had to read the O.S First I had to read the O.S Map efficiently and precisely. I was able to Map efficiently and precisely. I was able to recognise a number of coastal landforms recognise a number of coastal landforms and the different ways they were shown and the different ways they were shown from the evidence on both the 1:50,000 and from the evidence on both the 1:50,000 and the ½ inch map.the ½ inch map.

• Sketching:Sketching: I also had to draw a sketch map I also had to draw a sketch map of Rocky Bay and detailed sketches of the of Rocky Bay and detailed sketches of the landforms to show how they were formed landforms to show how they were formed and what they look like today.and what they look like today.

Documents

1) A study of one landform on the Irish landscape formed by the geomorphic processes