• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
5. 5
5
6. 6
6
7. 7
7
8. 8
8
9. 9
9
10. 10
10
11. 11
11
12. 12
12

Geography Field Trip, Tal-y-bont, Wales, River Study.

Extracts from this document...

Introduction

Geography Field Trip, Tal-y-bont, Wales, River Study David Goldie 11JK On the 3rd March 2002 my geography class of 19 students left Parmiters School in Garston for Tal-y-bont in west Wales. During the 3 days that we spent in Wales we studied 5 points on the course of the river Einion, 3 beaches on the west coast and a town study in Aberystwyth. The focus of this project will be the 3 beaches afore mentioned. These beaches were at Ynyslas, Borth and Clarach Bay (2 studies were carried out at Clarach Bay) Our aims on this trip were to: 1.) Put geography learned in the classroom into practice. Such as identifying geographical features, which I have studied from a text book in the classroom but never in the outside world. 2.) To test my hypothesis written below. 3.) To learn about rivers and their geographical features. These will hopefully include river cliff, wetted perimeter, meanders, ox-bow lakes etc. Hypothesis. 1.) The larger the width of the river the slower the river will flow. I believe this because if the river is wider then it should have a larger wetted perimeter and so more friction should result causing the river to flow slower as more of its energy is used to fight the friction meaning less of the gravitational energy of the river can go to moving the water. ...read more.

Middle

Metres Depth Velocity Width Length Height 1 19 506 5.5 10.3 1.8 2 21 285 4.5 8.9 1.6 3 20 403 5.7 6.2 1.5 4 25 331 2.9 4.4 1.9 5 22 208 2.1 3.2 1.6 Gradient = 4 Site 5 Bedload Bedload Bedload Metres Depth Velocity Width Length Height 1 18 6 5.5 7 2 2 20 143 7 11.3 4 3 36 315 4.5 11.5 2.8 4 33 408 7.3 13.3 3 5 25 111 4.8 5.6 0.8 6 13 51 3.3 4.4 0.6 Gradient = 2 Site 6 Bedload Bedload Bedload Metres Depth Velocity Width Length Height 1 17 79 8.3 11.4 5.5 2 11 659 6.7 10.1 2.5 3 18 31 4.8 6.3 1.5 4 26 191 5.8 8.1 3 5 29 61 6.7 9 4.5 6 22 18 4.5 5.7 5.4 7 26 9 2.5 2.8 0.2 8 10 30 6.5 7.8 1 9 19 7 3.1 5.4 1 Gradient = 5 Analysis Hypothesis 1 Average Speeds for Each Site Site Av. Speed Width Of River 1 219 10 2 241.2 5 3 207.4 8 4 346.6 5 5 172.3 6 6 117.4 9 This table shows that the average width of the river is: 10+5+8+5+6+9 = 7.1666666m which is approx. ...read more.

Conclusion

and others that seem completely random (such as site 1). I think that the results taken in this test are probably very unreliable because they were only tested once and so provide a lot of anomalous results. Because of this I feel that my theory cannot be proved as only of the 6 sites follow the pattern explained in my hypothesis. Evaluation I think that I have stuggled to prove my theories through geographical evidence as I believe that our result taking methods were not accurate enough and so gave us a lot of anomalous results. Also I feel that far to few sites were studied and If more results were taken I believe I would have been able to prove my hypothesis to a high degree. If I were to take part in another trip of this kind I would like to be able to spend longer there and build up a large collection of accurate results and then I feel that I would have been more confident in my hypothesis. I would like to thank; Mrs Lloyd, Mr Wilson and Mr Rowland for taking us on this trip and I would like to thank Mr Rowland and Mr Redstall for helping me with this coursework. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Hydrology & Fluvial Geomorphology section.

Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

Related AS and A Level Hydrology & Fluvial Geomorphology essays

1. Microclimates: Detailed Study.

element can be measured in two different places and still be disimliar. Even if they are measured at the exact same time. This happens because there will be different situations for each of the areas. For example:- if you took a reading from the junior school playground and one from the eastern courtyard.

2. Edexcel Geography B Unit 3 Coursework

At each spot, we time how long it takes for the blades to reach the end of the rod. The timings are all added together and then divided by three to find an average velocity. The impeller is a small object with a tri-fin blade screwed onto a bolt (therefore acting as a nut).

1. This introduction is going to be about rivers and how they shape the landscape. ...

I expect discharge to increase with distance downstream. Discharge is the cubic amount of water moving past one point per second. It is calculated based on two variables, area and velocity. Discharge= Area (m ) Velocity(m /sec)= m /sec. When both the area and velocity increase discharge is expected to increase as well.

2. This project will study about the way the river Conwy in north Wales changes ...

It must be 1/3 above the water surface. b) At each 5-point record the average velocity in (metre per second). c) Remember to measure the flow metre for one minute. Enter the results in the record sheet. SLOPE ON THE WATER SURFACE: Equipments: Gun clinometers.

When sampling, it is important to try not to introduce any bias as this will give misleading results. There are a number of different types of sampling including random, stratified and systematic. We carried out the systematic method of sampling where samples are taken at agreed intervals.

2. A study into the bed load of the River Lemon

A possible explanation for anomalies in the results is that these results are down to opinion of which rocks fitted into which category, not measured using a more formal method. Overall the trends are good, the graph shows that bed load becomes more rounded downstream.

1. Geography Coursework: Epping Forest

To investigate this we measured with the tape measure from one bank to the other across the top of the water from the edge of the water. This method was quite good but the river had wider parts and thinner parts within a few metres of each other.

2. Investigate how the velocity of rivers changes.

* Use the equation Speed (m/s) = Distance (metres) Time (s) Using results construct graphs to clearly show evidence obtained. Analysis The graphs and table of results have proved that my prediction was correct as I discovered that the velocity at the centre of the river was much faster and

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to