On Thursday 9th of September 1999, year 9 left for their Geography field trip to Hennock in Devon. Hennock is a small settlement near to a place called Bovey Tracey. A large town within twenty miles is Newton Abbot.

Authors Avatar

Introduction

                                                                                                                                         

On Thursday 9th of September 1999, year 9 left for their Geography field trip to Hennock in Devon. Hennock is a small settlement near to a place called Bovey Tracey. A large town within twenty miles is Newton Abbot.

We drove in a coach to Hennock, down the A303 past ‘Stonehenge’, travelled west down towards Exeter, took the M5 south towards Newton Abbot, then took the A38 to Hennock (see figure 1). We stayed in a converted Devon Farm House. The centre is called Longlands Field Study Centre where we spent two days investigating the River Lemon (see plate 1). We returned to school on Sunday 12th September after a lot of hard work and fun.

         

The purpose of the study was to carry out a detailed investigation of the River Lemon, its surrounding area, and the water flow for our Geography Field Project. The River Lemon was chosen because it was short enough to be studied in its entirety  (35 miles long)  over a weekend. The area contained considerable points of interest, and demonstrated a contrasting location compared to the outskirts of London (see figure 2).          

The five hypothesis we tested were:

  • The speed of the water is fastest on the outer bank of a meander.
  • The deepest part of a meander is on the outside bank.
  • The fastest flow of water on a straight section is in the middle of the river.
  • The deepest part of a straight section is in the middle.
  • The fastest sub-surface speed of a straight section is in the middle and just

below the surface.

From what I had been taught in class I would have expected the river to be faster in the lower course than the rest of the river because I thought that there would be less friction. I was expecting the sub-surface speed to be faster just beneath the surface in the middle because it has less friction. I was expecting the speed across a meander to be faster on the outside bank and slower on the inside bank, because the current flows on the outside.

Aims and methods

        Hypotheses  

On September 9th I travelled to Hennock to test my hypothesis. I aimed to find out:

  • The speed of the water is fastest on the outer bank of a meander.
  • The deepest part of a meander is on the outside bank.
  • The fastest flow of water on a straight section is in the middle of the river
  • The deepest part of a straight section is in the middle.
  • The fastest sub-surface current is in the middle and just below the surface.

The study of the River Lemon was carried out at six different locations namely Haytor, Pinchaford farm, Bickington, Mallands, Chercombe Bridge and Bradley manor (as shown in figure 2).

How we tested our hypotheses

 In order to test our hypotheses we organised ourselves into small groups, which was efficient because we were able to examine a longer stretch of the river in the limited time available. I was in a group of five, consisting of a group leader who was responsible for collecting the equipment (see figure 3) and to work out an order of jobs in an orderly and sensible manor. There was also a data recorder who would collect and record the data onto a pre-prepared table, which was essential for accurate recording of detailed information.

Each group worked at six different locations (named above), and carried out six tests at each location. At each stop our group would gather and collect our equipment (see figure 3). We would then walk to find a suitable section of river to work. Then, measure a reasonable distance of about five - ten metres to start measuring the surface speed and sub-surface speed and depth across a meander and a straight section of the river.

                                                                               

Methods

  • Measurement of surface speed

We assembled our groups together and collected our equipment, then walked

 to find a suitable section of the river to work on. When we had found a suitable section to work on, we would measure a length of about five to ten metres long with a trundle wheel. We marked out the straight section to be used in our practical with ranging poles (all the ranging poles were placed next to the water’s edge), placing two of the poles at the start of it (one on either side of the bank), and one pole at the finish. Using a tape measure, we measured the distance between the two ranging poles at the start of the stretch. We then divided this distance by five, to calculate the points from which the float would be released (see figure 4). Once we had marked out the straight section, we released the float adjacent to the two start poles. For a floating object we used a cork which is biodegradable, so that no damage would be caused to the environment. At each straight section we released the float five times so that we would get a meaningful average. When the cork passed the two ranging poles a stopwatch would be started to time how long it would take to pass the finish line.

Whilst we were measuring the surface speed the group members were arranged as follows. One group member would be holding the float behind the start line, ready to release it. The second member was placed on the start line. The third member was placed on the finish line with a stopwatch ready to time and there was another group member on the bank waiting to record the results down. The group leader was making sure that everything was done right.

Join now!

 

  • Measurement of the cross sectional area

 To calculate the cross sectional area (c.s.a), it was necessary to measure both the width and the depth of the section of river. To measure the depth we worked out the D.S.I (depth sampling interval). Our group would collect a metre rule to measure the depth of the river. We placed a tape measure next to one of the ranging poles and then measured the distance between this pole and the other pole at the start line on the opposite bank, making sure that the tape measure was taut (see figure 5). ...

This is a preview of the whole essay