• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16
  17. 17
  18. 18

River cross sections

Extracts from this document...


RIVER COURSEWORK Proving/disproving the Hypothesis: Within the middle valley stage of its long profile, a river flows at a constant speed and has the same cross section. Contents: 1: Introduction; Including key terms and area of study Page 2: Method Including equipment Page 3: Results Page 4: Analysis Page 5: Conclusion Page 6: Pictures of River Work Page 7: Bibliography Page 8: Appendix Page Introduction: The hypothesis of this coursework is: 'within the middle valley stage of its long profile, a river flows at a uniform speed and has the same cross-section'. This suggests that within the intermediate section of a river, it flows at the same speed and does not change in depth. The purpose of this study is to conclusively prove this hypothesis either right or wrong. We will do this by plotting the cross sections and speeds of two rivers at various stages along their course. The cross sections will be ascertained by measuring the depth of the rivers at different points along the middle valley stage, and we will use different floats to measure the speed of the rivers by recording the time it takes for them to move between two fixed points. We will be carrying out these tests with the aid of geographical equipment, including ranging-poles (to determine the angle difference between banks), measuring-tape (to ascertain the width of the river), and a meter rule (to record the depth of the river). In order to help determine the river's velocity, we will use a stop watch, a flow-meter, plus a float (orange peel). We will explore the main hypothesis using primary data to help us make a valid judgement. ...read more.


C) Used the measuring tape as a starting point, to record the distance from the tape to the ground/river bed using a meter rule every cm along the line. 2) The river has the same speed within its intermediate phase. We tested this by using floats (or a flow meter) to measure the speed of the river on the left, right and middle of a point in the river, over a multitude of points. We did this by: A) Picking a fixed point in the river. B) Selecting a point 5 meters down. C) Dropping a float on the left side of the river. D) Using a stopwatch to time how long it took for the float to reach the point 5 meters down. E) Repeating stages C and D (above) in the middle and on the right side of the river. F) From the point 5 meters down, measure further 5 meters down and repeat stages C, D, and E. We used an orange peel as a float as it is heavy enough to not be blown around on the surface by the wind; it is very visible against the river and is hard to be confused with any leaves on the surface. It is also biodegradable so we will not damage the environment. We also used other alternatives such as: Dog Biscuit - Advantage Disadvantage Quite heavy so won't get blown around by the wind. Won't get mistaken for leaves. Takes in water which could affect readings. Crown so you could have problems seeing it. ...read more.


Conclusion: According to our original hypothesis, "within the middle valley stage of its long profile, a river flows at a constant speed and has the same cross section ". By carefully analysing the data that we collected at Mill Lawn Brook and Avon Water, we managed to conclusively disprove both points and thus create a new substantiated hypothesis. Our results and analysis conclude that the rivers in question actually flow at varying speeds at various points in their intermediate stage, and have varying cross-sections. However, it must be noted that our findings may be flawed in places as some of our results differed from key independent research studies regarding river flow. For example, it is known that "due to viscosity the flow is faster near the free boundary, and the quickest flow will be furthest from the fixed boundary, which means away from the sides and where the river is deepest.", yet some of our readings showed the river to be slowest at the deepest points ( ). It is also worth noting that there were certain external factors that may have affected our data. For example, at Avon Water there were a lot of overhanging trees, which would affect flow and maybe even the cross section, and due to shallow waters, there were points in both rivers where floats would get stuck and flow meters wouldn't work. The flow meter at Mill Lawn Brook was also affected as it would often get clogged up in the reeds and often did not record results. Repeating this study with new equipment and comparing those results to our original findings would help produce a more complete picture and analysis. ...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

See related essaysSee related essays

Related AS and A Level Hydrology & Fluvial Geomorphology essays

  1. Study the downstream changes of Loughton Brook.

    the bank to the water by lying flat on the bank of the river to ensure that the poles are straight. The ranging pole is taken out of the water and the wet part is measured with the measuring tape or 1m ruler.

  2. Geography Coursework: Epping Forest

    Other features of the area of Epping Forest are that there are roads passing through the forest and the Epping New Road crosses Loughton Brook. There are also footpaths, nature trails and a Tea Hut for the public. Site Descriptions Site 1 At this site there was a relatively steep

  1. How does the Efficiency and Cross-Sectional Area of a River Change Down Stream?

    Then after the visit, the data was collected and observed in school to be used in our investigation. I found the day very successful, and found the results interesting to observe, and enjoyed collecting the data.

  2. How does Loughton Brook change as it moves downstream?

    We then had to take measurements of 'low flow', which was what it was on the day and 'bank full', which was when the river was about to over flow. This will show that the river is very effective as it erodes the edges of the stones down.

  1. 'To what extent does the River Lyn conform to the Bradshaw model of River ...

    The longest axis of the 45th largest rock was measured, and recorded. This was measured to find to what extent the load particle size of the River Lyn conformed to the Bradshaw model of River characteristics. The load particle size should increase as you go down stream.

  2. River study - Burbage Brook,

    even slower (see bar chart on lower Burbage bridge for information on the velocity). Because the velocity of the river has decreased dramatically it widens the rivers banks also caused by lateral erosion (erosion/breaking down of rocks, sediment river banks etc.

  1. I am going to study the characteristics of rivers and how they change as ...

    Velocity To find out if the speed of the river increases as stream order changes Pebble size Can help to tell how the degree of erosion is taking place. Twelve pebbles should be collected from each of the three stream orders and the length should be measured on the long axis of the pebble in a pebbleometer.

  2. Geography investigation - The River Skirfare located in the Littondale region in the Yorkshire ...

    This is because there is more energy in the river when there is a higher velocity. More energy means that processes such as attrition and abrasion can occur more regularly therefore, there is more erosion occurring. This would link into the first hypothesis, 'Bedload will decrease in its size and

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