1. River Fieldwork Hypothesis:
Look at the pictures and the hypothesis, which techniques could you use to test the hypothesis?
Hypothesis:
‘The River Cray becomes deeper and faster along its course’
Example: Channel survey- measures the depth and width of the river. Will therefore show at two points along a river whether the river becomes deeper as it progresses to the mouth.

2. Why are we studying this?
Using the hypothesis below what things could we measure to prove or disprove this hypothesis? (Think of Science here).
Hypothesis:
‘The River Cray becomes deeper and faster along its course’
The Valley slope survey.
River load survey.
The depth of the river.
The speed of the river along the course (velocity)
Cross-section of the river- width
Challenge- What do you think the answer is before you start?

3. Starter- How to measure a river?
Using the pictures below describe what each would be used for?
Metre ruler- to measure how deep the river is for the cross-section of the channel.
Stopwatch- to measure the time taken between two points for the oranges to move down the river.
Oranges- used to measure the velocity of the river to measure between two points.
A flow meter- measures the speed at which the river is flowing.
Example- A clinometer measures the height of the land at different points and shows how it will lose or gain height along the river.
What are the risks in the photo below of conducting fieldwork along the River Cray?
Risks
Precautions
Tape measure- to measure the width of the river to complete the channel survey- used in conjunction with the metre ruler.
Range poles- to measure the depth of the river in the channel survey or be used with the clinometer to measure river height.

4. Our Route Site A Main- Our Fieldwork Site B Start Point
Coursework- Conduct fieldwork comparing the whether the river gets deeper and faster at two contrasting places along the River Cray. This will be assessed this academic year.
Site A
Entrance to Foots Cray Meadows
Start at Five Arches Bridge
Start Point
Bus stop
Main- Our Fieldwork
Site B
Challenge- What features make this area suitable to conduct fieldwork here?
The river is shallow and not fast moving so be accessible for measurements. The land ownership is metropolitan open land which means public have open access.

5. Look at the OS Map extract given
Look at the OS Map extract given. Remember along the corridor and up the stairs.
Give a four figure reference for the River Cray: 4__7__.
Give a six figure grid reference for the River Cray: ____________.
Show two points on the map where you could compare sites for your hypothesis. Label these Site A and Site B.
Using the larger map give the FOUR and SIX figure grid references of:
Site A:__________________(FOUR) __________________(SIX)
Site B:__________________(FOUR) __________________(SIX)
Contour lines show you the height of land on a map. They are coloured in brown. At what height is Foots Cray Meadows: _________m.
8 1
483718
4872
484722
4771
479717 15

6. A B
Along the corridor
Up the stairs

7. Photo Analysis
In your exam you may be requested to apply annotations to photos by applying theory. It is an important skill to learn. Labels are simplistic key terms applied to pictures and different to annotations.
Look at the photo left. Complete the labels using the key terms.
Inside bend Outside bend
Fastest current Slower current
River beach River cliff Lateral erosion Deposition
River meander
River meander
Inside bend
Outside bend
Faster Current
Deposition
River Cliff
River Beach
What section of the river is this? _______________________________
Middle
Lateral erosion
Slower Current
What processes will be acting here?
Lateral erosion – specifically hydraulic action, abrasion and attrition (some corrosion). Transport – all types as flow is faster. Deposition on the inside bend.
_________________________
What landforms can you name?
__________________________________________________ __________________________________________________
Meander, river cliff, river beach

8. Annotated Sketch
Add annotations and labels to your sketch addressing the hypothesis ‘The River Cray becomes deeper and faster along its course.’ .

9. Numerical Analysis
In your exam you may be requested to work out numerical data sets. This includes mathematical analysis.
Site 1:
Create the data for the River Cray by measuring width and depth across to each dry banks.
Distance across river (m)
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Depth of channel (cm) 12 26 45 60 83 92 74
Site 2:
Distance across river (m)
Depth of channel (cm)
Channel width
Stretch a tape measure taut across the river at 90° to the channel. The start and finish points of the tape will depend on whether you are investigating the river in its existing state.
Challenge- How could we present this data?
To measure the bank-full width - measure to the full height of the bank and width of the river (where the gradient of the bank and vegetation suggest maximum capacity, above which the river would burst its banks and flood)
River depth
Use a meter ruler and take measurements at regular intervals (divide the channel width by 8). Record the depth of the river in cm.

10. Graphing our Data Channel cross-sections
Plot distance across the channel on the x-axis. Plot depth on the y-axis. Make sure that you label the axes.
Cross-sections are a little strange...
The y-axis is shown upside down
The y-axis is exaggerated compared to the x-axis
Here is an example of a cross-section of a stream. This stream is wide and shallow, so the y-axis has been exaggerated.

11. X Y Complete the points on your graph.
Connect the lines without a ruler.
Write a title for your graph. Y

12. What does your graphs tell you about the profile of the river
What does your graphs tell you about the profile of the river? Does it support or disagree with your hypothesis?
As the river distance increases along the river the depth increases/decreases. This supports/disapproves the hypothesis. This suggests that the river gets deeper on the
_________bend of the river. From this I can conclude that the river is in its middle/upper/lower course. If I took this at more points along the river I would be able to ___________________________________ ___________________________________ __________________________________.

13. Development- Other Strategies
Numerical Analysis
Measuring river velocity
Velocity is the speed that the water is moving.
You can measure river velocity
with a flow-meter or hydro-prop
with a floating object, like an orange (the fruit)
Site 1:
Distance- 10m
Outside
Middle
Inside
Time
23 seconds
34 seconds
46 seconds
To work out the speed, we will need the formula triangle:
Site 2:
Distance- 10m
Outside
Middle
Inside
Time
The aim is to measure the speed of the orange travelling down the river over the distance of 10 metres using the stop watch provided. We will do this 3 times and work out an average. The formula you will need is: Distance ÷ Time = Speed
Calculations:
In this case
distance = 10 metres
time = number of seconds that the float takes to get from start to finish
Take repeat velocity readings at each site, such as left-hand side, centre and right-hand side of the channel. Calculate the mean velocity.

14. Get into the river; however make sure that you are safe and watched by a peer. Do the following:
Measure 5 stones from the outside bend, middle and inside bend.
Calculate the average stone size for each part.
Draw the angularity of the pebble for each part below.
Pebble
Section
Outside Bend
Middle
Inside Bend 1 2 3 4 5
Average: (Total cm ÷5)
Numerical Analysis

15. Evaluation
Answer the following questions about your study relating to your data collection methods. If you are unsure about key terms look them up. Treat the fieldwork like you would treat an evaluation in an ISA for Science.
Technique
Strengths
Weaknesses
Was it reliable and had a high validity?
Annotated photo
Field sketch
Channel Survey
Flow Survey
River Load (Sediment) Survey
Provides a snapshot of a time and place against a hypothesis.
Can be a bias interpreter if one viewpoint. Does not take in different time periods.
Medium reliability and validity- can be improved through multiple images over time.
Provides a snapshot of a time and place against a hypothesis. Can give geographical knowledge of an area.
Sketches can be bias as interpreted by the drawer, especially if a hypothesis is know. Shows one moment in time.
Medium reliability and validity- can be improved through analysis by different people.
Compares the width and depth of two different sites. Numerical data results can be averaged.
A soft river bed can affect values. Inaccurate readings can produces errors in results. Large boulders can record anomalies.
High reliability and validity- especially is anomalies are taken into account and an average for the class is calculated.
Measures the velocity at different sites. Shows the patterns across a river channel and the different land features such as river cliffs or beaches.
The float can be affected by the wind. The start and finish lines may change as you are moved by the river. This only records surface velocity not undercurrents.
Medium reliability and validity- can be improved by accurate start and finish points, using a heavier float and repeating measurements to reduce errors.
Low reliability validity- rocks can be moved in flooding and the chart can be interpreted differently each time.
Measures the sediment at different sections of the river to indicate processes occurring.
Bias in the way rocks are chosen. Different people read the angularity charts differently.

16. To explore the key terms associated with rivers so far in the unit [1 mark].
Plenary- On top of your post-it note mark whether the key word is correct by your peer. Learning simple key words can mean the difference between a grade. Hand back to peer.