Please on the usefulness of the TSC to you for this summative.
Add your name to start a column – Reflections and thoughts about usefulness and use of the TSC . Be honest and state whether you used it more than usual, when you used it how effectively etc. Did you make an effort? do you think it will improve your grade?
You should all be working on your beach study analysis. Your hypotheses 1 and 5 anlysis should be done by next lesson.
10 D we will go over some graphing techniques for the other graphs on Monday.
10 B we already did this today (Thursday ) so you can begin graphing for analysis 2, 3 and 4 over the weekend.
As you are missing so many classes this week you can make a start on Part 2. Please read the expectations carefully.
Best to focus on hypothesis 5, as you don’t need guidance on this and can easily work on it over the weekend. So take time to sort out your photos and observations. You have your sketches, which you can also use.
PART 2 – GRAPHING RESULTS, ANALYSIS, CONCLUSION & EVALUATION.
Please use clear headings for these sections..
First you will graph your data in order to analyse your findings
* Note – Graphs can be computer generated or done by hand and must titled, referred to and be integrated into the text, where you talk about them. You should use a variety of suitable graphs to display data. They must be clear, have labelled/numbered axis and titled.
Write up your analysis under the headings of each Hypotheses.
- You will state what we expected with reference to our studies on coastal processes and landforms.( use what we have learned in class! )
- You will analyse, that is you will a) describe what you got and b) explain what you got with regard to the expectations of a destructive beach
- State whether or not you have proved or disproved each Hypothesis.
- The beach gradient is steeper towards the back of the beach
Create a beach profile by graphing the angle of slope from each quadrat of your transect and analyse this bearing in mind what we know about a destructive profile ( use class averages )
- Beach material will be larger and more angular towards the back of the beach
Create 1 graph to illustrate your findings roundness and size and analyse what you found.
( use class averages )
- The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )
Describe and explain what you got
- There will be a strong longshore drift
Analyse your findings referring to prevailing wind, direction of movement and time taken for any movement of material over 10m. If it is over 3m per minute then it is considered strong.
- There is natural evidence (erosional landforms) and evidence of mitigation (man-made defences) which illustrate that show the beach is being destroyed.
Using a field sketch and the observational notes you made as well as photographs present any evidence of the above. Describe what you found and explain. Annotate your photographs to show what they illustrate.
Use lots of photos. Be as creative as you want when illustrating all of your work!
Sum up what you found. Are your hypotheses mainly proven or disproven? go through each Hypothesis and state whether it’s proved or disproved. There are 8 pieces of evidence to help you conclude
1 – Hyp 1 Gradient
2 – Hyp 2 Material size
3 – Hyp 2 Material angularity
4 – Hyp 3 Wave height
5 – Hyp 3 Wave frequency
6 – Hyp 4 Longshore drift
7 – Hyp 5 Evidence of erosional landforms
8 – Hyp 5 Evidence of mitigation/defences
Based on the summary of your findings you will conclude and give your answer to the question
“ Is the beach at Kamakura Kokomae a destructive beach?”
- Go through the methods and suggest how these might have been improved
- Suggest how the study might be improved
- Suggest how the study might be extended
TSC for this A, B, C & D
Due Friday 8th December
Today you will start writing up with the intro and method – see this doc for info and dates
You will work on this in my absence.
I will collect your posters today and we will run through what we will be doing on Friday in Inamuragaseki.
Here is the information for the day. It also includes a link to the field surveys, recording sheets and the work you will be expected to complete following the trip.
COASTAL PROCESSES & LANDFORMS POSTER
Explain with the aid of a diagram or set of diagrams the formation of Bays and Headlands, Caves, Arches, Stacks , Stumps, Wave Cut Notches & Platforms
You can do this as a poster.
Your resource should include the following:
- How erosion and/or deposition processes produced the landform. You must explain the 4 processes of erosion and produce fully annotated diagrams.
- Examples of each landform with at least one photograph and map of it’s location from anywhere in the world
- Links to the sources of information of your images/maps/photographs should be cited
Due Tuesday Oct 31st.
We are starting coasts and will be looking at waves, coastal processes and landforms before we go out to Inamuragasaki on Nov 3rd
Info on coasts and coastal processes doc
You can make a start on your Edo Essay. You can choose to focus on any aspect of Edo. Most of you have your research questions sorted so begin your research for the essay. If you have not focused your question please do so as soon as possible. Remember you are choosing sources to answer your question so make sure you save them on Diigo or screenshot and save in a folder. You will have to use at least 6 sources but no more than 8. It is an essay based on sources – you will analyse and evaluate them. You should also keep a log of their origin for your works cited page. You will work on this over the weekend. We will review your the sources you have chosen next lesson and work on the plan for the essay.
Students introduced to OPPLV at start of the unit and also the ‘Edo’ project and trip.
Once students are aware of OPPLV requirements they will choose 1 source from the Edo museum and do verbal presentation on this when we return to class. This will be the first summative. TSC criteria C + D 10 D – Due Friday Sept 15th. 10 B due Thursday 22nd Sept
Please note the presentation is now 3 mins 30 seconds in length.