Y10 geographers are busy this term with their controlled coursework projects based on the fieldtrip to the rivers Barrule and Neb a few weeks ago. The students have 20 hours of classroom time to put together their investigation to answer the aim “How does a river change along it’s long profile” which in layman’s terms means what different landforms and processes occur from the source of the river in South Barrule plantation right down to the mouth of the river in Peel.
Students have a potential 60 marks to gain by discussing river theory, hypotheses (e.g. the river water increases in velocity from source to mouth), graphs and maps, analysis, conclusion and evaluation.
Pictured here are students creating different aspects of the data presentation section, which they will then analyse to prepare a written summary of changes they found along the long profile such as patterns, trends and anomalies. They will then need to use all the theory of rivers they have learnt in previous lessons to explain either why the river behaves in a way they expected, or why it might be doing something completely unexpected. The river at The Raggatt is a good example of a modified channel that doesn’t conform to theory!