6GEO2 Unit 2 Geographical Investigations – Student Guide: Crowded Coasts - Part 2

1. 6GEO2 Unit 2 Geographical Investigations – Student Guide: Crowded Coasts - Part 2

2. CONTENTS In Part 1 • Overview • Requirements of the specification • What are crowded coasts? • Investigating crowded coasts • Ideas for fieldwork • Research on crowded coasts • Making it work for the exam Click on the information icon to jump to that section. Click on the home button to return to this contents page

3. What could you do for fieldwork? • Partly will depend on choice of examples and fieldwork locations….

4. Investigating crowded coasts….more detail Thinking about fieldwork and research Key fieldwork + research focuses – the ‘Strands’ ‘In the field’ can mean a variety of things. ‘Top-up’ from other sources if necessary to give coverage When preparing notes for revision don’t just list what you did. Add depth with places and examples of EQUIPMENT, NUMBER of surveys, details of LAND USE MAPS, even talk about SAMPLING. The best answers often to refer to real fieldwork and real places

5. Some general and generic fieldwork + research activities These will always be useful for the exam, no matter what fieldwork and research option is chosen Try to create a ‘sense of place’ – use various ways to create ‘picture portrait’.

6. Example – Competition for coasts: fieldwork (Strand 1 within the specification) Classifying + mapping tourist facilities Shows importance of tourism in resort Age of buildings Spatial pattern of resorts growth Car parking patterns + visitor sphere of influence See where visitors originate from; build up a picture of tourism This is 1 of the 4 possible fieldwork strands. The exam might ask about this or any of the other three strands. The exam will only ever be able to assess about 25% of the fieldwork you might have done. Above are suggestions for possible fieldwork – there is no need to do them all. Remember that you can ‘top-up’ by virtual fieldwork, although its best to do this at the same location.

7. One day at the coast. What realistically could be done? • ONE LOCATION ONLY You would have to ‘work smart’ to cover all this in one day 2 – Ecosystem evaluation (2x contrasting locations – groups) 1 – Land use map + tourist facilities (~ 6 groups + zoned) ‘At beach– pm’ ‘In town – am’ 4 – Evaluating coastal defences (~ 2 groups / comparison of locations) 3 – Coastal retreat – photo evidence, cliff surveys + questionnaires (perceived risk) In the exam you need to think about what type fieldwork and research is relevant to the focus of the of the question.

8. Two days at the coast. A more relaxed experience! Two days allows a greater range of techniques and probably a visit to two contrasting locations along the same stretch of coast 1 – Land use map + tourist facilities, questionnaire (sphere of influence etc), age of buildings. Maps of change. 2 – Ecosystem evaluation, e.g. transect + ACFOR scale, modified Blue Flag criteria for beach quality 4 – Evaluating coastal defences – bi-polar, photos, questionnaires of effectiveness (COULD REPEAT + COMPARE AT DAY 2) 3 – Coastal retreat – photo evidence, field sketch, cliff surveys, beach profiles Day 1 – crowded resort location Day 2 – more rural coast

9. Opportunities for research • Old photos and other documentary evidence (e.g. coastal flood reports, photos, specialist books etc) can help reveal the scale and impact of floods. You may also find evidence of ways in which coastal erosion is trying to be managed (e.g. SMPs etc).

10. Witness accounts and blogs • The impacts of coastal erosion, flooding and conflict are often best documented through online reports and blogs (see example below). YouTube and similar sites may also be a rich source of documented evidence. • Websites such as Wordle can be used to analyse the text in documents and reports – the most frequently used words are displayed using the largest font. • Within your school or college it may be useful to look back at data that was collected by students a few years ago. This is most likely available in an electronic form.

11. Following-up the coastal fieldwork?

12. A revision glossary could be important for coasts • Revision glossaries could include lists of words and linked definitions, diagrams and mind maps or event throughout auditing of your fieldwork. Combine this with practise of writing under timed conditions, i.e. 10 or 15 minutes

13. Summary • Revise your personal fieldwork and research on coasts thoroughly. • When relevant, know details on sampling, surveys, presentation, analysis and conclusions. • Know the location(s) and why it was chosen for a coastal study. • What were the site details and what about the use of any use any specialist equipment? • Be clear about the different ways to manage coasts and if they worked (locational details). • The exam will only ever be able to test 25% of the fieldwork you may have done....so its not a case of write all you know or all you did on the fieldwork day. BE SELECTIVE.

14. Now see part 1 for the Introduction to Crowded Coasts