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OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 1
Rivers and coastsChapter overviewThe aim of this chapter is to give students an opportunity to develop an understanding of:
How systems ideas help us to understand •physical processes that operate in a river basin.
How river fl ooding illustrates the interaction •between natural processes and human activity.
What processes and factors are responsible for •distinctive landforms within a river basin?
What processes and factors are responsible for •distinctive coastal landforms?
Why the management of coastlines is •increasingly important.
Activity sheets1.1 The river system – part of the hydrological cycle
This activity helps build up students’ knowledge and understanding of the hydrological cycle and how the river system is affected by changes in inputs, throughputs and outputs.
1.2 Drainage basins
Students label the features of a drainage basin and then analyse the Tees drainage basin to identify relationships between such factors as height above sea level, amount of precipitation and the average fl ow of the river.
1.3 river channel processes
In this activity students analyse data collected at four sites along a river as well as a short piece of descriptive text. Students use the data to construct a graph, which they then analyse to develop further understanding between changes along the course of a river system.
1.4 The upper course of a river
Students complete an activity to show the formation of a v-shaped valley. They then investigate the formation of waterfalls and gorges. The last activity could be used as an extension or homework task. It requires internet access.
1.5 The lower course of a river
Students investigate the formation of meanders and complete a diagram to show the cross-section of a meander based on data provided on the activity sheet.
1.6 flood (storm) hydrographs
Students complete activities based on hydrograph data. The fi nal activity provides a link to fl oods and fl ooding. You may wish to ensure students are clear on the different parts of the hydrograph: students could be asked to explain what is meant by rising limb, falling limb and lag time and to suggest why the rising limb is steeper than the falling limb.
1.7 reducing the threat of river flooding
In this activity students read a short extract and then analyse different fl ood engineering methods. There are opportunities to develop students’ understanding of sustainable methods of dealing with fl ooding.
1.8 flash flooding: boscastle 2004
Here students are provided with data and photo analysis that supports the Boscastle fl ood case study on pages 18–21 of the Student Book. The fi nal activity on the sheet could be used as an extension/research task. It requires internet access.
1.9 Causes and effects of river flooding
Students read and answer questions on a text extract about fl ooding events in Shrewsbury. The table on this activity sheet could be used for analysis of other fl ooding events if further examples were required. The second and third activities require internet access.
1.10 flooding in bangladesh
This activity helps students to understand that fl ooding is often a result of both natural and human factors. It then considers the effects of fl ooding on one of the poorest countries in the world.
1.11 reducing the threat of flooding in bangladesh
Pages 22–25 of the Student Book feature a case study on fl ooding in Bangladesh and responses
Chapter 1 Rivers and coasts OCR GCSE Geography B
2 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
to it. These two activity sheets (1.10 and 1.11)both support this case study work, with students investigating a photo and text extracts to deepen their understanding of the issues involved and the possibilities for flood management. The extracts come from Practical Action and represent smaller-scale, sustainable flood management strategies.
1.12 Sustainable flood management
In activity sheet 1.12, students are provided with a detailed source of information about flood management techniques in the Tees drainage basin. This activity links back to earlier work on the river system and could form a good plenary activity to link together the various aspects of the river system theme.
1.13 The coast – a multi-use area
This activity supports the Student Book pages 30–31 and introduces the idea of the coast as a multi-resource area and the conflicts that this might create.
1.14 Coastal processes
This activity supports the coverage of processes of erosion and the influence of geology on coastal features provided in the Student Book pages 32–33. NB there is a photo on page 33 (top) that could help students complete the activity about Lulworth Cove.
1.15 Destructive coastlines
Activity sheet 1.15 supports the Student Book’s coverage of destructive coastlines on pages 34–35.
1.16 Constructive coastlines
Activity sheet 1.16 provides students with a data response task and an activity in which they label features of a constructive coastline. These tasks support the Student Book coverage on pages 36–37.
1.17 Protecting coastal environments
The example of Blakeney Point National Nature Reserve is given here, one of the largest areas of protected coastal wetlands in Europe. Students consider what makes it a popular resource and why it might be important to protect such areas.
1.18 The coastline – a barrier to flooding?
This activity starts by asking students to consider why development and increased flood risk might be linked, and then moves on to introduce the idea of undeveloped coastlines providing a natural defence against coastal flooding.
1.19 Managed retreat
Students think through the possible advantages and disadvantages of managed retreat as a coastal management strategy. This activity supports page 48 of the Student Book.
1.20 The rapid erosion of soft coastlines
This activity starts by asking students to draw a sketch of a clay coastline from the photograph provided, identifying the distinctive features of this type of coast. Then students complete a map to show the expected erosion of the coastline at Happisburgh (Norfolk) over the next 100 years, and consider the implications of either protecting or not protecting this coastline from the sea.
1.21 Protecting the coastline – hard engineering
Here students read a statement from a coastal engineer about the benefits and costs of hard engineering, and then apply their knowledge of hard engineering techniques in a task that follows.
1.22 Protecting the coastline – soft engineering
This activity provides the example of Sugar Cove, Honolulu, where a beach replenishment scheme has, since the 1990s, pumped material up from the seabed and shaped it to form a natural, gently sloping beach. Students consider the scheme and relate it to other types of coastline protection.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 3
Them
e 1:
Riv
ers
and
coas
tsSt
ud
ent
Bo
ok
pag
e n
um
ber
s
Stu
den
t B
oo
k sp
read
ti
tle
OC
R S
pec
ifica
tio
n B
Key
idea
sTo
pic
co
nte
nt
of
Stu
den
t B
oo
k an
d T
each
er G
uid
e
acti
vity
sh
eets
Teac
hin
g n
ote
sEl
ectr
on
ic
reso
urc
es
4–5
Why
are
rive
rs
seen
as
part
of
aw
ider
sy
stem
?
How
do
syst
ems
idea
she
lpu
sto
und
erst
and
phys
ical
pro
cess
es
that
ope
rate
ina
rive
rba
sin?
The
hydr
olog
ical
sys
tem
Intr
oduc
tion
toc
once
pts
of
syst
ems
How
the
rive
rsys
tem
is
chan
ged
byp
hysi
cala
nd
hum
anfa
ctor
s
Tos
tart
wit
h,a
rem
inde
r.R
iver
san
dco
asts
iso
neth
eme
and
need
sto
•
bes
tudi
edin
its
enti
rety
.Iti
spo
ssib
leth
atO
CRc
ould
set
two
rive
rso
rtw
oco
asta
lque
stio
nsin
aB
563
exam
inat
ion.
The
mat
eria
lin
the
Stud
entB
ook
and
Teac
herG
uide
bot
hin
trod
uce
the
•co
ncep
toft
heri
verb
asin
as
asy
stem
ofi
nput
s,fl
ows,
sto
res
and
outp
uts.
Itm
ayb
epo
ssib
leto
mod
elth
isu
sing
an
anim
atio
n.•
Stud
ents
cou
ldd
raw
thei
row
ndi
agra
mo
fthe
wat
er/h
ydro
logi
calc
ycle
•
and
key
com
pone
nts
afte
rwor
king
thro
ugh
acti
vity
she
et1
.1.
The
Stud
entB
ook
cove
rage
intr
oduc
esth
ete
rm‘s
usta
inab
le’(
onp
age
4).
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this
isth
epo
inti
nyo
urc
ours
ew
here
sus
tain
abili
tyis
firs
tint
rodu
ced,
it
wou
ldb
ew
orth
spe
ndin
gso
me
time
onth
isfu
ndam
enta
lcon
cept
.
6–7
Wha
tis
adr
aina
ge
basi
n?
How
do
syst
ems
idea
she
lpu
sto
und
erst
and
phys
ical
pro
cess
es
that
ope
rate
ina
rive
rba
sin?
Intr
oduc
tion
tod
rain
age
basi
ns
How
dra
inag
eba
sins
hav
ebe
ena
dapt
ed(m
anag
ed)
Com
pari
son
ofd
rain
age
basi
nsa
roun
dth
ew
orld
can
be
ago
odw
ayto
•
star
tthi
sto
pic:
this
iss
uppo
rted
by
the
fact
file
inth
eSt
uden
tBoo
k(p
age
6).
The
Stud
entB
ook
expl
ains
and
exe
mpl
ifies
the
feat
ures
oft
hed
rain
age
•ba
sin
and
acti
vity
she
et1
.2re
info
rces
that
wit
hst
uden
tsla
belli
ngk
ey
term
s:s
ourc
e,m
outh
,est
uary
,con
fluen
ce,t
ribu
tary
,wat
ersh
ed.B
oth
the
Stud
entB
ook
and
the
Teac
herG
uide
are
bas
edo
na
case
stu
dyo
fth
eR
iver
Tee
s.It
isim
port
antt
ost
ress
the
key
com
pone
nts
ofa
sys
tem
her
e:in
puts
,•
outp
uts,
flow
san
dst
ores
.Ac
tivi
tys
heet
1.2
link
sin
form
atio
nab
outd
rain
age
basi
nsb
ack
toth
e•
syst
ems
conc
epta
nds
tude
nts
stud
yso
me
aspe
cts
ofth
eR
iver
Tee
sin
th
isre
gard
,wit
ha
final
act
ivit
yab
outh
owc
hang
esin
one
par
toft
he
syst
emm
aya
ffec
toth
erp
arts
oft
hes
yste
m.
The
Stud
entB
ook
star
tsto
cov
erth
ead
apta
tion
ofd
rain
age
basi
nsb
y•
hum
ans.
Stu
dent
sco
uld
disc
uss
wha
tthe
yth
ink
the
impa
cts
ofri
ver
basi
nm
anag
emen
tmig
htb
eon
the
drai
nage
bas
ins
yste
m.
8–9
Wha
tare
the
proc
esse
sth
at
affe
ctri
vers
?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
ve
land
form
sw
ithi
na
rive
rbas
in?
Wea
ther
ing
and
eros
ion
and
the
fact
ors
that
influ
ence
thes
e
The
effe
cts
ofe
rosi
ona
nd
depo
siti
ono
nri
verl
ong
profi
les
and
cros
s-pr
ofile
s
Acti
vity
she
et1
.3s
uppo
rts
the
Stud
entB
ook
wit
ha
task
invo
lvin
gda
ta
•an
alys
is:a
goo
dw
ayto
rein
forc
ele
arni
ng.
Ther
eis
,ofc
ours
e,a
pos
sibl
efie
ldw
ork
oppo
rtun
ity
here
.•
Step
-by-
step
dra
win
gan
dla
belli
ngo
fari
ver’
slo
ngp
rofil
efr
oms
ourc
e•
tom
outh
isre
com
men
ded.
Act
iveT
each
CD
-RO
MAn
imat
ions
:Ero
sion
;Tr
ansp
orta
tion
Chapter 1 Rivers and coasts OCR GCSE Geography B
4 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
Stu
den
t B
oo
k p
age
nu
mb
ers
Stu
den
t B
oo
k sp
read
ti
tle
OC
R S
pec
ifica
tio
n B
Key
idea
sTo
pic
co
nte
nt
of
Stu
den
t B
oo
k an
d T
each
er G
uid
e
acti
vity
sh
eets
Teac
hin
g n
ote
sEl
ectr
on
ic
reso
urc
es
10–1
1W
hatf
eatu
res
are
asso
ciat
ed
wit
hth
eup
per
cour
seo
fa
rive
r?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
ve
land
form
sw
ithi
na
rive
rbas
in?
Riv
erfe
atur
esin
upl
and
area
s
Form
atio
nof
wat
erfa
llsa
nd
gorg
es
Wat
erfa
llsa
ndh
uman
act
ivit
y
Ago
ods
tart
erw
ould
be
tou
sev
ideo
ori
mag
eso
fsom
esp
ecta
cula
r•
upla
ndri
verf
eatu
res.
Act
ivit
ysh
eet1
.4p
rovi
des
som
elin
kso
nth
eIg
uaçu
Fal
ls.
Rec
apo
npr
oces
ses
ofe
rosi
ona
ndli
nkto
the
lear
ning
on
syst
ems
and
•th
epr
oces
ses
affe
ctin
gri
vers
.Yo
uco
uld
use
step
-by-
step
dia
gram
sof
wat
erfa
llfo
rmat
ion
here
;the
re
•is
als
oa
labe
lling
act
ivit
yin
act
ivit
ysh
eet1
.4.
The
Stud
entB
ook
intr
oduc
esth
eco
ncep
tofw
ater
falls
and
hum
an
•ac
tivi
tya
ndth
eva
lue
ofs
pect
acul
ars
cene
ryw
ith
the
exam
ple
of
Nia
gara
Fal
ls.
12–1
3W
hatf
eatu
res
are
asso
ciat
ed
wit
hth
elo
wer
co
urse
ofa
ri
ver?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
ve
land
form
sw
ithi
na
rive
rbas
in?
Riv
erfe
atur
esin
the
low
er
cour
seo
fari
ver
Mea
nder
s,o
x-bo
wla
kes;
rive
rm
outh
feat
ures
Stud
ents
cou
ldd
raw
and
labe
lac
ross
-sec
tion
ofa
mea
nder
tos
how
•
vary
ing
flow
rate
san
dw
here
ero
sion
and
dep
osit
ion
occu
r.A
ctiv
ity
shee
t1.5
pro
vide
ssu
ppor
tfor
this
,and
als
ose
tsit
into
ap
ract
ical
fie
ldw
ork
cont
ext.
Itm
ayb
eus
eful
tov
iew
an
anim
atio
nof
mea
nder
form
atio
nto
hel
pw
ith
•un
ders
tand
ing
sequ
ence
(one
isa
vaila
ble
onth
eAc
tive
Teac
hCD
-RO
M).
Use
ofO
rdna
nce
Surv
ey(O
S)m
aps
toid
enti
fyd
epos
itio
nalf
eatu
res,
or
•po
ssib
lya
eria
lpho
tos
orG
oogl
eEa
rth™
cou
ldb
eus
edfo
rthi
spu
rpos
e.Th
eSt
uden
tBoo
kgi
ves
the
exam
ple
ofth
eN
ileD
elta
:itm
ayb
eus
eful
•
fors
tude
nts
tob
eab
leto
rela
teth
ein
form
atio
nto
an
exam
ple
like
this
.
Act
iveT
each
CD
-RO
MAn
imat
ion:
Mea
nder
/O
x-bo
wla
ke
14–1
5H
owa
re
prec
ipit
atio
nan
dru
noff
lin
ked?
How
do
syst
ems
idea
she
lpu
sto
und
erst
and
phys
ical
pro
cess
es
that
ope
rate
ina
rive
rba
sin?
Intr
oduc
esh
ydro
grap
hs
Why
sto
rmh
ydro
grap
hsa
re
impo
rtan
t
Exam
ple
ofth
eCa
rlis
lefl
ood,
20
05
You
coul
dus
eph
otog
raph
sof
rece
ntfl
oods
tos
tart
ag
ener
ald
iscu
ssio
n•
ofw
hyri
vers
floo
d.St
uden
tsc
ould
wor
kon
ata
ble
ofh
uman
and
phy
sica
lfac
tors
that
mig
ht
•in
fluen
ceri
verfl
oodi
ng.K
eyp
oint
sto
bri
ngo
uta
reth
ein
fluen
ceo
fra
infa
llpa
tter
nsa
ndg
eolo
gya
sw
ella
sth
eef
fect
sof
hum
ana
ctiv
ity,
for
exam
ple
defo
rest
atio
nan
dur
bani
sati
on.
Phot
ogra
phs
offl
ood
risk
fact
ors
coul
dbe
use
d,w
ith
stud
ents
•
expl
aini
ngw
heth
ere
ach
phot
ogra
phs
how
sa
hum
ano
rphy
sica
lfac
tor.
Prov
ide
ane
xam
ple
ofa
sto
rmh
ydro
grap
han
ddi
scus
sdi
scha
rge
and
•pr
ecip
itat
ion.
Stu
dent
sco
uld
labe
lkey
feat
ures
on
agr
aph:
risi
ngli
mb,
fa
lling
lim
b,la
gti
me,
pea
kdi
scha
rge.
Act
ivit
ysh
eet1
.6p
rovi
des
supp
ortf
orth
is,a
nda
lso
help
sst
uden
tsc
onst
ruct
ah
ydro
grap
hfr
om
key
data
.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 5
Stu
den
t B
oo
k p
age
nu
mb
ers
Stu
den
t B
oo
k sp
read
ti
tle
OC
R S
pec
ifica
tio
n B
Key
idea
sTo
pic
co
nte
nt
of
Stu
den
t B
oo
k an
d T
each
er G
uid
e
acti
vity
sh
eets
Teac
hin
g n
ote
sEl
ectr
on
ic
reso
urc
es
Thin
kab
outt
heim
port
ance
ofp
astfl
ood
hydr
ogra
phs
inu
nder
stan
ding
•
flood
risk
s.St
uden
tsm
ustb
eaw
are
ofth
eke
ydi
ffer
ence
sbe
twee
na
rura
land
•
urba
n(fl
ashy
)dra
inag
eba
sin.
The
impa
cto
fhum
anin
terv
enti
onn
eeds
to
be
stre
ssed
her
e.A
ctiv
ity
shee
t1.6
and
Stu
dent
Boo
kpa
ge1
5m
ay
both
be
ofh
elp
here
.Th
eSt
uden
tBoo
kpr
ovid
esth
ehy
drog
raph
fort
heR
iver
Ede
n(C
arlis
le)
•fr
om1
to1
5Ja
nuar
y20
05,t
oget
herw
ith
info
rmat
ion
abou
tthe
nat
ure
and
impa
cts
ofth
eCa
rlis
lefl
ood.
16–2
5M
anag
ing
an
incr
easi
ng
flood
risk
How
doe
sri
ver
flood
ing
illus
trat
eth
ein
tera
ctio
nbe
twee
nna
tura
lpro
cess
esa
nd
hum
ana
ctiv
ity?
Why
isth
eflo
odh
azar
din
crea
sing
?
How
can
the
risk
offl
oodi
ng
bere
duce
din
urb
ana
reas
?
MED
Cca
ses
tudy
:Bos
cast
le
2004
Res
pond
ing
toth
e20
04
Bos
cast
lefl
ood
LED
Cca
ses
tudy
:Flo
odin
gin
B
angl
ades
h
The
fact
file
on
the
incr
easi
ngfl
ood
risk
on
page
17
ofth
eSt
uden
tBoo
k•
may
be
ago
odw
ayto
sta
rtth
isto
pic.
Act
ivit
ysh
eet1
.7a
lso
incl
udes
so
me
stat
isti
cso
nth
isis
sue.
The
Stud
entB
ook
wor
ksth
roug
hre
ason
sw
hyth
eflo
odri
skis
•
incr
easi
nga
ndli
nks
this
top
ossi
ble
solu
tion
sin
urb
ana
reas
.Itw
ould
be
use
fult
olin
kth
ese
back
toh
ydro
grap
hs.
Dis
cuss
ion
ofw
ays
tore
duce
the
flood
risk
sho
uld
refe
rto
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eren
t•
engi
neer
ing
stra
tegi
esa
nde
valu
ate
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ruse
fuln
ess
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ount
ries
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eren
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els
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evel
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Acti
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she
et1
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rovi
des
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ples
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ood
engi
neer
ing
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proa
ches
fors
tude
nts
toe
valu
ate.
Thi
sev
alua
tion
cou
ldb
eex
tend
ed
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onsi
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ost,
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ctic
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y,a
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tc.I
tis
impo
rtan
tto
brin
gou
tiss
ues
of
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aina
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y;th
isa
spec
tis
also
con
side
red
inth
eSt
uden
tBoo
k.Th
eSt
uden
tBoo
kM
EDC
case
stu
dyis
Bos
cast
le(p
ages
18–
19),
and
this
•
isfo
llow
edu
pon
pag
es2
0–21
by
‘Res
pond
ing
toth
e20
04B
osca
stle
flo
od’,
whi
chc
over
sth
eflo
odp
rote
ctio
nm
easu
res
brou
ghti
nsi
nce
2004
.Th
eSt
uden
tBoo
kLE
DC
case
stu
dyis
on
Ban
glad
esh
(pag
es2
2–23
)and
•
page
s24
–25
are
abou
tres
pond
ing
toth
eflo
odh
azar
d.B
oth
case
stu
dies
are
sup
port
eda
nde
xten
ded
bya
ctiv
ity
shee
ts1
.8to
•
1.11
.
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est
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s
Vid
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cast
le
flood
;Flo
odin
gin
B
angl
ades
h
Chapter 1 Rivers and coasts OCR GCSE Geography B
6 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
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26–2
7W
hya
re
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ting
floo
dde
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est
rate
gies
un
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aina
ble?
How
doe
sri
ver
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ing
illus
trat
eth
ein
tera
ctio
nbe
twee
nna
tura
lpro
cess
esa
nd
hum
ana
ctiv
ity?
Catc
hmen
tFlo
odM
anag
emen
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ans
(CFM
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Tham
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egio
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The
spre
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oks
atC
atch
men
tFlo
odM
anag
emen
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ns(C
FMPs
),w
hich
•
seto
utth
est
rate
gies
tore
duce
floo
dri
sks
ina
rive
rbas
ino
vert
hen
ext
50–1
00y
ears
.Th
eem
phas
iso
nth
est
udy
ofth
eTh
ames
Reg
ion
CFM
Pis
one
way
to
•m
ake
the
man
agem
ento
fthe
rive
rbas
inin
crea
sing
lys
usta
inab
le.
Stud
ents
cou
ldre
ferb
ack
toth
ew
ork
they
did
att
hes
tart
oft
heto
pic
on
•flo
odri
sks
and
judg
eho
ws
ucce
ssfu
llyth
eTh
ames
Reg
ion
CFM
Pm
ight
ta
ckle
hig
h-ri
skfl
ood
issu
es.
This
wor
kca
nbe
ext
ende
dus
ing
acti
vity
she
et1
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ons
usta
inab
lefl
ood
•m
anag
emen
t.
28–2
9Sh
ould
we
cont
inue
to
build
on
flood
pl
ains
?
How
doe
sri
ver
flood
ing
illus
trat
eth
ein
tera
ctio
nbe
twee
nna
tura
lpro
cess
esa
nd
hum
ana
ctiv
ity?
Dec
isio
nM
akin
gEx
erci
se
The
2007
sum
mer
floo
ds(U
K)
Tham
esG
atew
ayd
evel
opm
ent
Appl
icat
ion
ofu
nder
stan
ding
tom
ake
anin
form
edd
ecis
ion
onth
em
ost
•ap
prop
riat
em
anag
emen
tsch
eme
tou
se.
The
mat
eria
lin
the
Stud
entB
ook
and
onth
eAc
tive
Boo
kCD
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Mc
ould
•
befu
rthe
renh
ance
dw
ith
OS
map
ext
ract
san
dus
eof
ICT
tov
iew
the
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seb
uild
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and
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aff
ecte
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nom
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,•
ofc
ours
e,s
olin
ksc
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em
ade
both
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hen
viro
nmen
tali
ssue
svi
asu
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nabi
lity
and
toe
cono
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dev
elop
men
tvia
the
need
top
rovi
de
hous
ing
seta
gain
stth
epr
essu
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onth
eec
onom
yas
are
sult
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loba
lan
ddo
mes
tic
econ
omic
cri
ses.
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iveT
each
CD
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imat
ion:
Dec
isio
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akin
gEx
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nflo
odp
reve
ntio
n
30–3
1W
hyis
the
coas
tcal
led
am
ulti
-use
re
sour
ce?
Why
isth
em
anag
emen
tof
coas
tlin
esim
port
ant?
The
coas
tas
am
ulti
-use
re
sour
ce
Sole
ntc
oast
as
ane
xam
ple
The
Stud
entB
ook
star
tso
ffc
over
age
ofc
oast
alto
pics
wit
ha
•co
nsid
erat
ion
ofth
eco
asta
sa
mul
ti-u
sere
sour
ce.T
his
help
sbr
ing
toge
ther
the
hum
ana
ndp
hysi
cala
spec
tso
fthe
topi
car
eaa
ndp
uts
the
issu
eof
coa
stal
man
agem
enta
nds
usta
inab
ility
cen
tre-
stag
e.Th
isa
ppro
ach
iss
uppo
rted
by
acti
vity
she
et1
.13.
•
32–3
3H
owa
re
coas
tss
hape
dby
phy
sica
lpr
oces
ses?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
vec
oast
al
land
form
s?
The
coas
tals
yste
m
Eros
ion
and
wea
ther
ing
The
impa
cto
fgeo
logy
Itis
key
tog
eta
cros
san
app
reci
atio
nth
atth
eco
astl
ine
isc
onst
antl
y•
chan
ging
.M
ake
the
link
betw
een
the
rive
rsys
tem
and
the
coas
tals
yste
m;i
tmay
•
beu
sefu
lto
cons
ider
the
proc
esse
sof
ero
sion
inth
atc
onte
xt.
The
Stud
entB
ook
wor
ksth
roug
hth
eer
osio
nan
dw
eath
erin
gpr
oces
ses
•an
dth
eim
pact
ofg
eolo
gya
sa
prec
urso
rto
the
land
form
sof
des
truc
tive
an
dco
nstr
ucti
vec
oast
lines
.Th
eex
ampl
eof
Lul
wor
thC
ove
and
Wor
barr
owB
ayis
sup
port
edb
y•
acti
vity
she
et1
.14.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 7
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den
t B
oo
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nu
mb
ers
Stu
den
t B
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ti
tle
OC
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pec
ifica
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n B
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idea
sTo
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co
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den
t B
oo
k an
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each
er G
uid
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acti
vity
sh
eets
Teac
hin
g n
ote
sEl
ectr
on
ic
reso
urc
es
34–3
5W
hat
land
form
sar
eas
soci
ated
w
ith
dest
ruct
ive
coas
tlin
es?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
vec
oast
al
land
form
s?
Why
som
eco
astl
ines
are
de
scri
bed
as‘d
estr
ucti
ve’
Hea
dlan
ds
Land
slid
es
Rec
apo
nty
pes
ofe
rosi
ona
sa
star
ter.
•D
iscu
ssd
iffer
enti
ale
rosi
on;h
owg
eolo
gyin
fluen
ces
rate
sof
ero
sion
.•
Asw
ella
sus
ing
the
diag
ram
son
Stu
dent
Boo
kpa
ge3
4,a
nim
atio
ns
•co
uld
beu
sed
tos
how
how
ah
eadl
and
ise
rode
dto
form
an
umbe
rof
dist
inct
ive
feat
ures
,hig
hlig
htin
gth
ese
quen
cea
ndp
roce
sses
invo
lved
.Th
isw
ork
coul
dth
enb
eco
nsol
idat
edw
ith
acti
vity
she
et1
.15.
Aeri
alp
hoto
grap
hs/O
Sm
aps
coul
dbe
use
dto
iden
tify
ero
sion
al
•fe
atur
esa
ndp
redi
ctfu
ture
cha
nges
toc
oast
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ssib
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eldw
ork
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viti
esa
rea
ssoc
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ith
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topi
c.•
Act
iveT
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imat
ions
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estr
ucti
vew
ave;
W
ave
cutp
latf
orm
36–3
7W
hya
res
oft
coas
tlin
es
vuln
erab
leto
ra
pid
eros
ion?
Why
isth
em
anag
emen
tof
coas
tlin
esim
port
ant?
Exam
ples
ofc
oast
lines
vu
lner
able
tora
pid
eros
ion
Exam
ple
ofH
appi
sbur
gh
(Nor
folk
)
Forl
andf
orm
sas
soci
ated
wit
hle
ssre
sist
antr
ocks
,you
cou
ldu
se
•ph
otog
raph
sof
an
area
that
has
suf
fere
dre
cent
rapi
der
osio
n.S
tude
nts
coul
dus
ea
vari
ety
ofs
ourc
es(s
uch
asa
geo
logi
calm
ap,O
Sm
ap,
rele
vant
wea
ther
info
rmat
ion
and
new
spap
era
rtic
les)
tow
ork
out‘
Wha
tha
ppen
edh
ere?
’The
Stu
dent
Boo
kpr
ovid
ess
ome
info
rmat
ion
onth
ela
rge
land
slid
eat
Lym
eR
egis
,Dor
set(
page
35)
,and
abo
utH
appi
sbur
gh,
nort
hN
orfo
lk(p
age
37).
Poss
ible
fiel
dwor
kac
tivi
ties
are
ass
ocia
ted
wit
hth
isto
pic.
•
Act
iveT
each
CD
-RO
MAn
imat
ion:
Slu
mpi
ng
38–4
1H
owa
re
coas
tal
land
form
scr
eate
dby
de
posi
tion
?
Wha
tpro
cess
esa
nd
fact
ors
are
resp
onsi
ble
ford
isti
ncti
vec
oast
al
land
form
s?
Why
som
eco
astl
ines
are
de
scri
bed
as‘c
onst
ruct
ive’
Cons
truc
tive
wav
es,l
ongs
hore
dr
ift,s
pits
,bar
san
dto
mbo
los
You
coul
dus
eph
otos
ofb
each
esfr
oma
roun
dth
ew
orld
wit
hdi
ffer
ent
•si
zew
aves
and
dis
cuss
pos
sibl
efa
ctor
sin
fluen
cing
thei
rsiz
e.D
iscu
ssfa
ctor
sth
ata
ffec
tthe
hei
ght/
pow
ero
fwav
es.S
tude
nts
need
to
•kn
owth
ech
arac
teri
stic
sof
the
two
wav
ety
pes,
con
stru
ctiv
ean
dde
stru
ctiv
e;th
ere
are
diag
ram
son
Stu
dent
Boo
kpa
ges
34a
nd3
8to
he
lpw
ith
this
.Ex
plai
nth
epr
oces
sof
long
shor
edr
iftu
sing
ann
otat
edd
iagr
ams
(see
•
page
38
inth
eSt
uden
tBoo
k).A
ctiv
ity
shee
t1.1
6pr
ovid
esa
dat
aan
alys
isa
ctiv
ity
fort
his
topi
c.St
uden
tsc
ould
des
ign
ane
xper
imen
tto
test
fort
hee
xist
ence
of
•lo
ngsh
ore
drift
and
mea
sure
its
spee
dan
ddi
rect
ion
ona
bea
ch.I
fyou
ha
vea
cces
sto
the
Acti
veTe
ach
CD-R
OM
,you
cou
ldu
sea
sim
ulat
ion
acti
vity
tos
etth
ista
sku
p.Th
eSt
uden
tBoo
kus
esin
form
atio
nab
outt
hec
oast
alla
ndfo
rms
of
•co
nstr
ucti
vec
oach
esin
the
cont
exto
fHur
stC
astl
eSp
it.
The
Stud
entB
ook
case
stu
dyo
fBla
kene
yPo
int,
Nor
folk
(pag
es4
0–41
)•
cons
ider
sw
hyc
onst
ruct
ive
coas
tala
reas
are
val
uabl
een
viro
nmen
ts.
Acti
vity
she
et1
.17
onp
rote
ctin
gco
asta
lenv
iron
men
tsc
anb
eus
edfo
r•
furt
herw
ork
onth
isto
pic.
Act
iveT
each
CD
-RO
MAn
imat
ions
:Co
nstr
ucti
vew
ave;
Lo
ngsh
ore
drift
;Fo
rmat
ion
ofa
spi
t
Spin
ning
glo
beto
lo
cate
cas
est
udy
Chapter 1 Rivers and coasts OCR GCSE Geography B
8 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
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den
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mb
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Stu
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tle
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ifica
tio
n B
Key
idea
sTo
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co
nte
nt
of
Stu
den
t B
oo
k an
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each
er G
uid
e
acti
vity
sh
eets
Teac
hin
g n
ote
sEl
ectr
on
ic
reso
urc
es
42–4
3H
owd
oes
the
coas
tlin
epr
ovid
ea
natu
ral
defe
nce
agai
nst
flood
ing?
Why
isth
em
anag
emen
tof
coas
tlin
esim
port
ant?
The
role
ofc
oast
alv
eget
atio
nin
redu
cing
coa
stal
floo
ding
The
impa
cto
nco
asta
lare
aso
fre
mov
ing
coas
talw
etla
nds
Dis
cuss
ion:
the
effe
cts
ofe
rosi
ona
ndfl
oodi
ngo
npe
ople
and
the
•en
viro
nmen
t.Th
iss
prea
din
the
Stud
entB
ook
look
sat
the
role
oft
hen
atur
al
•en
viro
nmen
tin
prot
ecti
ngc
oast
sfr
ome
rosi
on,a
ndth
eim
pact
oft
he
rem
oval
ofm
angr
ove
fore
sta
ndth
edr
aini
ngo
fsal
tmar
shes
on
coas
tal
flood
ing.
Acti
vity
she
et1
.18
build
son
this
con
tent
and
rais
esth
eis
sue
ofc
limat
e•
chan
gea
ndh
owit
mig
hta
ffec
tcoa
stal
def
ence
dec
isio
nsin
the
futu
re.
44–4
7W
hyis
ther
ean
incr
easi
ng
need
to
prot
ectc
oast
al
area
s?
Why
isth
em
anag
emen
tof
coas
tlin
esim
port
ant?
How
can
coa
stal
are
asb
epr
otec
ted?
Wha
tis
mea
ntb
y‘s
usta
inab
le
man
agem
ent’
?
The
Stud
entB
ook
intr
oduc
esh
ard
engi
neer
ing,
sof
teng
inee
ring
and
•
man
aged
retr
eat,
toge
ther
wit
hth
eco
ncep
tofs
usta
inab
lem
anag
emen
t.Th
eex
ampl
eof
Wes
tBay
Coa
stal
Def
ence
Sch
eme
inD
orse
tis
give
n;it
•
coul
dbe
use
fulf
ors
tude
nts
toc
onsi
derw
hyh
ard
engi
neer
ing
ism
ost
appr
opri
ate
here
.Th
eSt
uden
tBoo
kca
ses
tudy
ofP
even
sey
Bay
(pag
es4
6–47
)sho
ws
•st
uden
tsh
ows
ofte
ngin
eeri
ngm
etho
dsa
reb
eing
app
lied
ina
way
that
w
orks
wit
hth
ena
tura
lenv
iron
men
trat
hert
han
tryi
ngto
con
trol
it.T
he
pict
ures
on
this
spr
ead
give
av
ery
good
indi
cati
ono
fthe
sem
etho
dsin
ac
tion
.
Act
iveT
each
CD
-RO
MSp
inni
ngg
lobe
to
loca
tec
ase
stud
y
48–4
9M
anag
ed
retr
eat:
a
sust
aina
ble
way
of
man
agin
gth
eco
ast?
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OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 9
1.1 The river system – part of the hydrological cycleThe hydrological cycle describes:
the transfer of water vapour from stores (oceans and lakes, etc.) into the atmosphere•
the return of water to the land by precipitation•
the transfer of water back to the original stores by surface and underground flow.•
Sea
Transpiration
Interception
Groundwaterstorage
Soil moisturestorage
Surfacerunoff
Through-flow
1 Complete the diagram above by adding the following words to the correct boxes.
PRECIPITATION LAKE INFILTRATION EVAPORATION
2 The river system is part of the hydrological cycle. It is made up of four parts:
INPuTS – water entering the system from the atmosphere
STORES – stores of water, often linked to the amount of rainfall
TRANSFERS – processes that move water through the system
OuTPuTS – where water is lost to the system.
Shade in the boxes above using different colours to make a key. using the appropriate colour, shade in the boxes on the diagram to show the inputs, stores, transfers and outputs.
3 How might the river system be changed by higher or lower rainfall?
4 How is the natural river system often adapted for human use?
Chapter 1 Rivers and coasts OCR GCSE Geography B
10 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.2 Drainage basinsA drainage basin is the area of land drained by a river and its tributaries.
Sea
1 Complete the diagram by putting the correct words from the list below in the appropriate boxes:
source•
mouth•
estuary•
confluence•
tributary•
watershed.•
2 Explain the meaning of:
confluence•
watershed•
estuary.•
The source of the River Tees is Cross Fell, the highest point on the Pennine moorland at 893 m. The area receives over 2000 mm of precipitation a year. Infiltration rates are low, resulting in a wide area of saturated peat bog. Water drains out of the bog creating small streams.
0 10 km
N
Middleton
Barnard Castle
Croft
Darlington
Middlesbrough
North Sea
Yarm
Watershed
Cross Fell
Height (metres)Over 600301–600121–30061–1200–60
Key
The river meanders through a wide flood plain before reaching the estuary, where building development has taken place alongside the river. Embankments have been built to reduce the risk of flooding.
At its mouththe River Tees enters theNorth Sea.
Steep-sided valley with rapids and waterfall.
The River Tees is joined by hundredsof tributaries throughout its course.
The Tees has a wide tidal estuary with sandbanks and mudflats. Many of the natural features of the estuary have been adapted to suit the needs of heavy industry and shipping.
A
B
C
D
E
The above map shows the River Tees drainage basin in north-east England. The table below gives information about the drainage basin.
A B C D E
Heightabovesealevel(m) 840 226 126 42 4
Averageannualprecipitation(mm) 1980 1640 1240 1170 860
Averageflowofriver(cumecs) 2.5 7.8 13.8 17.2 18.4
Cumecs=cubicmetrespersecond.
3 a Draw a graph to show the long profile of the River Tees.
b Describe and explain the relationship between height and precipitation.
c Explain why the average rate of flow increases towards the sea.
4 Explain how changing one part of a drainage basin might affect other parts of the drainage basin.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 11
1.3 River channel processesA group of students carried out an investigation about river processes. They walked along a river from its source, moving downstream towards the mouth of the river. The following observations and data were recorded.
ObServaTiOnS
‘As the river moved pebbles downstream they were constantly colliding with each other. At a bend in the river the force of the water was wearing away part of the riverbank. In some places material being carried by the river was grinding away the riverbed like sandpaper.’
‘The river looked quite powerful. It was moving quite large stones, some were being rolled along, others were being bounced along by the currents. A sample of river water was very cloudy and contained a lot of fine material.’
Data was collected at four sites along the river
Site Height above sea level (m)
Width of river (m)
Lengths of 10 randomly selected stones (mm)
1 262 2.4 42 11 15 36 22 9 31 18 7 26
2 198 3.7 28 12 8 14 1036 13 24 18 7
3 118 4.4 8 6 34 11 8 7 22 14 10 5
4 47 5.6 26 4 12 7 912 10 8 4 5
1 Identify and name three types of river erosion the students may have seen.
2 Identify and name three ways that material is being moved by this river.
3 What site did: a) the largest stone and b) the smallest stone come from?
4 What is the average length of stone at each site?
5 a Draw a graph to show the data collected about the stones in the river at each site.
use a different colour for each site.•
use a dot for each stone.•
Site 1 2 3 4
Colour
Key
Length of stone (mm)0 10 20 30 40 50
Site 1
Site 2
Site 3
Site 4
b Describe the pattern shown by the graph.
c Explain how the size and shape of stones on a riverbed change as the river moves downstream towards the sea.
6 River processes are often described using the following systems diagram:
EROSION → TRANSPORTATION → DEPOSITION
Explain this systems diagram.
Chapter 1 Rivers and coasts OCR GCSE Geography B
12 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.4 The upper course of a riverErosion is the dominant force in the upper course of a river. This is because the valley is steeper and after heavy rainfall the river has a great amount of energy. Erosion of the bed of the river deepens the valley, creating an increasingly ‘v’-shaped valley.
1 a Draw a diagram like the one shown here.
b Add the following labels to your diagram:
rainfall percolation weathering of rock fragments slumping vertical erosion lateral erosion river.
c use your diagram to explain how the valley is deepened.
Waterfalls and gorges are usually found in the upper course of a river and are linked to changes in rock type along the course of a river. The diagram below is of High Force Waterfall on the River Tees.
Whinstone
Limestone and shale
Formerposition ofwaterfall
E
FB
A
D
C
2 Match the letters on the diagram with the statements below.
Riverflowsovermoreresistantrock
Plungepoolatbaseofwaterfall
Overhangeventuallycollapses
Softerrocksbehindwaterfalleroded
Bouldersfrompreviousrockfall
Waterfallretreats,formingagorge
3 Explain how the waterfall retreats back up the valley.
4 Explain how spectacular physical features like waterfalls can be an advantage to an area. use a spider diagram to organise and plan your ideas.
5 The Iguaçu Falls is one of the most spectacular waterfalls in the world. It is found on the borders of Brazil and Argentina and has become one of the most visited sites in South America. Find out more about the Iguaçu Falls at the Geographic Guide and Iguaçu Argentina websites.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 13
1.5 The lower course of a riverIn its lower course a river is carrying large amounts of water and an increasingly large volume of fine material that has been eroded and transported throughout the course of the river. As the river flows over flatter land it develops bends, called meanders. Because the river has virtually reached its base level the dominant forces here are lateral (sideways) erosion and deposition.
1 The diagram shows a river meander.
a What is shown by the arrow on the diagram?
b Shade in and label the areas where you would expect:
lateral erosion•
deposition.•
c Explain why erosion and deposition might occur in the areas you have shaded.
d Describe and explain what is likely to happen at point A on the diagram.
2 A group of students investigating meanders on a river collected the following information about the width and depth of a river on a meander.
Distance from left-hand riverbank (m) Depth of river (cm)
0.5 100
1.0 90
2.0 80
3.0 65
4.0 45
5.0 20
6.0 5
0
1009080706050403020100
1 2 3Distance from left-hand riverbank (m)
Surface of river
Rive
r dep
th (c
m)
4 5 6
a use the students’ data to complete the cross-section of the river.
b Put the correct letter on the cross-section to show the following features.
A Fastestcurrent
B Slowestcurrent
C Erosion
D Deposition
E Rivercliff
A
Chapter 1 Rivers and coasts OCR GCSE Geography B
14 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.6 Flood (storm) hydrographsThe amount of water flowing down a river is called the discharge. It is measured in cubic meters per second (cumecs) at different points along a river. A flood or storm hydrograph is used to show how the discharge of a river changes in response to rainfall.
The following information was taken from one point on a river over a nine-hour period.
Time 6–7 a.m.
7–8 a.m.
8–9 a.m.
9–10 a.m.
10–11 a.m.
11–12 12–1 p.m.
1–2 p.m.
2–3 p.m.
Rainfall(mm) 0 5 20 8 4 0 0 0 0
Discharge(cumecs) 10 12 18 54 46 38 32 22 12
6 a.m. 70
10
20
0
10
20
5
15
30
40
50
60
8 9 10 11 12 1 2 3 p.m.Time
Dis
char
ge (c
umec
s)
Rainfall (mm
)
A
D E
C
B
2 All drainage basins respond to storms in different ways. Look at the following hydrographs and answer the questions. Give reasons for your answers.
a Which river (A or B) is in anurban area and which is in arural area?
b c Which river (E or F) drainsan area of forest and whichdrains open land?
A
B
C
D
F
E
Which river (C or D) is in agently sloping landscapeand which has steep valleysides?
3 Explain how hydrographs can be used to manage the threat of floods.
1 a use the information above to complete the hydrograph.
b Complete the following table by identifying the key points A, B and E on the hydrograph.
Peakrainfall
Peakdischarge
C Lagtime
D Risinglimb
Fallinglimb
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 15
1.7 Reducing the threat of river floodingThe threat of flooding can be reduced in a number of ways, including:
restricting the development of flood plains•
increasing the amount of permeable surfaces (sometimes called green surfaces)•
introducing flood engineering schemes.•
In the united Kingdom it is estimated that approximately 15% of all houses are built on flood plains. During the last 30 years there has been an increase in demand for riverside homes. Many urban areas have seen building development right up to the riverside. Planners estimate that 25% of all new homes built in the next 10 years will be built on flood plains. Some local authorities are trying to reduce house-building on flood plains or insisting that homes built in flood risk areas should be designed and built to withstand a flood.
1 a Read the boxed text above. Why has there been an increase in the development of riverside areas in towns and cities?
b How can the risk of flooding on floodplains be reduced?
2 a How can increasing the amount of permeable surfaces reduce the risk of flooding?
b How can the amount of permeable (green) surfaces be increased in urban areas?
BEFORE ENGINEERING
Tributary
River channels widenedFlood relief channelFlood embankments built
Main river
Built up area
3 The diagrams above show different flood engineering methods. For each flood engineering method:
a explain how it might reduce the risk of flooding
b consider the advantages and disadvantages of the method.
4 How can land use planning reduce the threat of urban flooding? Explain your answer.
Chapter 1 Rivers and coasts OCR GCSE Geography B
16 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.8 Flash flooding: Boscastle 2004In August 2004 the Cornish village of Boscastle was devastated by flood water. Summer storms produced heavy rainfall which quickly flowed down the steep valleys towards Boscastle. The village, situated around the confluence of two rivers, was inundated by the fast flowing, rapidly rising rivers.
1 Write a brief definition of:
slow-onset flooding•
rapid-onset flooding•
flash flooding.•
2 a Suggest how the flood risk at Boscastle was a result of both physical and human factors.
b use the photo to describe the power of the flood and the potential impacts.
c using the table above draw a line graph (hydrograph) to show the discharge of the River Valency on the afternoon of 16 August 2004.
d use your graph to explain why the flood at Boscastle has been called a flash flood.
e Why are flash floods often considered to be the most dangerous type of flood?
3 using the photograph and your own knowledge suggest how the flood risk in places like Boscastle might be reduced. Find out more at the Met Office and the North Cornwall District Council websites.
Riverflow(discharge)–RiverValency(Boscastle,16August2004)
Time Discharge (cumecs)
12.00p.m. 1
1.00 2
2.00 6
3.00 24
4.00 55
5.00 94
6.00 106
7.00 58
8.00 12
(Source:MetOfficewebsite,CrownCopyright2004)
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 17
1.9 Causes and effects of river fl oodingFlooding can result from both physical factors and human changes to an environment. The worst fl oods are often the result of a combination of physical factors and human adaptations to the landscape that have increased the fl ood risk. The following article is about fl ooding in Shrewsbury in 2000.
Shrewsbury hit by worst fl oods in 50 years
The Shropshire town of Shrewsbury has been hit by a series of fl oods in recent weeks which have devastated the local area. The town nestles inside a large meander in the River Severn which makes it especially vulnerable to fl ooding. Development on the fl oodplain has put increasing areas of the town at risk of fl ooding and a number of roads and houses have been affected. At one time nearly all routes into the town were cut off. Rainfall levels have been exceptionally high for a number of weeks
and the ground had become saturated, making recreational areas alongside the river unusable. The catchment of the River Severn is made up of a number of steep sided valleys, resulting in high levels of surface runoff after heavy rainfall. This is made worse by the impermeable rock found in the area which does not allow rainfall to soak in easily. The recent fl oods have affected local schools and a number of car parks were completely submerged. For a short period the main railway line was fl ooded and access to the station impossible. The main shopping centre, although not fl ooded, was unable to get deliveries and suffered a signifi cant loss of trade.
1 use this table to help you analyse the Shrewsbury fl oods. Indicate the physical (P) and human (H) factors which increased the threat of fl ooding.
Causes of the fl ood
Effects of the fl ood
2 Explain how fl ooding can have both direct and indirect effects. Find out more at the BBC Shropshire website.
3 What lessons were learned in the 2000 fl ood? use the internet to fi nd out whether Shrewsbury has been affected by more recent fl oods.
Chapter 1 Rivers and coasts OCR GCSE Geography B
18 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.10 Flooding in BangladeshBangladesh is a crowded, less economically developed country (LEDC) in South Asia that regularly suffers from both river and coastal flooding. Most of the 140 million people live close to rivers and the main towns and cities do not have adequate flood protection measures. A flood management expert said ‘with 80% of the country less than 2 m above sea level, a monsoon climate and annual snow melt from the Himalayas running into the hundreds of rivers that flow through Bangladesh, flooding is bound to happen’.
1 Explain how the flood threat is a result of both physical and human factors.
2 Describe the scene in the photograph and suggest how flooding in Dhaka might affect local people.
3 using the following extract to help you, explain how flooding in Bangladesh can have both short-term and long-term effects.
banglaDeSh’S inCreaSingly Severe STOrMS have lefT MilliOnS Of faMilieS TraPPeD in a DeSPeraTe CyCle Of POverTy anD STarvaTiOn
‘Five times I have had to abandon my home because of the floods.’ Amul Ali is just one of millions of people in Bangladesh whose lives have been devastated by the country’s relentless floods. A cycle of poverty and hunger traps Bangladeshi citizens after every flood. Crops fail, homes are destroyed and land is left barren. Families have no food, no means to grow any and often nowhere to sleep.
The 2004 disaster left 10 million people homeless, while dysentery and diarrhoea struck the most vulnerable – children and the elderly. Thousands lost their lives. August 2007’s crisis, meanwhile, wiped out over 65% of available safe clean water sources.
(Source: Practical Action)
During the last 50 years, eight extreme flood events have happened in Bangladesh. The most recent major river flood, in 2007, covered over half of the country and affected millions of people. Large parts of the capital city, Dhaka (as shown in the photograph), were under water for weeks.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 19
1.11 Reducing the threat of flooding in BangladeshFlood management in Bangladesh operates at two different scales:
large-scale, expensive flood management programmes such as the Dhaka Integrated Flood •Protection Project, a uS $100 million engineering project
smaller-scale projects, often in more rural areas and funded by non-governmental organisations •(NGOs).
The following extract from the Practical Action charity’s website describes a project organised by the charity.
The fighT againST flOODing
In the past, flood victims were able – just – to survive until the land improved and farming was able to resume. A combination of self-help and emergency international aid saw them through. But in recent years more violent storms are striking more often, plunging the entire country into crisis.
Yet despite all this, there is hope. 300 km north-west of Dhaka, in the Gaibandha district, Practical Action is developing simple, sustainable solutions to ensure that flood disaster is a thing of the past.
Veena Khaleque, the charity’s Country Director for Bangladesh, takes up the story.
‘When I saw the plight of people . . ., I knew we could use our expertise to make a lasting difference to their lives . . . Feeding people during floods [is] a short-term measure, so we made a commitment to make sure they can feed and look after themselves. This way we hope to banish the poverty and starvation that floods bring.
‘That’s why we developed innovations like flood-resistant houses, which are placed on concrete plinths to prevent them being washed away, and an ingenious solution we call a floating garden. This means families can grow enough food to stave off the threat of starvation – even when their homes are surrounded by water.
‘A floating garden is in fact a raft built from woven water hyacinth filled with soil and cow dung. This nutrient-rich mixture is perfect for growing both summer and winter crops, so whenever the next flood hits, my people will survive . . .’
Veena Khaleque knows the scale of the challenge ahead. ‘Millions lost their homes in the 2007 floods. Many lost their lives.’
(Source: Practical Action)
1 Why is emergency aid important after a major flood in a developing country?
2 What is the difference between emergency aid and long-term development aid?
3 Describe and explain how the Practical Action project will help people in rural villages in Bangladesh.
4 Why are small-scale flood management projects often seen as more appropriate in developing countries?
5 Explain why the Practical Action project is considered to be sustainable.
Chapter 1 Rivers and coasts OCR GCSE Geography B
20 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.12 Sustainable flood managementSustainable flood management attempts to manage the whole of a river basin and not just respond to areas that have suffered from previous flooding events.
Management of the River Tees basin (north-east England)
Yarm
Middlesbrough
Hartlepool
Croft
Darlington
BarnardCastle
Waterfall
0 20 kmN
North Sea
Middleton
Upper Tees (an area of high winter rainfall and spring snowmelt)• A number of reservoirs have been built. These help to regulate the flow
of water into the river and control water levels after heavy rainfall.• The reservoirs also store water which can be transported to towns and
cities downstream.
Yarm (a town built inside a meander)Yarm has suffered from regular flood events. A £2 million flood protection scheme has been built. This includes:• concrete walls around the boundary of
the town• earth embankments• flood gates• gabions to reduce erosion of riverbanks• landscaping, walkways and fishing
platforms.
Lower Tees (a low-lying flood plain)• River defences built.• The Tees Barrage developed to reduce the
threat of river flooding and provide water sport activities.
• Development discouraged on unprotected areas.
• Flood plain zoning which allows part of the river to flood naturally.
1 a Why is the River Tees called a ‘seasonal river’?
b How does this add to the challenge of managing the river?
2 Explain how the following techniques are used to reduce the threat of flooding:
managing river flow•
flood defences•
land use management.•
3 ‘Managing the river is not only about flooding, it is also about water supply and recreation.’ Explain this statement.
4 Explain how changing one part of a river basin may cause problems elsewhere.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 21
1.13 The coast – a multi-use areaLook at the following sketch of a coastal area.
Lighthouse Beach withgroynes
Aquaticactivitycentre
Cottages
Marina
Fishingjetty
Lifeboatstation
Heritagesite
Containerport
Heavy industry
Marshland
National Trustcentre
Chalets
Seaside town
Golf course
Golf course
Protected rarebird sanctuary
War memorial
Caravan park
Amusements
Nature reserve
Ferryterminal
1 using a spider diagram, explain why the coast is often called a multi-use area.
2 Suggest why three different business activities shown on the sketch are located on the coast.
3 use evidence from the sketch to show that coastal areas often have environmental value.
4 Explain why areas like the one shown on the sketch need to be protected from:
coastal processes•
overdevelopment.•
5 Explain why some of the uses of the coastal area shown on the sketch might be in conflict with each other.
Chapter 1 Rivers and coasts OCR GCSE Geography B
22 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.14 Coastal processes1 Complete the diagram below, which describes the coastal system, by adding the following four
terms in the correct places.
• ..................................
• ..................................• .................................. • ..................................
DEPOSITION EROSION TRANSPORTATION WEATHERING
2 A student was carrying out a fieldwork survey about coastal processes. She made the following notes while standing on a beach in front of a cliff.
A Stormwaveswerebreakingdirectlyagainsttheclifffaceinonearea.Waterwasforcingitswayintocracksintherock–theedgesofthecrackswereshattered.
B Standingonthepebblebeach,therewasaconstantnoiseasthepebblesrubbedagainsteachotherasthewavesbrokeupthebeach.
C Lookingcloselyatsomeofthecracksintheclifffaceyoucouldseesaltcrystalsgrowing.
D Measuringthestrengthofthebreakingwaveswasdifficult.Standinginthesurf,itwasclearthatthebreakingwavescontaingrainsofsandandsmallpebbles.Insomeplacesthesewerebeing‘thrown’againstthecliffface.
a Which of the processes in the student’s notes describe:
abrasion/corrasion•
attrition•
corrosion/solution•
hydraulic pressure?•
b Which of these processes do you think causes the most rapid rates of erosion? Explain your answer.
3 The following diagram shows part of the Dorset coast.
a Which rock is softest? Explain your answer
b What might happen at Stair Hole in the next 100 years?
Chalk
Limestone
Clays/sands
Lulworth Cove
StairHole
Key
4 Explain why cliff profiles associated with hard and soft coastlines are different.
OCR GCSE Geography B Chapter 1 Rivers and coasts
©OwnedbyorunderlicencetoPearsonEducationLtd2009 23
1.15 Destructive coastlines1 Study the following diagram, which shows destructive waves.
weaker than
a Label on the diagram: swash; backwash; frictional contact; plunging waves.
b Explain how destructive waves erode cliffs and remove beach sediment.
2 Study the following diagrams, which show the process of headland erosion.
a Name the features on diagram C shown at points 1–5.
b Describe and explain the processes that have changed the headland shown in the diagrams above.
3 a Explain why beach management is often needed in tourist areas that have destructive coastlines.
b What are the advantages and disadvantages of beach management?
A B
1
3
4
5
2
C
Chapter 1 Rivers and coasts OCR GCSE Geography B
24 ©OwnedbyorunderlicencetoPearsonEducationLtd2009
1.16 Constructive coastlinesA group of students carried out an investigation about beach profiles between groynes. They measured the height of beach material between two groynes at high tide. The groynes were 50 m apart. The following data were recorded.
Western groyne Eastern groyne
Distance (m) 0 5 10 15 20 25 30 35 40 45 50
Height (cm) 0 4 7 8 12 16 18 21 25 30 38
1 a use the data to draw a profile of the beach between the two groynes.
0 100
10
20
30
40
50
20 30 405 15 25 35 45 50Distance (m)
Hei
ght o
f bea
ch m
ater
ial (
cm)
Wes
tern
gro
yne
East
ern
groy
ne
b Describe the shape of your completed profile.
c Explain how longshore drift may have created the profile shown on your diagram.
d Why are groynes often built on beaches?
2 The following diagram shows a depositional feature on a constructive coastline.
A
3 How might preserving a beach in one area cause problems for other nearby coastal areas?
a Name the feature labelled A shown on the diagram.
b Complete the diagram by putting the following terms in the correct boxes:
longshore drift•
mudflats•
ocean current•
recurved end•
saltmarsh•
tidal lagoon.•
c Explain how feature A was formed. use diagrams if you wish.
OCR GCSE Geography B Chapter 1 Rivers and coasts
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1.17 Protecting coastal environmentsConstructive coastlines often provide important sand dune and saltmarsh habitats. As coastal areas have come under increasing development pressures, many of these habitats have been lost. A number of coastal areas are protected by environmental laws and managed by environmental agencies such as the National Trust. The following example shows one of the largest areas of protected coastal wetlands in Europe.
BlakeneyPointNationalNatureReserve
ManagedbytheNationalTrust
Cley nextthe sea
WivetonBlakeney
Morston
River Stiffkey
Warborough Hill
Blakeney Point
Stiffkey RiverGlaven
A149
A149
A149
Stiffkey SaltmarshesMorston Saltmarshes
The Marrams
Cley Channel
BlakeneyChannel Blakeney Eye
BlakeneyFreshesBlakeney
Harbour
0 1 km N
Reserve boundaryReserve boundary(over the sea)CoastlineA149Other roadsPublic footpathsCar parkVisitor centreRiver
Key
(Source: Natural England)
Blakeney Point is a sand and shingle spit that extends 5 km westwards from the Norfolk coast. Moving towards the seaward end of the spit, increasing amounts of fine sand and mud are seen. Between the spit and the coast an area of saltmarsh has developed. The saltmarsh, shingle and sand dune environments provide the ideal habitat for a range of rare birds and plants.
‘This is a fantastic area. It offers a range of recreational and leisure opportunities, including walking, bird watching, sailing and fishing, and there are some great beaches nearby. There are a number of car parks and refreshment facilities. The visitor and education centre is open for most of the year.’ (Tourist visiting the area)
1 a What is the direction of longshore drift at Blakeney Point? How do you know?
b Suggest why the sediment becomes smaller towards the end of the spit.
c Why is the end of the spit curved inward?
2 Blakeney Point National Nature Reserve attracts thousands of visitors each year.
a Why are people attracted to this area? What sorts of people might come?
b Suggest how the growing number of visitors puts the area under pressure.
c using the resource to help you, suggest how management might reduce the pressure on fragile coastal environments such as Blakeney Point.
3 Why is it important to protect coastal environments like Blakeney Point?
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1.18 The coastline – a barrier to flooding?In the last 50 years, many coastal areas have become increasingly developed, especially in tourist areas where holiday resorts and hotels are often built close to the beach. The boxed text below describes changes in the Mediterranean coastal region.
The process of overdevelopment has been going on for decades. By 2025 the resident population will be 175 million, an increase of over 30 million from 2000. In addition, tourist numbers are expected to increase from 175 million (2000) to 312 million by 2025.
The last 30 years have seen rapid urban residential development, the building of new roads and airports and the expansion of industrial ports and areas of heavy industry. And that is without all the tourist development!
Today, nearly 50 per cent of the Mediterranean coastline is built up and in some areas saturation point has been reached and new developments are being built in flood risk areas and on drained wetlands. There are growing concerns about how some areas will cope with rising sea levels over the next 100 years.
1 Why is the Mediterranean coastal area becoming increasingly developed?
2 How might development increase the threat of flooding in coastal areas?
In some parts of the world ‘coastal zone management strategies’ are being used to reduce the threat of flooding. An example of this can be seen below.
High tide
Low tide
Trees planted
Raisedroad
Earth bank
Saltmarshpreserved and
allowed todevelop
Houses
Building restricted
3 a Explain how the management strategy shown above might reduce the threat of flooding.
b Could these measures be considered sustainable or not? Explain why.
4 ‘using the natural environment to reduce the threat of flooding is always more sustainable than building large concrete flood barriers.’ Do you agree with this statement? Explain your answer.
5 Why will climate change make some coastal areas increasingly vulnerable to the threat of natural hazards?
OCR GCSE Geography B Chapter 1 Rivers and coasts
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1.19 Managed retreatManaged retreat is when the sea is allowed to reach its natural position by removing existing coastal defence barriers. The natural shape of the land is then allowed to protect inland areas from further flooding. The following diagrams show a coastal area before and after a managed retreat strategy has been put in place.
1 a Describe the area before the managed retreat strategy was put in place.
b Describe the area after the managed retreat strategy was put in place.
2 using the diagram to help you, explain how managed retreat protects inland areas from flooding.
3 What are the advantages and disadvantages of managed retreat?
4 At a recent conference about planning for managed retreat, a coastal engineer said: ‘Before you start it is important to calculate the area that will be flooded and the effect on the environment. Also, roads, footpaths and buildings need to be considered.’ Explain this statement.
5 Why is managed retreat not a suitable option for all coastal locations?
Concretesea wall
Houses
Road
Before managed retreat
Poor quality farmland
After managed retreat
Nature reserve
Earth bankbuilt
Treesplanted
Saltmarshdevelops
Old sea wallbreached
Sea floodsinland
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1.20 The rapid erosion of soft coastlinesThe term ‘soft coastline’ is used to describe a coastline where rocks do not have much structural strength and are easily affected by weathering and erosion. Clay coastlines can easily be worn away because the structure of clay is weakened by rainfall and wave attack.
Look at the photograph below, which shows a soft clay coastline.
0 100 m N
Happisburgh
Currentcoastline
(Source: Environment Agency)
The above map shows a largely unprotected soft coastline near the town of Happisburgh (Norfolk).
5 From its present position it is estimated that the coastline will erode:
100 m by 2030•
175 m by 2060•
300 m by 2110.•
a use three different colours to show the position of the coastline in 2030, 2060 and 2110.
b What might the town of Happisburgh be like in 200 years’ time?
6 There are no plans for coastal defences at Happisburgh. Suggest how the fear of continued coastal erosion might affect Happisburgh.
1 How does the structure of clay change when it is wet?
2 a Draw a sketch of the landscape shown in the photograph.
b use annotations to describe the main features of the landscape (shape of the cliff, different slopes, areas of recent movement).
3 How can you tell that there has been recent movement of the cliff?
4 Why do landslides happen on soft coastlines?
OCR GCSE Geography B Chapter 1 Rivers and coasts
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1.21 Protecting the coastline – hard engineeringRead the following statement from a coastal engineer.
‘Hard engineering is really about building barriers between the sea and the land. There are lots of different hard engineering methods. They can be very effective at controlling erosion and reducing the threat of flooding. However, they are expensive, usually between £3 and £8 million a kilometre, but the cost of flooding might be much higher! Some people think that hard engineering methods don’t look very nice and might harm the environment, but they often provide walkways along the top of sea walls so have an important amenity value.’
1 What are the two main reasons for using hard engineering methods?
2 Explain what the coastal engineer means when they say ‘hard engineering is really about building barriers between the sea and the land’.
3 Look at the photograph above, which shows part of a coastline in southern England.
a Name and describe the different types of hard engineering methods used.
b Explain how the methods work.
c Suggest why hard engineering methods were used in this area.
4 Why might the decision to use hard engineering methods cause conflict in local areas?
5 Discuss the view that rising sea levels will increase the need for hard engineering in coastal areas.
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1.22 Protecting the coastline – soft engineeringRead the following statement from a coastal engineer.
‘Soft engineering is really about working with the environment to protect the beach. A wide, gently sloping beach is an excellent defence against flooding because it absorbs so much energy when waves break and prevents the waves reaching inland areas.
‘The main soft engineering methods are beach replenishment and reprofiling. Other methods such as fencing and hedging are sometimes used to stop sand being blown away by the wind. Soft engineering is often seen as more environmentally friendly and the resulting beach can be a useful recreational resource.’
beaCh rePleniShMenT – Sugar COve (hOnOlulu)
Sugar Cove is a popular beach for local residents and tourists in Honolulu. The beach was being increasingly washed away until a beach replenishment scheme was used in the late 1990s. Beach material was pumped back onto the beach from the seabed and shaped to form a natural, gently sloping beach.
The position of the seaat high tide
Beach profile 1997Before beachreplenishment 1997
0 500 m
Beach
Houses
Road
0 500 m
Beach
Houses
Road
SugarCove
SugarCove
Beach profile 2005
1912
1960
1997
The position of the seaat high tide
After beachreplenishment 2005
2005
1 Why is a wide, gently sloping beach such a good defence against storm waves?
2 What does the engineer mean when they say that ‘soft engineering is really about working with the environment’?
3 Explain what is meant by:beach replenishment•beach reprofiling.•
4 Study the example of beach replenishment at Sugar Cove in Honolulu.a Describe how the beach had retreated between 1912 and 1997.b Suggest why a beach replenishment scheme was needed by the late 1990s.c Compare the position and the profile of the beach in 1997 and 2005.
5 Beach replenishment is seen as more environmentally friendly than hard engineering. Is it?
6 Why might soft engineering not be a suitable method of coastal defence for all areas?