carding mill valley study: autumn term - taw.org.uk · carding mill valley teacher’s notes:...

Carding Mill Valley Teacher’s Notes: Study Overview

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Carding Mill Valley Study: Autumn TermCarding Mill Valley Study: Autumn TermCarding Mill Valley Study: Autumn TermCarding Mill Valley Study: Autumn Term Key Dates:Key Dates:Key Dates:Key Dates: Visiting speaker, Chris Stratton, NT Educational Officer. Approx. 50 mins Half-day Fieldtrips: 8:30 am depart, 2:00pm return. Order of Work: Supported Self Study Unit (Resource Based Learning)Order of Work: Supported Self Study Unit (Resource Based Learning)Order of Work: Supported Self Study Unit (Resource Based Learning)Order of Work: Supported Self Study Unit (Resource Based Learning) HomeworkHomeworkHomeworkHomework Students will be given deadlines to complete worksheets and the teacher should monitor completion. Students will be given research tasks and extension work.

1. Introduction to the area. Resources: Outline maps: population, relief, uplands and settlements,

Aerial photograph. Internet site www.churchstretton.co.uk OS map of area.

Students are to use these resources to complete worksheets, tasks, maps etc. 2. Students to complete Classroom Activity Sheets 1 to 6 Students are given individual guidance on how to complete tasks although the class may be brought together to demonstrate how the work might be completed.

Worksheet 1Worksheet 1Worksheet 1Worksheet 1 Make sure the students are aware of where they are standing at Stop1 (Grid Ref. 442943. Suggested extension work would be definitions of the following terms: plateau, igneous, sedimentary, syncline, rift valley. Worksheet 2Worksheet 2Worksheet 2Worksheet 2 Students should draw temperature line graph and rainfall bar graph. It is useful to have an OHP available to help students complete map. Another useful reference would be vegetation books from library / website. Worksheet 3Worksheet 3Worksheet 3Worksheet 3 Students can complete a sketch if they wish. Worksheet 4Worksheet 4Worksheet 4Worksheet 4 Students need to know terms e.g. rendered, slate, tile, stone, brick. Worksheet 5Worksheet 5Worksheet 5Worksheet 5 This extends more able students, and they should be encouraged to use ICT to produce graphs. Students could work together to produce individual work.

Carding Mill Valley Teacher’s Notes: Study Overview

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Worksheet 6Worksheet 6Worksheet 6Worksheet 6 Class activity to study the three principles Ask class to discuss the principles and put into their own words. Students should select one of the five issues and work in groups to complete questions 1 to 5. Work must be submitted individually. Original presentation should be encouraged i.e. poster, spidergraph, series of rules, newspaper articles, public notices. Students may attempt more than one management issue.

Carding Mill Valley Teacher’s Notes: Coursework Syllabus

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Geography Coursework for Geography Syllabus C (Bristol Project)Geography Coursework for Geography Syllabus C (Bristol Project)Geography Coursework for Geography Syllabus C (Bristol Project)Geography Coursework for Geography Syllabus C (Bristol Project) Centre Name Centre Number Centre Based Assessment PlannerCentre Based Assessment PlannerCentre Based Assessment PlannerCentre Based Assessment Planner Name of Unit The Carding Mill Valley Main Aim To give students the opportunity to: "develop a sense of place and an

appreciation of the environment, as well as awareness of the ways in which people and environments interact, and of the opportunities, challenges and constraints that face people in different places."

Hypothesis The Carding Mill Valley is a product of past and present physical processes and human activity.

Type of work Coursework Completion Year 11 Term 1 Sub- themes Geomorphic processes and land forms, an environmental or planning

issue. Key Questions 1. What are the landforms that make up the Carding Mill Valley like?

Describe the area using maps, photographs and field observations

2. How are these land forms being affected by human activity? What evidence is there of animal and human impact on the landscape and how is it managed in the middle valley?

3. What causes pressure on land and resources? wildlife disturbance litter erosion of river bed and banks

Skills 1. Fieldwork skills 2. Use of maps and atlases 3. Interpretation of photographs and satellite images 4. Map drawing 5. Graphical representation of data 6. Selection and use of data from a range of other primary and

secondary sources 7. Use of ICT

Place Context Carding Mill Valley, South Shropshire.



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Coursework SummaryCoursework SummaryCoursework SummaryCoursework Summary A 15% investigation based on class work and field work on the impact of past and present physical processes and human activity on the Carding Mill Valley. It starts with a series of teacher directed class based activities: 1) “The Rocks and Landscape of the Carding Mill Valley” using a simplified version of a geological section across the Long Mynd. 2) “Climate, Vegetation and People”. This uses statistics on rainfall and temperature for Church Stretton, and includes a simplified vegetation map of open moorland of the Long Mynd. Students to present statistics using IT, complete a colour map, answer a series of questions and compare with two literary descriptions. 3) “Carding Mill Valley from the Air”. To be used in conjunction with the OS map of the area and the vegetation map to identify key buildings, Bodbury Hill Fort and selected types of vegetation. Students also to identify the old mill buildings on both OS map and aerial photograph, draw a sketch map of this area and answer a series of questions. 4) “The Changing Use of the Carding Mill Buildings”. Students to complete a comparative study based on two drawings of the buildings from 1880's and 1920's. Students will also produce their own annotated field sketch and label photograph produced using a digital camera and stored on the school intranet. Students will consider changes in use. N.B. Students will be encouraged to make use of other digital photos of the area stored on school intranet. 5) “Getting the Best Out of Statistics”. Students need to answer a series of questions based on visitor attendance in the valley and comment on their reliability. Students will also use recent statistics on number of vehicles parking in the valley and annual rainfall to:

a) produce a series of graphs either by hand or on computer b) comment on any correlation's between the two sets of figures c) identify factors (using OS map) which might attract visitors to the valley other than the valley.



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Fieldwork Fieldwork Fieldwork Fieldwork The National Trust have appointed an Education Officer for the valley and it is intended to make full use of their services during the visit. It may include some of the following :

• A slide show and talk on conservation issues. • A guided walk. (this has yet to be determined) • Completion of river study.

Fieldwork Proposals River Study FieldworkFieldwork Proposals River Study FieldworkFieldwork Proposals River Study FieldworkFieldwork Proposals River Study Fieldwork This involves systematic enquiry through recording, timing and measuring at two sites to compare widths of valley, size of channel and water surface, depths across and downstream 10 metre sections, velocity across and down 10 metre sections, which will provide comparative data for formulating hypotheses about the cutting and depositional sections of the valley. It is intended that separate groups can compare and discuss differing measurements from various parts of the valley (this will depend on adequate adult supervision been available, safety issues, and the constraints of time and access). The centre intends to make use of the N.T. Long Mynd Educational Services 2000 to complete the river study fieldwork as well as hire ranging poles, charts, clinometers, tapes, maps, flow meters, etc. This work will involve the students making use of statistics as well as producing fieldwork sketches and recording their own observations. It forms a major part of the students fieldwork studies and as a result it may not be necessary for them to complete classwork sheet 5 “Getting The Best Out of Statistics”. (See Coursework Summary, above) Possible Key Questions Possible Key Questions Possible Key Questions Possible Key Questions How does the Carding Mill Valley and its tributaries, and the processes at work within it, change from the edge of Church Stretton to Light Spout Hollow? Students will stop at three points up the valley and record the different features they see using prepared fieldwork sheets. Stopl @ 445944, Stop 2 @ 441948, Stop 3 @ 431951. Erosion by water is the major natural process taking place in Carding Mill Valley. What is the evidence collected to demonstrate abrasion and erosion of the riverbed and banks as well as the carrying down of material? It is intended, if access is available to allow the students to compile and present their findings using ICT. ,



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N.B. It is hoped that with agreement of the National Trust the student’s findings will be placed on the Internet. TimingTimingTimingTiming Including class based activities and completion of the fieldwork tasks the investigation will take no more than 20 hours of class time to complete. DifferentiationDifferentiationDifferentiationDifferentiation As is common with GCSE coursework differentiation will be principally be by outcome although the structure of the class and fieldwork tasks have a clear and logical structure which will allow the students to systematically through them. There are a series of common tasks which will result in

1. students describing and commentating on their findings 2. students commentating and analysing their findings 3. students commentating, analysing and reflecting on their findings and the more

advanced students demonstrating initiative and independence of judgement to develop and complete the task.

MarkingMarkingMarkingMarking The investigation will be marked on the following

Knowledge (10 marks) Under- standing (20 marks) Skills and Applications (30 marks)

A detailed mark scheme will be produced using the syllabus levels of response mark scheme. Work will be marked using the mark grid provided by OCR. Refer to document Things To Do

l. Contact the conmod and submit our two year course outline. 2.. Meet with the Education Officer based with the National Trust and discuss the fieldwork visit and possible fieldwork activities. 3. Submit our coursework proposals to the conmod for approval at least six weeks before we intend to undertake the work with the students. 4. Ask colleagues in the IT department to place photographs templates etc. on the schools' intranet and guarantee access to the computer rooms. 5. Produce guidelines, questions and tasks for the fieldwork visit. 6. Produce a detailed mark scheme. 7.Bid for some time from the LEA to do the work particularly if we are able to put some of the work on the Internet. 8. Fix the date (s) for our fieldwork visit to Carding Mill Valley.

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Teacher’s Notes: Syllabus Marking Scheme

LEVEL 3LEVEL 3LEVEL 3LEVEL 3

8 9 10

13 14 15 16 17 18 19 20

22 23 24 25 26 27 28 29 30

41 – 60

/20

LEVEL 2LEVEL 2LEVEL 2LEVEL 2

4 5 6 7

7 8 9 10 11 12

12 13 14 15 16 17 18 19 20 21

21 – 40

/20

LEVLEVLEVLEVEL 1EL 1EL 1EL 1

1 2 3

1 2 3 4 5 6

1 2 3 4 5 6 7 8 9 10 11

1 –20

/20

OCR Syllabus C geography: Mark grid for use with the syllabus marking scheme Investigation: Carding Mill Valley, South ShropshireInvestigation: Carding Mill Valley, South ShropshireInvestigation: Carding Mill Valley, South ShropshireInvestigation: Carding Mill Valley, South Shropshire

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

UNDERSTANDINGUNDERSTANDINGUNDERSTANDINGUNDERSTANDING

SKILLS AND APPLICATIONSKILLS AND APPLICATIONSKILLS AND APPLICATIONSKILLS AND APPLICATION

Mark RangeMark RangeMark RangeMark Range

TotalTotalTotalTotal

NAME / NUMBER OF CENTRE: NAME / NUMBER OF CENTRE: NAME / NUMBER OF CENTRE: NAME / NUMBER OF CENTRE: ________________________________ GRAND TOTAL= /60 NAME / NUMBER OF CANDIDATE: NAME / NUMBER OF CANDIDATE: NAME / NUMBER OF CANDIDATE: NAME / NUMBER OF CANDIDATE: __________________________________________________

Carding Mill Valley Syllabus Marking Grid


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GCSE Geography CourseworkGCSE Geography CourseworkGCSE Geography CourseworkGCSE Geography Coursework Knowledge (10 marks).Knowledge (10 marks).Knowledge (10 marks).Knowledge (10 marks). Level 1 1 -3 marks Work has a little order or structure. Candidate places investigation within the broad context of Geography. Demonstrates some personal knowledge relevant to the study. Candidate relies heavily on teacher input shows little or no initiative to include won knowledge about the task or valley. Does not complete or answer all of the tasks/questions on classwork or fieldwork sheets. Descriptions of methods used when completing study are brief and may contain inaccuracies. Shows limited understanding of purpose of the task or what results prove. Limited use of geographical terms. Level 2 4- 7 marks Work is more structured. Candidate places investigation within a particular part of Geography. Recalls a range of personal knowledge. Candidate shows some individual initiative when completing classwork and fieldwork sheets. Candidate attempts to complete all the tasks set. Candidate relies heavily on the sources provided but does make some attempt to develop arguments and reach a conclusion. Descriptions of methods used when completing river study are detailed and accurate. Candidate understands the purpose of the tasks set when completing river study. Candidate appreciates with some accuracy what results prove. Candidate makes good use of appropriate geographical terms. Level 3 8 -10 marks Work is very structured and well planned. Candidate places investigation within an area of geographical knowledge. Candidate draws selectively upon personal knowledge to inform and refine investigation. Candidate completes classwork and fieldwork sheets accurately and in detail. Candidate interprets information in detail and answers questions extensively adding own views and opinions when appropriate. Candidate develops arguments and uses sources to justify any decision or personal comments. Candidate describes in depth the methods used to complete the river study. Written work is comprehensive in all sections. Candidate uses appropriate geographical terms with confidence. Candidate defines the purpose of the investigation in detail and writes comprehensively on all aspects of the study.



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Understanding (20 marks)Understanding (20 marks)Understanding (20 marks)Understanding (20 marks) Level 1 1-6 marks Candidate contributes to the formulation of a strategy for investigation when completing introduction to river study. Candidate shows some respect for the role of scale in the investigation particularly when completing classwork sheets and interpreting data from river study. All written work is presented in basically descriptive terms no initiative shown in linking diagrams, tables, fieldwork sketches etc. to tasks set. Makes some suggestions on how to improve study. Limited reference to hypotheses and methods used to complete study. Level 2 7 -12 marks Candidate selects appropriate sources of information. Candidate recognises the influence of scale and the limited length of the river study with regards accuracy of the data collected. Candidate shows a good understanding of the processes affecting the river valley based on the data collected and draws reasoned conclusions which are explained clearly and in detail. Candidate understands the causes and effect of changes in the valley both from geomorphic processes as well as human activity -(demonstrated in completion of classwork/fieldwork sheets and interpretation of data from river study). Candidate discusses in detail with clear explanations if hypothesis have been proved. Candidate uses data in written work to support findings. Candidate recognises some of the implications of the sources and data used. Candidate comments on the usefulness of their findings and may develop own views on any action that may be needed. Candidate suggests how the study could be improved or extended. Level 3 13 -20 marks Formulates a clear focus for the investigation. Candidate justifies the decision on the selection of the methods used to investigate the geomorphic processes affecting the river valley. Candidate analyses the collected data and draws conclusions with possible implications. When completing the classwork and fieldwork sheets the candidate completes all tasks in detail and with considerable accuracy. Candidate develops answers and draws conclusions based on a clear understanding of the evidence provided on the worksheets as well as their own observations. When completing work based on river study data is interpreted accurately with thorough explanations. Candidate makes sound conclusions and recognises where appropriate that the information collected could be open to different interpretations. Candidate refers extensively to hypotheses and uses data/presentations to prove or disprove them. Candidate interprets and evaluates data collected in detail and refers extensively to hypotheses when reaching any conclusions. Candidate recognises the limitations of the study and comments in detail on how the study maybe improved or extended paying attention to questions raised by findings.



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Skills and Applications (30 marks)Skills and Applications (30 marks)Skills and Applications (30 marks)Skills and Applications (30 marks) Level 1 1 -11 marks Candidate collects and records field data from primary sources on provided recording material by following instructions and using familiar procedures. i.e. fieldwork sheets and data sheets on river study. Candidate presents data to instruction using simple maps and diagrams. Classwork and fieldwork sheets not completed in detail with some gaps. Fieldwork sketches are poor and there is no annotation of material. Presentation of data is simplistic and has inaccuracies. Very little if any use of Information, Communication Technology (ICT). Selects relevant information under given headings from a limited number of secondary sources. Candidate has not included all of the classwork or fieldwork sheets there are gaps in the work set. Candidate has demonstrated ability to follow instructions. Level 2 12 -21 marks Candidate collects field data using appropriate skills techniques and equipment. Candidate works with confidence when recording observations. Fieldwork sheets and data sheets are completed accurately with no gaps in tasks set. Candidate presents the data collected using appropriate cartographic and graphic means. Classwork and fieldwork sheets are accurately presented. Fieldwork sketches are clearly presented and annotated. Candidate has presented any photographs in the appropriate methods with respect to the chosen style. Candidate has made use of ICT when possible or appropriate. Selects data from secondary sources to support investigation. Candidate has included all the classwork and fieldwork sheets. Accuracy is shown in presentation and completion of tasks set. Some techniques of analysis of the collected data demonstrated e.g. analysis of data collected from river study, getting the best out of statistics classwork task. Establishes and completes task with attention to definition and detail. Level 3 22 -30 marks Candidate collects a range of field data congruent to investigation. Candidate has collected all the relevant data and recorded it accurately. All worksheets (classwork / fieldwork) are completed in detail with all appropriate geographical techniques used. There is considerable accuracy throughout. Candidate presents data collected in a range of cartographic and graphic forms to reveal information appropriate to investigation. All work is presented with great attention to detail i.e. graphs, tables, field sketches, photographs, data sheets etc. Appropriate methods of presentation are used. Uses secondary sources recognises the implications of their origin and validity. Candidate uses ICT (As for level 2 but in more detail). Candidate shows initiative, imagination and independence of judgement to develop and complete task.



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Skills and Applications (contd).Skills and Applications (contd).Skills and Applications (contd).Skills and Applications (contd). Level 3 Candidate has used original ideas when completing tasks. Candidate has worked independently and with purpose.

Carding Mill Valley GCSE Coursework Overview


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Geomorphic Processes and Landforms: A Study of Carding Mill Valley.Geomorphic Processes and Landforms: A Study of Carding Mill Valley.Geomorphic Processes and Landforms: A Study of Carding Mill Valley.Geomorphic Processes and Landforms: A Study of Carding Mill Valley. IntroductionIntroductionIntroductionIntroduction This unit of work will take approximately 15 to 20 hours to complete and is based on a combination of classroom work and on a fieldwork visit to Carding Mill Valley near Church Stretton. More details about the fieldwork visit will be given at a later date. This investigation coursework is worth 15% of your final mark. Your work will be marked out of a total of 60 points as follows:

• Knowledge (10 marks) • Understanding (20 marks) • Skills and Applications (30 marks)

Your teacher will give you plenty of guidance and help throughout this work and if you have any questions, please ask for assistance. It is suggested that Information Communication Technology skills are used to help complete this work. Using Practical SkillsUsing Practical SkillsUsing Practical SkillsUsing Practical Skills Practical skills are a very important part of a geographer's “toolkit”. You should include the following in your coursework:

• Use appropriate geographical terms. • Use and interpret maps. • Select information from primary and secondary sources including

photographs, aerial photographs, graphs, statistics, worksheets and ICT. • Use a range of practical and fieldwork techniques and procedures. • Use instruments for collecting and recording geographical information. • Present your information by drawing maps, sketches, graphs and writing

reports. • Plan and carry out a geographical investigation, supported by fieldwork. • Analyse the evidence you have collected, reach conclusions and critically

evaluate your findings.



HypothesiHypothesiHypothesiHypothesissss In order to successfully complete this work you will have to show that: “Carding Mill Valley is a product of past and present physical processes and human activity” The questions you will have to answer are:

• What geomorphic processes (weathering, erosion, transport, deposition) are operating on the landscape of the Carding Mill Valley?

• What are the landforms that make up Carding Mill Valley? • What evidence is there of how the area is influenced by geology both in the past

and the present? • How is the valley been affected by the activity of humans?

Class ActivitiesClass ActivitiesClass ActivitiesClass Activities Before the fieldtrip there are a series of tasks that need to be completed in school. These are based on the National Trust class worksheets. You should keep this work in a safe place. (It is a good idea to purchase a folder to store all the coursework materials). Worksheet Task

1 The Rocks and Landscape of the Carding Mill Valley 2 Climate Vegetation and People 3 Carding Mill Valley from the Air 4 The Changing Use of the Carding Mill Valley Buildings 5 Getting the Best Out of Statistics 6 Managing the Carding Mill Valley

Including homework this will take about 2 weeks to complete. Although you will have paper copies of these worksheets this work will also be available on the school’s intranet and we hope you will complete some, if not all of them using the computer. Visiting SpeakerVisiting SpeakerVisiting SpeakerVisiting Speaker Before the fieldtrip Mr. Chris Stratton from the National Trust will visit the school to talk about the valley. He will also explain how to conduct the fieldwork particularly the river study.



Fieldwork VisitFieldwork VisitFieldwork VisitFieldwork Visit This work is divided into two parts. Prior to the visit you will be put into one of two groups. Half way through the morning the groups will change tasks. Group One will start with the Fieldwork Sheets. Group Two will start with the River Study Fieldwork sheets to be completed Fieldsheet 1, 2 How does the Carding Mill Valley and its tributaries, and the processes at

work within it, change from the edge of Church Stretton as you walk up the valley? For safety reasons it is unlikely that we will visit Light Water Spout waterfall.

4 What evidence is there of animal and human impact on the landscape and how is it managed in the middle valley?

5,6,7 How have the economic activities in the Carding Mill Valley changed over the last 150 years?

8 What evidence is there for suggesting that the Carding Mill Valley is a ’ honey pot’ site? Where do the visitors come from and how does the National Trust manage them?

It is very important that you complete these worksheets while you are on the field visit and they must be handed in with your coursework. Examples of these worksheets are available on the intranet if you wish to produce neat copies back at school. You may wish to include them in your folder. River StudyRiver StudyRiver StudyRiver Study Prior to your visit Mr. Stratton will have explained how this work will be undertaken. When completing the river study you will be divided into 4 smaller groups. Each group will be working at a different location along the river. It is important to remember that you will need to share the data you have collected when you return to school, so it is very important that this work is completed accurately and that you listen carefully to the advice you are given during the tasks.



River River River River Study (contd.)Study (contd.)Study (contd.)Study (contd.) River Study Tasks:

• Measure the valley width at right angles to the left valley side • Measure the width of the river channel • Measure the depth of the channel and depth of the water at 25cm intervals across

the full width of the channel • Measure the speed of flow over a distance of 10 metres • Measure the gradient of the water surface over a distance of 10 metres • Measure the axis of 10 samples of bedload and record • Compare the degree of roundness with the Cailleaux Index and record

You will be given worksheets that you must complete as you undertake each of the tasks. Again it is important that you include these worksheets as part of your coursework. When completing this work it is suggested that you take photographs and draw and label sketches of the valley where you completed the study. In addition digital images from Carding Mill Valley are available on the intranet for your use. Presenting Your FindingsPresenting Your FindingsPresenting Your FindingsPresenting Your Findings Your written work on this aspect of your study should be set out as follows: An introduction, including the date of the visit, the location, and the aims of the investigation. (100 words) The hypotheses you intend to test. (100 words) 1 Does the valley width increase as you go downstream? 2 Does the width of the river channel increase as you go downstream? 3 Does the volume, velocity and discharge of water increase as you go downstream? 4 Does the gradient of the river decrease downstream? 5 Does the size of the bedload decrease as you go downstream? 6 Does the roundness of the bedload increase downstream? An explanation of how you completed the fieldwork and what you hope to find out. Here you should include photographs and labelled sketches of the methods used to collect the data as well as a written explanation. (300 words) A description the impact humans and animals have had on this part of the valley e.g. the creation of footpaths, evidence of animal activity, changes in the riverbed due to human and animal activity. Include sketches or photos (Note that they must be annotated.) (100 words)



PresPresPresPresenting Your Findings (contd.)enting Your Findings (contd.)enting Your Findings (contd.)enting Your Findings (contd.) An analysis of your findings and details of the conclusions you reached about the geographical processes that are at work and how they are continually changing the valley. (400 words) While you are writing about each of the hypotheses you should attempt to do the following:

• Present your results in the appropriate way. • Discuss what you have found out and comment on whether or not your hypothesis

was correct. You should ask yourself if somebody else might reach a different set of conclusions.

• Consider if there is any other information you would like to obtain and describe how you would collect this data.

• Comment on the effectiveness of the methods you used to collect the data. Do you think they were very successful and how accurate do you think your information is?

• Did your results surprise you? What else would you like to investigate or find out about the processes that are affecting the river and the valley?

Present your findings in a variety of ways including written work, tables, graphs, pie charts, annotated photographs and sketches. This is a very important piece of work and you should listen very carefully to the advice you are given by your teacher. While you complete this work it is vital that you prove or disprove the hypotheses you are testing. We hope you will make appropriate use of the ICT facilities available in school as well as include your own ideas, imagination and initiative when completing this work. If you do you will no doubt gain more marks. A definition of geographical processes - “The methods of erosion and deposition which are changing the appearance of the river bed, river banks and valley sides”.

Carding Mill Valley An Introduction to the Area


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Introducing Carding Mill Valley as an area Introducing Carding Mill Valley as an area Introducing Carding Mill Valley as an area Introducing Carding Mill Valley as an area Resources Resources Resources Resources Maps: Shropshire Population Centres

Shropshire Relief Shropshire Uplands and settlements Ordnance Survey 1:25,000 map of Church Stretton

Aerial photograph Incomplete sketch map of Church Stretton Internet site www.churchstretton.co.uk TasksTasksTasksTasks OneOneOneOne Using your resources, complete the relief map of Shropshire as follows: Print carefully on the map the following urban areas:

Church Stretton Shrewsbury Much Wenlock Ludlow Bishops Castle Bridgnorth

Colour the map and complete the key as follows: Green below 91m Yellow 91-173m Brown 173 -274m

TwoTwoTwoTwo Answer the following questions on paper

(1) Where is most of the highland in Shropshire? (2) Where is most of the lowland in Shropshire? (3) Name three areas of highland close to Church Stretton. (4) Which direction would you go from Church Stretton to reach:

Shrewsbury Telford Bishops Castle Ludlow

Give approximate distances (scale l cm = 4 km)



Two (contd.)Two (contd.)Two (contd.)Two (contd.) Using the aerial photograph and OS map complete the following tasks to complete the outline sketch map: Colour and label (make a key where necessary):

Rivers Blue B4370 road Brown Burway Road Yellow Road leading into Carding Mill Valley Yellow Shade the woodland / urban area in and around Church Stretton in an appropriate colour

Mark and label the following locations: The cafe / National Trust Centre (marked in red on the photograph) The car park (to the north of the cafe) The reservoir (to the north west of the cafe)

Also label the approximate locations of the following places: Burway Hill Bodbury Hill Devilsmouth Hollow Townbrook Valley Stanyeld Church Stretton schools (hint: look for playing fields)

Make a list of the places you have located on your map and give the grid references from the OS map. ThreeThreeThreeThree Using The Stretton Hills web site (www.churchstretton.co.uk), study the photograph and read the information. Explain the following statement (in 200 words) using information from this and other linked sites: “For over 100 years Carding Mill Valley has been the most popular spot for visitors to the Long Mynd”.



Shropshire Population CentresShropshire Population CentresShropshire Population CentresShropshire Population Centres

N

WhitchurchSt Martins

Ellesmere

Oswestry Wem

Market Drayton

Baschurch

Shrewsbury

Pontesbury

Telford

Newport

Shifnal

Much Wenlock

Church Stretton

Bishops Castle

Bridgnorth

Cleobury MortimerLudlow

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4001 02 03 04 05 06 07 08 09



Shropshire Relief MapShropshire Relief MapShropshire Relief MapShropshire Relief Map

The Long Mountain

Stiperstones 527m

The Long Mynd 517m

Clun Forest

Caer Caradoc 459m

Brown Clee

Wenlock Edge

Titterstone Clee 533m

The Wrekin 406m

Telford

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Scale: 0 10 20 km

10 mls

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Shropshire Uplands and SettlementsShropshire Uplands and SettlementsShropshire Uplands and SettlementsShropshire Uplands and Settlements



The Carding Mill Valley and Surrounding AreaThe Carding Mill Valley and Surrounding AreaThe Carding Mill Valley and Surrounding AreaThe Carding Mill Valley and Surrounding Area

Burway RoadCarding Mill Valley

Not To ScaleKey:

Road

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Woodland

Carding Mill Valley Coursework Guidelines


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Coursework SummaryCoursework SummaryCoursework SummaryCoursework Summary The key to success on this assignment relies on the following: • Presenting your findings in a variety of ways including you using ICT. • Explaining the methods you used when gathering data, in particular the way you

completed your river study. • Reaching conclusions about the processes taking place in the Carding Mill Valley

with particular regard to your river data. • Using your fieldwork and classwork sheets to describe the geology of the area,

changes in the valley over a period of time, and the impact of tourism and farming in the area.

• To gain a grade “C” or above you must include your personal observations and make it clear to the examiner that you are reaching conclusions based on the evidence that you have collected.

Possible FormatPossible FormatPossible FormatPossible Format

Title Page Introduction Hypothesis River Study Fieldwork Sheets Classwork Sheets Summary Bibliography

Read the section “Presenting Your Findings” on page 4 of the Coursework Overview (Part One). You could produce a title page but remember that the content of the work is more important. IntroductionIntroductionIntroductionIntroduction Give the date of the visit the location of Carding Mill Valley, and how you were organised into groups. Briefly describe what you did during the morning. HypothesisHypothesisHypothesisHypothesis: Explain what the hypothesis is that you are testing: “Carding Mill Valley is a product of past and present physical processes and human activity”. You must explain what you think this hypothesis means e.g. what is a physical process? What is human activity?

Carding Mill Valley Coursework Summary


Hypothesis (contd).Hypothesis (contd).Hypothesis (contd).Hypothesis (contd). You should explain what tasks you are going to attempt in order to test the hypothesis. This only needs to be a brief statement of what classwork and fieldwork sheets you will use. State that you will complete a river study and test the six hypotheses. Explain how you expect the river valley to change as you move from the lower to the upper course. Key points to raise include:

• The width of the valley • The width of the channel • The gradient and velocity of the river • The size of the bedload in the river bed • Areas of erosion and deposition • The types of vegetation you might find

Explain why you think this area is attractive to visitors and the impact they have on the valley. You should include material from the work you did as part of “Introducing Carding Mill Valley as an Area”. Consider the following:

• Creation of paths • Erosion of paths by walkers, animals, sheep, cyclists, cars etc. • Facilities for visitors e.g. toilets, car parks, café, accommodation, car parks, signs

etc. • What impact do you think sheep farming has on the area?

Use any sketches, photographs (available on the intranet), worksheets etc. to make your point. Again refer to work your work from Part One, “Introducing Carding Mill Valley as an Area”. Try to include material from the Stretton Hills web site (www.churchstretton.co.uk). Geology of the AreaGeology of the AreaGeology of the AreaGeology of the Area Use the classwork sheet, the internet site and your own notes to describe the geology of the valley. You should include your own drawings. The River StudyThe River StudyThe River StudyThe River Study Demonstrate the processes at work in the river channel by using the data collected during the fieldtrip. Throughout this section make sure you are referring to the hypotheses and stating if in your opinion they are correct or incorrect.



The River Study (contd).The River Study (contd).The River Study (contd).The River Study (contd). You must include photographs in this section to show how you conducted your study. They are available on the school intranet. All photographs must have titles and be labelled to show what you are doing. You should use between four and six photographs. You should write out each hypothesis as a title and then explain in more detail how you completed this activity. You should include photographs showing how you attempted each activity or include sketches similar to the ones on your fieldwork sheets. The next step is to present your findings and any accompanying figures. They should be neatly set out with titles. Again you could try to use ICT to draw up tables, graphs etc. It is very important that you explain the methods you used to gather the data in greater detail. This should be done for each of the six sets of data collected. You need to write an account of how you worked with your group and team leader to gather the data. You could include annotated photographs to show how you did this work as well as simple sketches (similar to the ones on your fieldwork sheets) to help explain your methods. Hypotheses Hypothesis One and Two “The river width and valley width increase downstream”. Using the information in Table 1, draw graphs to illustrate how the valley changes as you move downstream from Upper Site 1 to Lower Site 2. Your teacher will demonstrate how to do this. It is important is that you consider and explain the following:

• How the width of the valley changes. • How the width of the channel changes. • How the width of the water surface changes.

Hypothesis Three “The volume, velocity and discharge increases downstream”. You should explain how the both the depth (and hence the volume) and discharge of water change as you go downstream. Using your data and observations (Table 2), give reasons why there is an increase in the volume and discharge as you go downstream. Refer to Table 3 and produce a graph or table similar to the one on your worksheet. Explain if the depth of water does increase as you move downstream and include figures to support you conclusions.



Produce average depth readings for each site (Add up the depth measurements at each site and divide by 10 to get an average). Ask yourself if the average depth does increase and give reasons for this. Hypothesis Three (contd). Refer to Table 4 and the hypothesis “That velocity increases downstream”. As well as explaining how you completed the task, put your results in a table (again you could work out an average speed for each site). In theory the velocity should be different at each site because the gradient changes, so you should comment on this. You should also comment on any other factors that affect the velocity, such as the channel width, or if there is a difference between velocity at the side of the channel or in the middle and give reasons. Another important point to mention is if the floats were obstructed and how this might affect the measurement of the velocity of the water. Hypothesis Four “The gradient of the river decreases downstream”. Once again the key point is to explain what you did to gather this data. You should draw a table to illustrate your findings. The data you have collected maybe rather inconclusive but what is important is that you comment on the effect the velocity of water can have on

• transportation • erosion or the bedload. • erosion and deposition in the river channel.

Here you could also include evidence gathered as part of Fieldwork Sheet 4 which demonstrates the problem of erosion and deposition on both the river channel and valley sides and the problem it causes in the valley. Draw your own sketch to illustrate this (You could copy the one from the Fieldwork Sheet but make sure you label/annotate the diagram and explain what you observed). You may also want to include photographs taken in the field. Hypothesis Five “The size of the bedload decreases downstream”. Again explain how you randomly sampled the material and present you results in a table or graph.



Hypothesis Six “The roundness of the bedload increases downstream”. Explain how you collected the data and refer to the Cailleaux Index (you could draw it). Page 6 of the textbook Key Geography for GCSE Book 1 could be used to explain the processes of erosion and transportation. The key question to answer is does the size of the bedload decrease and the roundness increase and if so why? You will need to present the data you collected for all four sites. Remember that the higher the index number the more rounded the bedload is. It may help to work out average scores to help determine if this hypothesis is correct. Summary of FindingsSummary of FindingsSummary of FindingsSummary of Findings It is also important that you recognise the limitations of your study e.g.

• Is studying such a small river a good idea? • Is studying a stretch of a river less than one mile long a good idea? • Make suggestions as to the best way to conduct a more detailed river study to

prove or disprove the hypotheses? To gain top marks you should think of ways of improving the study e.g.

• Making more than 1 visit to the valley at different times of the year. • Using more accurate measuring techniques. • Conducting research work at more than 4 sites etc.

Another area to think about is to decide how useful the information you collected is and if the methods you used were a good way of testing these hypotheses? Remember to include a map showing the four sites where measurements were taken. Using the Fieldwork Sheets.Using the Fieldwork Sheets.Using the Fieldwork Sheets.Using the Fieldwork Sheets. Fieldwork Sheet 1 Stop 1 Draw your own sketch and label it. If you decide not to do this you should write a paragraph describing your observations and include a copy of the fieldwork sketch on the worksheet.



Fieldwork Sheet 1 (contd).Fieldwork Sheet 1 (contd).Fieldwork Sheet 1 (contd).Fieldwork Sheet 1 (contd). Information Tables Mark these locations on a base map. For each location write about 50 words describing what you observed. Make sure you use the cross-section to describe the shape of the valley and the height the valley sides go up to. Write a conclusion describing what happens to the valley as you go upstream. Is this what you expected to happen? Fieldwork Sheet 5 Use the sketches to describe how the buildings have changed over the last 100 years. Explain what the buildings were originally used for and the reasons why their use has changed. Refer to the decline in the woollen industry, the increase in tourism and the role of the National Trust in protecting the natural environment. Consider the following points:

• How does the National Trust protect the area and what amenities have they provided for visitors e.g. café, information centre, shop, car parks, footpaths, signs and general protection of the valley.

• Your four sketches date back over 120 years from the present day to 1880. Describe the changes and why you think they occurred. Remember to include your own observations.

Link this work with Classwork Activity Sheet 4 and your own observations. Classwork Activity SheetsClasswork Activity SheetsClasswork Activity SheetsClasswork Activity Sheets Make sure you have used information from your introductory sheets “Introducing the Carding Mill Valley area” e.g. base map to mark on sites, tourist attractions, mill etc. Activity Sheet 1 You will have used this sheet when completing work on the

geology of the area particularly the geology diagram Activity Sheet 2 Perhaps the best way to present this work is to just complete the

tables and the vegetation map. You could use ICT to present the graph

Activity Sheet 3 This could be completed as the instructions suggest and submitted as a worksheet. If you are going to miss out any work it could be this sheet

Activity Sheet 4 Suggestions on how to use this sheet have already been made Activity Sheet 5 This is an important piece of work. You should:

• Produce graphs (questions 6 and 8) using ICT • Write out the questions and then answer them. • Make sure the graphs have clear titles and keys.

Activity Sheet 6 Complete the follow up work tasks. Select one management issue that you understand and can answer the five questions put to you.



ConclusionConclusionConclusionConclusion Refer back to the main hypothesis, “Carding Mill Valley is a product of past and present physical processes and human activity”. Explain how your research and fieldwork has shown you the effect that erosion, deposition, transportation, tourism and the National Trust have had on the valley. A key question is “ Do you think the valley benefits from the work of the National Trust?” The answer is yes but how are the Trust protecting the valley? BibliographyBibliographyBibliographyBibliography A list of all the resources used including people.

Carding Mill Valley River Study Fieldsheets


River Study Fieldwork Sheets NameNameNameName DateDateDateDate GroupGroupGroupGroup TeamTeamTeamTeam

Upper Valley 1Upper Valley 1Upper Valley 1Upper Valley 1 Lower Valley 1Lower Valley 1Lower Valley 1Lower Valley 1 SiteSiteSiteSite

Upper Valley 2Upper Valley 2Upper Valley 2Upper Valley 2 Lower Valley 2Lower Valley 2Lower Valley 2Lower Valley 2 IMPORTANTIMPORTANTIMPORTANTIMPORTANT In order for data to be collected accurately and safely it is vital that you work as a team. Listen carefully to any advice you are given and always act responsibly. Remember that you are in a public place and on National Trust property.

To make conclusions about a number of hypotheses over the changes in the Carding Mill Valley it is necessary to collect data from a total of four sites: two sites in the Upper Valley and two sites in the Lower Valley. Your group will collect data from one site only and record your findings on the worksheet. When you return to school you will share the data with other groups to fill in the data for the other sites in the spaces provided. The hypotheses you intend to test:

1. Does the valley width increase as you go downstream? 2. Does the width of the river channel increase as you go downstream? 3. Does the volume, velocity and discharge of water increase as you go downstream? 4. Does the gradient of the river decrease downstream? 5. Does the size of the bedload decrease as you go downstream? 6. Does the roundness of the bedload increase downstream?

Directions Stand a ranging pole at the edge of the river. Measure 10 metres downstream and put in the second ranging pole. This is where your team will now work through the hypotheses. All measurements should be in metres, to two decimal places. N.B. When you return to school you should to mark on a base map the location of the four sites.



Table One: Valley ProfileTable One: Valley ProfileTable One: Valley ProfileTable One: Valley Profile Directions:

Measure and record the following: width of the valley the width of the channel the width of the water surface the depth of the water surface below the edge of the channel

A B C D

E F

v

c

w

d

Width of Valley v (AB + BC + CD) Width of Channel c (BC) Width of water surface w (EF) Depth of water surface below channel edge.

d

Gradient of water surface (degrees)



Table Two: River Channel ProfileTable Two: River Channel ProfileTable Two: River Channel ProfileTable Two: River Channel Profile Directions:

Hold a tape across the river channel Measure and record the depth of water every 25cm

A

B

C

Distance from left bank (m) Depth of water (m)

0.00 0.25 0.50 0.75 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.25 3.50



Table Three: River ChanTable Three: River ChanTable Three: River ChanTable Three: River Channel Depthnel Depthnel Depthnel Depth Directions: Measure the depth of water in the middle of the river every metre between the two poles.

Distance from first pole (m) Depth of water (m)

1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00



Table Four: River VelTable Four: River VelTable Four: River VelTable Four: River Velocityocityocityocity Directions: Measure the time taken for floats to travel between the two ranging poles as follows: Person A releases a float in line with the first ranging pole when B( with the stop watch) is ready. Person C stands in the water and shouts STOP! when the float passes the second ranging pole. (C should catch the float and return it to A). Person D records the time taken for each float. This should be repeated for five floats at different positions across the river channel.

Float Number Time (seconds)

1 2 3 4 5



Table Five: River GradientTable Five: River GradientTable Five: River GradientTable Five: River Gradient Directions: Persons A and B hold ranging poles vertically, and 10 metres apart. The tip of the pole should be just ‘feathering’ the water surface. Person C uses the clinometer to measure the angle between the same point on each pole. Person D records.

Gradient (degrees)



Table Six: Bedload SamplingTable Six: Bedload SamplingTable Six: Bedload SamplingTable Six: Bedload Sampling Directions: Select a sample by lifting the stone nearest to your big right toe. Measure the longest axis, classify each sample according to the Cailleaux Index and return the sample to its original position in the river. Move to another position in the river, without looking at the river bed to ensure random sampling. Take 10 samples across the width of the river channel. Each measurement should take less than 20 seconds. Please take care to return the samples back to the river as they are likely to have living organisms on them.

Sample Number Length of longest axis (mm)

Cailleaux Index (circle)

1 1 2 3 4 5 6 2 1 2 3 4 5 6 3 1 2 3 4 5 6 4 1 2 3 4 5 6 5 1 2 3 4 5 6 6 1 2 3 4 5 6 7 1 2 3 4 5 6 8 1 2 3 4 5 6 9 1 2 3 4 5 6 10 1 2 3 4 5 6

Class 1 Class 2 Class 3 Class 4 Class 5 Class 6Very Angular Angular Sub-angular Sub-rounded Rounded Well Rounded

Cailleaux Index

Carding Mill Valley River Study Field Sheets


Table One: Valley ProfileTable One: Valley ProfileTable One: Valley ProfileTable One: Valley Profile Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2 Width of Valley Width of Channel Width of River Table Two: River Channel ProfileTable Two: River Channel ProfileTable Two: River Channel ProfileTable Two: River Channel Profile Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2 Distance from bank (m)

Depth (mm) Depth (mm) Depth (mm) Depth (mm)

0.00 0.25 0.50 0.75 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.25 3.50



Table Three: River Channel DepthTable Three: River Channel DepthTable Three: River Channel DepthTable Three: River Channel Depth Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2 Distance from first pole (m)

Depth (mm) Depth (mm) Depth (mm) Depth (mm)

0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00

Table Four: River VelocityTable Four: River VelocityTable Four: River VelocityTable Four: River Velocity Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2 Float Number Time (seconds) Time (seconds) Time (seconds) Time (seconds)

1 2 3 4 5

Table Five: River GradientTable Five: River GradientTable Five: River GradientTable Five: River Gradient Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2 Gradient



Table Six: Bedload SamplingTable Six: Bedload SamplingTable Six: Bedload SamplingTable Six: Bedload Sampling Table 6a: Size Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2

Sample Number

Size (mm) Size (mm) Size (mm) Size (mm)

1 2 3 4 5 6 7 8 9

10 Average

Table 6b: Cailleaux Index Upper Site 1 Upper Site 2 Lower Site 1 Lower Site 2

Sample Number

Cailleaux Index

Cailleaux Index

Cailleaux Index

Cailleaux Index

1 2 3 4 5 6 7 8 9

10 Average

Carding Mill Valley Activity One: Rocks and Landscape


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The Rocks and Landscapes of the Carding Mill ValleyThe Rocks and Landscapes of the Carding Mill ValleyThe Rocks and Landscapes of the Carding Mill ValleyThe Rocks and Landscapes of the Carding Mill Valley

Choose words from the following list to complete the paragraph below, in the place below: Carding, Church, ending, faulted, folded, grit, Hill, Long, Mill, misfit, Mynd, plateau, rift, sedimentary, steep, Stretton, synclines, uplifted, Valley, valley The L___ M____, which is a p_____, is made up of i_____ and s_____ rocks. They are very old and resistant. The igneous rocks often form craggy hills like Hazler H_____. The sedimentary rocks are thousands of metres thick, mostly coarse sandstones or g_____. Over time they have been u_____ from the sea and f_____ several times to form s_____. Today, the rocks are like two steep-sided basins sitting inside each other. At C_____ S_____ the earth has been stretched and cracked or f_____ and the land between has slipped downwards forming a small r_____ v_____. In the recent past a glacier has invaded this valley from the north, deeply e_____ it. This has left the eastern valleys of the Long Mynd, such as the C_____ M_____ V_____, with s_____-sides and m_____ rivers.

Carding Mill Valley Activity One: Rocks and Landscape


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Look at the field sketch below of the lower Carding Mill Valley, looking north-east from NGR 442943 towards Church Stretton Valley and Helmeth Hill (NGR 468937). Use the information from the question above to complete the missing names. In the space below the field sketch write your own description of the landscape.

Carding Mill Valley Activity Two: Climate and Vegetation


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Climate, Vegetation and PeopleClimate, Vegetation and PeopleClimate, Vegetation and PeopleClimate, Vegetation and People These climate statistics were measured in 1996 at All Stretton (NGR 457958) at a height of 256 metres. Find its location on the Church Stretton OS extract.

J F M A M J J A S O N D Temp oC 3 3 4 8 8 14 16 15 13 11 6 2 Rainfall mm 67 95 53 74 71 41 29 57 36 96 99 53

Temperature Range = 14 oC Total rainfall = 771 mm (Source: the Environment Agency) Using the statistics above draw up a climate graph for All Stretton, using either graph paper or a spreadsheet. You should draw a line graph for temperature and a bar graph for rainfall. Add straight lines at 0oC (freezing point) and 2oC (an English summer's day). Describe, using your graph, the climate of the Carding Mill Valley area. What differences might you notice in the temperature and rainfall figures if they had been measured west of All Stretton at NGR 425938 at 484 metres on the Long Mynd? Climate affects what vegetation can grow in an area. Although people have very little control over the climate they and their animals play a considerable part in determining the vegetation of a particular area. Look at the OS extract and the vegetation map overleaf, which is a simplified map of the vegetation of the Carding Mill Valley and its surrounding area. Check before your start that you know what heather, bracken and bilberry look like! See map below. Colour the streams blue and, using different colours (suggest greens, yellows, oranges) for each vegetation type, shade them on the map. Then answer the following questions. a) What is the dominant vegetation on the Carding Mill Valley sides near the lower car

park? b) How do the valley sides differ on either side of the New Hollow reservoir? Can you

suggest ONE reason for this difference? c) What is the main vegetation in the upper Carding Mill Valley?

O the sides? Onthe tops (interfluves) between the side valleys?

d) Where are the other vegetation types located?

Carding Mill Valley Activity Two: Climate and Vegetation


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e) What other information might you gather in the field to identify the reasons for the

vegetation pattern?

Carding Mill Valley Activity Three: Aerial Photography


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Carding Mill Valley From the Air Look at the vertical air photograph of the Carding Mill Valley and its surrounding area, taken in October 1993. Can you find the Carding Mill Valley? Not quite as easy as on the OS extract because air photos do not have grid references. Here's how to do it. Find the centre of the photograph. Just slightly above the middle towards the top there is a shape like this:

These are the ramparts of Bodbury Hill Fort (444947), which overlooks the entrance to the Carding MilI Valley, on its north-eastern side. The valley lies to the left of this feature. If you look closely you can see the coach car park - there are a couple of coaches parked there. You should now be able to pick out the Carding Mill Valley, which runs from the top of the photo almost to the bottom, parallel with its left side. Answer the following six questions using the photo and OS extract.

1. Identify the area of the old mill buildings (NGR 442947) on both the map and the air photo. You can add other information to make it into a sketch map. Draw the shape of this area.

List THREE ways in which it differs on the air photo from the OS extract

2. Look at the upper part of the Carding Mill Valley near the top of the photograph. Why do you think the sides of the valleys are different shades? Can you use the information to tell you where the sun was shining when the photo was taken?

3. What information, especially about the vegetation, can you find out about the sides and tops of the Carding Mill Valley from the air photo that you cannot find out from an OS extract?

4. Find Burway Hill (4494) on the OS extract and then the route called ‘the Burway’, which crosses the hill to the western edge of the map. What extra information can you find out about how its route has changed over time?

Carding Mill Valley Activity Three: Aerial Photography


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5. List THREE differences between how a built-up area such as Church Stretton is shown on an OS map and an air photo. Begin by finding Church Stretton School (455944).

6. From your work on the air photo how might they be useful to people who study

vegetation patterns (ecologists), ancient structures (archaeologists) and landscape and settlement patterns (geographers)?

Carding Mill Valley Activity Four: Changing Land Use


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The Changing Use of the Carding Mill BuildingsThe Changing Use of the Carding Mill BuildingsThe Changing Use of the Carding Mill BuildingsThe Changing Use of the Carding Mill Buildings Picture A shows the three buildings associated with the manufacture of cloth from wool on about 1880. Picture B shows the same buildings in the 1920s. Compare the two drawings and then complete the table below. This will help you to understand how all three have changed their function over time.

Carding Mill Valley Activity Four: Changing Land Use


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BuildingsBuildingsBuildingsBuildings Description in 1880sDescription in 1880sDescription in 1880sDescription in 1880s Changes by 1920sChanges by 1920sChanges by 1920sChanges by 1920s

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The water wheel at the Carding Mill was an overshot wheel. Use your school library or resource centre to find out how it worked. Draw a diagram of an overshot water wheel in the space below.

Carding Mill Valley Activity Five: Statistics


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Getting the best out of statisticsGetting the best out of statisticsGetting the best out of statisticsGetting the best out of statistics The National Trust has collected the figures below in the Carding Mill Valley. They appear relatively easy to collect and record by the car park attendants as cars drive past their booth into the valley. However, they are incomplete because they only recorder 'paying to park' and National Trust members get in free, as do pedestrians. Cars paying to park at Carding Mill Valley Year Mar Apr May Jun Jul Aug Sep Oct Nov Total 1984 2942 1726 1066 2378 3251 540 11,903 1985 856 2020 1280 1940 2120 1400 460 10,076 1986 356 731 1992 1630 1474 2646 1471 470 10,770 1987 173 2000 1905 1571 1214 2121 2314 333 11,631 1988 1933 1702 1957 903 2665 2256 227 227 11,307 1989 1088 1166 3117 1737 1566 2977 747 12,398 1617 9628 12,462 9241 9475 15,780 8728 1490 227 68,148 Here are some questions for you to think about and answer about the statistics. Here are some questions for you to think about and answer about the statistics. Here are some questions for you to think about and answer about the statistics. Here are some questions for you to think about and answer about the statistics.

1. In which months was car parking always free for everybody?

2. Why was the National Trust car parking booth not open at all times?

3. Why in some years were car parking fees collected in March and November but not in others? (Hint: think about whether your school holidays always occur on the same dates and, if not, why not.)

4. What do these figures tell you about the numbers of people who come into the

valley?

5. Which parts of these figures could you use to show the changing pattern of visitors?

6. On graph paper or a spreadsheet, putting 'months' on the horizontal axis and

'number of cars' on the vertical axis, plot line graphs for May, June, July and August of each year. Can you detect any trends or pattern?

7. Can you think of other ways of collecting information in the field in order to

get a better idea of the number of visitors to the Carding Mill Valley?

8. The only available figures since 1990 are for the total number of vehicles between April and October (10.00-17.00 hours). They are shown against the total rainfall (mm) for those months:

Carding Mill Valley Activity Five: Statistics


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Number of vehicles visiting Carding Mill Valley Year Total number of vehicles Total rainfall (mm) 1990 20,808 372 1991 21,202 472 1992 18,733 615 1993 19,346 557 1994 20,014 537 1995 20,323 355 1996 18,360 404 1997 19,193 541 Display this information using graphs. Can you see any correlations between the two sets of figures? List at least THREE other factors that you think might affect the numbers of visitors to the valley other than wet weather.

Carding Mill Valley Activity Six: Managing the Valley


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Managing the Carding Mill Valley What do we mean by an issue? An issue arises when at least two or more people or groups of people hold different views about, for example, how the same cake might be divided. The person who made the cake may feel they should have a larger share than the others who think it should be divided equally. Here is some briefing information about the different interests that come together in the Carding Mill Valley and have to be managed by the National Trust. THE NATIONAL TRUST In managing the Long Mynd property and the Carding Mill Valley area within it the National Trust has to take note of the following agreed principles for access, which 'must provide for people's needs, but must not erode local distinctiveness, nor disturb "spirit of place"'. In other words the Trust has to balance the needs of the hills and the people who depend on it. Principles for access Principle 1Principle 1Principle 1Principle 1 The duty and primary purpose of the Trust in the countryside is to promote permanent preservation for the benefit of the nation. It will regard access as a fundamental way of providing this benefit and as a principal purpose. Principle 2Principle 2Principle 2Principle 2 The Trust's Acts establish the responsibilities for conservation. If serious conflict arises, conservation will take precedence over access. Principle 3Principle 3Principle 3Principle 3 The Trust will ensure that the countryside retains characteristics that afford the widest range of experiences, and will enable people to enjoy access to its properties.



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Follow-up work What are the issues for the National Trust in the Carding Mill Valley? What further information could you gather on a field visit to help you understand the background to your chosen management area? What are the options open to the National Trust in managing the property? Discuss the management options within your group and decide which might suit your chosen management area best. What are the possible solutions? Present your solution(s) in the form of a poster, leaflet or short talk to your class. Rocks and Monuments The Carding Mill Valley has a range of very ancient unique rocks that are protected by law, as are the hill forts such as Bodbury Hill, which guards the eastern entrance to the valley. Disturbance to the outcrops of rock and off-road biking of all types can destroy these ancient remains. Farmers They are called Commoners. They have rights going back to the Middle Ages to graze mainly sheep and ponies and cut bracken. Although the Trust owns the land it does not own the grazing rights. Today there are 86 commoners of whom 18 exercise those rights. Already much valuable heathland has been lost by overgrazing, burning and trampling, especially in the winter months. Visitors Visitors want to walk, cycle and ride in the valley and access the higher parts, but when the paths become wet they move on to the drier grass and heather so widening the path and destroying the vegetation. Around 250,000 people per year bring not only their cars (which also destroy vegetation if not parked in the right places) but also tons of litter. However, there are no bins in the valley because the policy is that responsible visitors should take their litter home. Wildlife The heather-covered slopes are home to unique range of plants, insects and birds so important that this area has been designated a site of special scientific interest (SSSI). The most obvious disturbance is in the streams and ponds, which have lost much of their plant and animal life due to paddling feet and swimming dogs. Birds’ nesting habitats have been destroyed and sensitive plants trampled. Fires started by cigarettes can destroy tens of hectares of heathland in hours.



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Landscape Two forms of erosion are threatening the valley floor and sides: visitors and sheep. The tens of thousands of human feet wear away the plants that bind the soil together. Without roots the soil is rapidly eroded by the wind and weather. On the steep valley sides the scrubby trees whose roots in the soil are overgrazed by the sheep and the sides crumble and slip.

carding mill valley study: autumn term - taw.org.uk · carding mill valley teacher’s notes:...

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