Part 3: Planning a Field Trip Report

Tutor: Right, so you've both been on the field trip to the River Cole. How are you getting on with the report? Student A: We've made a start, but we're still trying to decide on the main focus. There's so much data. Student B: Yeah, we measured so many things: dissolved oxygen, pH, turbidity, nitrate levels, even macroinvertebrates. Tutor: Well, the brief says you need to link your findings to a specific environmental issue. Have you thought about that? Student A: We were thinking of looking at the impact of the new housing development upstream. But I'm not sure we have enough evidence. Tutor: Actually, that's a good angle, but you might find it easier to focus on agricultural runoff. There's a lot of farmland in the catchment, and your nitrate readings were quite high, weren't they? Student B: Yes, especially at site three, near the drainage ditch. So you think we should make that the central theme? Tutor: It would give you a clear narrative. You can discuss how farming practices affect water quality and what might be done about it. Student A: OK, that makes sense. So the research focus is agricultural pollution. But we also need to describe our sampling methods. Tutor: Yes, and be precise. I noticed in your draft you said you used a 'dip sample' at each site. Is that correct? Student B: Well, we took a sample from the bank, but we also waded in to get one from midstream. So it wasn't just a simple dip. Tutor: Exactly. You actually used a composite sampling method, combining water from different points across the river. That's more representative. You need to correct that in the report. Student A: Right, we'll change it to 'composite sampling'. I'll make a note. Tutor: Good. Now, what about your results? Anything unexpected? Student B: Actually, yes. We assumed the water quality would be worst downstream, near the town, but the lowest dissolved oxygen was at site two, which is in the middle of the farmland. Tutor: That is interesting. Why do you think that was? Student A: We think it's because of fertiliser runoff causing algal blooms, which then decompose and use up oxygen. Tutor: A plausible explanation. Make sure you discuss that in your analysis. It's a key finding. Student B: We will. We also need to include a data chart. What kind would you recommend? Tutor: Since you're comparing multiple parameters across several sites, a clustered bar chart would work well. It'll show the variations clearly. Student A: OK, we'll do a bar chart. Now, about the division of work... we need to sort out who does what. Student B: I think I should write the methods and results sections, since I have all the field notes. Student A: Fine. Then I'll take the introduction and the discussion. But we both need to work on the conclusion. Tutor: That seems fair. And don't forget the abstract - that should be a joint effort too, right at the end. Student B: Yes, we'll do that together. What about the deadline? Is it still the 15th? Tutor: No, I've extended it to the 22nd, because of the bank holiday. But don't leave it to the last minute. Student A: We won't. We'll aim to have a draft by the 18th, so we can review it. Tutor: Good plan. One more thing: make sure you reference the standard methods for water quality testing. It adds credibility. Student B: Will do. Thanks for the advice.