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NSC Home Page > EUAS Contents > 21 Model worksheets for site visits
Appendices
21 Model worksheets for site visits
For details of how to arrange a visit see the Logistics Section - Making Contact with industry.
Schools and teachers vary in their policies towards the use of worksheets. Some do not use them - they are considered too prescriptive. Some may prefer to use similar questions, only verbally themselves; others may wish to elaborate or omit some of the questions. Many may wish to use the worksheets (with clipboards) during a visit; others may find it more appropriate to use them as a basis for follow-up e.g. as a homework exercise, to use them in electronic format or as a basis for project work. Others may prefer to adapt them to multichoice questions with possible answers rather than open questions. Worksheets tend to be used more in primary rather than secondary schools.
The worksheet templates set out below contain example questions which can be used by pupils (delete heading "prompt; retain "answer"; delete entries in this column). Keep the full version for the teacher e.g. as a starting point for marking purposes. Teachers will need to edit according to the length and nature of the visit.
The KS2 worksheet is intentionally cross-curricular, but as might be expected, relates particularly to science (all main sections) and geography. Some of the ideas can also be applied to KS1, using modified language.
Separate KS3/4 worksheets are provided for science and geography (including ESD), but there are of course many areas of overlap and here again, some subjects outside the National Curriculum such as ESD, citizenship (at some key stages) and PSHE, often apply and examples of these are indicated on the right hand side.
Types of Site
These worksheets have been designed generically to cover most of the features encountered in and around a typical quarry. Sites and operational methods vary considerably, so not all features will apply. The content is far from exhaustive. Firstly, other aspects will almost certainly deserve a mention or activity.
Secondly, many aspects noted are capable of considerable expansion for example - a visit could be very largely based upon the study of living things and habitats, or on the physical processes - the forces necessary to operate equipment, energy involved, etc., or on a detailed study of Earth science matters.
Thirdly, being generic in nature, they apply broadly to sand/gravel and rock quarries which have distinctly different characteristics and both raise different issues - whether it be in extraction techniques or environmental aspects.
Finally, a more limited number of visits are made to plants located away from quarries e.g. those producing ready mixed concrete, concrete products or asphalt, those receiving aggregates from elsewhere, rail and deposits or dredgers themselves. In each of these cases, relevant sections of the worksheets could be extracted for use with groups.
Before or after a visit, teachers may find it helpful to view the appropriate page on the "Lifezone" of the QPA website to see interactive examples of a typical sand/gravel working, crushed rock quarry or dredger.
KEY:
A - Art
C - Citizenship
DT - Design and Technology
ESD - Education for Sustainable Development
G - Geography
H - History
ICT - Information and Communications Technology
M - Mathematics
PSHE - Personal, Social, Health Education
S(E) - Science - enquiry
S(L) - Science - living things
S(M) - Science - materials
S(P) - Science - physical processes
MODEL WORKSHEET FOR KS2 SITE VISIT
This worksheet is available as a Word file
CLASS SHEET/TEACHER'S SHEET
Name of pupil:....................................................Class ........................School:..........................................................
Name of quarry:..............................................................................................................................................................
Address*: ........................................................................................................................................................................
*If appropriate.
Place/Activity
Prompts/Answers
Subject Areas
Mark
1. Journey from school to quarry
Plot route on map or draw a line then mark places seen in order.
G
Look at changes in materials used for building along the route.
GG,S(M)
2. If possible, stop outside the quarry.
What can you see?
Trees/screen bank?; the quarry? the processing plant?
S(L)
G,ESD
G,ESDS(P)
What can you hear? traffic?
3. Inside the entrance.
What can you see?
Weighbridge/offices/parking/traffic? machinery? warning signs?
ESD,S(P)
What can you hear now?
4. Before going to the quarry/processing plant.
What have you learned about safety? Do you have to wear special clothes to work or visit a quarry? What is special about the clothes?
Safety boots/high visibility vests/helmets/safety glasses/ear protectors
S(E),PSHE
PSHE,DT
5. In the quarry - What can you see?
Soil, rocks, sand, gravel, water.
S(M),G
Look at a piece of rock or pebble; - what can you see?
Colour, shape, texture - is it hard/soft - how can you tell?
S(M),A,E
Estimate the size of some pieces. Are they all the same? What are the differences?
Use arms, hands, bodies.
M
What type of material is being quarried?
Limestone? Gravel? Slate? Sandstone? Granite? Basalt? Sand? Clay?
Can you see machines? What are they doing?
Pushing rock and soil about; digging up rock/gravel; carrying it away.
E,S(P),DT
Think about how you would make a model of one. How big are they?
As big as you? A car? A bus?
M
If they are carrying material - where to?
Processing plant? Stockpile?
6. In the processing plant.
What is the processing plant?
A type of factory.
E
What does it do?
Break up materials, wash off dirt, sort it into good and waste; sort it into sizes; mix it up with other materials.
S(M)
How does it do it?
With crushers (like food processors, nut crackers, pestle and mortars), giant sieves (screens) and giant mixers.
S(P)
What does it make?
"Aggregates" of different sizes; concrete and asphalt.
S(M)
Compare some of these processes with those used to prepare food.
e.g. sieving flour, mixing cake ingredients, washing soil off vegetables.
DT
7. Uses of materials
What are aggregates used for?
What is concrete used for?
What is asphalt used for?For buildings (foundations, walls, roofs, floors, pipes) roads, paths, bridges, railways.
S(M)
8. Where is it used.
G
What places?
Location of sales. What towns? What building sites?
G,ESD,S(P)
How is it carried there?
Lorry/train/boat.
G
MODEL WORKSHEET FOR KS3 GEOGRAPHY VISIT
This worksheet is available as a Word file
Name of pupil .............................................. Class................................................... School ...............................................
Name of quarry................................................................. Name of company......................................................................
Address of quarry......................................................................................................................................................................
Website address of company*.................................................... National Grid Reference* ............................................
(*where appropriate)
Place/Activity
Prompts/Answers
Subjects other than geogr
Mark
1. Journey to the quarry
Plot the route of the journey on a map.
Record the main types of land use and names of main settlements.
Urban, suburban, industrial, agriculture, forestry, moorland/marsh.
What are the main building materials used? Do they change much?
Concrete, brick, stone, timber, glass, steel.
If so, why?
Types of building (e.g. industrial, housing) or types of materials available - e.g. clay in lowland areas; stone in mountainous areas.
2. Write down what you think about quarries before you reach the quarry.
Use a few adjectives to describe your first thoughts. ESD
3. If possible, stop somewhere just outside the quarry.
Can you see the quarry?
ESD
Can you see the quarry buildings?
ESD
Can you hear the machinery at the quarry?
If not, why can't you?
Tree planting, screen mounds, local hills.
C, ESD
If you can see the quarry, what does it look like, compared with the area around?
ESD
Do you think it should be hidden?
If so, how could this be done?
Tree planting, screen mounds, fences/hedges.
ESD
From what you can see, is the quarry changing the landscape?
ESD
Do you think this is a good place to have a quarry?
Area of attractive landscape, site is well hidden from view; it is near the consumer so stone doesn't have to travel far?
C, ESD
Why do you think the quarry is here?
The rock in the ground is suitable - there is a demand for it.
C
4. Inside the entrance:
What are the main activities near the entrance? Describe some of these.
Reception and offices, parking for lorries, cars, machines, weighbridge, filter beds/settling ponds.
ESD
How does this area differ from what you saw outside?
What can you hear now. Is it noisier or quieter than outside?
If the quarry company allow you, take photographs or videos of what you see (NB: there may be health, safety and other rules which may prohibit photography). Ask permission first.
5. Before going to the quarry or processing plant itself, you will be given safety instructions and may have to put on special protective clothing; how does this give you protection?
Safety helmet, boots, high visibility jackets, ear protectors, safety goggles, overtrousers. Not all are necessary in all circumstances.
S(E), S(P), A, DT, PSHE
6. In the quarry, what can you see?
Is it wet or dry; how deep is it from the top to the bottom - tip: if the quarry has "benches" (steps along the side) and they are more or less the same height - find the average height (e.g by scaling up) and add the heights together.
M
Draw a section from one side of the quarry to the other, estimating the heights and distances.
May have to ask quarry personnel for some basic information.
What is being quarried.
Sand/gravel or rock - if rock, what type e.g. limestone, sandstone, igneous rock, metamorphic rock.
S(M)
If rock, how would this differ from a sand and gravel working and vice versa.
S(M)
If you can, visit an area which shows a section from the normal land surface to the material being worked. What do you see?
Grass, soil (describe), subsoil, weathered loose rock/gravel, more consolidated rock.
Draw a close up section.
S(M)(L)
How is the material being worked?
By dragline; below/above water level, by front end loaders/shovels (diggers), by excavator.
S(M)(P)
If there is water, how is it controlled?
By pumping it out, cutting a drainage channel to lower ground.
Are the materials separated in the quarry. If so, why?
Soil/sub soil/"soft" rock = overburden is put on one side for later restoration or for screening the operations from view.
ESD,S(L)
How are the materials transported for processing?
By dumpers(large lorries), conveyor belt, barges, pipelines.
S(P), DT
Which do you think is the best way and why?
Energy efficiency, need to change to keep up with working face.
S(P), ESD
Listen to the sound of material being dropped into dumpers - is it noisy? If so, how could it be reduced to a low pitched rumble?
Change from a steel bodied tipper to a rubber-lined tipper.
What is done to make sure that big dumpers and loaders can reverse safely?
Reversing sirens/bleeps, mini tv, cameras, flashing indicators.
S(P), PHSES(I), DT
7. At the processing plant (NB: it may not always be possible to go inside the plant)
From the outside, describe the appearance.
Is it all one colour? Is it low rise or high rise?
Could this be improved to make it more acceptable in the environment?
ESD
What do you think has influenced the siting and layout of the plant?
Is it near the entrance, the lowest part of the site, in the only flat area? Near a good water or electricity supply? Least obtrusive part of the site? Use of gravity to save energy?
C, S(P)
Can you see any of the processing machinery or is it enclosed? If it is enclosed, why have they done this?
To protect the work people? To reduce noise and dust? To improve the appearance?
S(P), ESD
What does the processing plant do?
Get rid of waste material, e.g. by washing, crush the rock (many times), sort it out into sizes (using giant sieves - "screens").
S(P)
What are the noisiest parts of the process?How could this be improved?
Where stone and metal are in contact. More use of plastics (e.g. polypropylene) and rubber.
S(P), S(M), ESD, DT
8. The products:
This primary processing produces clean, sized aggregates. What else is made on site?Ready mixed concrete, asphalt, concrete products e.g. slabs, blocks, kerbs, flooring beams, pipes, blockstone for sea/river defences.
S(M)
Other products, after further processing.
Possibly lime, building stone, cement, agricultural limestone, stone for pollution control, iron/steel making, chemicals, sugar refining (see Appendix 12)
S(M)
If the company staff are willing to tell you, find out how much is dug from the quarry, how much is processed for sale and how much is used for each product.
M, ICT, S(M)
(Back at School) - make a pie graph or bar chart(s) showing how the production is divided up.
M, S(M), ICT
9. Distribution
Where is the material/product sold?- (Back at School) on a map e.g. using colours to differentiate the important and less important sales areas.
ICT
How is the material transported? - make a pie chart of the different tonnages by mode of transport.
ESD
Which is the most environmentally friendly?
Rail, road or water?
ESD
Why is this method(s) not often appropriate?
Access to rail and water at quarries or near markets may not be available.
Rock or gravel carried by road in rural areas for about 20-25 miles (32-40 km) is usually double the cost of that leaving the weighbridge at the quarry. What proportion of the quarry sales are made more than 20-25 miles (32-40 km) away?
ICT, M
10. Economic impact of quarrying
How many people work at the quarry?
Information from quarry staff.
C
What do you think they do?How many jobs can you find in a quarry?
Drive dumpers/loaders/scrapers, operate drilling rigs, operate the processing plant, look after the environment, transport the stone to the customer, market the stone, keep records in the office, check loads on the weighbridge, manage the operation, keep the site tidy, maintain the equipment, look after and prepare explosives, oversee the accounts (see Appendix 17)
PSHE,C
How many other people depend upon the quarry?
Builders and construction companies, councils (for roads,and schools, parks, etc), people making vehicles and equipment, local shopkeepers, tax collectors and government inspectors, sculptors, DIY stores, builders merchants, everyone who lives in a house, goes to school or to a shop or hospital or uses a road, families of people working at the quarry, people who supply gas, water, or electricity.
If the quarry is in the countryside, how does the quarry relate to a town?
The town needs materials from the quarry (see above).
How else has the quarry influenced local buildings?
Look again at local buildings and the materials which have been used - often the stone quarried is typical of that used for centuries in local buildings and even the style of local buildings can be determined by the type of stone - e.g. flint, slate, honey coloured limestone.
H, G, ESD
11. After quarrying has finished
How long will it be before the reserves of mineral are all extracted?
Often depends upon levels of demand. Ask the company staff.
Do you know what the company is planning to do with the quarry when it has finished working?
Almost all sites now have to have restoration and after use plans in place before planning permission is granted.
C, ESD
What ideas do you have for an after-use? - do you think that people living near the site will like your idea?
Remember that some sites (e.g. in floodplains) will flood if they are not continuously pumped dry or filled with other materials; other sites eg. in many limestone areas, will never hold water unless lined with an impervious layer. There may be pollution issues from some after uses (e.g. filling with household waste); some may not be stable enough for building upon afterwards. Some sites might make excellent nature reserves, public parks, industrial estates (good road access, etc).
ESD, C
12 Other aspects
How has pollution and weather (e.g. airborne (acidic) gases or road salt) affected local building stones.
Quarries producing aggregates usually work the hardest local stones available but in the past, softer stones may have been dug for building and more recent pollution may have affected the stone.
ESD, (S(M)
When did the quarry originally start operations?
Some quarries date back even to medieval times, but many were opened in the twentieth century.
H
When did the quarry receive planning permission?
Need to ask company staff.
ESD, C
What has it produced in the past?
Many quarries started as building stone producers and changed to aggregates as the road network developed.
H
After thoughts
Write down what you think about quarries now. Have your views changed.
MODEL WORKSHEET FOR KS3-4 SCIENCE VISIT
This worksheet is available as a Word file
Name of pupil .............................................. Class................................................... School ...............................................
Name of quarry................................................................. Name of company......................................................................
Address of quarry......................................................................................................................................................................
Website address of company*.................................................... National Grid Reference* ............................................
(*where appropriate)
Place/Activity
Prompts/Answers
Subject Areas Other than S(E)
Mark
1 If possible stop first outside the quarry.
Can you see the quarry face or processing plant from the outside?
You may not be able to answer these questions at the moment but think about it again after the visit.
ESD
S(P)
If you can't see anything why do you think this is so?
Screen mounds, tree planting, siting of the plant/quarry faces
What can you hear?
Road traffic, birds, cows, sheep, wind in trees.
Can you hear anything from the quarry? - if not, why do you think this is so?
Do you think they have been careful in locating the plant and the quarry faces?
Screen mounds, tree planting, siting of the plant/quarry faces
2 Write down what you think about quarries before you reach the quarry.
Use a few adjectives to describe your first thoughts.
G, ESD
3 If possible, stop somewhere just outside the quarry.
Can you see the quarry?
G, ESD
Can you see the quarry buildings?
Can you hear the machinery at the quarry?
If not, why can't you?
Tree planting, screen mounds, local hills.
G, ESD
If you can see the quarry, what does it look like compared with the area around?
ESD
Do you think it should be hidden?
C, ESD
If so, how could this be done?
Tree planting, screen mounds, fences/hedges.
G, ESD
From what you can see, is the quarry changing the landscape?
G, ESD
Do you think this is a good place to have a quarry?
Area of attractive landscape, site is well hidden from view; it is near the consumer so stone doesn't have to travel far?
G, ESD, C
Why do you think the quarry is here?
The rock in the ground is suitable - there is a demand for it.
G, C
4 Inside the entrance:
What are the main activities near the entrance? Describe some of these.
Reception and offices, parking for lorries, cars, machines, weighbridge fitter beds settling ponds.
G, ESD
How does this area differ from what you saw outside?
What can you hear now? Is it noisier or quieter than outside?
ESD
If the quarry company allow you, take photographs or videos of what you see (NB: there may be health, safety and other rules which may prohibit photography). Ask permission first.
5 Before going to the quarry or processing plant itself, you will be given safety instructions and may have to put on special protective clothing; how does this give you protection?
Safety helmet, boots, high visibility jackets, ear protectors, safety goggles, overtrousers. Not all are necessary in all circumstances.
PSHE, S(P), DT, A
6 In the quarry what can you see?
Look carefully at the rocks being quarried.What colour are they?
Why?
Most rock colours are due to iron content - "rusty rocks".
S(M)
Describe the texture?
Rough, smooth, fine/medium/course grained, crystalline, glossy.
S(M)
Do they contain crystals?If so, what shape are they? And how large? What does this tell us?
S(M)
Do the rocks contain fossils?
S(L)
If so, do you recognise any similarities with modern forms of life?
S(L)
Can you classify them into major taxonomic groups?
S(L)
What do the fossils tell us about environment in which the rocks were formed?
Fossil plants, e.g. in coal measures = tropical forests; corals, crinoids, trilobites and some molluscs may indicate marine conditions.
S(L)
S(L)
Can you work out a possible fossil food chain or interdependence?
Tip - try ranking in order of size.
S(L)
What does this tell us about evolution and extinction?
S(L)
Can you see layers in the quarry faces?
How many cm/m are they from the top to bottom of each bed. Layers are usually known as "beds"
S(M), M
If so, how thick are the layers?Describe them.
What shape are they? Draw a quick sketch.
Folding, faulting.
S(M)
Does this tell us anything about how the rocks have been changed since deposition?
S(M)
S(M)
Are there any lines or very fine layers in the rock?
Based on this information, what type of rock is being quarried?How do you know this?
Limestone, sandstone, chalk, slate, granite, basalt.Some of the clues are above.
S(M)
What rock group does it belong to:
Igneous rock
Metamorphic rock Sedimentary rock
S(M)
If you can, visit an area which shows a section from the normal land surface to the material being worked. What do you see?
Grass, soil (describe), subsoil, weathered loose/rock/gravel, more consolidated rock.
Draw a close up section.
S(M)(L)
Study the way in which hard rock has weathered. What processes are involved?
Water percolates down, washes out salts, freezes (expands) thaws (contracts); effect of vegetation.
S(M)S(L)
7 Quarry Working
Is it wet or dry; how deep is it from the top to the bottom - tip: if the quarry has "benches" (steps along the side) and they are more or less the same height - find the average height of one bench (e.g. by scaling up) and add the heights together.
M
Draw a section from one side of the quarry to the other, estimating the heights and distances.
May have to ask quarry personnel for some basic information.
S(E), G
If there is water, how is it controlled? If it is pumped, how do the pumps work? How much power is required?
By pumping it out, cutting a drainage channel to lower ground. Use heights of lift and volumes.
S(P), ESDM, S(P)
How is the material being worked?
By dragline; below/above water level, by front end loaders/shovels (diggers), by excavator.
S(M)(P)
Are the materials separated in the quarry. If so, why?
Soil/sub soil/"soft" rock = overburden is put on one side for later restoration or for screening the operations from view.
ESD, S(L)
How are the materials transported for processing?
By dumpers (large lorries), conveyor belt, barges, pipelines.
S(P), DT, G
Which do you think is the best way and why?
Energy efficiency, need to change to keep up working face.
S(P), ESD, G
Listen to the sound of material being dropped into dumpers - is it noisy? If so, how could it be reduced to a low pitched rumble?
Change from a steel bodied tipper to a rubber-lined tipper.
Discuss the use of tyres v. tracks on vehicles.
Energy issues, friction, speed.
S(P), ESD
S(P)
What is done to make sure that big dumpers and loaders can reverse safely?
Reversing sirens/bleeps, mini tv, cameras, flashing indicators.
S(P), PHSES(E), DT
Think about ways in which energy is transferred in machines.
Diesel engines, electric motors, hydraulics, gravity.
S(P)
What type of power is used to lift or tip materials?
Hydraulic systems are widely used in dumpers and loaders.
Compare the operation of the arm of a loading shovel to that of the muscles in a human arm. Draw diagram of the forces involved.
Hydraulics push and pull; muscles only pull.
S(L), S(P).
Make calculations about:
(a) how much fuel is used
(b) how many tonnes of rock are moved
(c) how quickly
(d) over what distancesVarious possibilities for calculations, graphs, etc.
S(P), M
8 At the processing plant (NB: it may not be possible to go inside the plant)
From the outside, describe the appearance.
Is it all one colour? Is it low rise or high rise?
ESD, G, S(E)
Could this be improved to make it more acceptable in the environment?
ESD, G
What do you think has influenced the siting and layout of the plant?
Is it near the entrance? the lowest part of the site? in the only flat area? Near a good water or electricity supply? Least obtrusive part of the site? Not located on workable reserves?
C, S(P), G
Has gravity been used to save energy? Can you see any of the processing machinery or is it enclosed? If it is enclosed, why have they done this?
To protect the work people?
To reduce noise and dust?
To improve the appearance?S(P), ESD, G
What does the processing plant do?
Get rid of waste material, e.g. by washing, crush the rock (many times), sort it out into sizes (using giant sieves - "screens").
S(P), G
What are the noisiest parts of the process? How could this be improved?
Where stone and metal are in contact, more use of plastics (e.g. polypropylene) and rubber.
S(P), S(M), ESD, DT
How is electricity used in processing? What evidence is there for energy transfer?
S(P)
9. The products:
This primary processing produces clean, sized aggregates. What else is made on site?
Ready mixed concrete, asphalt, concrete products, e.g. slabs, blocks, kerbs, flooring beams, pipes, blockstone for sea/river defences.
S(M), G
Other products after further processing.
Possibly lime, building stone, cement agricultural limestone, stone for pollution control, iron/steel making, chemicals, sugar refining (see Appendix 12)
S(M), G
What chemical reactions are relevant to these other uses?
Neutralisation, reducing, exo/endothermic, oxidation, thermal decomposition.
S(M)
If the company staff are willing to tell you, find out how much is dug from the quarry every year, how much is processed for sale and how much is used for each product. Compare these figures with those for the county or region.
Information on www.mineralsuk.co.uk
M, ICT, S(M), G
(Back at School) - make a pie graph or bar chart(s) showing how the production is divided up.
M, S(M), G, ICT
10. Distribution
Where is the material/product sold? - (Back at School) on a map e.g. using colours to differentiate the important and less important sales areas.
ICT, G
How is the material transported? - make a pie chart of the different tonnages by mode of transport.
ESD, G
Which is the most environmentally friendly and energy efficient method?
Rail, road or water?
ESD, G
Why is this method(s) not often appropriate?
Access to rail and water at quarries or near markets may not be available.
G
How is heat insulation used in distribution?
Some road vehicles are insulated to keep asphalt hot to make sure it can be spread easily.
S(P)
Rock or gravel carried by road in rural areas for about 20-25 miles (32-40 km) is usually double the cost of that leaving the weighbridge at the quarry. What proportion of the quarry sales are made more than 20-25 miles (32-40 km) away?
ICT, M, G
11. Economic impact of quarrying
How many people work at the quarry?
Information from quarry staff.
C, G
What do you think they do?How many jobs can you find in a quarry?
Drive dumpers/loaders/scrapers, operate drilling rigs, operate the processing plant, look after the environment, transport the stone to the customer, market the stone, keep records in the office, check loads on the weighbridge, manage the operation, keep the site tidy, maintain the equipment, look after and prepare explosives, oversee the accounts (see Appendix 17).
PSHE, G, C
How many other people depend upon the quarry?
Builders and construction companies, councils, (for roads, and schools, parks, etc), people making vehicles and equipment, local shopkeepers, tax collectors and government inspectors, sculptors, DIY stores, builders merchants; everyone who lives in a house, goes to school or to a shop or hospital or uses a road; families of people working at the quarry, people who supply gas, water, or electricity.
ESD, G
If the quarry is in the countryside, how does the quarry relate to a town?
The town needs materials from the quarry (see above).
ESD, C, G
How else has the quarry influenced local buildings?
Look again at local buildings and the materials which have been used - often the stone quarried is typical of that used for centuries in local buildings and even the style of local buildings can be determined by the type of stone - e.g. flint, slate, honey coloured limestone.
H, G, ESD
12 After quarrying has finished.
How long will it be before the reserves of mineral here are all extracted? How many tonnes does this represent?
Often depends upon levels of demand. Ask the company staff.
M
Do you know what the company is planning to do with the quarry when it has finished working?
Almost all sites now have to have restoration and after-use plans in place before planning permission is granted.
C, ESD, G
What ideas do you have for an after-use? - do you think that people living near the site will like your idea?
Remember that some sites (e.g. in floodplains) will flood if they are not continuously pumped dry or filled with other materials; other sites e.g. in many limestone areas, will never hold water unless lined with impervious layer. There may be pollution issues from some after uses (e.g. filling with household waste); some may not be stable enough for building upon afterwards. Some sites might make excellent nature reserves, public parks, industrial estates (good road access, etc).
ESD, C, S(M), G
If possible, trace the changes between bare rock/gravel, to grass, flowering plants, scrub/shrubs, woodland - or the plants found from dry land to deep water.
Plot a colonisation curve - use quadrats to make species counts in different areas.
S(L)
13. Other aspects
How has pollution and weather (e.g. airborne (acidic) gases or road salt) affected local building stones.
Quarries producing aggregates usually work the hardest local stones available but in the past, softer stones may have been dug for building stone and more recent pollution may have affected the stone.
ESD, S(M), G
When did the quarry originally start operations?
Some quarries date back even to medieval times, but many were opened in the twentieth century.
H
When did the quarry receive planning permission?
Need to ask company staff.
ESD, C, G
What has it produced in the past?
Many quarries started as building stone producers and changed to aggregates as the road network developed.
H, G, S(M)
H, G, S(M)
14 After thoughts
Write down what you think about quarries now. Have your views changed.
S(E), ESD, C