Assess the impact of human activity on the sand dunes and the management that could be taken to prevent further erosion.
Hypothesis
I think that the more human activity within the area the more erosion of the sand dunes, so more management will be needed to protect the area.
1. What threats face the sand dunes at Gunner Point, Hayling Island?
* Human
* Recreational
* Physical
* Sea
2. What impact has recreation (visitors) had on the sand dunes?
* Dogs
* Walking
* Golf
* Blow out
* Footpaths
* Tasks use
> Footpath erosion (table 2.
..task 3.1)
> Blow out dune (table 3…task 3.2)
> Transect (recording sheet 1…sand dunes)
3. What management systems do they have in place?
* Boardwalk
* Shingle beach
* Fencing
* Bins
* What other management strategies could be beneficial?
* Tasks use
> Litter survey (Task 3.3…table 4)
> Possible management strategies (Task 4…Map 3)
Introduction to Sand Dunes
Sand dunes are important ecosystems. They are formed on large sandy shores, where the sand is able to dry out and then blown inland. There are very few requirements needed to make sand dunes, but over time these make up a succession (Fig 2 and Fig 5):
* A supply of dry sand, wide beach
* Onshore winds
* Low lying land behind the beach
Although the sand dunes take up around 9% of the UK’s coastline (See Fig 4) they are seriously under threat, as they can easily be eroded from both human and physical activities, i.
e. human activity (trampling). This has meant that pathways among the sand dunes have eroded to a point where plants are being destroyed; causing the roots that bind the sands/soils together, and protect it from erosion have gone, so is at greater risk from the eroding winds.
Managing the sand dunes however poses a problem, as they are all entirely open to the public. They are full of many rare species of both fauna and flora, which increases the human activity, as more people travel to see them, making this the largest form of sand dune destruction.
The sand dunes at Gunner Point, Hayling Island (See Fig 29 and Fig 30) are the most extensive sand dunes in Hampshire and they have SSSI (Site of Special Scientific Interest) status. This means it is an area that is considered to be one of the countries best wildlife and geological sites. The status ensures that the site will have better protection, and will safe guard their existence into the future. However as with any popular area, the threat of human activity means that the survival of such an important ecosystem is at risk. This is why during this investigation I’m going to explore the following:
The more human activity, the more erosion of the sand dunes, so more management will be needed to protect the area.
* What are the threats that face the sand dunes at Hayling Island?
By looking at all the issues of what will or have threatened the sand dunes, it will give an overview of the issues facing the ecosystem. It will also help to relate to the problems and solutions that I will look at in my other enquiry questions.
To assess the scale of the threats I will look at the impact of the how the sand dunes are used in respect to recreation and organisation.
* What impact has recreation (visitors) had on the sand dunes?
I will be looking at the impact of trampling (the effect this has had on erosion on the sand dunes), litter (the problems this has on the ecosystem).
Throughout this project I will be looking at the amount of erosion and the various ways in which human activity has played a part.
* What management systems do they have in place?
Because the sand dunes are an important ecosystem measurements have been taken to protect, and minimise the amount of erosion.
During my project I will be looking at the management systems already in place, and explore further management strategies that could also be used.
I have split my investigation into three primary questions to make it more thorough (See Fig 1):
Embryo Dunes
* Youngest of all dunes.
* Generally has a pH of 8-9.
* Sea couch grass grows here.
* About 80% exposed sand.
* High salinity
Fore Dunes/ Mobile dunes
* Slightly higher than embryo dunes
* Only about 20% exposed sand
* Marram Grass is dominant
* High salinity
Slacks
* Low lying depressions
* Between fore dunes and main dunes.
* Wild strawberries, buttercup and violets grow here.
Fixed Dunes
* Soil has started to change brown
* Drought is a problem and nutrients in short supply
* Larger animals: Rabbits
* Less than 10% exposed sand
Climax Community
* Main vegetation: pine, birch, beech or oak woodland.
* 0% exposed sand
Route to Enquiry Question
Nature/Purpose of Information
Method of Data collection/ Sampling
Evaluation: Problems/ Limitations of Data
Solutions/ Improvements
Primary/ Secondary Data
Evidence/ Figure Reference
2
Sand Dunes Transect
To show the biotic, abiotic and human activity on the sand dunes.
Every 3 metres from our starting transect pole, we took a 0.5m quadrat and randomly threw it within the area, therefore making the results less biased. Each group was instructed to do this within their transect, but using different distances, creating a larger variety of results.
Although we were instructed to take the readings from our transect line, on some occasions we ended up a metre or so away from this. This was generally due to large foliage on the 3m area on our transect line.
We generally went just to the side of the large foliage, and took the distance again to show that it wasn’t 3m and wrote clearly the reason why. We thought that although it wasn’t what was specifically instructed, it was more random therefore gave fairer results.
Primary
Figure 8
Figure 9
Figure 10
Figure 33
2
Footpath Erosion Survey
To show how eroded footpaths were within the sand dunes. Showing the impact of human activity.
We randomly selected a footpath on the sand dunes, here we measured the width of the footpath, and then using a metre ruler we took random readings of the depth, added them up and divided it by the number of readings we took, to find the mean depth.
Getting the mean was hard to do, as did not have calculators. Plus some of the footpaths chosen were on slopes so the results would be different to those on a flat.
We used the calculators some of us had on our phones. Once we realised this problem we did half on a slope and half on a flat. So then we could compare the two easily.
Primary
Figure 32
Figure 25
2
Survey of 2 Contrasting Dunes
To compare the differences of a vegetated dune and a blow out dune.
We did this for both a vegetated dune and a blow out dune. We measured three things the distance (m), the slope angle (�) and the amount of vegetation cover (%). To do this we started at the beginning of the sand dunes, by the beach, we worked our way up to the golf course fence. Every time we went up to the peak or down to the trough of a slope, we recorded our results.
We could only get a couple of results from the blow out dune, compared to the vegetated dune where we got many.
We found we could use the fact that there were fewer results for the blow out dune, to show how much the separate dunes differ from one another.
Primary
Figure 31
Figure 8
Figure 9
Figure 10
Figure 26
Route to Enquiry Question
Nature/Purpose of Information
Method of Data collection/ Sampling
Evaluation: Problems/ Limitations of Data
Solutions/ Improvements
Primary/ Secondary Data
Evidence/ Figure Reference
3
Litter Survey
Shows how much litter has been dumped amongst the sand dunes.
Within a 20m by 20m-square area of the sand dunes, using a set of co-ordinates we took readings of the mount of litter we found at each of the areas.
Primary
Figure 6
Figure 7
2/3
D.A.F.O.R Abundance Scale
Showed at each site the plant species and how much of each species there were ranging from dominant-rare.
It partially shows where some erosion may have taken place.
At each of our sites we placed a quadrat down and using a plant guide we named the types of plant within that area and whether there was a lot or very little amount of each one, using the letters:
D-dominant, A-abundant, F-frequent, O-occasional, R-rare
Not all the plants we found, we could name, as they were not listed on the plant guide.
We gave the plants we didn’t know a different letter i.e. X
Primary/ Secondary
Figure 11
Figure 12
Figure 35
Figure22
2/3
Interrupted Belt Transect
Showed at what site each plant was located
At each of our sites we placed a quadrat, and using a plant guide we named the types of plant, and at what sites they were located along our transect line.
We couldn’t always name the plants, as we couldn’t find them on our guide to plants.
The plants that we didn’t know we gave a letter, to show that we had found the plant, but didn’t know what it was. I.e. X
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