Although soils are mentioned in A level specifications, there are not any direct requirements to investigate soils in a practical sense. However thinking about soil properties and the links between the water cycle in terms of flooding and storage as well as the links to ecosystems could give rise to interesting NEA ideas.

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Introductory techniques

Pupils can investigate geological secondary data, through the BGS Geology Viewer (BETA). This interactive map allows them to show information regarding both the bedrock and superficial geology in the area. This can give insights into areas to collect different soil samples from.

Soil and slopes fieldwork

Using the soil triangle method below, pupils can test the samples and categorise the texture to give information about the make-up of the soil, collected from around the local area, or brought in from home if that gives a more varied sample type.

There are 12 soil textural classes represented on the triangle to ensure terms like ‘clay’ or ‘loam’ always have consistent meanings. The triangle provides the specific percentages of sand, silt, or clay that correspond to each soil texture class.

Method:

• take a sample of soil and place in jar, mix with water
• leave it to settle for 24 hours – it will settle down into layers, sand on bottom, silt in middle, clay on top
• measure total height of all soil in jar (100%)
• measure size of each layer
• calculate percentage for each
• use triangle to determine soil type (Soils 4 Teachers).

Once soil texture has been determined, soil types and properties can be researched and a profile created – is the soil permeable, easily erodible, what properties might it have that could impact flood risk, agriculture, infrastructure etc. From this, students could mind map possible areas of interest or further research for NEA titles.

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The Geographical Association (GA) has worked closely with the Field Studies Council (FSC) to develop these resources.