Surbiton High School

GCSE Geography
Paper 3 Geographical Applications: B Fieldwork
Part 1: Physical Geography Fieldwork Investigation.
“To investigate downstream change on the River Tillingbourne’

Name: ……………………………………………………………… Teacher: …………………………………...

 Surbiton High School

Geography Paper 3—Geographical Applications.

“To investigate downstream change on the River Tillingbourne’

Welcome to your GCSE Geography Paper 3 (Geographical Investigation) Physical Fieldwork Booklet.
Your GCSE Geography course has 3 main components:
Paper 1—Living with the Physical Environment (1.5 hour exam & 35% of course)
Paper 2—Challenges in the Human Environment (1.5 hour exam & 35% of course)
Paper 3—Geographical Applications (1.5 hour exam & 30% of course)

Paper 3 is split into 2 separate parts that are assessed in the same exam.

A: Issue Evaluation B: Fieldwork

Pre-release booklet 12 weeks before the Two fieldwork enquiries (Physical & Human
exam based on a particular topic of and only Human). You will then be asked
geography. You will then be asked critical questions on unfamiliar fieldwork and on
thinking and problem solving questions on the fieldwork studies that you have
the information in the exam. completed. This booklet will help you
complete the activities for the Physical
and Human piece of fieldwork.

Human

Did the Olympic Regeneration of

Stratford improve the quality of
life for people in the area?

Physical Fieldwork

In order to complete the physical fieldwork component you are required to carry out an investigation that is based on a named
example river. This will take the form of you investigating characteristics of the River Tillingbourne in Surrey. This is a vital part
of the GCSE Geography course, where you will consider many areas of planning an executing geographical fieldwork including,
risk assessment, planning and collecting geographical field data, presentation methods and evaluating the methods that you
used.

Therefore this booklet is extremely important and directly informs your examination preparation.

DO NOT lose this booklet.

 Surbiton High School

Geographical Applications: B Fieldwork

‘To investigate downstream change on the River Tillingbourne’
Selecting a Geographical Enquiry.

The first stage of any geographical enquiry is selecting an appropriate areas to investigate; a question that you want to answer
by collecting the information yourself outside (in the field). However this requires careful thought and preparation.

Your fieldwork question to investigate must be linked to one of the core units of study within the GCSE course. For you this is
the River Landscapes in the UK part of the Living with the Physical Environment.

You will be investigating the following question.

How does the River Tillingbourne change downstream?

In order to answer this question you will complete measurements of the River Tillingbourne at various points along its course.
These are fully outlined in this booklet. However this aspect of the course not only requires you to complete the data
collection but you must know exactly how and why you are collecting data in that way, interpret the data (show your
understand what it may mean), present the data in a range of graphs or tables etc and then evaluate how accurate you think
your investigation was.
 Surbiton High School

Geographical Applications: B Fieldwork - Geographical Theory

‘To investigate downstream change on the River Tillingbourne’

Having studied the River Landscapes of the UK unit in class already you should have a good understanding of the theory
behind river changes downstream already.

Look carefully at the Figure A, a diagram of a typical long profile.

In the upper course the river flows down the

steepest gradient. This means it has lots of
gravitational potential energy. This energy is
used to overcome friction with the river bed
(so the water actually flows).

The river is also trying to get to base or sea

level as quickly as possible.

Erosion decreases downstream

Erosion increases downstream

Rivers erode (break down of rock - bed and banks) in two different directions; Vertical erosion and Lateral erosion.

Complete the sentences below:

____________ erosion occurs on the river b______ and makes the channel ____________
____________ erosion occurs on the river b______ and makes the channel ____________
____________ erosion descreases as a river flows downstream, whereas ____________
erosion increases as a river flows downstream.
 Surbiton High School

Geographical Applications: B Fieldwork - Geographical Theory

‘To investigate downstream change on the River Tillingbourne’
As a result of these directions of erosion happening in different amounts along a river’s course, the channel of a river will
change shape as you move downstream
Match the channel cross profiles with
the correct letter on Figure 15.

al-
so.

Complete the sentences below:

The river channel changes in this way because in in the u________ c________ nearer to
the s_________ the river has more g_______________ p____________ e_________
because it is flowing down a s__________ gradient. This means there is more v_________
erosion occurring which makes the river channel d_________ . As the gradient becomes
f_________ there is more l___________ erosion which makes the river channel
w__________ by e_________ the b________.

Therefore for my fieldwork investigation into downstream change of the River Tillingbourne I have the following
hypotheses:

The width of the River Tillingbourne will ______________ as it progresses downstream

The depth of the River Tillingbourne will ______________ as it progresses downstream
The velocity of the River Tillingbourne will ______________ as it progresses downstream
 Surbiton High School

Geographical Applications: B Fieldwork - Sources of Evidence

‘To investigate downstream change on the River Tillingbourne’
To complete this part of the fieldwork you must use primary data. You can also use secondary data if you like to and some is
contained in this booklet also. Choose a different colour for primary and secondary data and colour the boxes below with the
assigned colour.

Primary Data:
Fieldwork data that you collect yourself (or as part of a group) is called primary data. This is first hand
information that comes from you and people you have worked with. Primary data is the basis for most fieldwork
and provides empirical evidence - results that are not subjective or cannot be misinterpreted by different
opinions.

Secondary Data:
Fieldwork data that comes from information that another person, group or organisation ha collected. Secondary
data is very important in providing background information and a context for any enquiry or investigation. It
helps you to understand more about places and the kinds of questions that might be relevant.

Colour code the data collection methods below to categorise them as either Primary or Secondary sources of data for any type
of fieldwork.

Reading a university report

Interviewing people in
on the same topic
Asking people a questionnaire the local area

Analysing weather pattern that happened in

Examining how the area of study has
the days before carrying out fieldwork
changed by using Google streetview or
satellite images.

Reading newspaper reports about flooding in

Comparing a river’s hydrographs the local area
from the last 5 years

Drawing field sketches of the area you

Taking photographs of the sites where carried out your study
you collected fieldwork data

Recording air temperatures using

a thermometer
ANYTHING on wikipedia
 Surbiton High School

Geography Paper 3—Geographical Applications

80km 10km

Describe the location of the River Tillingbourne.

1km

You will be carrying

out fieldwork along a
selected area of the
River Tillingbourne,
colleting data at 3 sites:
Abinger Hammer,
Gomshall & Shere.
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
Secondary Data

For your investigation of the River Tillingbourneyou must first carry out some secondary data research in order to give the
study context and help you to understand and picture the field study area.

Complete the factflle for the River Tillingbourne:

• The River Tillingbourne is a river found the county of S_________ in the S_____ of E________
• The source of the River Tillingbourne is _______________________________
• The River Tillingbourne is a tributary of the River ________which flows in to the River _______
• The River Tillingbourne is ______ km long.
• The River Tillingbourne has been managed in various places such as..

In this box record the websites where you found the information to complete the factfile above
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
Secondary Data - Getting to know the study area.

For your examination you

must be able to write
confidently about the 200m
study area of the River
Tillingbourne, giving spe-
cifics of the river, the
catchment and the
specific study area. In
order to do this you must
be able to draw a basic
map view of the study
area.

Use the two maps above

to draw an annotated
plan view sketch map of
the study area. Your annotations should include both human and physical characteristic s of the river in this area.

Annotated plan view sketch.

Key:
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

To gain an understanding of the River Tillingbourne before you visit and collect data about how the width and depth changes
downstream it is useful to try to look at more characteristics of the river and its surrounding area.

The surrounding area of a river may have an impact on its characteristics such as how much water flows in the river, or
whether it is altered in other ways by either physical (natural) or human influences.

You will need to be mindful of how these factors may influence your results at each site. This is why you will be completing
annotated field sketches at each site where these will inform you of the possible influences on the river and therefore width
and depth changes of the river at that point.

To ensure you prepare to do this effectively, complete the table below and colour code which factors are physical and which
are human factors.

Factor affecting Description of possible effect on river discharge Lengthen or shorten

discharge lag time?
Precipitation
(Antecedent rainfall)

Geology
(Rock type or soil
type)

Relief
(steep slopes)

Urbanisation / Land
Use

Deforestation Trees store water on their leaves or branches. This is often evaporated, or Shorten!
trees use the water to carry out photosynthesis to grow. When trees are
cut down there is less interception of precipitation so water falls straight
onto the surface and will return more quickly to river increasing discharge

Agriculture
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
Secondary Data

In addition you can study the characteristics of the this area of the River Tillingbourne by using the National River Flow Archive
website: https://nrfa.ceh.ac.uk/. The River Tillingbourne at Shalford is gauging station 39029 on the website.

The sites you will be visiting are shown on the map above. The NRFA gauging station that measures the discharge of the River
Tillingbourne is further down the river from where we will be collecting our data. The discharge at Shalford (further West
along the river towards Guildford) is measured daily and the data can be found here:

https://nrfa.ceh.ac.uk/data/station/meanflow/39029

The hydrgraph below shows the average flow of the River Tillingbourne at Shalford in 2021. The black line indicates the dis-
charge measured over the year of 2021. The blue bars at the top are the maximum discharge ever recorded and the pink bars
are the lowest ever recorded discharge for each month.

In 2021 was the River Tillingbourne flowing higher than average or lower?

Which months did it have more discharge than it had ever before?
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
Secondary Data

The following information has been collated by the Field Studies Council (so is secondary background data).

You should consider how this information may influence your results when you analyse your data.
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
Methodology

Collecting primary data is essential, so must be carried out with precision and accuracy. This will allow you to confidently
compare your results to your hypothesis and what textbooks say you should find from carrying out your study,

It is important to consider what data you will need to collect when designing an investigation like this. Therefore we will need
to consider the following points:

1. Sample size - How many measurements will you be taking? More measurements will generally produce more reliable
data. However increasing sample size can be time consuming and we certainly have time restrictions for this study
being one school day to collect results.

2. Survey locations - Where will you collect data? How will you collect data? How will you choose locations?

3. Accuracy - How can you ensure that the measurements you are taking are accurate? What can you do when collecting
results to minimise any differences in the way in which you record or measure the data?

Data can be collected from two sources; Primary or Secondary. These are shown in the table below:

Primary data collection methods Secondary data collection methods.

Width measurements (Quantitative) Factfile research (websites recorded)

Depth measurements (Quantitative) Digital maps (GIS)

Field sketches (Qualitative) NRF Archive / Field Studies Council Website

As you are restricted by time to only one day of data collection it would be impossible to record all of the changes in the River
Tillingbourne along its entire course from source to mouth into the River Wey. Therefore you have chosen to focus your study
on a 1.5km stretch of the River Tillingbourne from Abinger Hamer to Shere

You have also decided select 2 sites that are approximately 1km apart, and 1km down river from the source at Leith Hill from
which to collect measurements of the width, depth and velocity to see how the changes along this stretch. These are shown
below.

200m
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’
As indicated on the previous table there are two forms of primary data collection:

Quantitative methods - These are data collection methods that require the counting or measuring of something that provides
a numerical output or result. These need equipment such as metre sticks, tape measures, flow meters etc.

Qualitative methods - These do not require numbers or counting. They are subjective (can mean different things to different
people) so they are all about how you interpret or explain them eg: Field sketches.

Sampling Methods

As previously mentioned you are unable to visit or record the entire river so a sample must be taken. However any sampling
(where a selection of something is taken to be representative of the whole) needs careful consideration to ensure it is;

- An accurate representation of the feature or process you are aiming to measure ie: are there enough samples to come to a
conclusion about something larger or more general.

- Actually sampling the aspect you want to measure or investigate.

Therefore there are 3 major types of sampling that are available to geographers when conducting fieldwork data collection.

1. Random Sampling - where samples are chosen at random. For example taking measurements from anywhere along the
river course without prior selection or measuring the depth across a river channel at any points.

2. Systematic Sampling - where samples are chosen based on a system to collect data. For example choosing sites at set
distance intervals along a river course, or measuring the depth of a river every 50cms across its width.

3. Stratified Sampling - Deliberately introducing bias to ensure the sample that you take addresses the question you are
investigating. For example, if investigating why a river may flood, study sites may be concentrated in areas along a river
that have previously experienced flooding.

Each type of sampling has its advantages and disadvantages. You must be aware of the different types and be able to
recognise them.

Type of Sampling Advantages Disadvantages

Random

Systematic

Stratified
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Each group will need to complete a full set of the following data recording at each of the study sites.

1. Measuring the Width.

To measure the width of the river you will need the following equipment:

• 2 ranging poles

• Tape measure

• Recording Table & pencil

1. You will need to decide at which exact point on the river

bank you are going to measure the width.

2. Place and hold one ranging pole into the ground as close
to the edge (where the water meets the bank) as possible.

3. Using your best judgement stretch the tape measure across at a direct right angle (90°) across the river channel to the
other side.

4. Place the other ranging pole directly opposite and hold the tape measure at each ranging pole.

5. The tape measure should be as tight as possible and as close to the surface of the water as possible without it making
contact as this will pull the tape measure and distort how straight it is and potentially give an inaccurate result.

6. The measurement should be recorded on the recording table provided in this booklet.

Look at this picture.. Are these geographers measuring the

width correctly? What do they need to do to improve it and
why?
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

2. Measuring the Depth.

To measure the width of the river you will need the following equipment:

• 2 ranging poles

• Tape measure

• Metre stick / ruler

• Recording Table & pencil

1. Once you have measured the width, ensure the tape measure is continued to be held tight and stable in a straight line
at 90° to the river bank.

2. Place the metre stick upright in the water at 90° to the surface of
the water (straight down) until it rests on the river bed as close to
the bank as possible - the point where the water touches the
back.

3. Measure and record the height of the water level against the me
tre ruler as accurately as possible. Where this is very small you
may need to use a smaller perhaps 30cm ruler

4. Repeat this measurement at 5 equidistant intervals along the width of the river channel until your reach the other
bank. (you may want to start from the middle point of the channel. Then record the depth at each point along the tran
sect (tape measure line) in the recording sheets in this booklet.

5. For each site you can add up all the 5 interval depths your recorded and divide them by 5 to give you the mean depth
for the river at this study site.

By measuring the width and

depth of the river channel at a Ranging poles
Metre stick
given point it is then possible to
calculate the cross sectional area
Tape Measure
of the river channel.
across river
This is the amount of water
present at the precise point of
intervals
measurement or the size of the
occupied (water is present)
channel.

This is useful data as can be pre- Measure height of the

sented easily and clearly to water line
identify changes in width and
depth between two point.
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

3. Measuring the Velocity

To measure the velocity there are two different methods you could use.

Method 1: The Float Method.

Equipment: Stop watch, Float (cork), tape meas-

ure, Recording table & Pencil.

1. One person stands in the river, facing

downstream (so to not disrupt the flow).
Measure 2m with the tape measure down-
stream down the middle of the channel to
another group member.

2. Drop the cork float into the river and time

how long it takes for the cork to reach the
person 2m downstream. Divide the number of seconds by 2 to calculate metres per second velocity.

3. Can be repeated multiple times to find average.

Method 2: Hydroprop Method.

Equipment: Hyroprop, tape measure, stop watch.

1. Using the tape measure stretched across the channel (how you used it
to measure width), divide the width into the same 5 equidistant points
you used for depth measurements.

2. At each of the 5 points, hold the hydroprop in the water and time how
long it takes for the impeller to get to the end of the stalk as it rotates
due to the flow.

3. Ensure the person holding the hydropop is downstream of the impel-

ler.

4. Once recorded use data conversion sheet to calculate velocity. Data

recorded at 5 intervals can be averaged to find velocity of river at that
point.

You will need to consider which of these is more reliable (provides accurate data), any potential issues of accuracy, and how
these may be overcome.
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Risk Assessment.
For any fieldwork a comprehensive risk assessment must take place to ascertain any risks that conducting this field-
work may have and outline the mitigation strategies (things you will do to minimise the likelihood of the risk factor
actually occurring)
Therefore you should consider any of the serious, and potential risks and how you will mitigate these in the table
below. One has been started for you.

What is the hazard? What are the risks this hazard How can you reduce the risk these hazards pose? (Control
poses? measures)

Contaminated Water Weil’s disease when water • Ensure all cuts, open wounds are covered with water-
enters open cuts or wounds, or proof plasters as minimum.
via mouth.
• Sanitise hands after having been in the river.

• Do not splash water

Slippy / uneven
surfaces

Outside for
prolonged periods of
time.
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

1. Abinger Hammer
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

2. Gomshall
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

3. Shere
 Surbiton High School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Data Presentation

For the section you must present that data that you have collected in various ways (graphs), understand what the data shows,
how it relates to your hypothesis and the reasons why you have used particular graphs to present the data in this way.

You will be using 2 different presentation methods for the data you have collected about the changes in width and depth
along the River Tillingbourne

1. Scatter graphs / Line graphs & lines of best fit to present how the average depth changes downstream.

2. Cross section graphs to present how the width, depth and capacity (size) of the river channel changed downstream.

Over the next pages you must now use the data you have collected from the trip to complete the graphs accurately and ana-
lyse the results you have presented.

Remember:

• All graphs should be drawn with a ruler and pencil.

 River Tillingbourne Scatter Graph to show change in average depth with distance downstream.
*Areas at intervals downstream that were not recorded. Secondary data should be obtained from the NRA website for Shalford to complete graphs
Average River Depth (cms)

0
0 1 2 3 4 5
Source (Leith Hill) Cross Ways Farm Abinger Hammer Gomshall Shere Albury*
Distance Downstream (km)

River Tillingbourne Scatter Graph to show change in average width with distance downstream.
Average River Depth (cms)

0
0 1 2 3 4 5
Source (Leith Hill) Cross Ways Farm Abinger Hammer Gomshall Shere Albury*
Distance Downstream (km)
1. Describe the overall trends in of your scatter graph to show the changes in average depth downstream

(Did the river depth change overall across the 2 sites? / What does your line of best fit indicate? / Do these results agree or disagree with your hypothesis? /
Were there any results that seemed really different from the others—which ones? / why might they have been different - do your field sketches or secondary
GIS data suggest why? / Are you discounting any anomalies?

2. Describe the overall trends in of your scatter graph to show the changes in average width downstream

(Did the river depth change overall across the 2 sites? / What does your line of best fit indicate? / Do these results agree or disagree with your hypothesis? /
Were there any results that seemed really different from the others—which ones? / why might they have been different - do your field sketches or secondary
GIS data suggest why? / Are you discounting any anomalies?
 Greenshaw
Surbiton High
High
School
School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Calculating the Cross Sectional Area.

The cross sectional area of a river is the size of the river channel. This can be calculated using the following :

Width of the river X Average Depth = Cross sectional area.

The geographical theory would be that the river channel should get larger as you travel downstream as a result of both vertical
and lateral erosion. Therefore the cross sectional area should also increase over the study sites.

The results taken from the width and depth measurements can be used to create to scale diagrams showing how the shape
and size of the river channel changes downstream. You will use this as a type of presentation method during this fieldwork.

How to draw a river cross section diagram.

A cross section is an imaginary ‘slice’ through a land-

scape (in this case a river channel). It helps to visualise
what the shape of the channel would actually be. To
complete a river channel cross section you will need:

- Piece of graph paper

- Sharp pencil

- Ruler & rubber.

1. Draw the axis of a graph, choosing an appropriate scale. The x axis should only extend to the measured width of the
river at that location in metres. The y axis should be drawn vertically down from the x axis where the values of the y axis
will be negative showing depth in metres.

2. Move across/along the x axis plotting the measured depth at each of the 5 intervals with a small cross. Complete this
for all the depth measurements.

3. Once you have completed the points, join them up free hand with a smooth line. This line should represent the shape
of the river bed.

4. You can then count the squares that the river channel occupies if necessary to compare cross sectional areas at
different sites. In addition you can add colour (blue) to your diagram. This will enable you to compare both the size and
shape of the river channel between different study sites.

According to your hypothesis and geographical theory what should happen or what should you see change with
cross sectional area diagrams?
 River Tillingboure Cross Section Graph. Site 1: Abinger Hammer
River Width (m)
0 0.25 0.5 0.75 1m 1.25 1.5 1.75 2m 2.25 2.5 2.75 3m 3.25 3.5 3.75 4m

10

20

30
River Depth (cms)

40

50

Site 1 Abinger Hammer

Describe the shape of the cross section (eg: Symetrical etc),

Explain the shape of the cross section. (Is it what you would expect at this stage of the river’s course?, Why is it that shape / symmetrical?,
What factors could have influenced the shape of the cross section?
 River Tillingbourne Cross Section Graph. Site 2: Gomshall
River Width (m)
0 0.25 0.5 0.75 1m 1.25 1.5 1.75 2m 2.25 2.5 2.75 3m 3.25 3.5 3.75 4m

10

20

30
River Depth (cms)

40

50

Site 2 Gomshall
Describe the shape of the cross section (eg: Symetrical etc),

Explain the shape of the cross section. (Is it what you would expect at this stage of the river’s course?, Why is it that shape / symmetrical?,
What factors could have influenced the shape of the cross section?
 River Tillingboure Cross Section Graph. Site 3: Shere
River Width (m)
0 0.25 0.5 0.75 1m 1.25 1.5 1.75 2m 2.25 2.5 2.75 3m 3.25 3.5 3.75 4m

10

20

30
River Depth (cms)

40

50

Site 3 Shere
Describe the shape of the cross section (eg: Symetrical etc),

Explain the shape of the cross section. (Is it what you would expect at this stage of the river’s course?, Why is it that shape / symmetrical?,
What factors could have influenced the shape of the cross section?
 Greenshaw
Surbiton High
High
School
School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Conclusion.
Referring back to the question above summarise the main changes you recorded between site 1 and site 2 in the
spaces below. You should refer to specific data in your conclusions and explain WHY the observed changes may
have taken place., You should refer to geographical theory in your answers.
If the changes are unexpected or do not support geographical theory then you should suggest why this may have
happened? Think about external influences or issues with data collection methods.

1. Describe & Explain changes in width between site 1, site 3 and site 3.

2. Describe & Explain the changes in depth between site 1, site 3 and site 3.

3. Describe & Explain the change in average velocity recorded between site 1, site 3 and site 3.

In conclusion, what were the changes recorded on the River Tillingbourne?

 Greenshaw
Surbiton High
High
School
School

Geography Paper 3—Geographical Applications

‘To investigate downstream change on the River Tillingbourne’

Evaluation.
The last (and very important!) part of your fieldwork investigation is to think critically about the way it was
conducted. For this you must consider if the methods you used were planned and carried out accurately enough
and if there were any improvements you could have made to them that would have made your data more reliable
ie: representative to what is actually happening in reality along the river.

Method Potential issues identified and impacts on results. Improvements to improve accuracy and reliability
Width

Depth

Velocity

Choose one of the improvements you have suggested above and explain the expected outcomes if you conducted
the data collection method again with your suggested improvements.
Greenshaw
Surbiton High
High
School
School
Greenshaw
Surbiton High
High
School
School
Greenshaw
Surbiton High
High
School
School
Greenshaw
Surbiton High
High
School
School
Greenshaw
Surbiton High
High
School
School
Greenshaw
Surbiton High
High
School
School