Fieldwork Questions (Edexcel GCSE Geography B)

Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Aims & Hypothesis

Aims/Hypothesis

  • Fieldwork is based around an enquiry into a 'real life' issue

    • This is linked to the content in the specification and then related to a place: specific context

  • All fieldwork begins with the aims and hypothesis

  • The aim explains what the enquiry is attempting to achieve 

    • An investigation into changes in beach profiles along Mappleton Beach

    • An investigation into the impact of building a wind farm in rural Lincolnshire

  • The hypothesis needs to be clear, directional and measurable, it is a statement which can be tested

    • River discharge increases with distance from the source of the River Dove

    • Environmental quality increases with distance from the new road in Swanland, East Yorkshire

  • Aims and hypothesis may be based on what is already known about the topic. For example, Bradshaw's model in rivers

Underpining Geographical Theory

  • When completing fieldwork there should be a clear link between the investigation and established theories, models or concepts

  • The fieldwork does not have to be based on the theory or model but the theories and concepts must be identifiable 

  • This should be something that you have already studied

    • A concept such as sustainability for example the sustainability of a transport strategy in an urban area

    • A theory or model see Bradshaw's model below

  • In a river investigation it would be appropriate to use Bradshaw's model

    • The model identifies the changes in a river from upstream to downstream

    • It can be used to formulate hypothesis which is then tested by the fieldwork investigation

Diagram showing upstream to downstream changes in discharge, channel width, depth, velocity, load quantity, particle size, bed roughness, and slope angle.
Bradshaw's model

Primary & Secondary Data

  • Data collected by the student within their fieldwork is primary data. 

  • Examples of primary data can include:

    • Questionnaire data

    • River data: width, depth etc...

    • Video/audio recordings

    • Photographs

    • Interview information 

  • Data collected by someone else but used by the student in their enquiry is secondary data

  • Examples of secondary data can include:

    • Census results

    • Weather data 

    • Old photographs

    • Maps

    • Newspaper articles

    • Websites

Strengths and Weaknesses of Primary and Secondary Data

 

Strengths

Limitations

Primary Data

  • Know that the data is reliable and valid

  • The data is specific to the enquiry

  • As much data as needed can be collected

  • The method of the collection is known

  • It is up to date

  • Time-consuming

  • May need specialist equipment/resources

  • The sample size needs to be large to be accurate

Secondary Data

  • Easy to access

  • Low cost or free

  • Can be accessed quickly

  • A large amount of data sources are available

  • It is not specific to the enquiry

  • No control over the data quality

  • Data may be biased

  • Data may be out of date

Health & Safety

  • Any fieldwork will involve consideration of health and safety using a risk assessment

  • Hazards should be identified 

    • Who is at risk and why?

    • What precautions can be taken to reduce the risk?

Risk Assessments

Potential Hazard

Risk Posed

How Managed?

Weather conditions

Heavy rainfall can cause flash flooding 

Strong sun can lead to sunburn/heatstroke

Check the weather forecast prior to entering the river

Apply sunscreen

Wear a hat

Slippery rocks

Risk of slipping on rocks causing injury

Sturdy, appropriate footwear with good grips on the sole

Waterborne diseases 

Weil's disease can be contracted through contaminated freshwater

Ensure that hands are washed after being in the water and any open wounds are covered

Anti-bacterial hand wash to be used after contact with water

Working in an unfamiliar place

Becoming lost

Students should work in groups and carry maps/mobile phones. Students could also wear high-visibility jackets

Misuse of equipment

Ranging poles and other equipment may cause injury if not used correctly

Ensure that students know how to handle equipment correctly

Traffic

Risks associated with crossing the road and walking on pavements

Students should wear high-visibility jackets and reminded of safe procedures for crossing the road

Contact with strangers

Questionnaire completion may involve contact with strangers, risk of offending or annoying people

Plan questions carefully, if someone takes offence or becomes annoyed withdraw from the situation, work in groups

Cliffs

Risk of rock falls or cliff collapse

Wear a safety helmet when working below a cliff face, do not climb the cliff, do not work at cliff faces in very wet/windy weather

Tides

Becoming trapped by incoming tide

Check tide tables to ensure that students are not working whilst the tide is coming in

Livestock 

Being attacked by aggressive animals

Do not approach animals, avoid fields with livestock if possible

Last updated:

You've read 0 of your 10 free revision notes

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.