Fieldwork Questions (OCR GCSE Geography B)
Revision Note
Written by: Bridgette Barrett
Reviewed by: Jenna Quinn
Aims and 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 hypotheses may be based on what is already known about the topic. For example, Bradshaw's model of 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
For 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 a hypothesis which is then tested by the fieldwork investigation
Bradshaw's Model
Primary and 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
Primary and Secondary Data - Strengths and Weaknesses
| 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 is 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 Assessment
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 before entering the river Apply sunscreen Wear a hat |
Slippery rocks | Risk of slipping on rocks causing injury | Study, 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 the 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, and avoid fields with livestock if possible |
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