Planning (Edexcel IGCSE Geography)
Revision Note
Written by: Bridgette Barrett
Reviewed by: Jenna Quinn
Enquiry Question
Enquiry Process
There are six stages to the enquiry process
Planning and introduction
Methods and data collection
Data presentation
Analysis
Conclusions
Evaluation
The exam may include questions on any of these stages
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 housing estate 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
Location & Suitable Site
The location of fieldwork will depend on a number of factors:
The topic of the enquiry - a coastal enquiry has to be located at the coast
Distance - the greater the distance the less time will be available for collecting data
Accessibility - the location needs to be easy to travel to
Suitability - the site needs to provide the data required to test the hypothesis
Once the location has been decided sampling is used to identify the sample sites within the location
Risk Assessment
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?
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 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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