Fieldwork Questions (AQA GCSE Geography): Revision Note

Aims and 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

Underpinning 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 a hypothesis, which is then tested by the fieldwork investigation

Primary and secondary data

• The data collected by a student during their fieldwork is classified as 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 a 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 limitations of data

Primary data

• Strengths

  • Primary data is reliable and valid

  • It 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

• Limitations

  • It is time-consuming to collect

  • There may be a need for specialist equipment/resources

  • The sample size needs to be large to be accurate

Secondary data

• Strengths

  • Easy to access the data

  • Low cost or free

  • Can be accessed quickly

  • A large amount of data sources are available

• Limitations

  • 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 measures can we take to reduce the risk?

Potential hazards, risk and management

Weather conditions

• Risk

  • Heavy rainfall can cause flash flooding 

  • Strong sun can lead to sunburn/heatstroke

• Management

  • Check the weather forecast prior to entering the river

  • Apply sunscreen

  • Wear a hat

Slippery rocks

• Risk

  • Risk of slipping on rocks causing injury

• Management

  • Wear sturdy, appropriate footwear with good grips on the sole

Waterborne diseases 

• Risk

  • Weil's disease can be contracted through contaminated freshwater

• Management

  • Ensure that hands are washed after being in the water

  • Any open wounds are covered

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

Working in an unfamiliar place

• Risk

  • Becoming lost

• Management

  • Students should work in groups

  • Carry a map and have a working mobile phone

  • Students could wear high-visibility jackets

Misuse of equipment

• Risk

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

• Management

  • Ensure that students know how to handle equipment correctly

Traffic

• Risk

  • Risks associated with crossing the road and walking on pavements

• Management

  • Students should wear high-visibility jackets

  • Remember safe procedures for crossing the road

Contact with strangers

• Risk

  • Questionnaire completion may involve contact with strangers

  • Can be a risk of offending or annoying people

• Management

  • Plan questions carefully

  • If someone takes offence or becomes annoyed, apologise and withdraw from the situation

  • Work in groups

Cliffs

• Risk

  • Risk of rock falls

  • Risk of cliff collapse

• Management

  • Wear a safety helmet when working below a cliff face

  • Do not climb the cliff

  • Do not work at cliff faces in wet/windy weather

Tides

• Risk

  • Becoming trapped by incoming tide

  • Being swept away by outgoing tide

• Management

  • Check tide tables

  • Ensure that students are not working alone

  • Keep checking the beach whilst the tide is coming in or going out

Livestock

• Risk

  • Being attacked by aggressive animals

• Management

  • Do not approach animals

  • Avoid fields with livestock if possible

  • Close gates to prevent livestock from escaping