Formulating Enquiry Questions (Edexcel GCSE Geography B) : Revision Note

Jacque Cartwright

Written by: Jacque Cartwright

Reviewed by: Bridgette Barrett

Updated on

Formulating Urban Enquiry Questions

Urban environment fieldwork enquiry

  • To undertake the urban fieldwork enquiry there are a range of practical skills and methods will be used

  • These can apply to any urban fieldwork

  • The fieldwork enquiry should be linked to geographical theory

    • In the urban fieldwork enquiry the theories of the changes in urban land use and sustainability can be used

    • Using a model or case studies helps to explain why certain processes occur or trends/patterns can be seen

    • They enable identification of where the data collected is not as expected

Aims and hypothesis

  • The aims and hypothesis come from the questions asked about change in urban environments such as:

    • How does the quality of the urban environment vary along a transect?

    • What impact on the urban environment does the building of a new housing estate/road/industrial estate have?

    • How has the land use on the urban fringe changed?

  • Examples of an aim would be:

    • An investigation into the environmental impact of a new road/housing estate/business park in the city of Y

    • An investigation into changing in land use on the urban-rural fringe of the city of X

    • An investigation into environmental quality from the CBD to urban fringe in the city of W

  • Hypotheses are statements that are tested through fieldwork

  • An example of a hypothesis would be:

    • Environmental quality improves with distance from the CBD

  • null hypothesis is a statement that is opposite to a hypothesis 

    • This ensures there is no bias when collecting the evidence

      • You are not ignoring evidence because it doesn't prove the statement

    • If you cannot prove the statement then the opposite must be true

    • Examples of a null hypothesis would be:

      • Environmental quality does not improve with distance from the CBD

  • After the aims and hypothesis have been established the next steps are to:

    • Select the sites: this will involve sampling

    • Decide on the equipment to be used

    • Consider health and safety issues: complete a risk assessment

    • Data collection methods to be used

Site selection and sampling

  • It is not practical to take measurements or look at changes in all parts of the urban environment 

  • To select sites sampling should be used

  •  True sampling will:

    • Reduce bias

    • Provide an overview of the whole

  • There may be situations where access to the sample site may be limited meaning an opportunistic approach may need to be taken

  • However, this should be as close as possible to the site selected using sampling

  • The most commonly used sampling strategies for urban environment enquiries are:

    • Systematic: a sampling of sites/people at regular intervals along a transect line

    • Random: all sites have an equal chance of being selected

    • Stratified: sampling sites which represent the whole

      • If 10% of the population is over 65 then 10% of a questionnaire sample should be over 65

  • Site location can be recorded using GPS to give an accurate location using latitude and longitude

  • Use of grid reference and compass points can also be used

Equipment

  • To complete the urban environments enquiry a range of equipment is needed

  • The equipment needed may include the following:

    • Record sheets

    • Interview Sheets

    • Pencil for completing recording sheets

    • Camera to take photographs of land use

    • Digital noise meter

    • Environmental Quality Surveys

    • Maps

Risk Assessment

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

  • Risks specifically associated with urban environment fieldwork may include:

    • Weather conditions

    • Working in an unfamiliar place

    • Traffic

    • Getting lost

    • Speaking to strangers

    • Pollution

    • Cars

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Jacque Cartwright

Author: Jacque Cartwright

Expertise: Geography Content Creator

Jacque graduated from the Open University with a BSc in Environmental Science and Geography before doing her PGCE with the University of St David’s, Swansea. Teaching is her passion and has taught across a wide range of specifications – GCSE/IGCSE and IB but particularly loves teaching the A-level Geography. For the past 5 years Jacque has been teaching online for international schools, and she knows what is needed to get the top scores on those pesky geography exams.

Bridgette Barrett

Reviewer: 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.

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