Fieldwork and geographical skills
H2 Geography - syllabus 9173, 2027
Plan an investigation, read its evidence and decide how far to trust its conclusions.
- Writing a fieldwork question
Define the place, people, variables and time period before choosing a method.
- Sampling people, places and times
A bigger sample reduces some uncertainty, but it cannot fix a biased way of choosing people.
- Choosing and collecting evidence
Match each source to the question it can answer, then compare sources that measure different parts of the issue.
- Accuracy, reliability and validity
Accuracy is closeness to the true value, reliability is consistency, and validity is whether the evidence answers your real question.
- Likert and bipolar scales, recce visits and triangulation
Rating scales turn opinions into numbers, so check their wording and test any conclusion with a second, different kind of evidence.
- Ethics, safety and practical limits
Good fieldwork protects participants and researchers, and is honest about what the method cannot do.
- Investigating community climate responses
Measure what people actually do, why they do it and what stops them, because awareness alone is not a response.
- Investigating older residents' needs
A needs study compares what older residents need with what they can actually use.
- Investigating river flood risk
Combine evidence from the channel and catchment with rain and flood records, because one visit cannot show every storm.
- Resource pack: older residents in an estate
Read the method before the results: who was asked, where, when and how decides how far the numbers can support the conclusion.
- Resource pack: flood risk along a canal
Flood risk needs evidence of the hazard, such as discharge and freeboard, and of exposure, such as buildings close to the bank, collected over more than one day.
- Finding patterns in numbers
Describe the pattern with numbers, then check the spread, the exceptions and other possible explanations.
- Interpreting interviews and observations
Group qualitative evidence using a clear rule, then check each theme against its original context.
- Choosing a thematic map
Match the map type to what you are measuring, because a rate and a total answer different questions.
- Reading contours and gradients
Gradient compares height gained with horizontal distance, and close contour lines show steeper ground.
- Reading a cartogram
A cartogram resizes places by a chosen variable, like population, so its areas no longer show land size.
- Choosing a graph for the question
Choose a graph after deciding what the numbers represent and what comparison matters.
- Reading and drawing a pie chart
A pie chart splits one whole into parts, and the angles must add up to 360 degrees.
- Reading histograms with unequal intervals
In a histogram, bar area shows frequency, so with unequal intervals the height must be frequency divided by class width.
- Comparing several measures on a radar chart
Compare each axis before judging overall, because the biggest shape is not automatically the best place.
- Reading three shares on a triangular graph
Each corner of a triangular graph means 100% of one part, and lines parallel to the opposite side show that part's share.
- Reading photographs, diagrams and cartoons
Describe what you can see first, then explain what it suggests and what extra information you would need.
- Interpreting a cartoon's argument
Explain a cartoon's message using specific details, then separate that message from verified evidence.
- Conclusions and evaluation
Give a careful answer, weigh the most important limitations and explain how each one affects the conclusion.
What you will be able to do
I can frame a clear, researchable question or hypothesis at a workable geographical scale.
Syllabus 9173, Fieldwork, 1. Pre-fieldwork stage. Students should be able to craft geographical questions/hypotheses based on geographical issues or phenomenon that are: at a suitable scale; researchable or measurable; clearly defined.
Taught in Writing a fieldwork question
I can justify a sample size, how to select it, when to collect data and which methods to use.
Syllabus 9173, Fieldwork, 1. Pre-fieldwork stage. Students should be able to develop a plan that: establishes the primary and secondary data needed to examine the question/hypothesis posed; identifies appropriate methods to determine sample size, select sample and collect data.
Taught in Sampling people, places and times, Likert and bipolar scales, recce visits and triangulation
I can collect and combine primary, secondary and geospatial data to answer a question.
Syllabus 9173, Fieldwork, 2. Fieldwork stage: Data collection. Students should be able to: collect primary data using appropriate methods; collect secondary data including available data from geospatial technologies.
Taught in Choosing and collecting evidence
I can tell accuracy, reliability and validity apart and say how to improve each one.
Syllabus 9173, Fieldwork, 1. Pre-fieldwork stage. Students should be able to develop a plan that: ensures accuracy and reliability of data collected.
Taught in Accuracy, reliability and validity, Likert and bipolar scales, recce visits and triangulation
I can address consent, privacy, practical limits and risks in fieldwork.
Syllabus 9173, Fieldwork, 1. Pre-fieldwork stage. Students should be able to develop a plan that: addresses possible issues related to research ethics and the limitations imposed by resources; minimises potential risks in undertaking fieldwork.
Taught in Ethics, safety and practical limits
I can apply the inquiry process to community responses to climate change and to older residents' needs.
Syllabus 9173, Fieldwork. Students should devise geographical questions or hypotheses and follow through the fieldwork in the following areas: Community response to climate change; Needs analysis of the elderly living in an urban neighbourhood.
Taught in Investigating community climate responses, Investigating older residents' needs, Resource pack: older residents in an estate
I can apply fieldwork to fluvial flood risk and mitigation strategies.
Syllabus 9173, Fieldwork. Students should devise geographical questions or hypotheses and follow through the fieldwork in the following areas: Fluvial flood risk and strategies to mitigate it.
Taught in Investigating river flood risk, Resource pack: flood risk along a canal
I can analyse qualitative and quantitative data and explain results that do not fit.
Syllabus 9173, Fieldwork, 3. Post-fieldwork stage. Students should be able to: organise and represent data using appropriate methods (see Additional Notes on Data); analyse the data using appropriate qualitative and quantitative methods.
Taught in Finding patterns in numbers, Interpreting interviews and observations
I can read and choose the right maps, graphs, photographs and other visual resources.
Syllabus 9173, Fieldwork, Additional Notes on Data. Students are required to be familiar with the following types of data: Maps: contour maps, choropleth maps, isoline maps, dot maps, flow-line maps, proportional symbols maps and cartograms; Graphs: pie charts, bars, histograms, scatter graphs, radar charts, triangular graphs and line graphs; Photographs: landscape photographs, aerial photographs and satellite images; Others: tables, schematic diagrams, illustrations and cartoons.
Taught in Choosing a thematic map, Reading contours and gradients, Reading a cartogram, Choosing a graph for the question, Reading and drawing a pie chart, Reading histograms with unequal intervals, Comparing several measures on a radar chart, Reading three shares on a triangular graph, Reading photographs, diagrams and cartoons, Interpreting a cartoon's argument
I can draw a supported conclusion and evaluate the data and the methods used to collect and present it.
Syllabus 9173, Fieldwork, 3. Post-fieldwork stage. Students should be able to: draw conclusions in relation to the question/hypothesis posed; Evaluate the validity of the fieldwork in terms of data collected and methods used to collect and present data.
Taught in Resource pack: older residents in an estate, Resource pack: flood risk along a canal, Conclusions and evaluation