geography fieldwork hypothesis examples

Geography Fieldwork Investigation

Choosing a topic.

As part of your A-Level or Advanced Higher Geography studies, you are required to undertake a fieldwork project as part of your independent study. This is your chance to do something that you’re really interested in! But choosing what to study can be daunting. How can you narrow it down?

Firstly, look through your notes. You should only study a topic that you have taken as a module during your A-Level / Advanced Higher Geography studies. For example, do not attempt to do a project on glaciation if you have not studied it! You should choose a topic that you enjoyed. What was your favourite module? Do you want to do a Physical, Human, or Combination project?

Secondly, you need to choose a project that is feasible. You need to be able to carry it out around your home town. Don’t try and plan a project that is very far away and difficult and costly to access. Are there some good exposures of glacial near rivers or the coast that you can safely access? Will you need a hardhat or permission from land owners to access these sites?

Thirdly, your project needs to be safe. You may need to carry out a risk assessment. Remote areas may be risky to go into alone, and working near rivers or coasts may have a risk of drowning.

Fourthly, you need to ensure that you will be able to access sites. Many sites, such as some dunes or quarries, are not more broadly accessible.

Finally, what secondary resources are available to you? Can you use Google Maps or Google Earth? Are satellite images, aerial photographs or other datasets available on the internet?

Planning your fieldwork investigation

Once you have narrowed your choice down to a subject that you enjoy and a geographical area that is feasible, affordable and logistically possible, you need to start planning your project. Your project should deliver some new information or understanding. Take a look at our page on Research Design .

Research Questions

First, you need to come up with a research question. What problem could you solve? Think how, why, where, when. Work out which questions you might be able to answer in your limited time. If you were interested in glaciation, some good questions might be,

• What glacial landforms are there near XX town?
• How can glacial sediments or landforms be economically valuable? (e.g., quarried)
• How quickly are glaciers shrinking in the Alps?
• What evidence is there for glacial erosion in XXX region?
• What evidence is there for glacial deposition in XX region?
• Can we tell from glacial landforms what direction the ice flowed in XXX region?
• What evidence is there for lodgement till formation in XX region?
• How do glacial sediments differ from river sediments?

Aims and Objectives

Once you have identified your topic, the kinds of questions you want to answer, and your geographical area, you can start to think of an aim for your project. Try and summarise your aim in one sentence. Your aim should be the overall goal of your independent Geography Fieldwork Investigation. Your aim should include words like:

• to quantify
• to understand

For example, some good aims might be:

• To assess the glacial landforms around XX town
• To understand glacial processes from glacial sediments exposed in coastal cliff sections around XX town
• To measure ice flow direction from a drumlin field
• To quantify change in glacial extent around XXX
• To quantify the difference between glacial and fluvial sediments

Define a Hypothesis

You may also want to define a hypothesis at this stage. A hypothesis is a testable idea. For example, your hypotheses might be,

• Glacial sediments contain more angular rocks than river sediments
• The flowed north-west to south-east along XXX valley
• XXX valley was glacially abraded during the Last Glacial Maximum
• XXX region was a zone of glacial deposition during the Last Glacial Maximum

Data collection

What data will you collect on your project, and what techniques will you be using? You should only try and use techniques with which you are familiar, and that you have been taught by your teacher. How many samples will you need to take?

If you wanted to take a look at some of the fabulous glacial geology in your local area, you could take a look at the Techniques in Glacial Geology for some ideas. Some techniques that you might use could include:

• Measuring pebble size and shape, and comparing between different sedimentary environments (e.g., glacial / fluvial / upland / lowland);
• Sketching and drawing glacial sediments exposed in river cuttings, quarries (ask permission) or coastal cliffs;
• Mapping glacial moraines using a combination of maps, GPS if your school has them, and satellite images (from Google Earth?);
• Measuring drumlins and their orientation to work out ice flow direction;
• Investigating the glacial geomorphology of an upland region and reconstructing the small cirque glacier (e.g., in Wales or the Lake District or Scotland) (take someone with you into the field);
• Using archival data and Google Earth to map change in glacial extent for a glacier in the Alps (a desk-based study);
• Mapping striations or roche moutonnees in a valley to understand whether the valley was glacially abraded during the last glaciation.

You could also do the Projects suggested to help you understand some of these techniques.

Secondary sources

Next you will need to do some hunting around on the internet to try and find some good quality secondary data relevant to your A-Level Geography fieldwork investigation. Does the school library have any relevant books? Some areas have leaflets or pamphlets published about their geology; does the town Tourist Office have anything useful?

Google Earth may be able to help you by showing you satellite images of your study area.

The BRITICE database has a downloadable PDF map that shows all the glacial landforms mapped around Britain. This might be helpful.

Are there any good quality websites that you can use? Some websites are:

• Landscape Britain
• The Geological Society Glaciation in Britain
• Glaciers Online
• Glaciation of Snowdonia
• Upland Glaciation in Wales – Field Studies Council
• Climate Change Consortium for Wales
• Scottish Natural Heritage
• Geography Fieldwork

See also our Links page on this website.

Risk Assessments

Before understaking your work, you will need to complete a risk assessment. Your risk assessment should identify all the possible hazards and how you might mitigate against them. Risk assessments should quantify:

• Hazards, which have the potential to cause harm;
• Risk, which is the likelihood of the hazard and its severity, as well as who may be involved;
• Mitigations, which is how you control the hazard and risk.

If your fieldwork is deemed to risky, you may not be able to undertake it. So choose a topic that is safe to do, and demonstrate that you can control the risk. You may need to complete a table like the one below.

Undertaking your A-Level Geography Fieldwork Investigation

If you have done some wider background reading and thought carefully through your aims and objectives, then well done – you are all set to do an excellent fieldwork investigation! Good luck, and remember to enjoy it – this is your chance to do something that you find really interesting.

Wider reading

• Research Design
• Essay Writing Skills
• Geography Projects

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River Fieldwork Techniques

Rivers are popular locations for completing geographical investigations.

Rivers are popular locations for completing geographical investigations. This is because they are dynamic systems, which means they are constantly changing. Processes of erosion , transportation and deposition lead to changes along the long profile of a river as well as its cross profile.

When investigating rivers the Bradshaw Model can be used to create questions and hypothesis to investigate.

The Bradshaw Model

The Bradshaw Model suggests that certain changes occur along the long profile of a typical river. For example, discharge increases as you move downstream of a river or bedload (material on the river bed) particle size decreases along the river channel.

Questions that can be investigated during river fieldwork include:

• How and why does discharge increase along the long profile of River X?
• How and why does sediment size change along the long profile of River X?
• How and why does sediment size change along the cross profile of River X?
• How and why does channel depth change along the cross profile of River X?
• How and why does the wetted perimeter change along the long profile of River X?
• How do width and depth change along the long profile of River X?
• How and why does the cross profile change along the long profile of River X?
• How and why do bedload size and roundness change across the cross profile of River X?

Questions that focus on changes along the long profile or downstream changes support in developing a hypothesis. A hypothesis is a statement, usually an educated guess, that you will either prove or disprove through the data you collect as part of your investigation.

Primary Field Work Techniques

In order to prove or disprove your hypothesis, you will need to collect primary data as part of your investigation. Depending on what your hypothesis is you will need to decide what data you need to collect and how you will do this. This forms part of your investigation method.

Measuring the discharge of a river

What is the discharge of a river?

The discharge of a river is the volume of water flowing through a river channel. It is usually measured in cubic metres per second.

How do you measure it?

It is not possible to measure river discharge directly in the field. Instead, you need to take measurements that allow you to calculate discharge.

Discharge(m3/s) = Cross sectional area(m2) × Velocity (m/s) Cross sectional area (m2) = Width(m) × Mean depth(m)

In order to calculate Discharge we must measure Width, Depth and Velocity.

Why measure it?

According to the Bradshaw model as you move downstream river discharge should increase. This is because tributaries will feed the river leading to an increase in discharge.

Measuring the velocity of a river

What is the velocity of a river?

The velocity of a river is the speed the water flows. The velocity will change along the course of a river.

If you have a flow meter it is very easy to measure the velocity of a river in the field. If you don’t have a flow meter you can take measurements in the field using a float, stopwatch and tape measure. Once you have recorded the appropriate data you can use the formula below to calculate the velocity.

Velocity = Distance / Time

There is a range of things you can use for a float including an orange. We recommend dog biscuits because they break down in water if swept away!

To gather your data you need to measure a distance of 5 metres downstream. Place your float in the water upstream at 0m. Record the time it takes for the float to travel 5m. Repeat this three times and calculate the mean. Next, use the above formula to calculate the velocity.

According to the Bradshaw Model velocity increases from source to mouth.

Measuring river depth

What is river depth?

River depth is how deep a river is. Depth changes across a river channel due to material on the river bed. Therefore,  it is useful to calculate the mean depth.

Place a metre ruler into the river until it touches the river bed. Record the distance between the river bed and the surface of the water. You should do this at regular intervals between the banks of the river. Add the depths together and divide by the number of recordings you took to calculate the mean depth.

Tip: If the bed is rough and bumpy, you will need more measurements at closer intervals to get an accurate result.

To calculate the cross-sectional area you will need to know the mean depth. According to the Bradshaw Model depth increases from the source to the mouth of a river.

Measuring river width

What is the width of a river?

The width of a river is the distance between the points where water comes into contact with each river bank.

Extend a tape measure from the point where the dry bank meets the water on one side of the river to the same point on the other side (hold it taut about 20cm above water level). Record the length, viewing the reading from directly above the tape measure.

Measuring the width of the river channel enables you to calculate the cross-sectional area. Also, according to the Bradshaw Model, channel width increases downstream.

Measuring the wetter perimeter of a river

What is the wetted perimeter?

The wetted perimeter or occupied channel width is the entire length of the bed and river bank (sides) in contact with water.

Wetter perimeter = Width + Depth + Depth

According to the Bradshaw Model, the wetted perimeter of a river should increase along its course.

Measuring the cross profile of a river

What is the cross profile?

River cross profiles show you a cross-section of a river’s channel and valley at certain points in the river’s course.

Multiply the average depth by the width of the river channel.

The cross profile of a river changes as it moves from the upper to lower course as a result of changes in the river’s energy and the processes that the river carries out.

Measuring sediment size and type

What is sediment size and type?

The aim of this is to measure the size and shape of a sample of stones from each site visited in the river.

At each site along the river move across the river and select 10 different stones found on the river bed. You should use a random method of collection – put the metre ruler into the water and pick up whatever stone it is touching. Use the ruler or callipers to measure the long axes of each stone (the longest two points on the stone) – this should be recorded in cm. Use the Powers Index of Roundness to observe and compare the shape of the stone and record this.

Power’s Index of Roundness

Load particle size decreases along the long profile of a river. Bedload becomes less angular along the course of a river.

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Fieldwork experiences and field teaching

‘Through its unique nature fieldwork …. brings conceptual, cognitive, procedural and social gains – much of which would be lost without the particular opportunities fieldwork provides.’

Lambert and Reiss, 2016 

Topics on this page:

Why use fieldwork as a teaching approach? | Different types of fieldwork | Analysing fieldwork approaches in your school | Management of outdoor learning: field teaching | Exploring fieldwork management | Reading

Why use fieldwork as a teaching approach?

Lambert and Reiss (2016) offer a clear justification to this question. They explain that fieldwork provides different cognitive demands that are difficult to recreate in the classroom. Conceptually, the concrete experience of fieldwork can help students to understand geographical features and phenomena that may be difficult to comprehend through textbooks or even through images.

It is also important for students to witness and be part of geographical enquiry and investigation in the real world where variables cannot be tightly controlled. Students are often working with data that may be incomplete and provisional, and they have to synthesise multiple forms of data and be tentative in drawing conclusions. Finally, there are the social benefits from working collaboratively on fieldwork activities.

Different types of fieldwork

Fieldwork is the opportunity for students to learn outside of the classroom, to actually experience the environment, to observe geographical features first hand and through the ‘soles of their feet’. Fieldwork provides a unique opportunity to appreciate the qualitative aspects of the environment and understand the essence of place.

It is in fieldwork that students have the opportunity to work through Kolb’s ELC model (see Learning theories and geography ) starting with the underpinning concepts and theories to investigate, followed by planning how to test the theories, having the concrete experience of data collection and finally reflecting on what they have found in the light of their understanding.

However, the hypothesis testing approach is not the only one that can be used in fieldwork and there are several different ways to structure a fieldwork experience for students. Each has a different purpose and learning style and a school should provide students with a varied experience of fieldwork in the geography curriculum.

Commonly used approaches are:

• fieldwork excursion
• scientific approach (hypothesis testing)
• geographical enquiry
• discovery fieldwork
• sensory fieldwork.

Most geographers will be familiar with the traditional field excursion where the students are led through a landscape and this approach is often described as ‘look’ and ‘see’. This is strongly teacher-led. Sometimes the field teacher might be a local expert. 

The students focus on recording skills, such as note taking, field sketching, photographs and on the appreciation of landscape and place. The teaching is mainly through teacher exposition, although there is usually some question and answer as well.

The scientific approach to fieldwork or field research is a very common approach in schools and is based on hypothesis testing. The teacher, sometimes in collaboration with students, sets up one or more hypotheses to be tested and decides the data to be collected during the fieldwork. 

The focus tends to be on developing skills in data collection techniques, mainly quantitative data, and the presentation and analysis of real data. The ‘research’ element of forming hypothesis from geography theory often has rather a subsidiary role and conceptual understanding is often less to the fore than it might be.

Geographical enquiry establishes an overarching question as the starting point and this drives the fieldwork. It usually draws on students’ broad geographical knowledge, not particular theories. Students can be involved in deciding the question and topics are not confined to the collection of quantitative data; they often are concerned with people’s opinions and attitudes. 

In fieldwork enquiries, students make links across different elements of geography as they pursue the ‘route for enquiry’; the interpretations and reaching conclusions are essential parts of the enquiry process.

The final two approaches are qualitative approaches. These are concerned with developing students’ appreciation and respect for nature and the environment and a sense of place.

Discovery fieldwork is an ‘experiential’, open-ended approach that encourages students to look closely at an environment and explore it for themselves. It puts students in control of learning using their own focus and methods of investigation.

One form of discovery fieldwork is a palimpsest approach . A palimpsest is a manuscript where text has been superimposed over earlier writing. Landscapes can be seen as a palimpsest and in the fieldwork students act as ‘landscape detectives’  to unravel its form and processes. The approach can be applied to a variety of landscapes and adapted for most levels of education.  Some examples include:  

• Clarke and Rawlinson (2023)  – different perspectives of place for primary school pupils.   
• Clark and Spamer (2017) and Marvell et al. (2024) – A level geography students explore the palimpsest of Hessle Road, Hull.   
• Marvell and Simm (2016)  – university fieldtrip to Barcelona, Spain.
• Simm, Freeman and Marvell (2024) – coastal fieldwork at A level.

Sensory fieldwork , sometimes known as earth education, encourages understanding of the natural environment by involving all the senses and seeks a more emotional response from students than from field observation.

David Job (1996) classified fieldwork strategies into these categories and it does provide a useful way to think about fieldwork. The diagram illustrates how these different fieldwork strategies range from teacher-led to student-centred and also range from those approaches that emphasise quantification to those that are more concerned with qualitative issues and affective learning.

• Read Widdowson (2017) 232-8 and Biddulph et al (2021) pp. 202-6.

Most schools use a range of fieldwork approaches reflecting the topic being studied to give students a range of different fieldwork experiences. However, the style of fieldwork adopted can also reflect the teacher’s experience or their educational philosophy.

You should explore as many different approaches as you can, both through direct experience and through reading case studies and texts. In this way you can make an informed choice of the approach you will use in the fieldwork you lead.

• Find out about the fieldwork provision in your school for key stages 3 and 4. Consider the nature of the types of fieldwork provided. Which of the commonly-used approaches listed above are used?
• Discuss with the geography teacher the different approaches they use and listen to their views:
• Which approach do they use with which topics and groups? Why do they follow that approach?
• How far should fieldwork be concerned with how students  feel  about the places they visit?

Management of outdoor learning: field teaching

Field teaching can be challenging. There is the actual teaching to consider, but there are also many organisational matters, as well as pastoral issues arising from managing pupils out of doors, possibly in inclement weather!

This is very different to classroom teaching. Residential fieldwork requires even more thorough organisation; remember this occupies 24 hours a day, with no down time! One aspect of fieldwork visits that is particularly important is  health and safety . Before you take students outside of the classroom you must make sure you are fully aware of your responsibilities.

• Read Biddulph et al (2021) pp. 191-3 on health and safety/legal requirements, management and organisation and field teaching.
• Refer to the web pages by the Royal Geographical Society about  Health and Safety .  This has links to advice from the Health and Safety Executive, the DfE and the FSC Operational Codes of Practice. It provides useful advice on possible hazards met on field visits and the support resources that should be integrated into risk management.
• See Widdowson (2017) p. 239 Figure 8, which gives an extract from a risk assessment for fieldwork in an urban setting.

Find out about the school policy guidelines for out-of-school visits that operate in your school. Managing outdoor learning and field teaching involves many considerations that are different to usual classroom practice. Look at this drawing by a student which shows a ‘ fieldwork geographer ‘.

Study Biddulph et al (2021) Figure 7.1 on page 190 which gives a timeline for managing the various aspects of field visits. This can be daunting, so ask advice from teachers who are experienced in managing fieldwork. Devise your own ‘checklist for visits’ from your discussion.

Arrange to shadow an experienced geography teacher as they plan and lead fieldwork and observe closely how they manage the different stages set out by Biddulph et al.

Observe the briefing given before the visit. Take particular note of:

• what organisational points are covered
• how they brief students about timings, transport arrangements, safety matters etc.
• if they give advice on practical issues such as clothing, footwear and food.

Take notes that you can add to your checklist for your own visits.

During the visit observe how they:

• organise transport arrangements
• manage groups in the outdoors
• make sure they all understand instructions, rendezvous points etc.
• brief students on site re: safety
• manage equipment
• keep alert regarding safety during the field activity
• deal with any behavioural issues.

If it is not possible to shadow a teacher leading fieldwork for real, talk through each of the above elements with a geography teacher experienced in fieldwork so that you have a good understanding of the detailed planning undertaken before you lead fieldwork yourself. 

In particular, go through the risk assessment and safety requirements with them, or the person in your school who coordinates off-site visits.

• Biddulph, M., Lambert, D. and Balderstone, D. (2021)  Learning to Teach Geography in the Secondary School: A Companion to School Experience , 4th edition. London: Routledge, chapter 7 (field teaching).
• Clark, C. and Spamer, K. (2017) ‘Unravelling the palimpsest of Hessle Road, Hull’, Teaching Geography , Summer.  
• Clarke, A. and Rawlinson, S. (2023) ‘Multiple perspectives – making fresh discoveries about a place and its people’, Primary Geography, Summer.
• Job, D. (1996) ‘Geography and environmental education’ in Kent, A., Lambert, D., Naish, M. and Slater, F. (eds)  Geography in Education: Viewpoints on teaching and learning . Cambridge: Cambridge University Press.
• Job, D. (1999)  New Directions in Geographical Fieldwork . Cambridge: Cambridge University Press/Queen Mary Westfield College.
• Lambert, D. and Reiss, M.J. (2016) ‘The place of fieldwork in geography qualifications’,  Geography , Spring.
• Marvell, A. and Simm, D. (2016) ‘Unravelling the geographical palimpsest through fieldwork: discovering a sense of place’, Geography , Summer.
• Marvell, A., Simm, D., Clark, C. and Thompson, K. (2024) ‘Exploring the geographical palimpsest of place through fieldwork’ in Rawlings Smith, E. and Pike, S. (eds) Encountering Ideas of Place in Education: Scholarship and practice in place-based learning . London: Routledge  
• Simm, D., Freeman, D.  and Marvell, A. (2024) ‘Landscape detectives: developing a palimpsest approach to fieldwork’,  Geography,  Summer.
• Widdowson, J. (2017) ‘Fieldwork’ in Jones, M. (ed)  The Handbook of Secondary Geography , Sheffield: Geographical Association, chapter 17 pp. 232-9.

Also available from the ITE section

Debriefing in geography

Games and simulations

Geographical enquiry: The teacher role

Role play and drama in geography

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Specifications that use this resource:

• GCSE Geography 8035

Fieldwork guidance: opportunities and planning

Fieldwork opportunities arising from the specification.

This resource supports our GCSE Geography specification (8035) and sits alongside our other fieldwork resource:  Fieldwork guidance: requirements, assessment and enquiry sequence .

This resource identifies some opportunities for fieldwork found across the specification and gives some examples of how these opportunities could be implemented as fieldwork investigations. This is not a prescribed or exhaustive list and centres are able to plan fieldwork investigations that are not included in these lists. The opportunities and examples are divided into human and physical, but please note that for at least one of the investigations students must examine the interaction between physical and human processes.

It is important to remember that content from one part of the specification may be applicable to another part of the specification and can be examined through fieldwork in a location other than that specified, eg there are tourism related fieldwork opportunities evident in 3.1.3.4 Glacial landscapes in the UK, but these concepts can also be examined in coastal or other locations.

There are also opportunities to use content from part of the specification at a different scale from that specified, eg there are numerous urban field opportunities in 3.2.1 Urban challenges in the UK that can be investigated in urban areas on a smaller scale. Schools can base the fieldwork on the geographical concepts rather than specified locations.

Skip to content

Physical fieldwork opportunities, human fieldwork opportunities, human fieldwork examples, further support and guidance, 3.1.1.3 weather hazards.

• A weather hazard experienced in the UK.
• An extreme weather event experienced in the UK.

3.1.1.4 Climate change

• Alternative energy production.
• Changing agricultural systems.
• Managing water supply.
• Reducing risk from rising sea levels.

3.1.2 The living world

• Small scale ecosystem.

3.1.3.2 Coastal landscapes in the UK

• Impact of wave types and characteristics
• Mass movement and its impact
• Erosion and impact
• Longshore drift
• Deposition and impact
• Landforms linked to geology
• Erosional landforms
• Depositional landforms
• Hard engineering
• Soft engineering
• Managed retreat
• Management strategies – effects and/or consequences

3.1.3.3 River landscapes in the UK

• Long profile
• Cross profile
• Soft engineering
• Flood management scheme

3.1.4.3 Glacial landscapes in the UK

• Land use in glacial area
• Development
• Conservation
• Attractions
• Strategies for managing impacts

3.2.1 Urban issues and challenges

• Social and economic

Recreation and entertainment

• Urban greening
• Environmental
• Deprivation

Housing inequalities

• Education inequalities
• Health inequalities
• Employment inequalities
• Dereliction
• Building on brownfield and greenfield sites
• Impact of urban sprawl

Urban regeneration

• Water and waste conservation
• Waste recycling
• Creating green space

Transport strategies

• Reducing traffic congestion

3.2.2 The changing economic world

• Causes of economic change
• Industrial decline
• Impact of government policies on an area
• Development of service industries

Development of science and business parks

• Impacts of industry on the physical environment
• Modern industrial development that is environmentally sustainable
• Social and economic changes in the rural landscape
• Population change (growth and/or decline) in a rural area
• Transport improvements
• New transport developments
• Impact of government strategies
• Links with the wider world

3.2.3.1 Resource management

• Demands for high-value food
• Carbon footprints – food miles
• Agribusinesses
• Demand for water
• Water quality
• Water pollution management
• Supply and demand

Water transfer scheme

• Growing significance of renewable energy
• Economic issues associated with exploitation of energy sources
• Environmental issues associated with exploitation of energy sources

3.2.3.2 Food

• Large scale agricultural development
• Organic farming
• Urban farming initiatives

3.2.3.3 Water

• Diverting supplies
• Increasing storage
• Dams and reservoirs
• Water transfer scheme – advantages and disadvantages
• Water conservation

3.2.3.4 Energy

• Renewable energy sources
• Fossil fuel extraction – advantages and disadvantages
• Sustainable energy future
• Carbon footprints
• Energy conservation
• Home/work/transport strategies to reduce demand

Physical fieldwork examples

Alternative energy production

Could be carried out at local street level looking at the number of solar panels on houses within a locality.

Hypothesis/question

The local community in area X is helping to reduce the cause of climate change. How is the local community in area X helping to reduce the cause of climate change?

Concepts/processes

• Sustainable energy
• Renewable energy

Data collection

• Using local street maps, record the number of solar panels evident on individual buildings.
• Interview people who have solar panels to see how much energy they generate.
• Photographs of impacts.
• Questionnaires to local people to determine the range and scale of impacts.
• Interview responses.
• Secondary data to confirm details of the weather event.

Data presentation

Locate results on a base map at street level; use proportional symbols to represent numbers of solar panels. Additional symbol(s) for energy data. GIS opportunity.

Reducing risk from rising sea level

Could be undertaken in a location where action has already been taken to reduce risk. It could also take place in an area at risk where plans are in place to reduce the risk of rising sea levels. There is an opportunity here for physical and human geography data to be collected.

Area X has responded to the risk of rising sea levels. How has area X responded to the risk of rising sea levels?

• Rising sea level
• Hard engineering
• Site visit, mapping and photographing strategies put in place (possibly evaluating these strategies).
• Secondary data re: flood risk, previous floods.
• Interviews with planners/residents.

Mapping of strategies, with photographs and notes. Evaluation data added. GIS opportunity.

3.1.2.1 Ecosystems

Small scale ecosystems

Could be a deciduous woodland, pond, heathland, hedge row.

The ecosystem at X is healthy and balanced. How healthy is the ecosystem at X?

• Decomposers
• Quadrat sampling on land to determine features of ecosystem.
• Sampling by dipping in ponds.
• Recording species and numbers at site(s) used.

Graphs of species numbers looking at ratios of producers to consumers to decomposers.

3.1.3.2 Coastal landscapes

Wave types and characteristics

Could be extended to look at coastal processes and landforms. Possible links to geology can be developed.

The dominant waves at X are constructive (destructive). What types of waves occur at X?

• Constructive waves
• Destructive waves
• Any other coastal processes relevant to the location, eg longshore drift, erosion, deposition
• Wave counts at a range of locations.
• Measurements of wind speed and direction.

Proportional arrows representing average wave frequency located onto a base map of the study area. Direction of arrow in line with prevailing wind. Wind strength can be shown with additional symbol or raw data added.

Erosion and its impacts

Could be carried out along any stretch of coastline where erosion is taking place and data collection can be carried out safely. Possible links to geology can be developed.

Erosion is changing the coastline at X. How is erosion changing the coastline at X?

Hydraulic action has not been identified as a key term as it is so difficult to measure in the field.

• Photograph or sketch evidence of erosion, eg undercutting of cliffs, landforms such as stacks and arches.
• Measure extent of wave-cut platforms.
• Measure changes in size of beach material.

Annotated diagrams or photographs of erosional landforms, possibly with measurements added. Proportional symbols on maps to show changes in size of beach material.

Could be carried out along any beach where data collection can be carried out safely. Could be developed to include the study of landforms created by deposition.

Longshore drift moves beach material North-South or West-East along the beach at X.

In what direction does longshore drift move beach material at X?

• Use orange or tennis ball to measure distance of longshore drift in 2 minutes (or as long as you wish) along a stretch of beach. Repeat as often as required.
• Measure drop in height to beach level either side of groynes if these are present.
• Count wave frequency at locations along the beach.
• Determine wind and wave direction.

Use proportional arrows on base map of beach to show direction of longshore drift and distance covered by orange or tennis ball at each location used. Draw bars to show change in height either side of groynes and colour code based on side of groynes where data were collected. Add proportional arrows to the sea at each location to show wave frequency and direction. Add wind speed and direction using wind rose. GIS opportunities.

Hard engineering and/or soft engineering and/or managed retreat

It is possible to look at just one of these strategies, or cover more if the opportunity arises. There is an opportunity here for physical and human geography data to be collected.

The coastal management strategy (strategies) at X is (are) effective. Is (Are) the coastal management strategy (strategies) at X effective?

• Managed retreat.

Possibly linked to:

• Mass movement
• Longshore drift.
• Take photographs and map strategies.
• Use EQS type of scoring system to assess effectiveness.
• Measure cliff profiles to assess stability.
• Look at vegetation coverage on cliff profiles to assess stability.
• Measure sediment accumulation at groynes to assess success in reducing longshore drift.
• Secondary data indicating rate of coastal change and need for management.

Located photographs and graphs on base maps. Well annotated photographs of cliff profiles. Scale drawings of cliff profiles. Graphs of sediment accumulation at groynes. GIS opportunities.

3.1.3.3 River landscapes

Changes along the long profile of a river need not involve using locations from source to mouth. Any sections of a river that are safe, accessible and show change over distance can be used.

Changes in river features and/or characteristics and/or processes can be found over distance on the River X. What changes in river features and/or characteristics and/or processes can be found over distance on the River X?

There is no need to address all of these concepts/processes, just two would suffice. Possibly link to establish theories of rivers.

• Determine gradient from OS map evidence or in the field using clinometers.
• Velocity using floating object or hydroprop.
• Bedload size and/or shape, possibly using Powers Index.
• Width and depth for cross profile.
• Evidence of erosion – bank undercutting, collapse, river cliffs, changes in bedload size and/or shape.
• Deposits of sediment mapped.

Long profile drawn to scale for section(s) of river studied. Located graphs added to long profile to identify features/ characteristics. Cross profiles drawn to scale. Proportional symbols for bedload and velocity. Dispersion graphs for bedload. Scatter of bedload against velocity.

Changes along the cross profile of a river need not involve using locations from source to mouth. Any sections of a river that are safe, accessible and show change can be used.

Changes in the cross profile of the River X occur along its course. What changes in the cross profile of the River X occur along its course?

There is no need to address all of the below concepts/processes, just two would suffice. Possibly link to establish theories of rivers.

• Velocity using floating object or hydroprop.
• Evidence of erosion – bank undercutting, collapse, river cliffs, changes in bedload size and/or shape.

Cross profiles drawn to scale. Proportional symbols for bedload and velocity. Dispersion graphs for bedload. Scatter of bedload against velocity.

Flood management scheme

In cities such as York, frequent flood events have resulted in flood management schemes being introduced. There is an opportunity here for physical and human geography data to be collected.

The flood management scheme in X has been effective. How effective has the flood management scheme at X been?

• Flood events
• Impacts (social, economic, environmental)
• Secondary data re: previous flood events covering frequency, extent and impacts.
• Mapping of features of flood management scheme.
• Photographs and assessment of features mapped.
• Questionnaires to local people assessing effectiveness.
• Secondary data of frequency, extent and impacts of flood events since management scheme introduced.

Mapping of extent of flood events. Graphs of frequency of flood events. Graphs/maps of impacts. Mapping and photographs with assessments of features of flood management scheme. Questionnaire responses presented graphically.

3.1.3.4 Glacial landscapes

Land use, conflicts, development, conservation

Starting an enquiry in a glacial area with land use is quite straightforward and then it is relatively easy to develop the enquiry to examine other aspects of the specification such as those noted.

The glacial landscape at X provides a range of land use opportunities. What are the land uses within the glacial landscape at X?

Can develop this to look at how land use links to conflicts, how development of land uses create conflicts and how conservation can be achieved even with current and planned land uses.

• Map land uses within study area.
• EQS style of data collection re: positive/negative impacts and photographs for supporting evidence.
• Questionnaires to local people re: issues and conflicts.
• Photographic evidence of conflicts.
• Mapping of developments and conservation strategies.
• Secondary data relating to developments and   conservation.

Maps of land use possibly enhanced with photographs and EQS results. Graphs of questionnaire responses. Conflict matrix. Written or photographic evidence of development and/or conservation strategies.

Tourism, attractions, impacts, management strategies

It is important to note that the tourism content specified can also be applied to coastal areas, cities, honeypot sites etc, and does not have to be studied within the context of a glacial landscape. There is an opportunity here for physical and human geography data to be collected.

The glacial landscape at X provides a range of attractions for tourists. Why do tourists visit the glacial landscape at X?

This can be extended or adapted to examine impacts of tourism (social, economic, environmental) and/or management strategies.

• Attractions (physical and/or human)
• Management strategies
• Questionnaires to visitors to determine reasons for visiting area (attractions).
• Mapping of attractions.
• EQS style assessment of attractions.
• Questionnaires to locals to determine impacts of tourism.
• Traffic flow data.
• Land use survey.
• House price survey.
• Secondary data.
• Mapping/photographs of management strategies.

Mapping of attractions possibly enhanced with photographs and/or EQS data. Graphs for questionnaire responses. Proportional flow lines for traffic data. Land use map. Graphs for house prices. Maps with photographs and notes indicating management strategies.

Could look at reasons for migration and impacts of this process.

Migration has had a range of impacts on X. What impact has migration had on X?

• Economic impacts
• Social impacts
• Environmental impacts
• Secondary data to establish rates of migration.
• Questionnaires to determine reasons why people have moved into the locality and to find out where they have come from.
• Land use surveys to determine impacts of migration, eg restaurants, specialist food/clothing outlets, places of worship etc.
• Photographs of environmental impacts.
• Questionnaires looking at social impacts.

Graphs showing rates of migration. Choropleth maps to show source of migrants. Graphs showing reasons for migration. Land use maps of functions linked to migration. Annotated photographs.

Could look at how provision for recreation and entertainment has been increased using an urban area that has undergone change.

Change to the urban area of X has increased opportunities for recreation and entertainment. How has change to the urban area of X increased opportunities for recreation and entertainment?

• Entertainment
• Secondary data to research planning ideas underpinning urban change.
• Land use mapping of recreation and entertainment options, noting recent changes.
• Photographs of recreation and entertainment provision.
• Questionnaires to determine opinions about recreation and entertainment provision.

Land use maps showing recreation and entertainment provision, colour-coded to indicate when established. Annotated photographs to show main features of recent provision. Graphs to show views about the recreation and entertainment provision.

Contrasting housing areas within an urban locality can be compared. A minimum of two such areas should be used but students could investigate several areas if time allows.

Inequalities in housing exist in X How is housing inequality evident within X?

• Housing inequality
• Owner-occupied
• Rental properties
• Property values
• Environmental quality
• Secondary data re: ratio of owner-occupied to rental properties in locality.
• Secondary data re: housing quality information, eg number of toilets etc.
• EQS style assessment of housing quality.
• Photographs to support EQS data.
• Property price surveys, online or through press or estate agents.
• EQS of locality.

Graphs of ratio of owner-occupied to rental properties. Graphs to show differences in housing quality information. Mapping of relative housing qualities to determine zones with marked differences. Well annotated photographs to show inequalities. House price graphs.

Could be undertaken in any urban area where some form of regeneration has taken place.

The regeneration of X has had a positive impact on the locality. What impact has the regeneration of X had on the locality?

• Regeneration
• Secondary data to examine reasons for regeneration and to establish before and after information about the   locality.
• EQS of regeneration area and neighbourhood adjacent to it with photographs for supporting evidence.
• Land use mapping to determine new   businesses brought into regenerated area.
• Questionnaires to determine social impacts of regeneration.

Before and after photographs and maps of locality. EQS mapped to show changes from regenerated area to neighbouring area. Land use maps of businesses. Graphs of questionnaire responses re: social impacts.

All urban areas have policies and strategies for managing transport within their locality and these can be studied at a range of scales, from examining the effectiveness of a Park and Ride scheme to looking at an integrated transport scheme in a city.

The transport strategy in X is effective. How effective is the transport strategy at X?

Key concepts will depend upon which aspect(s) of the transport strategy will be investigated.

• Transport strategy
• Integrated transport scheme
• Park and Ride
• Traffic calming
• Traffic management
• Secondary data to establish strategy being promoted by urban area involved.
• Mapping of features of strategy, eg bus lanes, cycle lanes, exclusion zones, linked features in integrated scheme.
• Traffic flow counts.
• Surveys at Park and Ride site to determine usage.
• Questionnaires regarding effectiveness of transport strategy.

Maps of key features of strategy. Linked features shown on map. Proportional flow lines of traffic movements. Graphs for questionnaire responses re: effectiveness of strategy.

There are over 100 science and business parks in the UK so access to one such site should be possible for most schools without having to travel too far.

The science/business park at X has had a positive impact on the locality. What impact has the science/business park had on the locality at X?

• Science park
• Business park
• Multiplier effect
• Secondary data to determine background to development of science/business park.
• Interviews with business to find reasons for locating there, employee numbers, links to other businesses.
• Secondary data for economic impact of park.
• EQS style assessment of environmental impacts.

Map of site classifying businesses by function. Graphs of data from interviews, eg numbers of employees. Economic value of park over time. Located graphs for EQS results.

Modern industrial development

Could be undertaken in any area with modern industrial development.

The industrial development at X is environmentally sustainable. What makes the industrial development at X environmentally sustainable?

• Interview with worker to determine features of environmental sustainability.
• Secondary data provided by industrial development/or internet search.
• Photographs of features of environmental sustainability.

Map of site annotating features of environmental sustainability. Graphs of data from interviews, eg amount recycled. Located graphs for EQS results.

Population change in a rural area

Some rural settlements are expanding whilst others are declining. Rates of change and reasons for these changes can form the basis of an enquiry.

The population of X has declined/increased because of economic factors. Why has the population of X declined/ increased?

• Population change
• Economic factors
• Secondary data to determine population change over time.
• Questionnaires to residents to establish reasons for movement into/out of the settlement.
• Housing surveys to record age and price.
• Research transport links.
• Mapping of functions and services found in the settlement.

Graph of population change, possibly annotated with explanations for periods of increase/decrease. Graphs for reasons residents moved into/out of the settlement. Map of housing areas with age and price added.Map of functions and services within settlement and distances to nearest options of those lacking, eg doctor, primary school, petrol station.

Carbon footprints, food miles

Could be carried out individually and, if appropriate, data collated and shared to widen sample size.

People in X create a large carbon footprint. People in X could reduce the food miles of their weekly shop. What is the carbon footprint of people living in X? How could people in X reduce the food miles of their weekly shop?

• carbon footprints
• Use online calculator to determine carbon footprint of each students’ family and compare results.
• Collect data about their family’s energy use, transport, food, clothing, tv and phone use etc.
• Identify 10 (or more) examples of foods originating from outside of the UK and the same number produced within the UK at each student’s home.
• Use online calculator to determine food miles for wide range of food products.
• Surveys in supermarkets to examine range of foods available and calculate food miles for sample of foods from outside of the UK and for similar foods produced within the UK.

Graphs of carbon footprints for individual families based on separate  contributing factors, eg energy. Graphs of carbon footprints for class data sets based on family size. Choropleth or proportional flow lines maps to show food miles involved for range of regular purchases for individual families based on whole class data.

Demand for food

People in X have a high demand for non-seasonal food/high-value food/organic food. Do people in X have a high demand for non-seasonal food/high-value food/organic food?

Students would not investigate all of the below; one concepts may be the actual focus of the enquiry.

• demands for non-seasonal food
• demands for high-value food
• demands for organic food
• Questionnaire to collect data about preferences for non-seasonal/high-value/organic food.
• Surveys in supermarkets to examine range of non-seasonal/hi-value/organic foods available.
• Secondary data comparing ranges of non-seasonal to seasonal/hi-value to low value/organic to non-organic foods.

Questionnaire responses presented graphically. Graphs comparing range of non-seasonal to seasonal/hi-value to low value/organic to non-organic foods.

Sustainable food production

Could be carried out in a rural area or even on a city farm or market garden.

Agriculture is changing to be more sustainable. How is agriculture changing to be more sustainable?

• Inputs (focus on changes)
• Outputs (focus on changes)
• Processes (focus on changes)
• Interview with farmer to determine changes made recently, specifically aimed at improving sustainability.
• Secondary data provided by farmer and/or internet search.

Map of farm annotated to show changes made. GIS opportunity. Graphs of changes to inputs, outputs, processes.

There are many water transfer schemes in the UK.

The X water transfer scheme has had a range of impacts on X. What impacts has the X water transfer scheme had on X?

• Water supply
• Secondary data provided by water companies and/or internet search.

Mapping and photographs with assessments of features of water transfer. Questionnaire responses presented graphically.

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Field Studies Council

Secondary school fieldwork courses

Geographical Association

Fieldwork within the geography curriculum

Document URL https://www.aqa.org.uk/resources/geography/gcse/geography/teach/fieldwork-guidance-opportunities-and-planning

Last updated 20 Mar 2023