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Checkout the Research section here for more 'How to...' advice

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Checkout the Research section here for more 'How to...' advice

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Explorable - Think Outside The Box - Research, Experiments, Psychology, Self-Help

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Search over 500 articles on psychology, science, and experiments.

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parallel | mapping and data visualisation

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Parallel are design-led web application developers specialising in mapping and data visualisation.

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An example of urban investigation methods

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An example of urban investigation methods

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A video running through some methods to investigate urban areas

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Broadcast from an urban environment, this live lesson will enable students to take part in a fieldwork investigation into how quality of life varies within an urban centre. Encouraged to be decision-makers, students will be empowered in designing elements of fieldwork data collection before working alongside the tutor to collect data on quality of life within this location.

FSC's expert field tutor will answer questions about this human fieldwork enquiry.

Submit your questions in advance to increase the chance of being answered, or ask questions during the live lesson.

Preparation

Prepare your class for this live lesson by using the supporting resources available on this page, which support students in the early stages of the enquiry to unpick the enquiry question, write their own hypothesis and use Geographical Information Systems (GIS) to interrogate secondary data sources.

Develop students' fieldwork enquiry skills using these resources and help students to think of questions to ask the expert field tutor. We will try to answer as many questions as possible.

Live lessons can easily accommodate learners joining from home. Read our extra guidance for school closures here.

Lesson Outline
1. Introduction (5 mins)
We will open the session with a welcome and brief introduction to the aim of the human fieldwork enquiry.
2. Subject knowledge (5 minutes)
The Tutor will then introduce the location and recap the enquiry question. Before sharing why this location has been chosen to investigate this question and to consider how to work safely in this environment.
3. Activity Time (20 minutes)
The Tutor will introduce and justify two fieldwork methods - land use survey and questionnaire.

Students will be empowered as decision-makers, creating criteria for the Environmental Quality Assessment (EQA) that will then be completed live in this environment. Students can annotate photographs within the resource pack using knowledge gained from the live lesson and GIS resources.

At this point, questions can be submitted via the Live chat.
4. Q&A and Conclusions (15 minutes)
After completing the fieldwork your tutor will be able to answer pre-submitted questions including evaluating the fieldwork methods and take part in the live chat. At the end of the broadcast, they will suggest ways to continue the fieldwork enquiry through the latter stages of enquiry including data presentation and analysis. They will also share what's coming up in #fieldworklive 2020.

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KS4 | How does quality of life vary in an urban area? | Encounter Edu

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Broadcast from an urban environment, this live lesson will enable students to take part in a fieldwork investigation into how quality of life varies within an urban centre. Encouraged to be decision-makers, students will be empowered in designing elements of fieldwork data collection before working...

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An example of place investigation methods 

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An example of place investigation methods 

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A video running through some methods to investigate 'place'

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This live lesson broadcast from a unique place will enable students to complete a place-based, qualitative investigation into how a local area is perceived and experienced by different people. Students will be encouraged to draw upon their GCSE knowledge and apply it to A level topic content, building their geographical knowledge and skills.

FSC's expert field tutor will answer questions about this place-based investigation.

Teachers can submit questions and shout-outs in advance after registering their class for the live lesson.

Preparation

Prepare your class for this live lesson by using the supporting resources available on this page, which support students to build an understanding of this fieldwork location and unpick the aim of this investigation. Students can use a variety of secondary sources and Geographical Information Systems (GIS) to interrogate these resources and this location.

Develop students' fieldwork enquiry and geographical skills using these resources and help students to think of a variety of questions to ask the expert field tutor. FSC will try to answer as many questions as possible.

Live lessons can easily accommodate learners joining from home. Read our extra guidance for school closures here.

Lesson Outline
1. Introduction (5 mins)
We will open the session with a welcome and brief introduction to the aim of the fieldwork enquiry.
2. Subject knowledge (5 minutes)
Your tutor will then introduce the site and recap the aim of the investigation. Before sharing why this location has been chosen to investigate this question and to consider how to work safely in this environment.
3. Activity Time (20 minutes)
The tutor will lead this live fieldwork investigation by introducing the first fieldwork method- non-participant observation and how this can be used to see how a location is used by people. Students will then complete a place-check for the location before being introduced to how Survey123 GIS can be used to collect emotional mapping information in their home location. Students will be encouraged to continue to contribute to this big-data set.

At this point, questions can be submitted via the Live chat.
4. Q&A and Conclusions (15 minutes)
After completing the fieldwork your tutor will be able to answer pre-submitted questions including evaluating the fieldwork methods and take part in the live chat. At the end of the broadcast they will suggest ways to continue building the skills and knowledge to progress to A Level and how GIS can be used to support this enquiry. They will also share what's coming up in #fieldworklive 2020.

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KS5 | Investigating Place | Encounter Edu

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This live lesson broadcast from a unique place will enable students to complete a place-based, qualitative investigation into how a local area is perceived and experienced by different people. Students will be encouraged to draw upon their GCSE knowledge and apply it to A level topic content,...

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Geographical Skills and data presentation

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Geographical Skills and data presentation

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Where can I find more maps showing census data?

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Where can I find more maps showing census data?

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Maps from the Consumer Data Research Centre - see us on Facebook at https://www.facebook.com/cdrcuk

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Find your postcode and get information on your local area

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View the latest crime, house prices, population, housing, gender, marital status, ethnicity, religion, health and employment information in your area

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DataShine Census

The 2011 Census, mapped with context

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DataShine Census The 2011 Census, mapped with context About Reset view Sign up for announcements Direct Tile Specification Facility (Debug) Lock key Reset Space equally Rescale for current view Another person is currently creating a PDF. Please wait a few moments and try again. Please wait while your PDF is being generated.

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Human geography, including the changing socio-economic and demographic characteristics of local places, plus the cultural meanings and representations attached to different places

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Human geography, including the changing socio-economic and demographic characteristics of local places, plus the cultural meanings and representations attached to different places

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What can I investigate in an Urban area?

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What can I investigate in an Urban area?

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Urban. GCSE Geography. This section guides you through planning and carrying out a fieldwork investigation in towns and cities.

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1. Evaluation

Go back through each one of your methods. For each, consider

How accurate were your results?

What were the sources of error?

How has each source of error affected your results?

Definitions

True value: the value that would be obtained in an ideal measurement

Accuracy: how close a measurement is to the true value

Error: the difference between the result that you found and the true value

What are the sources of error ?

mistakes made when collecting the data (such as someone misreading a clinometer)Measurement error:

Operator error: differences in the results collected by different people (such as different people giving different environmental quality scores)

Sampling error: where a sample is biased. Some elements of the population are less likely to be included than others.

Validity: the suitability of the method to answer the question that it was intended to answer

How do sources of error affect results?

Suggest how errors could have changed the results. Here is an example.

Fieldwork technique
Questionnaires were given out to every 5th person seen in the High Street on Sunday morning

Bad evaluation

It was raining heavily when I gave out questionnaires

Good evaluation

It was raining heavily when I gave out questionnaires, so there were few people in the High Street except for rough sleepers. My sample was biased because shoppers were under-represented. Therefore the results of the questionnaire survey may not be accurate.

Random error: these cause results to be spread about the true value. For example, imagine a student takes 20 temperature readings and mis-reads the thermometer for 2 of the readings. The effect of random errors can be reduced by taking more measurements.

Systematic error: these cause results to differ from the true value by a consistent amount each time the measurement is made. For example, imagine a student uses weighing scales which have not been zeroed, so all the results are 10g too high. The effect of systematic errors cannot be reduced by taking more measurements.

Anomalies

These are values in a set of results which are judged not to be part of the variation caused by random uncertainty.

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Go back through each one of your methods. For each, consider How accurate were your results? What were the sources of error? How has each source of error affected your results?

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1. Conclusions

Describing your results

Describing bar charts

For each bar chart write a few sentences about which are the highest and the lowest bars. Include numbers from the bar chart to make the comparison clearer.

The bar chart below shows mean cross-sectional area at five sampling sites along a stream.

Site 1 has the lowest cross-sectional area (0.5 m ²). Site 5 has the highest cross-sectional area (2.3m ²). The cross-sectional area at Site 5 is approximately five times larger than the cross-sectional area at Site 1.

Describing line graphs

For each line graph write a few sentences about the trend that you can see. Is it a smooth line or a zig-zag?

The line graph below shows mean wetted perimeter with distance downstream from the source.

Wetted perimeter increases with distance from the source. It is 0.8 m at 0.5 km from the source and 2.4 m at 3.0 km from the source. However wetted perimeter does not rise steadily. Wetted perimeter does not increase much between 1.3 km and 1.8 km of the source, but there is a rapid increase in wetted perimeter between 1.8 km and 2.3 km of the source.

Describing scattergraphs

For each scattergraph write a few sentences about:

the direction of the relationship (is it positive, is it negative, or is there no relationship?)

the strength of the relationship (is is strong, or is it weak?)

if there any anomalous results (points that lie a long way from the best-fit line)?

Explaining your results

Go through each table, chart and graph in turn. Write a few sentences to explain what you have just described. Try to use geographical words as much as you can.

The best explanations will give reasons for the strength of relationships and for any anomalous results.

Example: The scattergraph is a plot of mean cross-sectional area against mean velocity. There is a positive relationship between the two variables. As cross-sectional area increases, velocity also increases. The best-fit line shows that it is a fairly strong relationship. The points are close to best-fit line.

Why? An increase in cross-sectional area means that the river is becoming wider and deeper. A smaller proportion of the water in the river is in contact with the bed and banks. This means that less energy is lost to friction, so the water has more kinetic energy and can move faster.

It is not a perfect relationship because different shaped channels have different wetted perimeters. A square-shaped channel loses less energy to friction than a wide and shallow channel.

Go back to your aims, key questions or hypotheses

In this section you bring the threads together and answer your hypotheses.

Link your results together. For example, try to link results for width, depth and wetted perimeter with results for gradient.

If you have used secondary data, try to link this to the primary data that you collected.

Make sure you mention the evidence from your results that backs up each conclusion.

Finish off with something along the lines of...

"These results help to prove / disprove my initial hypothesis, which stated that... This is because..."

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For each bar chart write a few sentences about which are the highest and the lowest bars. Include numbers from the bar chart to make the comparison clearer. The bar chart below shows mean cross-sectional area at five sampling sites along a stream. Site 1 has the lowest cross-sectional area (0.5 m 2).

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Data

Quantitative data records quantities (e.g. numbers, sizes, frequencies).

Qualitative data records subjective qualities (e.g. opinions and attitudes).

Discrete data can only take certain values (e.g. whole numbers)

Continuous data can take any value (e.g. length, width, time)

Justifying your choice of data presentation

Your findings can be presented with a range of graphical and mapping techniques. Each form of data presentation needs to be justified. Here is an example.

Fieldwork technique
Systematic sampling along a transect from the PLVI to the edge of the CBD. An environmental quality score was calculated at every 30 metres.

Data presentation
Line graph with distance from PLVI on x-axis and environmental quality score on y-axis. Points were joined up

Bad justification
The line graph shows how environmental quality changes as distance increases from the PLVI.

Good justification
A line graph is appropriate because both distance from the PLVI and environmental quality core are numerical. The points were joined up because distance is continuous data.

Bar charts are use to show the numbers of things (or frequency) in several categories

Plot the categories on the x-axis

Leave gaps between the bars as data are not continuous (called discrete data)

Example of a bar chart. The x-axis is not continuous.

Divided bar charts

Divided bar charts are used to show the frequency in several categories, like ordinary bar charts. It is a type of compound bar chart. But unlike ordinary bar charts, each category is subdivided.

Plot the categories on the x-axis

Leave gaps between the bars as data are discrete data

Use colours or shading to show the subdivided categories, and include a key

Example of a divided bar chart: a key is included.

Percentage bar charts are use to show the percentage of each subdivision in several categories. It is a type of compound bar chart.

Plot the categories on the x-axis

Leave gaps between the bars as data are discrete data

Use colours or shading to show the subdivided categories, and include a key

Each bar should be the same height (i.e. 100%)

Example of a percentage bar chart, using the same data as the divided bar chart above.

Histograms

Histograms are used to show the numbers of things (or frequency) along a continuous scale

Plot the sliding scale on the x-axis

Do not leave gaps between the bars as data are continuous data

Example of a histogram. The x-axis is continuous.

A pie chart is a circle divided into sectors. Each sector represents a percentage.

Sectors can be shaded or coloured, and need labels or a key

Multiple pie charts can be used where the size of each circle shows ratio.

Example of a pie chart.

Line graphs

Both axes are numerical.

If time is one of the variables, always plot it on the x-axis.

Only join up the points if the data are continuous.

Example of a line graph: the points are joined as the x-axis is continuous.

A river channel profile: an unusual line graph.

Scatter graphs

This needs one independent variable (on x-axis) and one dependent variable (on y-axis).

Both axes must show continuous data.

Do not join up each point, but use a line of best fit instead.

Example of a scatter graph: a line of best-fit has been added.

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Quantitative data records quantities (e.g. numbers, sizes, frequencies). Qualitative data records subjective qualities (e.g. opinions and attitudes). Discrete data can only take certain values (e.g. whole numbers) Continuous data can take any value (e.g. length, width, time) Your findings can be presented with a range of graphical and mapping techniques.

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1. Geographical questions

Fieldwork

Fieldwork is about finding out new things about people, places and environments.

To do this, geographers have to

ask a geographical question

collect useful information

then use that information to try to answer the question

This can be split up into six stages

Asking geographical questions

Photographs, newspaper articles and secondary data can all be used to ask geographical questions. Here are some examples of general questions.

Cliff erosion on Holderness by Bryan Ledgard / CC BY.

What is happening here?

How has this place changed in the last few years?

How might this place change in the future?

Piccadilly Circus by Manhattan Research / CC BY.

What is happening here?

How has this place changed in the last few years?

How might this place change in the future?

Example of an annual river regime by Shoothill GaugeMap / Contains Environment Agency information © Environment Agency and database right.

How do river levels change during the year?

Why do river levels change during the year?

What are the effects of changing river levels on the people who live nearby?

Once you have decided on a general topic area, you can focus on the aims and hypotheses.

Aims and hypotheses

The aim is a general statement of what you are trying to find out.

One way of formulating an aim is to ask why two places are different, or why the same place has changed over time, e.g.

An investigation into how and why there is a difference in functions between the villages of Minsterley and Pontesbury

An investigation into beach characteristics on the north-facing and south-facing sides of Dawlish Warren

An investigation into how and why retailing has changed in the centre of Carlisle since 2000

Another way of formulating an aim is to ask how and why things are linked, e.g.

An investigation into changes in beach profile changes along Weymouth Beach

An investigation into changes in river channel characteristics with distance downstream at Woodley Beck

An investigation into changes in retail characteristics with distance from the peak land-value intersection in Barnsley

The statement that you can test. It needs to be clear, directional and measurable, e.g. hypothesis is a

River velocity increases as distance increases from the source of Woodley Beck

Beach profile is steeper on the south-facing than the north-facing side of Dawlish Warren

Environmental quality declines with distance from the PLVI in Barnsley

A null hypothesis is a special form of hypothesis.

The null hypothesis and alternative hypothesis can be constructed from the research hypothesis.

Research hypothesis
River velocity increases as distance increases from the source of Woodley Beck

Null hypothesis
There is no relationship between river velocity and distance downstream at Woodley Beck

Alternative hypothesis
There is a significant relationship between river velocity and distance downstream at Woodley Beck

When you carry out a geographical investigation, you must assume that the null hypothesis is true, and only change your mind (and reject the null hypothesis) if there is strong enough evidence to show otherwise.

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Fieldwork is about finding out new things about people, places and environments. To do this, geographers have to ask a geographical question collect useful information then use that information to try to answer the question This can be split up into six stages Photographs, newspaper articles and secondary data can all be used to ask geographical questions.

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Which methods would help you answer your question?

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A very comprehensive guide to completing your NEA produced by the RGS

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Your first step to great investigations!