Fieldwork Enquiry and Data Collection Techniques

Fieldwork turns a geographical question into evidence

Fieldwork means investigating geography in a real location, rather than only learning about it in the classroom. You might measure a river channel to investigate physical processes, or count pedestrians and ask people's opinions to investigate a shopping area.

For OCR Geography B, fieldwork must take place outside the classroom and beyond the school grounds on at least two occasions, in contrasting locations, and include both physical and human geographical contexts. You need to understand methods used in your own fieldwork and be able to apply that understanding to unfamiliar investigations.

A geographical enquiry connects a question with evidence. Its broad sequence is to identify a question, plan an investigation, collect relevant data, present and analyse those data, then reach a conclusion and reflect on the investigation. Here, the focus is on the choices made before and during data collection.

Choose a question that fieldwork can answer

A useful fieldwork question identifies something geographical that can be observed or measured within the available location and time. It should be specific enough to guide your choices of sites and methods.

For example, ‘How do river width and depth vary between our selected upstream and downstream sites?’ can be investigated by measuring channel dimensions. It connects the measurements to river processes. ‘How does pedestrian activity vary between regenerated and nearby non-regenerated streets?’ can be investigated using comparable pedestrian counts. It connects the evidence to urban regeneration.

By contrast, ‘Are rivers important?’ is too broad to guide a small field investigation. Narrowing the question tells you what evidence you actually need.

An enquiry may use a hypothesis: a testable prediction, such as ‘The river is wider at the downstream sites’. The investigation collects evidence to assess that prediction; it should not be designed only to find results that agree with it.

Match the evidence and location to the question

Primary data are collected directly for the investigation. Your measurements, counts, observations and questionnaire responses are all primary data. Secondary data come from existing sources, such as published weather records, maps or information about a regeneration project.

Secondary information can provide context. For example, knowing when and why a regeneration project happened helps you choose useful comparison sites. However, a pedestrian count measures activity at the time of the count; it does not, by itself, establish that regeneration caused that activity or succeeded in every respect.

Choose locations that are safe, accessible and capable of providing the evidence needed. A river site with inaccessible banks may be unsuitable for width measurements. Two shopping streets can only provide a useful comparison if their differences are considered when planning the investigation.

The question should determine the data collected. Measuring river velocity is useful when investigating flow, but collecting it simply because equipment is available does not make it relevant to every river enquiry.

Observation, description and numerical measurement

Quantitative data are numerical: river depth in metres or the number of pedestrians passing a point. Qualitative data describe characteristics: a field sketch of a river bank or a person's explanation of why they visit a shopping street. The two can complement each other.

Observation should be purposeful. In a river enquiry, a photograph or field sketch can record channel features and the surroundings of a measurement site. Record the location and what the image shows, then annotate relevant features so that the observation has geographical meaning. A photograph captures a particular view and moment, not everything about the site.

A pedestrian count provides a numerical measure of footfall. Choose a fixed counting point, define which pedestrians will be counted and tally them for a set duration. Use the same duration at comparison sites. Counts made at the same time reduce the chance that differences reflect changing activity during the day rather than differences between places.

Questionnaires can explore people's experiences and opinions. Ask the same clear questions at each site so responses are comparable. A closed question offers fixed choices that can be counted; an open question allows a fuller explanation. Ask politely for consent and avoid wording that pushes respondents towards a preferred answer. Who responds matters: people present at one time may not represent all users of the area.

Measuring a river channel and its flow

River measurements show how a method must be matched to a particular variable. They should only be undertaken at locations and in conditions judged safe by the supervising teacher.

To measure width, stretch a tape across the channel between the points where the water meets the banks. Hold it taut and above the water. Using the same definition of width at every site makes the results comparable.

To measure depth, take readings at regular intervals across the width. Place a metre rule vertically from the river bed to the water surface, with its thin edge facing the flow to minimise disturbance. Record both the distance across the channel and the depth. Multiple readings capture variation across the channel; one reading in the centre cannot represent its whole shape.

To estimate surface velocity, measure a fixed distance along a safe stretch of river, release a float at the start and use a stopwatch to time its journey to the end. Calculate:

$$\text{surface velocity} = \frac{\text{distance travelled}}{\text{time taken}}$$

Distance in metres divided by time in seconds gives velocity in metres per second, $\text{m/s}$. Repeat the timing to reduce the influence of an unusual journey or a timing mistake. A float measures movement at the surface, so its result is an estimate rather than a measurement of flow throughout the channel. A flow meter provides velocity readings at selected positions in the water; repeated readings across the channel capture more of its variation.

Sample deliberately rather than conveniently

Usually there is not enough time to measure every location or ask every person. Sampling makes an enquiry manageable, but the sample must still represent the area or population relevant to the question.

• Random sampling selects by chance. For example, randomly chosen locations within a defined study area avoid deliberately selecting only easy or attractive sites. Random locations may nevertheless be difficult to access, and a small sample can miss variation.
• Systematic sampling uses regular intervals. Measuring river depth every 50 cm gives consistent coverage across the channel. It is straightforward, but features between the measurement points may be missed.
• Stratified sampling divides the population or area into relevant groups and samples each. For a regeneration questionnaire, sampling different age groups helps avoid hearing only from one group. Choices about the groups and numbers sampled must fit the enquiry.

A transect is a line along which samples are taken. It is useful when the question concerns change across an area. For example, quadrats placed at intervals along a woodland transect can be used to estimate plant cover. The quadrat defines a consistent area; the transect gives the samples an ordered position across the woodland.

There is no single sample size suitable for every enquiry. It must balance coverage of relevant variation with available time and safe access. More readings can improve coverage, but repeating a poorly chosen method does not remove its weaknesses.

Record consistently and plan for safety

Prepare a recording sheet before collecting data. Include the site, date, time, variable, unit and space for repeat readings or observations. For river depths, pair each depth with its distance across the channel. For pedestrian counts, record the counting duration. These details make the evidence understandable and comparable later.

Consistency matters: use the same equipment, measurement definitions and recording rules at comparison sites. Repeated readings help reveal variation, while careful equipment use reduces measurement error.

Identify hazards and link precautions to the possible harm. Moving water and slippery banks can cause falls or drowning, so unsafe river conditions or sites must be avoided and the teacher's access restrictions followed. During questionnaires, work in supervised groups, approach people politely and accept refusals. Safety can change with conditions, so plans must be reviewed rather than treated as a one-off formality.

From question to method

A fieldwork question must be geographical, specific and answerable using obtainable evidence. A hypothesis is a testable prediction.

Enquiry sequence: question → plan → collect → present and analyse → conclude → reflect.

Choose safe, accessible locations and data that directly address the question.

Evidence and techniques

• Primary: collected directly. Secondary: existing information.
• Quantitative: numerical. Qualitative: descriptive.
• Observations, photographs and sketches record features and context.
• Pedestrian counts measure footfall: use fixed points and comparable durations and times.
• Questionnaires collect views: use consistent, clear questions and appropriate respondents.
• River width: taut tape between water edges.
• River depth: vertical rule at regular intervals across the channel.
• Float velocity: time movement over a measured distance; repeat. This estimates surface flow.

$$\text{surface velocity (m/s)} = \frac{\text{distance (m)}}{\text{time (s)}}$$

Sampling and recording

• Random: selection by chance.
• Systematic: regular intervals.
• Stratified: samples from relevant groups.

Select enough samples to cover relevant variation within practical limits. Record locations, times, units and repeats; keep methods consistent.

Safety and course context

Link each hazard to possible harm and a suitable precaution.

OCR requires at least two fieldwork occasions beyond school grounds, in contrasting locations, including physical and human contexts.