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The Geographical Enquiry Process
Learning outcomeYou should be able to demonstrate understanding of the process of geographical enquiry.
Geography is all about what is happening in the real world around us. We can study all about the world in our classrooms. We can visit the places we’re studying virtually through Google Earth. But nothing is quite like being out in the field seeing geographical processes in action around us. That’s why fieldwork is a vital part of the study of Geography.
However, fieldwork is more than simply visiting the world around us. Fieldwork gives us a chance to observe that world in a highly structured way and it gives us a detailed framework to follow to help us do that called the geographical enquiry process.
Exam TipYou should know all the different stages of the geographical enquiry process in order and be able to fill in lists that have some stages missing.
The geographical enquiry process breaks down our whole fieldwork investigation into a number of distinct stages. They are:
Stage Detail
1. Planning ● Plan your fieldwork investigation, including:
- Identifying the issue or questions for investigation;
- Developing one aim to explore;
- Developing at least two hypotheses to test.
● Consider the risks you might face as you carry out your
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fieldwork investigation and how you could minimise those risks.
● Understand the difference between primary and secondary sources.
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2. Fieldwork techniques and methods
● Choose data collection methods and equipment you will need to collect data that is accurate and reliable.
● Use these methods and equipment to collect accurate data and record your results using data collection sheets.
● In addition to primary data, use at least one secondary data source.
3. Processing and presenting data
● Select and use ways of processing and presenting your data that are appropriate, including:
- Tables- Graphs- Maps - Visual methods
● Present your data using ICT and hand drawn techniques.
● Explain why the methods you have chosen are the best and most appropriate.
4. Analysing and interpreting data
● Describe and explain the patterns, relationships and anomalies evident in your data set, based on relevant theory and/or case studies.
● Make links between data sets.
5. Drawing conclusions ● Draw overall conclusions based on the fieldwork investigation you have just undertaken.
6. Evaluating the fieldwork Assess the strengths and limitations of your fieldwork investigation, including:
● Describing the data collection methods you used and any problems that arose with your methods.
● Identify limitations of the data you collected.
● Suggest other data that might help your investigation.
● Evaluate the reliability of your conclusions.
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● Suggest ways of extending the scope of your investigation should you do a similar study again in the future.
The exam paper will then go through various stages of this enquiry process, asking you questions about your fieldwork and the data you have collected. You will take a fieldwork statement and table of your data into the exam for you to use.
Exam tipYou will have the fieldwork statement and table of your data in the exam with you, so you do not need to learn either the fieldwork statement or the table of data. However, you should make yourself very familiar with it so that you can use it effectively and accurately in the exam.
The rest of the sections in these notes will go through each stage of the enquiry process one by one. The notes will:
● give you space to include your own fieldwork in preparation for the Unit 3 exam;
● show you examples from a particular fieldwork investigation; and● include some sample questions showing you the kinds of things you
might be asked to do in the exam.
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Stage 1: PlanningLearning Outcomes
You should be able to:● plan your investigation by:
– identifying questions or issues for investigation;– developing one aim; and– developing a minimum of two appropriate hypotheses;
● demonstrate understanding of the potential risks involved in fieldwork and how to reduce these risks;
● demonstrate understanding of the difference between primary and secondary sources.
A. Planning
i. Identifying the questions or issues for investigationSo, what are you going to study? You must select your topic from what is on the CCEA Specification for Unit 1 and Unit 2. You can do this in groups or as a class, so it is likely that your teacher will select the topic for you.
Once you know what your topic is, there will be many aspects of it you could explore. Based on your knowledge and notes on the selected topic, take some time to list some of the things you could measure and explore in your fieldwork.
Your fieldwork
Example fieldwork
Topic: River environments
Possible questions or issues:● River processes (e.g. erosion and transportation).● River features (e.g. width, depth, cross sectional area).● River flooding - the impacts of flooding on people and the
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environment.● Human management e.g. how and why management strategies
have been introduced.
ii. Developing your aimNow that you have identified the topic of your investigation and many of the aspects you could study, the next stage is to figure out what you will actually study. This is where you draw up an aim. This gives a specific focus to your investigation. All the way through the rest of your enquiry, you will be trying to complete this aim. Importantly, at the end in your conclusion, you will consider what you have found out in relation to your aim.
When drawing up your aim, think about the following:● Start with a verb e.g. to investigate;● Include an aspect of the topic you want to explore; and● Include a reference to the location where you will be conducting
your fieldwork.
Your fieldwork
Example fieldwork
Aim: to investigate how river features change along a stretch of the Colin River, Belfast.
iii. Developing your hypothesesOnce you have narrowed down your investigation by drawing up your aim, next you should write at least two hypotheses. An hypothesis is a statement of what the geographical theory suggests should happen. In your fieldwork, you will be collecting data that will allow you to assess whether or not what you are expecting actually happens in the real world. As you examine your hypotheses, they will help you fulfil your overall aim.
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Exam TipMake sure you can connect your hypothesis back to your aim. If the question asks you to do this, make sure you show how your hypothesis helps fulfil your aim, and state your aim in your answer.
Your fieldwork
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2.
Example fieldwork
1. River width and depth increase with increasing distance from the source.
2. River velocity increases with increasing distance from the source.
iv. Choosing a location for your fieldworkYou need to decide where you will go to conduct your fieldwork. Again, it is likely that your teacher will decide this for your class. However, you need to be able to explain why the location chosen is suitable. You can consider various factors such as:
● Accessibility - can you get access to the place you need to in order to collect your data?
● Safety - are the hazards manageable e.g. is the river not too deep, are you not close to steep cliffs, are you far enough away from main roads?
● Geographical factors - will you be able to collect geographical data here that is relevant to your aim e.g. do coastal processes such as longshore drift occur here?
Your fieldwork
What makes your location suitable for your fieldwork investigation?
Example fieldwork
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What makes the Colin River suitable for fieldwork investigation?
● It is an accessible section of river. Near the source, it is managed by the National Trust, and we can access the river through their land. Further downstream, the river runs through the Colin Glen, a public park that is open to the public.
● The river is relatively safe overall. There are some steep banks, but there are many places where the river is quite easy to reach. It is a spate river (meaning that the discharge can rise quickly following a storm) so we will need to be looking at the forecast before we visit to make sure the river will not be too deep.
● Natural river processes are in operation here and so we will be able to test our hypotheses and fulfil our aim. The changes in the river’s geology as we move downstream (including basalt, mudstone and limestone) will show us how those kind of variables affect processes.
● There are examples of human management here (e.g. gabions placed by the Colin Glen Trust to protect the paths) which can show us how effective these strategies are and how they affect natural processes.
B. Risk assessmentAny fieldwork involves the possibility of risks. Your planning should try to identify those risks and consider how you could minimise them.
Complete this table under the guidance of your teacher.
Potential risks involved in the fieldwork
How to reduce the risks
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Example fieldwork
River or Coastal Based Investigation Examples
Potential risks involved in the fieldwork
How to reduce the risks
Minor cuts/injury Bring a first aid kit and take care when moving over uneven terrain.
Hypothermia Check the weather forecast before departure and wear suitable clothing.Ensure adequate warm and waterproof clothing is available and wear wellington boots.Bring spare clothing.
Sun burn/exposure Cover exposed skin and have sun cream available.
Drowning Check river depth and consider wearing a buoyancy aid.
Slips/Trip and Falls Wear sturdy footwear and a helmet for rocky channel sampling sites.
Fast/high flow in the River Check the weather forecast in advance to ensure that there is not too much rain before the fieldtrip.Assess the river’s depth before entering the channel.
Hygiene risk due to pollutants in the river such as Weill’s disease (especially in a River such as the Colin Glen as storm drains flow into the river)
Bring hand sanitiser and use it before eating lunch and to cleanse hands after being in the water.
Steep slopes down into the river in places
Ensure to follow the teacher’s directions about where and how to enter the river.
Farm animals Check access arrangements with the landowner to avoid risk of attack from farm animals.
Tidal Changes Have knowledge of tidal areas and times to make sure you will not be cut off by incoming tide.
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Urban Investigation Examples
Potential risks involved in the fieldwork
How to reduce the risks
Traffic Use designated crossing points if possible and follow the green cross code.Be mindful of footpath obstructions before departure.
Conflict with residents Be courteous and respectful.Avoid working alone in an unknown residential area.Carry a mobile phone and have an agreed meeting point.
Stranger danger Work in a designated group and adhere to the agreed sampling area.Avoid known hot spots.
Domestic animals Avoid touching domestic animals in case of injury or attack.
Lost Work in small groups with an agreed meeting point.Ensure someone in your group has local knowledge.
Hypothermia Check the weather forecast before departure and wear suitable clothing.Ensure adequate warm and waterproof clothing if necessary.
Sunburn/exposure Cover exposed skin and have sun cream available.
Personal medical issues Carry personal medicines and know the medical needs of members of your group if working in isolation.
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C. Primary and Secondary SourcesYou need to know the difference between primary data and secondary sources as shown in the table below.
Definition Information
Primary sources: this is data you collect directly yourself
● It is up to date.● It is tailored exactly to what you need to
assess your hypothesis and fulfil your aim.● You can be confident of its accuracy.● It is time consuming to collect.
Secondary sources refers to data or information collected by someone else or by another organisation
● It is already collected and so saves time in data collection.
● It is often much more extensive than the primary data you will have time to collect.
● It may be more outdated.● It may not be in the correct format for you
to use to test your hypothesis.● Secondary sources include maps and text
books.
What primary and secondary sources of data do you need for your fieldwork and why?
Examples Purpose
Primary Source
Secondary Source
Example fieldwork
Example Purpose
Primary source
Colin River - data collected from river (e.g. width, depth, velocity etc.)
● The data we collect in the field will allow us to test our hypotheses.
● It will also allow us to fulfil the aim of our study
Secondary Google Earth (GIS) ● To familiarise myself with
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source the area of the fieldwork before going out on field trip.
● To choose suitable sites for data collection based on accessibility.
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D. Sample assessment materials
1. State two specific fieldwork risks that you identified during the planning for your fieldwork investigation. [2]
2. (i) Outline one specific risk that you identified during the planning for your fieldwork investigation. [2]
(ii)Describe the steps you took to reduce this risk. [3]
3. During planning for your fieldwork you set out hypotheses. Choose one of your hypotheses and explain how it helped meet the aim of your fieldwork study. [4]
4. (i) Name one specific secondary source you used in your fieldwork investigation. [1]
(ii) Describe how you used this secondary source as part of your fieldworkinvestigation. [3]
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Stage 2: Fieldwork techniques andmethods
Learning outcomesYou should be able to:
● select data collection methods and equipment that make sure you collect accurate and reliable data;
● record measurements and observations using recording sheets during your field trip.
● use at least one secondary source (see Stage 1. Planning, where we covered Google Earth for the Example Fieldwork).
A. Selecting data collection methodsLook back again at your hypotheses. These will show you what data you have to collect. The next stage you will need to complete is to figure out what fieldwork equipment you will need to collect your data and how to use it accurately.
Your fieldworkHypothesis Equipment How to use it
Exam TipInclude as much detail and as many steps as possible when completing this. Make sure no step or instruction is left out!
Example fieldwork
Hypothesis Equipment
How to use it
1 (a) River width increases
Tape measure
● Find the edge of the river channel by locating where the vegetation next to the channel starts on each
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with increasing distance from the source
bank.● Unwind the tape measure,
measuring the distance from one bank to the other.
● Make sure to pull the tape measure tight to remove any sag in the tape measure - this helps to ensure the data you collect is accurate.
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1 (b) River depth increases with increasing distance from the source
Tape measureRuler
● Keep the tape measure in place and tight from when you measured width.
● At regular intervals along the tape measure (e.g. every 50 cm) use the ruler to measure the depth.
● Put the ruler into the river until you reach the river bed. Place your thumb on the ruler at the surface of the water and bring the ruler up to your eye level to read the value.
● You do a series of these measurements and take the average. That way you smooth out anomalous readings (such as if your ruler hits a large boulder on the river bed).
2. River velocity increases with increasing distance from the source.
Float (e.g. small orange)Tape measureStopwatch
● Measure out a 10m distance along the river channel using the tape measure.
● Place the float in the river and use the stopwatch to time how long it takes to travel 10m downstream.
● Repeat this 5 times and take an average.
● Calculate velocity in m/s by dividing the average time by distance.
B. Recording measurements during your field tripYou will need to record the data as you take the various measurements in the field. Therefore you will need to devise suitable data collection sheets. It is likely that you will be collecting data as a group, for this reason it is very important that everyone is recording the data in the same way. This means that you will need to agree on the format and style of each data collection sheet. You should design the data collection sheet so that you can record each piece of data as quickly as possible.
C. Sample Assessment Materials1. Choose one variable from your table of data. Describe the method
used to collect thedata. [3]
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2. (i) Name one piece of equipment used to collect data in your fieldwork. [1](ii) Describe how you used this piece of equipment to collect fieldwork data. [3]
Exam TipExam questions may well ask you to evaluate the methods of data collection. We will cover this in the last section, but make sure you are able to evaluate in detail the strengths and weaknesses of your methods.
Stage 3. Processing and presenting data
Learning outcomesYou should be able to:
● Select and use ways of processing and presenting your data that are appropriate, including:- Tables;- Graphs;- Maps; and - Visual methods.
● Present your data using ICT and hand drawn techniques.● Explain why the methods you have chosen are the best and most
appropriate.
Once you have collected accurate data during your field trip, the next stage of the geographical process of enquiry is to present that data in order to make the job of analysing and interpreting it easier.
A. Selecting appropriate presentation techniques and explaining why they are appropriateYour teacher will help guide you as you select the techniques most appropriate for the data you have collected. Under their guidance, complete the table below.
Your fieldwork
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Data Technique Why it is appropriate?
Example fieldwork
Data Technique
Why it is appropriate?
e.g.
River width
Line graph
● You have two variables (width and distance from the source) so an appropriate way to present this data graphically is to use a line graph. You will need to understand the difference between the dependent and independent variable. You will also need to know on which axis to plot the variables correctly.
● The line graph will help to identify visually the overall relationship between river width and distance downstream, as well as allowing you to pick out any anomalies in your data more clearly.
B. Present your dataNow you’ve chosen your technique(s), it’s time to use it (them). Again, your teacher will guide you on how to use them, but here are a few general tips to be careful with in the exam.
Exam TipsMarks for graphs are allocated for the following:
● Title (up to [2] marks for a title referring to both variables on your graph).
● Appropriate technique ([1] mark).● Accurate and precise plotting of data (up to [3] marks):
- [1] mark for accurate and precise plotting of up to half the values;
- [2] marks for accurate and precise plotting of the majority (i.e. more than half) the values; and
- [3] marks for accurate and precise plotting of all the values.● Use of appropriate conventions (up to [2] marks). Conventions
include:- Both axes labelled, units given, key given (if needed), the
graph is well scaled on the graph paper provided.
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You should produce a graph using ICT. However, in the exam, you will be asked to hand draw it on graph paper, so you should practise this a lot before the exam to make sure you can do it quickly and accurately.
Example fieldwork
Look at how this graph ticks all the success criteria in the yellow box above.
C. Sample Assessment Materials1. Choose a different hypothesis from the one you wrote about in
Question 2. Use the graph paper below to present data for this hypothesis. The data for your graph must be taken from your table of data. [8]
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Title:
_____________________________________________________________________
Exam TipsPractise hand drawing graphs for your hypotheses on graph paper. Don’t forget the checklist in the yellow exam tip box to make sure you include all the elements needed to get full marks!
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Stage 4: Analysing and interpreting data
A. Describe the patterns, relationships and anomalies in your data
Data analysis means describing the patterns, relationships and anomalies that you can see in your data.
To describe the graph is to state what it shows, especially:● The overall pattern shown on the graph
- When drawing your graph using ICT, add on a best-fit line. This will show you the overall pattern of your data. Is there a positive or negative correlation? How strong does the relationship seem? Is the pattern showing what the theory would suggest?
● Any anomalies that stand out from this pattern (i.e. values that stand out noticeably from the general pattern)?
To help you describe the graph, include the following elements:
Exam Tips● State the overall pattern.● State the nature of the relationship.● Include figures (e.g. start and end value).● Identify any anomalies, again quoting figures.● Refer back to your hypothesis i.e. “the graph supports (or does
not support) the chosen hypothesis (and state the hypothesis).
Your fieldwork
Example fieldwork
The overall pattern shown on the graph is that width does increase as you move downstream. At the first survey point, 0.8 km from the source, the width is 0.6 m. By the time we got to survey point 5 (5.6 km from the source), the width is 7.4 m, an increase of 6.8 m from survey point 1. Most of the other points lie on this same pattern, apart from
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the anomaly at survey point 3. Here, 4.7 km from the source, the width rises to 7.8 m before falling to 6.8 m at survey point 4. Overall, therefore, the graph does support the hypothesis and width does increase as you move downstream.
B. Explaining the patterns, relationships and anomalies based on relevant theory/case studies
You have now identified the patterns, relationships and anomalies in your data (what). Your next job as a Geographer is to interpret them (explain). For this, you need to refer to the theory or model relating to the topic you are investigating. Look back at your notes and/or textbook to remind you what the theory tells you about the features you are studying. Use this to explain your patterns, relationships and any anomalies.
Exam TipWhen explaining your patterns and relationships, make full and detailed reference to the theory. Don’t forget to make good use of all appropriate geography terms in your answer too.
Your fieldwork
Example fieldwork
The reason why width increases as you move downstream is first due to the fact that discharge increases downstream. As more tributaries join the main channel and as throughflow and overland flow enters the river, its discharge rises. As a result, the river has more energy the further downstream you move. This energy is then used for erosion through processes such as hydraulic action (the physical force of the water eroding the river banks) and abrasion (when the river uses its load to erode the river banks). This erosion takes place laterally, eroding back the river banks causing the width to increase gradually as you move downstream.
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The anomaly at point 3 (Weir Bridge) could be explained as follows. Here, the river flows off the edge of a weir, creating a man-made waterfall. This gives it more energy as it falls onto the ground below. Also, the geology here becomes mudstone, a very soft and easily eroded stone. As a result of these two factors, the river’s banks are more easily eroded here, resulting in the anomaly.
Exam TipMake sure you don’t get confused between the analyse (describe) and interpret (explain) questions. In the pressure of the exam, it’s all too easy to misread a question. Remember, describe = what, explain = why.
C. Sample assessment materials1. Describe what your graph shows about your chosen hypothesis. [4]
2. Explain what your graph shows using your knowledge of geographical theory. [6]
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Stage 5: ConclusionsLearning outcomes
You should be able to:● draw evidenced conclusions based on the enquiry process you
have just undertaken.
The purpose of your conclusions is to draw together the various strands of your investigation in summary form, outlining your descriptions and explanations, and deciding whether you accept or reject each of your hypotheses. The specification refers to 'evidenced conclusions'. This means that you should use carefully chosen data from your investigation to support the conclusions you are stating. You should then refer back to the overall aim of the investigation. What can you now conclude in relation to the overall aim of the investigation?
Your fieldwork
Hypotheses Summary of findings Accept or reject your hypothesis
Example fieldwork
Hypothesis Summary of findings Accept or reject your hypothesis
River width and depth increase with increasing distance from the source.
River width and depth both increase overall as you move downstream. At survey point 1, the width is 0.6 m and the average depth is 7.6 cm. By survey point 5, the width has increased to 7.4 m and the average depth to 10.3 cm. Although there are anomalies in both river width and depth (survey point 3 for both width and depth), still there is a clear pattern with both variables increasing downstream.
This means that we can accept our hypothesis: river width and depth increase as you move downstream.
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Sample assessment materials1. With reference to your graph, state fully the conclusion you can
draw in relation to your hypothesis. [6]
Stage 6: Evaluating the fieldwork
Learning outcomesYou should be able to assess the strengths and limitations of your enquiry process, including:
● Describing the data collection methods you used and any problems that existed with your methods.
● Identify limitations of the data you collected.● Evaluate the reliability of your conclusions.● Suggest other data that might help your enquiry.● Suggest ways of extending the scope of your investigation should
you do a similar study again in the future.
During your evaluation, you are going to weigh up the benefits and limitations of the methods you used, the data you collected, the conclusions you reached and you are going to suggest how you could extend your investigation should you do something similar in the future again.
A. Describing the data collection methods used and problems with the methods
Exam TipA good evaluation will include both positives and negatives and will finish with a short overall assessment (or conclusion).
Your fieldwork
Method
Positives Negatives Overall
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Example fieldwork
Method
Positives Negatives Overall
River depth
The use of a number of depth measurements averaged out across the full width of the river helps to smooth out the effect of any anomalies (such as a large boulder on the river bed)
However, despite this fact, we still sampled depth rather than recording the depth all the way across the channel. Although this reduces in the impact of anomalies, it does not rule them out entirely, and so our data may have been distorted by a number of large boulders.
Overall, this is a largely reliable technique and it was achievable in the time we had for data collection.
B. Identify the limitations of the data you collected and suggest other data that might be useful
The limitations of the data collection materials will have an impact on the data you collected. For example, the river width data would have been more accurate if measurements had been taken more frequently, that is every 25cms rather than every 50cms.
You should also consider other data that might have been useful. For example, would it have been useful to also measure another river related variable such as river gradient?
C. Evaluate the reliability of your conclusionThe key point to grasp here is this: more accurate data collection techniques produce results that give you more reliable conclusions.
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Think about your hypotheses. In what order would you place them in terms of reliability of data collection techniques? This is the same order of reliability for your conclusions.
Your fieldwork
Hypothesis Reliability of methods
Reliability of conclusions you have drawn
Example fieldwork
Hypothesis Reliability of methods Reliability of conclusions you have drawn
River width
The river width data collection technique was very reliable overall as it was easy to identify where the vegetation began and we were able to hold out the tape measure very tightly to ensure accurate data was collected.
In light of this, I am confident that the conclusion we have drawn is accurate.
River velocity
The river velocity data collection technique was quite reliable overall. We were careful to measure out the distance and time the float as accurately as possible, but sometimes the float got stuck in turbulence or stones in the river and we had to free it by hand. This meant that the time we recorded was not completely accurate.
In light of this, we are quite confident of our conclusion, but not quite as much as for river width.
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Exam TipA good evaluation of your conclusions could weigh up how confident you feel about each one in comparison to the others.
D. Suggest ways of extending the scope of your study
If you were conducting your fieldwork again, but say at a higher level such as A Level, how could you extend the scope of your investigation?
Your fieldwork
Example fieldwork
Although we covered 5 km of the length of the Colin River, this was only a relatively small part of the river itself. If we were extending the study, we could travel further down the river, or travel up to its source on Divis Mountain. This would allow us to see how it varies over a greater amount of its length, giving us a fuller picture of how our chosen variables change downstream.
In addition, we could compare the Colin River with another river. The Colin River has had various methods of human management used to protect buildings and infrastructure along the river. These actions modify natural processes. So we could compare the Colin River with another river such as the Annalong River in the Mournes. This river is much more natural with very little human interference and would give us an interesting comparison to the Colin River.
F. Sample Assessment Materials1. Choose one variable from your table of data, describe and evaluate
the method used to collect this data. [6]
2. Choose one variable from our table of data. Describe and explain limitations of the data collected. [6]
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3. Choose one hypothesis used in your fieldwork investigation. Evaluate the reliability of the conclusion you have drawn with reference to your data collections methods. [6]
4. Suggest two ways you could extend the scope of your study if you were to do this investigation again [6]
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Unit 3 Fieldwork: Glossary of TermsAim The overall goal you want to achieve.Analysis A written, detailed description of a graph, map or
table to establish trends and anomalies in the data gathered. Figures need to be quoted such as the highest and lowest values and any unexpected values (anomalies). Simple calculations may be carried out such as the difference between the highest and lowest values.
Anomaly A result which is unexpected.Conclusion The findings of a study summarised.Data collection The process of gathering primary information from
the field; e.g. river width readings.Data presentation
How data is displayed to readers: usually in graphs, annotated photographs, annotated field sketches or tables. Geographical data collected should be presented as tables, annotated photographs, maps or graphs.
Data collection sheet
A sheet created to record the results of measurements or observations in the field.
Hypothesis A statement that can be tested using research; e.g. the river cross section will increase downstream. Note the plural of hypothesis is hypotheses.
Interpretation Making sense of the data; explanations for trend identified in the analysis, these may be related to theory and local geographical causes.
Primary data Data collected by students personally during fieldwork as a result of measurements or observations.
Primary source Elements in the environment which can be measured using observation and equipment, such as cloud cover or pedestrian number.
Pattern This refers to how the data changes, e.g. the river load size decreased from Site 1 to Site 5.
Qualitative data
This is a non-numerical value, opinion or description, e.g. the quality of the environment is poor.
Quantitative data
This is data collected as a number, e.g. the length of the pebble was 10.3 cms.
Questionnaire A list of questions used by a researcher to obtain primary data relevant to the study.
Relationship This refers to how two variable relate to each other, e.g. the river velocity increases with increasing distance from the source.
Risk A hazard, risk or danger that may be involved in fieldwork and could cause someone harm, for example traffic or a fast flowing river.
Secondary data
This is data other people have collected; secondary data may include published material such as reports
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from public bodies; it can also be unpublished for example data collected by other students and used for comparison purposes.
Secondary source
Source of data collected by others rather than the student, e.g. a map, Met Office data.
Variable A feature that is measured or observed as part of the study, e.g. river depth, river width, number of pedestrians passing a given point in a town.
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