1. Applied Fieldwork Enquiry
Coasts
Suggest a greater point size for ‘Coasts’

2. Table A: fieldwork methodologies
Fieldwork locality
Use of transects (across a feature)
Change over time (comparing primary data with secondary sources)
Qualitative surveys (analysing perception)
Geographical flows (analysing flows and patterns of movement)
Coast
Analyse slope profiles and sediment sorting up a beach profile
Analyse patterns of vegetation across a sand dune or salt marsh system
Consider changing coastal landforms (e.g. spit, beach) based on comparison of current evidence to historical evidence from maps/photos possibly making use of data collected during previous years
Investigate the value of distinctive coastal landscapes (i.e. using environmental quality assessment)
Investigate perceptions of coastal flood risk or cliff collapse
Investigating people’s reactions to a coastal management scheme
Investigating land use conflicts at the coast
Analyse changes in sediment size/shape as a result of longshore drift along a coastline

3. Table B: conceptual frameworks
Geographical theme
Place
Applying understanding of uniqueness / identity
Sphere of influence
Applying understanding
of sphere of influence /
catchment and how it impacts on places
Cycles and flows
Applying understanding of change and movement in relation to place
Mitigating risk
Applying understanding of hazard perception / risk and analysing
management strategies / future actions
Sustainability
Applying understanding of sustainable
communities
Inequality
of inequality and
associated concepts such as deprivation or equality of access to services
Coast
Comparing the characteristics of coastal features (e.g. cliff profiles, beaches) in two locations
Comparing the human uses of coastal environments in two locations
Delimiting the sphere of influence of a distinctive coastal landscape feature and assessing its
impact(s)
Investigating the characteristics and consequences of longshore drift at the coastline (movement of sediment along the coast)
Investigating evidence for an active sediment cell in a bay
Investigating how the features of a spit are changing due to wave processes
Identifying coastal erosion/flood risk and management strategies
Analysing how and why coastal management strategies vary along a stretch of coastline
Evaluating sustainable coastal or flood management strategies (or analysing the sustainability of a named management scheme)
Assess inequalities in coastal processes (e.g. wave action) along a short stretch of coastline
Assessing perception of inequalities in contrasting coastal landscapes (e.g. based on geology or land use)

4. WJEC nominated criteria
Table A: Methodologies
2018: Geographical flows
2019: Qualitative surveys
2020: Use of transects
Table B: Conceptual framework
2018: Cycles and flows
2019: Place
2020: Sphere of Influence

5. Analysis and application of wider understanding
The six stages of the enquiry process
Ask questions
Collect data
Process & present data
Analysis and application of wider understanding
Draw conclusions
Evaluate the process

6. Enquiry 1: Ask questions
What are the coastal landforms?
What coastal processes are operating?
How is the coast used by people?
How do human activities affect the coastal processes and landforms?
Is coastal management successful?
What are the characteristics of the sand dunes?

7. Enquiry 2: Collecting data
Remember that for one of your two investigations, one of your data collection methods must be that nominated by WJEC from Table A
The second investigation must be underpinned by the nominated conceptual framework (Table B)
You can use additional methods of data collection as you wish
Remember that fieldwork is an excellent way to practice geographical skills

8. Enquiry 2: Coasts methodologies
Use of transects (across a feature)
(2020 exam)
Change over time (comparing primary data with secondary sources)
Qualitative surveys (analysing perception)
(2019 exam)
Geographical flows (analysing flows and patterns of movement)
(2018 exam)
Analyse slope profiles and sediment sorting up a beach profile
(measure beach profile using tape and clinometer; measure pebbles along the profile)
Analyse patterns of vegetation across a sand dune or salt marsh system
(measure profile across sand dunes using tape and clinometer; observe and record dominant vegetation types using a quadrat and identification chart)
Consider changing coastal landforms (e.g. spit, beach) based on comparison of current evidence to historical evidence from maps/photos possibly making use of data collected during previous years
(measure present day coastal landforms and compare with historic data, maps/photos; use of GIS)
Investigate the value of distinctive coastal landscapes (i.e. using environmental quality assessment)
Investigate perceptions of coastal flood risk or cliff collapse
Investigate people’s reactions to a coastal management scheme
Investigate land use conflicts at the coast
(use of qualitative measures such as EIAs and questionnaires)
Analyse changes in sediment size/shape as a result of longshore drift along a coastline
(measure sediment size using callipers and sediment size using Power’s Scale of Roundness)

9. Enquiry 2: Borth
Consider what methodologies could be used here to collect data

10. Enquiry 2: Ynyslas
Consider what methodologies could be used here to collect data

11. Enquiry 2: Collecting data
Design appropriate fieldwork data collecting sheets
Select appropriate locations (safety – risk assessment, ease of access, geographically sound)
Select appropriate sampling techniques (random, systematic, stratified)
Ensure accuracy and reliability
Second point, looks a bit odd to have the comma at the end of the line . . Can we get the word ‘ease’ onto this line?
Remember that students will need to justify methodologies

12. Enquiry 3: Processing and presenting
Processing data
This involves making calculations from the data sheet and could involve:
Calculating central tendency (mean, mode, median), e.g. pebble sizes on a beach
Calculating proportions, e.g. percentages of pebble angularities or types of sand dune vegetation
Calculating areas, e.g. cross sectional area of a beach or exposed side of a groyne

13. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Profiles and transects, e.g. beach, sand dunes
Lose the title above the diagram ‘Succession on some coastal sand dunes’ and replace with ‘Sand dune profile’
I am slightly concerned about the faint text on the diagrams – heads and axes – slide 16 has been re-done by you I think and it’s very much better. This should be replicated on all the others if possible.

14. Annotated photo showing the effects of longshore drift at Borth
Pebbles rounded by attrition and abrasion
Direction of longshore drift
Sediment piles up on updrift side of groyne
Wooden groyne buried in places by sand and pebbles
Sediment eroded from downdrift side of groyne
Please use a wide red arrow for ‘Direction of longshore drift’ as this is different from the other labels which identify specific features

15. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Histograms, e.g. pebble size categories along a beach
In key should be Sub-rounded (capital S) and Very angular (lower case a) to be consistent
(Key same as on slide 17)

16. Enquiry 3: Processing and presenting
Kite diagram showing changes in vegetation along a sand dune profile
Good and much clearer

17. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Pie charts
Dispersion graphs
You could interpret a dispersion graph by marking the median, quartiles and range

18. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Using GIS to plot mean sediment size at location along a stretch of coast
The key – hard to read the text. Can it be improved?

19. Enquiry 4: Analysis and wider understanding
Identify, analyse and interpret trends and patterns
Apply knowledge and understanding of geographical concepts and processes to specific evidence collected
Trends – changes over time, distance, etc
Patterns – regular repeating distributions, e.g. linear, radial, circular

20. Enquiry 4: Describing data
When describing trends and patterns consider using the acronym ‘GCSE’: GC – general comment, describing the ‘big picture’, the overall trends and patterns S – refer to specific information/data on the graphs, maps and diagrams to support your comments E – identify and comment on any exceptions (anomalies) to the overall trend/pattern

21. Enquiry 4: Analysing data
The histogram shows that pebbles are becoming less angular (more rounded) with distance along the beach from Site 1 to Site 6.
At Site 1, 65% of pebbles were either very angular or angular. This had fallen to 23% at Site 2 and to 0% at Sites 5 and 6.
In contrast, the proportion of rounded and very rounded pebbles increased along the beach from 0% at Site 1, 34% at Site 3 and 88% at Site 5
There is a smaller range of pebble angularities with distance along the beach. At Site 1 there are 4 categories of angularity, at Sites 2-4 there are 5 categories and at Site 6 there are just three angularity groups.
The overall trend of decreasing angularity is consistent with the direction of longshore drift. As pebbles are transported. along the coast, the processes of attrition and abrasion smooth the pebbles. Cliff erosion accounts for most of the angular pebbles at Site 1.
Key on diagram – ‘Very angular’, ‘Sub-rounded’

22. Enquiry 5: Drawing conclusions
This involves synthesising (pulling together) findings to reach evidenced conclusions that relate to the initial aim of the enquiry. Here’s an example:
‘In conclusion, my results clearly show that longshore drift is operating along the coast from south to north. This is supported by the increase in beach size (cross-sectional area)
and the trapping of sediment on the southern side of wooden groynes (average 45cm fall on the northern side). These results can be explained by longshore drift operating from south to north. There is also a decrease in pebble size (Site 1 average of 28cm; Site 6 average of 8cm) and angularity (Site 1 65% of pebbles were angular or very angular; Site 6 88% were either rounded or very rounded). As pebbles are transported by longshore drift, they are eroded by attrition and abrasion.’

23. Enquiry 5: Drawing conclusions
Expected trends and models are not always reflected in the real world, for example:
Longshore drift does not always occur in the same direction along a beach due to changes in wind direction
Storms can significantly change beach landforms in a very short period of time
Human factors such as coastal management, beach profiling and offshore dredging can affect coastal processes and landforms
Sand dune systems can be affected by human activities such as tourism, water drainage and farming practises

24. Enquiry 5: Drawing conclusions
The position of the tide on the beach can affect data collection and could lead to unreliable results
Access may be limited to parts of the beach or sand dunes
Weather conditions (e.g. storms) can affect waves, coastal processes and coastal landforms
Human activity, such as management, tourism and coastal defences can affect coastal processes and landforms
Two left arrow heads need to touch the box as the other two do

25. Enquiry 6: Evaluating the process
Identify the limitations of geographical evidence - accuracy, reliability and bias
Reflect critically on the strengths and limitations of both primary and secondary data, methods used, conclusions drawn and knowledge gained
Appreciate that stakeholders may have vested interests introducing bias.

26. Enquiry 6: Evaluating the process
How might your results be different on another day or at a different time of year (position of tides, etc)?
How might an increase in the sample size or the number of sites have improved reliability?
With practice, might data collection techniques have been more accurate?
Was the sampling strategy appropriate?
Could inaccurate diagram construction have affected your conclusions?