AS Geography Unit 2 Student Guide

1. 6GEO2 Unit 2 Geographical Investigations –
Student Guide

2. CONTENTS
1. Overview
2. Assessment overview + timings
3. Fieldwork audit
4. Handling data stimulus
5. Fieldwork ‘virtuous circle’
6. Fieldwork rigour + mistakes
7. Moving up the mark scheme
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3. 1. Overview
• Unit 2 has four components, but you
are only required to study two of UNIT 2: The Paired
these. Options –you only
study one in each
• In the 75 minute exam you answer pair!
one question based on your two
chosen topic areas. This means there The ‘Physical’ Pair
is no choice. 1. Extreme
• This exam is designed to test both Weather
knowledge and understanding of 2. Crowded Coasts
geographical concepts as well as
geographical skills. The ‘Human’ Pair
• Fieldwork, research and the enquiry 1. Unequal Spaces
process lie at the heart of this exam.
2. Rebranding
• The most important ways of ensuring
the highest possible grades in this
module is (i) being able to focus on
the question set, (ii) to be able to use
resources effectively, and (iii) to get
your fieldwork in a form that works for
the exam.

4. UNIT 2 – Assessment overview and structure
• Normally the first part of
each question starts with
a data stimulus element.
• The fieldwork and
research elements are
related directly to work
you have carried out
during a field trip AND
may involve questions
about how you
processed, interpreted
etc what you found. •The data stimulus in unlikely
• The remaining question to be the 15 mark question
is more management and •Data stimulus with an analysis
issues based. Here case element is possible
study knowledge will be
required.

5. Time Management
Section a Section b
(Resource: 10 (Fieldwork +
marks) ~ 8-10 Research: 15
• Sticking to the suggested timings on mins marks) ~17-18
the exam paper is crucial to success. mins
• The paper has 75 minutes in total, so
you need to spend about 35 minutes Managing time on
on each question. These leave a few each question:
minutes for final checking
• The 15 mark fieldwork and research Section c (Case LEAVE A COUPLE
questions need the most time as they study: 10 OF MINUTES FOR
carry the highest tariff and are time marks) ~ 8-10 A FINAL READ-
for thinking as you will have to mins THROUGH AND
organise thoughts for a specific CHECK
question focus.
 Practice parts of questions under timed
• The data response and case study conditions.
style questions should be quicker to
 There is no need to fill up all the space on
do and therefore need less time. the exam paper
• Think about quality not quantity.  Writing a short glossary as you go will be
invaluable for final revision

6. A special note on the ‘Fieldwork and Research’
questions (15 marks)
EXAMS SKILLS SET
• ‘Realism’ and locational detail • Accurate reference to
are likely to score highly. examples and real places
visited is a way of giving
• Questions might be based on: realism
planning & methods, or • Fieldwork and research
presentation & results, or balance in all areas
conclusions & evaluation • Direct use of own work
• Credit given for reference to: • Awareness of limitations
– GIS • Use of methods
terminology
– new technology + virtual , presentation, analysis
fieldwork etc.
– named web references
– qualitative and ‘unusual’
methods / sources.

7. Fieldwork Audit – look at the range of areas of the specification that
questions can be drawn from. This ‘audit’ covers the main areas to consider.

8. Handling Data Stimulus questions
• Expect relatively simple EXAMS SKILLS SET
resources - wide range •Careful observation of the resource
possible including: •Understand ‘describe’ vs ‘comment
on’
• Maps / charts •Standing back: looking for
• Graphs patterns, trends and anomalies
• Simple tables of data •Direct use of resource in answer
•Full coverage
• Photographs / images •Use of terminology
• Cartoons
The part (a) questions are essentially about responding to the resources
which have been provided. Rehearsing how to respond to photographs, data
and maps is really important prior to taking the exam (e.g. by using these
resources as starters at the beginning of lessons), allowing you to deal with
patterns, trends and anomalies. It is also very important that you establish
whether the task is one of description or explanation. It is certainly not a
place to deliver detailed or wide-ranging case studies.

9. ‘Handling’ the photo
Typically questions which use an
image may start with:
1. ‘describe.....’,
2. ‘describe how’,
3. or ‘comment on’
Your answer needs to take account
of these different command words
as the response requires a
different balance in terms of using
the resource and your own
knowledge and understanding.
It is important to create points
of reference, e.g. foreground
background, upper left quadrant
etc. Do a sketch in your
response to illustrate this.

10. A tightly focused response
Try to go for a
balanced range of
ideas. Keep the
writing ‘free of
fluff’

11. ‘Virtuous circle’ – this is the idea that the fieldwork and research process
needs to be ‘closed’. This means fully written-up in a way suitable for the exam
once the field day has been completed. This should be a shared group activity to
cover the work more quickly.

12. What are the options for follow-up?
ACTIVITY 1 – METHODOLOGY WRITE-UP. Give a focus on the techniques and
approaches used, how the sites were selected, justification etc. Remember to
A range of include both fieldwork and research ideas.
fieldwork
ACTIVITY 2 – PRESENTATION and ANALYSIS. Give a focus on the range of
follow-up
techniques used to present the data and say why you used them. Also include a
options may
description of how and why data was analysed (including qualitative, e.g.
be
Annotation of photographs etc).
appropriate
in order to ACTIVITY 3 – RESULTS, CONCLUSIONS and EVALUATION. Give a focus on what
better you found, including some locational detail. You should also give details of
prepare for selected results, and provide an evaluative framework, e.g. limitations,
the exam. reliability of results etc.
The most Peer review of other modeled exam responses. Use highlighting, annotation etc
important to learn from other peoples work. This could be linked to a mark scheme,
activities are
in the light A fieldwork glossary...very useful to help with technical language in the exam.
green boxes This could be linked to a techniques matrix (see next slide).
A GIS / Google Earth map showing the locations visited as place marks.
Mock exam questions completed under timed conditions , linked to each of the
three activities above.
A PowerPoint presentation , to focus on giving a ‘virtual tour’ of the locations /
and or findings.

13. Extract from a techniques matrix
Adapted from Unit 2
Guide – Philip Allan
Updates
This can be a useful way of
reviewing and revising the topic
of study. Sharpens terminology
Customise and adapt this and fieldwork range.
generic list to hit your
fieldwork and research

14. Fieldwork rigour
• It is important to remember Unit 2 is trying to
assess skills, as well as application of
knowledge and understanding.
• Correct use of language, as well as reference
to sampling may be appropriate (sample type
and sample size).
• Discuss how sites were chosen; consider the
suitability of different presentation and
analytical tools (means and medians etc).
• Make sure that any conclusions drawn relate to
the original aims of what you were trying to Geography
Review, GeoFile and
study. GeoFactsheets may all
be relevant

15. Research in the exam –
important to mention
• There are lots of that you can
use…but get to together a hot
picks list (quote URL /
organisation in exam)
• List of local sources, e.g.
Newspaper, Local
Authority, Wildlife Trusts, blogs /
forums etc.
• Other publications

16. Common mistakes and pitfalls with Unit 2
Pitfalls and failures
•Time management issues – running short on the second question.
•Writing too much to fill the white space which is not relevant or off-topic.
•Ignoring the Figure (part a Qs), or using it partially or imprecisely .
•‘All I know’ case studies in the wrong places i.e. the 15 mark F & R
question.
•Pre-prepared F&R which is not adapted to the specific question.
•Lack of balance, with in relation to a Figure, F&R or example.
•Missing a key word in a question e.g. ‘impacts’ or ‘strategies’.
•To much detail on one F or R method, and therefore a lack of range.

17. Moving up the Mark
scheme..understanding the Q
Your own Fieldwork AND Watch for urban
work research / rural rubric
issues
You need to address this
part to access the higher
level marks

18. Mark schemes....make the leap from L3-L4
Look at past mark
schemes and reports
to see how it is
possible to make the
leap from L3 – L4. You
need to include
details + judgments in
our example linked to
rebranding