A directed field investigation answers a geological problem or question through a planned enquiry: forming a question or hypothesis, choosing a suitable site and methods, collecting data safely and systematically (measurements, samples, logs and sketches), recording it accurately and located, then analysing the data and drawing a justified conclusion while evaluating the reliability and limitations of the method; a minimum of two days of fieldwork, including such an investigation, is required.

What this dot point is asking

Eduqas wants you to describe how a directed field investigation answers a geological problem through a planned enquiry: forming a question or hypothesis, choosing a suitable site and methods, collecting data safely and systematically (measurements, samples, logs and sketches), recording it accurately and located, then analysing it to reach a justified conclusion while evaluating the reliability and limitations. You also need to know that a minimum of two days of fieldwork, including such an investigation, is required. The exam tests this as planning and evaluation, not just description.

The answer

What a directed field investigation is

A directed field investigation is a structured enquiry that sets out to answer a specific geological question using field evidence, rather than just describing an area. It follows the scientific method applied to geology, and it is the kind of investigation Eduqas requires you to carry out at least once during the course.

Planning the enquiry

Good planning is where most of the marks are:

• Form a question or hypothesis. State a clear, testable prediction (for example "pebbles become more rounded along the direction of longshore drift"), ideally with a null version (no change).
• Choose a suitable site. Pick a location where the question can actually be tested and that is safe and accessible.
• Choose appropriate methods. Decide what to measure or collect and how (a consistent technique), so the data will answer the question.
• Plan the sampling. Decide how many samples and sites, and how to select them without bias (for example every fifth pebble), so the data are representative.

Collecting and recording data

In the field, data must be gathered safely and systematically:

• take measurements, samples, graphic logs and field sketches as the question requires;
• use the same method at every site so results are comparable;
• record everything in a clear table, located by grid reference and dated, measuring objectively (evidence, not expectation);
• work safely, mindful of tides, unstable faces, slippery rock and weather.

Analysing and concluding

Back from the field, the data are analysed:

• summarise with tables, graphs and simple statistics (mean, range, percentages);
• look for patterns or trends that test the hypothesis;
• draw a justified conclusion that refers explicitly to the data and states whether the hypothesis is supported.

Evaluating reliability and limitations

A conclusion is only as good as the data behind it, so you must evaluate:

• Reliability: were measurements repeated, the method kept consistent, and enough samples and sites used?
• Limitations: small sample size, measurement error or subjectivity, too few or biased sites, restricted access, and uncontrolled variables.
• Improvements: how the investigation could be made more reliable (more samples, more sites, a more objective method).

Evaluation shows how much confidence to place in the conclusion and is heavily rewarded in the exam.

Examples in context

Example 1. Roundness along a beach. A classic investigation tests whether pebbles round downdrift: measure roundness at several located sites with a consistent method, plot the trend, conclude, and evaluate sample size and the subjectivity of judging roundness.

Example 2. Comparing two rock units. An investigation might compare the grain size of two sandstone units to infer their environments, collecting measured samples from each, analysing the means and ranges, and evaluating how representative the sampling was.

Try this

Q1. State what should be formed at the start of a directed field investigation. [1 mark]

• Cue. A clear, testable question or hypothesis.

Q2. Explain why a large, unbiased sample improves a field investigation. [2 marks]

• Cue. A large, unbiased sample is more representative of the whole, so the results and conclusion are more reliable and less affected by chance or selection bias.

Q3. Give one limitation a student might note when evaluating a field investigation. [1 mark]

• Cue. Any one of: small sample size; measurement error or subjectivity; too few sample sites; restricted or unsafe access; uncontrolled variables.