Geography · Year 12 · The Water and Carbon Cycles · Summer Term

Formulating Research Questions and Hypotheses

Learn to develop clear, focused, and geographical research questions and testable hypotheses.

• National Curriculum Attainment Targets
• A-Level: Geography - Geographical Skills and Fieldwork
• A-Level: Geography - Research Design

About This Topic

Research design and methodology are the building blocks of any successful geographical inquiry. Students learn how to move from a broad area of interest to a specific, manageable research question. They explore different sampling strategies, such as random, systematic, and stratified sampling, and evaluate which is most appropriate for different types of data and locations. This topic is essential for the Non-Examined Assessment (NEA), which is a major part of the A-Level grade.

At this level, students must also consider the ethics of research and the potential for bias in their data collection. This includes understanding how their own position as a researcher might influence the results. This topic comes alive when students can practice designing 'mini-inquiries' and critiquing each other's methodologies in a collaborative setting.

Key Questions

1. Design a geographical research question that is both specific and measurable.
2. Differentiate between a research question and a hypothesis in geographical inquiry.
3. Evaluate the feasibility of a research question given available resources and time.

Learning Objectives

• Formulate a specific, measurable, achievable, relevant, and time-bound (SMART) geographical research question related to the water or carbon cycle.
• Differentiate between a research question and a testable hypothesis, providing examples for each in the context of geographical inquiry.
• Critique the feasibility of a proposed geographical research question by considering data availability, time constraints, and ethical implications.
• Design a simple fieldwork plan to collect data relevant to a chosen research question on the water or carbon cycle.

Before You Start

The Water Cycle

Why: Students need a foundational understanding of the processes within the water cycle to formulate relevant research questions and hypotheses.

The Carbon Cycle

Why: Prior knowledge of the carbon cycle's stores and transfers is essential for developing focused inquiries about this system.

Introduction to Data Collection and Analysis

Why: Basic familiarity with collecting and interpreting geographical data is necessary to understand the concept of testable hypotheses and feasibility.

Key Vocabulary

Research Question	A clear, focused, and interrogative statement that guides a research project, specifying what the researcher intends to investigate.
Hypothesis	A specific, testable prediction or statement about the expected relationship between variables, which can be supported or refuted by data collection and analysis.
Independent Variable	The factor that is intentionally changed or manipulated by the researcher in an experiment or fieldwork to observe its effect on another variable.
Dependent Variable	The factor that is measured or observed in a study; its changes are hypothesized to be caused by the independent variable.
Feasibility	The practicality and possibility of completing a research project successfully, considering factors such as time, resources, access to data, and ethical considerations.

Watch Out for These Misconceptions

Common Misconception

A bigger sample size is always better.

What to Teach Instead

A large sample that is biased is less useful than a smaller, truly representative sample. A 'quality vs. quantity' sorting activity can help students understand the importance of sampling strategy over just raw numbers.

Common Misconception

Research questions should be broad to cover everything.

What to Teach Instead

Broad questions are often unmanageable. Using a 'funnel' diagram can help students see how to narrow down a big idea into a focused, achievable inquiry.

Active Learning Ideas

Inquiry Circle: The Research Question Workshop

Students bring a broad topic (e.g., 'coastal erosion'). In small groups, they use the 'SMART' criteria to refine it into three specific, testable research questions, then present their best one to the class for feedback.

45 min·Small Groups

Think-Pair-Share: Which Sampling Method?

Students are given three different fieldwork scenarios (e.g., measuring pebble size on a beach vs. surveying shoppers in a town center). They discuss with a partner which sampling method they would use for each and why.

25 min·Pairs

Simulation Game: The Bias Hunt

Students are shown a flawed research plan. They must work in teams to identify as many sources of bias as possible (e.g., only surveying people on a weekday morning) and propose ways to fix them.

40 min·Small Groups

Real-World Connections

• Environmental consultants use formulated research questions to investigate the impact of industrial discharge on local river water quality, informing regulatory bodies and remediation strategies.
• Climate scientists design hypotheses about the rate of carbon sequestration in different forest types to predict future atmospheric carbon dioxide levels and inform global climate models.
• Urban planners might research questions about local water runoff patterns to design more effective sustainable drainage systems, reducing flood risk in densely populated areas.

Assessment Ideas

Quick Check

Present students with three statements: 'Does temperature affect evaporation rates?', 'If temperature increases, evaporation rates will increase.', and 'Measuring evaporation in the schoolyard.' Ask students to identify which is a research question, which is a hypothesis, and which is a potential fieldwork activity.

Discussion Prompt

Provide students with a broad topic, such as 'The impact of urbanisation on the water cycle'. In small groups, ask them to brainstorm two specific, measurable research questions and one testable hypothesis related to this topic. Each group should then present their ideas and justify why they are specific and measurable.

Peer Assessment

Students write a draft research question and a draft hypothesis for a mini-inquiry on the carbon cycle. They then exchange their work with a partner. The partner uses a checklist to evaluate: Is the research question specific and measurable? Is the hypothesis testable? Partners provide one written suggestion for improvement for both the question and the hypothesis.

Frequently Asked Questions

What is the difference between systematic and stratified sampling?

Systematic sampling involves picking points at regular intervals (e.g., every 10 meters). Stratified sampling involves dividing the population into groups (e.g., by age or gender) and sampling from each group to ensure they are all represented.

What makes a research question 'manageable'?

A manageable question is one that can be answered using the time, equipment, and data collection sites available to the student. It should be specific and not too broad.

Why is it important to consider ethics in geography fieldwork?

Ethics ensure that the research does not harm the environment or the people being studied. This includes getting consent for surveys and being respectful of private property.

How can active learning help students with research design?

Active learning, such as the 'Research Question Workshop' and 'Bias Hunt,' allows students to learn through trial and error. By critiquing real-world examples and their peers' work, they develop the critical thinking skills needed to design their own robust and ethical independent investigations.