The following documents are available in the Downloads section below:
Download a copy of the guide below
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i – Independent Investigation - Student Planning Form
Independent Investigation - Student Planning Form (Word document)
ii – A Guide to Writing A Research Plan
iii – A Guide to Effective Background Reading
iv – A Guide to Referencing
1a – A Guide to Hypotheses
2a – A Guide to Different Types of Data
2b – A Guide to Data Collection Techniques – Quantitative Measuring
2c – A Guide to Data Collection Techniques – Surveys
2d – A Guide to Data Collection Techniques – Interviews
2e – A Guide to Data Collection Techniques – Questionnaires
2f – A Guide to Data Collection Techniques – Observations, Photographs and Field Sketches
2g – A Guide to Sampling Techniques
2h – A Guide to Recording Data in the Field
2i – A Guide to Avoiding Biased Data
3a – A Guide to Column Charts and Histograms
3b – A Guide to Pictograms
3c – A Guide to Pie Charts
3d – A Guide to Scatter and Line Graphs
3e – A Guide to Box and Whisker Graphs
3f – A Guide to Kite Diagrams
3g – A Guide to Triangular graphs
3h – A Guide to Rose and Radial Graphs
3i – A Guide to Isoline Maps
3j – A Guide to Choropleth Maps
3k – A Guide to Pictorial Data Presentation
3l – A Guide to Presenting Qualitative Data
4a – A Guide to Measures of Central Tendency
4b – A Guide to Measuring Proportions
4c – A Guide to Measures of Dispersion
4d – A Guide to Cost-Benefit Analysis
4e – A Guide to Spearman’s Rank
4f – A Guide to Chi-Squared Testing
4g – A Guide to Simpson’s Diversity Index
4h – A Guide to Pearson’s Product Moment
4i – A Guide to Nearest Neighbour Analysis
4j – A Guide to Mann-Whitney U Test
4k – A Guide to Qualitative Data Analysis
Section 5 – Conclusions
Section 6 – Evaluation
Section 7 – Final checks
Posters – A guide to reading your research landscape
A copy of FAQs from the awarding bodies
View a video from the Royal Met Soc - MetLink - Weather Fieldwork for your A Level Geography Independent Investigation
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This project was funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily those of the Foundation
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