AQA A-level Geography · 3.3

Fieldwork investigation

50 exam-style questions with answers for 3.3 Fieldwork investigation in AQA A-level Geography (spec 7037). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below. Not official AQA material.

All 50 questions and answers

Question 1 · Spec 3.3.1 · Fieldwork and enquiry
Explain why fieldwork is important in the study of physical and human geography. [3 marks]
Answer:
It allows geographers to collect first-hand data and observe processes and places directly (1); it tests theories and models against real evidence (1); it develops skills of data collection, analysis, teamwork and evaluation, and shows how physical and human processes work together (1).
Question 2 · Spec 3.3.2 · Fieldwork and enquiry
Describe the stages of a geographical enquiry. [4 marks]
Answer:
Identify a question or issue, based on the specification and a theory, and write aims or hypotheses (1); research the context and plan methods, sampling and risk assessment (1); collect, record and process the data in the field and from secondary sources (1); present and analyse the data, draw conclusions and evaluate the methods and reliability of the results (1).
Question 3 · Spec 3.3.2 · Fieldwork and enquiry
Explain what makes a good fieldwork research question. [3 marks]
Answer:
It is focused and manageable in scale, so that enough data can be collected in the time available (1); it is based on geographical theory or a model that can be tested, with a clear locational context (1); it can be answered with data that can be collected safely and ethically (1).
Question 4 · Spec 3.3.2 · Fieldwork and enquiry
Distinguish between an aim, a hypothesis and a null hypothesis. [3 marks]
Answer:
An aim is a general statement of what the investigation will find out (1); a hypothesis is a testable statement predicting a relationship or a difference, such as that bedload gets smaller downstream (1); a null hypothesis states that there is no relationship or difference, and any apparent pattern is due to chance (1).
Question 5 · Spec 3.3.2 · Fieldwork and enquiry
Explain how geographical theory provides a context for fieldwork. [3 marks]
Answer:
Models such as the Bradshaw model of river channels, the Hjulstrom curve, the Burgess and Hoyt models and the gentrification model suggest patterns to test (1); the results can be compared with the model to show where reality differs (1); the findings can then be used to improve or challenge the theory (1).
Question 6 · Spec 3.3.2 · Fieldwork and enquiry
Explain the role of secondary research and literature in an investigation. [3 marks]
Answer:
Reading academic studies and reports shows what is already known and the theory behind the question (1); previous studies provide methods and results to compare with (1); it helps to define the question, justify the location and methods, and avoid repeating earlier work (1).
Question 7 · Spec 3.3.2 · Fieldwork and enquiry
Explain how the location and scale of a study affect the question that can be tested. [3 marks]
Answer:
A small site, such as a single stretch of river or a high street, allows detailed data but may not be typical of other places (1); a larger area allows comparison, but data collection takes longer and costs more (1); access, safety, permissions and the equipment available limit what is feasible (1).
Question 8 · Spec 3.3.2 · Types of data
Distinguish between primary and secondary data, giving examples. [4 marks]
Answer:
Primary data is collected first-hand by the investigator, such as river velocity measurements, questionnaires and counts (1); secondary data is collected by others, such as census data, river gauge records and weather data (1); primary data fits the question exactly but takes time and covers a small area (1); secondary data covers a wider area and longer period, but may not match the question and its quality cannot always be checked (1).
Question 9 · Spec 3.3.2 · Types of data
Distinguish between quantitative and qualitative data, giving examples. [3 marks]
Answer:
Quantitative data is numerical and can be analysed statistically, such as river depth, pedestrian counts and pH (1); qualitative data describes opinions, feelings and perceptions, such as interview transcripts, photographs and field sketches (1); using both gives breadth and depth, because numbers show patterns and qualitative data explains reasons (1).
Question 10 · Spec 3.3.2 · Sampling
Describe the main sampling methods used in fieldwork. [4 marks]
Answer:
Random sampling selects sites or people by chance, using random numbers, so that there is no bias (1); systematic sampling takes samples at regular intervals, such as every 10 metres along a transect or every fifth person (1); stratified sampling divides the population into groups, such as age or habitat zones, and samples in proportion to their size (1); pragmatic sampling is chosen because of safety and access, and is quick but may be biased (1).
Question 11 · Spec 3.3.2 · Sampling
Explain how to decide on the sample size and justify it. [3 marks]
Answer:
A larger sample is more representative and reduces the effect of anomalies, but takes longer to collect (1); the size depends on how variable the data is, the time and people available, and the statistical test to be used, as some tests need at least 10 values (1); the sample should be big enough to show a pattern, and the choice should be explained (1).
Question 12 · Spec 3.3.2 · Sampling
Explain how the timing and frequency of data collection can affect results. [3 marks]
Answer:
Pedestrian and traffic counts vary with time of day, day of the week and events, so data should be taken at the same times (1); river flow, beach profiles and microclimate change with weather, season and tide, so one visit may not be representative (1); repeating measurements and recording the conditions improve reliability (1).
Question 13 · Spec 3.3.2 · Sampling
Explain how bias can be reduced when sampling. [3 marks]
Answer:
Use random or systematic methods in place of choosing convenient sites or people (1); ask a range of people, in terms of age, sex and background, at different times, and record the number who refuse (1); use standardised methods and equipment, and avoid leading questions (1).
Question 14 · Spec 3.3.2 · Planning
Explain the purpose of a pilot study. [3 marks]
Answer:
A pilot study tests methods on a small scale before the main investigation (1); it shows whether the equipment, questions and sampling work and how long they take (1); problems can be corrected, so that the main data is more reliable (1).
Question 15 · Spec 3.3.2 · Secondary sources
Describe sources of secondary data that can be used in geographical investigations. [4 marks]
Answer:
Census and Office for National Statistics data give population, housing and employment (1); the Index of Multiple Deprivation measures deprivation by small areas (1); Environment Agency river gauges, the Met Office and tide tables provide physical data (1); maps, aerial photographs, Land Registry house prices, newspaper archives and the British Geological Survey add further detail (1).
Question 16 · Spec 3.3.2 · Secondary sources
Explain the use of crowd-sourced and big data in geographical investigations. [3 marks]
Answer:
Crowd-sourced data, such as OpenStreetMap and geotagged social media posts, gives detailed information on places and people's experience (1); big data, such as mobile phone movements, Strava heat maps and Google popular times, shows patterns of movement that are hard to collect by hand (1); it may be biased towards those who use the technology, may lack accuracy and raises privacy concerns (1).
Question 17 · Spec 3.3.2 · Physical fieldwork
Describe methods used to measure the characteristics of a river channel. [4 marks]
Answer:
Channel width is measured with a tape from bank to bank, and depth with a ruler or metre rule at set intervals (1); velocity is measured with a flowmeter, or by timing a float over a measured distance (1); gradient is measured with a clinometer or ranging poles, and wetted perimeter with a chain laid on the bed (1); bedload size and shape are measured with callipers and a roundness scale (1).
Question 18 · Spec 3.3.2 · Physical fieldwork
A stream is 2.0 m wide and has an average depth of 0.4 m. The mean velocity is 0.5 m per second. Calculate the discharge. [3 marks]
Answer:
Cross-sectional area = width x depth = 2.0 x 0.4 (1); = 0.8 square metres (1); discharge = area x velocity = 0.8 x 0.5 = 0.4 cubic metres per second (cumecs) (1).
Question 19 · Spec 3.3.2 · Physical fieldwork
Describe how sediment size and shape are measured. [3 marks]
Answer:
A random or systematic sample of 10 to 50 stones is taken at each site, using a tape or grid (1); the long axis is measured with callipers or a ruler (1); roundness is assessed by comparing stones with the Powers index, from very angular to well rounded (1).
Question 20 · Spec 3.3.2 · Physical fieldwork
Describe methods used to investigate a beach or coastal process. [4 marks]
Answer:
Beach profiles are measured with ranging poles and a clinometer at regular intervals from the back of the beach to the sea (1); sediment size and shape are sampled at points along the profile (1); longshore drift is measured by timing a float over a set distance, and by looking at the movement of sediment against groynes (1); wave height, frequency and direction are recorded, along with the weather and tide times (1).
Question 21 · Spec 3.3.2 · Physical fieldwork
Describe methods used to investigate an ecosystem. [4 marks]
Answer:
Quadrats are placed along a transect to measure the cover and number of species (1); transects can be random or systematic, and belt transects record changes along an environmental gradient (1); light meters, thermometers and soil pH testers measure abiotic factors (1); in streams, kick sampling collects invertebrates as an indicator of water quality (1).
Question 22 · Spec 3.3.2 · Physical fieldwork
Describe methods used to investigate infiltration and soil. [3 marks]
Answer:
An infiltration ring is pushed into the ground and the time for a set amount of water to soak in is measured (1); soil moisture, pH and temperature are measured with probes or testing kits (1); soil samples can be taken with an auger to show the horizons and texture (1).
Question 23 · Spec 3.3.2 · Physical fieldwork
Explain how sites should be selected for a study of how a river changes downstream. [3 marks]
Answer:
Sites are chosen at regular intervals from the source to the mouth, using systematic sampling (1); sites must be safe and accessible, with no tributaries or weirs close enough to disturb the data (1); the same methods should be used at each site, and the number of sites should be enough to show a trend (1).
Question 24 · Spec 3.3.2 · Physical fieldwork
Explain the problems of collecting physical fieldwork data. [3 marks]
Answer:
Weather, tides and recent rain change conditions so that data collected on different days are not comparable (1); equipment can be inaccurate or misused, such as flowmeters that give different readings, and human error occurs when measuring (1); one visit gives a snapshot and may not be typical of the season or year (1).
Question 25 · Spec 3.3.2 · Human fieldwork
Explain how a questionnaire should be designed. [4 marks]
Answer:
Questions should be short, clear and relevant to the aim, and avoid leading or ambiguous wording (1); closed questions and rating scales give data that is easy to compare, while open questions give more detail (1); a sampling method should be used to choose respondents, and questions should be ordered logically (1); the questionnaire should be piloted and should include an introduction to explain the purpose (1).
Question 26 · Spec 3.3.2 · Human fieldwork
Explain the use of interviews as a fieldwork method. [3 marks]
Answer:
Structured interviews use the same questions for all, which makes comparison easy, while semi-structured interviews allow follow-up questions (1); they provide detailed information on opinions, experience and reasons that surveys miss, from people such as residents, planners and business owners (1); they are time-consuming, the sample is small, and answers may be affected by the interviewer (1).
Question 27 · Spec 3.3.2 · Human fieldwork
Explain the use of environmental quality surveys. [3 marks]
Answer:
Sites are scored on a scale for features such as litter, graffiti, noise, building condition and greenery (1); a bipolar scale from -3 to +3 allows scores to be compared and mapped (1); scoring is subjective, so several people should score each site, and the criteria must be agreed in advance (1).
Question 28 · Spec 3.3.2 · Human fieldwork
Describe how pedestrian and traffic counts are carried out. [3 marks]
Answer:
A tally is used to count people or vehicles passing a point for a set time, at sites chosen by a sampling method (1); counts are repeated at different times of day and different days to take account of change (1); the results can be mapped as flow lines or used to find the busiest area, such as the peak land value intersection (1).
Question 29 · Spec 3.3.2 · Human fieldwork
Describe the use of land use surveys, field sketches and photographs. [3 marks]
Answer:
A land use survey maps the use of each building, such as retail, residential or vacant, using a base map and key (1); field sketches show the main features, with labels and annotations (1); photographs provide evidence, and should be annotated and located, and the permission of people should be gained (1).
Question 30 · Spec 3.3.2 · Human fieldwork
Explain the use of mental maps and perception surveys. [3 marks]
Answer:
People draw a sketch map of a place from memory or rate areas, which shows how they see and use it (1); common features can be compared to show images, barriers and areas of attachment or fear (1); results are subjective and differ between groups, so they show perceptions, not the facts (1).
Question 31 · Spec 3.3.2 · Human fieldwork
Explain how qualitative data such as interviews, text and images can be analysed. [4 marks]
Answer:
Text is transcribed and coded by identifying key words, themes and phrases (1); codes are grouped into themes, and counted to show how common they are (1); images can be analysed by noting what they show, what they leave out and who produced them (1); quotations are used as evidence, but the sample is small and the interpretation of the researcher affects the results (1).
Question 32 · Spec 3.3.2 · Human fieldwork
Explain how secondary data can be combined with fieldwork to study change in an urban area. [3 marks]
Answer:
Census and deprivation data show patterns of income, housing and employment for small areas (1); house price data from the Land Registry and old maps show change over time (1); the fieldwork then tests whether the pattern on the ground, shown by building condition, shops and surveys of people, matches the data (1).
Question 33 · Spec 3.3.2 · Ethics and safety
Explain the ethical issues involved in fieldwork with people. [4 marks]
Answer:
Participants should give informed consent, knowing the purpose of the research and that they may withdraw (1); their identity should be anonymous, and personal data stored securely and used only for the stated purpose (1); questions should not cause distress, and care should be taken with children and vulnerable people (1); researchers should be honest, avoid bias in how they report, and respect differences in culture and views (1).
Question 34 · Spec 3.3.2 · Ethics and safety
Explain the ethical issues involved in physical fieldwork. [3 marks]
Answer:
Trampling, collecting samples and moving stones can damage fragile habitats such as dunes and streambeds (1); permission is needed from landowners and from protected sites such as Sites of Special Scientific Interest (1); equipment and litter should be removed, and the Countryside Code followed (1).
Question 35 · Spec 3.3.2 · Ethics and safety
Describe the risk assessment for fieldwork in a river or at the coast. [4 marks]
Answer:
Hazards are identified, such as deep or fast water, slippery rocks, cold, tides and cliff falls (1); the level of risk is judged by how likely it is and how serious (1); control measures include checking the weather and tide times, wearing life jackets and suitable footwear, working in groups and keeping away from cliffs (1); an emergency plan, first aid and a means of contact are in place (1).
Question 36 · Spec 3.3.2 · Ethics and safety
Explain why data protection matters in fieldwork. [2 marks]
Answer:
Personal data such as names, images and addresses are protected by law, such as the UK GDPR, so they must be stored securely and not shared without consent (1); data should be anonymised and deleted when no longer needed to reduce the risk of harm to participants (1).
Question 37 · Spec 3.3.2 · Ethics and safety
Explain why the researcher's position can affect the data collected. [3 marks]
Answer:
A researcher's age, gender, ethnicity and background can affect how people respond, such as what they are willing to say (1); the way questions are asked and the choice of what to record reflect the viewpoint of the researcher (1); researchers should be aware of this, and record and reflect on their position to reduce bias (1).
Question 38 · Spec 3.3.2 · Presenting data
Explain how to choose suitable graphical methods for fieldwork data. [4 marks]
Answer:
Line graphs show change over time or distance, such as velocity downstream (1); bar charts compare categories, such as land use types or scores for sites, and scatter graphs with a best fit line show the relationship between two variables (1); kite diagrams show species distribution along transects, and pie charts or proportional circles show proportions (1); the choice should match the type of data and the aim, with clear axes, titles and units (1).
Question 39 · Spec 3.3.2 · Presenting data
Explain how maps and GIS can be used to present fieldwork data. [3 marks]
Answer:
Data can be mapped using proportional symbols, choropleth, isoline or dot maps, and flow or desire lines for movement (1); GIS layers allow different data sets such as land use, deprivation and flood risk to be overlaid and compared (1); maps show spatial patterns but need a key, scale and north point, and may hide variation within areas (1).
Question 40 · Spec 3.3.2 · Presenting data
Explain how digital technology can improve fieldwork. [4 marks]
Answer:
GPS and mobile apps record locations and data in the field, such as Survey123 or Epicollect, which saves time and reduces errors (1); drones and satellite images provide a view of coasts, rivers and urban areas, and data loggers record readings over time (1); spreadsheets and statistics software speed up graphs and calculations (1); equipment can be costly, may fail in bad weather, and requires skill to use (1).
Question 41 · Spec 3.3.2 · Statistical analysis
Describe the measures of central tendency and dispersion that can be used to summarise fieldwork data. [3 marks]
Answer:
The mean, median and mode give a central value, and the median is less affected by extreme values (1); the range shows the difference between the highest and lowest values, and the interquartile range shows the spread of the middle half of the data (1); the standard deviation shows how closely values cluster around the mean, so a low value means a more consistent sample (1).
Question 42 · Spec 3.3.2 · Statistical analysis
Ten pairs of ranked data give a total of d squared of 66. Calculate Spearman's rank correlation coefficient. [3 marks]
Answer:
R = 1 - (6 x sum of d squared) / (n cubed - n) (1); = 1 - (6 x 66) / (1,000 - 10) = 1 - 396 / 990 (1); = 1 - 0.4 = 0.6 (1).
Question 43 · Spec 3.3.2 · Statistical analysis
A Spearman's rank result of 0.6 was found for ten pairs of data. The critical value at the 5% significance level for n = 10 is 0.648. Interpret the result. [3 marks]
Answer:
A value of 0.6 shows a moderate positive correlation (1); it is below the critical value, so the result is not significant at the 95% confidence level (1); the null hypothesis cannot be rejected, as the relationship could have occurred by chance (1).
Question 44 · Spec 3.3.2 · Statistical analysis
The observed values in two categories are 30 and 20, and the expected values are 25 and 25. Calculate the chi-squared statistic and state if it is significant. The critical value for 1 degree of freedom at the 5% level is 3.84. [3 marks]
Answer:
Chi-squared = sum of (O - E) squared / E (1); (30 - 25) squared / 25 + (20 - 25) squared / 25 = 1 + 1 = 2 (1); 2 is less than 3.84, so the difference is not significant and the null hypothesis is accepted (1).
Question 45 · Spec 3.3.2 · Statistical analysis
Explain what is meant by the significance level of a statistical test. [3 marks]
Answer:
The significance level is the probability that the result occurred by chance, and is often set at 5% or 1% (1); if the calculated value is greater than the critical value for the 5% level (for chi-squared), or the Spearman value is greater than the critical value, the null hypothesis is rejected with 95% confidence (1); a 1% level gives 99% confidence and is a stricter test, and a significant result shows a relationship but does not prove a cause (1).
Question 46 · Spec 3.3.2 · Statistical analysis
Explain why correlation does not prove causation and how anomalies should be treated. [3 marks]
Answer:
Two variables may change together because of a third factor or by chance, so other evidence and theory are needed to explain the relationship (1); anomalies, or results that do not fit the pattern, should be identified and checked for errors (1); they should not be deleted without reason, and may show a real local factor that should be investigated (1).
Question 47 · Spec 3.3.2 · Evaluation of data
Explain what is meant by the accuracy, reliability and representativeness of fieldwork data. [4 marks]
Answer:
Accuracy is how close a measurement is to the true value, and depends on the equipment and method (1); reliability is whether the same results would be obtained if the measurement was repeated (1); representativeness is how far the sample reflects the whole area or population (1); results with a small sample, one visit or biased sampling are less reliable and representative (1).
Question 48 · Spec 3.3.2 · Evaluation of data
Describe the sources of error in fieldwork data. [3 marks]
Answer:
Measurement error is caused by equipment, such as a flowmeter that is wrongly calibrated, or by misreading a scale (1); sampling error occurs when the sample is too small or chosen in a biased way (1); human error and bias, such as subjective scoring, and changing conditions during the survey also reduce quality (1).
Question 49 · Spec 3.3.2 · Evaluation of data
Explain how the conclusions and evaluation of an investigation should be developed. [3 marks]
Answer:
The conclusion should answer the question, summarise the main results with evidence and relate them to the theory (1); the evaluation should assess the quality of data, methods and limitations, and the extent to which the results can be trusted (1); suggestions for further work, such as more sites, repeated visits or other methods, show what could extend the study (1).
Question 50 · Spec 3.3.2 · Evaluation
Assess the extent to which fieldwork provides reliable evidence for testing geographical theory. [6 marks]
Answer:
Fieldwork gives first-hand data that can be matched to the question and compared with theory such as the Bradshaw model (1); it can be well controlled with appropriate sampling and standard methods (1); however, data is collected at small scales, within limited time and in one season, so results may not be representative (1); equipment and human error, and bias in sampling, reduce accuracy (1); statistical tests help to show if results are significant, though they cannot prove cause (1); fieldwork can support or challenge a theory, but is most reliable when combined with secondary data, repeated measurements and a critical evaluation of its limitations (1).

← 3.2.5 Mineral security and resource futures 3.4 Geographical skills →

Fieldwork investigation

All 50 questions and answers

More AQA A-level Geography topics

Cookies on Knowledge Noodles

Cookie settings