{ "id": "pack-aqa-gcse-75-25", "title": "Fieldwork methods and evaluation", "qualification": "AQA GCSE Geography", "qualificationId": "aqa-gcse", "examYear": 2027, "templateId": "mixed", "skillIds": [ "sampling", "source-evaluation", "percentages" ], "fieldworkModeIds": [ "sampling-bias", "repeats", "missing-data", "conclusion-validity" ], "engineOptions": {}, "profileId": "aqa-gcse-practice", "minutes": 45, "totalMarks": 25, "topics": [ "Fieldwork" ], "caseIds": [], "difficulty": "standard", "sections": [ { "id": "section-1", "title": "Investigate sampling bias", "intro": "Fictional general training exercise. A fictional survey asks about cycle-lane support. Responses are voluntary and no names are recorded.", "environment": "Urban areas", "activityId": "fieldwork-sampling-bias", "resourceType": "table", "resource": { "kind": "table", "columns": [ "Recruitment", "Support", "Oppose" ], "rows": [ [ "Volunteers outside a cycle shop", 42, 8 ] ], "caption": "Fictional fieldwork training data created by GeographyHelp. Not a learner’s assessed investigation.", "description": "A fictional survey asks about cycle-lane support. Responses are voluntary and no names are recorded." }, "questions": [ { "id": "q1", "prompt": "What percentage of these respondents supported the lane, to two decimals?", "type": "number", "answer": 84, "tolerance": 0.01, "unit": "%", "explanation": "Support ÷ observed respondents × 100. For this 1-mark task, credit the accepted numerical answer in the requested units.", "marks": 1 }, { "id": "q2", "prompt": "Which conclusion stays within the observed sample?", "type": "choice", "choices": [ "The percentage describes these respondents", "The percentage describes all town residents" ], "answer": "The percentage describes these respondents", "explanation": "One convenience sample is not a census or a representative probability sample. For this 1-mark task, credit the keyed option.", "marks": 1 }, { "id": "q3", "prompt": "Explain how recruitment can affect the result.", "type": "text", "answer": "People visiting a cycle shop and volunteering may have different interests from those elsewhere. Explain the selection mechanism; merely increasing the same convenience sample would not remove that bias.", "explanation": "People visiting a cycle shop and volunteering may have different interests from those elsewhere. Explain the selection mechanism; merely increasing the same convenience sample would not remove that bias. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.", "marks": 2 } ] }, { "id": "section-2", "title": "Test the scope of a conclusion", "intro": "Fictional general training exercise. The fictional observations compare two locations, but also compare different days and times. The team did not count at both sites in matching windows.", "environment": "Urban areas", "activityId": "fieldwork-conclusion-validity", "resourceType": "table", "resource": { "kind": "table", "columns": [ "Location", "Time and day", "Pedestrians per 10 minutes" ], "rows": [ [ "High street", "Saturday 14:00", 116 ], [ "Residential street", "Tuesday 08:00", 34 ] ], "caption": "Fictional fieldwork training data created by GeographyHelp. Not a learner’s assessed investigation.", "description": "The fictional observations compare two locations, but also compare different days and times. The team did not count at both sites in matching windows." }, "questions": [ { "id": "q4", "prompt": "What is the high-street rate per minute?", "type": "number", "answer": 11.6, "tolerance": 0.01, "explanation": "116 ÷ 10. For this 1-mark task, credit the accepted numerical answer in the requested units.", "marks": 1 }, { "id": "q5", "prompt": "Does this establish that location alone explains the difference?", "type": "choice", "choices": [ "No, time and day differ too", "Yes, the larger count proves the cause" ], "answer": "No, time and day differ too", "explanation": "Several variables changed together. For this 1-mark task, credit the keyed option.", "marks": 1 }, { "id": "q6", "prompt": "Write a conclusion that respects the scope.", "type": "text", "answer": "State that these recorded windows differed. Explain that location, timing, daily activities, weather or events could contribute; do not claim a universal location effect.", "explanation": "State that these recorded windows differed. Explain that location, timing, daily activities, weather or events could contribute; do not claim a universal location effect. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.", "marks": 2 } ] }, { "id": "section-3", "title": "Sampling methods", "intro": "This is a generic methods exercise. It does not design an assessed investigation. A complete numbered list makes random selection possible; proportional stratification allocates sample sizes to groups.", "resourceType": "table", "skillId": "sampling", "resource": { "kind": "table", "columns": [ "Training plan", "Detail" ], "rows": [ [ "Population list", "100 numbered addresses" ], [ "North zone", "30% of addresses" ], [ "South zone", "70% of addresses" ], [ "Stratified sample target", 20 ], [ "Separate systematic demonstration", "Start at address 3; take every 5th address" ] ], "caption": "Fictional sampling exercise All values are synthetic.", "description": "Fictional sampling exercise" }, "questions": [ { "id": "q7", "prompt": "How many addresses should be sampled from the North zone in the proportional sample?", "type": "number", "answer": 6, "tolerance": 0, "explanation": "20 × 30/100. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": null, "marks": 1 }, { "id": "q8", "prompt": "In the separate systematic demonstration, what is the fourth selected address?", "type": "number", "answer": 18, "tolerance": 0, "explanation": "The sequence is 3, 8, 13, 18. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": null, "marks": 1 }, { "id": "q9", "prompt": "What can bias systematic sampling?", "type": "choice", "answer": "A repeating pattern aligned with the sampling interval.", "choices": [ "The use of a consistent interval always removes bias.", "A repeating pattern aligned with the sampling interval." ], "explanation": "Periodicity can repeatedly select the same kind of location. A random start does not remove all periodicity problems. For this 1-mark task, credit the keyed option.", "marks": 1 } ] }, { "id": "section-4", "title": "Percentage change", "intro": "The starting year is the denominator. A negative percentage indicates a decrease.", "resourceType": "table", "skillId": "percentages", "resource": { "kind": "table", "columns": [ "Year", "Visitors" ], "rows": [ [ 2020, 900 ], [ 2025, 990 ] ], "caption": "Fictional nature reserve annual visits All values are synthetic.", "description": "Fictional nature reserve annual visits" }, "questions": [ { "id": "q10", "prompt": "What was the percentage change from 2020 to 2025?", "type": "number", "answer": 10, "tolerance": 0.01, "explanation": "(990 − 900) ÷ 900 × 100 = 10%. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": "%", "marks": 1 }, { "id": "q11", "prompt": "What was the signed change in the number of visits?", "type": "number", "answer": 90, "tolerance": 0, "explanation": "Subtract 900 from 990; preserve the sign. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": null, "marks": 1 }, { "id": "q12", "prompt": "What percentage change would take the 2025 count back to the 2020 count, to two decimal places?", "type": "number", "answer": -9.09, "tolerance": 0.01, "explanation": "(900 − 990) ÷ 990 × 100. Reversing a change uses the new denominator; it is not generally the opposite of the original percentage. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": "%", "marks": 1 } ] }, { "id": "section-5", "title": "Use repeated measurements", "intro": "Fictional general training exercise. A permitted fictional exercise times floats along the same measured reach from a safe platform. The third observation records a possible obstruction. The data are for classroom methods training.", "environment": "Rivers", "activityId": "fieldwork-repeats", "resourceType": "table", "resource": { "kind": "table", "columns": [ "Trial", "Reach length (m)", "Time (s)", "Observation" ], "rows": [ [ 1, 7, 10, "Clear route" ], [ 2, 7, 11, "Clear route" ], [ 3, 7, 30, "Float caught near bank" ], [ 4, 7, 9, "Clear route" ] ], "caption": "Fictional fieldwork training data created by GeographyHelp. Not a learner’s assessed investigation.", "description": "A permitted fictional exercise times floats along the same measured reach from a safe platform. The third observation records a possible obstruction. The data are for classroom methods training." }, "questions": [ { "id": "q13", "prompt": "Calculate trial 1 surface velocity, in m/s, to two decimal places.", "type": "number", "answer": 0.7, "tolerance": 0.01, "unit": "m/s", "explanation": "7 ÷ 10. For this 1-mark task, credit the accepted numerical answer in the requested units.", "marks": 1 }, { "id": "q14", "prompt": "How should trial 3 be handled?", "type": "choice", "choices": [ "Keep the raw record, investigate the obstruction and repeat", "Delete it without a record", "Replace it with the preferred result" ], "answer": "Keep the raw record, investigate the obstruction and repeat", "explanation": "A documented obstruction supports investigation; a different number by itself does not prove measurement error. For this 1-mark task, credit the keyed option.", "marks": 1 }, { "id": "q15", "prompt": "Why might surface velocity differ from mean velocity through the section?", "type": "text", "answer": "Friction at the bed and banks can reduce velocity below the surface. Float path and wind also matter. A surface measurement is not automatically the cross-section mean.", "explanation": "Friction at the bed and banks can reduce velocity below the surface. Float path and wind also matter. A surface measurement is not automatically the cross-section mean. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.", "marks": 2 } ] }, { "id": "section-6", "title": "Treat missing observations honestly", "intro": "Fictional general training exercise. The team uses the same pebble-axis rule at each site. Site C has no valid reading. There is no evidence that its value was zero.", "environment": "Coasts", "activityId": "fieldwork-missing-data", "resourceType": "table", "resource": { "kind": "table", "columns": [ "Site", "Measured pebble axis (mm)", "Status" ], "rows": [ [ "A", 26, "Observed" ], [ "B", 36, "Observed" ], [ "C", "Missing", "Instrument unreadable" ], [ "D", 53, "Observed" ] ], "caption": "Fictional fieldwork training data created by GeographyHelp. Not a learner’s assessed investigation.", "description": "The team uses the same pebble-axis rule at each site. Site C has no valid reading. There is no evidence that its value was zero." }, "questions": [ { "id": "q16", "prompt": "Calculate the mean of observed measurements only, in mm, to two decimals.", "type": "number", "answer": 38.33, "tolerance": 0.01, "unit": "mm", "explanation": "Add three observed values and divide by three. Report observed n = 3. For this 1-mark task, credit the accepted numerical answer in the requested units.", "marks": 1 }, { "id": "q17", "prompt": "Which treatment preserves the evidence?", "type": "choice", "choices": [ "Leave C as missing and report coverage", "Record C as zero", "Invent C from the trend" ], "answer": "Leave C as missing and report coverage", "explanation": "Zero is an actual measured value; missing means no valid observation. For this 1-mark task, credit the keyed option.", "marks": 1 }, { "id": "q18", "prompt": "Explain a consequence for the spatial conclusion.", "type": "text", "answer": "The missing site reduces coverage. If it differs systematically, the observed mean or pattern may be biased; a repeat visit needs its date and conditions recorded.", "explanation": "The missing site reduces coverage. If it differs systematically, the observed mean or pattern may be biased; a repeat visit needs its date and conditions recorded. Original credit guidance: credit relevant explained reasoning; accept accurate alternatives.", "marks": 2 } ] }, { "id": "section-7", "title": "Sampling methods", "intro": "This is a generic methods exercise. It does not design an assessed investigation. A complete numbered list makes random selection possible; proportional stratification allocates sample sizes to groups.", "resourceType": "table", "skillId": "sampling", "resource": { "kind": "table", "columns": [ "Training plan", "Detail" ], "rows": [ [ "Population list", "140 numbered addresses" ], [ "North zone", "20% of addresses" ], [ "South zone", "80% of addresses" ], [ "Stratified sample target", 20 ], [ "Separate systematic demonstration", "Start at address 3; take every 5th address" ] ], "caption": "Fictional sampling exercise All values are synthetic.", "description": "Fictional sampling exercise" }, "questions": [ { "id": "q19", "prompt": "How many addresses should be sampled from the North zone in the proportional sample?", "type": "number", "answer": 4, "tolerance": 0, "explanation": "20 × 20/100. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": null, "marks": 1 }, { "id": "q20", "prompt": "In the separate systematic demonstration, what is the fourth selected address?", "type": "number", "answer": 18, "tolerance": 0, "explanation": "The sequence is 3, 8, 13, 18. For this 1-mark task, credit the accepted numerical answer in the requested units.", "unit": null, "marks": 1 }, { "id": "q21", "prompt": "What can bias systematic sampling?", "type": "choice", "answer": "A repeating pattern aligned with the sampling interval.", "choices": [ "The use of a consistent interval always removes bias.", "A repeating pattern aligned with the sampling interval." ], "explanation": "Periodicity can repeatedly select the same kind of location. A random start does not remove all periodicity problems. For this 1-mark task, credit the keyed option.", "marks": 1 } ] } ], "warnings": [], "guidance": [ "Use the taught landscape and resource options.", "Original packs are not AQA examination papers. Extended reasoning needs teacher review; separate SPaG is not generated.", "All fictional resources are labelled. Deterministic answer keys cover resource questions; written guidance is indicative and accepts justified alternatives.", "Extension may include mathematical enrichment. A generated statistical test is not a claim that the selected qualification requires that test.", "Teacher review is required before use. This is not an awarding-body paper, official prediction, grade boundary tool or assessed-work assistant." ], "credits": [ "Original fictional scenarios and fieldwork resources: GeographyHelp, 2026.", "Original controlled resources: GeographyHelp skills engine.", "Official assessment context: https://filestore.aqa.org.uk/resources/geography/specifications/AQA-8035-SP-2016.PDF" ], "version": "2026.10.07.2", "engineVersion": "1.2.1", "contentVersion": "2026-10-07.1", "seed": 75 }