Fieldwork methods and evaluation
Original practice assessment. The teacher can edit this pack; edits may change its mark total or invalidate its guidance.
Investigate sampling bias
Fictional general training exercise. A fictional survey asks about cycle-lane support. Responses are voluntary and no names are recorded.
| Recruitment | Support | Oppose |
|---|---|---|
| Volunteers outside a cycle shop | 42 | 8 |
Resource description
A fictional survey asks about cycle-lane support. Responses are voluntary and no names are recorded.
1 mark1. What percentage of these respondents supported the lane, to two decimals?
1 mark2. Which conclusion stays within the observed sample?
- The percentage describes these respondents
- The percentage describes all town residents
2 marks3. Explain how recruitment can affect the result.
Test the scope of a conclusion
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.
| Location | Time and day | Pedestrians per 10 minutes |
|---|---|---|
| High street | Saturday 14:00 | 116 |
| Residential street | Tuesday 08:00 | 34 |
Resource 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.
1 mark1. What is the high-street rate per minute?
1 mark2. Does this establish that location alone explains the difference?
- No, time and day differ too
- Yes, the larger count proves the cause
2 marks3. Write a conclusion that respects the scope.
Sampling methods
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.
| Training plan | Detail |
|---|---|
| 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 |
Resource description
Fictional sampling exercise
1 mark1. How many addresses should be sampled from the North zone in the proportional sample?
1 mark2. In the separate systematic demonstration, what is the fourth selected address?
1 mark3. What can bias systematic sampling?
- The use of a consistent interval always removes bias.
- A repeating pattern aligned with the sampling interval.
Percentage change
The starting year is the denominator. A negative percentage indicates a decrease.
| Year | Visitors |
|---|---|
| 2020 | 900 |
| 2025 | 990 |
Resource description
Fictional nature reserve annual visits
1 mark1. What was the percentage change from 2020 to 2025?
1 mark2. What was the signed change in the number of visits?
1 mark3. What percentage change would take the 2025 count back to the 2020 count, to two decimal places?
Use repeated measurements
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.
| Trial | Reach length (m) | Time (s) | Observation |
|---|---|---|---|
| 1 | 7 | 10 | Clear route |
| 2 | 7 | 11 | Clear route |
| 3 | 7 | 30 | Float caught near bank |
| 4 | 7 | 9 | Clear route |
Resource 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.
1 mark1. Calculate trial 1 surface velocity, in m/s, to two decimal places.
1 mark2. How should trial 3 be handled?
- Keep the raw record, investigate the obstruction and repeat
- Delete it without a record
- Replace it with the preferred result
2 marks3. Why might surface velocity differ from mean velocity through the section?
Treat missing observations honestly
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.
| Site | Measured pebble axis (mm) | Status |
|---|---|---|
| A | 26 | Observed |
| B | 36 | Observed |
| C | Missing | Instrument unreadable |
| D | 53 | Observed |
Resource 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.
1 mark1. Calculate the mean of observed measurements only, in mm, to two decimals.
1 mark2. Which treatment preserves the evidence?
- Leave C as missing and report coverage
- Record C as zero
- Invent C from the trend
2 marks3. Explain a consequence for the spatial conclusion.
Sampling methods
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.
| Training plan | Detail |
|---|---|
| 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 |
Resource description
Fictional sampling exercise
1 mark1. How many addresses should be sampled from the North zone in the proportional sample?
1 mark2. In the separate systematic demonstration, what is the fourth selected address?
1 mark3. What can bias systematic sampling?
- The use of a consistent interval always removes bias.
- A repeating pattern aligned with the sampling interval.
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
Mark 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.
Investigate sampling bias
1. What percentage of these respondents supported the lane, to two decimals? (1 mark)
84
Support ÷ observed respondents × 100. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. Which conclusion stays within the observed sample? (1 mark)
The percentage describes these respondents
One convenience sample is not a census or a representative probability sample. For this 1-mark task, credit the keyed option.
3. Explain how recruitment can affect the result. (2 marks)
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.
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.
Test the scope of a conclusion
1. What is the high-street rate per minute? (1 mark)
11.6
116 ÷ 10. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. Does this establish that location alone explains the difference? (1 mark)
No, time and day differ too
Several variables changed together. For this 1-mark task, credit the keyed option.
3. Write a conclusion that respects the scope. (2 marks)
State that these recorded windows differed. Explain that location, timing, daily activities, weather or events could contribute; do not claim a universal location effect.
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.
Sampling methods
1. How many addresses should be sampled from the North zone in the proportional sample? (1 mark)
6
20 × 30/100. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. In the separate systematic demonstration, what is the fourth selected address? (1 mark)
18
The sequence is 3, 8, 13, 18. For this 1-mark task, credit the accepted numerical answer in the requested units.
3. What can bias systematic sampling? (1 mark)
A repeating pattern aligned with the sampling interval.
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.
Percentage change
1. What was the percentage change from 2020 to 2025? (1 mark)
10
(990 − 900) ÷ 900 × 100 = 10%. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. What was the signed change in the number of visits? (1 mark)
90
Subtract 900 from 990; preserve the sign. For this 1-mark task, credit the accepted numerical answer in the requested units.
3. What percentage change would take the 2025 count back to the 2020 count, to two decimal places? (1 mark)
-9.09
(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.
Use repeated measurements
1. Calculate trial 1 surface velocity, in m/s, to two decimal places. (1 mark)
0.7
7 ÷ 10. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. How should trial 3 be handled? (1 mark)
Keep the raw record, investigate the obstruction and repeat
A documented obstruction supports investigation; a different number by itself does not prove measurement error. For this 1-mark task, credit the keyed option.
3. Why might surface velocity differ from mean velocity through the section? (2 marks)
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.
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.
Treat missing observations honestly
1. Calculate the mean of observed measurements only, in mm, to two decimals. (1 mark)
38.33
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.
2. Which treatment preserves the evidence? (1 mark)
Leave C as missing and report coverage
Zero is an actual measured value; missing means no valid observation. For this 1-mark task, credit the keyed option.
3. Explain a consequence for the spatial conclusion. (2 marks)
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.
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.
Sampling methods
1. How many addresses should be sampled from the North zone in the proportional sample? (1 mark)
4
20 × 20/100. For this 1-mark task, credit the accepted numerical answer in the requested units.
2. In the separate systematic demonstration, what is the fourth selected address? (1 mark)
18
The sequence is 3, 8, 13, 18. For this 1-mark task, credit the accepted numerical answer in the requested units.
3. What can bias systematic sampling? (1 mark)
A repeating pattern aligned with the sampling interval.
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.