Geographical enquiry: from question to justified conclusion
Use a fictional investigation to connect variables, sampling, representation and evidence-based evaluation.
Identify what a question measures
A geographical enquiry needs a measurable relationship or comparison and a defined area and period. Distinguish explanatory variables from outcomes and identify other influences.
Fictional training scenarios teach method choices. They do not design an assessed investigation for a particular student.
Worked example
A fictional class asks whether pedestrian counts differ by distance from a transport stop. Distance is the explanatory variable; a count during a fixed ten-minute interval is the outcome.
Common mistake: Changing count duration between sites changes the comparison.
Choose and describe a sample
Random selection gives defined units a known chance of inclusion. Systematic selection follows a stated interval. Stratification separates relevant groups before sampling.
A convenient sample can exclude parts of the target population. Repeating the same biased procedure improves precision around an unrepresentative result.
Worked example
A fictional population has 60% central and 40% outer sites. A proportional stratified sample of 20 contains 12 central and 8 outer sites, with selection still specified inside each group.
Common mistake: Stratification does not fix biased selection within groups.
Build a conclusion with limits
Choose graphs that suit variables and the comparison. Scatter plots describe paired numerical association; category comparisons need an appropriate representation.
State what the observed pattern supports, how reliable it is and what remains unresolved. Evaluation connects a limitation to its likely effect and a feasible general improvement.
Worked example
Fictional counts of 10, 12, 13 and 45 have mean 20 and median 12.5. The high count pulls the mean upward; investigate whether it reflects a real event or an error.
Common mistake: Removing an awkward observation without justification distorts evidence.
Try a different resource
Choosing a data representation
The task is to inspect association between two paired quantitative variables. Several displays can be useful for other purposes; choose the one matching this specific aim.
| Site | Distance (km) | Traffic count |
|---|---|---|
| A | 1 | 70 |
| B | 2 | 60 |
| C | 3 | 64 |
| D | 4 | 45 |
Resource description
Fictional representation exercise
Write an explanation
Check your answer
- Link question, sample and representation.
- Explain how a limitation affects the conclusion.
- Distinguish association from causation.
- Use generic training only; follow your centre’s assessed-work rules.
Practise and review a written answer
Case studies
Carlisle during Storm Desmond · Bristol’s clean air zone
These pages provide selected evidence. Check the whole case requirement with your teacher.
Read further
- www.aqa.org.uk — source or course reference
- www.aqa.org.uk — source or course reference
- www.aqa.org.uk — source or course reference
- qualifications.pearson.com — source or course reference
- www.sqa.org.uk — source or course reference
- www.sqa.org.uk — source or course reference
- qualifications.pearson.com — source or course reference
- www.ocr.org.uk — source or course reference
- www.ocr.org.uk — source or course reference
- www.eduqas.co.uk — source or course reference
- www.eduqas.co.uk — source or course reference
- www.ocr.org.uk — source or course reference
- www.eduqas.co.uk — source or course reference
Sampling and representativeness · What a statistical test can establish · Association and geographical explanations · Matching evidence to a claim
Course links
AQA GCSE Geography · Pearson Edexcel GCSE Geography B · National 5 Geography · Higher Geography · Pearson Edexcel GCSE Geography A · OCR GCSE Geography A · OCR GCSE Geography B · Eduqas GCSE Geography A · Eduqas GCSE Geography B · OCR A-level Geography · Eduqas A-level Geography
Next topics
Changing places: meaning, evidence and connections · Hazard systems: cascades, probability and resilience
Selected teaching sequence with fictional worked data. The linked case records supply bounded evidence; they do not satisfy every course case requirement.
Scottish links identify reusable parts of the topic. Scottish landforms, soil, weather and disease requirements need additional course-specific teaching.