AQA GCSE Geography Paper 3

www.internetgeography.net

©Internet Geography - This resource is only for use by registered individuals and schools. 1

AQA GCSE Geography – Paper 3 Section B: Fieldwork – Unfamiliar Geographical Enquiry

Suitable question

Geographical theory/concept

Primary/secondary evidence

Risks and risk reduction

Selecting, measuring and recording appropriate data

Primary/secondary data

Identify and select appropriate data

Sampling methods

Describe and justify data collection methods

Processing and presenting fieldwork data appropriately

Range of visual, graphical and cartographic methods

Select and accurately use presentation method

Describe, explain and adapt presentation methods

Describing, analysing and explaining data

Description, analysis and explanation of results

Links between data

Statistical techniques

Anomalies

Conclusion and evaluation

Evidenced conclusions linked to original aims

Limitations of data collection methods and data collected Other data that would be useful

Extent to which conclusions were reliable



You may be asked to suggest a suitable question for a geographical enquiry based on photographs or map extracts. Let’s explore the example below. Study figure 1, a photograph of a river in The Yorkshire Dales.

Figure 1

1.1 A student was investigating changes along the long profile of a river. Suggest a possible question for

their geographical enquiry.

(1 mark)

1.2 Identify one primary fieldwork technique the student could use to investigate the question above.

(1 mark)

Suitable question

Geographical theory/concept

Primary/secondary evidence

Risks and risk reduction



1.3 Identify one secondary source the student could use to investigate the question above.

(1 mark)

Figure 2 shows data collected from four locations along the course of the river.

Location Average depth

1 5 cm

2 9 cm

3 13 cm

4 22 cm

1.4 Describe one of the possible risks of carrying out river depth measurements.

(1 mark)

1.5 State one reason why the river depth measurements may not be accurate.

(1 mark)



Question 1.1 In order to create a suitable question to investigate we need to consider the geographical theory/concepts that link to this area of geography. In this case we need to consider rivers. What do you know about the geographical theory/concepts relating to changes in the long profile of a river and can be applied to the area shown in the photograph?

Next, create some possible qu estions that could be investigated by the student.



Ideas you could have come up with for the geographical concepts/theory relating to changes in the long profile include:

The long profile of a river becomes gentler as you move downstream

Channel width increased with distance along the long profile

Velocity increases along the long profile of a river

Discharge increases along the long profile of a river

Channel depth increases with distance along the long profile of a river

Bedload becomes smaller and more rounded along the long profile of a river

The cross profile of a river increases along the long profile of a river You could also link the changes in a river to the Bradshaw Model.

Based on this you could investigate “What changes in river features and/or characteristics and/or processes can be found over distance on the River X?”. You could investigate any of the following aspects:

Long profile

Gradient

Velocity

Bedload

Cross profile

Erosion

Deposition

Therefore, geographical questions you could investigate include:

How does the gradient of a river change along the long profile?

How does velocity change along the long profile of a river?

How does channel width change along the long profile of a river?


How does discharge change along the long profile of a river?

How does channel depth change along the long profile of a river?



How does bedload side and shape change along the long profile of a river? Question 1.2 The fieldwork technique that you identify for this question needs to be appropriate for the question you are investigating. Below are some examples of the techniques used to investigate different questions.

Question Technique

How does the gradient of a river change along the long profile?

Use a clinometer to measure the gradient of a river at 5 locations.


Use a flowmeter to measure the velocity of the river at 5 locations along the long profile of the river.

How does channel width change along the long profile of a river?

Measure the width of the river at 5 locations along its long profile using a tape measure.

How does discharge change along the long profile of a river?

Measure the cross-sectional area of the river using a tape measure then multiply it by the velocity at 5 different locations.

How does channel depth change along the long profile of a river?

Measure the average depth of the river channel at five locations along the long profile of the river.

How does bedload side and shape change along the long profile of a river?

Measure the long-axis of 10 pieces of bedload and identify their shape using Power’s Roundness Index at five locations along the long profile of the river.

Question 1.3 A secondary source of data could be results from studies completed along the river in previous years. It could also come from official sources (in terms of discharge and depth) from the Environmental Agency. Question 1.4 Risks associated with river environments include:

Deep water

Fast flowing water

Slippery surfaces

Uneven surfaces

Meeting strangers

Landslips

Water pollution

Cold water Question 1.5 There are a number of reasons why measurements may not be accurate. They could include:

Inaccurate measurements being taken

Poor recording of measurements

Lack of reliability in calculating the average depth (e.g. too few measurements used to calculate the average)

Having looked at this example have a go at the following exam questions covering the first element of fieldwork.



Example 1 Study figure 3, a photograph of Hornsea on the Holderness Coast

Figure 3 1.1 A student was investigating the coastal processes at Hornsea. Suggest a possible question for their

geographical enquiry.

(1 mark)


(1 mark)




(1 mark)

Figure 3 shows data collected by the student - a bi-polar evaluation of sea defenses at Hornsea.

Bi-polar evaluation of sea defenses: Groynes

Negative Factor 0 1 2 3 4 Positive Factor

Vulnerable to erosion X Effective protection against erosion

Unable to control coastal flooding

X Effective flood defense

Unattractive (poor aesthetic value)

X Visually appealing (high aesthetic value)

Poor access to beach X Easy access made to beach

High risk safety hazard to public X No obvious safety risk to public

Defenses have a short lifespan/high maintenance costs

X Defenses have a long life expectancy/low maintenance costs

High disruption to local people during construction

X Low disruption to local people during construction

Disturbs natural coastal processes and habitats

X Maintains natural coastal processes and habitats

Has a negative impact further along the coast

X Has a positive impact further along the coast

1.4 Describe one of the possible risks of carrying out fieldwork at this location.

(1 mark) 1.5 State one reason why the bi-polar evaluation of sea defenses may not be accurate.

(1 mark)



Example 2 Study figure 4, a photograph of an upland glaciated area in the Lake District.

Figure 4 1.1 A student was investigating the impact of tourism in a glaciated landscape. Suggest a possible question

for their geographical enquiry.

(1 mark)


(1 mark)




(1 mark)

Figure 5 shows data collected by the student – an environmental quality survey.

Negative evaluation -3 -2 -1 1 2 3 Positive evaluation

Pavements dangerous Pavements safe

Pavements in poor state of repair

Pavements in good state of repair

High levels of footpath erosion No evidence of footpath erosion

Noisy and polluted atmosphere

Quiet and unpolluted atmosphere

High levels of litter No obvious litter

Heavily fouled with canine faeces

No evidence of canine faeces

Natural environment spoilt by human activity

Natural environment unspoilt by human activity

Unsafe Safe

Overcrowded


(1 mark) 1.5 State one reason why the environmental quality survey results may not be accurate.

(1 mark)



Example 3 Study figure 6, a photograph of Hull City Centre.

Figure 6 1.1 A student was investigating the impact of urban regeneration on the city centre. Suggest a possible

question for their geographical enquiry.

(1 mark)


(1 mark)




(1 mark)

Figure 7 shows data collected by the student – pedestrian counts

Date and time Pedestrian Count

9th March 2020 – 9.15-9.30 am 34

9th March 2020 – 9.30-9.45 am 76

9th March 2020 – 9.45-10 am 54

9th March 2020 – 10am – 10.15 am 89


(1 mark) 1.5 State one reason why the pedestrian count results may not be accurate.

(1 mark)



Example 4 Study figure 8, a photograph of Cambridge Science Park.

Figure 8 1.1 A student was investigating the impact of the development of science parks. Suggest a possible

question for their geographical enquiry.

(1 mark)


(1 mark)




(1 mark)

Figure 9 shows data collected by the student – land use survey

Land use Count

Residential 0

Traditional manufacturing 2

Research and development 6

Hi-tech manufacturing 6

Commercial 2

Entertainment 0

Public building 0

Open space 0

Services (e.g. financial, medical) 17


(1 mark) 1.5 State one reason why the land use survey results may not be accurate.

(1 mark)



Example 5 Study figure 10, a photograph of the York park and ride scheme.

Figure 10 1.1 A student was investigating the effectiveness of the park and ride scheme. Suggest a possible question

for their geographical enquiry.

(1 mark)


(1 mark)




(1 mark)

Figure 11 shows data collected by the student – traffic flow count

Traffic Count % of traffic

Lorries 0

Coaches/buses 12

Vans 5

Minibuses 3

Agricultural vehicles 0

Cars 67

Motorbikes 0

Bicycle 0


(1 mark) 1.5 State one reason why the land use survey results may not be accurate.

(1 mark)

Documents

AQA GCSE Geography Paper 3