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24:[["$","$L33",null,{"feature":"flashcards"}],"$L34",["$","$L35",null,{"href":"/gcse/geography/aqa/fieldwork/flashcards","label":"Fieldwork","subjectCode":"gcse_geography__aqa","surface":"flashcards"}],["$","$L36",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L37",null,{"decks":[{"id":"13b171f2-f658-49b6-be1e-2dec282cf839","title":"Fieldwork Flashcards","topicId":"d4b20c8c-7c58-575e-a87e-667e3d3913a6","topicSlug":"fieldwork","cards":[{"id":"32bde767-74b8-43e2-9322-5a008b2a2975","cardType":"basic","points":1,"front":"For AQA GCSE Geography, how many fieldwork enquiries must be completed?","back":"Two geographical enquiries.","mcqOptions":[{"text":"Two geographical enquiries.","correct":true,"explanation":"AQA GCSE Geography requires students to complete two geographical enquiries, allowing fieldwork to investigate both physical and human geographical processes."},{"text":"One geographical enquiry.","correct":false,"explanation":"One enquiry would not meet the AQA requirement. Students must complete two geographical enquiries as part of the fieldwork component."},{"text":"Three geographical enquiries.","correct":false,"explanation":"Three enquiries exceed the stated AQA requirement. The required number is two geographical enquiries, not three."},{"text":"Four geographical enquiries.","correct":false,"explanation":"Four enquiries are not required for AQA GCSE Geography. The specification requires students to complete two geographical enquiries."}]},{"id":"11bd8534-463e-42a1-b95e-e45f11c2784e","cardType":"basic","points":1,"front":"Where must GCSE fieldwork primary data be collected?","back":"Outside the classroom and school grounds.","mcqOptions":[{"text":"Outside the classroom and school grounds.","correct":true,"explanation":"Primary fieldwork data must be gathered beyond the school site, so students investigate real geographical environments rather than only conducting activities in school."},{"text":"Inside the classroom and school grounds.","correct":false,"explanation":"Collecting data only inside the classroom does not provide fieldwork in a geographical environment. Primary data must be collected outside the classroom and school grounds."},{"text":"Within the classroom and school grounds.","correct":false,"explanation":"The school grounds alone are not sufficient under this requirement. GCSE fieldwork primary data must be collected outside both the classroom and school grounds."},{"text":"Around the classroom and school grounds.","correct":false,"explanation":"Using only places within the school site restricts the investigation to school-based activities. The required primary data must come from outside the classroom and school grounds."}]},{"id":"ab3e7721-9131-446c-b79e-b5707ac4a8c3","cardType":"cloze","points":null,"front":"The two enquiries must be in [ ] and cover physical and human geography; at least one should show [ ].","back":"The two enquiries must be in contrasting environments and cover physical and human geography; at least one should show physical-human interaction.","mcqOptions":[{"text":"The two enquiries must be in contrasting environments and cover physical and human geography; at least one should show physical-human interaction.","correct":true,"explanation":"The specification requires the enquiries to take place in contrasting environments, with physical-human interaction included in at least one enquiry."},{"text":"The two enquiries must be in similar environments and cover physical and human geography; at least one should show physical-human interaction.","correct":false,"explanation":"Similar environments would not provide a contrast between fieldwork locations. The enquiries must be in contrasting environments, while the physical-human interaction requirement remains unchanged."},{"text":"The two enquiries must be in contrasting environments and cover physical and human geography; at least one should show human-human interaction.","correct":false,"explanation":"Both enquiries are not required to demonstrate physical-human interaction. At least one should show it, while the enquiries must be in contrasting environments."},{"text":"The two enquiries must be in contrasting environments and cover physical geography only; at least one should show physical-human interaction.","correct":false,"explanation":"The enquiries must cover both physical and human geography, not only physical geography. They also need contrasting environments and physical-human interaction in at least one enquiry."}]},{"id":"af0081ae-58b6-47c3-b778-04452108d7fd","cardType":"basic","points":3,"front":"How is a hypothesis different from an enquiry question?","back":"

Enquiry question asks what is investigated.
Hypothesis is a testable statement.

","mcqOptions":[{"text":"

Enquiry question asks what is investigated.
Hypothesis is a testable statement.

","correct":true,"explanation":"An enquiry question identifies what the investigation will examine, whereas a hypothesis is a testable statement predicting an expected relationship or pattern."},{"text":"

Enquiry question is a testable statement.
Hypothesis asks what is investigated.

","correct":false,"explanation":"A hypothesis is not simply what is investigated; that is the role of an enquiry question. A hypothesis is a testable statement about an expected outcome."},{"text":"

Enquiry question predicts the result.
Hypothesis describes the location.

","correct":false,"explanation":"An enquiry question does not state the predicted result, while a hypothesis does. The question identifies the investigation and the hypothesis makes a testable prediction."},{"text":"

Enquiry question describes the location.
Hypothesis describes the method.

","correct":false,"explanation":"Both terms have been treated as descriptions of place, which misses their different purposes. An enquiry question asks what is investigated and a hypothesis is testable."}]},{"id":"99ac1d97-ca68-4fa2-9d9a-b29223b4977a","cardType":"basic","points":2,"front":"Why should a fieldwork question link to geographical theory?","back":"Theory gives an expected pattern to test.","mcqOptions":[{"text":"Theory gives an expected pattern to test.","correct":true,"explanation":"Geographical theory predicts relationships and patterns, giving fieldwork a clear expectation that observations and measurements can test."},{"text":"Theory gives a sampling method to test.","correct":false,"explanation":"A fieldwork question needs more than a method for collecting data. Theory gives an expected geographical pattern that the investigation can test."},{"text":"Theory gives a final conclusion to test.","correct":false,"explanation":"Theory does not mainly provide the final conclusion before data collection. It gives an expected pattern against which the collected evidence can be compared."},{"text":"Theory gives a study location to test.","correct":false,"explanation":"A fieldwork question is not linked to theory merely to identify a location. Theory provides an expected pattern or relationship for the investigation to test."}]},{"id":"600bae68-398b-4850-95c3-65fb50dbee44","cardType":"basic","points":1,"front":"According to the Bradshaw model, what generally happens to river width, depth, discharge and velocity downstream?","back":"They generally increase downstream.","mcqOptions":[{"text":"They generally increase downstream.","correct":true,"explanation":"The Bradshaw model predicts that river width, depth, discharge and velocity generally increase downstream as tributaries add water and the channel becomes larger."},{"text":"They generally decrease downstream.","correct":false,"explanation":"This reverses the Bradshaw pattern. River width, depth, discharge and velocity generally increase downstream rather than decrease."},{"text":"They generally remain constant downstream.","correct":false,"explanation":"The model predicts systematic downstream changes, not constant conditions. Width, depth, discharge and velocity generally increase downstream."},{"text":"They generally increase upstream.","correct":false,"explanation":"The direction is reversed in this option. According to the Bradshaw model, these river characteristics generally increase downstream, not upstream."}]},{"id":"7070e45b-4dec-4c97-b067-a325979349fe","cardType":"basic","points":3,"front":"How is risk different from a hazard in fieldwork?","back":"

Hazard: something that could cause harm.
Risk: chance of harm occurring.
Risk considers likelihood and severity.

","mcqOptions":[{"text":"

Hazard: something that could cause harm.
Risk: chance of harm occurring.
Risk considers likelihood and severity.

","correct":true,"explanation":"A hazard is a possible source of harm, while risk describes the chance of that harm occurring and considers both likelihood and severity."},{"text":"

Hazard: chance of harm occurring.
Risk: something that could cause harm.
Risk considers likelihood and severity.

","correct":false,"explanation":"The first two definitions have been reversed. A hazard is something that could cause harm, whereas risk is the chance of harm occurring and considers likelihood and severity."},{"text":"

Hazard: something that could cause harm.
Risk: seriousness of harm occurring.
Risk considers severity only.

","correct":false,"explanation":"Risk is not limited to the seriousness of an outcome. It combines the likelihood of harm with its severity, while a hazard is the source that could cause harm."},{"text":"

Hazard: likelihood of harm occurring.
Risk: chance of harm occurring.
Risk considers likelihood only.

","correct":false,"explanation":"A hazard does not describe how likely an event is. It is the possible source of harm; risk assesses likelihood and severity together."}]},{"id":"dec4b21e-2c67-4c34-9047-2962d438919c","cardType":"cloze","points":null,"front":"[ ] is collected yourself; [ ] is collected by someone else.","back":"Primary data is collected yourself; secondary data is collected by someone else.","mcqOptions":[{"text":"Primary data is collected yourself; secondary data is collected by someone else.","correct":true,"explanation":"Primary data is gathered directly by the investigator, while secondary data has already been collected by another person or organisation."},{"text":"Secondary data is collected yourself; primary data is collected by someone else.","correct":false,"explanation":"The sources have been reversed. Data collected by the investigator is primary, whereas data collected by someone else is secondary."},{"text":"Primary data is collected by someone else; secondary data is collected yourself.","correct":false,"explanation":"Both terms have been assigned to data collected by the same person, which removes the key distinction. Primary data is self-collected and secondary data comes from elsewhere."},{"text":"Secondary data is collected by someone else; primary data is collected yourself.","correct":false,"explanation":"Secondary data is not defined by being collected personally. Primary data is collected yourself, while secondary data is obtained from another collector or source."}]},{"id":"8877a7fc-75b8-4226-93f5-f3c5be241c50","cardType":"basic","points":2,"front":"Why take repeated measurements during fieldwork?","back":"They improve reliability.","mcqOptions":[{"text":"They improve reliability.","correct":true,"explanation":"Repeating measurements and identifying a consistent pattern reduces the influence of random errors, making the fieldwork results more reliable and more likely to be repeatable."},{"text":"They improve validity.","correct":false,"explanation":"Validity concerns whether the method measures what it is intended to measure. Repeating measurements mainly reduces random error and improves reliability, not validity."},{"text":"They improve subjectivity.","correct":false,"explanation":"Subjectivity means personal judgement influences results, which repeated measurements do not improve. Repeating measurements helps reduce random error and therefore improves reliability."},{"text":"They improve generalisability.","correct":false,"explanation":"Generalisability depends mainly on how representative the sample is. Repeated measurements reduce random error within the investigation, improving reliability rather than generalisability."}]},{"id":"f37e498c-512c-4435-b87b-c6702463189c","cardType":"cloze","points":null,"front":"[ ] gives every possible site or person an equal chance; [ ] uses regular intervals.","back":"Random sampling gives every possible site or person an equal chance; systematic sampling uses regular intervals.","mcqOptions":[{"text":"Random sampling gives every possible site or person an equal chance; systematic sampling uses regular intervals.","correct":true,"explanation":"Random sampling gives each possible site or person an equal chance of selection, while systematic sampling selects sites or people at regular intervals."},{"text":"Systematic sampling gives every possible site or person an equal chance; random sampling uses regular intervals.","correct":false,"explanation":"The definitions are reversed here. Random sampling gives every possible site or person an equal chance, whereas systematic sampling follows regular intervals."},{"text":"Stratified sampling gives every possible site or person an equal chance; random sampling uses regular intervals.","correct":false,"explanation":"Stratified sampling selects according to known groups or zones, not simply equal chances. Systematic sampling, rather than random sampling, uses regular intervals."},{"text":"Random sampling gives every possible site or person an equal chance; stratified sampling uses regular intervals.","correct":false,"explanation":"The first definition is correct, but stratified sampling reflects known groups or zones. Systematic sampling is the method that uses regular intervals."}]},{"id":"c62e4eba-e0e5-4fba-938b-c99a42b12b10","cardType":"cloze","points":null,"front":"[ ] reflects known groups or zones; [ ] uses whoever or wherever is easiest.","back":"Stratified sampling reflects known groups or zones; opportunistic sampling uses whoever or wherever is easiest.","mcqOptions":[{"text":"Stratified sampling reflects known groups or zones; opportunistic sampling uses whoever or wherever is easiest.","correct":true,"explanation":"Stratified sampling represents known groups or zones in the study area, while opportunistic sampling selects whoever or wherever is easiest to access."},{"text":"Opportunistic sampling reflects known groups or zones; stratified sampling uses whoever or wherever is easiest.","correct":false,"explanation":"These definitions are reversed. Stratified sampling reflects known groups or zones, whereas opportunistic sampling uses the people or locations that are easiest to reach."},{"text":"Systematic sampling reflects known groups or zones; random sampling uses whoever or wherever is easiest.","correct":false,"explanation":"Systematic sampling uses a regular interval and random sampling gives equal selection chances. Stratified sampling represents known groups, while opportunistic sampling uses convenient choices."},{"text":"Stratified sampling reflects known groups or zones; random sampling uses whoever or wherever is easiest.","correct":false,"explanation":"The first definition is correct, but random sampling is not based on convenience. Opportunistic sampling uses whoever or wherever is easiest to access."}]},{"id":"04614cd3-8ede-4e9b-b0af-99d2c6f89b7b","cardType":"basic","points":2,"front":"Six sites are needed along a 500 m transect including both ends. What is the systematic interval?","back":"100 m.","mcqOptions":[{"text":"100 m.","correct":true,"explanation":"Six sites including both ends create five equal intervals. Dividing 500 m by 5 gives a systematic interval of 100 m."},{"text":"83.3 m","correct":false,"explanation":"This comes from dividing 500 m by six sites, but six sites including both ends create five intervals. Dividing 500 m by 5 gives the correct interval of 100 m."},{"text":"125 m","correct":false,"explanation":"This value results from using four intervals, but six sites including both ends create five equal intervals. The correct calculation is 500 m divided by 5, giving 100 m."},{"text":"500 m","correct":false,"explanation":"This uses the whole transect length as the interval and ignores the six equally spaced sites. There are five intervals between the endpoints, so the interval is 100 m."}]},{"id":"4aee74bf-19ac-4e23-9c0b-e994d3efcefe","cardType":"basic","points":3,"front":"How is processing data different from presenting data?","back":"

Processing: turns raw data into totals, averages or percentages.
Presenting: shows data visually.

","mcqOptions":[{"text":"

Processing: turns raw data into totals, averages or percentages.
Presenting: shows data visually.

","correct":true,"explanation":"Processing changes raw results into useful numerical forms such as totals, averages or percentages. Presenting displays the data visually using methods such as graphs, maps or charts."},{"text":"

Processing: shows raw data visually.
Presenting: turns data into totals, averages or percentages.

","correct":false,"explanation":"These roles are reversed. Processing calculates totals, averages or percentages from raw data, while presenting displays the processed data visually."},{"text":"

Processing: collects data from sites or people.
Presenting: checks whether results are reliable.

","correct":false,"explanation":"Collecting data is sampling or fieldwork, and checking reliability is evaluation. Processing calculates useful summaries, while presenting shows the data visually."},{"text":"

Processing: explains geographical reasons.
Presenting: identifies patterns and anomalies.

","correct":false,"explanation":"Explaining geographical reasons and identifying patterns are parts of analysis, not processing or presentation. Processing summarises raw data, while presenting displays it visually."}]},{"id":"6aeb344d-4543-4416-9567-53642cbd419b","cardType":"basic","points":1,"front":"Which graph is useful for comparing two variables, such as distance downstream and velocity?","back":"A scattergraph.","mcqOptions":[{"text":"A scattergraph.","correct":true,"explanation":"A scattergraph plots paired values for two variables, allowing the relationship between distance downstream and velocity to be compared and identified."},{"text":"A bar chart.","correct":false,"explanation":"A bar chart compares separate categories, but it is not the most suitable method for showing the relationship between two continuous variables. A scattergraph is appropriate."},{"text":"A choropleth map.","correct":false,"explanation":"A choropleth map uses shaded areas to show how a variable varies across geographical regions. Comparing two measured variables is better done with a scattergraph."},{"text":"A proportional symbol map.","correct":false,"explanation":"A proportional symbol map represents quantities at locations using different-sized symbols. It does not directly show the relationship between two variables like a scattergraph does."}]},{"id":"b9f3916c-88f1-4536-8905-dd872e04bb88","cardType":"basic","points":3,"front":"How is analysing results different from explaining results?","back":"

Analysing: identifies patterns, relationships, trends and anomalies.
Explaining: gives geographical reasons.

","mcqOptions":[{"text":"

Analysing: identifies patterns, relationships, trends and anomalies.
Explaining: gives geographical reasons.

","correct":true,"explanation":"Analysis describes what the results show, including patterns, relationships, trends and anomalies. Explanation then gives geographical reasons for why those results occurred."},{"text":"

Analysing: gives geographical reasons.
Explaining: identifies patterns, relationships, trends and anomalies.

","correct":false,"explanation":"These roles are reversed. Analysing identifies patterns and anomalies in the data, whereas explaining gives geographical reasons for the observed results."},{"text":"

Analysing: collects measurements in the field.
Explaining: presents data in graphs.

","correct":false,"explanation":"Collecting measurements is data collection, and creating graphs is data presentation. Analysis identifies patterns, while explanation gives geographical reasons for those patterns."},{"text":"

Analysing: evaluates the sampling method.
Explaining: calculates averages and percentages.

","correct":false,"explanation":"Evaluating sampling assesses the enquiry, while calculating averages and percentages is processing data. Analysis identifies patterns and explanation gives geographical reasons."}]},{"id":"bc101adf-b2a0-4106-ae54-8e2ffdef6b5d","cardType":"basic","points":2,"front":"Why should anomalies be considered in fieldwork analysis?","back":"They help evaluate the enquiry.","mcqOptions":[{"text":"They help evaluate the enquiry.","correct":true,"explanation":"Anomalies may reveal unusual conditions, measurement errors or weaknesses in the method. Considering them helps judge the enquiry's reliability and whether the conclusions are justified."},{"text":"They help present the enquiry.","correct":false,"explanation":"Presentation is about displaying data visually, whereas anomalies are unusual results that may affect the investigation's conclusions. Considering them helps evaluate the enquiry."},{"text":"They help repeat the enquiry.","correct":false,"explanation":"Anomalies do not automatically require the whole investigation to be repeated. They should first be examined as possible errors or unusual conditions when evaluating the enquiry."},{"text":"They help prove the hypothesis.","correct":false,"explanation":"Anomalies may weaken or qualify a pattern rather than prove a hypothesis. Considering them helps assess reliability and evaluate whether the enquiry's conclusions are sound."}]},{"id":"d940979f-f73b-4b0b-8418-fd335307e979","cardType":"basic","points":1,"front":"When is the median more useful than the mean?","back":"When data is skewed by outliers.","mcqOptions":[{"text":"When data is skewed by outliers.","correct":true,"explanation":"Outliers can pull the mean towards unusually high or low values. The median is less affected by extreme values, so it better represents the centre of skewed data."},{"text":"When data contains a large sample.","correct":false,"explanation":"A large sample does not automatically make the median more suitable than the mean. The median is especially useful when outliers skew the data because extreme values affect it less."},{"text":"When data has no extreme values.","correct":false,"explanation":"Without extreme values, the mean may represent the data effectively and uses every observation. The median becomes more useful when outliers skew the distribution."},{"text":"When data is grouped into equal intervals.","correct":false,"explanation":"Using equal intervals affects how data is grouped, not whether the median is preferable. The median is more useful when outliers distort the mean."}]},{"id":"8b30d398-9abf-4bda-b265-c9f92289f442","cardType":"cloze","points":null,"front":"Percentage change = ([ ]) ÷ [ ] × 100.","back":"Percentage change = (new value - original value) ÷ original value × 100.","mcqOptions":[{"text":"Percentage change = (new value - original value) ÷ original value × 100.","correct":true,"explanation":"Percentage change compares the difference between the new and original values with the original value. Multiplying this ratio by 100 expresses the change as a percentage."},{"text":"Percentage change = (new value - original value) ÷ new value × 100.","correct":false,"explanation":"Dividing by the new value uses the wrong reference point and produces a misleading percentage. Percentage change must divide the difference by the original value."},{"text":"Percentage change = (original value - new value) ÷ original value × 100.","correct":false,"explanation":"Reversing the subtraction changes the sign, making an increase appear as a decrease. The numerator should be the new value minus the original value."},{"text":"Percentage change = (new value + original value) ÷ original value × 100.","correct":false,"explanation":"Adding the two values does not calculate the amount of change. The numerator must be the new value minus the original value, divided by the original value."}]},{"id":"c6a91d09-c443-4aa7-b8ba-bf87fccd6539","cardType":"basic","points":2,"front":"What should you do if percentage change has an original value of 0?","back":"Use absolute change because you cannot divide by zero.","mcqOptions":[{"text":"Use absolute change because you cannot divide by zero.","correct":true,"explanation":"Percentage change requires division by the original value, which is impossible when that value is zero. Absolute change still shows the numerical difference between the values."},{"text":"Use 1 as the original value because you cannot divide by zero.","correct":false,"explanation":"Replacing zero with one invents a starting value and produces a meaningless percentage. Use absolute change because the percentage formula cannot divide by an original value of zero."},{"text":"Use the new value instead because you cannot divide by zero.","correct":false,"explanation":"Dividing by the new value calculates change relative to the wrong reference point. When the original value is zero, report absolute change rather than percentage change."},{"text":"Use multiplication instead because you cannot divide by zero.","correct":false,"explanation":"Multiplying does not resolve the undefined division in the percentage-change formula. The appropriate response is to calculate absolute change because the original value is zero."}]},{"id":"7d4fd77a-ad70-407b-829c-6e1b88f646fb","cardType":"cloze","points":null,"front":"A conclusion must answer the [ ] and judge whether evidence [ ] it.","back":"A conclusion must answer the original question or hypothesis and judge whether evidence supports, partly supports or does not support it.","mcqOptions":[{"text":"A conclusion must answer the original question or hypothesis and judge whether evidence supports, partly supports or does not support it.","correct":true,"explanation":"A conclusion should directly return to the enquiry’s original question or hypothesis. It must then use the collected evidence to assess the degree to which that proposition is supported."},{"text":"A conclusion must answer the original question or hypothesis and judge whether evidence proves or disproves it.","correct":false,"explanation":"Fieldwork evidence can support a hypothesis to different degrees, but it rarely proves it with certainty. The conclusion should judge whether evidence supports, partly supports or does not support it."},{"text":"A conclusion must answer the methodology used in the enquiry and judge whether evidence supports, partly supports or does not support it.","correct":false,"explanation":"The methodology is evaluated separately rather than answered by the conclusion. A conclusion must answer the original question or hypothesis and assess how far the evidence supports it."},{"text":"A conclusion must answer the fieldwork risk assessment and judge whether evidence is accurate or inaccurate it.","correct":false,"explanation":"A risk assessment concerns fieldwork safety, while accuracy is considered during evaluation. The conclusion must answer the original question or hypothesis and judge the evidence’s level of support."}]},{"id":"4dbad6e2-739b-4896-bf86-270101995028","cardType":"basic","points":3,"front":"How do reliability, validity and accuracy differ in evaluation?","back":"

Reliability: repeated enquiry gives similar results.
Validity: method measures what it should.
Accuracy: measurements are close to true value.

","mcqOptions":[{"text":"

Reliability: repeated enquiry gives similar results.
Validity: method measures what it should.
Accuracy: measurements are close to true value.

","correct":true,"explanation":"Reliability concerns consistency when an enquiry is repeated, validity concerns whether the intended feature is measured, and accuracy concerns closeness to the true value."},{"text":"

Reliability: measurements are close to true value.
Validity: repeated enquiry gives similar results.
Accuracy: method measures what it should.

","correct":false,"explanation":"These definitions have been rotated between the three terms. Reliability means repeatability, validity means measuring what was intended, and accuracy means closeness to the true value."},{"text":"

Reliability: method measures what it should.
Validity: measurements are close to true value.
Accuracy: repeated enquiry gives similar results.

","correct":false,"explanation":"The three definitions are assigned to the wrong terms. Reliability concerns similar repeated results, validity concerns measuring the intended feature, and accuracy concerns closeness to truth."},{"text":"

Reliability: results agree with the hypothesis.
Validity: sample size is sufficiently large.
Accuracy: measurements are precisely recorded.

","correct":false,"explanation":"Agreement with a hypothesis and sample size do not define these evaluation criteria, while precision is not identical to accuracy. The correct distinctions are consistency, appropriate measurement and closeness to truth."}]},{"id":"d7a71e18-44bd-4932-8d1e-6df049facf5b","cardType":"basic","points":3,"front":"What three-part chain makes an evaluation point specific?","back":"Problem - effect on results - realistic improvement.","mcqOptions":[{"text":"Problem - effect on results - realistic improvement.","correct":true,"explanation":"A specific evaluation identifies a problem, explains how it affects the results, and proposes a practical improvement that directly addresses that weakness."},{"text":"Problem - realistic improvement - effect on results.","correct":false,"explanation":"Placing the improvement before the effect weakens the logical explanation because its purpose has not yet been established. State the problem, explain its effect, then propose a realistic improvement."},{"text":"Problem - description of method - realistic improvement.","correct":false,"explanation":"Describing the method does not explain why the identified problem matters. A specific evaluation must link the problem to its effect on results before suggesting a realistic improvement."},{"text":"Problem - person responsible - unrealistic improvement.","correct":false,"explanation":"Naming who caused a problem does not assess its impact, and an unrealistic solution is not useful. Explain the effect on results and propose a practical improvement instead."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Fieldwork","title":"Fieldwork Flashcards","topbar":{"backHref":"/gcse/geography/aqa/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"d4b20c8c-7c58-575e-a87e-667e3d3913a6","walled":"$L39"}],"$L3a","$L3b"]