These questions mix the five lessons of the fieldwork design and sampling module. All places and data are invented for practice.
They run from simple checks to short written judgements. Attempt each on paper, then open the answer. Log each slip in the mistake log and retest queue and return to the matching lesson.
You can plan samples and graphs with the fieldwork sample and graph planner and check averages with the statistics and distribution explorer.
Questions
1. (Easy) Which is investigable? (a) “Is the market exciting?” (b) “How does the number of shoppers passing in 5 minutes differ between 9 am and 12 noon at the entrance of Pasar Maju?” (c) “Why do towns exist?”
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**(b).** It has a place, a count and a comparison. (a) is an opinion and (c) is too wide for one visit.2. (Easy) Rewrite “Look at the river” as an investigable question.
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For example: "How does water depth at the centre of the channel change between 1 km, 3 km and 5 km downstream on Sungai Lanai?" Any version with a place, a measurement and a comparison is acceptable.3. (Easy) A 600 m beach path needs 12 systematic sites with a random start of 30 m. Give the interval and the first and last sites.
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Interval = 600 ÷ 12 = 50 m. First site 30 m. Last site = 30 + 11 × 50 = 580 m, which is inside 600 m.4. (Medium) A 1,000 m² field has zones of 450 m², 350 m² and 200 m². Using proportional stratified sampling with 20 quadrats, how many go in each zone?
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450 ÷ 1,000 × 20 = 9. 350 ÷ 1,000 × 20 = 7. 200 ÷ 1,000 × 20 = 4. Check: 9 + 7 + 4 = 20.5. (Medium) A class numbers 50 grid squares and picks 5 using random numbers. The numbers drawn are 17, 42, 17, 8, 33, 25. Which five squares are sampled and why?
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Squares 17, 42, 8, 33 and 25. The second 17 is ignored because the same square cannot be sampled twice, so the next number is used to reach 5 different squares.6. (Medium) A recording sheet has the headings “Place”, “Result” and “Comments”. Give three improvements.
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For example: add the date and time; name the measurement with its unit in the heading (such as "width (m)"); add a site number and the observer's initials. A column for weather also helps.7. (Medium) Six 5-minute pedestrian counts are 14, 22, 9, 17, 25 and 11. Find the mean and the median.
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Sum = 14 + 22 + 9 + 17 + 25 + 11 = 98. Mean = 98 ÷ 6 = 16.33, so about **16.3**. In order: 9, 11, 14, 17, 22, 25. The median is (14 + 17) ÷ 2 = **15.5**.8. (Medium) A class plans a river study. Write one hazard, one control and one permission.
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For example: Hazard: slippery bank. Control: supervised group working only at the sites the teacher approves. Permission: school approval of the visit and notice to parents or guardians. Any hazard from the setting with a matching control and a named permission is acceptable.9. (Harder) In a sample of 60 people, 18 said they visit the park weekly. Calculate the percentage and write one sentence that stays within the evidence.
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18 ÷ 60 = 0.30, so 30%. Sentence: "In this sample of 60 people, 30% said they visit the park weekly." It does not claim anything about everyone in the town.10. (Harder) Site A: 24 of 40 people walk to work. Site B: 15 of 30 do. Which site has the higher percentage, and why compare percentages?
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Site A: 24 ÷ 40 = 60%. Site B: 15 ÷ 30 = 50%. Site A is higher. Percentages are used because the sample sizes differ, so raw counts are not a fair comparison.11. (Harder) A survey was carried out only on a weekday at midday on a shopping street. Explain one limit and suggest an improvement.
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Limit: workers and school students are away at midday, so the sample may over-represent shoppers and retired people. The results may not describe other times. Improvement: survey at several times, including a weekend, and say how many people were asked at each time.If you got these wrong
- Questions 1 and 2: go back to stating an investigable question.
- Questions 3, 4 and 5: review choosing a sampling method.
- Questions 6 and 7: revisit designing an observation record.
- Question 8: study safety and permission requirements.
- Questions 9, 10 and 11: review how sample design limits inference.
If one error type keeps returning, a teacher on online one-to-one Geography tuition can build a short drill for it.