Lesson Y9-U05-L09

Y9-U05-L09 Reaching a Conclusion and Evaluating Your Enquiry Quiz: KS3 Geography, Unit 17

20 questions

Written by Revision Ninja · Last reviewed 11 October 2026

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Lesson Y9-U05-L09, Reaching a Conclusion and Evaluating Your Enquiry: 20 multiple choice questions for the KS3 Geography (National Curriculum), Unit 17: Year 9: Thinking Like a Geographer: Fieldwork and Geographical Enquiry, written with Revision Ninja.

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The 20 questions

  1. What is a conclusion in a geographical enquiry?

    • A summary of the methods used, written at the start
    • A clear answer to the enquiry question, backed by your own data
    • A list of the instruments taken into the field
    • A set of opinions about the place, based on a visit

  2. Which feature would make a conclusion weakest?

    • Naming an anomaly that breaks the main pattern honestly
    • Answering the question directly using the measured evidence and a clear figure
    • Quoting two measured figures that support the answer given
    • Vague words such as 'quite a lot' with no figures from the data

  3. Define reliability in one sentence.

    • How far you can trust a result to be repeatable and not down to chance
    • How many readings were taken across all of the sites
    • How quickly a result can be produced in the field by one person
    • How well a graph uses colours to show the data clearly

  4. What is an anomaly in a set of data?

    • The total of all readings divided by how many there are
    • A result that does not fit the main pattern of the data
    • The most common value that appears in the dataset
    • The middle value once the readings are put in order

  5. Which is stronger evidence for a conclusion: 'lots of cars' or '240 cars counted in 10 minutes'?

    • Both are equally strong, since both describe traffic
    • Neither, because a conclusion never uses any data at all
    • Lots of cars, because the phrase sounds more confident
    • 240 cars counted in 10 minutes

  6. Why is it better to mention an anomaly than to hide it?

    • It makes the conclusion look weaker and so less worth reading by the examiner
    • It proves that the enquiry question was never answered
    • It replaces the need to quote any figures at all
    • It shows honesty and care, so the conclusion is more trustworthy

  7. What is the first part of the three-part frame for a conclusion?

    • List every site visited during the fieldwork
    • Describe the instrument used to take each reading
    • Name the anomaly that was found in the data
    • State the answer to the enquiry question

  8. A student wrote 'There is quite a lot of traffic' for the question 'Is traffic heavier near the school?'. What is the main weakness?

    • It does not answer the question and gives no measured evidence
    • It uses a bar chart instead of a line graph for the data
    • It uses too many words to describe the traffic clearly
    • It was written in the past tense instead of the present

  9. Which sentence uses specific evidence in the strongest way?

    • Pedestrian counts rose from 30 to 240 towards the town centre
    • The town centre seemed to be busier than the edge
    • Pedestrian counts were quite high in most of the places
    • Lots of people walked past in the town centre area

  10. A conclusion frame has three sentences. What goes in sentence 1?

    • The limitation of the method used in the study
    • The answer to the enquiry question
    • A list of the instruments used during fieldwork
    • The anomaly that was found in the data

  11. Which of these is an evaluation point rather than part of the conclusion?

    • The far-end count was an anomaly that broke the trend
    • The data shows a clear upward trend towards the centre
    • Counting for only 10 minutes may not represent a typical day
    • Yes, the centre was busier with 210 people counted

  12. Which of these is a valid reason to say an enquiry is less reliable?

    • The enquiry asked a focused question about one place and checked its data twice
    • The enquiry used a bar chart to present its results
    • The enquiry quoted measured figures from the data
    • Only one reading was taken at each site on one rainy day

  13. What is the difference between analysing data and evaluating an enquiry?

    • Analysing is the same as evaluating, and both give the conclusion
    • Analysing finds patterns in the data; evaluating judges how trustworthy the enquiry was
    • Analysing is done in the field; evaluating is done in the classroom only
    • Analysing draws the map; evaluating chooses the colours for it

  14. Suggest one way to make a small-sample enquiry more reliable.

    • Stop taking readings and write the conclusion from memory
    • Remove all the readings that do not fit the expected pattern and keep the rest
    • Use only the one site that gave the most interesting result
    • Take more readings on more days, or use a larger, fairer sample

  15. Data from a survey shows the centre at 23C and the edge at 18C. Which one-sentence conclusion answers 'Is the centre warmer?'

    • Unknown, because the centre and the edge were not measured at the same time
    • No, the centre was cooler than the edge at the same time
    • Maybe, because temperature is always difficult to measure
    • Yes, the centre was warmer, rising from 18C at the edge to 23C

  16. Why must a conclusion avoid adding facts that were never collected?

    • Because new facts always make the conclusion longer than needed
    • Because facts are never allowed to appear in any conclusion
    • Because the teacher always marks new facts as incorrect
    • It must stay based on the data the enquiry actually gathered

  17. Why is a limitation important when evaluating an enquiry?

    • It replaces the need for any conclusion at the end
    • It proves that the enquiry question was never worth asking, so the enquiry should stop
    • It shows that the instruments were not expensive enough
    • It names a weakness in the method or data that could affect the conclusion

  18. A student counted traffic once, for two minutes. Which limitation should be named?

    • The count used too many instruments to take the reading
    • The count was made by a pupil rather than an adult
    • The count is too short and may not represent typical traffic
    • The count was written down in pencil and is hard to read on a rainy day

  19. Why does a limitation strengthen a conclusion when it is named honestly?

    • It proves that the data was perfect and needs no checking
    • It makes the conclusion look longer, which markers always reward
    • It removes the need to quote any evidence in the answer
    • It shows the reader how far the conclusion can be trusted

  20. Which of these is a valid improvement for a fieldwork enquiry?

    • Repeat the counts on different days and at different times
    • Use fewer sites so the data is easier to read
    • Drop every reading that does not match the expected pattern
    • Write the conclusion before taking any readings

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