GCSE Geography Paper 3 Predictions AQA

Summary

In this video, the speaker shares key predictions and tips for GCSE Geography Paper 3 (AQA), focusing on three main sections. Section A covers the pre-release material, specifically the Morham Bay tidal barrage, with a prediction for a nine-mark question on whether the project should go ahead. Section B discusses unseen fieldwork scenarios, including data presentation techniques and reliability improvements. Section C focuses on personal fieldwork experiences, with predictions for questions on data collection, analysis, and possible improvements. Overall, the speaker offers actionable advice for exam success, emphasizing the importance of clear explanations, data accuracy, and comprehensive fieldwork understanding.

Takeaways

• 😀 Be familiar with the pre-release booklet on energy in the UK, specifically the Morham Bay tidal barrage scheme, as it is likely to be a key topic in GCSE geography paper 3.
• 😀 Expect a 9-mark question on the tidal barrage project, potentially asking whether it should go ahead. Provide a balanced argument with both pros and cons, using facts from the booklet.
• 😀 When discussing the tidal barrage project, include key figures such as the creation of 13,000 jobs and a £10 billion cost, and explain their significance in your argument.
• 😀 Be prepared for questions related to renewable energy and fossil fuels, including their positives and negatives. Energy security and factors affecting it may also feature in the exam.
• 😀 Understand the 'three A's of energy security' and the 'energy trilemma,' as questions about these concepts are expected.
• 😀 In section B, be ready for unseen fieldwork scenarios, such as suggesting appropriate data presentation methods (e.g., pie charts for percentages, bar graphs for categories, line graphs for change over time).
• 😀 Know how to improve the reliability of data in fieldwork. Suggestions could include collecting more data, using secondary data, or collecting data at different times of day or year.
• 😀 Expect questions about how to improve questionnaires in fieldwork, such as ensuring questions are clear and contextually appropriate for the investigation.
• 😀 For section C, review your own fieldwork experience. Be prepared to discuss the data you collected, why you chose that data, and how you presented it. Focus on conclusions and evaluations.
• 😀 A possible 9-mark question in section C may focus on improving your fieldwork inquiry, particularly in terms of enhancing reliability (e.g., by collecting more data or using secondary data).

Q & A

What is the main focus of Section A in the GCSE Geography Paper 3?

Section A focuses on the pre-release booklet, particularly on the topic of energy in the UK and the Morham Bay tidal barrage scheme. Students are expected to answer questions related to graphs, energy security, and renewable versus fossil fuels.

What type of question is predicted to appear about the Morham Bay tidal barrage project?

The prediction is for a nine-mark question asking whether the project should go ahead. Students are advised to present a partial argument with both supporting and opposing viewpoints, using key facts and figures from the resource booklet to back up their argument.

What specific figures from the resource booklet should students use in their response about the tidal barrage?

Students should mention the creation of 13,000 jobs and the estimated cost of £10 billion. These figures should be expanded upon to explain their significance as positives or negatives for the project.

What are the three A's of energy security mentioned in the pre-release booklet?

The three A's of energy security are Availability, Affordability, and Acceptability. These concepts relate to ensuring a reliable, affordable, and sustainable energy supply.

What type of questions can be expected in Section B about fieldwork?

Section B includes questions on unseen fieldwork scenarios. Students may be asked to suggest appropriate data presentation techniques for specific scenarios, improve the reliability of data collection, or propose ways to enhance questionnaires used in fieldwork.

What should students consider when suggesting a data presentation method for fieldwork?

Students should choose an appropriate presentation technique based on the type of data. For percentages, a pie chart is ideal; for categorical data, a bar graph is best; and for data showing change over time or distance, a line graph should be used.

How can the reliability of data in fieldwork be improved?

To improve the reliability of data, students should collect more data, use secondary data, or gather data at different times of the day or year to ensure a more accurate and consistent representation of the subject.

What type of question could students expect regarding questionnaires in fieldwork?

A typical question could involve suggesting ways to improve a questionnaire. Students may be asked to consider how to make the questions clearer or more relevant to the fieldwork context, ensuring that the answers provide useful data.

What should students focus on when answering questions about their own fieldwork in Section C?

In Section C, students should be prepared to discuss their data collection methods, the areas they studied, how they presented their data, and their overall conclusions and evaluations. Specific data values are not required, but students should know the general conclusions and methods used.

What is a likely nine-mark question in Section C regarding fieldwork?

A likely nine-mark question in Section C would ask students to discuss how they could improve the reliability or accuracy of their fieldwork inquiry. This could involve suggestions for using more advanced equipment or collecting more data.

What geographical theory might be linked to river fieldwork inquiries?

A river fieldwork inquiry could be linked to the theory that rivers generally become wider, deeper, and faster-flowing as they move downstream. This theoretical framework could help explain the data collected during the fieldwork.

What should students do if a question asks about the geographical theory behind their fieldwork?

Students should refer to well-known geographical theories related to their fieldwork. For instance, in a river study, they might explain how their data aligns with the theory of a river's increasing width, depth, and speed as it moves downstream.