Students in Italy were studying population migration. They decided to do a fieldwork investigation about migration into their country.
- Italy
- Somalia (shown in Fig. 1.2)
- United Kingdom
[1]
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Students in Italy were studying population migration. They decided to do a fieldwork investigation about migration into their country.
[1]
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Students were studying the Bradshaw model which describes how the characteristics of a river change downstream.
Increase further downstream | Decrease further downstream |
channel width and depth | roughness of the channel bed |
[2]
The students decided to investigate two other river characteristics included in the Bradshaw model by testing the following hypotheses:
Hypothesis 1: River velocity increases downstream.
Hypothesis 2: The gradient of the river bed decreases downstream.
float stop-watch tape measure two ranging poles |
Describe how the students used this equipment to measure river velocity.
[4]
[2]
[3]
Tick () | |
Hypothesis 2 is true | |
Hypothesis 2 is partly true | |
Hypothesis 2 is false |
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Students at a school in Seattle, USA, measured atmospheric pressure, temperature and rainfall during 15 days in November. They tested the following hypotheses:
Hypothesis 1: Temperatures increase as atmospheric pressure rises and decrease as
atmospheric pressure falls.
Hypothesis 2: There is a relationship between atmospheric pressure and daily rainfall totals.
(a) (i)
[4]
Plot the maximum temperature for 13 November on the graph, Fig. 1.2 below.
[1]
[1]
(i)
anemometer barometer hygrometer
[1]
[1]
(c) (i)
The students used the instrument shown in Fig. 1.3 to measure daily rainfall.
Describe how the instrument is used to measure rainfall.
(d) (i)
Table 1.3.
Complete the wind rose diagram, Fig. 1.5 below), by adding the number of days that the wind direction was from the south.
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A class of students from a rural area of Wales was studying settlement and service provision.
(a) (i)
high-order service | middle-order service | low-order service |
hospital | health centre | café |
[2]
Tick (✓) | |
a service which is frequently used | |
a service which is occasionally used | |
a service which is rarely used |
[1]
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Students investigated differences in weather in a city centre square. Fig. 1.1 shows the square which is pedestrianised. They identified five sites in the square where they could measure temperature, wind direction and wind speed at midday (12:00 hours) and in the early evening on eight consecutive days.
Fig. 1.1
The students investigated the following hypotheses:
Hypothesis 1: Midday temperatures are higher at sites A, B and C than at sites D and E.
Hypothesis 2: Wind direction and wind speed vary more at site C than at site E.
Fig. 1.3.
Use Fig. 1.3 to:
Tick () | |
wind dial | |
wind gauge | |
wind vane |
[1]
Tick() | |
Wind direction varies more at site C than at site E | |
Wind speed varies more at site C than at site E |
[3]
Fig. 1.1
Definition | Tick() |
the amount of moisture in the air during the day compared to the night | |
the amount of moisture in the air as a percentage of the total moisture it could hold at that temperature |
|
the maximum amount of moisture in the air when it is warmed up | |
the percentage of moisture in the air when it is raining compared to when it stops raining |
[1]
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A group of students in The Gambia visited Bafoloto quarry. The location of the quarry is shown in Fig. 2.1 (below).
Fig. 2.1
Tick() | |
300km | |
330km | |
410km | |
460km |
Table 2.1
Economic sector | % of GDP |
Services | 59 |
Transport | 16 |
Agriculture | 15 |
Manufacturing | 4 |
Construction | 3 |
Administration | 2 |
Mining and quarrying | 1 |
GDP is a measurement of the total value of goods and services produced in a country.
Primary Secondary Tertiary
[1]
[2]
[2]
The two hypotheses which the students tested were:
Hypothesis 1: Over half of the quarry workers are male and from The Gambia.
Hypothesis 2: People gained benefits from going to work at Bafoloto quarry.
To investigate these hypotheses the students used a questionnaire with 50 of the 400 workers at the quarry. This questionnaire is shown in Fig. 2.4 (below).
Age group |
Under 20 |
Over 60 |
[2]
Answers to Question 1 in the questionnaire (Which country do you come from?) are shown in Table 2.2 (below). Use this data to plot the numbers of male and female workers from Senegal on Fig. 2.5 below.
Table 2.2
Fig. 2.5
Table 2.4
Answers to Question 3 (Why do you work at the quarry?)
Answers to Question 3 | Tick() |
Quarry work is better paid than farm work | |
No skills to do any other job | |
Earn money at the quarry (in the dry season) when there is no work to do on the farm | |
Relatives already work at the quarry | |
Send money to my family back home | |
Have paid for a licence to dig in the quarry |
[3]
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Students in Portugal went to six sites along a local river to do a fieldwork investigation on changes in the river channel downstream. The river which they studied flows 13km from the Sintra Hills to the Atlantic Ocean.
confluence mouth source tributary valley
• A river begins at its ..............................
• A river enters the sea at its ..............................
[2]
The students investigated the following hypotheses:
Hypothesis 1: The area of the cross section of the river channel increases downstream.
Hypothesis 2: Average velocity of river flow increases downstream.
The students selected six sites along the river approximately 2 kilometres apart to do their fieldwork.
[3]
Calculation of the area of the cross section at site 1 Area of the cross section = width of river (metres) × average depth of river (metres) = .................................................................................... = 0.65 sq. metres |
Plot the result for site 6 on Fig. 1.4 below.
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Students were doing fieldwork in their local town centre. They wanted to find out how the main shopping street had changed and what people who came to shop in the town centre thought about shopping here. They tested the following hypotheses:
Hypothesis 1: Shops and services on the main shopping street have changed between 1981 and 2012.
Hypothesis 2: Most people in the local area have positive opinions about shopping in the town centre.
First the students completed a land use map along the main shopping street. This map is shown in Fig. 2.1 below.
Tick (✓) | |
bookshop | |
clothes and shoe shop | |
grocery store | |
solicitor | |
supermarket |
Category | 1981 | 2012 |
Shops | ||
Clothes and shoes | 8 | 5 |
Food | 20 | 13 |
Specialist non-food (including bookshop, wool shop, chemist, mobile or cell phones, gift shop) |
29 | 26 |
Other shops | 3 | 4 |
Services | ||
Finance (including banks) | 9 | 7 |
Entertainment (including restaurant, café, bar) | 5 | 9 |
Other services (including doctor’s surgery, estate agent, optician, shoe repairs, solicitor) |
17 | 17 |
Office | 2 | 1 |
Other buildings | ||
Empty (vacant) building | 4 | 9 |
House (residential) | 12 | 14 |
Total | 109 | 105 |
Tick (✓) | |
primary source of data | |
secondary source of data | |
tertiary source of data |
To investigate Hypothesis 2: Most people in the local area have positive opinions about shopping in the town centre, the students used a questionnaire with people on the main shopping street. The questionnaire is shown in Fig. 2.3 (below).
Fig. 2.3
Age group | Number of people completing the questionnaire |
under 16 | 0 |
16–30 | 14 |
31–45 | 11 |
46–60 | 33 |
over 60 | 42 |
Table 2.3
Results of Question 1: How often do you shop in the town centre?
Frequency | Number of answers |
Every day | 11 |
Once a week | 52 |
Once a month | 20 |
Less than once a month | 17 |
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Students in Northern Ireland were studying the topic of weather and how to measure and collect weather data. Their school had a variety of instruments to measure elements of weather, including traditional instruments and digital equipment linked to the school’s computer network.
The students noticed that the weather was forecast to change over the next three days, so they decided to take some measurements to investigate these changes.
One pair of students decided to test the following hypotheses:
Hypothesis 1: As atmospheric pressure changes rainfall amounts will vary.
Hypothesis 2: Atmospheric pressure affects the direction from which the wind blows.
The two students measured atmospheric pressure, rainfall and which direction the wind was blowing from. They took measurements every three hours using a combination of traditional and digital instruments.
Tick (✓) | |
anemometer | |
barometer | |
hygrometer | |
thermometer |
The students’ results are shown in Table 1.1 (below). Use information from the table to complete the following tasks in Fig. 1.2 below.
Atmospheric pressure (mb) | 1002 |
Rainfall during the last three hours (mm) | 0.3 |
Wind direction | NNW |
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Land use category | Example of land use |
Residential | terraced house, detached house, bungalow |
Industrial | manufacturing, mining, assembly factory |
Commercial (shops) | food, take-away, furniture, market, specialist goods |
Entertainment | hotel, sports centre, theatre, cinema |
Public buildings | college, hospital, place of worship, police station |
Open space | farmland, park, unused land, sports field |
Transport | bus station, car park, railway station |
Services (offices) | financial, business, dentist, doctor, estate agent |
Type of land use | Land use category |
department store | commercial |
concert venue | |
apartment | |
library |
[3]
Section of transect: 201–400 metres |
Land use category | Tally | Number |
Residential | //// | 4 |
Industrial | 0 | |
Commercial (shops) | ||
Entertainment | ||
Public buildings | ||
Open space | ||
Transport | ||
Services (offices) |
Fig. 2.4
Land use category | Percentage |
Residential | 65 |
Industrial | 10 |
Commercial (shops) | 5 |
Entertainment | 5 |
Public buildings | 0 |
Open space | 5 |
Transport | 5 |
Services (offices) | 5 |
[1]
Tick (✓) | |
Hypothesis is true | |
Hypothesis is partly true | |
Hypothesis is false |
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Charity workers were doing research into differences in the health of families in Chennai, a city in India. They worked in two densely populated areas of the city which are both shown in Fig. 1.1. One was an area of unplanned housing (squatter settlement) and the other was another area of poor-quality housing which was planned and permanent.
Fig. 1.1
The researchers wanted to find out if the following hypotheses were correct:
To investigate the two hypotheses the researchers used a questionnaire with a representative sample of people who lived in each area. The sample size (number of people who answered the questionnaire) was 100 in each area.
The results of Question 2 in the questionnaire are shown in Table 1.2 below
Use the results to complete the pie graph for the permanent housing area in Fig. 1.4 below.
Complete the graph, Fig. 1.5 (below), to show the answers given by people in the unplanned housing area.
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Students were planning fieldwork on a local pebble beach. The students wanted to investigate how pebbles varied in size. The beach, which is divided into sections by groynes, is shown in Fig. 2.1.
Groups of students worked in the different sections of the beach to investigate the following hypotheses:
Hypothesis 1: The pebbles get smaller from the cliff towards the sea.
Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes.
Fig. 2.5
length | 70 mm |
width | ...... mm |
depth | ...... mm |
Fig. 2.4
Tick (✓) | |
The conclusion is true for sites U1, U2 and U3 | |
The conclusion is true for sites M1, M2 and M3 | |
The conclusion is true for sites L1, L2 and L3 |
Movement of pebbles along a beach, which was tested in Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes, is influenced by longshore drift. The students had learned that longshore drift is usually affected by the prevailing wind direction.
As an extension activity the students measured the beach profile from the edge of the sea to the cliff. Describe how they would measure the profile using the following equipment:
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A class of students in Nairobi was studying the processes which operate in a drainage basin. They learned that infiltration is affected by factors such as:
• how steeply the land slopes
• type of vegetation cover
• soil moisture content
• distance from a river or lake
• amount of human activity.
They did some fieldwork to investigate infiltration in an area close to Lake Naivasha in Kenya.
Tick (✓) | |
volume of water flowing down a river | |
water soaking through bedrock | |
water soaking into the soil from the ground | |
speed of water flowing down a river | |
atmosphere absorbing water from the sea |
The class of students did their fieldwork along transect lines going down to the shore of the lake. The class was divided into three groups and each group worked on a different transect line. These are shown in Fig. 2.1 (below).
Describe how the students measured infiltration.
[4]
[2]
Table 2.1
Fig. 2.3
[2]
Infiltration rate = = = 7.2 mm per min |
[2]
The measurements of distance from the lake and infiltration rate at the different fieldwork sites on the three transect lines are shown in Table 2.2 (below). The students plotted these results on a graph, Fig. 2.4 below.
Plot the results at site 6 on transects A and C.
Table 2.2
[2]
(vi)
transect line | Tick (✓) |
A | |
B | |
C |
[3]
Describe a method to measure the slope gradient. Refer to the equipment the students would use.
[4]
The results for transect C are shown in Table 2.3. Use this data to plot the result at site 6 in Fig. 2.5 below.
[1]
Table 2.3
[3]
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Students in the UK visited a local company which made electronic products. The company is located in an inner-city area. It employs two main groups of workers, one in research and development of new products and the other in assembly of components to make the products.
Some students decided to investigate where the employees lived and any disadvantages of living there in order to test the following hypotheses:
Hypothesis 1: Research and development employees generally live in different parts of the urban area compared to the assembly work employees.
Hypothesis 2: Employees think that the journey to work is a main disadvantage of where they live.
(b) (i) To collect data to test these hypotheses, the students produced a questionnaire. This is shown in Fig. 1.1
[2]
Fig. 1.3
Fig. 1.4
Complete Fig. 1.3 to show the numbers of research and development employees living in Formby and Kirkby.
[2]
[1]
Fig. 1.3 Fig. 1.4
[3]
Tick (✓) | |
histogram | |
kite diagram | |
pictogram |
[1]
Table 1.2
[3]
Tick (✓) | |
The hypothesis is true for both groups of employees. | |
The hypothesis is true for one group of employees. | |
The hypothesis is true for neither group of employees |
[4]
1 ..............................................................
2 ..............................................................
[2]
Explain why traffic congestion occurs in urban areas.
[4]
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A class of students investigated a local high technology industrial area. They wanted to find out about the companies located there.
The high technology industrial area is shown in Figs. 1.1 and 1.2 (below). The photograph in Fig. 1.1 shows the area in 2006 and the map in Fig. 1.2 shows it in 2016.
Fig. 1.1
Fig 1.2
Identify two buildings in different areas which have been constructed since 2006.
Building number ...............
Building number ...............
The students identified the following hypotheses:
Hypothesis 1: The sectors (types) of high technology industry in the area changed between 2006 and 2016.
Hypothesis 2: High technology companies employ a highly skilled workforce.
Fig 1.2
High technology industries in the industrial area |
Number of companies in 2016 |
Percentage of total number of companies |
Bio-medical | 21 | 31 |
Computer / telecommunications | 17 | 25 |
Energy | 1 | 2 |
Environmental | 3 | 5 |
Financial / business | 6 | 9 |
Industrial technologies | 7 | 10 |
Technical consulting | 5 | 8 |
Other industries | 7 | 10 |
Total | 67 | 100 |
To test Hypothesis 1: The sectors (types) of high technology industry in the area changed between 2006 and 2016, the students compared the results of their survey with those of a similar survey done 10 years earlier. The results of both surveys are shown in Table 1.2.
Table 1.2
Comparison of numbers of companies in each industrial sector
High technology industries in the industrial area |
Number of companies in 2006 |
Number of companies in 2016 |
Bio-medical | 28 | 21 |
Computer / telecommunications | 7 | 17 |
Energy | 4 | 1 |
Environmental | 26 | 3 |
Financial / business | 5 | 6 |
Industrial technologies | 7 | 7 |
Technical consulting | 6 | 5 |
Other industries | 10 | 7 |
Total | 93 | 67 |
Table 1.1
Companies in each industrial sector
High technology industries in the industrial area |
Number of companies in 2016 |
Percentage of total number of companies |
Bio-medical | 21 | 31 |
Computer / telecommunications | 17 | 25 |
Energy | 1 | 2 |
Environmental | 3 | 5 |
Financial / business | 6 | 9 |
Industrial technologies | 7 | 10 |
Technical consulting | 5 | 8 |
Other industries | 7 | 10 |
Total | 67 | 100 |
Suggest two advantages for these companies of a location in this industrial area.
Table 1.3
Answers to questionnaire
Question 1: Which one of the following is your highest academic qualification?
Qualification | Number of answers |
School qualification | 1 |
Higher school qualification | 7 |
University degree | 23 |
Higher university degree | 19 |
Question 2: Do you think your job is highly skilled?
Yes = 45 | No = 5 |
Question 3: Why do you think your job is highly skilled?
Reason | Number of answers |
I am able to give advice and support to other people and companies. |
34 |
I understand how the results of my work can be used in other industries. |
33 |
I receive a lot of training to understand what I need to do in my work. |
38 |
I use complex machinery and technology in my work. |
36 |
Location factor | Tick (✓) |
Air pollution from the buildings will not affect local residents | |
Links to universities in the local area | |
Large quantities of raw materials nearby | |
Near to the main market for the produce | |
Road, rail and air transport links make the area accessible |
[2]
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Geography students from Bantry in south west Ireland did a weather investigation. They wanted to see if there was a link between atmospheric pressure and rainfall, and a link between wind direction and temperature.
The students agreed to investigate the following hypotheses:
[2]
Time | Measurement number |
Atmospheric pressure (mb) |
Rainfall during last three hours (mm) |
|
Day 1 | 10.00 | 1 | 1009 | 0.1 |
13.00 | 2 | 1008 | 0.5 | |
16.00 | 3 | 1005 | 0.6 | |
19.00 | 4 | 1003 | 0.4 | |
22.00 | 5 | 1002 | 0.2 | |
Day 2 | 01:00 | 6 | 1001 | 3.6 |
04:00 | 7 | 999 | 1.0 | |
07:00 | 8 | 998 | 2.8 | |
10:00 | 9 | 997 | 0.8 | |
13:00 | 10 | 997 | 4.6 | |
16:00 | 11 | 998 | 3.9 | |
19:00 | 12 | 999 | 2.0 | |
22:00 | 13 | 1002 | 0.1 | |
Day 3 | 01:00 | 14 | 1003 | 0.1 |
04:00 | 15 | 1004 | 0.1 | |
07:00 | 16 | 1005 | 0.1 | |
10:00 | 17 | 1007 | 0.2 | |
13:00 | 18 | 1010 | 0 | |
16:00 | 19 | 1011 | 0 | |
19:00 | 20 | 1011 | 0 | |
22:00 | 21 | 1013 | 0 | |
Day 4 | 01:00 | 22 | 1016 | 0 |
04:00 | 23 | 1015 | 0 | |
07:00 | 24 | 1017 | 0 |
Highest atmospheric pressure |
Lowest atmospheric pressure |
The students’ measurements of wind direction and temperature are shown in Table 2.2.
Table 2.2
Wind direction and temperature data
Time | Measurement number |
Direction wind came from |
Temperature to nearest degree (°C) |
|
Day 1 | 10:00 | 1 | SE | 11 |
13:00 | 2 | SE | 13 | |
16:00 | 3 | SE | 11 | |
19:00 | 4 | ESE | 12 | |
22:00 | 5 | ESE | 10 | |
Day 2 | 01:00 | 6 | SSE | 9 |
04:00 | 7 | S | 10 | |
07:00 | 8 | S | 9 | |
10:00 | 9 | SSE | 10 | |
13.00 | 10 | SSE | 12 | |
16:00 | 11 | NNW | 10 | |
19:00 | 12 | NNW | 9 | |
22:00 | 13 | NW | 7 | |
Day 3 | 01:00 | 14 | NNW | 7 |
04:00 | 15 | NNW | 6 | |
07:00 | 16 | N | 5 | |
10:00 | 17 | N | 7 | |
13:00 | 18 | NNW | 9 | |
16:00 | 19 | NNW | 8 | |
19:00 | 20 | NNW | 7 | |
22:00 | 21 | N | 4 | |
Day 4 | 01:00 | 22 | N | 4 |
04:00 | 23 | N | 3 | |
07:00 | 24 | N | 3 |
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A class of students did fieldwork in their town. They wanted to find out where the boundary of the CBD was located. They had learned in class that this is known as ‘delimiting’ the CBD. They discussed with their teacher several fieldwork methods they could use to delimit the CBD. One group of students also investigated the quality of shops in and around the CBD.
Hypothesis 2: The shopping environment in and around the CBD varies.
[3]
[4]
The results of the pedestrian count are shown in Fig. 1.1 below. Isolines have been drawn on the map to show the variation in the number of pedestrians.
[2]
1 .....................................................
2 .....................................................
3 .....................................................
The results of the survey are shown in Table 1.1.
Table 1.1
Results of shopping environment survey
Site number | Total index score (maximum score = 30) |
1 | 14 |
2 | 13 |
3 | 17 |
4 | 19 |
5 | 20 |
6 | 24 |
7 | 25 |
8 | 30 |
9 | 28 |
10 | 21 |
11 | 19 |
12 | 17 |
Draw the bar to show the shopping index score at site 12 in Fig. 1.4 below.
What conclusion would the students make about Hypothesis 2: The shopping environment in and around the CBD varies? Support your decision with evidence from Fig. 1.4 and Table 1.1.
[4]
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Students carried out fieldwork at a popular tourist beach in south east England. The cliffs behind the beach are being eroded by the sea, especially where they are unprotected. The area is shown in Fig. 2.1.
Before they began their fieldwork, the students assessed the possible hazards they may come across and how to manage them. Their decisions are shown in Table 2.1 below.
Table 2.1
Hazard | Likelihood | Severity | Risk | Management |
Slipping, tripping or falling |
4 | 2 | 8 | Wear suitable footwear and avoid slippery surfaces |
Cliff collapse | 2 | 5 | 10 | |
Drowning in the sea | 1 | 5 | 5 | Beware of sea currents and do not go into the sea when it is rough |
Hypothermia from getting cold and wet |
4 | 3 | 12 | |
Sharp pebbles or objects |
3 | 3 | 9 | Be careful when handling objects and do not throw pebbles |
Getting lost or isolated |
2 | 3 | 6 |
Which one of the possible hazards did the students think was the greatest risk?
[1]
[2]
Explain why erosion is taking place at X but not at Y (shown in Fig. 2.1).
[3]
The students tested the following hypotheses through fieldwork at two areas of the coast shown in Fig. 2.1:
Hypothesis 1: The beach profile is steeper than the wave-cut platform profile.
Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform.
To investigate Hypothesis 1, the students measured the profile of the beach and the profile of the wave-cut platform. Fig. 2.2 shows a student doing this task.
[4]
[3]
To investigate Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform, the students measured the rate at which water infiltrated (soaked into) the ground. Their method is described in Fig. 2.4
Fig. 2.4 for Question 2
How to measure infiltration
1 Use a mallet to hammer a tube into the ground. 2 Pour water into the tube up to a height of 12cm (120mm). 3 Time for one minute. 4 Measure how many millimetres the water level in the tube has fallen. 5 Record the result and repeat the test twice more. |
(i)
The students made their measurements at four points (A–D) along each profile from the sea to the cliff. To make their results reliable they measured infiltration three times at each point. Their results are shown in Table 2.2.
On Fig. 2.5 below plot the results of measurement 3 at points A and B along the beach profile.
[2]
Conclusion | Tick (✓) |
Hypothesis 2 is correct | |
Hypothesis 2 is partially correct | |
Hypothesis 2 is incorrect |
[1]
[2]
Tick (✓) your choice | ||
Groynes prevent longshore drift so sand and shingle build up a beach which water infiltrates through quickly. | The wave-cut platform made of clay is at the surface due to the removal of beach material, and water infiltrates slowly. | |
The beach material is clay which slows water infiltration through the wave-cut platform. | The sand and shingle beach material forms a steep slope which increases infiltration. | |
The wave-cut platform is uncovered and water quickly infiltrates into the ground. | The beach builds up behind groynes and prevents infiltration. |
[1]
Yes | 85% |
No | 15% |
Question 2: Do you think that the cliffs should be protected against erosion by the sea?
Yes | 71% |
No | 21% |
Don't know | 8% |
Question 3: Coastal protection is very expensive. Do you think it is worth spending so much money?
Yes | 67% |
No | 27% |
Don't know | 6% |
Groynes | 38% |
Breakwater | 20% |
Rip rap / rock armour | 13% |
Sea wall | 29% |
Question 5: Who do you think should pay for the protection work?
Local government | 19% |
National government | 51% |
Residents of the area | 11% |
Visitors to the area | 19% |
[2]
[2]
Write a report about coastal protection based on what the students found out from their questionnaire.
Refer to the results in Table 2.3 but do not copy them out.
[4]
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Students from Brazil who lived near Tijuca National Park did some fieldwork to study the tropical rainforest ecosystem. They visited three sites which are described and located in Fig. 1.1
(i) To obtain data the students made each of their measurements five times at each site.
Explain why this would make their results more reliable.
[2]
(ii) To measure the amount of vegetation cover the students used the piece of equipment shown in Fig. 1.2
What is this piece of equipment called? Tick (✓) your answer below.
Tick (✓) | |
barometer | |
callipers | |
clinometer | |
quadrat | |
ruler |
[1]
(iii) To measure humidity the students did a simple test which a student described in his fieldwork notebook, Fig. 1.3. Suggest one weakness of this test.
[1]
(iv) The students also measured the time it took for water to infiltrate (soak into) the ground. Describe a fieldwork method to measure infiltration. Refer to equipment which could be used.
[4]
(c) The results of the students’ measurements are shown in Table 1.1.
Table 1.1 for Question 1
Results of students’ measurements
Measurement 1 | Measurement 2 | Measurement 3 | Measurement 4 | Measurement 5 | Average |
Site A
Percentage of vegetation cover | 36 | 20 | 8 | 38 | 19 | 24.2 |
Percentage of bare ground | 64 | 80 | 92 | 62 | 81 | 75.8 |
Humidity measurement (seconds) | 60 | 52 | 46 | 49 | 56 | 52.6 |
Infiltration time (seconds) | 36 | 40 | 58 | 60 | 44 | 47.6 |
Site B
Percentage of vegetation cover | 65 | 48 | 68 | 28 | 12 | 44.2 |
Percentage of bare ground | 35 | 52 | 32 | 72 | 88 | 55.8 |
Humidity measurement (seconds) | 100 | 175 | 135 | 129 | 125 | 132.8 |
Infiltration time (seconds) | 25 | 35 | 21 | 48 | 52 |
Site C
Percentage of vegetation cover | 72 | 68 | 80 | 57 | 65 | 68.4 |
Percentage of bare ground | 28 | 32 | 20 | 43 | 35 | 31.6 |
Humidity measurement (seconds) | 96 | 90 | 103 | 115 | 84 | 97.6 |
Infiltration time (seconds) | 20 | 28 | 25 | 22 | 30 | 25.0 |
site A site B site C
[1]
Percentage of vegetation cover = 68 Percentage of bare ground = 32 Humidity measurement = 90 seconds Infiltration time = 28 seconds |
At which site and for which measurement (1–5) were these results recorded?
Site ..............
Measurement number ..............
[1]
(iii) Use the results in Table 1.1 to calculate the average infiltration time at site B. Show your calculation below.
Answer = ............................ seconds |
[2]
(i) Use the information in Table 1.1 to plot the following on Fig. 1.4:
• the percentage of vegetation cover and the percentage of bare ground in
measurement 3 at site C
• how long the cobalt chloride paper took to turn pink (humidity measurement) in
measurement 5 at site B
• the infiltration time in measurement 5 at site C.
[3]
(ii) Before they made a conclusion to Hypothesis 1 the teacher reminded the students that the less time the paper took to turn pink the greater the humidity of the air. What conclusion would the students make about Hypothesis 1: Humidity is greater where there is more vegetation cover? Support your decision with evidence from Fig. 1.4 and Table 1.1.
[4]
(iii) The students decided that Hypothesis 2: Infiltration is quicker where there is more vegetation cover was correct.
What evidence from Fig. 1.4 and Table 1.1 supports their conclusion?
[3]
Fig. 1.1
Species reference number |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
Site A | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||
Site B | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ||||||
Site C | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
*Species reference number in Fig. 1.5
Key
✓ species seen at the site
Tick (✓) | |
Bar graph | |
Flow diagram | |
Kite diagram | |
Radial graph | |
Triangular graph |
[1]
(ii) Suggest two reasons why the number and types of plant species vary between the sites. Look again at Fig. 1.1 to help you to answer.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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Students in Mauritius, an island in the Indian Ocean, were studying tourism. Tourism is an important industry in Mauritius and earns much foreign income.
[1]
(iii) Suggest four reasons why the number of international tourists visiting LEDCs, such as Mauritius, has increased in the last 30 years.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
4 ........................................................................................................................................
[4]
The students decided to investigate why international tourists came to Mauritius and what impact tourists had on people who lived on the island. Their two hypotheses were:
Hypothesis 1: The physical landscape attracts more tourists to Mauritius than the human landscape.
Hypothesis 2: Tourism is a good development for the residents of Mauritius.
(ii) The answers to Question 1 (Which continent do you come from?) are shown in Table 2.1 below.
Table 2.1
Answers to Question 1
Continent | Number of tourists |
Asia | 17 |
Africa | 14 |
Europe | 55 |
Australia | 2 |
North America | 11 |
South America | 1 |
Total | 100 |
Using Table 2.1, give two conclusions about where tourists came from to visit Mauritius. Do not just copy out the statistics.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
Table 2.2 for Question 2
Answers to Questions 2 and 3 of the tourist questionnaire
Q2 Physical landscape attractions | Number of visits |
Black River Gorges National Park | 30 |
Casela Bird Park | 34 |
Chamarel coloured earths | 67 |
Grand Baie beach | 49 |
Ile aux Cerfs | 51 |
National Botanical Garden | 38 |
Rochester Falls | 21 |
Total | 290 |
Q3 Human landscape attractions | Number of visits |
Cap Malheureux church | 22 |
Chamarel distillery | 12 |
Fort Adelaide | 25 |
Flic-en-Flac | 28 |
Grand Bassin temples | 45 |
Le Caudan waterfront | 39 |
Port Louis market | 33 |
Total | 204 |
Use this data to complete the bar graphs in Fig. 2.3 below, to show the number of visits made to the Casela Bird Park and the Grand Bassin temples.
(iv) Complete the pie graph and key in Fig. 2.4 below to show the answers to Question 4 (Overall which attracted you most to Mauritius?).
Percentage of tourists | |
Physical landscape attractions | 58 |
Human landscape attractions | 42 |
(v) What conclusion would the students make to Hypothesis 1: The physical landscape attracts more tourists to Mauritius than the human landscape? Support your decision with evidence from Figs. 2.3 and 2.4 and Table 2.2.
[4]
Question 2: Main benefits of tourism |
First choice | Second choice | Third choice | Total index score |
More jobs and income | 39 | 25 | 11 | 178 |
Improved standard of living | 15 | 20 | 28 | 113 |
More modern services | 4 | 10 | 13 | 45 |
Cleaner environment | 5 | 2 | 3 | 22 |
Improved transport | 12 | 10 | 14 | 70 |
More global awareness | 3 | 19 | 11 | 58 |
Reduction in crime | 10 | 9 | 7 | 55 |
More goods in shops | 12 | 5 | 13 | 59 |
Question 3: Main disadvantages of tourism |
First choice | Second | Third choice | Total index score |
Noise pollution | 7 | 12 | 10 | 55 |
Air pollution | 26 | 16 | 12 | 122 |
Traffic congestion | 27 | 23 | 18 | 145 |
More crime | 5 | 7 | 8 | 37 |
Decline of traditional culture | 11 | 8 | 16 | 65 |
Destruction of natural environment | 5 | 12 | 15 | 54 |
More litter | 7 | 14 | 12 | 61 |
Increase in cost of living | 12 | 8 | 9 | 61 |
Question 4: Overall effect of tourism |
Answers |
Benefits | 87 |
Disadvantages | 13 |
Using evidence in Table 2.3 only, which one of the following statements supports
Hypothesis 2: Tourism is a good development for the residents of Mauritius?
Statement | Tick (✓) |
There are more benefits of tourism than disadvantages of tourism. |
|
The total index score for benefits is greater than the total index score for disadvantages. |
|
Overall people think the benefits of tourism are greater than the disadvantages. |
[2]
(ii) Describe how the students could carry out fieldwork to investigate the impact of traffic congestion in Mauritius.
[4]
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Students went to do fieldwork at Porlock Bay in south west England. The bay is shown in Fig. 1.1. There is a shingle beach in the bay. The students decided to look for evidence that shingle moved along the coast from south west to north east.
Fig. 1.1
The students worked in pairs to test the following hypotheses:
Hypothesis 1: Beach shingle generally becomes smaller from south west to north east along the beach.
Hypothesis 2: Beach shingle becomes more rounded from south west to north east along the beach.
feature | tick (✓) |
delta | |
headland | |
natural arch | |
spit |
[1]
statement | tick (✓) |
Backwash moves material up the beach. | |
Longshore drift occurs in deep water. | |
Movement of material up and down the beach is repeated with each wave. | |
The prevailing wind influences the direction of longshore drift movement. | |
Swash moves material down the beach. | |
The direction of longshore drift depends on the direction of the tide. | |
Waves approach the coastline at an angle |
[3]
Fig. 1.2
[3]
Fig.1.3
[2]
Sampling site | Distance along beach (m) | Mean (average) length of long axis (cm) |
1 | 0 | 8.4 |
2 | 120 | 8.5 |
3 | 240 | 7.7 |
4 | 360 | 8.1 |
5 | 480 | 6.6 |
6 | 600 | 6.4 |
7 | 720 | 6.2 |
8 | 840 | 7.2 |
9 | 960 | 6.8 |
10 | 1080 | 6.2 |
11 | 1200 | 6.5 |
12 | 1320 | 5.8 |
13 | 1440 | 4.8 |
14 | 1560 | 5.0 |
15 | 1680 | 5.1 |
[1]
Fig.1.4
Fig.1.5
Table 1.2
Student A and Student B’s results of site 1 measurements
Student A’s results for site 1
roundness class |
very angular |
angular | slightly angular |
slightly rounded |
rounded | very rounded |
roundness score |
1 | 2 | 3 | 4 | 5 | 6 |
number of pieces of shingle collected |
2 | 2 | 3 | 1 | 2 | 0 |
index score | 2 | 4 | 9 | 4 | 10 | 0 |
total index score = 29 |
Student B’s results for site 1
roundness class |
very angular |
angular | slightly angular |
slightly rounded |
rounded | very rounded |
roundness score |
1 | 2 | 3 | 4 | 5 | 6 |
number of pieces of shingle collected |
3 | 2 | 4 | 0 | 1 | 0 |
index score | ||||||
total index score = |
[2]
[2]
[1]
Table 1.3
Total roundness index scores
Sampling site | Distance along beach (m) | Total index score |
1 | 0 | 27 |
2 | 120 | 48 |
3 | 240 | 36 |
4 | 360 | 58 |
5 | 480 | 33 |
6 | 600 | 45 |
7 | 720 | 31 |
8 | 840 | 50 |
9 | 960 | 39 |
10 | 1080 | 40 |
11 | 1200 | 34 |
12 | 1320 | 31 |
13 | 1440 | 38 |
14 | 1560 | 52 |
15 | 1680 | 41 |
Fig. 1.6
[3]
[3]
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Students who lived in a settlement near the edge of a large city in the UK were studying how their town had grown from a small village.
tick (✓) | |
inner city | |
inner suburbs | |
rural-urban fringe | |
transition zone |
[1]
[2]
[2]
[2]
Table 2.1
Population growth in the settlement
year | population |
1961 | 2890 |
1971 | 3600 |
1981 | 4420 |
1991 | 6090 |
2001 | 7650 |
2011 | 8970 |
2017 | 9400 |
[1]
[1]
Fig. 2.2
The students decided to test the following hypotheses:
Hypothesis 1: Most people have lived in the settlement for less than 20 years.
Hypothesis 2: Most people who live in the settlement travel more than 20km to work.
[1]
[1]
[2]
Table 2.2
things to do | things not to do |
number ....................... | number ......................... |
number ......................... | number ......................... |
number ......................... | number ......................... |
Resident questionnaire
I am doing this questionnaire as part of my Geography coursework. Please answer the following questions. 1. How long have you lived in the town? ....................................................... years 2. How far do you travel to your workplace? ....................................................... km 3. What is your main reason for living in the town? .................................................................................................................................................... Thank you |
[1]
[1]
tick (✓) | |
precise | |
simple | |
specific | |
systematic | |
tally |
number of years | percentage of answers |
0 to 9 | 11 |
10 to 19 | 36 |
20 to 29 | 28 |
30 to 39 | 19 |
40 and over | 6 |
[2]
Answers to Question 1
Fig. 2.4
[3]
Table 2.4
Answers to Question 2
How far do you travel to your workplace?
distance (km) | percentage of answers |
0 to 10 | 21 |
11 to 20 | 22 |
21 to 30 | 27 |
31 to 40 | 20 |
41 to 50 | 7 |
more than 50 | 3 |
Use these results to complete the histogram, Fig. 2.5 below, to show the percentage of people who travel between 21 and 30km to get to work.
[1]
Answers to Question 2
Fig.2.5
[2]
good access to the motorway |
nearby countryside is good for relaxation |
born in the town |
low crime rate |
convenient public transport routes |
affordable house prices |
Fig. 2.6
[3]
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Students in Botswana did some fieldwork to investigate the CBD of Gaborone, the capital city of Botswana.
(a)
tick () | |
bank | |
concert hall | |
government building | |
industrial estate | |
railway station |
The students decided to test the following hypotheses.
Hypothesis 1: Buildings in the CBD are taller than buildings elsewhere in the city.
Hypothesis 2: The CBD has the best quality of environment in the city.
Fig. 1.1, below, is a student’s sketch map to show the height of buildings in the Mall, which is in the centre of the CBD. Use the key to show the following information on Fig. 1.1.
[2]
building | number of storeys |
President Hotel | 6 |
Tswana House | 2 |
A student’s sketch map of the Mall
Fig. 1.1
transect | in the CBD | 2km away from CBD |
4km away from CBD |
North | 7.5 | 2.6 | 1.0 |
East | 10.3 | 6.0 | 1.0 |
South | 6.3 | 1.5 | 1.8 |
West | 8.2 | 1.4 | 1.6 |
Fig. 1.2
[3]
feature | description | score |
Litter and vandalism | No litter or vandalism | 3 |
Small amount of litter or vandalism | 2 | |
Litter or vandalism is common | 1 | |
Litter or vandalism is widespread | 0 | |
Vegetation (trees and grass) | All vegetation is tidy and good quality | 3 |
Some vegetation is tidy and good quality | 2 | |
Little and/or poor quality vegetation | 1 | |
No vegetation | 0 | |
Derelict land | No derelict land | 3 |
Small area of derelict land | 2 | |
Large area of derelict land | 1 | |
All land is derelict | 0 | |
Noise | Very quiet | 3 |
Quiet | 2 | |
Noisy | 1 | |
Very noisy | 0 | |
Air pollution | No smells or obvious air pollution | 3 |
Few smells and/or obvious air pollution | 2 | |
Some smells and/or obvious air pollution | 1 | |
Many smells and/or very obvious air pollution | 0 |
Suggest two improvements which the students could have made to their scoring sheet to improve its reliability.
1 .............................................................................................
2 .............................................................................................
[2]
The students used their scoring sheet to assess the quality of the environment at their fieldwork sites along each transect. Their results for the east transect are shown in Table 1.2 (Insert).
Environmental quality scores along the east transect from the CBD
feature | in the CBD | 2km from the CBD | 4km from the CBD |
Litter and vandalism | 2 | 3 | 1 |
Vegetation | 2 | 3 | 1 |
Derelict land | 3 | 2 | 0 |
Noise | 1 | 2 | 1 |
Air pollution | 2 | 3 | 1 |
Total score | 10 | 13 | 4 |
Use these results to complete Fig. 1.4 below.
[2]
Environmental quality scores along the east transect
Fig. 1.4
The total scores of the students’ environmental quality survey are shown in Table 1.3 (Insert).
Total environmental quality scores along each transect
transect | in the CBD | 2km away from the CBD | 4km away from the CBD |
North | 9 | 12 | 8 |
East | 10 | 13 | 4 |
South | 9 | 11 | 10 |
West | 10 | 14 | 9 |
What conclusion would the students make about Hypothesis 2: The CBD has the best quality of environment in the city? Support your decision with evidence of the total scores from Table 1.3 and the individual feature scores along the east transect from Fig. 1.4 and Table 1.2.
[4]
To extend their fieldwork some students produced a land use map of the CBD. Part of this map is shown in Fig. 1.5 below.
Sketch map of land use in part of the CBD
Fig. 1.5
[2]
Suggest why the types of land use shown in Fig. 1.5 are located in the CBD of the city.
[2]
[3]
One way in which the CBD is different from other parts of a city is the number of pedestrians.
Describe a fieldwork task to find out the number of pedestrians.
[4]
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Students were doing fieldwork along a river near to their school. They chose seven sites to investigate how the river changes downstream.
The students investigated the following hypotheses:
Hypothesis 1: The velocity becomes faster as distance downstream increases.
Hypothesis 2: The angle of slope of the river bed becomes less steep as distance downstream increases.
Method 1: using a floating object
[4]
[3]
[2]
Average velocity results obtained using the two methods
[3]
[3]
[4]
[1]
Fig. 2.4
[3]
(d) The students compared their average velocity results (using a velocity meter) and angle of slope measurements made at the seven sites by plotting them on a scatter graph. This is shown in Fig. 2.5 below.
Scatter graph
Fig. 2.5
What conclusions can be made about the relationship between the angle of slope and average velocity shown in Fig. 2.5? Do not use data in your answer.
[2]
[4]
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