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A Level H2 Geography Fieldwork Quiz
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Questions
A-Level Geography H2 Quiz - Fieldwork
Name: _________________________ Class: _________________________ Date: _________________________ Score: ______ / 50
Duration: 1 hour 15 minutes Total Marks: 50
Instructions:
- This quiz contains 20 questions on Fieldwork for A-Level Geography H2.
- Answer ALL questions in the spaces provided.
- Marks for each question are indicated in brackets.
- Where calculations are required, show your working clearly.
- Read each question carefully before answering.
Section A: Research Design and Methodology (Questions 1–5)
Total: 12 marks
1. State the difference between a research aim and a research hypothesis in geographical investigation. [2]
2. A student plans to investigate the relationship between distance from the CBD and environmental quality in a city. Formulate an appropriate null hypothesis (H₀) and alternative hypothesis (H₁) for this investigation. [2]
H₀: _________________________________________________________________
H₁: _________________________________________________________________
3. Explain why a pilot study is an important step before conducting the main data collection in a fieldwork investigation. [3]
4. Identify one risk associated with conducting fieldwork in an urban area and suggest a mitigation measure for that risk. [2]
Risk: _________________________________________________________________
Mitigation: ____________________________________________________________
5. A student's investigation title is: "To what extent does river channel efficiency vary downstream along the River Wye?" State whether this is an appropriate geographical investigation title and give one reason for your answer. [3]
Section B: Data Collection Methods (Questions 6–10)
Total: 13 marks
6. Describe one advantage and one disadvantage of using systematic sampling in a geographical investigation. [2]
Advantage: ___________________________________________________________
Disadvantage: ________________________________________________________
7. A student uses a questionnaire to collect data on residents' perceptions of urban green spaces. Identify two ways the student could reduce bias in the questionnaire design. [2]
8. Explain how a clinometer is used to measure slope angle during a fieldwork investigation. [3]
9. A group of students is investigating beach sediment characteristics along a coastline. They decide to collect sediment samples at 5-metre intervals along a transect line from the low-water mark to the storm beach.
(a) Name the sampling strategy being used. [1]
(b) Explain one limitation of this sampling strategy in the context of this investigation. [2]
10. Compare the use of primary data and secondary data in a geographical investigation. You should refer to one advantage and one disadvantage of each. [3]
Section C: Data Presentation and Analysis (Questions 11–15)
Total: 12 marks
11. A student has collected data on pedestrian counts at 10 locations in a city centre. Suggest an appropriate data presentation technique for this data and justify your choice. [2]
12. Study the data below showing infiltration rates measured at three sites along a slope transect.
| Site | Distance from summit (m) | Infiltration rate (mm/min) |
|---|---|---|
| A | 0 | 4.2 |
| B | 50 | 3.1 |
| C | 100 | 1.8 |
(a) Calculate the percentage decrease in infiltration rate between Site A and Site C. Show your working. [2]
(b) Suggest one geographical reason for the pattern shown in the data. [2]
13. A student presents questionnaire results showing that 65% of respondents are "satisfied" with local public transport, 25% are "neutral", and 10% are "dissatisfied". Explain why a pie chart would be an appropriate method to present this data. [2]
14. A student calculates Spearman's rank correlation coefficient (rₛ) for the relationship between distance from a river source and channel depth. The calculated value is +0.78, and the critical value at the 0.05 significance level for n=15 is 0.521.
(a) State what the calculated value of +0.78 indicates about the relationship. [1]
(b) Explain whether the student should accept or reject the null hypothesis. [2]
15. Describe one way a student could use GIS (Geographic Information Systems) to present fieldwork data collected on urban land use. [2]
Section D: Evaluation and Conclusions (Questions 16–20)
Total: 13 marks
16. A student concludes that "traffic congestion is worse in the CBD than in the suburbs" based on vehicle counts conducted on a single Tuesday morning. Evaluate the reliability of this conclusion. [3]
17. Identify two possible sources of error when measuring river velocity using a float and stopwatch method. [2]
18. A student's fieldwork investigation examines the impact of tourism on coastal environments. The student collected data at two beaches during the peak tourist season in July. Explain one way the timing of data collection may have affected the validity of the findings. [2]
19. A student writes in their evaluation: "The investigation was successful because the results proved my hypothesis was correct." Explain why this statement reflects poor evaluative practice in geographical investigation. [3]
20. A student conducted an investigation into microclimate variation around a school campus. The student measured temperature and wind speed at five sites but did not record cloud cover or time of day for each measurement. Evaluate the impact of these omissions on the validity of the investigation's conclusions. [3]
END OF QUIZ
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Answers
A-Level Geography H2 Quiz - Fieldwork: Answer Key and Marking Scheme
Total Marks: 50
Section A: Research Design and Methodology (Questions 1–5)
1. State the difference between a research aim and a research hypothesis in geographical investigation. [2]
Answer:
- A research aim is a broad statement of what the investigation intends to achieve or explore (1 mark).
- A research hypothesis is a specific, testable prediction about the relationship between two or more variables (1 mark).
Marking notes: Accept any clear distinction. The aim is general and descriptive; the hypothesis is specific and predictive. Award 1 mark for each correct definition.
2. A student plans to investigate the relationship between distance from the CBD and environmental quality in a city. Formulate an appropriate null hypothesis (H₀) and alternative hypothesis (H₁) for this investigation. [2]
Answer:
- H₀: There is no significant relationship between distance from the CBD and environmental quality. (1 mark)
- H₁: There is a significant relationship between distance from the CBD and environmental quality. (1 mark)
Marking notes: Accept directional alternative hypothesis (e.g., "Environmental quality increases with distance from the CBD"). The null hypothesis must state "no relationship" or "no significant relationship." Award 1 mark for each correctly formulated hypothesis.
3. Explain why a pilot study is an important step before conducting the main data collection in a fieldwork investigation. [3]
Answer: A pilot study is important because:
- It allows the researcher to test data collection methods and equipment to ensure they work effectively in the field (1 mark).
- It helps identify practical problems, such as access issues, timing constraints, or safety concerns, that can be addressed before the main data collection (1 mark).
- It provides an opportunity to refine the sampling strategy, questionnaire design, or measurement techniques based on initial findings, improving the reliability and validity of the main investigation (1 mark).
Marking notes: Award 1 mark for each valid point, up to a maximum of 3 marks. Accept other relevant points such as checking that data collected will actually answer the research question, or estimating time requirements.
4. Identify one risk associated with conducting fieldwork in an urban area and suggest a mitigation measure for that risk. [2]
Answer:
- Risk: Traffic hazards when collecting data near roads (1 mark).
- Mitigation: Wear high-visibility clothing and position data collection points away from busy road edges; work in pairs to maintain awareness of surroundings (1 mark).
Marking notes: Award 1 mark for a valid risk and 1 mark for a specific, appropriate mitigation measure. Accept other valid risks such as personal safety (mitigation: work in groups, avoid isolated areas, carry a mobile phone), or weather-related risks (mitigation: check weather forecast, bring appropriate clothing/sun protection).
5. A student's investigation title is: "To what extent does river channel efficiency vary downstream along the River Wye?" State whether this is an appropriate geographical investigation title and give one reason for your answer. [3]
Answer:
- Yes, this is an appropriate geographical investigation title (1 mark).
- Reason: The title identifies a clear geographical concept (river channel efficiency), a specific location (River Wye), and a spatial dimension (downstream variation). It is phrased as a question that can be investigated through primary data collection and analysis (2 marks).
- Alternative reason: The title implies measurable variables (e.g., hydraulic radius, wetted perimeter, channel cross-sectional area) that can be collected at different sites along the river, making it a feasible investigation (2 marks).
Marking notes: Award 1 mark for stating it is appropriate. Award up to 2 marks for a well-developed reason that references the components of a good investigation title (clear focus, measurable, location-specific, spatial/temporal dimension). Accept "No" if well-justified (e.g., "channel efficiency" is too vague and needs operationalisation), but this is less likely.
Section B: Data Collection Methods (Questions 6–10)
6. Describe one advantage and one disadvantage of using systematic sampling in a geographical investigation. [2]
Answer:
- Advantage: Systematic sampling ensures even coverage across the study area, reducing the risk of clustering that can occur with random sampling. It is simple to implement in the field (1 mark).
- Disadvantage: Systematic sampling may coincide with an underlying pattern or periodicity in the data, introducing bias. For example, if sampling every 10th house on a street and every 10th house happens to be a corner house, the sample may not be representative (1 mark).
Marking notes: Award 1 mark for a valid advantage and 1 mark for a valid disadvantage. Accept other valid points.
7. A student uses a questionnaire to collect data on residents' perceptions of urban green spaces. Identify two ways the student could reduce bias in the questionnaire design. [2]
Answer:
- Use neutral, non-leading language in questions (e.g., "How would you rate the quality of urban green spaces?" rather than "Do you agree that urban green spaces are excellent?") (1 mark).
- Include a balanced range of response options (e.g., Likert scale from "strongly agree" to "strongly disagree") rather than only positive options (1 mark).
Marking notes: Award 1 mark for each valid method of reducing bias. Accept other valid points such as: piloting the questionnaire to identify ambiguous or leading questions; using a mix of open and closed questions; ensuring anonymity to encourage honest responses; avoiding double-barrelled questions.
8. Explain how a clinometer is used to measure slope angle during a fieldwork investigation. [3]
Answer:
- Two people of similar height stand at the top and bottom of the slope section to be measured (1 mark).
- The person at the bottom sights the clinometer at the eyes (or a marked point at the same height) of the person at the top (1 mark).
- The slope angle is read from the clinometer scale. This process is repeated for each slope segment along the transect (1 mark).
Marking notes: Award 1 mark for each key step. Accept alternative valid methods such as using a clinometer with a ranging pole. The explanation must demonstrate understanding of how the instrument works, not just that it "measures slope angle."
9. A group of students is investigating beach sediment characteristics along a coastline. They decide to collect sediment samples at 5-metre intervals along a transect line from the low-water mark to the storm beach.
(a) Name the sampling strategy being used. [1]
Answer: Systematic sampling (or systematic point sampling / systematic line sampling).
Marking notes: Award 1 mark for "systematic sampling." Accept "systematic point sampling" or "systematic interval sampling."
(b) Explain one limitation of this sampling strategy in the context of this investigation. [2]
Answer:
- The fixed interval (5 metres) may miss important variations in sediment characteristics that occur between sampling points, especially if there are abrupt changes in sediment size or shape at specific locations on the beach profile (1 mark).
- The sampling interval may not capture the full range of sediment variation, particularly if beach features such as berms or cusps occur at scales smaller than the sampling interval (1 mark).
Marking notes: Award 1 mark for identifying a valid limitation and 1 mark for explaining it in the context of beach sediment investigation. Accept other valid limitations such as: the starting point may introduce bias; the interval may be too large or too small for the beach length.
10. Compare the use of primary data and secondary data in a geographical investigation. You should refer to one advantage and one disadvantage of each. [3]
Answer:
- Primary data advantage: Collected first-hand by the researcher, so it is specific to the investigation's aims and the researcher controls the data quality and collection methods (0.5 marks).
- Primary data disadvantage: Time-consuming and potentially expensive to collect; may be limited by access, weather, or equipment constraints (0.5 marks).
- Secondary data advantage: Readily available from existing sources (e.g., government statistics, academic papers, maps), saving time and resources; may cover longer time periods or larger areas than primary data collection allows (0.5 marks).
- Secondary data disadvantage: May not be exactly suited to the investigation's specific research question; the researcher cannot control the original data collection methods, so accuracy and reliability may be uncertain (0.5 marks).
- The comparison should explicitly contrast the two data types (1 mark for comparative language and structure).
Marking notes: Award 0.5 marks for each valid advantage/disadvantage (total 2 marks). Award 1 mark for explicit comparison (e.g., "Whereas primary data offers specificity, secondary data offers breadth and convenience"). Maximum 3 marks.
Section C: Data Presentation and Analysis (Questions 11–15)
11. A student has collected data on pedestrian counts at 10 locations in a city centre. Suggest an appropriate data presentation technique for this data and justify your choice. [2]
Answer:
- Appropriate technique: A bar chart or located bar chart (proportional symbols on a map) (1 mark).
- Justification: A bar chart allows easy visual comparison of pedestrian counts across the 10 discrete locations. If plotted on a base map as a located bar chart, it also shows the spatial pattern of pedestrian density across the city centre (1 mark).
Marking notes: Award 1 mark for a valid technique and 1 mark for a clear justification linked to the data type (discrete locations, count data). Accept other valid techniques with appropriate justification (e.g., proportional circles on a map, dot map).
12. Study the data below showing infiltration rates measured at three sites along a slope transect.
| Site | Distance from summit (m) | Infiltration rate (mm/min) |
|---|---|---|
| A | 0 | 4.2 |
| B | 50 | 3.1 |
| C | 100 | 1.8 |
(a) Calculate the percentage decrease in infiltration rate between Site A and Site C. Show your working. [2]
Answer:
- Decrease = 4.2 - 1.8 = 2.4 mm/min (1 mark for correct subtraction)
- Percentage decrease = (2.4 ÷ 4.2) × 100 = 57.1% (1 mark for correct calculation and answer)
Marking notes: Award 1 mark for correct working (showing the subtraction and division) and 1 mark for the correct answer (57.1% or 57%). Accept rounding to 57%. If working is not shown but the answer is correct, award 2 marks. If working is shown but the answer is incorrect due to a minor arithmetic error, award 1 mark.
(b) Suggest one geographical reason for the pattern shown in the data. [2]
Answer:
- Infiltration rates decrease downslope because soils at the base of the slope (Site C) tend to be more compacted and have higher moisture content due to throughflow and accumulation of water from upslope (1 mark).
- The summit (Site A) may have coarser, better-drained soils with higher organic matter content, promoting faster infiltration, while the foot of the slope may have finer sediments (clay/silt) deposited by slope wash, reducing infiltration capacity (1 mark).
Marking notes: Award 1 mark for a valid geographical reason and 1 mark for development or explanation linked to slope processes. Accept other valid reasons such as: greater compaction by livestock or human activity at the slope base; differences in vegetation cover affecting soil structure.
13. A student presents questionnaire results showing that 65% of respondents are "satisfied" with local public transport, 25% are "neutral", and 10% are "dissatisfied". Explain why a pie chart would be an appropriate method to present this data. [2]
Answer:
- A pie chart is appropriate because the data represents parts of a whole (100% of respondents), and the three categories are mutually exclusive (1 mark).
- The pie chart visually emphasises the proportional distribution, making it immediately clear that the majority (65%) are satisfied, while dissatisfied respondents form a small minority (10%) (1 mark).
Marking notes: Award 1 mark for identifying that the data is proportional/percentage data representing a whole. Award 1 mark for explaining the visual effectiveness (easy comparison of relative sizes). Accept alternative valid presentation methods with justification, but the question asks "why a pie chart would be appropriate," so the answer should support this choice.
14. A student calculates Spearman's rank correlation coefficient (rₛ) for the relationship between distance from a river source and channel depth. The calculated value is +0.78, and the critical value at the 0.05 significance level for n=15 is 0.521.
(a) State what the calculated value of +0.78 indicates about the relationship. [1]
Answer: There is a strong positive correlation between distance from the river source and channel depth (as distance from source increases, channel depth increases).
Marking notes: Award 1 mark for "strong positive correlation" or equivalent phrasing. Must include both "strong" (or "high") and "positive."
(b) Explain whether the student should accept or reject the null hypothesis. [2]
Answer:
- The student should reject the null hypothesis (1 mark).
- Because the calculated rₛ value (+0.78) exceeds the critical value (0.521) at the 0.05 significance level, the result is statistically significant. This means there is less than a 5% probability that the observed correlation occurred by chance (1 mark).
Marking notes: Award 1 mark for stating "reject the null hypothesis." Award 1 mark for explaining that the calculated value exceeds the critical value, indicating statistical significance. If the student states "accept the null hypothesis," award 0 marks unless a valid alternative interpretation is provided (unlikely given the values).
15. Describe one way a student could use GIS (Geographic Information Systems) to present fieldwork data collected on urban land use. [2]
Answer:
- The student could create a choropleth map by digitising building footprints or land parcels and assigning land use categories (e.g., residential, commercial, industrial) as attributes. Each category could be displayed in a different colour, producing a land use map that clearly shows the spatial distribution and clustering of different land uses across the study area (2 marks).
Marking notes: Award 1 mark for identifying a valid GIS technique (e.g., choropleth mapping, buffering, overlay analysis, proportional symbol mapping). Award 1 mark for explaining how it would be applied to urban land use data. Accept other valid GIS applications.
Section D: Evaluation and Conclusions (Questions 16–20)
16. A student concludes that "traffic congestion is worse in the CBD than in the suburbs" based on vehicle counts conducted on a single Tuesday morning. Evaluate the reliability of this conclusion. [3]
Answer:
- The conclusion has low reliability because data was collected on only one day (Tuesday) and at one time (morning) (1 mark).
- Traffic patterns vary by day of the week (weekday vs. weekend), time of day (peak vs. off-peak), and season. A single Tuesday morning may not be representative of typical traffic conditions (1 mark).
- To improve reliability, the student should collect data on multiple days (including weekdays and weekends), at different times of day, and potentially in different seasons to capture the full range of variation in traffic congestion (1 mark).
Marking notes: Award 1 mark for identifying the limitation (single day/time). Award 1 mark for explaining why this affects reliability (temporal variation in traffic). Award 1 mark for suggesting how to improve reliability or for a well-developed evaluation. Accept other valid evaluative points.
17. Identify two possible sources of error when measuring river velocity using a float and stopwatch method. [2]
Answer:
- Human reaction time error when starting and stopping the stopwatch as the float passes the start and end points (1 mark).
- The float may not travel in a straight line or may get caught in eddies or obstacles, resulting in a measured velocity that is not representative of the main channel flow (1 mark).
Marking notes: Award 1 mark for each valid source of error. Accept other valid errors such as: wind affecting the float's movement (especially if using a lightweight float); difficulty in accurately measuring the distance between start and end points; the float measuring surface velocity rather than mean channel velocity; parallax error when sighting the float.
18. A student's fieldwork investigation examines the impact of tourism on coastal environments. The student collected data at two beaches during the peak tourist season in July. Explain one way the timing of data collection may have affected the validity of the findings. [2]
Answer:
- Collecting data only during peak tourist season (July) means the findings may not be valid for understanding the year-round impact of tourism (1 mark).
- Environmental impacts observed in July (e.g., litter, dune erosion, vegetation trampling) may be at their maximum due to high visitor numbers. During the off-season, natural recovery processes may occur, meaning the impacts are not permanent or representative of average conditions. The findings may overestimate the annual impact of tourism (1 mark).
Marking notes: Award 1 mark for identifying the timing issue (peak season only). Award 1 mark for explaining how this affects validity (findings not representative of year-round conditions; may overestimate or underestimate impacts). Accept other valid explanations.
19. A student writes in their evaluation: "The investigation was successful because the results proved my hypothesis was correct." Explain why this statement reflects poor evaluative practice in geographical investigation. [3]
Answer:
- The statement reflects confirmation bias—the student assumes that proving the hypothesis correct is the goal of the investigation, rather than objectively testing it (1 mark).
- Good evaluative practice requires critical reflection on the entire investigation process, including limitations of methods, reliability of data, and validity of conclusions, regardless of whether the hypothesis was supported or rejected (1 mark).
- A hypothesis can never be definitively "proved" in geographical investigation; it can only be supported or not supported by the evidence. The student should acknowledge uncertainty, potential errors, and alternative explanations for the findings (1 mark).
Marking notes: Award 1 mark for each valid point, up to a maximum of 3 marks. Key concepts to reward: confirmation bias, critical reflection, uncertainty/limitations, hypothesis testing vs. proving.
20. A student conducted an investigation into microclimate variation around a school campus. The student measured temperature and wind speed at five sites but did not record cloud cover or time of day for each measurement. Evaluate the impact of these omissions on the validity of the investigation's conclusions. [3]
Answer:
- The omissions significantly reduce the validity of the conclusions because cloud cover and time of day are confounding variables that affect both temperature and wind speed (1 mark).
- Without recording time of day, the student cannot determine whether temperature differences between sites are due to microclimate variation (e.g., shading by buildings) or simply because measurements were taken at different times when ambient temperatures were changing (e.g., morning vs. afternoon warming) (1 mark).
- Without cloud cover data, the student cannot account for the effect of incoming solar radiation on temperature. A site measured under cloudy conditions may appear cooler than a site measured under clear skies, even if there is no genuine microclimate difference. This makes it impossible to draw valid conclusions about spatial variation in microclimate (1 mark).
Marking notes: Award 1 mark for identifying that these are confounding variables. Award 1 mark for explaining the impact of omitting time of day. Award 1 mark for explaining the impact of omitting cloud cover. Accept other valid evaluative points such as the need for standardisation of measurement conditions.
END OF ANSWER KEY