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O Level Geography Fieldwork Quiz
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Questions
O-Level Geography Quiz - Fieldwork
Name: ________________________
Class: ________________________
Date: ________________________
Score: ______ / 40
Duration: 45 minutes
Total Marks: 40
Instructions:
- Answer all questions.
- Write your answers in the spaces provided.
- Marks are indicated in brackets [ ] at the end of each question or part question.
- Use specific geographical terminology where appropriate.
Section A: Planning and Hypotheses (Questions 1–5)
Context: A group of students is conducting fieldwork to investigate how environmental quality changes with distance from the Central Business District (CBD) in a local town.
1. State a suitable hypothesis for this investigation. [1]
2. Identify two pieces of secondary data the students could use to help plan their fieldwork route. [2]
(a) _____________________________________________________________________
(b) _____________________________________________________________________
3. The students decide to use an Environmental Quality Survey (EQS). List two criteria they might include in their survey sheet. [2]
(a) _____________________________________________________________________
(b) _____________________________________________________________________
4. Explain why it is important for the students to conduct a risk assessment before going into the field. [2]
5. Suggest one reason why the students might choose to sample sites every 200 meters rather than every 1 kilometer. [1]
Section B: Data Collection Methods (Questions 6–10)
Context: Another group is investigating the relationship between river width and river velocity in a local stream.
6. Name the instrument used to measure river velocity. [1]
7. Describe the correct method for measuring river width at a specific site. [3]
8. The students use a float method (orange peel) to estimate velocity because they do not have a flowmeter. State one disadvantage of using a float method compared to a digital flowmeter. [1]
9. To ensure fair testing, the students measure velocity at three points across the river channel (left, center, right) and calculate the mean. Explain why calculating the mean improves the reliability of the data. [2]
10. Identify one safety precaution the students should take when working in or near a river. [1]
Section C: Data Presentation and Analysis (Questions 11–15)
Context: Students collected pedestrian counts at five different locations in a shopping district. The results are shown below:
| Location | Distance from Main Entrance (m) | Pedestrians per 5 mins |
|---|---|---|
| A | 0 | 120 |
| B | 50 | 95 |
| C | 100 | 60 |
| D | 150 | 45 |
| E | 200 | 30 |
11. Which type of graph is most suitable to show the relationship between distance from the entrance and pedestrian count? [1]
12. Describe the trend shown in the table above. [2]
13. Calculate the percentage decrease in pedestrian count from Location A to Location C. Show your working. [2]
Working:
Answer: _______________ %
14. The students also recorded the type of shops at each location. Suggest how this qualitative data could be presented on a map. [1]
15. An anomaly was recorded at Location B (95 pedestrians), which was higher than expected based on the general trend. Suggest one possible reason for this anomaly. [1]
Section D: Evaluation and Conclusions (Questions 16–20)
Context: A student concludes that "Environmental quality improves as you move away from the city center." However, another student argues the data is unreliable.
16. Define the term reliability in the context of geographical fieldwork. [1]
17. The survey was conducted on a Tuesday morning between 9:00 am and 10:00 am. Explain how this timing might limit the validity of the conclusions for the whole week. [2]
18. The students used a bipolar scoring system for their EQS (e.g., -3 to +3). Explain one advantage of using a bipolar scale over a simple descriptive checklist. [2]
19. "The sample size of 5 locations is too small to draw a valid conclusion." Evaluate this statement. [2]
20. Suggest one way the students could improve the accuracy of their environmental quality data in a future investigation. [1]
End of Quiz
Answers
O-Level Geography Quiz - Fieldwork (Answer Key)
Total Marks: 40
Section A: Planning and Hypotheses
1. State a suitable hypothesis for this investigation. [1]
- Answer: Environmental quality improves/decreases as distance from the CBD increases.
- Note: Must be a testable statement, not a question. Accept "gets better" or "gets worse" if linked to distance.
2. Identify two pieces of secondary data the students could use to help plan their fieldwork route. [2]
- Answer:
(a) Large scale map (e.g., street map/Google Maps) to identify roads/paths.
(b) Census data or land-use maps to identify residential/commercial zones. - Note: 1 mark each. Must be secondary (pre-existing) data.
3. The students decide to use an Environmental Quality Survey (EQS). List two criteria they might include in their survey sheet. [2]
- Answer: Any two from: Noise levels, Litter/rubbish, Graffiti, Condition of buildings, Green space/vegetation, Traffic congestion, Air quality/smell.
- Note: 1 mark each.
4. Explain why it is important for the students to conduct a risk assessment before going into the field. [2]
- Answer: To identify potential hazards (e.g., traffic, uneven ground) [1] and plan measures to minimize harm/ensure safety (e.g., wearing high-vis vests, working in pairs) [1].
5. Suggest one reason why the students might choose to sample sites every 200 meters rather than every 1 kilometer. [1]
- Answer: To obtain more detailed data / to capture smaller variations in environmental quality / to increase the sample size for better reliability.
Section B: Data Collection Methods
6. Name the instrument used to measure river velocity. [1]
- Answer: Flowmeter (or current meter).
- Note: Do not accept "ruler" or "stopwatch" alone (those are for float method).
7. Describe the correct method for measuring river width at a specific site. [3]
- Answer:
- Stretch a tape measure across the river from bank to bank [1].
- Ensure the tape is straight and perpendicular (at 90 degrees) to the flow [1].
- Read the measurement at the water’s edge on the opposite bank [1].
8. The students use a float method (orange peel) to estimate velocity because they do not have a flowmeter. State one disadvantage of using a float method compared to a digital flowmeter. [1]
- Answer: It is less accurate / affected by wind / measures surface velocity only (not average velocity) / human reaction time error with stopwatch.
9. To ensure fair testing, the students measure velocity at three points across the river channel (left, center, right) and calculate the mean. Explain why calculating the mean improves the reliability of the data. [2]
- Answer: It helps to smooth out anomalies/outliers [1] and provides a more representative average velocity for the whole channel cross-section [1].
10. Identify one safety precaution the students should take when working in or near a river. [1]
- Answer: Wear appropriate footwear (waders/boots) / Use a wading stick for stability / Work in pairs/groups / Check weather forecast (avoid heavy rain/flash floods).
Section C: Data Presentation and Analysis
11. Which type of graph is most suitable to show the relationship between distance from the entrance and pedestrian count? [1]
- Answer: Line graph (or Scatter graph with line of best fit).
- Note: Bar chart is acceptable but line graph is better for continuous distance data.
12. Describe the trend shown in the table above. [2]
- Answer: As the distance from the main entrance increases, the pedestrian count decreases [1]. The decrease is rapid at first (0-100m) and then slows down [1] (or quote data: drops from 120 to 30).
13. Calculate the percentage decrease in pedestrian count from Location A to Location C. Show your working. [2]
- Working:
Difference = 120 - 60 = 60
Percentage = (60 / 120) x 100 - Answer: 50%
- Note: 1 mark for working, 1 mark for correct answer.
14. The students also recorded the type of shops at each location. Suggest how this qualitative data could be presented on a map. [1]
- Answer: Use symbols/icons / Color-coding (choropleth) / Labels / Pie charts at specific locations.
15. An anomaly was recorded at Location B (95 pedestrians), which was higher than expected based on the general trend. Suggest one possible reason for this anomaly. [1]
- Answer: Presence of a popular shop/attraction at Location B / Bus stop nearby / Wider pavement allowing more flow.
Section D: Evaluation and Conclusions
16. Define the term reliability in the context of geographical fieldwork. [1]
- Answer: The extent to which the data collection method produces consistent results if repeated / The trustworthiness of the data.
17. The survey was conducted on a Tuesday morning between 9:00 am and 10:00 am. Explain how this timing might limit the validity of the conclusions for the whole week. [2]
- Answer: Tuesday is a weekday, so it may not represent weekend shopping patterns (which might be busier) [1]. 9-10 am may miss the lunchtime or evening peak hours [1].
18. The students used a bipolar scoring system for their EQS (e.g., -3 to +3). Explain one advantage of using a bipolar scale over a simple descriptive checklist. [2]
- Answer: It allows for quantitative analysis/calculation of totals [1] and provides a clearer distinction between positive and negative factors, reducing subjectivity compared to open descriptions [1].
19. "The sample size of 5 locations is too small to draw a valid conclusion." Evaluate this statement. [2]
- Answer: Agree, because 5 sites may not represent the whole area and anomalies have a larger impact [1]. However, if the sites were carefully selected (stratified), it might still show a general trend, though reliability is low [1].
20. Suggest one way the students could improve the accuracy of their environmental quality data in a future investigation. [1]
- Answer: Increase the number of sites sampled / Repeat the survey at different times/days and calculate means / Train observers to ensure consistent scoring.