From Real Exams Quiz
Secondary 4 Geography Fieldwork Quiz
Free Exam-Derived DeepSeek V4 Pro Secondary 4 Geography Fieldwork quiz with questions and answers for Singapore students. This page is rendered as a direct URL so the questions and answers can be discovered without pressing in-page buttons.
These static practice materials are generated from the site's syllabus and paper-generation workflow, with source and model context shown so students and parents can evaluate the material before use.
Questions
Secondary 4 Geography Quiz - Fieldwork
Name: _________________________ Class: _________________________ Date: _________________________ Score: ______ / 40
Duration: 45 minutes Total Marks: 40
Instructions:
- Answer ALL questions in the spaces provided.
- Read each question carefully before answering.
- Marks are indicated in brackets [ ].
- Where appropriate, support your answers with examples.
Section A: Geographical Investigation Design (Questions 1–5)
Answer all questions in this section.
1. A group of students wants to investigate the impact of tourism on local businesses in a coastal town.
(a) Formulate a suitable research question for this investigation. [2]
(b) State one hypothesis that the students could test. [2]
2. The students plan to collect data from tourists visiting the coastal town.
(a) Identify one sampling method they could use and explain why it is appropriate for this investigation. [3]
(b) Describe one limitation of the sampling method you identified in (a). [2]
3. The students decide to use a questionnaire survey to collect primary data.
(a) Suggest two questions that could be included in the questionnaire. [2]
(b) Explain why a pilot test of the questionnaire is important before the actual data collection. [3]
4. The students collected data on the number of tourists visiting five different types of businesses over one weekend. The results are shown in the table below.
| Business Type | Number of Tourists |
|---|---|
| Restaurants | 85 |
| Souvenir Shops | 120 |
| Hotels | 45 |
| Tour Agencies | 60 |
| Local Markets | 95 |
(a) Calculate the mean number of tourists across all business types. Show your working. [2]
(b) Identify the mode of the data set. [1]
5. The students want to present their findings using a graph.
(a) Suggest the most appropriate type of graph to represent the data in Question 4 and justify your choice. [3]
(b) Describe one advantage of using this type of graph for data presentation. [2]
Section B: Data Collection and Analysis (Questions 6–10)
Answer all questions in this section.
6. A student is conducting fieldwork on pedestrian traffic flow in a shopping district.
(a) Describe how the student could use a tally count method to collect data on pedestrian movement. [3]
(b) Explain one precaution the student should take to ensure the data collected is reliable. [2]
7. The student recorded pedestrian counts at three different times of day at Location X. The results are shown below.
| Time of Day | Pedestrian Count |
|---|---|
| 8:00 am | 210 |
| 12:00 pm | 450 |
| 6:00 pm | 380 |
(a) Calculate the range of the pedestrian counts. [1]
(b) Describe the trend shown in the data. [2]
8. The student wants to compare pedestrian traffic at Location X with Location Y.
(a) Explain why it is important to collect data at both locations on the same day and at the same times. [3]
(b) Suggest one additional type of data the student could collect to better understand pedestrian patterns. [2]
9. During fieldwork, the student took photographs of the shopping district at different times.
(a) Explain one advantage of using photographs as a data collection method in geographical investigations. [2]
(b) Describe one limitation of relying solely on photographs for data analysis. [2]
10. The student needs to process and analyse the collected data.
(a) Explain the difference between qualitative and quantitative data, using examples from this fieldwork investigation. [3]
(b) Suggest one way the student could analyse the relationship between time of day and pedestrian count. [2]
Section C: Fieldwork Evaluation and Application (Questions 11–15)
Answer all questions in this section.
11. A geography class conducted fieldwork on water quality in a local river. They collected water samples at three sites: upstream, midstream, and downstream.
(a) Explain why the students should collect multiple water samples at each site rather than just one. [3]
(b) Describe how the students could measure the turbidity of the water samples. [2]
12. The students recorded the following data on dissolved oxygen levels at the three sites.
| Site | Dissolved Oxygen (mg/L) |
|---|---|
| Upstream | 8.2 |
| Midstream | 6.5 |
| Downstream | 4.1 |
(a) Describe the pattern shown in the data. [2]
(b) Suggest one possible reason for the pattern you described in (a). [2]
13. The students want to present their water quality findings to the school.
(a) Suggest one method of presenting the data that would be effective for a school audience and justify your choice. [3]
(b) Explain why it is important to include a title and labels when presenting geographical data. [2]
14. After completing the fieldwork, the students reflected on the limitations of their investigation.
(a) Identify one possible limitation of their water quality investigation. [2]
(b) Suggest how this limitation could be addressed in future fieldwork. [2]
15. The students are required to write a conclusion for their fieldwork report.
(a) Explain what a good geographical conclusion should include. [3]
(b) State one recommendation the students could make based on their water quality findings. [2]
Section D: Integrated Fieldwork Application (Questions 16–20)
Answer all questions in this section.
16. A researcher is investigating the relationship between green space provision and residents' quality of life in a housing estate.
(a) Formulate a hypothesis for this investigation. [2]
(b) Describe how the researcher could use a bipolar survey to collect data on residents' perceptions. [3]
17. The researcher collected data on the distance from each residential block to the nearest park and the number of residents who reported high life satisfaction.
| Distance to Park (m) | Residents Reporting High Life Satisfaction (%) |
|---|---|
| 0–100 | 78 |
| 101–300 | 65 |
| 301–500 | 52 |
| 501+ | 38 |
(a) Describe the relationship shown in the data. [2]
(b) Explain one reason why this relationship might exist. [2]
18. The researcher wants to ensure the investigation is ethical.
(a) Explain one ethical consideration the researcher should address when conducting surveys with residents. [3]
(b) Describe how the researcher could obtain informed consent from participants. [2]
19. The researcher used stratified sampling to select participants from different age groups.
(a) Explain how stratified sampling is carried out. [3]
(b) State one advantage of using stratified sampling in this investigation. [2]
20. The researcher needs to evaluate the reliability of the findings.
(a) Explain the difference between reliability and validity in geographical research. [3]
(b) Suggest one way the researcher could improve the reliability of the data collected. [2]
END OF QUIZ
Check your answers carefully before submitting.
Answers
Secondary 4 Geography Quiz - Fieldwork — Answer Key and Marking Scheme
Total Marks: 40
Section A: Geographical Investigation Design (Questions 1–5)
1. (a) Formulate a suitable research question for this investigation. [2]
Award up to 2 marks for a clear, focused, and geographically relevant research question.
- 2 marks: Question is specific, measurable, and links tourism to local businesses (e.g., "To what extent has tourism increased the revenue of local businesses in the coastal town?" or "How has tourism affected the types of businesses operating in the coastal town?").
- 1 mark: Question is relevant but vague or lacks clear focus (e.g., "How does tourism affect businesses?" without specifying location or aspect).
- 0 marks: Question is not geographical or is irrelevant.
1. (b) State one hypothesis that the students could test. [2]
Award up to 2 marks for a clear, testable hypothesis.
- 2 marks: Hypothesis is specific, directional, and testable (e.g., "Tourism has led to an increase in the number of souvenir shops in the coastal town" or "Local businesses that cater to tourists have higher revenue than those that serve only residents").
- 1 mark: Hypothesis is stated but is vague or not clearly testable (e.g., "Tourism affects businesses").
- 0 marks: Not a hypothesis or irrelevant.
2. (a) Identify one sampling method they could use and explain why it is appropriate for this investigation. [3]
Award up to 3 marks: 1 mark for identifying a valid sampling method, up to 2 marks for explaining its appropriateness.
- Method (1 mark): Accept any valid sampling method: random sampling, systematic sampling, stratified sampling, convenience sampling, or quota sampling.
- Explanation (up to 2 marks):
- Random sampling: Ensures every tourist has an equal chance of being selected, reducing bias; appropriate when the population is large and diverse.
- Systematic sampling: Easy to implement (e.g., every 5th tourist); provides even coverage across time/location.
- Stratified sampling: Ensures representation from different tourist types (e.g., domestic vs. international); appropriate when subgroups are relevant.
- Convenience sampling: Practical when time/resources are limited; appropriate for pilot studies.
- Quota sampling: Ensures specific numbers from different categories; appropriate when comparing groups.
- 0 marks: No valid method or explanation.
2. (b) Describe one limitation of the sampling method you identified in (a). [2]
Award up to 2 marks for a clear limitation linked to the chosen method.
- Random sampling: May be difficult to obtain a complete sampling frame; may miss certain groups if sample size is small.
- Systematic sampling: May introduce bias if there is a pattern in the population (e.g., tourists arriving in groups).
- Stratified sampling: Requires prior knowledge of population characteristics; more complex to implement.
- Convenience sampling: High risk of bias; may not be representative of the population.
- Quota sampling: May still be biased within quotas; relies on researcher judgment.
- 1 mark: Limitation stated but not clearly explained or linked to the method.
- 0 marks: No valid limitation or irrelevant.
3. (a) Suggest two questions that could be included in the questionnaire. [2]
Award 1 mark for each appropriate, clear, and relevant question.
- Accept any questions that are:
- Relevant to tourism impact on businesses
- Clear and unambiguous
- Appropriate for a questionnaire format (closed or open-ended)
- Examples: "How much did you spend at local businesses today?" / "What type of businesses did you visit?" / "How often do you visit this coastal town?"
- 0 marks: Questions are irrelevant, leading, or unclear.
3. (b) Explain why a pilot test of the questionnaire is important before the actual data collection. [3]
Award up to 3 marks for a well-developed explanation.
- 3 marks: Clear explanation with at least two reasons, e.g.:
- Identifies ambiguous or confusing questions that respondents may misunderstand
- Checks whether questions elicit the intended type of responses
- Tests the length of time required to complete the questionnaire
- Allows refinement of questions to improve data quality and reliability
- 2 marks: Explanation with one clear reason, partially developed.
- 1 mark: Vague or general statement about testing without specific reasons.
- 0 marks: No valid explanation.
4. (a) Calculate the mean number of tourists across all business types. Show your working. [2]
Award 1 mark for correct working, 1 mark for correct answer.
- Working (1 mark): Sum = 85 + 120 + 45 + 60 + 95 = 405; Mean = 405 ÷ 5
- Answer (1 mark): 81 tourists
- Accept minor arithmetic errors with correct method for 1 mark.
- 0 marks: No working or incorrect method.
4. (b) Identify the mode of the data set. [1]
- Answer: Souvenir Shops (120 tourists)
- 1 mark: Correct mode identified.
- 0 marks: Incorrect or no answer.
5. (a) Suggest the most appropriate type of graph to represent the data in Question 4 and justify your choice. [3]
Award 1 mark for graph type, up to 2 marks for justification.
- Graph type (1 mark): Bar graph / bar chart (accept column graph).
- Justification (up to 2 marks):
- Data is categorical (business types), not continuous
- Bar graphs allow easy comparison between categories
- Clear visual representation of discrete data
- Easy to read and interpret for audience
- 1 mark: Graph type correct but justification weak or incomplete.
- 0 marks: Inappropriate graph type or no justification.
5. (b) Describe one advantage of using this type of graph for data presentation. [2]
Award up to 2 marks for a clear advantage.
- 2 marks: Clear advantage with explanation, e.g.:
- "Bar graphs make it easy to compare the values of different categories at a glance because the height of each bar is proportional to the value it represents."
- "Bar graphs are visually simple and can be understood by a wide audience without specialised knowledge."
- 1 mark: Advantage stated but not explained.
- 0 marks: No valid advantage or irrelevant.
Section B: Data Collection and Analysis (Questions 6–10)
6. (a) Describe how the student could use a tally count method to collect data on pedestrian movement. [3]
Award up to 3 marks for a clear description of the tally count method.
- 3 marks: Clear step-by-step description, e.g.:
- Select a specific location and time period for observation
- Use a tally sheet with categories (e.g., direction of movement, gender, age group)
- Mark a tally for each pedestrian passing a designated point during the time period
- Total the tallies at the end of the observation period
- 2 marks: Description covers main steps but lacks detail.
- 1 mark: Basic mention of tally counting without procedural detail.
- 0 marks: No valid description.
6. (b) Explain one precaution the student should take to ensure the data collected is reliable. [2]
Award up to 2 marks for a clear precaution with explanation.
- 2 marks: Clear precaution with explanation, e.g.:
- "The student should count at the same location and same time of day on different days to ensure consistency and check for anomalies."
- "The student should clearly define what counts as a pedestrian (e.g., include/exclude cyclists) before starting to ensure consistent counting."
- "Two students could count independently and compare results to reduce human error."
- 1 mark: Precaution stated but not explained.
- 0 marks: No valid precaution.
7. (a) Calculate the range of the pedestrian counts. [1]
- Answer: 450 − 210 = 240
- 1 mark: Correct range calculated.
- 0 marks: Incorrect or no answer.
7. (b) Describe the trend shown in the data. [2]
Award up to 2 marks for accurate trend description.
- 2 marks: Clear description identifying the pattern, e.g.:
- "Pedestrian count increases from morning (8:00 am) to midday (12:00 pm), reaching a peak of 450, then decreases by evening (6:00 pm) to 380."
- "The highest pedestrian count is at midday, and the lowest is in the morning."
- 1 mark: Partial description (e.g., only states increase or decrease without full pattern).
- 0 marks: No valid trend description.
8. (a) Explain why it is important to collect data at both locations on the same day and at the same times. [3]
Award up to 3 marks for a well-developed explanation.
- 3 marks: Clear explanation covering control of variables, e.g.:
- Ensures that external factors (weather, day of week, special events) are the same for both locations
- Allows fair comparison because conditions are controlled
- If collected on different days, differences in pedestrian count might be due to external factors rather than location characteristics
- Increases validity of the comparison
- 2 marks: Explanation covers main point but lacks full development.
- 1 mark: Basic statement about fairness or comparison without explanation.
- 0 marks: No valid explanation.
8. (b) Suggest one additional type of data the student could collect to better understand pedestrian patterns. [2]
Award up to 2 marks for a relevant suggestion with brief justification.
- 2 marks: Relevant suggestion with justification, e.g.:
- "Weather conditions, because rain or heat might affect how many people walk in the district."
- "Purpose of visit (shopping, work, leisure), because different purposes may create different patterns."
- "Demographic data (age, gender), to understand who uses the area at different times."
- 1 mark: Suggestion stated but not justified.
- 0 marks: Irrelevant or no suggestion.
9. (a) Explain one advantage of using photographs as a data collection method in geographical investigations. [2]
Award up to 2 marks for a clear advantage with explanation.
- 2 marks: Clear advantage with explanation, e.g.:
- "Photographs provide a visual record that can be analysed later, capturing details that might be missed during observation."
- "Photographs can show changes over time when taken at the same location on different dates."
- "Photographs are easy to use in presentations to illustrate findings to an audience."
- 1 mark: Advantage stated but not explained.
- 0 marks: No valid advantage.
9. (b) Describe one limitation of relying solely on photographs for data analysis. [2]
Award up to 2 marks for a clear limitation with description.
- 2 marks: Clear limitation with description, e.g.:
- "Photographs only capture a moment in time and may not represent typical conditions."
- "Photographs are subjective; the photographer chooses what to include and exclude, which may introduce bias."
- "Photographs cannot capture quantitative data like counts or measurements directly."
- 1 mark: Limitation stated but not described.
- 0 marks: No valid limitation.
10. (a) Explain the difference between qualitative and quantitative data, using examples from this fieldwork investigation. [3]
Award up to 3 marks for clear distinction with relevant examples.
- 3 marks: Clear explanation with correct examples, e.g.:
- "Quantitative data is numerical and can be measured or counted, such as the pedestrian counts at different times."
- "Qualitative data is descriptive and non-numerical, such as photographs showing the appearance of the shopping district or observations about pedestrian behaviour."
- Clear contrast between the two types.
- 2 marks: Distinction made but examples weak or only one type explained well.
- 1 mark: Basic distinction without clear examples.
- 0 marks: No valid explanation.
10. (b) Suggest one way the student could analyse the relationship between time of day and pedestrian count. [2]
Award up to 2 marks for a valid analytical method.
- 2 marks: Clear suggestion with explanation, e.g.:
- "Plot a line graph with time of day on the x-axis and pedestrian count on the y-axis to visualise the relationship."
- "Calculate the percentage change between time periods to quantify the variation."
- "Use a scatter graph to see if there is a correlation between time and count."
- 1 mark: Suggestion stated but not explained.
- 0 marks: No valid suggestion.
Section C: Fieldwork Evaluation and Application (Questions 11–15)
11. (a) Explain why the students should collect multiple water samples at each site rather than just one. [3]
Award up to 3 marks for a well-developed explanation.
- 3 marks: Clear explanation covering reliability and representativeness, e.g.:
- Collecting multiple samples allows calculation of an average, reducing the impact of anomalous results
- A single sample may not be representative of the whole site due to local variations in water flow or pollution
- Multiple samples increase the reliability and validity of the data
- Allows identification of outliers that may indicate measurement error
- 2 marks: Explanation covers main point but lacks full development.
- 1 mark: Basic statement about accuracy without explanation.
- 0 marks: No valid explanation.
11. (b) Describe how the students could measure the turbidity of the water samples. [2]
Award up to 2 marks for a clear description of method.
- 2 marks: Clear description, e.g.:
- "Use a Secchi disc: lower the disc into the water until it is no longer visible, and record the depth. Higher turbidity means the disc disappears at a shallower depth."
- "Use a turbidity meter/turbidimeter: place the water sample in the meter and read the turbidity value in NTU (Nephelometric Turbidity Units)."
- "Filter the water sample through filter paper and compare the residue colour to a standard chart."
- 1 mark: Method mentioned but not described clearly.
- 0 marks: No valid method.
12. (a) Describe the pattern shown in the data. [2]
Award up to 2 marks for accurate pattern description.
- 2 marks: Clear description, e.g.:
- "Dissolved oxygen levels decrease from upstream (8.2 mg/L) to downstream (4.1 mg/L)."
- "The highest dissolved oxygen is at the upstream site, and the lowest is at the downstream site, showing a declining trend."
- 1 mark: Partial description (e.g., only states decrease without referencing values).
- 0 marks: No valid pattern description.
12. (b) Suggest one possible reason for the pattern you described in (a). [2]
Award up to 2 marks for a plausible geographical reason.
- 2 marks: Plausible reason with explanation, e.g.:
- "Downstream areas may receive more pollutants from human activities (e.g., sewage, agricultural runoff, industrial discharge), which reduces dissolved oxygen as microorganisms decompose the organic matter."
- "Warmer water temperatures downstream (due to shallower, slower-moving water) hold less dissolved oxygen."
- "Increased algal growth downstream due to nutrient pollution leads to oxygen depletion when algae die and decompose."
- 1 mark: Reason stated but not explained.
- 0 marks: No valid reason.
13. (a) Suggest one method of presenting the data that would be effective for a school audience and justify your choice. [3]
Award 1 mark for method, up to 2 marks for justification.
- Method (1 mark): Bar graph, line graph, or annotated photograph/map.
- Justification (up to 2 marks):
- Bar graph: Easy to understand; clearly shows differences between sites; visually appealing for school display.
- Line graph: Shows the trend/decline clearly; appropriate for data along a spatial sequence.
- Annotated photograph/map: Engages audience visually; links data to real locations.
- 1 mark: Method correct but justification weak.
- 0 marks: Inappropriate method or no justification.
13. (b) Explain why it is important to include a title and labels when presenting geographical data. [2]
Award up to 2 marks for clear explanation.
- 2 marks: Clear explanation, e.g.:
- "A title tells the reader what the graph or chart is about, providing context for the data."
- "Labels on axes identify what the numbers represent (e.g., 'Dissolved Oxygen (mg/L)' and 'Site'), allowing accurate interpretation."
- "Without titles and labels, the data presentation is meaningless because the reader cannot understand what is being shown."
- 1 mark: Importance stated but not explained.
- 0 marks: No valid explanation.
14. (a) Identify one possible limitation of their water quality investigation. [2]
Award up to 2 marks for a relevant limitation with brief explanation.
- 2 marks: Relevant limitation with explanation, e.g.:
- "Water quality may vary with weather conditions (e.g., after heavy rain, runoff increases pollution), so data collected on one day may not be representative."
- "Only three sites were sampled, which may not capture the full variation along the river."
- "Measurement errors may occur if equipment is not calibrated or used correctly."
- "The investigation only measures water quality at one point in time, not seasonal variations."
- 1 mark: Limitation stated but not explained.
- 0 marks: No valid limitation.
14. (b) Suggest how this limitation could be addressed in future fieldwork. [2]
Award up to 2 marks for a practical suggestion linked to the limitation.
- 2 marks: Practical suggestion linked to the identified limitation, e.g.:
- "Collect data on multiple days with different weather conditions to get a more representative picture."
- "Sample more sites along the river to capture spatial variation more fully."
- "Calibrate equipment before use and take multiple readings to reduce error."
- "Repeat the investigation in different seasons to understand temporal variation."
- 1 mark: Suggestion stated but not clearly linked to limitation.
- 0 marks: No valid suggestion.
15. (a) Explain what a good geographical conclusion should include. [3]
Award up to 3 marks for a comprehensive explanation.
- 3 marks: Comprehensive explanation covering:
- Summary of key findings with reference to data/evidence
- Answer to the research question or acceptance/rejection of hypothesis
- Link back to geographical concepts or theories
- Acknowledgment of limitations (optional but good practice)
- 2 marks: Explanation covers two of the above elements.
- 1 mark: Basic statement about summarising findings.
- 0 marks: No valid explanation.
15. (b) State one recommendation the students could make based on their water quality findings. [2]
Award up to 2 marks for a relevant, actionable recommendation.
- 2 marks: Relevant, actionable recommendation with brief justification, e.g.:
- "The local authorities should investigate sources of pollution downstream and implement measures to reduce discharge into the river, because dissolved oxygen levels are lowest there."
- "More frequent water quality monitoring should be conducted to track changes over time and identify pollution events early."
- 1 mark: Recommendation stated but not justified.
- 0 marks: No valid recommendation.
Section D: Integrated Fieldwork Application (Questions 16–20)
16. (a) Formulate a hypothesis for this investigation. [2]
Award up to 2 marks for a clear, testable hypothesis.
- 2 marks: Clear, directional, testable hypothesis, e.g.:
- "Residents living closer to green spaces report higher quality of life than those living further away."
- "There is a positive relationship between proximity to parks and residents' life satisfaction."
- 1 mark: Hypothesis stated but vague or not clearly testable.
- 0 marks: Not a hypothesis or irrelevant.
16. (b) Describe how the researcher could use a bipolar survey to collect data on residents' perceptions. [3]
Award up to 3 marks for a clear description.
- 3 marks: Clear description, e.g.:
- "A bipolar survey uses a scale between two opposite statements or adjectives (e.g., 'Very satisfied' to 'Very dissatisfied')."
- "Residents are asked to indicate their position on the scale for each statement, such as 'The green spaces in my neighbourhood are: Well-maintained 5 4 3 2 1 Poorly-maintained.'"
- "The researcher can then quantify perceptions by assigning numerical values to each point on the scale."
- 2 marks: Description covers main idea but lacks detail.
- 1 mark: Basic mention of bipolar survey without procedural detail.
- 0 marks: No valid description.
17. (a) Describe the relationship shown in the data. [2]
Award up to 2 marks for accurate relationship description.
- 2 marks: Clear description, e.g.:
- "There is a negative relationship between distance to park and life satisfaction: as distance increases, the percentage of residents reporting high life satisfaction decreases."
- "Residents living within 100 m of a park have the highest life satisfaction (78%), while those living more than 500 m away have the lowest (38%)."
- 1 mark: Partial description (e.g., only states decrease without referencing values).
- 0 marks: No valid relationship description.
17. (b) Explain one reason why this relationship might exist. [2]
Award up to 2 marks for a plausible geographical reason.
- 2 marks: Plausible reason with explanation, e.g.:
- "Proximity to green spaces provides easier access for recreation and exercise, which improves physical and mental well-being."
- "Green spaces offer opportunities for social interaction and community activities, enhancing social well-being."
- "Parks provide aesthetic benefits and a sense of nature, reducing stress and improving perceived quality of life."
- "Areas with more green space may have better air quality and cooler temperatures, contributing to comfort and health."
- 1 mark: Reason stated but not explained.
- 0 marks: No valid reason.
18. (a) Explain one ethical consideration the researcher should address when conducting surveys with residents. [3]
Award up to 3 marks for a well-developed explanation.
- 3 marks: Clear explanation of an ethical consideration, e.g.:
- Informed consent: Residents must be told the purpose of the research, how their data will be used, and that participation is voluntary. They should have the right to withdraw at any time without penalty.
- Confidentiality/Anonymity: Personal information should be kept confidential, and responses should be anonymised so individuals cannot be identified.
- Avoiding harm: Questions should not cause distress or discomfort; sensitive topics should be handled carefully.
- Data protection: Collected data must be stored securely and used only for the stated research purpose.
- 2 marks: Ethical consideration identified with partial explanation.
- 1 mark: Ethical consideration mentioned but not explained.
- 0 marks: No valid ethical consideration.
18. (b) Describe how the researcher could obtain informed consent from participants. [2]
Award up to 2 marks for a clear description.
- 2 marks: Clear description, e.g.:
- "Provide participants with an information sheet explaining the research purpose, procedures, and their rights, and ask them to sign a consent form before participating."
- "Verbally explain the research and ask for verbal consent, recording it with the participant's permission."
- 1 mark: Method mentioned but not described clearly.
- 0 marks: No valid description.
19. (a) Explain how stratified sampling is carried out. [3]
Award up to 3 marks for a clear explanation of the method.
- 3 marks: Clear step-by-step explanation, e.g.:
- "The population is divided into subgroups (strata) based on a relevant characteristic, such as age groups."
- "The proportion of each stratum in the population is calculated."
- "Participants are then randomly selected from each stratum in proportion to their representation in the population."
- "This ensures the sample reflects the population structure."
- 2 marks: Explanation covers main steps but lacks detail.
- 1 mark: Basic mention of dividing into groups without procedural detail.
- 0 marks: No valid explanation.
19. (b) State one advantage of using stratified sampling in this investigation. [2]
Award up to 2 marks for a clear advantage with explanation.
- 2 marks: Clear advantage with explanation, e.g.:
- "Stratified sampling ensures that all age groups are represented in the sample, which is important because perceptions of green space may vary by age."
- "It provides more representative data than simple random sampling because it guarantees coverage of all relevant subgroups."
- "It allows the researcher to compare responses between different age groups with sufficient data from each."
- 1 mark: Advantage stated but not explained.
- 0 marks: No valid advantage.
20. (a) Explain the difference between reliability and validity in geographical research. [3]
Award up to 3 marks for a clear distinction.
- 3 marks: Clear distinction with explanation, e.g.:
- "Reliability refers to the consistency of results: if the investigation were repeated under the same conditions, would similar results be obtained?"
- "Validity refers to whether the investigation actually measures what it claims to measure: does the method accurately capture the concept being studied?"
- "A study can be reliable (consistent results) but not valid (measuring the wrong thing), or valid but not reliable (inconsistent measurement)."
- Example: "If a questionnaire consistently produces the same results (reliable) but the questions do not actually measure quality of life (not valid), the findings are questionable."
- 2 marks: Distinction made but explanation partially developed.
- 1 mark: Basic distinction without clear explanation or example.
- 0 marks: No valid explanation.
20. (b) Suggest one way the researcher could improve the reliability of the data collected. [2]
Award up to 2 marks for a practical suggestion with explanation.
- 2 marks: Practical suggestion with explanation, e.g.:
- "Use a larger sample size to reduce the impact of random variations and anomalies."
- "Standardise the survey procedure so all participants receive the same instructions and conditions."
- "Use multiple questions to measure the same concept and check for consistency in responses."
- "Repeat the survey with a different sample and compare results."
- 1 mark: Suggestion stated but not explained.
- 0 marks: No valid suggestion.
END OF ANSWER KEY