Fieldwork (Cambridge (CIE) IGCSE Geography)

Students were studying the Bradshaw model which describes how the characteristics of a river change downstream.

The table below summarises some of these characteristics. Add the following characteristics to the correct column in the table.

• amount of load carried by the river

• river discharge

• size of individual load particles

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.

The students carried out their fieldwork at six sites along the river.

(i)

Suggest three factors the students should have considered in choosing their fieldwork sites.

[3]

(ii)

The students made all their measurements on the same day. Suggest why this was important.

[1]

(i)

To investigate Hypothesis 1: River velocity increases downstream, the students used the following equipment:

Describe how the students used this equipment to measure river velocity.

[4]

(ii)

The results of the fieldwork are shown in Table 2.1 below.

Plot the results for sites 5 and 6 in Fig. 2.1 below.

[2]

(iii)

What conclusion could the students make about Hypothesis 1: River velocity increases downstream? Support your decision with evidence from Fig. 2.1 and Table 2.1.

[3]

(i)

To test Hypothesis 2: The gradient of the river bed decreases downstream, the students used the method shown in Fig. 2.2 below. Describe how they measured gradient.

[4]

(ii)

The results of the gradient measurements are shown in Table 2.1 below.

A student used the method in Fig. 2.3 below to draw the gradient at each site.

Use this method to show the gradient at site 5.

[1]

(iii)

Which conclusion would the students make about Hypothesis 2: The gradient of the river bed decreases downstream? Tick () your decision below and support it with evidence from Fig. 2.3 and Table 2.1.

[3]

When they returned to school the students evaluated their data collection methods. Suggest three improvements they could have made to increase the reliability of the velocity and gradient measurements.

The students decided to investigate another characteristic included in the Bradshaw model. Describe how they could measure channel size (width and depth) at different sites downstream.

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.

 (i)

The students measured the maximum and minimum temperature for each day using a thermometer like the one shown in Fig. 1.1. Explain how the students would use the thermometer to measure temperature. 

 [4]

(ii)

The results of the students’ measurements of temperature are shown in Table 1.1 

Table 1.1

Plot the maximum temperature for 13 November on the graph, Fig. 1.2 below.

[1]

(iii)

On which date in November was the largest temperature range?

 [1]

The results of the students’ measurements of atmospheric pressure are shown in Table 1.1 and in Fig.1.2.

Table 1.1

(i)

Which one of the following instruments would the students use to measure atmospheric pressure? Circle your answer.

                                  anemometer                     barometer                       hygrometer

      [1]

(ii)

To measure atmospheric pressure the students took readings at midday (12:00 hours) each day. Why was it important to take readings at the same time of day?

 [1]

(iii)

What conclusion did the students make about Hypothesis 1: Temperatures increase as atmospheric pressure rises and decrease as atmospheric pressure falls? Refer to both maximum and minimum temperatures and support your answer with evidence from Table 1.1 and Fig. 1.2.

[4]

(i)

The students used the instrument shown in Fig. 1.3 to measure daily rainfall. Describe how the instrument is used to measure rainfall.

Fig. 1.3.

[3]

(ii)

Suggest two factors which the students should consider when choosing a site for the instrument shown in Fig. 1.3. Explain why each factor is important in choosing the site.

Factor 1
Explanation

Factor 2
Explanation

[4]

(iii)

The results of the rainfall measurements are shown in Table 1.2 (below).

Plot the rainfall for 13 November on Fig.1.4, (below).

Table 1.2

Fig. 1.4.

[1]

(iv)

The students decided that Hypothesis 2: There is a relationship between atmospheric pressure and daily rainfall totals was true. Describe the relationship between atmospheric pressure and daily rainfall totals. Use evidence from Fig. 1.4 and Tables 1.1 (below) and 1.2 to support the relationship.

Table 1.1

[3]

(i)

To extend their fieldwork the students measured the wind speed and wind direction at midday (12:00 hours). Describe how they would make these measurements.

Wind speed

Wind direction

[4]

(iii)

The results of their measurements of wind speed and wind direction are shown in Table 1.3.

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.

[1]

(iii)

What evidence from Table 1.3 supports the statement that there is a relationship between wind speed and wind direction (the direction from which the wind is blowing)?

[2]

A class of students from a rural area of Wales was studying settlement and service provision.

(i)

In class the students revised ‘hierarchy of services’. Services can be classified as high-order, middle-order and low order.

Table 2.1 below shows examples of different services in the hierarchy of services.

Complete the table by adding the following services:                                bus stop             fire station          airport

Table 2.1

[2]

(ii)

Which one of the following is the correct definition of ‘low-order service’? Tick (✓) your answer.

[1]

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.

To measure the temperature the students considered using a traditional maximum-minimum thermometer at each site.

(i)

Suggest why their teacher thought that it was not a good idea to use a maximum-minimum thermometer in the city centre square when they wanted to make their measurements.

[2]

(ii)

As an alternative method the students decided to use a digital thermometer to measure temperature at each site around midday (12:00 hours) and in the early evening. Give three advantages of using a digital thermometer.

[3]

The results of the students’ midday temperature measurements are shown in Table 1.1.

Table 1.1

(i)

Use the results in Table 1.1, complete Fig. 1.2 below, by plotting the midday temperatures of days 6, 7 and 8 at site A.

[2]

(ii)

What is your conclusion to Hypothesis 1: Midday temperatures are higher at sites A, B and C than at sites D and E? Support your decision with evidence from Fig. 1.2 and Table 1.1.

[4]

Early evening temperatures in the square also varied. These temperatures are shown in Fig. 1.3.

Fig. 1.3.

Use Fig. 1.3 to:

(i)

Describe one difference in early evening temperatures between the sites. Do not use statistics in your answer.

[1]

(ii)

Describe one difference in early evening temperatures during the eight days. Do not use statistics in your answer.

[1]

To investigate Hypothesis 2: Wind direction and wind speed vary more at site C than at site E, the students took measurements at midday on each day.

(i)

What is the instrument called which is used to measure wind direction? Tick () your choice below.

[1]

(ii)

The students’ results of measuring wind direction are shown in Table 1.2 (below). Use these results to complete the wind directions at site B in Fig. 1.4 below.

Table 1.2

[2]

(iii)

Explain how an anemometer, like that shown in Fig. 1.5 (below), measures wind speed.

[2]

(iv)

The students’ results of measuring wind speed are shown in Table 1.3 (below). In Fig. 1.6 below, plot the wind speed measurements at site B on days 1 and 7.

Table 1.3

[2]

(v)

The students decided that Hypothesis 2: Wind direction and wind speed vary more at site C than at site E, was partly true. Which part of the hypothesis is true? Tick your decision below and support your decision with data from Figs. 1.4 and 1.6 and Tables 1.2 and 1.3.

[3]

Look at Fig. 1.1. Suggest reasons why temperatures and wind direction and speed vary between the sites in the city centre square.

[3]

Fig. 1.1 

Another feature of weather which may vary over a small area is relative humidity.

(i)

Which one of the following is the correct definition of relative humidity? Tick your answer.

[1]

(ii)

Relative humidity is calculated by using a wet-and-dry bulb thermometer (hygrometer). This is shown in Fig. 1.7 (below). Explain how the students would use this instrument to work out relative humidity.

[3]

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

The Gambia is a small country in Africa. It is about 50km wide at the coast and narrows to only 24km wide inland. Use Fig. 2.1 to measure the length of The Gambia from west to east. Tick () your answer below.

Mining and quarrying contribute a small proportion of the total GDP of The Gambia. This is shown in Table 2.1 below.

Table 2.1

GDP is a measurement of the total value of goods and services produced in a country.

(i)

Which one of the following sectors of industry produces the highest percentage of The Gambia’s GDP? Circle your answer below.

Primary                           Secondary                                Tertiary

[1]

(ii)

Use the data in Table 2.1 to complete the pie graph, Fig. 2.2 below.

[2]

Bafoloto quarry is shown in Fig. 2.3 (below). Laterite, which is used in building, is dug out at the quarry.

Describe two features of work at the quarry which are shown in Fig. 2.3.

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).

(i)

Before using the questionnaire, the students thought about the best way to make use of it. Name and describe a suitable sampling method for the students to use to select 50 workers. Explain why you have chosen this method.

Name of sampling method

Description of sampling method

Why this sampling method was chosen

[3]

(ii)

Two age groups are missing from the questionnaire in Fig. 2.4. Add the two missing age groups to the table below.

[2]

(iii)

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

[2]

(iv)

What conclusion did the students make to Hypothesis 1: Over half of the quarry workers are male and from The Gambia? Support your answer with evidence from Fig. 2.5 and Table 2.2.

[4]

(v)

Answers to Question 2 in the questionnaire (How long have you worked at the quarry?) are shown in Table 2.3 (below). Use these results to complete the divided bar graph in Fig. 2.6 below.

Table 2.3

[2]

To investigate Hypothesis 2: People gained benefits from going to work at Bafoloto quarry, the students used the answers to Question 3 in the questionnaire (Why do you work at the quarry?). Some answers to Question 3 are shown in Table 2.4 below.

The students reached the conclusion that Hypothesis 2: People gained benefits from going to work at Bafoloto quarry, was generally true.

Which three answers in Table 2.4 best support their conclusion? Tick () your three choices below.

Table 2.4

Answers to Question 3 (Why do you work at the quarry?)

To extend their fieldwork the students wanted to find out about working conditions and safety at the quarry.

(i)

Describe how they could collect information. Do not include a questionnaire survey in your method.

[4]

(ii)

Suggest why it might be difficult for the students to collect information about working conditions and safety at the quarry.

[2]

(iii)

Suggest two possible problems of working at the quarry.

[2]

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.

From the alternatives below choose the correct terms to complete the following sentences.

                confluence               mouth            source        tributary          valley

          • A river begins at its ..............................

          • A river enters the sea at its ..............................

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.

(i)

In pairs they measured the width of the river channel at each site using a tape measure.
Suggest two things the students could have done to make sure that their results were reliable.

[2]

(ii)

The results of their measurements at each site are shown in Table 1.1.

Plot the result for site 6 on Fig. 1.1, which shows how the width of the river channel varies downstream.

[1]

(iii)

Next, they measured the depth of the river. Draw an annotated diagram to explain how they would do this.

[4]

(iv)

At each site the students measured the depth at five points across the channel. The results of their measurements at each site are shown in Table 1.1 (above).

The students drew cross sections of the channel at each site. These are shown in Fig. 1.2.

Use the information in Table 1.1 to complete the cross section and shade in the river channel at site 4.

[3]

(v)

The method used to calculate the area of the cross section at each site is shown below.

Insert the correct figures from Table 1.1 in the calculation for site 1 below.

[1]

(vi)

The results of the students’ calculations of the area of the cross sections are shown in Table 1.2 (below). To what extent do the results support Hypothesis 1: The area of the cross section of the river channel increases downstream?

Circle your decision below and support your decision with evidence from Table 1.2 and Fig. 1.2.                                             

completely                    partially                 not at all

Table 1.2

 [3]

(i)

To investigate Hypothesis 2: Average velocity of river flow increases downstream, the students measured the velocity at each site using the equipment shown in Fig. 1.3 (below).

Describe how they measured velocity.

Fig. 1.3

 [4]

(ii)

The students calculated the average velocity of flow at each site. Their results are shown in Table 1.2 (below).

Table 1.2

Plot the result for site 6 on Fig. 1.4 below.

[1]

(iii)

The students’ conclusion was that their results did not support Hypothesis 2: Average velocity of flow increases downstream. Use evidence from Table 1.2 and Fig. 1.4 to explain why they reached this conclusion.

 [3]

(i)

One student wondered if there was any relationship (correlation) between the area of the river channel cross section and average velocity at the six sites. These results are shown in Table 1.2 (below).

Table 1.2

The student plotted these results on a scatter graph, Fig. 1.5 below.
Use the data in Table 1.2 to plot the results of site 6 on Fig. 1.5 below.

[1]

(ii)

The student decided that there was a partial relationship (correlation) between the area of the river channel cross section and average velocity. Support this decision with evidence from Table 1.2 and Fig. 1.5.

[3]

(iii)

Explain why the area of the river channel cross section may affect average velocity.

 [2]

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.

(i)

Which one of the following shops or services occupies building X on Fig. 2.1? Tick your choice.

[1]

(ii)

On Fig. 2.1, use the key to show a bank at building Y.

[1]

(iii)

What type of shop or service is located 58 metres north of the church?

[1]

(iv)

Describe the distribution of houses shown on Fig. 2.1.

[1]

(v)

Identify one difference between the distribution of food and specialist non-food shops shown on Fig. 2.1.

[1]

To compare the different shops and services in 1981 and 2012 the students produced Table 2.1 below.

Table 2.1

Number of shops, services and other buildings located on the main shopping street

(i)

The students obtained the data for 1981 from an old map of the area. Which one of the following is the correct description of this old map? Tick (✓) your choice.

 [1]

(ii)

The students used Table 2.1 to draw the graph, Fig. 2.2, below. Complete the graph to show the changes in the number of food shops and entertainment services.

[2]

(iii)

What conclusion would the students make about Hypothesis 1: Shops and services on the main shopping street have changed between 1981 and 2012? Support your decision with evidence from Table 2.1 and Fig. 2.2.

[4]

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

(i)

The students asked people to complete their questionnaire between 10.00 hours and 12.00 hours on a working day. The results of the age group survey are shown in Table 2.2 below.

Table 2.2

Ages of people surveyed

Suggest two reasons why the number of people in the different age groups varied.

 [2]

(ii)

How could the students have got a more even distribution of age groups to survey?

 [1]

(i)

Table 2.3 below shows the results of Question 1 in the questionnaire.

Table 2.3

Results of Question 1: How often do you shop in the town centre?

Use the results from Table 2.3 and the key below to complete the pie graph, Fig. 2.4, below.

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.

(i)

Fig. 1.1 is a diagram of a traditional weather station. What are the pieces of equipment labelled A and B?

A .......................................................
B .......................................................

[2]

(ii)

Describe three features of equipment A and explain why each feature is important.

[6]

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.

(i)

Which one of the following instruments is used to measure atmospheric pressure? Tick (✓) your answer in the box below.

[1]

(ii)

A rain gauge is shown in Fig. 1.1. Explain how it is used to measure rainfall.

Fig. 1.1

 [4]

(iii)

Explain how a wind vane, which is also shown in Fig. 1.1, is used to show the direction from which the wind is blowing.

 [2]

(c)

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.

Table 1.1

(i)

Complete the atmospheric pressure line graph at 16:00, 19:00 and 22:00 hours on Day 3.

[1]

(ii)

Draw the rainfall bar at 16:00 hours on Day 2.

[1]

(iii)

On which day and at what time was the following set of results recorded?

Day ...................................... Time ......................................

[1]

(d)

Using their results, the students made conclusions about their two hypotheses.

(i)

What is your conclusion to Hypothesis 1: As atmospheric pressure changes rainfall amounts will vary? Support your conclusion with data from Fig. 1.2 and Table 1.1.

 [4]

(iii)

The students decided that Hypothesis 2: Atmospheric pressure affects the direction from which the wind blows, was partly true. Support their conclusion with evidence from Fig. 1.2 and Table 1.1.

[3]

Table 1.1

(e)

Another pair of students investigated how the amount of cloud cover and cloud type had changed over the three days.

(i)

Fig. 1.3 (below) shows two examples of the amount of cloud cover they recorded. The students recorded the amounts in oktas (eighths). Choose from the values below and fill in the correct number of oktas for each example.

[2]

Choose from the following: 1 okta              3 oktas             7 oktas              8 oktas

(ii)

Fig. 1.4 shows three different types of cloud recorded by the students. Identify the cloud type in each photograph.

Fig. 1.4 

Type A .....................................................

Type B .....................................................

Type C .....................................................

[3]

Students were studying land use in cities. They learned that there are parts of a city where one land use is dominant and covers most of the area, and this is called a land use zone. They did fieldwork to investigate land use in their local city.

To collect fieldwork data the students were divided into six groups. Each group went from the city centre outwards along main roads which were used as transect lines.

Suggest two reasons why the teacher split the class into groups.

The students investigated the following hypotheses:

Hypothesis 1: Residential land use is dominant (covers most of the land area) at all distances away from the city centre.

Hypothesis 2: The percentage of commercial land use decreases as distance from the city centre increases.

Along each transect line the students used a systematic sampling method to select locations to record the land use. Their teacher told the students to:
• record the land use every 10 metres
• only record the ground floor land use
• only record the land use on one side of the road.

Give two advantages and two disadvantages of this method.

Fig. 2.1 shows the categories of land use which the students used along with examples of different types of land use.

Fig. 2.1 for Question 2 Categories of land use

Complete the table below by putting the types of land use into the correct land use category. One example has been completed for you.

An example of the students’ completed recording sheet along one section of a transect (201–400m) is shown in Fig. 2.2. Use these results to complete the tally chart, Fig. 2.3 below, which the students used to count the examples in the different land use categories.

Fig. 2.2

Fig. 2.3 Tally chart

When they had completed their fieldwork, the students returned to school and added up the results from all transects. They used these results to draw the divided bar graphs shown in Fig. 2.4.

Fig. 2.4

(i)

Which distance from the city centre is shown in Table 2.1 below? ............................. metres

[1]

Table 2.1

(ii)

What percentage of the total land use is residential between 1001 and 1200m from the city centre?

[1]

(iii)

Describe two differences between the land use in sections 0 to 200m and 1801 to 2000m away from the city centre. Do not use statistics in your answer.

 [2]

(iv)

The students made the conclusion that Hypothesis 1: Residential land use is dominant (covers most of the land area) at all distances away from the city centre is false. Support this decision with evidence from Fig. 2.4 (above).

 [3]

(v)

Suggest why the land use changes as distance from the city centre increases.

 [4]

(vi)

What is the correct conclusion to Hypothesis 2: The percentage of commercial land use decreases as distance from the city centre increases?

Tick (3) your choice below and support your decision with evidence from Fig. 2.4.

 [4]

One student wanted to extend his study by investigating if the quality of the environment varied along his transect. Describe a method he could use to do this.

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:

Hypothesis 1: Diseases were more common in the area of unplanned housing than in the area of permanent housing.

Hypothesis 2: Most residents in both areas used government health facilities.

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.

(i)

Why did the researchers need to use a sample of people?

[1]

(ii)

Information which is collected using a questionnaire is known as ‘primary data’. What does ‘primary data’ mean?

[1]

(iii)

The following is a poor sampling method which may have been used to get a representative sample of people to answer the questionnaire.

‘Give the questionnaire to all mothers who the researchers met outside the local school.’

Explain why this is a poor method to obtain a representative sample.

[3]

(iv)

Describe a good sampling method which the researchers could use to choose a representative sample of people to answer the questionnaire. Explain why this would be a good method to use.

 [3]

The questionnaire is shown in Fig. 1.2. The results of Question 1 in the questionnaire are shown in Table 1.1.

Fig. 1.2

Table 1.1

(i)

Plot the results for typhoid in the unplanned housing area in Fig. 1.3 below.

[1]

(ii)

What conclusion would the researchers make about Hypothesis 1: Diseases were more common in the area of unplanned housing than in the area of permanent housing? What evidence in Fig. 1.3 and Table 1.1 supports their conclusion?

[4]

The results of Question 2 in the questionnaire are shown in Table 1.2 below

(i)

Use the results to complete the pie graph for the permanent housing area in Fig. 1.4 below.

Fig. 1.4 

[2]

(iii)

The researchers agreed a conclusion that Hypothesis 2: Most residents in both areas used government health facilities was incorrect. Support this decision with evidence from Fig. 1.4 and Table 1.2.

[3]

(i)

The results which the researchers obtained for Question 2 (Where people go for treatment of an illness) were unexpected. One of the researchers suggested that they should have used the questionnaire in a pilot study before doing the main research. How might this have helped?

 [2]

(ii)

The researchers returned to the two areas of the city and asked people to answer another question: ‘What is the main reason you chose not to use government health facilities?’

The answers which people gave are shown in Table 1.3.

Complete the graph, Fig. 1.5 (below), to show the answers given by people in the unplanned housing area.

[2]

Suggest how the health of residents in poorer areas of the city could be improved.

Researchers wanted to extend their study by investigating housing conditions in two areas. Describe how they could collect information about housing conditions. Do not include a questionnaire in your answer.

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.

Fig. 2.2 (below) shows one of the groynes. Describe the groyne.

Fig. 2.2

When the students arrived at the beach, they saw a safety notice which is shown in Fig. 2.3. Suggest four instructions their teacher would give the students to keep them safe whilst they did measurements at the sites shown in Fig. 2.4.

Fig. 2.3

Fig. 2.4

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.

The students collected 20 pebbles at each of nine sites shown in Fig. 2.4. They then measured the length, width and depth of each pebble. An example of this measurement is shown in Fig. 2.5.

Fig. 2.5

(i)

Fig. 2.6 (below) shows the actual size of one of the pebbles collected. Complete the measurements of this pebble in the table below.

Fig. 2.6

[2]

(ii)

In the space below calculate the average of the three measurements.

[1]

The results of the students’ measurements at site M2 (on Fig. 2.4) are shown in Fig. 2.7 below.

Fig. 2.4

(i)

The average of the three measurements of pebble number 13 is 53mm. Plot this measurement in Fig. 2.7.

[1]

(ii)

Which pebble at site M2 has the largest average of the three measurements?

 [1]

(i)

The results of the students’ measurements for the nine sites are shown in Fig. 2.4.

Do these results support Hypothesis 1: The pebbles get smaller from the cliff towards the sea? Support your decision with evidence from Fig. 2.4.

 [3]

Fig. 2.4.

(ii)

Explain why the size of pebbles varies in the area between the sea and the cliff.

 [3]

(i)

Look at Fig. 2.4.

Which one of the following is the correct conclusion to Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes? Tick (3) your decision in the box below.

[1]

(i)

Use data from Fig. 2.4 to support the conclusion you have chosen.

[1]

(iii)

Use data from Fig. 2.4 to show why one of the conclusions you rejected is wrong.

 [1]

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.

(i)

How could the students have checked the wind direction when they did their fieldwork?

 [2]

(ii)

Describe and explain the process of longshore drift which is shown in Fig. 2.8 (below).

[4]

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:

• two ranging poles
• a clinometer
• a tape measure

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.

Identify the correct definition of infiltration below. Tick (✓) your answer.

The students tested a variety of hypotheses. The two hypotheses chosen by one group were:

Hypothesis 1: The rate of infiltration increases as you go further from the lake.

Hypothesis 2: The rate of infiltration is greater on steeper sloping land.

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).

Fig. 2.1

(i)

To investigate Hypothesis 1, the students identified six fieldwork sites at increasing distances away from the lake. At each site they measured the rate (speed) of infiltration by using the equipment shown in Fig. 2.2.

Describe how the students measured infiltration.

Fig. 2.2

[4]

(ii)

The students recorded the water level in the plastic tube every minute for 10 minutes. The results of the measurements along transect line A are shown in Table 2.1 (below). Use these results to complete the measurements for site 4 on transect A in Fig. 2.3 below.

[2]

Table 2.1

Fig. 2.3

(iii)

Compare the fall in water level for site 1 and site 5 on transect A.

[2]

(iv)

The students calculated the infiltration rate at each site. Use the data in Table 2.1 to show the calculation which produced the result for site 2 on transect A in the space below.

   [2]

(v)

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)

Which transect line agrees with Hypothesis 1: The rate of infiltration increases as you go further from the lake? Tick (✓) your choice below and support your answer with evidence from Fig. 2.4 and Table 2.2.

 [3]

To investigate Hypothesis 2: The rate of infiltration is greater on steeper sloping land, the students measured the slope gradient at each site along the transect lines.

(i)

Describe a method to measure the slope gradient. Refer to the equipment the students would use.

[4]

(ii)

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

(iii)

What conclusion would the students working on transect C make about Hypothesis 2: The rate of infiltration is greater on steeper sloping land? Support your decision with evidence from Fig. 2.5 and Table 2.3.

[3]

Whilst doing their fieldwork, the students also recorded the vegetation found at each measuring site. Their results are shown in Table 2.4. How do these results show that the infiltration rate is affected by vegetation?

Table 2.4

The area around a lake, where students did their fieldwork, is a popular tourist area. How might people walking in the area affect vegetation infiltration rate? Explain why this would happen.

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.

Suggest three factors which may affect where people choose to live in an urban area.

(i) 
To collect data to test these hypotheses, the students produced a questionnaire. This is shown in Fig. 1.1

Describe a suitable method of selecting the employees to complete the questionnaire in order to get a fair, representative sample.

[2]

(ii)

Part of the recording sheet which the students used is shown in Fig. 1.2.

What is this method of recording results called?

[1]

The results for Question 1 in the questionnaire are shown in Table 1.1.

One student showed the results of Question 1 on two different types of maps.

These are shown in Figs. 1.3 and 1.4 

Fig. 1.3

Fig. 1.4

(i)

Complete Fig. 1.3 to show the numbers of research and development employees living in Formby and Kirkby.

[2]

(ii)

Complete Fig. 1.4 to show the number of assembly work employees living in Prescot.

[1]

(iii)

Choose either Fig. 1.3 or Fig. 1.4 and circle your choice below. Name the type of map and give two advantages of this type of map for showing data.

Fig. 1.3                 Fig. 1.4

Name of type of map .........................................

Advantage 1 ...........................................

Advantage 2 ............................................

[3]

(iv)

Which one of the following would be another suitable method to display the results of Question 1 (In which part of the urban area do you live?) on a map of the urban area? Tick (✓) your choice.

[1]

(v)

Do you agree with Hypothesis 1: Research and development employees generally live in different parts of the urban area compared to the assembly work employees? Support your conclusion with data from Figs. 1.3 and 1.4 and Table 1.1

[4]

Table 1.2 shows the results of Question 2 in the questionnaire.

Table 1.2

(i)

Use the results from Table 1.2 to complete Fig. 1.5 below.

[3]

(ii)

Which one of the conclusions below would the students make about Hypothesis 2:
Employees think that the journey to work is a main disadvantage of where they live?
Tick (✓) your choice and support your conclusion with evidence from Fig. 1.5 and Table 1.2.

[4]

Traffic congestion may affect people’s journey to work.

(i)

Suggest two other problems which traffic congestion may cause.

   1 ..............................................................

   2 ..............................................................

[2]

(ii)

Explain why traffic congestion occurs in urban areas.

[4]

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

(i)

Identify two buildings in different areas which have been constructed since 2006.
Building number ...............
Building number ...............

[2]

(ii)

What is the number of the building labelled X on Fig. 1.1?
Building number ...............

[1]

(iii)

Figs. 1.3 and 1.4 (below) are photographs which show views of this industrial area.
Describe three features of the industrial area shown in Figs. 1.3 and 1.4.

Fig 1.3

Fig 1.4

 [3]

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.

To investigate Hypothesis 1 the students did a survey of the companies which occupied some of the buildings shown in Fig. 1.2 (below). They wanted to find out what sector of high technology industry the companies were involved in.

Fig 1.2

(i)

Companies involved in the bio-medical sector are shaded on Fig. 1.2. Describe the distribution of these companies.

[2]

(ii)

Explain why high technology companies are usually located near to other similar companies.

[3]

(iii)

Table 1.1 (below) shows the percentage of companies in each industrial sector.

Table 1.1 
Companies in each industrial sector

Use these results to complete Fig. 1.5 below.

[2]

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

(i)

The students used the data in Table 1.2 to draw the graph, Fig. 1.6, below. Complete the graph to show the changes in the number of bio-medical and computer/telecommunications companies.

[2]

(ii)

What conclusion would the students make about Hypothesis 1: The sectors (types) of high technology industry in the area changed between 2006 and 2016? Support your decision with evidence from Fig. 1.6 and Table 1.2.

 [4]

(iii)

Companies in the ‘other industries’ sector shown in Table 1.1 include businesses such as a nursery (childcare centre), restaurant, and health club and gym.

Table 1.1 
Companies in each industrial sector

Suggest two advantages for these companies of a location in this industrial area.

[2]

To investigate Hypothesis 2: High technology companies employ a highly skilled workforce, the students used a questionnaire with 50 employees from different high technology companies. Their questionnaire is shown in Fig. 1.7.

(i)

The results of Question 1 (Which one of the following is your highest academic qualification?) are shown in Table 1.3.

Table 1.3 
Answers to questionnaire

Question 1: Which one of the following is your highest academic qualification?

Question 2: Do you think your job is highly skilled?

Question 3: Why do you think your job is highly skilled?

Use the results to complete Fig. 1.8 below.

[2]

(ii)

The answers to Question 2 (Do you think your job is highly skilled?) are shown in Table 1.3. The reasons these people gave to answer Question 3 (Why do you think your job is highly skilled?) are also shown in Table 1.3.

The students decided that Hypothesis 2: High technology companies employ a highly skilled workforce, was correct. How do the answers to Questions 1, 2 and 3 support this conclusion?

[3]

(iii)

Suggest two benefits which employees would give in answering Question 4 (What are the main benefits which you get from your job?).

[2]

Which two of the following are factors which attract high technology industries to an area?
Tick your choices in the table below.

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:

Hypothesis 1: Rainfall increases when atmospheric pressure rises.

Hypothesis 2: Temperature is affected by the direction from which the wind is blowing.

(i)

The students used a computerised weather station to obtain data every three hours over a period of three days. Give two advantages of using electronic recording instruments.

[2]

(ii)

Their teacher instructed the students to make some measurements using traditional instruments so they would understand how to use them.

Use arrows to match the weather feature with the correct measuring instrument in the table below. One has been completed for you.

[2]

(iii)

In the box below draw and label a traditional rain gauge.

[3]

(iv)

Describe and explain a good position to put a rain gauge to make sure that the data collected will be accurate.

[4]

(v)

Fig. 2.1 (below) shows a weather instrument. How does this instrument measure wind direction?

[2]

The students’ measurements of atmospheric pressure and rainfall are shown in Table 2.1.

Table 2.1
Atmospheric pressure and rainfall data

(i)

Use data from Table 2.1 to draw on Fig. 2.2 below the rainfall bar for 07.00 on day 2 (measurement number 8).

[1]

(ii)

Complete the table below to show the highest and lowest atmospheric pressure measurements recorded by the students.

 [1]

(iii)

Do the measurements shown in Fig. 2.2 and Table 2.1 support Hypothesis 1: Rainfall increases when atmospheric pressure rises?

Support your decision with data.

[4]

The students’ measurements of wind direction and temperature are shown in Table 2.2.

Table 2.2 
Wind direction and temperature data

(i)

Use data from Table 2.2 to plot on Fig. 2.3 below the temperatures when the wind came from the east south east (ESE) direction.

[2]

(ii)

From which direction did the wind blow most frequently?

 [1]

(iii)

The students made the conclusion that Hypothesis 2: Temperature is affected by the direction from which the wind is blowing is true. Support this conclusion with data from Fig. 2.3 and Table 2.2.

[3]

Give one other weather element which the students could have measured to extend their fieldwork. (Do not write about temperature, rainfall, atmospheric pressure or wind direction.)

(i)

Weather element

[1]

(ii)

Describe how the students could collect data about the weather element named in (i) above.

[4]

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.

What does CBD stand for?
C ....................... B ....................... D .......................  

The students decided to test the following hypotheses.

Hypothesis 1: Different methods of delimiting the CBD produce the same result.

Hypothesis 2: The shopping environment in and around the CBD varies.

The students used the following methods to test Hypothesis 1:
• pedestrian counts
• survey of building heights
• survey of traffic restrictions (controls)

(i)

The students did pedestrian counts at 30 sites around the town centre. In the space below, draw a recording sheet the students could have used at each site.

[3]

(ii)

Describe an appropriate method to ensure the students obtained reliable results from the pedestrian count.

[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.

(iii)

On Fig. 1.1, complete the isoline that shows 200 pedestrians.

[2]

To collect data about the height of buildings the students selected five buildings at each of the pedestrian count sites. They then counted the number of storeys of each building and calculated an average. Give one advantage and one disadvantage of this method of working out the height of buildings.

Advantage ................................................................... Disadvantage ...................................................................

The students marked on a map of the town two examples of traffic restrictions (controls) which they saw. These were a pedestrianised area and an area where there was restricted vehicle access. Give three other examples of traffic restrictions they could have recorded.

   1 .....................................................

   2 .....................................................

   3 .....................................................

Having completed their data collection for Hypothesis 1 the students decided to use the following criteria to delimit the area of the CBD:    
• more than 300 pedestrians    
• buildings which are 3 or more storeys high    
• any traffic restrictions

Using these criteria, the students located possible boundaries of the CBD. These are shown on Fig. 1.2.

 Fig. 1.2.

The students decided that Hypothesis 1: Different methods of delimiting the CBD produce the same result, was false. Give two pieces of evidence from Fig. 1.2 to support this decision.

Another group of students chose a different fieldwork method to delimit the CBD. They drew a land use map of the town centre and using this map they decided where the boundary of the CBD was. Describe how they would carry out these tasks.

To investigate Hypothesis 2: The shopping environment in and around the CBD varies, the students did a survey using the shopping environment index shown in Fig. 1.3.

(i)

The results of the survey are shown in Table 1.1.

Table 1.1
Results of shopping environment survey

Draw the bar to show the shopping index score at site 12 in Fig. 1.4 below.

[1]

(ii)

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]

(iii)

Suggest two ways that the students could have improved the reliability of their shopping environment survey.

[2]

After they completed their fieldwork the students discussed with their teacher how the CBD of a town changes over time. Suggest three ways that a CBD might change.

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

Likelihood of encountering hazard: 1 (little chance) to 5 (greatest chance) Severity of hazard: 1 (not likely to be dangerous) to 5 (very dangerous) Risk = likelihood of encountering hazard × severity of hazard 

(i)

Which one of the possible hazards did the students think was the greatest risk?

[1]

(ii)

Suggest different ways to reduce the risk of each of the following hazards during fieldwork:

Cliff collapse ..................................................................... Hypothermia from getting cold and wet .....................................................................
Getting lost or isolated

[3]

The cliffs at X shown in Fig. 2.1 are being eroded by the sea at a rate of two metres per year.

(i)

Use arrows to match the processes of sea erosion with the correct definitions in the table below. One has been completed for you.

[2]

(ii)

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.

(i)

Describe how the students would measure the profile.

[4]

(ii)

The students used the results to draw the two profiles shown in Fig. 2.3 What conclusion would the students make about Hypothesis 1: The beach profile is steeper than the wave-cut platform profile? Use evidence from Fig. 2.3 to support your decision.

[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

(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]

(ii)

What conclusion would the students make about Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform? Tick your decision below

[1]

(iii)

Use evidence from Fig. 2.5 and Table 2.2 to support your conclusion to (d)(ii).

[2]

(iv)

Which one of the following pairs correctly explains the difference between the infiltration times on the beach and the wave-cut platform? Look at Fig. 2.1 to help you to answer.

[1]

The students wanted to find out what people thought about coastal protection in the area. They produced a questionnaire which is shown in Fig. 2.6 

The results of the questionnaire are shown in Table 2.3 

Table 2.3 
Results of the questionnaire

Question 1: Are you aware that the cliffs are being eroded?

Question 2: Do you think that the cliffs should be protected against erosion by the sea?

Question 3: Coastal protection is very expensive. Do you think it is worth spending so much money?

Question 4: Which one of these protection methods would you prefer to be used?

Question 5: Who do you think should pay for the protection work?

(i)

Use the results of Question 4 to complete the divided bar graph in Fig. 2.7 below.

[2]

(ii)

Use the results of Question 5 to complete the pie graph in Fig. 2.8 below.

[2]

(iii)

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]

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

The vegetation in the tropical rainforest adapts to the climate. Use arrows to match the vegetation feature with the reason for its adaptation. One has been completed for you.

The students decided to investigate the effect of vegetation cover at the three sites. They agreed on the following hypotheses:

Hypothesis 1: Humidity is greater where there is more vegetation cover. Humidity is the amount of water vapour in the air.

Hypothesis 2: Infiltration is quicker where there is more vegetation cover.

(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.

[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]

The results of the students’ measurements are shown in Table 1.1.

Table 1.1 for Question 1
Results of students’ measurements

Site A

Site B

Site C

(i)

Which site has the highest amount of vegetation cover? Circle your answer.

site A    site B    site C

[1]

(ii)

One set of measurement results is shown below.

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.

[2]

Using their results from Table 1.1 the students plotted the graphs shown in Fig. 1.4 below.

(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]

Suggest why infiltration times are different at sites A and C. Look again at Fig. 1.1 to help you to answer.

Fig. 1.1

Whilst doing their fieldwork the students saw many different plant species in the tropical rainforest. As an extension activity, they returned to their three fieldwork sites and counted the number of different species using the reference sheet shown in Fig. 1.5. Their results are shown in Table 1.2 (below).

Table 1.2 for Question 1
Different species* identified by students

*Species reference number in Fig. 1.5

Key ✓ species seen at the site

(i)

One student wanted to show the number of different plant species seen at each site. Which one of the following would be suitable to show the information in Table 1.2? Tick (✓) your choice.

[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]

Students in Mauritius, an island in the Indian Ocean, were studying tourism. Tourism is an important industry in Mauritius and earns much foreign income.

Fig. 2.1 shows the number of international tourists who visited Mauritius between 1995 and 2015.

(i)

How many international tourists visited Mauritius in 2005?

 [1]

(ii)

Between which two years was there a decline in the number of international tourists visiting Mauritius?

[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.

To investigate Hypothesis 1 the students produced a questionnaire. This is shown in Fig. 2.2 

(i)

When they showed their questionnaire to their teacher she suggested that before using the questionnaire they should ask:

‘Are you a tourist or do you live in Mauritius?’

Why do you think the teacher made this suggestion?

(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

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]

(iii)

The answers to Question 2 (Which of the following physical landscape attractions are you visiting in Mauritius?) and Question 3 (Which of the following human landscape attractions are you visiting in Mauritius?) are shown in Table 2.2.

Table 2.2 for Question 2

Answers to Questions 2 and 3 of the tourist questionnaire

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?).

(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]

The students used a different questionnaire to investigate Hypothesis 2: Tourism is a good development for the residents of Mauritius. The questionnaire is shown in Fig. 2.5.

Name and describe a sampling method to choose people to complete their questionnaire.

[3]