SCGS Sec 3 Geography

Geography In Everyday Life Topic 3: Tutorial

2
Reference 1
Cluster 1: Geography In Everyday Life

A class of students from a school in Exeter, a small city in the UK, wanted to test the hypothesis:

‘People have only limited knowledge about global warming and what they can do about it.’

To do this they decided to devise a closed-ended questionnaire. As a homework task, students were
asked to use the internet to find out about global warming in order that they could suggest questions
for the questionnaire.

1 (a) State two pieces of information that the students could refer to on the internet to find out
more about global warming.

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(b) The final questionnaire that was agreed upon after class discussion is shown in Fig. 1.1
(Insert). It was decided that the questionnaire survey should be carried out on a Saturday in
the school holidays.

Explain why it is a good time to carry out a questionnaire survey on a Saturday in the school
holidays.

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(c) They aimed to interview 180 people, with each group of students interviewing 18 people.
Their teacher instructed each group of students to interview an equal number of males and
females and an equal number from each of the following age groups:

x 0–17 years old

x 18–50 years old, and
x 51 years old and above.

They selected their samples by interviewing people randomly using random number tables.
They were to continue this until they had completed their 18 interviews.

Explain the advantages of the students’ sampling method.

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(d) The students were asked to complete a risk assessment. The risk assessment filled out by
one of the groups is shown in Table 1.1.

Table 1.1

Risk assessment

hazard likelihood of severity of degree of management

encountering hazard risk
hazard
exposure to sun/extreme 3 3 9 wear sunglasses and apply
temperatures sun cream
caught in heavy rainfall 3 2 6 take a raincoat
being run over by a 3 5 15 do not wear earphones
vehicle and cross the road at a
pedestrian crossing
slipping/tripping/falling 2 2 4 wear suitable footwear and
be vigilant
building collapse 1 5 5 stay clear of run-down
sites and keep away from
scaffolds at construction sites
risk of causing offence 4 3 12 be polite and accept if people
do not want to be interviewed
getting lost or isolated 2 2 4

Understanding risk assessment

Likelihood of encountering hazard: 1 (little chance) to 5 (greatest chance)
Severity of hazard: 1 (least severe) to 5 (most severe)
Degree of risk = likelihood of encountering hazard X severity of hazard

(i) Identify the hazard with the greatest risk shown in Table 1.1.

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(ii) With reference to Table 1.1, suggest two ways to manage the hazard of ‘getting lost or
isolated’.

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(e) The results for Questions 1–4 in the questionnaire are shown in Table 1.2. This data is
presented using a series of comparative bar graphs in Fig. 1.2.

Table 1.2

Results for Questions 1–4

1 There is no connection between global 2 How much do you think British people care
warming and the burning of fossil fuels. about global warming?
agree 8 a lot 34
neither agree or disagree 22 some 48
disagree 107 little 70
don’t know 43 not at all 28

3 How should the country deal with global 4 Do you believe that you can help slow down
warming? global warming?
can’t do anything 37 yes 105
mitigate its effects 48
adapt to its effects 60 no 75
let other countries deal with it 35

Using Table 1.2, complete the bar graph for Question 3 in Fig. 1.2. [2]

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Comparative bar graphs to show the results for Questions 1–4 of the global warming
questionnaire

Question 1. There is no connection between global warming and the burning of fossil fuels.

0 50 100 150 200

number of responses
Key
agree neither agree or disagree disagree don’t know

Question 2. How much do you think British people care about global warming?

0 50 100 150 200

number of responses
Key
a lot some little not at all

Question 3. How should the country deal with global warming?

0 50 100 150 200

number of responses
Key
can’t do anything mitigate its effects
adapt to its effects let other countries deal with it

Question 4. Do you believe that you can help slow down global warming?

0 50 100 150 200

number of responses
Key
yes no
Fig. 1.2
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(f) Study Table 1.3, which shows the data from Question 5 of the questionnaire.

Table 1.3

Results for Question 5

number of people

moral obligation

total for activity

for my health
convenience

environment
save money
reason *

protect the
activity

walk or cycle to work/school 14 16 14 15 1 60

use public transport 27 3 22 1 2 55
turn off lights you’re not using 7 37 34 0 10 88
recycle glass/plastic/paper 3 0 64 0 48 115
buy energy efficient light bulbs 3 15 22 0 8 48
use renewable energy e.g. solar 0 5 6 1 0 12
take part in a campaign about 0 0 8 0 1 9
the environment
average 7.7 10.9 24.3 2.4

* participants do not have to give a reason

Using Table 1.3, calculate the average value for ‘moral obligation’.

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(g) Using Fig. 1.2 and Table 1.3, explain how the data rejects the hypothesis below:

‘People have only limited knowledge about global warming and what they can do about it.’

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(h) Table 1.4 shows the results for Question 6 of the questionnaire.

Table 1.4

Results for Question 6

region number
of people
Africa 53
Antarctica 43
Australia, New Zealand and South Pacific islands 6
Central America and The Caribbean 4
Europe 17
Greenland 28
Middle East and West Asia 2
North America 12
North and East Asia 1
South America 6
Southeast Asia 8

(i) With reference to Table 1.4, describe how the data could be presented on a world map.

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(ii) With reference to Fig. 1.1 (Insert), evaluate the validity of the findings.

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(i) To get a better picture of people’s knowledge of global warming, interviewees were asked to
draw mental maps of the region they had selected in Question 6. They were also asked to
locate where the impacts were worst. Two mental maps of Africa are shown in Fig. 1.3.

Mental maps of Africa

Map Y Map Z

Sahara Desert drought and

Sahara Desert starvation
west
no rain Africa
growing bigger
Sahel
food shortage east
snow Africa
Ivory animals melting
Coast Ethiopia dying water shortage
water Zaire Gobi people walk for Kilimanjaro
shortage increase in
Desert hours to find water mountain cyclones
spread of
malaria
Mozambique
Kalahari
Desert
South Madagascar extinction of
Africa South Madagascar
animal species
Africa
flooding
causes people to
lose homes

Fig. 1.3

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(i) Describe two differences between the two maps shown in Fig. 1.3.

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(ii) With reference to Fig. 1.3, suggest one reason for the differences between the two
maps.

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[Total: 25 marks]

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Global warming questionnaire

Good morning/afternoon.
We are students from Exeter Academy studying global warming for our Geography syllabus.
Please, could we ask you some questions?

male
female
1 There is no connection between global 2 How much do you think British people care
warming and the burning of fossil fuels. about global warming?

agree a lot
neither agree or disagree some
disagree little
don’t know not at all
3 How should the country deal with global 4 Do you believe
ev that you can help slow down
warming? rming
rming?
global warming?

can’t do anything yes

mitigate its effects no

T
adapt to its effects If no, go to question 6.
let other countries deal with it
p combatt global
5 Which activities do you do at present to help glob warming?
warmi
AF
For each activity, please state your main reason
on for doing it.
it

walk or cycle to work/school ...........................................................................................................

........................
................................

use public transport ........................................................................................................................

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...........................
R

turn off lights you’re not

ot using ....................
..............
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recycle glass/plastic/paper
/pape ................
/paper ..............................................................................................................
...
D

buy energy efficient light bulbs ........................................................................................................

use renewable energy e.g. solar .....................................................................................................

take part in a campaign about

the environment ........................................................................................................
6 Where in the world do you think global warming is having the most impact?

Africa Greenland
Antarctica Middle East & West Asia
Australia & New Zealand and the South North America
Pacific islands North & East Asia
Central America & The Caribbean South America
Europe Southeast Asia
Thank you very much for your time today.

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SCGS Sec 3 Geography 2
Geography In Everyday Life Topic 3: Tutorial
Reference 2 Answer all questions.

1 Cluster 1: Geography in Everyday Life

A group of students investigated the experience of visitors at the Gallop Extension in the Singapore
Botanic Gardens. The Gallop Extension is an eight-hectare area with many features which aim
to bring nature closer to visitors while educating them on Singapore’s forest ecosystems and
conservation efforts.

Study Fig 1.1 (Insert), which shows a map of the Gallop Extension in the Singapore Botanic
Gardens.

(a) The students designed a closed-ended questionnaire to test the hypothesis: ‘Knowledge
about the features of the Gallop Extension increases as the length of visit to that part of the
Gardens increases’.

(i) With reference to Fig. 1.1, explain how the students could sample visitors to collect the
data needed to test their hypothesis.

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(ii) With reference to Fig. 1.1, state three questions and response options which the students
could use for their closed-ended questionnaire to test their hypothesis.

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(iii) Suggest how the students could manage the limitations of unforeseen factors affecting
the study.

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(b) Many guided tours are provided at the Singapore Botanic Gardens. The outdoor Gallop tour
is free, but a fee is charged for the National Orchid Garden tour which is partly indoor. Both of
these monthly tours must be pre-booked. The students wanted to test the hypothesis: ‘Fewer
people attend the guided tours when the wind speed increases’. They obtained wind speed
data from the Meteorological Service’s website in Singapore to aid their investigation. Study
Fig. 1.2 (Insert), which shows the results from the students’ research into these guided tours.

(i) Using Fig. 1.2, describe the relationship between attendance on the tours and wind
speed.

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(ii) Using Fig. 1.2, evaluate how well the data supports the students’ hypothesis.

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[Total: 20]

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Fig. 1.1 for Question 1

The Gallop Extension, Singapore Botanic Gardens

Woollerton Gate
Towards Farrer Road MRT

5
4

Ga Towards National
llo
3 p R Orchid Garden
oa
d

2 Towards Botanic Gardens

MRT

Key Gallop 1 Tyersall Gate

1 Learning Forest Gate
Tyersall

2 Mingxin Foundation Rambler’s Ridge

3 OCBC Arboretum*
4 COMO Adventure Grove
Avenue

5 Forest Discovery Centre

6 Gallop Valley
7 Botanical Art Gallery
visitor services
car park
toilet
Entrance and Exit

N
0 50 100 metres

* Arboretum – a place where trees and shrubs are cultivated for scientific and
educational purposes.

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 Fig. 1.2 for Question 1

Attendance for the two guided tours at the Singapore Botanic Gardens
and maximum wind speed on each monthly tour day

100 60

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90

80 50

70

60 40

50

40 30
3

max wind
attendance
speed
(%)

2279/01/SI/24
30 (km/h)

20 20

10

0 10
Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec

Key
National Orchid Garden tour (partly indoor)
Gallop tour (outdoor)
maximum wind speed [at Clementi*]

* Clementi is 6 km to the west of the Singapore Botanic Gardens

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SCGS Sec 3 Geography
Geography In Everyday Life Topic 3: Tutorial 3
Reference 3
(d) A group of Singapore students were investigating the importance and popularity of parks
for sustainable living in Singapore. As part of their investigation, they wanted to find out the
popularity of the War Memorial Park.

They looked at a survey of mobile phone ‘check-ins’ to the War Memorial Park which showed
the most popular times people visited. The results of the survey are shown in Table 1.1.

Table 1.1

Most popular check-in times to the War Memorial Park

Tuesday Thursday Saturday Sunday

07:00–08:00 13:00–18:00 07:00–09:00 04:00–09:00
15:00–19:00 22:00–00:00 11:00–15:00 23:00–00:00
21:00–22:00 18:00–00:00

With reference to Table 1.1, evaluate the validity of the students’ findings regarding the
popularity of the War Memorial Park.

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