AHS S4 Prelims CG Paper 1 2024 ANS

© Anglican High School Humanities Department 2024 2279/01/S4 Preliminary Examinations (Core Geog Paper 1) MARKING GUIDE 1 Cluster 1: Geography in Everyday Life (a) Describe two pieces of information that the students could refer to on the internet to find out more about tourism impacts in Bali. [2] Award 1 mark for each description of a piece of information, to a maximum of 2 marks. Possible responses include: • Statistics about employment rates over time [1 mark]. • News articles about tourism impacts on Bali [1 mark]. • Satellite images of changing landscapes (showing infrastructural development or forest encroachment [1 mark]. • Maps showing natural vegetation changes due to tourism development over several years [1 mark]. AO1 (b) The questionnaire used by the students is shown in Fig. 1.1 (insert). (i) With reference to Fig. 1.1, suggest a possible improvement to be made to Question 1 in the close-ended questionnaire to test the hypothesis. [1] Award 1 mark for a possible improvement to be made to the close-ended questionnaire, to a maximum of 1 mark. Possible responses include: • More specific statement: Q1 change to ‘People in Bali enjoy higher standards of living because of tourism. / People in Bali enjoy better infrastructure because of tourism’ [1 mark]. • More options to differentiate those who have stronger opinions: Strongly agree, agree, neutral, disagree, and strongly disagree [1 mark]. AO2

© Anglican High School Humanities Department 2024 2279/01/S4 Preliminary Examinations Page 2 of 12 (ii) Suggest how the students could manage the limitations of unforeseen factors affecting the study. [3] Award 1 mark for each suggestion on how students could manage the limitations of unforeseen factors affecting the study, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each suggestion, where applicable. Possible responses include: • Students could check relevant websites and social media before deciding on the locations and timing to collect data so as to avoid areas which may be inaccessible/ closed [1 mark]. For example, the students would have a more difficult time in finding local residents to respond to the questionnaire when their shops are closed/ are too busy during peak hours [1 additional mark]. • Students could check the weather forecast published in the news to avoid collecting data during rainy days where there will be fewer people to interview [1 mark]. If light rain is expected, students could continue collecting data at sheltered locations nearby where they are able to interact with the interviewees without getting drenched by the rain [1 additional mark]. • Students could create an online version of the closed-ended questionnaire survey for locals who are unwilling to participate on the spot due to bad weather or a lack of time [1 mark]. A QR code could be generated for locals to scan using their mobile devic e to access the questionnaire at their convenience [1 additional mark]. AO2

© Anglican High School Humanities Department 2024 2279/01/S4 Preliminary Examinations Page 3 of 12 (iii) They selected 20 local residents to interview using random number tables. The interviewees consisted of equal number of males and females and an equal number from different age groups. With reference to Fig. 1.1, evaluate the validity of the findings. [6] Award 1 mark for each explanation of whether the findings are valid or invalid, to a maximum of 6 marks. Award a maximum of 1 additional mark for further development of explanation, where applicable. Possible responses include: Valid • The questionnaire addresses the variables outlined in the hypothesis (i.e. positive and negative impacts of tourism) [1 mark]. For instance, question 6 collects data on people’s perception of tourists in Bali which may inform students of how locals feel about the overall impacts of tourism development [1 additional mark]. • The questionnaire features more than one question to find out about people’s perception of various types of tourism impacts, ensuring reliability of data collected [1 mark]. For instance, questions 1, 4 and 5 ask respondents about the sociocultural impacts / questions 2 and 3 ask respondents about the economic impacts [1 additional mark]. • The students’ sampling method considers the diversity in the population thus representing it better [1 mark]. In this case, the diversity is reflected by the student’s deliberate attempt to survey people of different gender and ages [1 additional mark]. • It is free from researcher bias as every subject in the population has an equal chance of being selected [1 mark]. Not valid • The sample size of 20 respondents is too small to generalise what local residents feel about the impacts of tourism in Bali [1 mark]. • The questionnaire does not address the environmental impacts of tourism [1 mark]. For instance, there are no questions that ask respondents about the litter/ noise problem in Bali or the conservation of wildlife and natural habitats [1 additional mark]. AO3 [Turn over

© Anglican High School Humanities Department 2024 2279/01/S4 Preliminary Examinations Page 4 of 12 (c) The results of questions 1 to 6 in the questionnaire are shown in Table 1.1. Table 1.1 Qn.1) The lives of people in Bali are better now because of tourism. Qn.2) Tourism has created jobs for people in the community. Response Male (%) Female (%) Response Male (%) Female (%) Agree 67.5 40.7 Agree 77.8 60.0 Neutral 2.6 5.3 Neutral 6.0 8.0 Disagree 29.9 54.0 Disagree 16.2 32.0 Qn.3) Local businesses earn more revenue because of tourism. Qn.4) The culture of the people has lost its authenticity because of tourism. Response Male (%) Female (%) Response Male (%) Female (%) Agree 60.4 57.3 Agree 56.9 45.0 Neutral 9.4 14.7 Neutral 19.0 12.0 Disagree 30.2 28 Disagree 24.1 43.0 Qn.5) Criminal activities have increased in the community because of tourism. Qn.6) Overall, I feel happy when I see tourists in the community. Response Male (%) Female (%) Response Male (%) Female (%) Agree 17.2 21.6 Agree 79.3 56.0 Neutral 2.6 2.7 Neutral 4.3 14.7 Disagree 80.2 75.7 Disagree 16.4 29.3 (i) With reference to Table 1.1, describe how the data in Question 1 could be presented on a graph. [3] Award 1 mark for each description of how the data could be presented on a graph, to a maximum of 3 marks. Possible responses include: • Use a comparative bar graph to represent different responses by gender shown in the table [1 mark] • X axis would be the responses by gender for each question and the Y axis would be the % of respondents [1 mark] • Use different colours/ symbols to represent the percentages of male and female/ differentiate using a legend [1 mark]. • Create a suitable title such as using the question statement. [1 mark]. AO2

© Anglican High School Humanities Department 2024 2279/01/S4 Preliminary Examinations Page 5 of 12 (ii) Using Table 1.1, explain how well the data supports the students’ hypothesis. [5] Award 1 mark for each evaluation on how well the data supports the hypothesis, to a maximum of 5 marks. Award a maximum of 1 additional mark for further development of each evaluation, where applicable. Possible responses include: Support: • Most of the questions showed that both males and females perceived tourism having positive impacts. [1 mark] • For instance, 4 out of 6 questions scored positively/ had more than 50% of both males and females who agreed that there were positive impacts. [1 additional mark] • Majority of both males and females agree that tourism has created jobs and income for the locals/ led to positiv