Possible Approaches for H1 Geography A-levels 2024 (Structured Questions)

1 Possible Approaches for H1 Geography A-levels 2024 (Structured Questions)Q1(a)With reference to Resource 1, suggest how the students could have obtained a more representative sample of the residents in Reading. [4] -The students could have obtained a more representative sample of the residents by carrying out they survey at different locations to reach a broader spectrum of residents. [1 mark] For example, they could conduct the survey at the train and bus station as it is likely to have high human traffic with a range of commuters since it is an interchange for the trains and buses. This will help them to achieve a more representative sample of residents of different age groups to facilitate the comparison that is necessary in their hypothesis. [1 additional mark] or They could also conduct the survey at the cinema complex where they can potentially reach more younger people. [1 mark] This will make the sample more representative since their hypothesis compares younger people with older people. [1 additional mark]-The candidates could adopt a stratified sampling method where the proportion of respondents in their sample mirrors the proportion of the major age groups in Reading. [1 mark]-The candidates could have extended the time allocated to include both weekdays and weekends, as well as increase the number of time slots when the survey was taken on each day. [1 mark]Examiner Comments:Weaker responses focused only on carrying out surveys at a range of different locations named on Resource 1, such as the park or cinema, linking the location to specific age groups.Stronger responses also suggested extending the time allocation, both in terms of days of the week and the time of day slot. In addition, stronger responses suggested a clear sampling strategy that would ensure a more representative sample, for example:‘The candidates could adopt a stratified sampling strategy where they surveyed an equal number of people from each of their age groups.’(b)With reference to Resource 2, suggest how the students could minimise potential risks in conducting the survey. [5]-They should be properly attired to avoid hypothermia. [1 mark] This will help to keep them warm and from falling sick since they are conducting the survey outdoors on a particularly cold and windy day (as stated in the preamble). [1 additional mark]-They should ensure that their valuables are properly secured. [1 mark] Since they are in a public space (as shown in Resource 2), they could become victims to pickpocketing and theft while they are conducting their survey. [1 additional mark]-They should not stand in the middle of the bridge (as shown in Resource 2) while conducting the survey [1 mark] so that they are not knocked down by cyclists, skateboardists or users of personal mobility devices. [1 additional mark]-The candidates should avoid interviewing people outside the restaurants, shown in Resource 2, [1 mark] as this could annoy the diners who want to eat in peace, which could lead to confrontations. [1 additional mark]

2 Examiner Comments:Weaker responses focused on the clothing that the candidate should wear for the expected weather conditions. In some, this contradicted the information given in the preamble to this question, for example:‘The candidates should wear light clothing so they do not suffer from the heat, and take plenty of water to reduce the risk of dehydration.’Weaker responses also tended to make weak links to Resource 2 and offered generic points, for example:‘The candidates should always have a charged mobile phone, so they can call for help if they need it.’Stronger responses made clear links to the resource and tended to focus on issues of safe access tointerviewing people, for example:‘The candidates should avoid interviewing people outside the restaurants, shown in Resource 2, as this could annoy the diners who want to eat in peace, which could lead to confrontations.’(c) With reference to Resource 3, explain the strengths and limitations of the questionnaire used in the investigation. [4]Strengths1.It collects the age of the respondent so they would be able to categorise the responses by age, which allows them to investigate their hypothesis. [1 mark]2.Question 1,2 and 4 have open-ended options. This allows for the collection of more accurate responses since respondents can respond with their actual thoughts, rather than force fit their responses into the categories provided. [1 mark]3.The questionnaire uses mostly closed categories which allows for ease of analysis, as well as the computation of objective data. [1 mark]Limitations1.For Question 1, what is ‘active’ recycling for one person may not have the same meaning for another person answering the question. This would lead to inaccuracies in the data collected and cause the fieldwork to be unreliable. [1 mark]2.Question 3 and 5 are simply close-ended yes/no responses, so they do not allow for the collection of the reasons behind the responses. [1 mark]3.It is not clear how many responses a respondent can indicate for responses Question 1, 2 and 4. Therefore, respondents could select multiple options, which would then invalidate that questionnaire. [1 mark]4.It is not clear if all respondents would know what garden waste disposal bins are. [1 mark]Examiner’s Comments:Most candidates answered this question well. Responses tended to be more focused on the limitations rather than the strengths. Most candidates offered a range of limitations, with stronger responses demonstrating good understanding of fieldwork methods and techniques, for example:‘When people are asked questions such as ‘do you actively recycle’ they are faced with a

3 subjective question. What is active recycling for one person may not have the same meaning for another person answering the question.’Weaker responses tend to concentrate on strengths with limited reference to limitations, for example:‘One of the strengths of the questionnaire was its short length, so people would be willing to answer it, as it would not take up a lot of their time.’(d) Compare the results for question 2 for the 15-25 age group with the 41-60 age group shown in Resource 4. [4]15-25 years (12)41-60 years (15)Paper10 = 83%8 = 53.3%Aluminum and other metal cans10 = 83%8 = 53.3%Plastic Bottles2 = 16.7%12 = 80%Glass bottles and jars4 = 30%9 = 60%Cardboard3 = 25%11 = 73.3%Clothes5 = 41.7%4 = 26.7%Similarities-For both age groups, paper and ‘aluminum and other metal cans’ were recycled at the same rate (83% for 15-25 years old; 53.3% for 41-60 years old). [1 mark]1.Differences-Most commonly recycled items: Paper, aluminum and other metal cans (15-25); plastic bottles (41-60) [1 mark]-Least recycled items : plastic bottles (15-25 years old); clothes (41-60 years old) ( recycling rate for clothes was 1.5x more) [1 mark]-Average rate of recycling is higher amongst 41-60 years old (57.8%) as opposed to 15-25 years old (46.5%) [1 mark]Examiner Comments:Most candidates answered this question well. Weaker responses made statements that were contradictory, for example:‘Both age groups have identical figures for recycling clothing. 15–25 year olds have 5 responses, and 41–60 have 4 responses.’Some candidates gave a list for each of the age groups, which tended to limit the effectiveness of the comparison element of their responses.

4 (e)With reference to Resources 4 and 5, explain why the data representation methods used are appropriate for the data collected.[3]Resource 4 is a table. This is appropriate because:-Clear comparison of different types of items that can be recycled in rows. [1 mark]-Columns show the tally of responses clearly too. [1 mark]Resource 5 is a comparative bar graph. This is appropriate because:-Shows clearly the differences for the two age groups using the same colors to differentiate the two age groups since the hypothesis seeks to find out about the rate of recycling between different age groups. [1 mark]-The bar graphs are discrete as the two age