G3B Individual Research Enquiry Task
for 2016
Centres/individual candidates requiring additional support should complete the G3B
Candidates’ Individual Project Approval Form.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork with over 50% of all A Level
geography students visiting its network of centres each year.
For further information please visit:
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Geography GCE – G3B Topics and Titles for 2016
Spec.
No
THEME
G3.2.1
Geography of Crime
G3.2.2
Deprivation
G3.2.3
Geography of Disease
G3.2.4
Environmental Psychology
G3.2.5
Leisure and Recreation
G3.2.6
Microclimates
G3.2.7
Atmospheric and Water Pollution
G3.2.8
Geography of Retailing
G3.2.9
Rivers
G3.2.10
Small Scale Ecosystems
TOPIC
Contrasts in
deprivation
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Spec
No
G3 2.2
Theme
Deprivation: Contrasts in
deprivation
Potential aims/titles for an investigation
Do levels of deprivation change from
the inner-city to the suburbs?
To what extent do perceptions of
deprivation vary within a given area?
Is deprivation in rural areas different
from urban areas?
Is deprivation always worse in inner city
areas?
1.
Planning Stages of the Investigation

Develop your knowledge of the topic by consulting geographical literature or searching the internet.
This topic is covered in G2 Changing Human Environment Key Question 2.2
‘How does the social and cultural structure of settlements vary and why?

Decide on issue to be investigated and develop your knowledge of the places being studied.
Candidates may decide on an overarching enquiry question, such as:
To what extent do different groups of peoples’ perceptions of crime vary within Oxford?
Alternatively, candidates may present their enquiry as a hypothesis, such as:
Levels of deprivation are more significant closer to Cardiff’s CBD.

Decide on the location for the investigation and develop your knowledge of the place(s) being studied.
Decide on a number of potential locations for fieldwork using O.S maps, local knowledge, local newspaper reports,
as well as the census and secondary data from the internet.
The size of the areas chosen will need to reflect the available time allocated and
quantity of data needed to provide a meaningful conclusion. Sampling within
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
2.
Data Collection
selected
areas will be needed and this might require a vehicle or extensive use of bus routes.

Visit your chosen location for a pilot survey.
This is necessary to familiarise candidates with the environment they will be studying and to confirm its suitability.

Undertake a risk assessment.
Candidates need to identify potential risks and how they can be minimised. Teacher and/or parental approval is
essential.

Obtain any equipment (if required) checking availability and how to operate it.
Candidates need to check the availability of suitable equipment and be shown how to operate it, checking that it is in
working order and complete with batteries/chargers. This will ensure that they maximise both the quality and
quantity of data they will be collecting.

Prepare recording sheets/ design questionnaire surveys.
Candidates should be encouraged to design their own recording sheets and/or questionnaires in the classroom
before undertaking fieldwork. Pilot recording sheets and/or questionnaires should be tested either with teacher
and/or peer support.

Decide on sampling strategy/ies.
This stage involves a revision of sampling strategies studied during the AS course. Selected sampling strategies need
to be justified and decisions for the non-use of others need to be given.

Check weather conditions if relevant.
Weather conditions are more critical to the success of some fieldwork methods than others.

Decide on day, date and time of survey.
In this study it would also be important to record the time of day and season as this may affect the participants of
questionnaires or photographic analysis.

Arrange appointments if your investigation involves interviews/visits.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd

Identify a clear question, hypothesis or issue. Developing sub questions may help to bring greater clarity to
complex investigations.
Candidates may decide on an overarching enquiry question, such as:
To what extent do different groups of people’s perceptions of crime vary within Oxford?
With sub-questions such as:
Do different groups of people have different perceptions of different types of crime?
How do people’s perceptions of crime affect their behaviour?
Alternatively, candidates may present their enquiry as a hypothesis, such as:
Levels of deprivation are more significant closer to Cardiff’s CBD.
With sub-questions such as:
How do economic, social and environmental levels of deprivation vary from Cardiff’s inner-city to the suburbs?
To what extent are young people affected by social deprivation in the inner-city compared to the suburbs?

Justify the reasons for selecting the location and the data set(s) you plan to collect.
Justification can be based on accessibility, safety concerns and considerations of scale, as well as the time available
to complete the data collection.

Briefly outline the geographical context of your investigation.
Ensure that candidates provide a ‘sense of place’ about the area under investigation. From an assessment
perspective it is useful for the examiner to obtain an understanding of the location, scale of the study and the timescales involved.

Describe your field area with words and an annotated base map; you could also give some background
information about the area.
A sketch-map may be useful, together with a brief summary of the location studied and its characteristics.

Describe how you collected the data for your study. Include recording sheets / sample questionnaires.
The description should include a stage by stage account of precisely how the data was collected. The hallmark of a
good description is that it can be replicated. Recording sheets and/or questionnaires should be included.

Explain the sampling technique(s) used and justify your choice(s).
The AS Specification requires candidates to understand the importance of sampling and avoiding bias when
collecting data. Selected sampling strategies need to be justified as well as decisions for the non-use of others.

Briefly discuss any difficulties/ factors affecting your enquiry (e.g. bad weather) and possible bias when
collecting information.
Difficulties may include the need to adapt/alter the methodology because of unforeseen circumstances. Candidates
should think critically about the accuracy and rigour of the data collection methods used.
Primary Data Examples
(note many of these
techniques can be
Secondary Data Examples(note many of these techniques
can be adapted and used for each question)
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Do levels of
deprivation
change
from innercity to the
suburbs?
adapted and used for each
question)
Housing Condition Survey:
Transects out from innercity through suburbs,
sample points in
enumeration districts
depending on the
landscape. This might
include condition of the
brickwork, external paint
work, chimney, external
doors, roofs, windows,
guttering and/or garden.
For example: It might be
assessed on a 1 to 5 scale,
with certain descriptors for
each level. It might also
include observations of the
garden sizing or car/garage
facilities e.g. gardens
below one car size,
gardens 1-4 car sizes,
gardens 4+ car sizes etc.
Housing density could also
be estimated within each
comparable area, as well
as ages of housing.
Welsh Index of Multiple Deprivation (WIMD)
http://wales.gov.uk/statistics-and-research/welsh-indexmultiple-deprivation/?skip=1&lang=en
(English Language Version)
www.ons.gov.uk This is the official website of the Office for
National Statistics. You can search by postcode or map to
find all sorts of data about each ward (an enumeration
district) in your chosen area.
http://www.checkmyfile.com/postcode-check/SW1A2AA.htm
Postcode code data including house prices, social grades,
crime rates etc.
http://opendatacommunities.org/showcase/deprivation
OpenDataCommunities.org Deprivation mapper, maps
factors such as income, employment, health and disability,
education, skills and training, crime and living environment.
Services Index: Google Earth can be used to estimate the
distances to major supermarkets, schools, free cash points
etc. https://www.google.com/earth/
Crime Survey: Crime
perception: surveys,
questionnaires or indices
e.g. a questionnaire for
residents. Observations in
different urban areas of
the burglar alarms, anticrime features. This could
be combined with some
secondary crime data into
an index for each output
area.
Green Space Survey: This
could include mapping the
green spaces available, as
well as assessing their
accessibility, economically
or perhaps socially.
Example of types of green
space:
Parks and Gardens e.g.
urban parks, formal
gardens and country parks.
Natural and semi-natural
green spaces: e.g. publicly
accessible woodlands,
meadows, wetland.
Amenity green space e.g.
informal recreation space
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
and village greens.
Provision for children and
young people e.g.
designated play areas and
skate parks.
Outdoor sport facilities e.g.
golf courses, playing fields.
Allotments e.g. community
gardens and farms.
Photographic Analysis:
Taking photographs for
later analysis could provide
information on ages,
clothing types, activities
carried out, and numbers
of people that are located
within an area. If it is not
possible to take photos
within an area, notes can
be taken within say a 3
minute period, noting
down defining
characteristics of the
people in the area.
Car Age Survey: For each
of the cars parked in a
survey area, record its age
by taking its year of
registration and then the
average age of the cars in
an area can be worked out.
To what
extent do
perception
s of
deprivation
vary within
a given
area?
Primary Data Examples
(note many of these
techniques can be
adapted and used for each
question)
Questionnaires: Could
collect data about different
aspects of quality of life
from different stakeholder
groups possibly taking
account of ethnicity,
personal background and
socio-economic level.
Could also collect views on
community cohesion: do
people eat 5-a day, safety
perception crime, traffic /
pollution etc.
E.g. Students could provide
a list of possible
Secondary Data (note many of these techniques can be
adapted and used for each question)
Crime Coverage Mapping:
http://www.police.uk/
Newspaper reports: Selections of newspaper reports could
be analysed for perceptions of the area, linked directly to
the different stakeholder groups. Estimations could be of
the amount of space and prominence given to a story or
stakeholder group.
Website Audit: By analysing several different websites,
made by different stakeholder groups, for perhaps positive
or negative wording on the area. This would provide
information on the varying perceptions of the deprivation.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
community problems such
as vandalism, gang crime,
litter etc. and ask people to
rate if it’s a big problem, a
fairly big problem, not a
problem etc.
Extended interviews:
Either from business
owners, local policy and
decision makers or
resident focus groups,
targeting the individual
and stakeholder
perceptions of the area.
This could be linked with
the crime coverage map,
showing the actual crimes
versus the perception of
crime elicited from the
extended interviews or the
questionnaires.
Is
deprivation
in rural
areas
different
from urban
areas?
Residents Perception
Survey: By asking residents
to select words from a list
that describe the area that
they live in, this would
provide information about
perceptions within each
area.
This could focus on a
whole range of things
which might indicate
deprivation so could be
environmental factors,
political, social or
economic, or a selection of
all.
Environmental Quality:
Indices or bi-polar scores
to collect data about the
general landscape and
upkeep of the area.
Students could combine
this with photos that they
take of the worst and the
best images in each
category.
Community Activities
Mapping: data could be
collected from websites,
notice boards or
newsletters on the number
of community or
Consumer classification Information: ACORN is a
geodemographic segmentation of the UK’s population
which segments small neighbourhoods, postcodes, or
consumer households into 5 categories, 17 groups and 56
types http://acorn.caci.co.uk/what-is-acorn
Deprivation Indices:
http://www.neighbourhood.statistics.gov.uk/dissemination
/
Neighbourhood Statistics provide access to either
neighbourhood summaries or detailed data sets.
Digital Exclusion Survey: Evidence shows that online access
delivers substantial social and economic benefits to citizens
and communities. These benefits include: improved
educational attainment; better job prospects; better access
to public services; cheaper goods and products; access to
advice, information and knowledge; improved
communication with family and friends; and enhanced
democratic and civic participation.
http://www.broadbandchecker.co.uk/ This site will allow
checking of postcodes for broadband speeds for ADSL,
cable, satellite and 3G, as well as speeds and offers from
the major service providers.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
recreational activities. This
could be combined on a
map of the community
infrastructure e.g. playing
fields, libraries, drop-in
centres etc.
Accessibility Surveys:
Focusing on one specific
section of the population
and the differences
between urban and rural
areas e.g. people with
limited mobility
http://www.geographyfieldwork.org/urban/urban
-inequality/2fieldwork.aspx
Is
deprivation
always
worse in
inner city
areas?
Primary Data Examples
(note many of these
techniques can be
adapted and used for each
question)
This question needs an
area to compare the inner
city too, this could be a
rural area or perhaps the
outer regions of the city.
To make the question
meaningful a discussion of
‘worse’ would be
important.
Services surveys: e.g.
libraries, post-offices, pub,
doctors’ surgeries etc.
Food Availability Audit:
Within a given area,
locations of shops selling
fresh and healthy foods
could be mapped, together
with an estimation of a
cost of ‘standard grocery’
list.
Secondary Data (note many of these techniques can be
adapted and used for each question)
Aerial Housing Survey: http://local.live.com/ This website
has excellent aerial photos and satellite images. You can
use it to describe housing type and housing density. You
can also use it to describe externalities: the features of the
neighbourhood such as parks and busy roads that add
positive or negative value to quality of life.
Health Surveys:
http://www.apho.org.uk/resource/view.aspx?RID=116449
Health Profiles for Local Authorities
Transport index: create an index which combines the
frequency, length and cost of public transport to main
service provision.
House Price Surveys: http://www.zoopla.co.uk/houseprices/
Photographic evidence:
Photos could be taken of
the various areas within
the city or area and
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
annotated to take note of
the building, environment,
traffic, people, services,
renewal schemes and
upkeep etc. Or perhaps a
photo that students think
sums up the area – socially
or economically.
Noise surveys: Using an
app such as Sound Meter
or Decibel 10th, measure
the sound level within each
area in dB.
Vandalism Audit:
Subdivide vandalism into
different types, e.g. graffiti,
damage to bus shelters,
dumped litter etc. then
map locations in which
these were found, as well
as an assessment of the
severity of the vandalism.
Bus Route Audit.
Collecting information
about the availability of
bus routes and where they
go and at what times could
provide detailed
information about the
access to the area’s
services.
Example Crime Map from www.police.uk
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Example from Open Data Communities Deprivation Mapper http://opendatacommunities.org/showcase/deprivation
Example of mapping Low weight births from Public Health England http://www.apho.org.uk/resource/view.aspx?RID=116449
3.
Data Refinement and Display

Refine the data into tables.
Tables can be helpful in providing an effective summary of the data collected, compiled from individual recording
sheets/questionnaires.

Use a range of appropriate graphical techniques (given on pages 15 and 16 of the specification) to
present the data accurately and clearly. Justify your choices.
It is expected that candidates will select more advanced techniques than those used at GCSE and AS. Candidates
should be encouraged to be more innovative at this level through, for example, combining graphical and
cartographical techniques together. Providing candidates with a list of suitable
options may assist with the development and use of more advanced techniques.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Candidates need to explain why the chosen technique has been used.

Include field sketches and annotated photographs.

Include any cartographical (mapping) techniques (given on pages 15 and 16 of the specification). Justify
your choices.

Evaluate your methods of presentation – how effective are they in showing the data you collected.
Would alternative methods have been better?
Do levels of
deprivation
change from the
inner- city to the
suburbs?
Data Refinement and display
Housing Condition Survey: Mapping the features that have been collected in each area, shading in using a
key. Decide on the categories to include on the base map and construct a key. The categories are likely to
arise from the combination of the condition of brickwork, roofs, paintwork etc. For example black for ‘in
very poor repair and condition’ to light grey for ‘in a good standard of maintenance’. Garden size could be
represented by located pictograms along the transect on the base map. Housing density could be
represented on a scatter graph. Distance along the transect on the x-axis and housing density per km2 on
the y-axis.
Green Space Survey: Depending on the area covered, this maybe represented as a dot map, showing point
locations of the green spaces. A colour key could be used to distinguish between different types of green
space, or perhaps the economic accessibility of each green space e.g. free or fee paying. Basic mapping the
green space features on a base map may also be appropriate. If an index has been devised, then a
choropleth may be appropriate.
Census Data: This is likely to be a choropleth map for the main variable e.g. household car ownership. This
could be combined with proportional symbols map for the average age of the cars on the area from the
Car Age Survey.
Photographic Analysis: Displaying this data could range from annotating a series of photographs with
descriptions of the various aspects. It would also be possible to construct an analytical table to tally the
frequency of different aspects and behaviours. For example people under 12, under 21, over 50. People
individually or in pairs or groups. People smoking, sitting, climbing on street furniture, walking through an
area etc.
To what extent
do perceptions
of deprivation
vary within a
given area?
Is deprivation in
rural areas
different from
urban areas?
Data Refinement and display
Questionnaires: Usually displayed using a selection of pie graph, bar charts and pictograms.
http://www.nfer.ac.uk/schools/developing-young-researchers/how-to-analyse-questionnaireresponses.cfm
Extended Interviews: Data coding is the process of examining data for themes, categories and key words.
Students mark the text or chunks of text, so they can be compared and collated.
http://onlineqda.hud.ac.uk/Intro_QDA/how_what_to_code.php
Residents Perception Survey: This could be displayed as pie charts or as percentages of residents who
highlighted which word.
Environmental Quality: This could be displayed using radar diagrams, bar charts or mirror graphs.
Community Activities Mapping: This data is likely to be mapped directly on to a base map with a key
explaining the different types of community activities. It could also be displayed by using a location
quotient (see food availability below).
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Is deprivation
always worse in
inner city areas?
Food Availability Audit: This could be represented by a location quotient on a choropleth map. This
indicates the concentration of the amount of shops selling fresh food within an area. See more
information in the analysis section below.
Noise Surveys: An isoline map could be used to represent this data. The points at which the noise level
was recorded would be chosen either randomly or at regular intervals, these are plotted onto a base map.
Lines of equal measurement are then drawn.
Bus Route Audit: This could be represented as a flow line map, representing the location and volume of
the buses along that route. The width of the line would directly relate to the numbers of buses on that
route e.g. buses per hour with the arrowhead indicating the direction of flow.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Crime Map Llandudno – example from Field Studies Council using ESRI
Percentage Unemployed Choropleth Map. Example from Field Studies Council using ESRI
4.
Description, Analysis and Interpretation
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd

Describe and analyse each set of data. Summarise the data using measures of central tendency (mean,
median and mode) and dispersion (standard deviation). Use other refining activities that may be
relevant such as scaling, ranking and weighting.

Look for relationships between the data shown on the graphs and where appropriate use correlation.
Although Spearman’s Rank Correlation Coefficient (including statistical significance) is the only statistical technique
listed in the AS Specification, candidates should be encouraged, where appropriate and possible, to use other
statistical techniques such as Chi-squared and Mann-Whitney U test.

Discuss your findings using your geographical understanding of the topic, answering each sub-question
in turn.
Findings can be defined as the evidence collected throughout the investigation and relate to the tabulation,
presentation and analysis of the data collected. Findings can be distinguished from conclusions, which should be
specifically related to the research question/sub-questions or hypothesis (es) and should provide an answer to them.
Do levels of
deprivation
change from
city centre to
the suburbs?
To what extent
do perceptions
of deprivation
vary within a
given area?
Description, Analysis and Interpretation
Spearman’s Rank can be used to analyse some of this data, to test for the degree of relationship between
a variable and the distance from the city centre. For example a null hypothesis might be, ‘There is no
significant correlation between housing condition and distance from the city centre.’ Alternatively,
students could combine the different data they have collected into a material and/or social deprivation
index. For example, a material index might include housing density and households with no car, housing
condition. An index for each area can be calculated by ranking each survey area, (1 being the best) for
each indicator and taking an average over several indicators. This index can then be used in a Spearman’s
rank test for example: ‘There is no significant correlation between the calculated material deprivation
index and distance from the city centre.’ The same principle can be used for social deprivation factors.
Taking the sub-question as an example: Do different groups of people have different perceptions of
different types of crime?
This could be analysed by using the Mann-Whitney U test: Looking at the difference between two sets of
data – for example whether there is a significant difference in ‘perceptions of deprivation’ between
teenagers and people over 50.
By identifying a series of indictors of deprivation from the questionnaires e.g. vandalism, crime, poverty,
education level, employment etc. Then counting the numbers of responses to questions such as: Is
vandalism a problem in this area? Yes, big problem. Yes sometimes. No, not really. Never.
No of yes,
big problem
responses.
Teenagers
Over 50’s
Vandalism
Personal
Theft
Poverty
Education
opportunities
Unemployment
6
12
15
4
13
10
12
14
12
5
This data could then be used for a Mann Whitney U test.
Description, Analysis and Interpretation
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
Is deprivation in
rural areas
different from
urban areas?
Students could use data on environmental quality to investigate sub-questions, such as is there a
difference in environmental quality between rural and urban areas. In designing their environmental
quality index indicators, they would need to include aspects relating to both urban and rural features of
the environment.
Chi-squared test for difference could then be used.
Null Hypothesis: There is no significant difference in environmental quality (as an indicator of deprivation)
between rural and urban areas.
High quality environment, given by an
area scoring above X in the
environmental quality index
Good quality environment, given by an
area scoring between X and X in the
environmental quality index
Satisfactory environment, given by an
area scoring between X and X in the
environmental quality index
Poor quality environment, given by an
area scoring below X in the
environmental quality index
Is deprivation
always worse in
inner city areas?
Rural
Urban
5
12
9
7
12
6
10
4
Food Availability Audit Location Quotient: This could be represented by a location quotient on a
choropleth map. This indicates the concentrate of the amount of shops selling fresh food within an area.
For example:
To calculate the Locational Quotient for the area:
Calculate: the number of shops selling fresh food in area A / the number of shops in area A.
Calculate: the number of shops selling fresh food in all your survey areas / the number of shops in all your
survey areas.
Divide the first figure by the second.
A LQ of less than 1 means area A has an above representation of the shops selling fresh foods.
A LQ of 1 means area A has the same representation of shops selling fresh food as the whole survey area.
A LQ of more than one means area A has a under representation of shops selling fresh foods.
Calculations would be made for each area within the survey region and a choropleth map could then be
constructed.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom
GB3 Individual Research Enquiry Task 2016
Deprivation: Contrasts in deprivation © WJEC CBAC Ltd
5.
Conclusion and Evaluation

Summarise the conclusions you have been able to reach about each of your sub-questions. Your
conclusions must be effective and acceptable, linking directly back to the questions.
Candidates need to ensure they provide developed conclusions that are supported with detailed evidence.
Generalised conclusions are unlikely to achieve beyond Level 2.

Evaluate the methods of data collection and sampling techniques used.
Evaluative comment should include both advantages and disadvantages and be specific to the data collection and
sampling techniques used.

Comment on the strengths and weaknesses of the study as a whole and the importance of obtaining
accurate and reliable data.
Candidates should reflect critically on every stage of their investigation in order to appreciate its strengths and
weaknesses. They should also comment on the level of accuracy and degree of reliability of data as these will have a
significant impact on their findings and the conclusions drawn.

Suggest further research that could be carried out and/or questions to be answered.
Further research may involve extending the spatial and/or temporal scale of the study, conducting similar research
in a different location(s) or creating further sub-questions that could be investigated.
Written in partnership with Field Studies Council (FSC).
FSC is an environmental education charity established in 1943. It is the leading provider of fieldwork
with over 50% of all A Level geography students visiting its network of centres each year.
http://www.field-studies-council.org/outdoorclassroom