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Unlock This CourseIf your Paper 2 Section B topic is Economic activity and energy, your enquiry is investigating changing energy use through primary and secondary evidence. For example, a school might study a village near a new wind farm, or a town where a power station has closed. As in the other fieldwork lessons, you need quantitative and qualitative primary data, and at least two different secondary sources. The theory of energy is in the Economic Activity and Energy lessons. This lesson is about collecting and using the evidence.
Key terms:
The spec suggests two quantitative methods: (1) an environmental quality survey and a structured questionnaire, and (2) a visual assessment of landscape. The spec says the EQS should be small scale.
Choose a small area, such as one street or a few fields near an energy site. Pick several features, such as litter, noise, views, smells and how well kept the buildings are. Score each one on the same scale at every survey point, for example from -2 (very poor) to +2 (very good). Add up the scores for each point.
As in the hazard enquiry lesson, use a structured questionnaire, here with closed questions, so the answers are easy to count. For example: "Has the energy development made the area better, worse or no different?" Ask each person the same questions in the same order.
A student scores four features at one survey point near a wind farm: noise -1, views +1, litter 0, upkeep of buildings +2.
-1 + 1 + 0 + 2 = +2. The point is slightly pleasant overall. Doing the same at several points shows where quality is best and worst.
Of 40 people asked, 30 say the wind farm has made the area worse.
30 ÷ 40 × 100 = 75%. Three in four people think it is worse.
A visual assessment of the landscape means looking at a view and judging it against set questions. How much of the view does the energy development fill? Does it fit in with the land around it? Score each answer so the results can be compared between viewpoints.
Qualitative data gives the reasons behind your numbers. A score of -1 for noise means more when a resident explains how it affects their evenings.
The spec suggests two secondary sources.
A paper or digital report into people's or the region's energy use. It might show how much energy a town uses, and where it comes from.
Local data on landscape change from an energy development. Compare an old map or photograph with a modern one to see what has changed, such as a new power line or a closed power station.
You can check your own findings against these sources. If the report says energy use has risen but your questionnaire suggests people use less, find out why.
An unfamiliar question gives you new data about changing energy use, collected with methods like these. You should be able to:
A student studied a village near a solar farm. She scored environmental quality at three points (-2 very poor to +2 very good for each feature).
| Survey point | Distance from solar farm (m) | EQS total score |
|---|---|---|
| A | 100 | -3 |
| B | 400 | 1 |
| C | 800 | 4 |
(a) Describe how the EQS score changes with distance from the solar farm. [2 marks]
(b) Give one advantage of using closed questions in a questionnaire. [1 mark]
(c) Explain how historic maps could help the student. [2 marks]
(d) Suggest one reason why a farmer and a resident might give different views in interviews. [2 marks]
(a) The score increases as distance increases (1), from -3 at 100 m to 4 at 800 m (1).
(b) The answers are easy to count and compare (1).
(c) They show what the land looked like before the solar farm (1), so the student can see how the landscape has changed (1).
(d) The farmer may earn money from renting land to the solar farm (1), but the resident may dislike how it looks from their home (1).
In (a), give a start and end figure with the distances. "It gets better" alone will not get both marks.