1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. 1. Define population density | The number of people living within a specified area, usually measured in persons per km squared | 2. 2. What does GDP measure | The total value of the output of final goods and services inside a nation’s borders | 3. 3. What is meant by the term informal sector | Unofficial forms of employment that are not subject to government regulations or taxation | 4. 4. Backwash is a term that refers to: | Flows of people, investment and resources directed from peripheral regions to core regions | 5. 5. What is the Core-Periphery model | A model that describes the uneven spatial distribution of population and wealth between two or more regions of a state or country, resulting in flows of migrants, trade and investment | 6. 6. An intervening obstacle is referred to as | Barriers to a migrant such as political borders or physical features such as deserts, mountains and rivers | 7. 7. A megacity is defined by | A population of more than 10 million people | 8. 8. Crude birth rate is defined as | the number of live births per 1,000 people born per year in a specified region | 9. 9. Natural increase is defined as | the difference between the CBR and the CDR (and can be recorded as a net change per 1,00 people or a percentage) | 10. 10. Life expectancy is defined as | the average number of years a person in a particular society can be expected to live | 11. 11. Dependency ratio is defined as | the relationship between the active and in-active segments of society | 12. 12. The Demographic Transition Model is | a generalized attempt to establish linkage between a sequence of population changes occurring over time and the economic development of a country | 13. 13. A refugee is defined as | a person who has been forced to leave his or her country based on a well-founded fear of persecution or harm due to war, religion, natural disaster etc | 14. 14. The sex ratio is defined as | the relative proportion of men and women in a society’s population | 15. 15. Overpopulation is best defined as | A state of imbalance where there are too many people relative to a nation’s available resources | 16. 16. Population momentum is defined as | the tendency for a population to grow despite a fall in birth rate or fertility levels, due to the high proportion of people in child-bearing years | 17. 17. Anti-natalist policies are best defined as | government attempts to control population numbers through strategies through both direct or punitive measures such as sterilization and infanticide and voluntary measures such as family planning. | 18. 18. The Demographic Dividend is defined as | the bulge in the number of adults in a population due to lowering fertility rates after declines in infant and child mortality rates | 19. 19. Describe what is meant by the acronym PPPPSS | Place, Process, Power, Possibility, Scale and Spatial Interaction | 20. 20. How does the command term Describe differ from the term Evaluate | Evaluation is weighing up strengths and weaknesses or positives and negatives, whereas a Description is providing a detailed account of a trend, pattern or source |
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