Cambridge IGCSE Geography 0460 — 2007 Oct/Nov Paper 4 · Variant 1

This document consists of 11 printed pages and 1 blank page. SP (SC/CGW) T26176/7 © UCLES 2007 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all the questions. Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. * 0 4 6 1 1 4 3 4 4 5 * GEOGRAPHY 0460/04 Paper 4 Alternative to Coursework October/November 2007 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Calculator Ruler For Examiner’s Use Q1 Q2 Total www.XtremePapers.com

2 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 1 Study Fig. 1. Students investigated the changes in the width and depth of a stream at three sites, Site A, Site B and Site C, as distance increased from the source. (a) Complete the hypothesis for this investigation by selecting the correct words from the following: [1] decrease increase shallower deeper ‘The width will ____________________ and the depth will become _______________ as distance from the source increases.’ 0.5 6.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Site C Site C Site B Site A Site A 4.0 4.5 5.0 5.5 0.5 0.5 0 1 scale in km for map 1.0 1.5 2.0 Site B 0.5 0 1.0 0.5 1.0 0 1.0 1.0 0 Fig. 1

3 0460/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 (b) (i) How did the students measure the width of the stream at each site? Their equipment included two ranging poles and a measuring tape. Draw a labelled diagram, Fig. 2, for your answer. Fig. 2 [3] Table 1 A Site 0.5m 1.0m 1.5m 2.0m 2.5m 3.0m 3.5m 4.0m 4.5m 5.0m 5.5m 6.0m Wetted perimeter (m) Discharge (m3/sec) Total Width (m) B C 1.40 2.31 6.42 0.15 Depth in metres at distances from left bank 0.12 0.20 0.30 0.28 0.15 0.10 0.25 0.20 0.30 0.32 0.35 0.48 0.48 0.50 0.35 0.36 0.28 1.50 2.50 0.01 0.09 1.25 (ii) At each site, the students also measured the depth of the stream systematically (every
 metre). The results of the investigation are shown in Table 1. Draw a line graph for Site A on Fig. 1, to show the depth of the stream, using information from Table 1. [3] (c) (i) The wetted perimeter is the amount of bank and bed which the stream water touches. Use Fig. 1 to calculate the length of the wetted perimeter at Site C. Write your answer in Table 1. [2] (ii) Explain how the wetted perimeter can change the speed of the river. … … …[2]

4 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 (d) (i) The students also measured the velocity of the stream at each site. A floating object was timed travelling over a distance of 10 metres. The recording sheet for Site B is shown in Fig. 3. Fill in two other pieces of important information on the recording sheet. Location Site B Time in seconds of floating object over 10 metres 18.0 16.8 15.4 18.5 13.3 Fig. 3 [2] (ii) State a reason why the timing of the floating object over 10 metres was repeated five times. Reason … …[1] (iii) The cross-sectional area is used to calculate the discharge. Look again at Fig. 1 and select the cross-sectional area most appropriate for Site B from the possibilities below. Underline your answer. [1] 3.29 m2 0.32 m2 0.09 m2 (e) Study Table 1 and Fig. 1 again. Describe how the following characteristics of the stream change from Site A to Site C. You should state data to support your descriptions. Width … … … … Depth … … … … Discharge … … … …[6]

5 0460/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 (f) The stream was measured again at the same sites after a storm, when 60 mm of rain fell in 48 hours. Describe how this storm would change the discharge and the processes of the stream. Discharge change … … Processes change … … … …[3] (g) (i) Describe in detail how the investigation could be improved. Suggest reasons for these improvements. … … … … … … … …[4] (ii) Write a brief conclusion to this investigation. … … … … … …[2]

6 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 2 Students at an international school in Spain investigated migration and population increase in a coastal tourist town. The teacher suggested that the main reason for the population increase was the growth in worldwide tourism in the past 40 years. (a) Suggest three reasons why there has been a growth in worldwide tourism in the past 40 years. Reason 1 … … Reason 2 … … Reason 3 … …[3] The students wrote a short questionnaire to investigate the hypothesis ‘people who moved to the tourist town came from countries close to Spain’. The questionnaires were given to 100 parents at a school event. Study the questionnaire shown in Fig. 4. Questionnaire to investigate migration Q1 Were you born in this coastal town? YES NO Q2 How long have you lived here? Under 10 yrs. 10 – 19 yrs. 20 – 29 yrs. 30 – 39 yrs. 40 – 49 yrs. Over 50 yrs. Q3 In which country were you born? Fig. 4 (b) (i) Why was it important to ask Question 1 (shown in Fig. 4)? … …[1]

7 0460/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 (ii) State one advantage and one disadvantage of the method of using parents as a source of data. Advantage … … Disadvantage … …[2] Table 2 Q1. Were you born in this coastal town? Yes = 69% No = 31% Q2. How long have you lived here? Born in coastal town Not born in coastal town Under 10 yrs 0 13 10–19 yrs 0 10 20–29 yrs 6 4 30–39 yrs 19 4 40–49 yrs 33 0 Over 50 yrs 11 0 Q3. In which country were you born? USA 2 Norway 1 UK 6 Brazil 2 Netherlands 2 Thailand 1 Italy 2 France 1 Germany 2 Austria 1 Tunisia 4 India 3 Spain 4

8 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 (c) (i) Table 2 shows the results of the questionnaire. Using the results of Question 2 in Table 2, complete the bar graph, Fig. 5. Use the key and write a title to the graph. Title … 5 under 10 yrs 10 –19 yrs 20 –29 yrs length of residency number of people Born in town Key Not born in town 30 –39 yrs 40 –49 yrs over 50 yrs 10 15 20 25 30 35 Fig. 5 [4] (ii) Look again at the results of Questions 1 and 2 in Table 2 and the graph, Fig. 5. Describe the pattern shown by the data. … … … … … … …[3]

9 0460/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 India Thailand Scale: 1 mm = 1 person Fig. 6 (d) (i) Study Fig. 6, which shows responses to Question 3 on the questionnaire. Add the flow lines for India and Thailand using the data in Table 2. [2] Table 3 Europe 19 North America 2 South America 2 Asia 4 Africa 4 (ii) Study Table 3, which shows which continent the migrants came from. Suggest why so many of the migrants came from European countries. … … … … … … …[3]

10 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 (iii) Write a conclusion to this investigation. Is the hypothesis correct? Give reasons for your answer. Support your reasons by stating data. Suggest how the investigation could be improved. … … … … … … … … … … …[5]

11 0460/04/O/N/07 For Examiner’s Use © UCLES 2007 (e) The students decided to find out more about why people move to the coastal tourist town. They found information about the town on the internet. This information is shown on Fig. 7. 45 years ago this coastal town was a small fishing and market town. It had very few shops and just one hotel. Restaurants, bars and hotels were rapidly built from 1960 onwards. This provided many employment opportunities and an international airport opened in 1965. The roads were improved to cope with the increase in visitors, who wanted to enjoy the warm climate and local culture. Fig. 7 (i) The internet information is secondary data. What is secondary data? State two other examples of secondary data. … … …[2] (ii) On Fig. 7 underline the pull factors of people moving to live in this tourist town. [2] (iii) The students decided to write an additional question to investigate the different reasons why people moved to live in the town. On Fig. 8 write a suitable question in the style of Question 2 (Fig. 4), as part of that questionnaire. Fig. 8 [3]

12 0460/04/O/N/07 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2007 question paper 0460 GEOGRAPHY 0460/04 Paper 4 (Alternative to Coursework), maximum raw mark 60 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0460 4 © UCLES 2007 1 (a) Increase; deeper; both correct for one mark 1@1mark [1] Tick by "deeper". Need both for mark. (b) (i) Diagram to show a ranging pole on each bank and a measuring tape stretched between the poles 3@1 mark [3] Max 1 mark if no labels Two poles/one label (1) Labelled meas. tape (1) Poles on banks (1). (Can be aerial/sketch) (ii) Correct plotting of 0.15, 0.1 depth and width of 1.4m 3@1 mark [3] No line = max 2 marks For 3rd mark do not allow if on 1.3 or 1.5. (c) (i) Correct measurement of wetted perimeter: 6.5–6.7 inclusive range for 2 marks. Accept 6.3m - 6.9m inclusive for 1 mark. 2@1 mark [2] Can give figure by question if not in box. No need to state metres. (ii) Ref. to increased friction (1) slows down the flow /speed of the water (1) 2@1 mark [2] Accept reverse answer if covers change. (d) (i) Name/group; date; weather; time – accept aspects of time e.g. exact time/am/pm/start time or finish time. 2@1 mark [2] "Conditions" too vague; no marks for ref. to what is being measured or equipment used. (ii) Gain average reading/improve reliability/fairer/more representative. Accept obstructions/water speed varies as reason for repeating. 1@1mark [1] "Accurate" needs qualification. (iii) 0.32m2 1@1mark [1] (e) The width of the stream becomes wider/increases (1); 1.4m at site A and 6.42m at site C (1) OR overall change 5m (1); The stream becomes deeper/increases (1); max depth 0.15 at A and 0.5m at C(1) OR overall change 0.35m (1) The discharge increases (1); 0.01m3/sec at A to 1.25m3/sec at site C (1) OR overall change 1.24m /sec (1) 6@1mark [6] 3 x (1+1) 1 mark for each change 1 mark for back-up data; data must refer to A and C. No credit for refs. to B. Tick D for data. No need to state "metres".

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0460 4 © UCLES 2007 (f) Discharge: Increase in discharge/more water carried (1) Processes: Reduction in friction; increase erosion; increased transportation/load; reduced deposition here – increased deposition elsewhere/downstream. (1 + 1) 3@1mark (1D + 2P) [3] Max. discharge mark (1) 1P for Erosion OR type (not corrosion/solution) 1P for Transport 1P for Deposition. Any 2 from 3 Process marks. (1 + 1) (g) (i) Ideas such as: repeat investigation again; repeat during different season/month/year; investigate land use/pebble load Reason – more reliable/representative/fairer test. Ideas must be linked to stream study Max 2 if no reasons. Specific equipment OK (not better technology); why it would improve the experiment Pilot study OK then reason needed for improvement. 4@1mark [4] 2 x (1 + 1) 1 for Improvement + 1 Reason (tick R) Refs to "accuracy" need qual. (ii) Hypothesis correct/true/valid/supported (1) Elaboration: width and depth increase from site A to site C/source/downstream (1) 2@1mark [2] "Yes" alone too generous re H; must refer to A–C or source or downstream for 2nd mark. [Total 30 marks]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0460 4 © UCLES 2007 2 (a) Reasons such as: more money/affluence; more available travel/air routes/cruises; cheaper air travel; travel programmes/knowledge of destinations; better choice of accommodation; more exotic destinations; longer holidays; shorter working hours; package holidays; increased life expectancy/early retirement; more attractions/theme parks etc.; better transport. 3@1mark [3] (b) (i) To find out if the person was a migrant. 1@1mark [1] (ii) Advantage easily available/accessible to the students; reliable; Disadvantage selective/biased sample; limited range of answers; illiterate/dyslexic/can't read; privacy issues. 2@1mark (1A + 1D) [2] Tick A tick D (c) (i) Appropriate title for graph – should refer to 2 aspects of graph e.g. numbers/length of residency/where born. Correct black shading of those bars i.e. use of key; correct plotting of 19, 33 and 11; 4@1mark [4] Title (1); none if any ref. to age-group. Using shading in key (1) Plotting 2 correct = (1); 3 correct = (2) (ii) Comments of description such as: 69%/about 2/3/¾ born locally but 1/3/¼ migrated OR most born locally (1 max.); local people had all been there over 20 years; most common length was 40-49 years; most of the migrants had moved in the last 20 years; no-one questioned migrated longer ago than 39 years. 3@1mark [3] NOTE: beware of refs. to age-groups rather than length of residency in answers! (d) (i) Correct plotting of lines with width of 3mm for India and 1mm for Thailand. 2@1mark [2] No marks for shading. India: not 2 or 4 mm. Thailand not 0.5 or 1.5mm. (ii) Shorter travelling distance; more information about a local country; similar culture; shorter distance to travel back to relatives; better/warm weather; affordable; can use same currency; cheaper travel; closer OR faster; easy travel within EU. 3@1mark [3] Refs. to retirement. No marks for any refs. to work.

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0460 4 © UCLES 2007 (iii) Hypothesis: Yes the hypothesis is correct/supported (1) Allow partly correct or incorrect if support with data or information. Reason: the majority of the migrants came from Europe; Data: 19/31 people or approx. 60% from Europe; could include Tunisia (closer to Spain) so 23/31 OK. Accept if say 19 Europe and ref to 12 from elsewhere. Improvements: ask more people; ask people other than parents; increase the questions asked; 5@1mark [5] Hypothesis correct (1H). Read reason before marking "partly" or "incorrect" also H. Qualitative reasons (2 x 1R max) Data (1D) Improvements (2 x 1I max) (e) (i) Secondary data is information which the students did not collect; e.g. maps; census; books; 1 mark for definition 1 mark for 2 correct examples [2] Take first two if more than two. Need 2 examples for 1 mark. (ii) Underlined words of: restaurants/bars/hotels; employment; airport; roads improved; warm climate; local culture. 2@1mark [2] First two count whatever is underlined. (iii) Question: Why did you move to the town? Or other appropriate question. Choices: e.g. jobs; airport; climate; culture; other. Layout as questionnaire and boxes to tick. 3@1mark Question, Choice and Boxes/layout [3] Question (1Q) Choices (min. 3 relevant including "other") Layout: boxes on RHS as on original questionnaire. No layout mark if no Q/C mark. [Total 30 marks]