Cambridge IGCSE Geography 0460 — 2010 Oct/Nov Paper 4 · Variant 3

This document consists of 15 printed pages, 1 blank page, and 1 Insert. DC (SLM/SW) 23965/4 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 7 7 8 9 2 4 5 0 5 1 * GEOGRAPHY 0460/43 Paper 4 Alternative to Coursework October/November 2010 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. 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 ON ANY BARCODES. Answer all questions. The Insert contains Photographs A and B, and Figs 3 and 5 for Question 1. The Insert is not required by the Examiner. 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. For Examiner’s Use Q1 Q2 Total www.theallpapers.com

2 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use 1 A group of students went on a field visit to some coastal sand dunes. Having studied how dunes were formed in class, the students wanted to find out more about their shape and how they might be affected by people. Coastal sand dunes are popular places for people to visit but this may affect the natural environment. An area of coastal sand dunes is shown in Photograph A (Insert). The students agreed on two hypotheses. Hypothesis 1: The profile of the sand dunes would match a textbook example they had used in class. Hypothesis 2: Human activity will vary across the profile and will affect the vegetation cover of the sand dunes. (a) Fig. 1 is a sketch of the area shown in Photograph A. Fig. 1 On the sketch, label with an arrow: an area of bare sand • an area of marram grass [2] • www.theallpapers.com

3 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use (b) (i) In order to investigate both hypotheses, the students decided to work along a transect from the sea inland. To make their transect line as accurate as possible, the students put a rope on the ground starting at the sea and working inland. On Fig. 2 below choose the angle at which they should have put the rope. Circle your answer below. A B C D [1] beach sand dunes A B C D sea Fig. 2 (ii) The students used a systematic sampling method of selecting measuring points along the transect. Describe how they would use this sampling method. … … … …[2] www.theallpapers.com

4 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (iii) At each chosen sampling point, the students measured the angle of slope along the transect. To measure the angle of slope, they used the equipment shown in Fig. 3 (Insert). Explain how they used the following pieces of equipment: Tape measure … … … … Ranging poles … … … … Clinometer … … … …[6] (c) From their measurements the students drew a profile of their transect. This is shown in Fig. 4 opposite. (i) Compare the students’ profile with the textbook example shown in Fig. 5 (Insert) which has some dune features labelled on it. Choose from these features and label them in the boxes on Fig. 4. One label has been completed for you. [2] (ii) What conclusion would the students make about Hypothesis 1: The profile of the sand dunes would match a textbook example they had used in class? Support your conclusion by referring to similarities and differences between the students’ profile in Fig. 4 and the textbook example in Fig. 5. … … … … … … … …[4] www.theallpapers.com

5 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use Fig. 4 0 0 5 10 15 0 5 10 15 20 40 60 80 100 distance (metres) from high water mark height of land above sea level (m) 120 140 160 180 200 fore dune www.theallpapers.com

6 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (d) To investigate Hypothesis 2: Human activity will vary across the profile and will affect the vegetation cover of the sand dunes, the students measured the amount of vegetation cover at each sampling point on the transect. They also made a note of any evidence of human activity at each point. (i) To measure the amount of vegetation cover they used a quadrat, shown in Photograph B (Insert). Describe how the students would do this investigation. … … … … … …[3] (ii) The students’ results are shown in Table 1 below. Table 1 Site along transect Distance from high water mark of sea (m) Amount of vegetation cover (%) Evidence of Human activity 1 0 50 Footprints 2 10 25 Litter, footprints 3 20 40 Litter bin, footprints 4 30 80 None 5 40 55 Litter 6 50 85 None 7 60 50 Footpath, trampling 8 70 100 None 9 80 100 None 10 90 60 Litter, soil erosion 11 100 0 Damage from fire 12 110 0 Damage from fire 13 120 30 Bench 14 130 50 Footpath 15 140 25 Look out point 16 150 90 None 17 160 100 None 18 170 10 Cycle path 19 180 45 Litter 20 190 0 Picnic site 21 200 20 Picnic site www.theallpapers.com

7 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use The students drew a bar graph of the amount of vegetation cover at each sampling site along the transect. This is shown in Fig. 6, below. Use the data from Table 1 to draw bars at sampling points 15 and 16 on Fig. 6. [2] Amount of vegetation cover at the sampling sites 1 2 3 4 5 6 7 8 9 10 sampling sites amount of vegetation cover (%) 11 12 13 14 15 16 17 18 19 20 21 20 40 60 80 100 0 Fig. 6 (iii) To what extent is Hypothesis 2: Human activity will vary across the profile and will affect the vegetation cover of the sand dunes accurate? Use evidence from Table 1 and Fig. 6 to support your view. … … … … … … … …[4] www.theallpapers.com

8 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (e) To extend their fieldwork study, the students decided to see if there was any evidence of management to protect the sand dunes from human activity. Describe how this could be investigated. … … … … … … … …[4] [Total: 30 marks] www.theallpapers.com

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10 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use 2 A class of students wanted to investigate the Central Business District (CBD) of a local town. In particular, they wanted to decide where the boundary of the CBD occurred. They had learned in class that this is known as ‘delimiting’ the CBD. They had discussed with their teacher a number of fieldwork techniques that could be used to delimit the CBD. The students agreed to test two hypotheses. Hypothesis 1: Different techniques may produce different results when delimiting the CBD. Hypothesis 2: Measuring building height is the most accurate way to delimit the CBD. (a) To help them to test their hypotheses, the students decided to obtain primary and secondary data. How are these two types of data different? … … … …[2] (b) The students agreed to use four different techniques to test Hypothesis 1. These were: Mapping land use • Pedestrian counts • Noting traffic restrictions • A survey of building heights • (i) Their first task was to map land use onto a base map of the town. Describe how they would carry out this mapping task during fieldwork and in school. Fieldwork: … … … … … In school: … … … … …[4] www.theallpapers.com

11 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use (ii) Their second task was to do a pedestrian count at a number of sampling points in their study area. Two students undertook this task and throughout the day they counted the number of pedestrians passing them at different locations in five minute periods. In the space below, draw a recording sheet which the students could have used for this task. [3] (iii) When the students returned to school having completed their pedestrian counts, their teacher pointed out a weakness in their fieldwork, which was that they had done their counts at different times of the day. Why would this make their results unreliable? … …[1] (iv) The students decided to repeat the pedestrian counts as a class the next day. Describe an appropriate method to ensure they obtained reliable results. … … … …[2] www.theallpapers.com

12 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (c) The results of the pedestrian count are shown in Fig. 7 below. Some isolines have been drawn on the map to show pedestrian flow. 0 100 metres 200 70 80 90 60 50 sampling point with number of pedestrians isolines of pedestrian flow at intervals of 10 Key 19 22 51 35 87 92 63 29 28 28 54 32 20 21 9 10 10 20 30 40 32 40 71 75 33 70 67 42 17 30 15 97 10 12 9 8 N 2 31 Fig. 7 www.theallpapers.com

13 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use (i) On Fig. 7, complete the isoline that shows 20 pedestrians. [1] (ii) On Fig. 7, shade in the area where there were more than 80 pedestrians recorded. [1] (iii) Whilst in town, the students also marked on the map any traffic restrictions which they saw. One example of a traffic restriction is a no vehicle pedestrian zone. Give three other examples of traffic restrictions they could have recorded. 1 … … 2 … … 3 … …[3] (iv) To obtain their final set of data, the students obtained a map which showed the height of buildings in the town. Suggest why the students did not map this data themselves. … … … …[2] www.theallpapers.com

14 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (d) Having completed their data collection the students returned to school to map their results. After a discussion, they decided to use the following techniques to delimit the area of the CBD: Land use map: land use types which would be expected in the CBD • Pedestrian count: more than 40 pedestrians recorded in 5 minutes • Height of buildings: 3 or more storeys high • Traffic restrictions • (i) Suggest three land use types that are common in the CBD which the students could have used to delimit its area. 1 … … 2 … … 3 … …[3] (ii) For each of the above techniques, the students delimited the area of the CBD. Their decisions are shown in Fig. 8 opposite. What conclusion can you make about Hypothesis 1: Different techniques may produce different results when delimiting the CBD? Use evidence from Fig. 8 to support your conclusion. … … … … …[2] (iii) The students decided to combine the results of all four techniques in order to delimit the CBD. On Fig. 8, shade in the area which is included in the CBD area of all the following techniques: building height, land use and pedestrian flow. [1] (iv) Use Fig. 8 to make a conclusion about Hypothesis 2: Measuring building height is the most accurate way to delimit the CBD. Explain your conclusion. … … … … …[2] www.theallpapers.com

15 0460/43/O/N/10 © UCLES 2010 [Turn over For Examiner’s Use 0 100 metres 200 building height land use pedestrian flow Edge of CBD according to different techniques Key no vehicles N Fig. 8 www.theallpapers.com

16 0460/43/O/N/10 © UCLES 2010 For Examiner’s Use (e) To extend their investigation some students wanted to predict how the CBD might change in the future. Suggest three changes which they might have predicted. 1 … … 2 … … 3 … …[3] [Total: 30 marks] Copyright Acknowledgements: Question 2 Figure 7 © Wideworld; Vol. 14, No. 2; Philip Allan Publishing; November 2002. Photograph A Question 1 © Getty Images. 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. www.theallpapers.com

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 0460 GEOGRAPHY 0460/43 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, which would have considered the acceptability of alternative answers. 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 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.theallpapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0460 43 © UCLES 2010 1 (a) Labelled arrows on sketch – 1 mark per correct label [2] (b) (i) C [1] (ii) Sampling points are regularly spaced out / constant across transect Estimate / measure width of transect and estimate / calculate equal divisions / every 10 metres (or appropriate measurement) [2] (iii) Tape measure: lay it out along transect line Mark out distance between ranging poles Ranging poles: students hold poles at either end of measured distance Ensure they are vertical Must rest on surface, not dug into surface Clinometer: student holds clinometer next to top / at agreed height on ranging pole Sight other ranging pole at top / agreed height Allow clinometer to adjust to angle Read angle off clinometer Reserve 1 mark for each piece of equipment [6] (c) (i) Labelling transect: embryo dune, slack, main ridge dune 3 correct = 2 marks, 1 or 2 correct = 1 mark [2] (ii) Generally hypothesis is true / not perfect match / not entirely true / student and textbook profiles match –
Ha 1 mark No Ha mark for NOT true but credit differences Similarities: Can identify the four dune features on student profile The student profile features are in the same order as the textbook In textbook slacks are similar depths, same in student profile Differences: In textbook main ridge has two peaks, only one in student profile In textbook there is an old dune ridge, none in student profile Longer distance between fore dune and slack / slack nearer to main dune than fore dune in student profile Flat land between fore dune and main dune / between 60–100 m in student profile but not in textbook 2 marks maximum for similarities or differences [4] www.theallpapers.com

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0460 43 © UCLES 2010 (d) (i) Put quadrat on ground Estimate percentage of quadrat / count number of squares which include vegetation cover Do task at each sampling point [3] (ii) Completion of bar graph – points 15 at 25% and 16 at 90% Shading not needed 2 @ 1 mark [2] (iii) Hypothesis is true / partly true / human activity does affect the amount of vegetation cover –
Ha 1 mark Where there is evidence of more intensive human activity, e.g. path, cycle path, picnic site, there is less vegetation cover Where there has been a fire there is no vegetation cover Credit data as appropriate e.g. footpath / walking there is 50% vegetation cover, cycling = 10% vegetation cover, no human activity = more than 80% vegetation cover – to 3 marks maximum [4] (e) Look for / identify / find out about / observe evidence (or e.g. of evidence such as notice board, direction sign, boardwalk, ropeway fenced off area, replanting of marram grass, barrier to prevent vehicle access, consolidation barrier to prevent dune movement) Record / make notes of evidence or examples Map evidence or examples Draw field sketch of evidence or examples Take photographs / video of evidence or examples Count evidence or examples Look at pamphlets / leaflets / information maps / internet to find evidence or examples Survey / ask people in charge / park rangers about management [4] [Total: 30] www.theallpapers.com

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0460 43 © UCLES 2010 2 (a) Primary data: collected by students through fieldwork Secondary data: acquired from other sources / books / internet [2] (b) (i) Fieldwork: mark use of / label each building on base map Decide whether to do ground floor only or include upper floors Alternative is to take transects along several routes In school: decide land use categories Classify buildings into categories / colour code Shade map and key / plot land uses on map 1 mark reserve for each section. [4] (ii) Recording sheet to include: Street name / location / sample point / site Time of survey Tally of pedestrians / space to do tally Total number / result of tally [3] (iii) Number of pedestrians varies during the day / different number of pedestrians at different times of day Factors such as shop opening hours / people going to and from work / lunch time breaks [1] (iv) Students went to identify survey points / different places All conducted count at same time All conducted survey for 5 minutes Use of watches / stopwatch / mobile phone to ensure comparability Two (or other number) students in each group [2] (c) (i) Completion of isoline on Fig. 7 Must go outside 21, through 20 and outside 28 [1] (ii) Shading on Fig. 7 [1] (iii) Bus lanes One way streets Parking restrictions / yellow lines / tow-away zones / no parking Cycleways No heavy vehicle access Access for delivery vehicle / authorised vehicle / taxi / buses only (rising bollards idea) Tidal flow scheme Number plate permits 3 @ 1 [3] (iv) Very time consuming activity / too many buildings in CBD Difficult to estimate building heights (or number of storeys) / cannot measure heights Secondary data will be more accurate than estimate Data is already available / easier to get / not necessary to map data [2] www.theallpapers.com

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0460 43 © UCLES 2010 (d) (i) Shops Offices Entertainment Public buildings / town hall Cafes / restaurants Historic buildings / castle / cathedral Hotels Bus / train station Banks Multi-storey car parks 3 @ 1 [3] (ii) Hypothesis 1 is true / different techniques do produce different results –
Ha 1 mark NOT partly true Compare any two land use areas for 2nd mark e.g. land use produces bigger CBD area than pedestrian flow [2] (iii) Shading on Fig. 8 [1] (iv) Hypothesis 2 is incorrect / building height is not an accurate criteria
Ha 1 mark DO NOT accept true (0 marks) Covers an area which is larger than core CBD Pedestrian flow measurement is more accurate Could argue that it is just one measurement and is an accurate as any other / are other measurements to consider Need a combination of measurements to map a core area [2] (e) Redevelopment of old buildings / regeneration Demolition of old buildings Clearance of unofficial / illegal buildings Construction of new shopping centre Construction of new office blocks Development of new bus station / train station / metro / tram system CBD will expand / shrink / change shape / change location / doughnut Building height will increase / more high rise buildings No vehicle / pedestrian zone will be enlarged / any change in traffic restriction Change in land use of building or example / business moves out 3 @ 1 [3] [Total: 30] www.theallpapers.com