Cambridge IGCSE Geography 0460 — 2014 May/June Paper 4 · Variant 1

This document consists of 14 printed pages, 2 blank pages and 1 Insert. DC (NH/CGW) 80066/7 © UCLES 2014 [Turn over * 7 6 9 6 8 1 6 5 1 7 * GEOGRAPHY 0460/41 Paper 4 Alternative to Coursework May/June 2014 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Calculator Ruler Protractor 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 an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. The Insert contains Fig. 3 and Tables 3 and 4 for Question 1, and Figs 6A and 6B and Table 5 for Question 2. 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. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. Cambridge International Examinations Cambridge International General Certificate of Secondary Education

2 0460/41/M/J/14 © UCLES 2014 1 A class of students was doing fieldwork in the main shopping area of a city centre. They wanted to find out how the shopping area had changed and what people who came to the shopping area thought about it. They decided to test the following hypotheses: Hypothesis 1: Shops and services in the area have changed between 1985 and 2010. Hypothesis 2: People are most attracted to the area by its variety of shops, but are most concerned about the amount of litter and graffiti. (a) First the students completed a land-use map of the shopping area. This map is shown in Fig. 1 opposite. (i) Use the map key to label the following buildings on Fig. 1: • a clothes store at point X; • a bank at point Y. [2] (ii) Describe the distribution of the food shops shown on Fig. 1. … … … …[2] (iii) What type of shop or service is located north of point X? …[1] (iv) What type of shop or service is located 100m west of point Y? …[1]

3 0460/41/M/J/14 © UCLES 2014 [Turn over market Bedford Street Exchange Street Swan Lane Shopping area in 2010 London E V V V V V V V V V F F F F F F F E E E F F F F F D SH SE SH SH SH SE SE SE SE SE SH SH SH D C clothes D department store F food Fu furniture N specialist non-food SH other shops FI finance Key shops services E entertainment SE other services V vacant (empty) buildings 100 m 200 0 C C C C C C C C C C C C C C C C C C C C C E E F F N N E E E F F F F F F F C V V V V N N C C C C C N N N C C D C C C C FI FI Fu Fu FI C C C C N N N N N N N Castle Meadow Lane Brigg Street Haymarket N N N N N N N N N E E F SH FF N N N E N F N N N N N N SE SH SH SE SE SE SE V V N N N N N N Y X S t r e et Castle S tre et Davey Place Arcad e Stre et White Lion Street O r f o r d P l a c e Fig. 1

4 0460/41/M/J/14 © UCLES 2014 (b) To compare the different shops and services in 1985 and 2010 the students produced Table 1 below. Table 1 Number of shops and services located in the shopping area Category 1985 2010 Shops Clothes 55 38 Department store 5 3 Food (including cafes, bars, restaurants, take-away food) 6 25 Furniture 14 2 Specialist non-food (including electrical, mobile or cell phones, sports, jewellery) 41 38 Other shops 3 10 Services Finance 6 4 Entertainment (including nightclubs, theatres) 7 11 Other services (including travel agents, solicitors) 9 11 Vacant (empty) buildings 7 15 Total 153 157 (i) The students obtained the data for 1985 from a map which showed the area in that year. What is the correct term for this type of data? Circle your choice below. Fieldwork data Primary data Sampling data Secondary data [1]

5 0460/41/M/J/14 © UCLES 2014 [Turn over (ii) The students used Table 1 to draw the graph, Fig. 2 below. Complete the graph in Fig. 2 (below) to show the changes in the number of furniture shops and other shops. [2] Changes in the number of shops and services between 1985 and 2010 −20 −19 −18 −17 −16 −15 −14 −13 −12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11 +12 +13 +14 +15 +16 +17 +18 +19 +20 0 number of shops and services decrease shops services clothes department store food furniture specialist non-food other shops finance entertainment other services vacant (empty) buildings increase Fig. 2

6 0460/41/M/J/14 © UCLES 2014 (iii) What conclusion would the students make about Hypothesis 1: Shops and services in the area have changed between 1985 and 2010? Support your decision with evidence from Table 1 and Fig. 2. … … … … … … … …[4] (c) To investigate Hypothesis 2: People are most attracted to the area by its variety of shops, but are most concerned about the amount of litter and graffiti, the students used a questionnaire with people in the shopping area. Their questionnaire is shown in Fig. 3 (Insert). (i) The students used the method of stratified sampling to get a reliable sample of people to ask. How would they use this method to select people to complete their questionnaire? … … … …[2] (ii) Suggest two problems which the students may have faced in completing their questionnaire survey. 1 … … 2 … …[2]

7 0460/41/M/J/14 © UCLES 2014 [Turn over (d) (i) Table 2 below shows the results of Question 1 in the questionnaire. Table 2 How long do you expect to be shopping here? Length of time Number of answers 0–15 minutes 8 16–30 minutes 20 31–59 minutes 30 1–2 hours 31 More than 2 hours 11 Use the results from Table 2 to complete the pie graph in Fig. 4 below. [2] 10 90 0 50 40 60 30 70 20 0 – 15 minutes Key 16 – 30 minutes 31 – 59 minutes more than 2 hours 1 – 2 hours 80 Fig. 4 (ii) The answers to Question 2 in the questionnaire are shown in Table 3 (Insert). Suggest two answers that could be included in the ‘Other reason’ category. 1 … 2 …[2]

8 0460/41/M/J/14 © UCLES 2014 (iii) The students grouped the answers they received to Question 3 in the questionnaire. The answers given are shown in Table 4 (Insert). Under which heading in Table 4 would the following answers be included? 1 When it is busy at the weekend and during holiday times it is difficult to get from one shop to another. Concern … 2 I don’t like coming to the shops alone because I don’t feel safe. Concern …[2] (iv) What conclusion would the students have made about Hypothesis 2: People are most attracted to the area by its variety of shops, but are most concerned about the amount of litter and graffiti? Support your answer with evidence from the results of Questions 2 and 3 in the questionnaire. … … … … … …[3] (e) To extend their fieldwork the students decided to investigate the sphere of influence of the shops. The sphere of influence is the area where people who use the shops live. Describe how they could carry out this fieldwork and show their results. … … … … … … … …[4] [Total: 30 marks]

9 0460/41/M/J/14 © UCLES 2014 [Turn over QUESTION 2 BEGINS ON PAGE 10

10 0460/41/M/J/14 © UCLES 2014 2 Students from a school in England were using weather instruments to measure and record changes in the weather during a number of days in April. The students measured temperature, rainfall, atmospheric pressure and wind direction. They investigated the following hypotheses: Hypothesis 1: Rainfall decreases as atmospheric pressure rises. Hypothesis 2: The temperature is affected by the direction from which the wind is blowing. (a) (i) Which instrument would be used to measure the following: temperature; … atmospheric pressure? …[2] (ii) Fig. 5, below, shows a rain gauge and measuring cylinder. Complete the sentences in the boxes on Fig. 5 to explain how the students would use this equipment. [3] A rain gauge and measuring cylinder funnel scale measuring cylinder outer cylinder collecting jar surface ground 2) The rainwater is poured from … … into … … 1) The rain gauge is partly buried in the ground to … … … 3) To get an accurate measurement you should … … … Fig. 5

11 0460/41/M/J/14 © UCLES 2014 [Turn over (iii) Suggest three factors which the students should have considered in choosing a site for the rain gauge. 1 … … 2 … … 3 … …[3] (iv) The students used a wind vane to observe wind direction. Suggest a good position to put a wind vane and explain your choice. … … … …[2] (v) Explain how a wind vane shows wind direction. … … … … … …[3]

12 0460/41/M/J/14 © UCLES 2014 (b) The results of the students’ measurements for Hypothesis 1: Rainfall decreases as atmospheric pressure rises, are shown in Figs 6A and 6B (Insert). (i) What was atmospheric pressure at 06.00 on day 5? … mb [1] (ii) At what time and day was the highest rainfall amount recorded? Time … Day … [1] (iii) What conclusion would the students make about Hypothesis 1? Support your decision with evidence from Figs 6A and 6B. … … … … … … … …[4] (c) The results of the students’ measurements for Hypothesis 2: The temperature is affected by the direction from which the wind is blowing, are shown in Table 5 (Insert). (i) Use the results in Table 5 to plot the following measurements onto Fig. 7 opposite: • temperature and wind direction at 00.00 hours on day 14; • temperature and wind direction at 18.00 hours on day 2. [2]

13 0460/41/M/J/14 © UCLES 2014 [Turn over Results of temperature and wind direction measurements for Hypothesis 2 0 1 2 3 4 5 6 7 8 9 10 N NE E SE direction from which wind is blowing S SW W NW 11 12 temperature (°C) 13 14 15 16 17 18 19 20 Fig. 7

14 0460/41/M/J/14 © UCLES 2014 (ii) When they studied their results the students came to the conclusion that Hypothesis 2: The temperature is affected by the direction from which the wind is blowing, was false. Support this conclusion with evidence from Fig. 7. … … … … … …[3] (iii) Look again at Table 5 (Insert). Describe the variation in temperature during day 2. … …[1] (iv) Suggest one reason why temperatures varied during day 2. … …[1] (d) Describe how the students could extend their study to measure the amount of cloud cover and cloud type. … … … … … … … …[4] [Total: 30 marks]

15 0460/41/M/J/14 © UCLES 2014 BLANK PAGE

16 0460/41/M/J/14 © UCLES 2014 BLANK PAGE Copyright Acknowledgements: Question 1 Fig. 1 © Wideworld ; Volume 19 Number 1; Phillip Allan; September 2007. 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. 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.

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0460 GEOGRAPHY 0460/41 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0460 41 © Cambridge International Examinations 2014 1 (a) (i) Buildings labelled on Fig. 1 C at point X, Fi at point Y 2 @ 1 [2] (ii) Clustered / group / together / close to each other / next to other food places / unevenly distributed Located on Swan Lane / Castle Meadow Lane / Orford Place / Castle St East side North – south / linear NOT: on street corners / near clothes shops / on right / on main roads / nucleated or dispersed / not evenly distributed / north east [2] (iii) Department store [1] (iv) Furniture [1] (b) (i) Secondary data [1] (ii) Graph completion (don’t need shading) Furniture –12 Other shops +7 2 @ 1 [2] (iii) Hypothesis is true – 1 mark reserve (
HA) Allow copy of hypothesis Total shop numbers have gone down (124–116 / by 8) Total number of services has gone up (22–26) Decrease in clothes / department stores / furniture / non-food shops / finance (more in 1985) Increase in entertainment / other services / food / vacant buildings (more in 2010) 1 mark maximum and reserve for supporting stats – need stats for 1985 and 2010 or ‘by’ figure Hypothesis conclusion is incorrect / false / partly true = 0 (XHa) If no hypothesis conclusion ^HA and credit evidence [4] (c) (i) Ask people from different age groups / male and female / socio-economic groups Proportionate number from each age group / gender [2] (ii) People refusing to answer questions / too busy / rude / aggressive Not enough people to complete the questionnaire Different students asking the same people Getting an appropriate age range to make sample representative / working out age of people People giving incorrect / too vague answer Not enough time to complete survey NOT: problems with questionnaire / language barrier / don’t have pen / weather 2 @ 1 [2] (d) (i) Completion of pie graph: 0–15 mins = 8 and 16–30 mins = 20 1 mark for dividing line 1 mark for shading No mark for line if plotted wrong way round, but credit shading if correct [2]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0460 41 © Cambridge International Examinations 2014 (ii) Ideas such as: Good security / safe Accessible by public transport / good public transport links / easy to get to Landscaping / attractive environment Good facilities for children Entertainment attractions e.g. cinema, restaurant Came with friend / relatives Near pick up point of children from school Reasonable prices / cheap High order goods available / big stores / specialist / high quality Sales Convenient opening hours / long hours Good customer service Accept different currencies Banks / solicitors are there NOT: good facilities / a lot of services / like it NOT: answers from Q2 2 @ 1 [2] (iii) 1. Overcrowded at times OR Difficult access for disabled people 2. Gangs of youths OR People begging 2 @ 1 [2] (iv) Hypothesis is true for variety of shops but false for litter and graffiti OR partially true / half true –1 mark reserve (
HA) Variety of shops is largest / highest number Litter and graffiti is not highest / largest number / rank 5 in list of concerns / more concerns about expensive to park OR gangs OR begging OR overcrowded (25 say litter and 34 say expensive) Hypothesis conclusions are true / false = 0 (XHa) If no hypothesis conclusion ^HA and credit evidence [3] (e) Questionnaire / interview or survey people shopping in the area / ask shoppers or customers / ask questions outside different shops Tick off on questionnaire / mark on map / Question: Where do you live? Plot locations where shoppers came from on a map Draw desire lines / flow lines of where customers come from / flow diagram Draw a boundary around the plots to show sphere of influence / catchment area Credit other methods such as: Find out and map delivery area of shops Investigate local advertising and map results NOT: sampling / going to houses NOT: other questions such as How far away do you live? / How often do you shop here? / How far have you travelled today? [4] [Total: 30 marks]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0460 41 © Cambridge International Examinations 2014 2 (a) (i) Thermometer Barometer / barograph 2 @ 1 [2] (ii) The rain gauge is partly-buried in the ground to ... stop it tipping over /stop it spilling / knocked over / reduce evaporation The rainwater is poured from... the collecting jar / rain gauge ... into ... the measuring cylinder To get an accurate measurement you should ... put the measuring cylinder on a flat surface / read the measuring cylinder at eye level / read the scale NOT: use scale / use a measuring cylinder / repeat experiment / avoid splashing / from funnel to collecting jar 3 @ 1 [3] (iii) Clear of buildings / away from shelter / open ground / proximity of buildings / how covered area is Clear of trees / away from interception / proximity to trees Clear of people / animals / away from interference / how many people pass by On grass / not on concrete / type of surface On flat land / relief / slope of land Accessible / accessibility NOT: will not be broken / on private land 3 @ 1 [3] (iv) On the roof of a building / on top of a building / top of a pole Nothing to obstruct wind NOT: open area / high ground / high place / avoid vandalism / nothing in the way [2] (v) Arrow / pointer turns and spins / spins round / pushed by wind Letters N/E/S/W / compass shows direction Arrow points to the direction which the wind is coming from NOT: wind vane turns / direction the wind blows [3] (b) (i) 1008(mb) [1] (ii) 12.00 on day 13 [1] (iii) Hypothesis is true –1 mark reserve (
HA) Reference to a particular day – increasing / high AP and decreasing / low rainfall Reference to a particular day – increasing / high rainfall and decreasing / low AP Credit 4 stats such as 9 mm rain and 997mb compared with 0 mm and 1028mb Hypothesis conclusions are partially true / false = 0 (XHa) If no hypothesis conclusion ^HA and credit evidence [4] (c) (i) Two plots on Fig 7 6° from NE and 10° from S 2 @ 1 [2]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0460 41 © Cambridge International Examinations 2014 (ii) There is no clear pattern / correlation / scattered Temperatures are same when wind blows from different directions / when wind blows from one direction temperatures vary N 3°–10°, NE 5°–8°, E 5°–12°, S 7°–13°, SW 3°–.14°, W 4°–11°, NW 3°–11° (accept any 2 stats) 6° – north / south west / west / north west 10° – north / south / west (accept any two directions) OR other temperature No hypothesis mark [3] (iii) Increase in temperature to 12.00 / midday / lunch time then decrease [1] (iv) Height of sun in sky / angle of sun / sun is shining / more sunlight / sun is not shining at night NOT: variation in cloud cover / wind direction or strength / rain / day and night [1] (d) Look at sky / clouds See / estimate / work out how much sky / grid is covered Measured in eights / oktas / percentage Identify type of cloud from knowledge / from chart Named example of cloud type [4] [Total: 30 marks]