Cambridge IGCSE Geography 0460 — 2015 Oct/Nov Paper 4 · Variant 3

This document consists of 15 printed pages, 1 blank page and 1 Insert. DC (NH/FD) 99189/5 © UCLES 2015 [Turn over * 3 7 3 0 7 5 9 8 5 4 * GEOGRAPHY 0460/43 Paper 4 Alternative to Coursework October/November 2015 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler Calculator 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 Photograph A, Table 1 and Figs 2 and 3 for Question 1, and Tables 2 and 3 and Figs 5 and 9 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 0460/43/O/N/15 © UCLES 2015 1 A group of students went on a field visit to some coastal sand dunes. Having studied the formation of sand dunes in class, the students wanted to find out more about their shape and the different vegetation that grows on them. An area of coastal sand dunes is shown in Photograph A (Insert). The students agreed on the following two hypotheses: Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea. Hypothesis 2: The type of vegetation growing on sand dunes changes away from the sea. (a) (i) To begin their investigation the students used a tape measure to mark a transect line across the sand dunes. Using Fig. 1 below choose the correct line for the transect. Circle your answer below. A B C D [1] VHD EHDFK VDQGGXQHV 3RVVLEOHVDQGGXQHWUDQVHFWV $ % & ' % $ ' & Fig. 1 (ii) Fig. 2 (Insert) shows some of the equipment used to measure the angle of slope along a transect line. Which two of the following pieces of equipment are shown? Equipment Tick (✓) callipers clinometer flowmeter hygrometer ranging poles [2]

3 0460/43/O/N/15 © UCLES 2015 [Turn over (iii) Explain how the students would measure the changing angle of slope along a transect line across the sand dunes. … … … … … … … …[4] (iv) From their measurements the students drew a profile of their transect to show the main types of dune. This is shown in Fig. 3 (Insert). Match the following descriptions to three types of dune shown in Fig. 3. Write your answers in the table below. Description Type of dune Oldest dunes which are furthest inland Most recently created dunes Tallest dunes [1] (v) Explain how sand dunes, like the ones shown in Photograph A (Insert), are formed. … … … … … …[3]

4 0460/43/O/N/15 © UCLES 2015 (b) (i) To investigate Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea, the students used a quadrat to measure the vegetation cover every 20 metres along the transect. Describe how they would do this task. … … … … … …[3] (ii) The students’ results are shown in Table 1 (Insert). Plot the results at 190m and 210m from the high water mark of the sea on Fig. 4 below. [2]                GLVWDQFHIURPKLJKZDWHUPDUNRIWKHVHD P DPRXQWRIYHJHWDWLRQFRYHU      5HVXOWVRIYHJHWDWLRQFRYHUPHDVXUHPHQW Fig. 4

5 0460/43/O/N/15 © UCLES 2015 [Turn over (iii) To what extent is Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea true? Use evidence from Fig. 4 and Table 1 to support your conclusion. … … … … … …[3] (c) To investigate Hypothesis 2: The type of vegetation growing on sand dunes changes away from the sea, the students recorded the main type of vegetation at each sample site along their transect. These results are also shown in Table 1 (Insert). (i) At first the students could not identify some of the types of vegetation. Suggest two ways that they found out what they were. 1 … … 2 … …[2] (ii) Suggest one disadvantage of the students only recording the main type of vegetation at each sampling site. … …[1] (iii) When they studied their results the students agreed that Hypothesis 2: The type of vegetation growing on sand dunes changes away from the sea was true. Give two pieces of evidence from Table 1 to support their conclusion. 1 … … 2 … …[2]

6 0460/43/O/N/15 © UCLES 2015 (d) (i) While doing their fieldwork the students realised that the sand dunes were a popular destination for tourists. Describe how tourists may affect the vegetation growing on sand dunes. … … … …[2] (ii) Suggest how tourism could be managed to protect the dunes and vegetation from visitors? … … … … … … … …[4] [Total: 30 marks]

7 0460/43/O/N/15 © UCLES 2015 [Turn over TURN PAGE FOR QUESTION 2

8 0460/43/O/N/15 © UCLES 2015 2 A large new shop was opened in the CBD of a town in the UK. Students from a local school decided to investigate the impact of the shop on the town centre. Fig. 5 (Insert) shows the location of the shop in the CBD of the town. (a) (i) What does CBD stand for? …[1] (ii) Which one of the following is least likely to be located in the CBD of a town? Tick your choice in the table below. Tick (✓) government building train station factory theatre bank [1] The students agreed on the following hypotheses: Hypothesis 1: Opening the new shop has had a positive economic impact on the town centre. Hypothesis 2: Opening the new shop has had a negative impact on the environment of the town centre. (b) To test Hypothesis 1 the students produced a questionnaire to use with people in the town centre. (i) The teacher gave the students the questionnaire to use. Give three pieces of advice the teacher would have given the students about how to use it. 1 … … 2 … … 3 … …[3]

9 0460/43/O/N/15 © UCLES 2015 [Turn over (ii) The questionnaire is shown in Fig. 6 below. In the spaces provided on Fig. 6, add two other age groups which are appropriate for classifying the people interviewed. Two age groups have already been included. [2] Questionnaire Hello, I am studying Geography at Rymer College. Please will you complete the following questionnaire to help me complete my geography fieldwork? Gender Male Female Age group Under 15 ______ ______ Over 60 What do you think about the large new shop which has been opened in the town centre? For each of the following statements circle the answer which matches your opinion. 1. The shop has brought a larger variety of goods and services to the town centre. Agree strongly Agree Disagree Disagree strongly 2. The shop attracts people to come to the town centre more often. Agree strongly Agree Disagree Disagree strongly 3. The shop has provided more jobs in the town centre. Agree strongly Agree Disagree Disagree strongly 4. The shop has meant increased competition for other shops in the town centre. Agree strongly Agree Disagree Disagree strongly Thank you for your time. Fig. 6

10 0460/43/O/N/15 © UCLES 2015 (iii) The students used the questionnaire with 100 people. Their results are shown in Table 2 (Insert). Use these results to complete Fig. 7 below. [2] 0 10 20 30 40 50 60 70 80 90 100 0 10 20 30 40 50 60 70 80 90 100 5HVXOWVRIWKHTXHVWLRQQDLUH The shop has brought a larger variety of goods and services to the town centre The shop attracts people to come to the town centre more often The shop has provided more jobs in the town centre The shop has meant increased competition for other shops in the town centre Agree strongly .H\ Agree Disagree Disagree strongly Fig. 7 (iv) One student did a further calculation for each statement to see how positive people were about the shop. This calculation is shown for Statement 1 below. Statement 1: The shop has brought a larger variety of goods and services to the town centre. Opinion Number of answers Weighting Score Agree strongly 38 +2 +76 Agree 26 +1 +26 Disagree 33 –1 –33 Disagree strongly 3 –2 –6 Total score +63

11 0460/43/O/N/15 © UCLES 2015 [Turn over Complete the table below to show the student’s calculation for Statement 2. Statement 2: The shop attracts people to come to the town centre more often. Opinion Number of answers Weighting Score Agree strongly 31 +2 Agree 40 +1 Disagree 20 –1 Disagree strongly 9 –2 Total score [2] (v) Plot the total score which you calculated for Statement 2 in Fig. 8 below. [1] The shop has brought a larger variety of goods and services to the town. total scores The shop attracts people to come to the town centre more often. The shop has provided more jobs in the town centre. The shop has meant increased competition for other shops in the town centre. 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 Fig. 8

12 0460/43/O/N/15 © UCLES 2015 (vi) What conclusion would the students make about Hypothesis 1: Opening the new shop has had a positive economic impact on the town centre? Use evidence from Figs 7 and 8 to support your answer. … … … … … … … …[4] (c) To investigate Hypothesis 2: Opening the new shop has had a negative impact on the environment of the town centre, the students did an environmental quality survey at five locations in the town centre. The recording sheet which they used is shown in Fig. 9 (Insert). (i) How might the following difficulties of using the scoring sheet be overcome? The scoring is subjective and scores may vary between students. … … The score may vary at different times. … …[2]

13 0460/43/O/N/15 © UCLES 2015 [Turn over (ii) The results of the environmental quality survey are shown in Table 3 (Insert). Complete Fig. 10 below by plotting the total score for location A. [1] N 0 10 20 30 0 10 20 30 0 10 20 0 10 20 0 10 20 30 $ % & ( ' P P new shop location of survey points 5HVXOWVRIHQYLURQPHQWDOTXDOLW\VXUYH\ .H\ shop car park indoor shopping area restricted access for vehicles S S $ 0 100 200 m 300 400 Fig. 10

14 0460/43/O/N/15 © UCLES 2015 (iii) The students decided that Hypothesis 2: Opening the new shop has had a negative impact on the environment of the town centre was true. Do you agree with their decision? Support your answer with evidence from Table 3 and Figs 9 and 10. … … … … … … … …[4] (d) Some students did a pedestrian count at the five survey points in the town centre to investigate another possible impact of the new shop. (i) In the space below draw a recording sheet which the students could have used for the pedestrian count. [3]

15 0460/43/O/N/15 © UCLES 2015 (ii) How should the students organise and complete the pedestrian count? … … … … … … … …[4] [Total: 30 marks]

16 0460/43/O/N/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the October/November 2015 series 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 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 October/November 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 43 © Cambridge International Examinations 2015 1 (a) (i) C [1] (ii) Clinometer, ranging poles If more than two answers – 1 for each incorrect answer 2 @ 1 [2] (iii) Lay tape measure out along transect line Put poles at break of slope / at equal or set distances apart / 5 m or more apart Measure / mark distance between ranging poles Poles must be vertical Sight other ranging pole at top / agreed height / line up Read / measure / record angle – need reference to clinometer Move poles across/ along profile / transect / to next site / repeat measurement along transect [4] (iv) Description Type of dune Oldest dunes which are furthest inland Grey (dune) Most recently created dunes Embryo (dune) Tallest dunes Yellow (dune) [1] (v) Obstacle / plant on / behind the beach Wind picks up sand / blows sand / carries sand / moves sand Friction with obstacle/plant slows down wind Sand is deposited around obstacle / traps sand This increases size of obstacle so deposition continues and dune grows Plant roots hold dune together [3] (b) (i) Put quadrat / grid on ground / alongside tape / put quadrat down Estimate percentage of quadrat / count number of squares which include vegetation cover Do more than one measurement and calculate the average Record results / write down measurements [3] (ii) Plot 60% cover at 190 m, 75% cover at 210 m 2 @ 1 [2]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 43 © Cambridge International Examinations 2015 (iii) Hypothesis is correct / true / generally / mostly /partially correct – 1 mark reserve e.g. Percentage of cover increases from 20% at 10 m / site 1 to 95% at 290 m / site 15 – need 2 percentages and 2 distances or site numbers Exception / anomaly to the pattern at: 30 and 50, 110 and 130, 150 and 170, 210 and 230, 290 and 310 m (or sites) e.g. percentage of cover is 30% at 30 m / site 2 and 25% at 50 m / site 3 – need 2 percentages and 2 distances or site numbers OR: % is higher at 30 m or site 2 than at 50 m or site 3 / lower at 50 m or site 3 than at 30 m or site 2 Need 1 supporting set of statistics and 1 anomaly set of statistics [3] (c) (i) Photograph / take sample / sketch / written description of vegetation Look up in book / internet / vegetation chart Ask ranger / teacher / expert 2 @ 1 [2] (ii) May be other different types of vegetation / will not see variety or diversity Main type of vegetation may only just be over 50% [1] (iii) Credit any two changes from Table 1. Need 2 vegetation types and distance or description of position Accept distance or site number. e.g. Sea couch grass at 10 m / site 1 and lyme grass at 30 m / site 2 e.g. Sea couch grass and lyme grass occupy area closest to sea and marram grass occupies large area behind it e.g. 1. Sea couch grass 0–30 m away 2 Gorse / heather 270 m away from sea = 1 mark No Hypothesis mark 2 @ 1 [2]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 43 © Cambridge International Examinations 2015 (d) (i) Tourists walking / trampling / cycling / having a picnic / dropping litter / starting a fire / pulling up plants / driving on dunes Kill / damage / destroy vegetation / vegetation dies / vegetation cover decreases / ruins vegetation [2] (ii) Notice boards / visitor centre / signs / notices / leaflets to educate / inform / tell tourists Marked / signed footpaths / build or make a footpath Boardwalk across area Fence off / rope off areas / restricted access Barriers to prevent vehicle / cycle access / create car park Rangers to monitor / advise tourists Charge admission to dunes Designate picnic sites / ban barbecues or picnics Litter bins [4] Total 30 marks 2 (a) (i) Central Business District [1] (ii) Factory [1] (b) (i) Ideas such as: Choose a variety of people / choose people of different age or gender Don’t just ask people you know Introduce yourself / explain purpose of survey Have a system for choosing people such as every 10th person / random / have a sampling method Accept if people don’t want to answer or fill it in / don’t argue / be polite / thank them Don’t approach people in a big group / work in pairs / don’t work alone Don’t block pavement / doorway Go to different parts (of the CBD) / don’t all go to the same area [3] (ii) 15–30 (or reasonable alternative between 30–40) 31 (or reasonable alternative) – 60 Accept reasonable ranges if not overlapping 2 @ 1 [2] (iii) Divided bar graph completion 1 mark for dividing lines at 71 and 91 1 mark for shading [2]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 43 © Cambridge International Examinations 2015 (iv) Opinion Number of answers Weighting Score Agree strongly 31 +2 +62 Agree 40 +1 +40 Disagree 20 –1 –20 Disagree strongly 9 –2 –18 Total score +64 1 mark for 4 correct scores 1 mark for correct total = 64 Must have the + and – symbols [2] (v) Answer from b(iv) plotted accurately (ecf) [1] (vi) Hypothesis is correct / true / mostly true – 1 mark reserve (✓HA) Table 2 / Fig. 7 Over half agreed with 3 of the 4 statements Majority agreed that shop has brought more goods and services / attracts people to town more often / has provided more jobs Less than half agreed / more than half or most disagreed that shop has increased competition Credit data if added together or paired for 1 mark max e.g. 64 agree that the store has brought more services (accept statement 1) e.g. 31 strongly agree and 40 agree / 71 agree that shop attracts people to the town centre (accept statement 2) Fig. 8 All statements have positive scores People are most positive about jobs created People are least positive about competition to other shops Credit data for 1 mark max e.g. score / index for brought goods and services = 63 / shops attract people = 64 / provides jobs = 140 (accept reference to statements 1, 2, 3, 4) average score for all 4 statements is 68.75 [4]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 43 © Cambridge International Examinations 2015 (c) (i) Scores may vary between students: Carry out pilot study Work in groups and discuss / agree / check score Calculate the average score from a group of students NOT: compare score with other groups Score may vary at different times: Make sure surveys are done at same time / agree a time for survey [2] (ii) Bar drawn to 22 [1] (iii) Disagree with conclusion / students’ decision / hypothesis is false – 1 mark reserve (✓HA) New town has a positive impact (on the environment) Higher EQ results or score / positive descriptions / scores over 21 are nearest to new shop / sites C or D Lower EQ results or score / negative descriptions / scores below 21 are furthest from new shop / sites B or E Credit contrasting paired data of total scores for 1 mark maximum e.g. C scores 27 and E scores 17, D scores 30 and B scores 14, Points C/D are nearer the new shop and have higher scores than points B/E which are further away = 2 marks If no decision credit evidence [4] (d) (i) Recording sheet should include: Street name / location / sample point / site / survey point Number of pedestrians / tally label / example of tallying method (NOT blank space) Total number Time / day / date [3] (ii) 2 or 3 students / group go to each survey point All start the count at the same time / synchronise watches All count for the same length of time / finish at the same time / 30 mins Do more than one count in a day / do it on several days or on two different days / do one count in the morning and one in the afternoon Note down / record / count people passing the point / one person counts and one person writes down Fill in the recording sheet / fill in the tally / use a clicker [4] [Total 30 marks]